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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURMA : Jurnal Program Mahasiswa Kreatif Jurnal PRIMED:Primary Education Journal atau Jurnal Ke-SD An Algoritma: Jurnal Matematika, Ilmu Pengetahuan Alam, Kebumian dan Angkasa Garuda: Jurnal Pendidikan Kewarganegaraan Dan Filsafat
Ani Restuningsih
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Computer Science & IT Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Optimizing the Implementation of Project-Based Learning 21st Century Learning Models for Elementary School Teachers Elinda Rizkasari; Ani Restuningsih
Jurma : Jurnal Program Mahasiswa Kreatif Vol 6 No 2 (2022): Desember 2022
Publisher : LPPM UIKA Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/jurma.v6i2.1542

Abstract

The purpose of this Community Service activity is to conduct training on the implementation of the 21st Century learning model, namely the Project Based Learning model. This service was carried out at the Wahidin Sudiro Husodo Group, Jumapolo District, Karanganyar, Central Java with 30 participants who were representatives of 8 Elementary School Teachers. The method of implementing this community service activity is the Participatory Action Research method. This Participatory Action Research method consists of the stages of planning (plan), action (action), observation (observe), and reflection (reflection). The results of this community service activity were in making Project Based Learning Implementation Plans (RPP) as many as 88% of participants stated that the training provided was beneficial and those who had not previously implemented the Project Based Learning learning model understood its implementation in learning.
Pengaruh Model Pembelajaran Cooperative Learning Tipe Learning Together terhadap Hasil Belajar Peserta Didik Kelas IV Mata Pelajaran IPAS SDN Sambirejo No 148 Surakarta Tahun Ajaran 2024/2025 Mariska Alyviona; Sri Handayani; Ani Restuningsih
Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa Vol. 3 No. 1 (2025): Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/algoritma.v3i1.334

Abstract

The purpose of this study was to determine the effect of the implementation of the Cooperative Learning Model Learning Together Type on the Learning Outcomes of Grade IV Students in the Science Subject of SDN Sambirejo No. 148 Surakarta in the 2024/2025 Academic Year. This research is a quantitative study using the experimental method of One Group Pre-Test Post-Test Design. The population and sample in this study were grade IV students of SD Negeri Sambirejo Surakarta totaling 28 students. The sampling technique used was the saturated sample technique (census technique). Data collection techniques in the form of observation, testing, and documentation. The test was carried out twice with the aim of determining the changes that occurred before and after the treatment was given. The instrument trial or tryout was conducted at SD Negeri Sondakan Surakarta using 30 questions. The results of the trial were analyzed using validity and reliability tests. The results of the validity test showed 20 questions that were declared valid and 10 questions that were declared invalid. The data analysis technique was in the form of a prerequisite test using the Kolmogorov-Smirnov formula and a hypothesis test with the Paired Sample T-Test formula. Based on the results of the data analysis that has been done, the average value of the PreTest of students was 55.35 while the average value of the PostTest of students was 64.64. The results of the statistical test with the Paired Sample T-Test showed that the significance value (2-tailed) was 0.000 <0.05. The conclusion of this study states that there is a significant influence of the implementation of the Cooperative Learning Model Learning Together Type on the Learning Outcomes of Grade IV Students in the Science Subject of SDN Sambirejo No. 148 Surakarta.
PENGARUH GAMES BASED LEARNING BERBANTUAN APLIKASI KAHOOT TERHADAP HASIL BELAJAR SISWA PADA PEMBELAJARAN IPAS DI KELAS IV SDN JOGLO SURAKARTA Putri, Dias; Anggit Grahito Wicaksono; Ani Restuningsih
Primary Education Journals (Jurnal Ke-SD-An) Vol 6 No 1 (2026): MARET 2026
Publisher : Universitas Islam Raden Rahmat Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36636/primed.v6i1.6817

