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All Journal Pedagogia: Jurnal Pendidikan Tell : Teaching of English Language and Literature Journal Jurnal Pendidikan : Riset dan Konseptual Jurnal Dimensi Pendidikan dan Pembelajaran ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA Adimas : Jurnal Pengabdian Kepada Masyarakat Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Metaedukasi : Jurnal Ilmiah Pendidikan jurnal syntax admiration Indonesian Journal of Cultural and Community Development Jurnal Pendidikan Dasar Perkhasa Cokroaminoto Journal of Primary Education International Journal of Social Service and Research JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan Indonesian Journal of Education Methods Development Proceedings of The ICECRS Procedia of Social Sciences and Humanities Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Indonesian Journal of Islamic Studies Jurnal Pendidikan dan Pengabdian Masyarakat Jurnal Pendidikan Guru Sekolah Dasar Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar Edumaspul: Jurnal Pendidikan Academia Open
Tri Linggo Wati
Universitas Muhammadiyah Sidoarjo
Religion Aerospace Engineering Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Transportation Other

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Influence of Problem Based Learning Model on Elementary School Students Critical Thinking Abilities Febrya Wulan Sari; Tri Linggo Wati
Edumaspul: Jurnal Pendidikan Vol 8 No 1 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i1.7760

Abstract

Studi ini merupakan penelitian kuantitatif yang menggunakan metode desain pre-eksperimental untuk mengeksplorasi dampak dari penerapan model pembelajaran berbasis masalah terhadap kemampuan berpikir kritis siswa kelas V di SD Negeri Kedungringin 1 Beji Pasuruan. Sampel terdiri dari 30 siswa di kelas tersebut. Data dikumpulkan melalui lembar observasi serta tes pre dan post dalam mata pelajaran IPA. Analisis data menggunakan dua teknik statistik: deskriptif dan inferensial dengan bantuan program SPSS versi 27. Hasil pre-test dan post-test menunjukkan peningkatan signifikan dalam rata-rata kemampuan berpikir kritis. Nilai rata-rata pre-test menunjukkan kategori rendah (47), sementara post-test menunjukkan kategori tinggi (84). Hasil analisis inferensial menggunakan uji-t paired sample test menunjukkan bahwa Sig. < α = 0.05 (0.026 < α = 0.05), sehingga H0 ditolak. Kesimpulannya, penerapan model pembelajaran berbasis masalah memiliki pengaruh positif terhadap kemampuan berpikir kritis melalui mata pelajaran IPA pada siswa kelas V di SD Negeri Kedungringin 1 Beji Pasuruan.
Program Peningkatan Pengetahuan dan Keterampilan Guru dalam Deteksi dan Intervensi Dini dalam Tumbuh Kembang Anak Sekolah Dasar melalui Penggunaan Flashcard Pediatrik dan Media Visual : di SD Inklusi Muhammadiyah 01 Candi Labschool UMSIDA Arti, Widi; Widanti, Herista Novia; Wati, Tri Linggo
Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 7 No 3 (2023): Volume 7 Nomor 3 Tahun 2023
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/ja.v7i3.19970

Abstract

Early detection is a process of testing and measurement conducted when the prevalence of diseases or disorders is high in the normal population. The aim of this community engagement program is to enhance the knowledge of teachers, shadows, and educators at SD Inklusi Muhammadiyah 01 Candi Labschool UMSIDA regarding early stimulation, detection, and intervention in the development of elementary school-aged children using pediatric flashcards as a tool. The methods used in the educational activities for teachers and educators include two-way lectures, demonstrations involving all teachers, as well as the provision of pediatric flashcards and assistance in creating visual learning media for teachers. A total of 31 individuals participated in this program, including 22 regular teachers, 8 shadow teachers, and 3 education personnel at SD Muhammadiyah 01 Candi Labschool UMSIDA, Sidoarjo Regency. The program commenced on March 3, 2023. Overall, it can be concluded that this community engagement program has successfully increased the knowledge and skills of teachers in visual learning methods for children with special needs and achieved a high level of satisfaction.
Pengaruh Media Visual 3D Terhadap Kemampuan Kognitif Siswa Kelas 3 Sekolah Dasar Maisaroh, Farihatul; Wati, Tri Linggo
Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Vol. 13 No. 1 (2026): ELEMENTARY SCHOOL (Jurnal Pendidikan dan Pembelajaran Ke-SD-an)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/esjurnal.v13i1.4681

