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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) Ganaya: Jurnal Ilmu Sosial dan Humaniora Jurnal Pendidikan dan Konseling Community Development Journal: Jurnal Pengabdian Masyarakat Journal La Edusci Joong-Ki : Jurnal Pengabdian Masyarakat Journal of General Education and Humanities TOFEDU: The Future of Education Journal Social Science Academic Jurnal Pengabdian Masyarakat dan Riset Pendidikan Joong-Ki Journal of Innovative and Creativity Edusiana: Jurnal Ilmu Pendidikan Joong-Ki
Leny Julia Lingga
Universitas Islam Riau
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Penerapan Model Team Games Tournament (TGT) Untuk Meningkatkan Hasil Belajar Siswa Pada Pembelajaran IPAS Kelas V SDN 015 UjungBatu Lusi Aprili Wahyuni; Leny Julia Lingga
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.2495

Abstract

Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan peningkatan hasil belajar siswa pada pembelajaran IPAS setelah diterapkan Model Tipe Team Games Tournament (TGT) di kelas V SDN 015 Ujungbatu. Penelitian ini menggunakan semacam penelitian tindakan kelas. Pada penelitian ini menggunakan dua jenis data: data kuantitatif dan kualitatif. Sumber data penelitian ini adalah guru dan siswa kelas V sebagai subjek penelitian. Subjek pada penelitian ini yaitu wali kelas V dan siswa kelas V SDN 015 Ujungbatu, Kabupaten Rokan Hulu. Teknik pengumpulan data melalui tes dan observasi. Hasil dari penelitian ini, menghasilkan produk e-modul berbasis Technological Knowledge yang dapat digunakan pada jenjang SD sebagai bahan ajar atau pegangan buku ajar peserta didik. Teknik analisis data yang digunakan berupa data kualitatif dan kuantitatif yaitu analisis data tahap pendahuluan dan analisis data validasi. Kesimpulan penelitian ini adalah Perencanaan pembelajaran IPAS dengan menggunakan model Team Games Tournament (TGT) dibuatkan kedalam bentuk perangkat pembelajaran yang disusun sesuai dengan langkah-langkah model TGT. Pelaksanaan pembelajaran dengan menggunakan pembelajaran TGT terdiri dari kegiatan awal, kegiatan inti, dan kegiatan penutup. Pelaksanaan dengan penerapan model TGT dilaksanakan dengan langkah-langkah yakni Presentasi di kelas, Pembentukan tim, Melakukan permainan, Melakukan tournament dan Memberikan rekognisi.Penilaian hasil belajar siswa kelas V pada mata pelajaran IPAS dengan penerapan model TGT di siklus I mendapatkan nilai rata-rata sebesar 51 dan di siklus II mendapatkan nilai sebesar 71,3. Artinya pada pelaksanaan siklus II hasil belajar siswa sudah dikatakan meningkat berdasarkan interval keberhasil yang sudah ditentukan. Penilaian pembelajaran IPAS menggunakan model TGT dilakukan dengan penilaian hasil ulangan harian siswa. Penilaian pembelajaran IPAS dengan menggunakan model TGT mengalami peningkatan dimana siklus I rata-rata kelasnya 66,4 sedangkan siklus II rata-rata kelasnya 83,59.
Pendampingan Literasi Digital Bertanggung Jawab bagi Siswa Sekolah Dasar : Pengabdian Leny Julia Lingga; Febrina Dafit; Purba Andy Wijaya; Elpri Darta Putra; Laili Rahmi; Egi Primanda; Tika Annisa Maharani
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.4862