Abstract

 Penelitian ini memiliki tujuan untuk mengetahui Pengaruh Games Based Learning Berbantuan Aplikasi KahootTerhadap Hasil Belajar Siswa Pada Pembelajaran IPAS Di Kelas IV SDN Joglo Surakarta.Metode penelitian dalampenelitian ini menggunakan pendekatan kuantitatif dengan jenis Pre-Eksperimen Desain. Desain yang digunakan padapenelitian ini adalah One Group Pretest-Posttest. Populasi pada penelitian ini adalah seluruh kelas IV SDN JogloSurakarta. Sampel pada penelitian ini kelas IV A SDN Joglo dengan jumlah 27 peserta didik yang terdiri dari 16 peremuandan 11 laki-laki. Teknik pengumpulan data menggunakan observasi, tes hasil belajar IPAS, wawancara dandokumentasi. Uji coba instrument menggunakan uji validitas, uji reliabilitas, daya pembeda dan tingkat kesukaran.Sedangkan tekhnik analisis data menggunakan uji prasyarat analisis dengan menggunakan shapiro wilk, selanjutnyauntuk uji hipotesis menggunakan uji Paired Sample T-test.Berdasarkan analisis data yang diperoleh hasil nilai rata-ratapretest (67,96) dan setelah di terapkan model Games Based Learning Berbantuan Aplikasi Kahoot nilai rata-rata posttest(86,67). Pada analisis uji Paired Sample T-test menghasilkan nilai thitung adalah 10,867 dan nilai ttabel sebesar 2,056 untukderajat kebebasan (N-1) jadi (27-1) = 26 pada tingkat signifikasi 5%, jelas bahwa 10,867 > 2,056. yang berarti bahwamemiliki perbedaan yang signifikan pada hasil belajar siswa. Dengan demikian Ho ditolak dan Ha diterima. Yang berartiTerdapat Pengaruh Games Based Learning Berbantuan Aplikasi Kahoot Terhadap Hasil Belajar Siswa Kelas IV SDN JogloSurakarta.
Analisis Implementasi P5 Dimensi Kebhinekaan Global dalam Mengembangkan Pendidikan Karakter Cinta Tanah Air Peserta Didik Kelas IV di SD Negeri Jirapan 3 Sragen Lina Rahmatika; Oktiana Handini; Ani Restuningsih
Garuda: Jurnal Pendidikan Kewarganegaraan Dan Filsafat Vol. 3 No. 2 (2025): Juni: GARUDA: Jurnal Pendidikan Kewarganegaraan dan Filsafat
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59581/garuda.v3i2.5192

Abstract

This study aims to identify various inhibiting factors and the steps that have been taken, as well as to analyze the implementation of P5 dimensions of global diversity in developing character education for love of country for grade IV students at SD Negeri Jirapan 3 Sragen. This study was conducted at SD Negeri Jirapan 3 Sragen using a qualitative descriptive approach. The data used consisted of primary and secondary data, obtained through observation, interviews, and documentation conducted by the researcher together with the principal, teachers, and grade IV students. The subjects in this study included the principal, teachers, and grade IV students, with a sample size of three people. Data collection techniques were carried out through direct observation, in-depth interviews, and documentation as supporting data. To ensure the validity of the data, the researcher implemented strategies such as increasing perseverance in the research process, triangulation of techniques and data sources, and utilization of reference materials. The data analysis process was carried out through several stages, namely data collection, data reduction, data presentation, and drawing conclusions and verification. According to the findings of the analysis that the researcher has conducted, it shows that SD Negeri Jirapan 3 Sragen has implemented P5 dimensions of global diversity in developing character education of love for the homeland of grade IV students well. This is reflected through learning, self-development in students, and habituation activities at school such as religious activities, scouts, extracurricular karawitan, and school activities in commemorating national holidays, as well as projects for making handicrafts and regional specialties that have been running well. The existing inhibiting factors have been successfully overcome through various efforts that have been carried out well.
EFEKTIFITAS PEMBELAJARAN BERBASIS GAMIFIKASI TERHADAP KETERAMPILAN MEMBACA SISWA KELAS II SD AL-AMANAH MOJOGEDANG TAHUN PELAJARAN 2025/2026 Muti'ah, Erlis; Elinda Rizkasari; Ani Restuningsih
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63875

Abstract

This quantitative study evaluated the comparative efficacy of gamified learning versus traditional instruction in enhancing primary school students' reading comprehension skills. Utilizing a quasi-experimental non-equivalent control group design, the research examined 50 second-grade students ( experimental group;  control group). Data were collected using reading comprehension assessments administered prior to (pre-test) and following (post-test) the intervention. Analytical procedures encompassed descriptive statistics, parametric assumption checks, an independent sample t-test, and Normalized Gain (N-Gain) metrics. Descriptive results revealed post-intervention mean scores of  for the experimental cohort and  for the control cohort, with both groups exhibiting moderate learning gains (N-Gain =  and , respectively). Inferential testing demonstrated no statistically significant difference in reading comprehension outcomes between the two instructional approaches (, Cohen's ). These findings indicate that gamification and traditional direct instruction yield comparable cognitive efficacy in early-grade reading literacy. Consequently, educators should carefully balance gamification elements with cognitive load considerations rather than assuming an inherent superiority of gamified instruction over traditional methods.
Co-Authors Anggit Grahito Wicaksono Elinda Rizkasari Lina Rahmatika Mariska Alyviona Muti'ah, Erlis Oktiana Handini Putri, Dias Sri Handayani