Abstract

Pendidikan sekolah dasar berperan penting dalam membangun kemampuan akademik dan kognitif siswa. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media visual 3D terhadap kemampuan kognitif siswa pada materi denah di lingkungan sekitarku dalam pembelajaran Bahasa Indonesia kelas III sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen semu (quasi-experimental) dan desain non-equivalent control group design. Subjek penelitian adalah siswa kelas III A sebagai kelas eksperimen dan kelas III B sebagai kelas kontrol di SDN Pagerwojo tahun ajaran 2025/2026, dengan jumlah masing-masing 30 siswa. Instrumen penelitian berupa tes pretest dan posttest. Teknik analisis data menggunakan uji statistik inferensial untuk mengetahui perbedaan hasil belajar antara kedua kelompok. Hasil penelitian menunjukkan bahwa penggunaan media visual 3D berpengaruh signifikan terhadap kemampuan kognitif siswa, dengan nilai signifikansi p < 0,05 dan ukuran efek yang tergolong besar. Dengan demikian, media visual 3D efektif digunakan untuk meningkatkan kemampuan kognitif siswa dalam mata pelajaran Bahasa Indonesia di sekolah dasar
Persepsi Mahasiswa Terhadap Media Padlet Wati, Tri Linggo
Jurnal Metaedukasi: Jurnal Ilmiah Pendidikan Vol 7, No 2 (2025): Metaedukasi
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/metaedukasi.v7i2.17767

Abstract

Kemajuan teknologi digital di pendidikan tinggi mendorong institusi untuk mengintegrasikan berbagai platform interaktif guna menciptakan pembelajaran yang fleksibel dan kolaboratif. Salah satu media yang semakin populer adalah Padlet, yang dinilai efektif dalam mendukung diskusi, brainstorming, pengumpulan tugas, dan presentasi ide. Meskipun penggunaannya meningkat, penelitian mengenai persepsi mahasiswa, khususnya pada jenjang pascasarjana, masih terbatas. Penelitian ini bertujuan untuk mendeskripsikan persepsi mahasiswa S2 Pendidikan Dasar terhadap penggunaan Padlet sebagai media pembelajaran. Metode yang digunakan adalah kuantitatif deskriptif, dengan instrumen berupa angket yang telah divalidasi melalui expert judgment dengan hasil validitas 100%. Angket disebarkan secara daring kepada 38 mahasiswa menggunakan Google Form, dengan pilihan jawaban “ya” atau “tidak”. Variabel persepsi mencakup lima indikator: kemudahan penggunaan, manfaat dalam pembelajaran, interaktivitas dan kolaborasi, keterlibatan, serta dampak terhadap hasil belajar. Hasil penelitian menunjukkan bahwa seluruh mahasiswa (100%) memiliki persepsi sangat positif terhadap Padlet pada semua indikator. Mahasiswa menilai Padlet mudah digunakan, bermanfaat dalam memahami materi, dan efektif mendorong interaktivitas serta kolaborasi. Selain itu, Padlet meningkatkan keterlibatan mahasiswa dan berpotensi memberikan dampak positif terhadap hasil belajar. Temuan ini menunjukkan bahwa Padlet merupakan media pembelajaran yang sangat relevan dan efektif untuk mendukung aktivitas akademik pada jenjang S2. Penelitian ini memberikan kontribusi dalam memperkaya wawasan terkait efektivitas media digital dalam pembelajaran di pendidikan tinggi dan merekomendasikan Padlet sebagai media yang layak digunakan secara berkelanjutan.
QR Code Learning Media and Elementary Critical Thinking Outcomes: Media Pembelajaran QR Code dan Hasil Pemikiran Kritis pada Tingkat Dasar Putri, Dinda Angelina; Wati, Tri Linggo
Indonesian Journal of Education Methods Development Vol. 20 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i1.1025