Abstract

Perkembangan teknologi digital memengaruhi pola belajar dan perilaku siswa SD, sehingga perlu penguatan literasi digital yang tidak hanya teknis, tetapi juga berbasis nilai karakter dan keislaman. Pengabdian ini bertujuan meningkatkan literasi digital bertanggung jawab pada siswa SDIT Bunayya Pekanbaru melalui pelatihan terstruktur dan partisipatif dengan pendekatan deskriptif-partisipatif pada siswa kelas IV–VI. Kegiatan dilaksanakan 27 Mei 2025 melalui sosialisasi, pelatihan, penerapan teknologi, pendampingan-evaluasi, dan perencanaan keberlanjutan. Materi meliputi privasi dan keamanan data, etika komunikasi digital, kemampuan membedakan hoaks dan fakta, serta integrasi nilai karakter dan keislaman. Data diperoleh dari pre-test dan post-test, observasi, refleksi siswa, dan dokumentasi. Hasil menunjukkan peningkatan pada seluruh aspek: privasi (42%→78%), etika (45%→80%), literasi hoaks (40%→76%), dan integrasi nilai (48%→82%), seluruhnya melampaui target minimal 70%. Temuan ini menegaskan bahwa pelatihan berbasis pengalaman langsung, media interaktif, dan nilai keislaman efektif meningkatkan pemahaman, sikap, dan kesadaran siswa dalam menggunakan media digital secara aman dan bertanggung jawab.
The Effect of Using Powtoon Media on Elementary School Students' Motivation Fanny Nelviandra; Leny Julia Lingga
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1201

Abstract

The integration of technology-based media into elementary education has the potential to enhance students’ motivation to learn, particularly in science subjects. This study aimed to examine the effect of Powtoon media on the learning motivation of elementary school students in Pekanbaru City. A quasi-experimental design with a non-equivalent control group was employed, involving 59 students divided into an experimental group (n = 30) and a control group (n = 29). Learning motivation was measured using a validated questionnaire administered before and after the intervention. Data were analyzed using normality and homogeneity tests, paired and independent samples t-tests, and N-gain calculations. Results indicated a significant increase in learning motivation in the experimental group, with mean scores rising from 59.03 to 84.63 and an N-gain of 0.60 (moderate to high). A significant difference was also observed between the experimental and control groups (t = 5.625; p < 0.05). These findings suggest that Powtoon media is an effective digital learning tool for enhancing elementary students’ motivation in science education. The study contributes to educational practice by demonstrating that animation-based media can create engaging, interactive, and student-centered learning environments, particularly in schools with limited technological resources.
Implementasi Model Project-Based Learning (PjBL) dalam Pembelajaran IPAS Kelas IV SD Negeri 005 Hangtuah Kabupaten Kampar Fitra Adi Kusuma; Leny Julia Lingga
Edusiana: Jurnal Ilmu Pendidikan Vol. 4 No. 1 (2026): April 2026
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/edusiana.v4i1.1973

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya penerapan model pembelajaran yang mampu mendorong keterlibatan aktif, kolaborasi, tanggung jawab, dan kemampuan siswa dalam mengaitkan materi IPAS dengan kehidupan sehari-hari. Salah satu model yang relevan dengan kebutuhan tersebut adalah Project-Based Learning (PjBL). Penelitian ini bertujuan untuk mendeskripsikan implementasi model PjBL dalam pembelajaran IPAS kelas IV SD Negeri 005 Hangtuah Kabupaten Kampar serta mengidentifikasi kendala yang muncul dalam pelaksanaannya. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, dengan subjek penelitian guru kelas IV dan siswa kelas IV. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi PjBL dilaksanakan melalui enam tahapan, yaitu penentuan proyek, perencanaan langkah-langkah penyelesaian proyek, penyusunan jadwal pelaksanaan proyek, pelaksanaan dan monitoring proyek, penyusunan laporan serta presentasi hasil proyek, dan evaluasi serta refleksi. Penerapan tahapan tersebut mendorong siswa untuk terlibat aktif dalam diskusi kelompok, membagi tugas, menyelesaikan proyek, mempresentasikan hasil, serta merefleksikan pengalaman belajar. Kendala yang ditemukan meliputi keterbatasan waktu pembelajaran, perbedaan tingkat partisipasi siswa dalam kelompok, dan keterbatasan fasilitas pendukung proyek. Dengan demikian, implementasi PjBL dalam pembelajaran IPAS kelas IV telah terlaksana cukup baik dan memberikan pengalaman belajar yang aktif, kolaboratif, serta kontekstual, meskipun masih memerlukan penguatan dalam pengelolaan waktu, pemerataan peran siswa, dan dukungan sarana pembelajaran.
Studi Kualitatif Tentang Keterampilan Kolaborasi Siswa Dalam Pembelajaran IPS Kelas IV di Sekolah Dasar Wella Puspita Dewi; Leny Julia Lingga
Ganaya : Jurnal Ilmu Sosial dan Humaniora Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/ganaya.v8i4.5070

