Article Per Year (5 Year)
p-Index From 2021 - 2026
7.135
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Indonesia Jurnal Pendidikan Dasar Nusantara EDUHUMANIORA: Jurnal Pendidikan Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) DIDAKTIKA TAUHIDI: JURNAL PENDIDIKAN GURU SEKOLAH DASAR Pendas : Jurnah Ilmiah Pendidikan Dasar Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan Unipa Surabaya Jurnal Penamas Adi Buana Jurnal Ilmiah Mandala Education (JIME) Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Edunesia : jurnal Ilmiah Pendidikan At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Journal of Innovation in Educational and Cultural Research Eduproxima : Jurnal Ilmiah Pendidikan IPA Pasundan International of Community Services Journal (PICS-J) Pendagogia: Jurnal Pendidikan Dasar Jurnal Pengabdian dan Edukasi Sekolah (Jubaedah) Jurnal Tadris IPA Indonesia Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) Jurnal Citra Pendidikan EduStream: Jurnal Pendidikan Dasar Jurnal Ilmu Sosial, Pendidikan Dan Humaniora Jurnal Citra Pendidikan Anak Indonesian Research Journal on Education JS (Jurnal Sekolah) Inisiatif: Jurnal Dedikasi Pengabdian Masyarakat Buletin Pengabdian Multidisiplin Kanigara Jurnal Inovasi dan Teknologi Pendidikan Jurnal Pendidikan Dasar dan Keguruan JUMPA : Jurnal Manajemen Pendidikan EduBase: Journal of Basic Education Jurnal Pengabdian Kepada Masyarakat Journal of Primary Education Jurnal Citra Pendidikan
Imas Srinana Wardani
Universitas PGRI Adi Buana Surabaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Physics Public Health Social Sciences Other

Published : 55 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 55 Documents
Search

 2   3   4   5   6 
PROFIL KEMAMPUAN BERPIKIR KRITIS SISWA KELAS V SD DENGAN PENDEKATAN STEAM MATERI PECAHAN Yunita Anggreani; Imas Srinana Wardani; Erlin Ladyawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 1 (2026): Volume 11 No.1, Maret 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i1.43574

Abstract

Critical thinking is an important competency in 21st-century learning that needs to be developed from elementary school. However, in mathematics learning, especially in fraction topics, students’ critical thinking skills have not developed optimally across each indicator. Therefore, it is important to identify students’ critical thinking profiles as a basis for designing learning activities that match their levels of ability. This study aims to describe the critical thinking profile of fifth-grade students through the STEAM (Science, Technology, Engineering, Art, and Mathematics) approach in learning fractions. This research employed a descriptive qualitative method with fifth-grade students of SD Hang Tuah 10 Juanda as the subjects. Data were collected through tests and interviews based on the indicators of interpretation, analysis, inference, and evaluation. The results showed that students’ critical thinking skills were categorized into three levels: high, moderate, and low. Students in the high category were able to meet all indicators well. Students in the moderate category performed well in analysis and inference but still needed improvement in interpretation and evaluation. Meanwhile, students in the low category were not able to meet most of the indicators optimally. The STEAM approach can be used to describe students’ critical thinking characteristics in solving contextual fraction problems and as a reference for designing more appropriate learning activities.”
Analisis Miskonsepsi Kemampuan Literasi Numerasi terhadap Pemahaman Konsep FPB dan KPK pada Siswa Kelas IV Sekolah Dasar Puspitasari, Ratna; Srinana Wardani, Imas; Ladyawati, Erlin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45077

