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All Journal Jurnal Prima Edukasia Pedagogi : Jurnal Penelitian Pendidikan Jurnal Daya Matematis PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Al Ishlah Jurnal Pendidikan Union: Jurnal Ilmiah Pendidikan Matematika SCIENCE TECH: Jurnal Ilmiah Ilmu Pengetahuan dan Teknologi Jurnal Analisa PRISMA IndoMath: Indonesia Mathematics Education Journal of Honai Math Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) Pedagogik Journal of Islamic Elementary School Journal of Education and Instruction (JOEAI) Jurnal Cendekia : Jurnal Pendidikan Matematika Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika Instructional Development Journal Abdi Dosen : Jurnal Pengabdian Pada Masyarakat Jurnal Abdi Insani Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat JURNAL MANAJEMEN PENDIDIKAN Edunesia : jurnal Ilmiah Pendidikan Range : Jurnal Pendidikan Matematika Journal of Innovation in Educational and Cultural Research Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Didaktika: Jurnal Kependidikan Jurnal PEKA (Pendidikan Matematika) Jurnal Nuansa Akademik: Jurnal Pembangunan Masyarakat Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika Cokroaminoto Journal of Primary Education Inovasi Kurikulum INTERNATIONAL JOURNAL OF CULTURAL AND SOCIAL SCIENCE Indonesian Journal of Educational Development (IJED) Journal of Advanced Sciences and Mathematics Education JURNAL MUARA PENDIDIKAN Journal of Learning and Technology Eduvest - Journal of Universal Studies Indonesian Journal of Humanities and Social Sciences
Sendi Ramdhani
Universitas Terbuka
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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Revitalizing Elementary Education: The Impact of Characteristic Learning Development and P5 Implementation on Mitigating Learning Loss Sri Dewi Nirmala; Tita Rosita; Wakhudin Wakhudin; Sendi Ramdhani; Riandi Marisa
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5761

Abstract

This study analyzes strategies to reconstruct learning experiences in elementary schools, focusing on character development and the Pancasila Student Profile Strengthening Project (P5) to mitigate learning loss. Conducted in Bogor, Jakarta, and Banyumas, this research used a phenomenological approach to explore participants' lived experiences, aligning with the study’s focus on personal insights into learning loss impacts. Purposive sampling selected participants, including teachers, principals, and two students from each of five schools, chosen for their direct engagement in character education and P5 activities. Data were collected via interviews, observations, and documentation, with credibility validated through triangulation. Findings reveal that learning loss impacts are significant and multifaceted, including declines in motivation, increased learning disparities, dropout risks, delays in reading, and decreases in academic performance and character. Effective character development was identified as involving positive reinforcement, a character-centered school culture, teacher modeling, and habitual practices. The P5 project, implemented through a project-based learning model, effectively integrated Pancasila values, fostering essential character traits such as perseverance, hard work, and adaptability alongside academic skills. The results highlight the P5 project's role in addressing learning loss by enhancing both academic and character growth. This approach provides practical insights for schools aiming to strengthen student resilience and adaptability. The study concludes that character development and P5 implementation can effectively reconstruct learning experiences in elementary education, supporting both academic recovery and character formation. These findings offer implications for educators and policymakers seeking comprehensive strategies to address learning loss in Indonesian schools.
The Impact of Differentiated Problem-Based Learning on Elementary Mathematical Thinking and Problem-Solving Kusumasari, Dyah; Ramdhani, Sendi; Nurchayono, Novi Andri
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 1 (2026): Maret (article on progres)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i1.82220