Abstract

General Background: Critical thinking skills are fundamental competencies in elementary education and require instructional strategies supported by appropriate learning media. Specific Background: The integration of QR Code–based learning media in classroom instruction offers interactive access to digital content and structured problem-solving activities for students. Knowledge Gap: Previous studies have discussed critical thinking and technology integration separately, yet limited research has systematically examined QR Code–based media designed to foster critical thinking indicators at the elementary school level. Aims: This study aims to analyze the implementation of QR Code learning media in improving elementary students’ critical thinking skills. Results: The findings indicate measurable improvement in students’ abilities to analyze problems, evaluate information, and formulate conclusions after participating in learning activities supported by QR Code media. The data demonstrate positive changes across critical thinking indicators observed during the instructional process. Novelty: The study presents a structured design of QR Code–integrated learning media aligned with critical thinking components in elementary education. Implications: These findings provide practical guidance for teachers in integrating digital technology into classroom instruction and contribute to the discourse on technology-supported critical thinking development in primary education. Keywords: Qr Code Learning Media, Critical Thinking Skills, Elementary Education, Digital Learning Integration, Instructional Innovation Key Findings Highlights: Students demonstrated higher analytical performance after structured QR-based activities. Classroom implementation showed consistent progress across evaluation and reasoning indicators. Technology-supported tasks facilitated systematic problem exploration in primary settings.
Canva Animated Video Improves Elementary Social Studies Comprehension: Video Animasi Canva Meningkatkan Pemahaman Mata Pelajaran Sosial di Tingkat Sekolah Dasar Anggraeni, Wahyu; Wati, Tri Linggo
Indonesian Journal of Education Methods Development Vol. 20 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i1.1027

Abstract

General Background: Digital learning media play a crucial role in addressing low engagement and conceptual difficulties in elementary Social Studies education. Specific Background: Social Studies material on international cooperation requires visual and contextual representation to support students’ understanding of abstract concepts. Knowledge Gap: Although animated video media have been widely discussed, limited studies have systematically developed and validated Canva-based animated videos using a structured ADDIE model for sixth-grade Social Studies content. Aims: This study aims to develop and evaluate a Canva-based animated video to improve elementary students’ comprehension of international cooperation material. Results: Using the ADDIE development framework, the product was validated by material and media experts and categorized as very feasible. Implementation results showed a significant increase in student scores, with the average pretest score of 67.69 rising to 90.96 in the posttest and an N-Gain value of 0.720 classified as high. Novelty: The study presents a validated instructional design integrating visual animation, narration, and structured development stages tailored to Social Studies content. Implications: The findings demonstrate that Canva-based animated video supports conceptual clarity and measurable learning progress in elementary Social Studies classrooms. Keywords: Animated Video, Canva, Social Studies Education, ADDIE Model, Student Comprehension Key Findings Highlights: Expert validation indicated very high feasibility levels. Classroom trials demonstrated substantial score progression. Visual narration facilitated clearer understanding of cooperation concepts.
Demonstration Drawing Method and Fifth Grade Creativity Growth: Metode Gambar Demonstrasi dan Pertumbuhan Kreativitas Siswa Kelas Lima Arahman, Ba’Agil Widya; Wati, Tri Linggo
Indonesian Journal of Education Methods Development Vol. 21 No. 2 (2026): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i2.1034