Abstract

Collaborative skills are an essential competency that needs to be developed in Social Studies (IPS) learning; however, in practice, some students are still unable to work together optimally during group activities. This study aims to identify the collaborative skills of fourth-grade students at SD 005 Selunak as demonstrated during the IPS learning process. This research employed a descriptive qualitative method, with data collected through interview sheets, observation sheets, and documentation review. The subjects of this study were the fourth-grade teacher and students of SD 005 Selunak. Data analysis was conducted using the Miles & Huberman model, which consists of three stages: data reduction, data display, and conclusion drawing. The results show that students’ collaborative skills have begun to develop through group activities, as indicated by active interactions among group members, relatively clear task distribution, attempts to resolve minor conflicts, shared decision-making, and attitudes of mutual support and respect. Nevertheless, some students still require guidance to participate more actively and assume roles more proportionately. In conclusion, students’ collaborative skills are evident in IPS learning, but they still need to be strengthened through continuous practice, teacher guidance, and more structured activity design.
Pengaruh Media Visual Terhadap Konsentrasi Belajar Siswa Matapelajaran PKN di Kelas 2 SDN 176 Pekanbaru Cindy Febrillaa; Laili Rahmi; Leny Julia Lingga
Social Science Academic Vol. 1 No. 2 (2023)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.v1i2.3581

Abstract

This study aims to determine whether there is an influence of visual media on the learning concentration of PKN students in grade 2 SDN 176 Pekanbaru. This research is a type of Pre-Experimental Design research, with a One-Group Pretest-Posttest research design. The population in this study were all grade 2 students at SDN 176 Pekanbaru. The sample of this research is class 2B students, totaling 24 students at SDN 176 Pekanbaru. Determination of the sample using purposive sampling technique. The results showed that through the t test (paired test) with a significance level of 5%, the t count was -6.868 with a significance level of 0.000. From the results of these calculations, it can be said that the t count is -6.868 with a significance of 0.000 <5%. So it can be concluded that the use of visual media in Civics lesson content has a significant influence on the learning concentration of grade 2 students at SDN 176 Pekanbaru
Pengaruh Media Audio Visual Terhadap Motivasi Belajar Siswa Pada Mata Pelajaran IPA Kelas 5 SDN 176 Pekanbaru Nadia Farhiza; Laili Rahmi; Leny Julia Lingga
Social Science Academic Vol. 1 No. 2 (2023)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.v1i2.3620