Abstract

This study examines the effect of differentiated Problem-Based Learning (PBL) on critical thinking and mathematical problem-solving abilities among sixth-grade elementary students. These competencies are essential in today's global world yet remain inadequately taught in basic education. Using a quasi-experimental pretest-posttest control group design with cluster random sampling, the research was conducted at SDN Kutisari I/268 Surabaya for the 2025/2026 school year. The study involved 31 students in Class 6A (experimental group receiving differentiated PBL) and 31 students in Class 6C (control group receiving expository learning). Primary data came from pre-tests, post-tests on critical thinking and mathematical problem-solving, and observation sheets; secondary data from official documents. Research instruments underwent validity testing using Pearson's Product-Moment correlation, reliability testing using Cronbach's Alpha, difficulty level testing, and discriminating power index testing, analyzed via SPSS version 29. Data analysis employed the Shapiro-Wilk, Levene test, initial ability equivalence test, Mann-Whitney test, and Spearman’s Rank correlation. Findings reveal the experimental group achieved higher average post-test scores in critical thinking (80) and mathematical problem-solving (79), surpassing the control group’s scores of 74.9 and 73.3, respectively. The study concludes that differentiated PBL is more effective than expository teaching in enhancing these abilities. Results also indicate a positive relationship between critical thinking and problem-solving skills, suggesting mutual developmental support.
Pengaruh Literasi Digital dan Minat Belajar terhadap Kemampuan Berpikir Kritis Siswa Sekolah Dasar Ela, Neng; Marjo, Happy Karlina; Ramdhani, Sendi
Pedagogik Journal of Islamic Elementary School Vol. 8 No. 3 (2025): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v8i3.8340

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh literasi digital dan minat belajar terhadap kemampuan berpikir kritis siswa kelas 5 SD di Gugus 7 Kecamatan Cakung. Metode penelitian menggunakan pendekatan kuantitatif dengan metode survey. Populasi penelitian adalah seluruh siswa kelas 5 SD di Gugus 7 Kecamatan Cakung, dengan sampel sebanyak 156 siswa yang dipilih menggunakan teknik cluster sampling. Teknik pengumpulan data menggunakan data primer berupa angket literasi digital, angket minat belajar dan tes kemampuan berpikir kritis. Analisis data dilakukan menggunakan regresi linier sederhana dan regresi berganda, dengan uji-t untuk pengaruh parsial dan uji F untuk pengaruh simultan. Hasil uji-t menunjukkan bahwa literasi digital berpengaruh signifikan terhadap kemampuan berpikir kritis dengan nilai t-hitung = 21,995 > t-tabel =1,65481 dan nilai signifikansi 0,001 < 0,05. Demikian pula minat belajar berpengaruh signifikan terhadap kemampuan berpikir kritis dengan nilai t-hitung = 19,773 > t-tabel = 1,65481 dan nilai signifikansi 0,001 < 0,05. Hasil ini membuktikan bahwa semakin tinggi literasi digital dan minat belajar siswa, semakin baik pula kemampuan berpikir kritis yang dimiliki. Secara simultan, hasil uji F menunjukkan bahwa literasi digital dan minat belajar secara bersama-sama berpengaruh signifikan terhadap kemampuan berpikir kritis siswa, dengan nilai F hitung = 360,490 > F tabel = 3,06 dan signifikansi <0,001. Kesimpulan dari penelitian ini adalah literasi digital berfungsi sebagai keterampilan dasar yang membantu siswa dalam mengakses, mengevaluasi, dan mengolah informasi, sementara minat belajar menjadi pendorong motivasional untuk memanfaatkan keterampilan tersebut secara optimal.
DARI KEBIJAKAN KE PRAKTIK: MEMPERKUAT KAPASITAS GURU SEKOLAH DASAR UNTUK PEMBELAJARAN MENDALAM MELALUI PENGABDIAN MASYARAKAT Bachtiar, Bachtiar; Ramdhani, Sendi; Sylvia, Sylvia
Jurnal Abdi Insani Vol 12 No 11 (2025): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v12i11.3040