Abstract

General Background: Creativity is a fundamental component of human intelligence and plays an essential role in elementary education, particularly in visual arts learning where students are encouraged to express ideas through drawing activities. Specific Background: In Al-Ishlah Elementary School, many fifth-grade students experienced difficulties in expressing ideas independently and tended to produce similar and basic drawings, indicating limited creative development. Knowledge Gap: Although the demonstration method has been widely discussed in educational contexts, limited classroom action research specifically examines its application in structured shape drawing activities to foster creativity in upper elementary students. Aims: This study aimed to determine whether the application of the shape-drawing demonstration method could increase the creativity of fifth-grade students at Al-Ishlah Elementary School. Results: Using a two-cycle classroom action research model based on Kurt Lewin, the findings showed a progressive increase in students’ creativity scores from 70.08 in the initial observation to 85.49 in Cycle I and 90.75 in Cycle II, indicating measurable improvement after reflective refinement of instructional practice. Novelty: The study highlights structured shape-based demonstration as a practical classroom strategy to reduce students’ hesitation and dependence on peers during drawing tasks. Implications: The findings suggest that carefully implemented demonstration techniques can support creative expression in visual arts education and provide practical guidance for elementary school teachers in designing structured art instruction. Keywords: Demonstration Method, Creativity, Classroom Action Research, Drawing Shapes, Elementary Education Key Findings Highlights Creativity scores increased consistently across two classroom action cycles. Reflective revision of instruction reduced students’ hesitation and imitation behavior. Structured visual modeling supported independent artistic expression.
Creative Character Development Through Drawing Activities in Elementary Students: Pengembangan Karakter Kreatif Melalui Aktivitas Menggambar pada Siswa Sekolah Dasar Putra, Yudhistiral Pradana; Wati, Tri Linggo
Indonesian Journal of Education Methods Development Vol. 21 No. 2 (2026): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i2.1035

Abstract

This study examines creativity development within elementary education contexts. General Background: Creativity constitutes a central component of character formation and learning processes in primary schools, particularly within arts-based instructional settings aligned with the Profil Pelajar Pancasila framework. Specific Background: Classroom observations revealed that students’ drawing activities often lacked originality and independent idea generation, indicating limited creative expression during project-based learning implementation. Knowledge Gap: Although prior studies discuss character education and creative learning models, limited empirical classroom-based research explicitly analyzes drawing activities as a structured medium for strengthening creative character within the P5 framework. Aims: This research aims to analyze how drawing-based project activities contribute to students’ creative character formation. Results: Findings indicate observable improvements in originality, participation, and student engagement during successive instructional cycles, reflected through qualitative observation and documented student work. Novelty: The study positions structured drawing practice as a concrete operationalization of creative character indicators within project-based curricular implementation. Implications: These findings provide practical pedagogical guidance for elementary educators in integrating structured artistic exploration into character education programs while maintaining alignment with national curriculum directives. Keywords: Creative Character, Drawing Activities, Elementary Education, Project Based Learning, Profil Pelajar Pancasila Key Findings Highlights Progressive originality growth observed across instructional cycles Increased active classroom participation during project implementation Documented improvement in student-generated visual concepts
Shadow Teacher Support and Cognitive Development in Inclusive Primary Education: Dukungan Guru Pendamping dan Perkembangan Kognitif dalam Pendidikan Dasar Inklusif Masri , Hamidah; Wati, Tri Linggo
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1042

Abstract

General Background: Inclusive education requires structured academic assistance to address the diverse learning needs of children with special needs in mainstream schools. Specific Background: In inclusive primary classrooms, shadow teachers play a central role in facilitating learning participation, classroom adaptation, and individualized academic guidance for students with conditions such as ADHD and other developmental differences. Knowledge Gap: Although the presence of shadow teachers is widely implemented, empirical analysis describing their structured pedagogical roles and observed cognitive outcomes in classroom practice remains limited. Aims: This study aims to analyze the role of shadow teachers in supporting cognitive learning processes of students with special needs within an inclusive school setting. Results: The findings indicate that shadow teachers provide individualized assistance, behavioral guidance, instructional adaptation, and coordination with classroom teachers, contributing to improved student engagement, task completion, and observable cognitive progress. Novelty: This study presents an integrated description of shadow teacher practices by linking classroom implementation, behavioral management, and cognitive learning indicators within one analytical framework. Implications: The findings provide practical guidance for inclusive education management, particularly in structuring collaborative teaching models and optimizing professional support systems for students with special needs. Keywords: Inclusive Education, Shadow Teacher, Cognitive Development, Special Needs Students, Classroom Support Key Findings Highlights Individualized academic assistance increases student task engagement and learning participation. Collaborative coordination between classroom and support teachers structures adaptive instruction. Behavioral guidance aligns learning routines with measurable cognitive indicators.
PENGARUH MEDIA PUZZLE TERHADAP KEMAMPUAN MEMBACA PERMULAAN PESERTA DIDIDIK KELAS I SEKOLAH DASAR Nazil Bahri Addawiyah; Tri Linggo Wati
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.5211

