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All Journal Jurnal Ilmiah Pendidikan Dasar Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN) Proceeding of the International Conference on Global Education and Learning
Nimas Puspitasari
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Humanities Education Languange, Linguistic, Communication & Media Other

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Gamifikasi: identifikasi jenis permainan siswa sekolah dasar Yogi Ageng Sri Legowo; Nimas Puspitasari; Yolla Shintya; Lilies Nur Alimatul Baligh; Jodi Nugroho Setiyawan
Jurnal Ilmiah Pendidikan Dasar Vol 10, No 1 (2023): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.10.1.1-11

Abstract

Pengembangan gamifikasi dalam pembelajaran di sekolah dasar tidak lepas dari identifikasi karakter permainan siswa sekolah dasar. Pemilihan jenis, unsur dan elemen permainan dalam gamifikasi lebih sering didasari oleh asumsi pengembang, atau guru bukan siswa. Hal ini tentu saja kurang tepat, mengingat penerapan unsur game ini diharapkan dapat memunculkan motivasi dari dalam siswa untuk aktif dalam pembelajaran. Penelitian ini bertujuan untuk mengidentifikasi karakteristik permainan siswa di sekolah dasar. Metode penelitian yang digunakan adalah penelitian diskripsi kuantitatif dengan melibatkan 155 siswa sebagai sampel dari kelas 3 dan kelas 5 SD di 3 (tiga) sekolah dasar yang berbeda. Teknik sampling yang dipilih adalah teknik Purposive sampling. Hasil penelitian menunjukkan bahwa: (1) jenis permainan yang dimain siswa sekolah dasar adalah game dengan aturan, bermain peran, fungsional, dramatis konstruktif, dan memanipulasi objek; (2) Jumlah permainan yang dimainkan siswa sebanyak 80 jenis permainan, 46 jenis permainan berbasis android, 32 jenis permainan berbasis non-android dan non elektronik, dan 2 jenis lainnya menggunakan media elektronik non android; (3) mayoritas siswa (96 siswa) tertarik dengan permainan berbasis android dengan alasan menggunakan multimedia yang menarik dan seru, Interaktif, dapat dimainkan banyak orang dan komunikatif.
Pengaruh Project Based Learning terhadap Kemampuan Berpikir Kritis Siswa Kelas V SD Islam Istiqomah Tata Listiyawati; Atrianing Yessi Wijayanti; Nimas Puspitasari
JURNAL RISET RUMPUN ILMU PENDIDIKAN Vol. 4 No. 3 (2025): Desember : JURRIPEN : Jurnal Riset Rumpun Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurripen.v4i3.6938

Abstract

Education is a crucial foundation for shaping a generation with strong character, faith, intelligence, and responsibility as mandated by Law Number 20 of 2003. In the 21st century, one of the most essential competencies to be developed is critical thinking, which can be effectively nurtured through Project Based Learning (PjBL). This approach actively engages students in planning, inquiry, problem-solving, and reflection within project-based tasks, making learning more meaningful. This study examines the effect of PjBL on the critical thinking skills of fifth-grade students in Natural and Social Sciences (IPAS) at SD Islam Istiqomah, Ungaran Barat, Semarang Regency. Employing a quantitative method with a quasi-experimental Nonequivalent Control Group Design, the study involved 76 students divided into experimental and control groups. Data were collected using a validated and reliable essay test on critical thinking skills. Results showed that the experimental group achieved a higher mean posttest score (84.16) than the control group (74.74). The point-biserial correlation was rpb = 0.676, and the t-test result (tcount 7.891 > ttable 1.993, p < 0.05) confirmed a significant difference. These findings demonstrate that PjBL substantially improves students’ critical thinking and emphasize its continued implementation to foster contextual and meaningful IPAS learning.
Application of Deep Learning-Based Tolerance Values to Support Classroom Management in Class VI SDN Beji 01 Ungaran Timur Reva Adelya Wulan Dari; Nur Aini Pusvitasari; Aulia Nur Laila; Nimas Puspitasari
Proceeding of the International Conference on Global Education and Learning Vol. 2 No. 2 (2025): December : Proceeding of the International Conference on Global Education and L
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/icgel.v2i2.192

Abstract

This study aims to describe the application of deep learning based tolerance values with a pedagogical approach in supporting classroom management in grade VI of SDN Beji 01 East Ungaran. The deep learning approach is understood as a pedagogical strategy that emphasizes the cognitive, affective, and social engagement of students through meaningful learning experiences. This study uses a descriptive qualitative approach with data collection techniques in the form of semi-structured interviews, observations, and documentation. The research subjects include grade VI teachers, principals, and students with diverse social and cultural backgrounds. The results of the study show that the application of tolerance values through deep learning strategies is able to create an inclusive, safe, and conducive classroom climate. The implementation is reflected through the practice of random seating arrangements, a culture of sharing learning media, deliberation in conflict resolution, fair study timing, and strengthening mutual respect between students. These findings confirm that the integration of deep learning-based tolerance values contributes significantly to the effectiveness of classroom management and the strengthening of the social character of elementary school students.
Co-Authors Atrianing Yessi Wijayanti Aulia Nur Laila Jodi Nugroho Setiyawan Lilies Nur Alimatul Baligh Nur Aini Pusvitasari Reva Adelya Wulan Dari Tata Listiyawati Yogi Ageng Sri Legowo Yolla Shintya