Abstract

This study aims to analyze the forms of students' misconceptions in understanding the concept of Greatest Common Factor (FPB) and Least Common Multiple (KPK) when viewed from the perspective of numeracy literacy skills. This study uses a qualitative approach with a case study design. The research subjects consisted of six fourth-grade elementary school students who were selected purposively based on the categories of high, medium, and low ability. Data collection techniques were carried out through essay tests based on numeracy literacy and semi-structured interviews. Data analysis used the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. Data validity was tested through triangulation of techniques, sources, and time. The results showed that students with high ability did not experience significant misconceptions, but were still weak in providing conceptual explanations. Students with medium ability experienced conceptual and procedural misconceptions, especially in determining the use of FPB and KPK. Meanwhile, students with low ability experienced conceptual, procedural, and representational misconceptions. These findings indicate that numeracy literacy skills play an important role in minimizing mathematical misunderstandings in elementary school students.
PENGGUNAAAN MEDIA PEMBELAJARAN DIORAMA UNTUK MENINGKATKAN HASIL BELAJAR SISWA MATERI KERAGAMAN BUDAYA INDONESIA KELAS IV A SDN MARGOREJO 1/403 Icha Aprila, Vania; Srinana Wardani, Imas; Endarwati, Yunisa; Salsa Putri, Sabrina; Inggita Sri Krisnawati, Yuniar; Shofiyul Faizin, Muhammad; Suntari, Atik
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49226

Abstract

This study was motivated by the low learning outcomes of fourth-grade students in Class IV-A at SDN Margorejo 1/403 in Surabaya regarding the topic of Indonesian Cultural Diversity. These low learning outcomes were attributed to monotonous teaching methods and the use of unengaging learning media. This classroom action research aims to improve the learning outcomes of fourth-grade students on the topic of Indonesian Cultural Diversity through the use of dioramas. The research method used was Classroom Action Research (CAR), conducted in two cycles. The stages carried out in each cycle were planning, implementation of actions, observation, and reflection. The research subjects consisted of 24 students in Class IV-A for the 2025/2026 academic year. Data collection was conducted through observation, evaluation tests, and documentation. The research results indicate that the use of diorama media can significantly improve student learning outcomes. In the pre-cycle phase, student mastery reached only 29.2% with an average score of 64.79. After implementing the diorama media in Cycle I, the mastery rate increased to 58.3% with an average score of 76.25. Furthermore, in Cycle II, the average score increased to 94.38 with a learning achievement rate of 87.5%. The diorama medium not only improved learning outcomes but also increased student participation, engagement, and attention during learning activities. Thus, the use of the diorama learning medium for the topic of Indonesian cultural diversity in elementary schools has proven effective in improving student learning outcomes.
ESD-Based Collaborative Learning to Strengthen Fourth-Grade Students’ Critical Thinking Skills: A Quasi-Experimental Study Nur Asiyah; Imas Srinana Wardani; Erlin Ladyawati
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1441

Abstract

Critical thinking is an essential competency that should be fostered through meaningful and sustainable learning. However, elementary students’ critical thinking skills remain limited because classroom instruction is predominantly teacher-centered. This study aimed to examine the effect of an Education for Sustainable Development (ESD)-based collaborative learning model on fourth-grade students’ critical thinking skills in Integrated Science and Social Studies (IPAS). A quasi-experimental study employing a posttest-only control group design was conducted with 50 students from SDN Tenggilis Mejoyo 1 Surabaya, consisting of 26 students in the experimental class and 24 students in the control class. Data were collected using a 20-item multiple-choice critical thinking test and analyzed through descriptive statistics, normality, homogeneity, and independent samples t-tests. The findings revealed that students who participated in ESD-based collaborative learning achieved significantly higher critical thinking scores than those receiving conventional instruction (p < .05). These findings demonstrate that integrating collaborative learning with ESD principles effectively strengthens students’ critical thinking skills and supports the development of sustainable learning competencies in elementary education.
Interaction of Coastal Ethnoscience Learning and Ecological Attitudes in Elementary Science Jumrah, Jumrah; Srinana Wardani, Imas; Prayogo, Prayogo
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i2.14814