Abstract

Tujuan penelitian ini adalah untuk mengenalkan dan menerapkan media pembelajaran puzzle dalam meningkatkan kemampuan membaca permulaan peserta didik di sekolah dasar. Dengan adanya penelitian ini, dapat diketahui pentingnya keterampilan membaca sejak dini bagi peserta didik kelas awal, karena membaca merupakan dasar dari semua proses pembelajaran dan komunikasi tertulis. Membaca membantu anak dalam mengenali huruf, membentuk kata, memahami makna kalimat, serta memperluas kosakata. Media puzzle sebagai alat bantu belajar dapat melatih peserta didik untuk lebih fokus, aktif, dan tertarik dalam mengenal huruf dan kata melalui kegiatan menyusun gambar atau huruf yang membentuk kata bermakna. Media ini juga memberikan pengalaman belajar yang menyenangkan dan melibatkan interaksi langsung dengan materi pembelajaran. Penelitian ini menjelaskan pula pentingnya peran guru dalam memilih dan menerapkan media pembelajaran yang tepat agar tercipta proses belajar yang efektif dan tidak membosankan. Populasi dalam penelitian ini adalah peserta didik kelas I SDN Ganggang Panjang Tanggulangin Sidoarjo, dengan jumlah sampel sebanyak 30 peserta didik. Penelitian ini menggunakan metode kuantitatif jenis Pre Experimental dengan rancangan One Group Pretest- Posttest Design. Teknik analisis dalam penelitian ini menggunakan uji normalitas (Shapiro–Wilk) dan uji paired sample t-test dengan bantuan program IBM SPSS Statistics untuk menguji pengaruh media puzzle terhadap kemampuan membaca permulaan peserta didik.
Co-Authors AA Sudharmawan, AA Afidatul Muniroh Amaliyah, Risma Nur Andi Mariono Annisah Olvirawati Arahman, Ba’Agil Widya Arti, Widi Choirun Nisak Aulina Dian Novita Ermawati Z Nuroh Faizah, Jahrotul Fannysah Zahwa, Faradiva FATMAWATI, ARUM Fauzia, Erika Laila Febrya Wulan Sari Firdaus, Firyalita Sarah Fitria Eka Wulandari Gilang Putri, Ardilia Heri Hadi Saputra Herista Novia Widanti Ida Rindaningsih Ida Rindaningsih, Ida Ikawati, Ikawati Ilham Syahrul Jiwandono Imroatus Solihah Insani, Dianita Agil Insani Jahrotul Faizah Jamilatur Rohmah Kemil Wachidah Khairunnisa Khairunnisa Mafluda, Andini Oktavia Maisaroh, Farihatul Masfufah, Nur Fazria Masri , Hamidah Meisa, Rugaya Muhamad Soleh Muhammad Dimas Rahmadani Muhammad Ilham Dzulfikar Mustaji Mustaji, Mustaji Naaziyah, Zumrotun Nazil Bahri Addawiyah Nihaya Syafa Tasya Azzahro Novianti, Alifia Ayu Nugrahaningrum, Ratih Nur Andini Nurhasanah Nurhasanah Nuroh, Ermawati Z Nurul Kemala Dewi Peni Suci Hidayati Ponsa, Angela Carolina Pusfitasari, Rosi Anggraini Putra, Moh. Faris Yudiana Putra, Yudhistiral Pradana Putri, Dinda Angelina Putri, Novi Nazma Rahmawati, Indira Ismi Rahmawati, Shinta Ayu Rieza Trihatmoko Sandhy Surya Roichatul Jannah Safara Anggita Sari, Febrya Wulan Sri Mukhodim Faridah Hanum Sri Wahyuni Talitha Alya Hanifah Ummi Latifaturrodhita Ummi Latifaturrodhita Wahyu Anggraeni Wahyu Ashari Wakhidah, Kemil Widanti, Herista Novia Widi Arti Yela Fitrya Sa'diah