Abstract

Contemporary perspectives on 21st-century education emphasize that primary schooling must cultivate transferable competencies that extend beyond content mastery. In Indonesia, the implementation of the 2023 Curriculum and the Merdeka Belajar framework foregrounds Deep Learning (Pembelajaran Mendalam) as a means to achieve the 6Cs (i.e., character, citizenship, collaboration, communication, creativity, and critical thinking) from the earliest grades. This study reports a community service (Pengabdian Kepada Masyarakat, PKM) intervention designed to strengthen primary teachers’ capacity to understand and implement this policy in their classrooms. The program involved 28 teachers from SD Negeri Pondok Cabe Ilir 02, Tangerang Selatan, and adopted a four-stage model: observation, socialization, workshop and mentoring, and evaluation. A mixed-methods approach was employed, incorporating teacher surveys on knowledge and self-efficacy, classroom observations aligned with the 6Cs, analysis of lesson plans and student artifacts, and focus group discussions. Data were analyzed using descriptive statistics, inferential tests, and thematic analysis. The findings reveal significant improvements in teachers’ knowledge, understanding, and awareness of Deep Learning, which fostered a collective commitment to redesign lessons and adopt more active, student-centered pedagogies. Teachers applied differentiated strategies across grade levels: story- and play-based learning in lower grades, and guided inquiry in both middle and upper grades. The program also encouraged professional collaboration and mentoring, although barriers such as limited preparation time, insufficient resources, and varied levels of teacher readiness persisted. These results suggest that the implementation of Deep Learning in primary schools requires sustained and context-sensitive professional development, supportive school leadership, adequate resources, and longitudinal research to link changes in teacher practice with long-term improvements in student learning outcomes.
PENGEMBANGAN GAME DIVISION ADVENTURE BERBASIS ANDROID UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN MOTIVASI BELAJAR SISWA PADA MATERI OPERASI PEMBAGIAN Widyyatun Ni'amah, Ika; Ramdhani, Sendi; Andri Nurcahyono, Novi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 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.v11i01.40412

Abstract

This study aims to: (1) describe students' needs for the Division Adventure game to improving their problem-solving skills in division operations, (2) describe the development of the Division Adventure game in improving problem-solving skills in division operations. (3) develop a Division Adventure game that is feasible, practical, and effective in improving problem-solving skills in division operations, and (4) develop a Division Adventure game that is effective in increasing student’s learning motivation. This research is a developmental study consisting of preliminary study, development, and product testing stages. The results of this study are: (1) interactive media is needed that provides a more concrete display, can be used independently by students, improves understanding of story problems, division operations, and learning motivation, which underlies the development of Android-based educational games; (2) the development stage develop an Android-based game consist of four main menus, that are Materi, Latihan, Main, and Pengaturan, and two additional menus, which are Penghargaan and Tentang; (3) A Division Adventure game is feasible based on expert judgements, practical for use in learning based on user responses by students and teachers, and effective in improving problem-solving skills related to division operations that shown by the test results with a t-count = 16.335 > t table = 2.093, which means there is a significant difference in students' problem-solving skills before and after using the Division Adventure game; (4) At the product testing stage, the results obtained were |t count| = 18.007 > t table = 2.093, indicating a significant difference in student learning motivation before and after using the Division Adventure game.
Pengaruh Model Pembelajaran Experiential Learning terhadap Keterampilan Menulis dan Berpikir Kritis Siswa Sekolah Dasar Martalina, Maria Noviana; Ramdhani, Sendi; Nurcahyono, Novi Andri
Cokroaminoto Journal of Primary Education Vol. 9 No. 1 (2026): Januari - Maret 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/cjpe.9.1.2026.8038