Abstract

Science learning in elementary school should foster students’ conceptual understanding and critical thinking skills through contextual learning experiences. This study aimed to analyze the effect of coastal ethnoscience learning on elementary school students’ conceptual understanding and critical thinking skills in science, as well as to examine the interaction between coastal ethnoscience learning and ecological attitudes in influencing both outcomes from a school management perspective. This study employed a quantitative approach with a 2×2 factorial quasi-experimental design (pretest-posttest non-equivalent control group) involving 34 fourth-grade students at SDN 25 Moko, Raja Ampat. Data were collected through a conceptual understanding test, a critical thinking skills test, an ecological attitudes questionnaire, and were supported by observations of learning implementation. The data were analyzed using ANOVA and MANOVA after the prerequisite tests had been satisfied. The results showed that coastal ethnoscience learning had a significant effect on conceptual understanding (p = 0.006) and critical thinking skills (p < 0.001). In addition, there was a significant interaction between coastal ethnoscience learning and ecological attitudes on conceptual understanding (p = 0.017; η² = 0.010) and critical thinking skills (p = 0.045; η² = 0.071). These findings indicate that the effectiveness of coastal ethnoscience learning is influenced by students’ ecological attitudes. From a school management perspective, these results underscore the importance of school support in managing the potential of the coastal environment as a learning resource, strengthening ecological culture, and facilitating well-planned contextual learning to improve the quality of science learning in elementary schools.
Co-Authors A'yun, Qurrotal Achmad Fanani Achmad Fanani Afida Sukmaningrum Aisyah, Fara Akhmad Qomaru Zaman Al Mahabbah Havi, Shaden Alannur, Gianluca Brilliani Amelia Widya Hanindita Amelia Widya Hanindita Amirul Iman Bin Baba Ismadi Apri Irianto Argantini, Renny Yulia Savita Ari Widodo Atnuri Atnuri Azmy, Bahauddin Bahtiar Ihwannudin Bramianto Setiawan Cholifah Tur Rosidah Diana Dwi Lestari Dinda, Nausya Nurdinda Eka Saputri Endarwati, Yunisa Enjang Restu Kinanti Erlin Ladyawati Erlin Ladyawati Erni Fiorintina Erni Fiorintina Fiorintina, Erni Icha Aprila, Vania Ida Sulistyawati Ida Sulistyawati Ida Sulistyawatii, Ida Ida Sulistyowati Indrati, Mega Arlisyah Giri Inekke Fatimatus Hasna Inggita Sri Krisnawati, Yuniar Inpriani, Pingky Irianto , Apri Jumrah Jumrah Kholidah, Nur Dyana Ladyawati, Erlin Lydia Lia Prayitno Mawaddah, Yowanda Mega Arlisyah Giri Indrati Mokhamad Ali Yafie Muhammad Iqbal Al Ghozali Munir Nemu Yayuk Cipta Mudra Nihayatul Qudsiyyah, Ulin Nur Asiyah Nurul Izzah Parichat Pimon Phannida Khanthaphad Pramesti, Elsa Anggita Ary Prastyo, Danang Prayogo Prayogo Prayogo Prayogo, Prayogo Rarasaning Sariyaningsih Rarasaning Satyaningsih Renny Yulia Savita Argantini Reza Rachmadtullah Reza Rachmadtullah Rusminati, Susi Hermin Safaroza, Della Noor Salsa Putri, Sabrina Samsudin, Asep Satianingsih, Rarasaning Shofiyul Faizin, Muhammad Sri Mulyaningsih Stephanie Putri Damayanti Subandowo, Marianus Sukmaningrum, Afida Sulistyawati, Ida Suntari, Atik Triman Juniarso Ulumiyah, Rosyidatul Via Yustitia Vinsentia Asri Budiarti Wahyu Susiloningsih, Wahyu Wan Irham Ishak Wandani, Cintha Firamei Yunita Anggreani Yusmahariz Ashraf Bin Yusmaherizam