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All Journal Jurnal Pendidikan DEWANTARA: Media Komunikasi, Kreasi dan Inovasi Ilmiah Pendidikan JOSAR (Journal of Students Academic Research)
MARIA ULFA YUDHA JULISTIYANA
STKIP PGRI TRENGGALEK
Economics, Econometrics & Finance Education Electrical & Electronics Engineering Other

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PENCIPTAAN KARYA TARI PENDIDIKAN “SEMBONYO GANDENG” UNTUK SISWA SEKOLAH DASAR MARIA ULFA YUDHA JULISTIYANA
Jurnal Pendidikan DEWANTARA: Media Komunikasi, Kreasi dan Inovasi Ilmiah Pendidikan Vol. 8 No. 2 (2022): Jurnal Pendidikan DEWANTARA: Media Komunikasi, Kreasi, dan Inovasi Ilmiah Pendi
Publisher : STKIP PGRI Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55933/jpd.v8i2.429

Abstract

Karya Tari Pendidikan “Sembonyo Gandeng” merupakan tipe tari dramatari yang mengisahkan kearifan local  tradisi Larung Sembonyo daerah Pesisir Prigi Kabupaten Trenggalek. Adat tradisi Larung Sembonyo diperingati setiap tahun pada Bulan Selo pada penanggalan Jawa. Adat tradisi ini dilaksanakan untuk mengenang jasa leluhur dengan melakukan “Bhancakan” sebelum dilarung ke pesisir Prigi. Bentuk dan gaya Tari Pendidikan “Sembonyo Gandeng” yaitu Tari Kreasi Traditional. Penciptaan melalui metode kontruksi yang meliputi: (1) Tahap Ekplorasi (2) Tahap Improvisasi (3) Tahap Evaluasi (4) Tahap Pembentukan  Karya tari Pendidikan “Sembonyo Gandeng” merupakan temuan baru yang dapat diusulkan sebagai materi ajar ataupun bahan kajian di lingkup Sekolah Dasar. Selain itu dapat dijadikan produk bahan ajar yang memiliki hak cipta / HKI sehingga dapat dipergunakan sebagai produk andalan prodi PGSD dan kampus  STKIP PGRI Trenggalek.
The Relationship between Social Media Literacy in Social Studies Learning and the Activeness of Fifth Grade Elementary School Students Putri Setyo Nuraini; Maria Ulfa Yudha Julistiyana; Lataniya Fie Dzikry
JOSAR (Journal of Students Academic Research) Vol 11 No 2 (2026): September
Publisher : Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35457/981yp559

Abstract

Abstract The rapid development of digital technology has made social media one of the primary sources of information for elementary school students. In Social Studies learning, social media issue literacy can help students understand social phenomena in a more contextual way while encouraging active participation during classroom learning. This study aimed to analyze students' levels of social media issue literacy, their learning activeness, and the relationship between these two variables in fifth-grade Social Studies learning. A quantitative approach with a correlational research design was employed. The sample consisted of 36 fifth-grade students from SDN 1 Gembleb and SDN 1 Kedunglurah, Pogalan District, Trenggalek Regency, selected through purposive sampling. Data were collected using validated and reliable questionnaires and analyzed through normality, linearity, and Pearson correlation tests using IBM SPSS Statistics 25. The findings indicated that the data were normally distributed and met the assumption of linearity. Pearson correlation analysis revealed a correlation coefficient of  0.820 with a significance value of  0.000 (p < 0.05), indicating a positive, significant, and very strong relationship between social media issue literacy and students' learning activeness. These findings suggest that higher levels of social media issue literacy are associated with greater student participation in Social Studies learning. The study implies that integrating social media issue literacy into Social Studies instruction can serve as an effective strategy to enhance students' active engagement while fostering critical thinking skills at the elementary school level.
Co-Authors Lataniya Fie Dzikry Putri Setyo Nuraini