Abstract

Latar belakang penelitian ini didasarkan pada rendahnya menulis dan berpikir kritis siswa yang disebabkan oleh penggunaan metode pembelajaran konvensional yang berpusat pada guru dan kurang memberikan ruang bagi siswa untuk mengalami, berefleksi, serta mengaitkan pembelajaran dengan konteks kehidupan nyata. Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model pembelajaran Experiential Learning terhadap keterampilan menulis berpikir kritis siswa sekolah dasar, sekaligus menguji hubungan antara kedua variabel tersebut secara empiris.. Model Experiential Learning, yang menekankan proses belajar melalui pengalaman konkret, refleksi, konseptualisasi, dan eksperimen aktif, diyakini mampu mengatasi permasalahan tersebut dengan menciptakan pembelajaran yang lebih bermakna, partisipatif, dan kontekstual. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi experiment tipe Nonequivalent Control Group Design, . Sampel dalam penelitian ini diambil dari SD Santa Ursula Jakarta yang terletak di Kecamatan Sawah Besar, Jakarta Pusat. Data dikumpulkan melalui tes keterampilan menulis narasi dan tes berpikir kritis yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan menggunakan uji t dan regresi linear sederhana. Hasil penelitian menunjukkan bahwa penerapan model Experiential Learning berpengaruh signifikan terhadap peningkatan keterampilan menulis siswa dengan nilai signifikansi 0,049 (< 0,05) dan terhadap berpikir kritis dengan nilai signifikansi 0,042 (< 0,05). Selain itu, terdapat korelasi positif yang signifikan antara keterampilan menulis dan berpikir kritis dengan nilai signifikansi 0,002 (< 0,05) dan Fhitung sebesar 11,404, yang menunjukkan bahwa semakin baik keterampilan menulis siswa, semakin tinggi pula berpikir kritisnya. Hasil ini menegaskan bahwa penerapan model Experiential Learning efektif dalam mengembangkan dua keterampilan penting tersebut secara bersamaan. Dengan demikian, pembelajaran berbasis pengalaman nyata tidak hanya meningkatkan hasil belajar siswa secara akademis, tetapi juga mengembangkan berpikir tingkat tinggi (Higher Order Thinking Skills), kreativitas, serta kemandirian belajar. Penelitian ini merekomendasikan agar guru menerapkan model Experiential Learning sebagai strategi inovatif dalam pembelajaran Bahasa Indonesia di sekolah dasar, karena model ini selaras dengan semangat Kurikulum Merdeka.
Co-Authors Abdul Mujib Afriani Afriani Amalia Sapriati Andri Nurcahyono, Novi Andriani, Farida Andriyani, Setiya Annisa Nurlaela Artanti, Yuli Astri Dwi Jayanti Suhandoko Bachtiar Bachtiar Baehaki, Imam Bahasa Indonesia, Bahasa Indonesia Budi Pratikno, Budi Candini Fatmawati Derlina Zai Didi Suryadi Ela, Neng Fatmawati Hiola Firdaus, Fery Muhamad Fitria Amastini Happy Karlina Marjo Harry Dwi Putra Harry Dwi Putra, Harry Dwi Hartingsih, Hartingsih Hartiningsih Hartiningsih Hasratuddin Hasratuddin Hedi Budiman Hery Widijanto Hidayat, Andi Reza I. Isfarudi Irfan, Ahmad Isfarudi Isfarudi Isnawan, Muhamad Galang Isti Rokhiyah Jalil, Jefri Nurdin Abdul Jalil, R Jefri Nurdin Abdul  Jodi, Sutriyana Karso Karso kiki ratnaning arimbi Krisnadi, Elang Kusumasari, Dyah Kusumastuti, Mimin Nurjhani Laksmini, Margareta Diana Maharani, Arry Rekno Ulta Maman Rumanta Manalu, Meyanti Martalina, Maria Noviana Mery Noviyanti Muhammad Amin Fauzi Muhammad, Guntur Maulana Murip, Dorli Nita Rahayu Novi Andri Nurcahyono Nur Asih Nur Asih, Nur Nurchayono, Novi Andri Paillin, Bongga Pannen, Paulina PUJI LESTARI Puryati Puryati Puryati Puryati, Puryati Puspitasari, Kristanti Ambar Rani Sugiarni Razali, Fazilah binti Redo Andi Marta, Redo Andi Resti Haryanti Sidebang Riandi Marisa Rokhiyah, Isti Rovel Lufitos Sembiring, Maximus Gorky Siti Julaeha, Siti Sri Dewi Nirmala Sudarno Sudarno Sudirman Sufyani Prabawanto, Sufyani Sufyati HS Suhandoko, Astri Dwi Jayanti Syafruddin Syafruddin Syahril Syahril Syaiful Huda Syifa'ana, Sri Wulan Sylvia, Sylvia Tatag Yuli Eko Siswono Then, Yoana Merilla Kurniawan Thesa Kandaga Tian Belawati, Tian Tita Rosita Tita Rosita Tri Dyah Prastiti Wakhudin Widyyatun Ni'amah, Ika Wisata, Widya Yarmi, Gusti Yumiati Yustiara, Dana YUYUN ELIZABETH PATRAS, YUYUN ELIZABETH