Abstract

This study aims to determine whether there is an influence of audio-visual media on students' learning motivation in science subjects in grade 5 SDN 176 Pekanbaru. This research is a type of quasi-experimental research, with a non-equivalent control group research design. The population in this study were all 5th grade students at SDN 176 Pekanbaru. The sample of this research was students in grades 5A and 5B, totaling 66 students at SDN 176 Pekanbaru. Determination of the sample using purposive sampling technique. The results showed that from the results of calculating students' learning motivation data, it was obtained that sig (2-tailed) = 0.000, indicating that the level of sig (2-tailed) = 0.000 is below the sig value. 5% or (0.000 <0.05), so that Ho is rejected, Hi is accepted. This means that there is an effect of the use of audio-visual media on student motivation. Then, seen from the acquisition of the average value of students' learning motivation results, it shows that the average score of learning using audio-visual media is 88.21, which is higher than the average group of students who do not use audio-visual media, which is 75.48. Therefore, it can be concluded that the learning motivation obtained by groups of students who study using audio-visual media is better than groups of students who do not use audio-visual media
An Analysis of Teachers’ Competence in Applying Instructional Variations in IPAS Learning: A Study in Grade V of SDN 004 Domo, Kampar Regency Haviz Dazaqy; Leny Julia Lingga
The Future of Education Journal Vol 4 No 7 (2025): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i7.958

Abstract

This study aims to analyze teachers’ skills in applying variations in IPAS (Integrated Science and Social Studies) learning in Grade V of SDN 004 Domo, Kampar Regency, focusing on teaching style variations, the use of media, and teacher-student interaction patterns. The research employed a descriptive qualitative method with data collected through observation, interviews, and documentation. Data were analyzed using Miles and Huberman’s interactive model, including data collection, reduction, display, and conclusion drawing. The findings reveal that teachers applied variations in teaching style, yet the use of media and interaction patterns remained limited. The study concludes that variations in teaching practices positively influenced student engagement, although they were not fully optimized across all aspects. The implication highlights the need for continuous professional development programs to enhance teachers’ creativity and consistency in implementing varied learning strategies in line with the demands of the Merdeka Curriculum.
The Role of Teachers in Shaping the Disciplinary Character of Fifth-Grade Students at SD Negeri 141 Pekanbaru Ririza Maulina; Leny Julia Lingga
The Future of Education Journal Vol 4 No 8 (2025): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1179

Abstract

This study aims to describe the role of teachers in shaping the disciplinary character of fifth-grade students at SD Negeri 141 Pekanbaru through a qualitative case study approach. The research was conducted to address the need for understanding how teachers contribute to the development of students’ discipline in both academic and non-academic aspects. Data were collected through observations, interviews, and documentation to obtain a comprehensive picture of teacher practices in fostering discipline. The findings reveal that teachers play a crucial role in building students’ disciplinary character through six main dimensions. First, teachers act as role models by demonstrating proper appearance and polite communication, providing students with concrete examples of daily discipline. Second, teachers serve as motivators who encourage students to follow school rules and complete assignments on time, thereby fostering responsibility and self-awareness. Third, teachers function as evaluators who respond to student behavior and guide them in understanding the consequences of their actions. Fourth, teachers influence student attendance through supervision, guidance, and communication with parents to ensure students attend regularly and avoid truancy. Fifth, teachers support punctuality by modeling timely behavior and guiding students to submit tasks within deadlines. Sixth, teachers foster rule compliance by teaching students to follow school regulations and maintain respectful interactions with teachers and peers. Overall, the study concludes that teachers at SD Negeri 141 Pekanbaru play a significant role not only in delivering knowledge but also in shaping disciplinary character through consistent example, motivation, evaluation, and collaboration with parents and the school environment.
Co-Authors Aisyah Fitriani Alvitta Tiara Amelin Fahesa Amisha Dewinta Amama Ayu Purnamasari S Bahril Hidayat Cindy Febrillaa Deswalila Amanda Dini Deswarni Egi Primanda Fanny Nelviandra Febrina Dafit, Febrina Fitra Adi Kusuma Fitriyani, Nofira Hadion Wijoyo Haviz Dazaqy Laili Rahmi Lusi Aprili Wahyuni Nadia Farhiza Neni Hermita Purba Andy Wijaya Putra, Elpri Darta Putri Octa Hidayanti Ririza Maulina Rizqi Fajar Adi Putra Robby Shadri Siti Quratul Ain Tika Annisa Maharani Wella Puspita Dewi Yenda Puspita