Article Per Year (5 Year)
p-Index From 2021 - 2026
4.534
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Vokasi Tadbir: Jurnal Manajemen Pendidikan Islam Jurnal Inspirasi Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bidang Pendidikan Dasar Beta: Jurnal Tadris Matematika Literasi : Jurnal Ilmu Pendidikan Bantenese Jurnal Pengabdian Masyarakat Jurnal Didaktika Dwija Indria Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Ilmiah Profesi Pendidikan Journal of Classroom Action Research JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI Jurnal Inovasi Penelitian Didaktika: Jurnal Kependidikan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Pendidikan dan Pembelajaran Jurnal Cakrawala Pendas Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Learning Improvement and Lesson Study Eduvest - Journal of Universal Studies MUDARRISA: Jurnal Kajian Pendidikan Islam Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Inovasi Sekolah Dasar: Jurnal Kajian Pengembangan Pendidikan
Ratna Ekawati
Universitas Negeri Malang
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Neuroscience Physics Social Sciences Other

Published : 28 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 28 Documents
Search

 1   2   3 
Eksplorasi Analisis Butir Soal Bahasa Indonesia di Kelas II Sekolah Dasar Berdasarkan Taksonomi Bloom Atikah Nur Izzah; Siti Salwa Lita Azizah; Ratna Ekawati; Intan Sari Rufiana
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 2 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i2.1064

Abstract

Penelitian ini bertujuan untuk menganalisis butir soal Bahasa Indonesia yang digunakan di kelas II Sekolah Dasar berdasarkan Taksonomi Bloom, guna mengevaluasi sejauh mana soal-soal tersebut mengukur berbagai tingkat kemampuan kognitif siswa. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif, di mana data diperoleh melalui analisis butir soal yang telah disusun dan hasil ujian siswa. Teknik pengumpulan data dilakukan melalui wawancara, observasi dan dokumentasi. Teknik analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa sebagian besar soal lebih banyak mengukur kemampuan tingkat rendah seperti mengingat dan memahami, (C1 dan C2) dengan persentase 92% untuk C1 dan 100% untuk C2. Sementara itu, soal yang mengukur kemampuan berpikir tingkat tinggi seperti C3 (menerapkan), C4 (menganalisis), dan C5 (mengevaluasi) masih jarang ditemukan. Berdasarkan hasil belajar siswa, 50% siswa berada pada kategori Sangat Tinggi, 16,67% pada kategori Tinggi, dan 33,33% pada kategori Sedang. Penelitian ini diharapkan dapat memberikan dampak positif dalam pengembangan soal yang lebih beragam, sehingga dapat merangsang pemikiran kritis dan kreatif siswa, serta membantu guru dalam merancang instrumen evaluasi yang lebih efektif untuk meningkatkan kualitas pembelajaran di sekolah dasar.
Diferensiasi dalam Pembelajaran: Strategi dan Praktik di Kelas Fauziyah Fauziyah; Ainur Rofiqi; Slamet Arifin; Ratna Ekawati
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4 (2025): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4.4114

Abstract

Pembelajaran berdiferensiasi menjadi pendekatan pedagogis yang esensial dalam menghadapi keberagaman peserta didik di kelas dasar. Studi bertujuan menelaah secara sistematis strategi dan praktik pembelajaran berdiferensiasi di sekolah dasar berdasarkan hasil studi literatur dalam lima tahun terakhir (2019–2025). Kajian ini menggunakan metode systematic literature review terhadap 30 artikel ilmiah terindeks nasional dan internasional, termasuk publikasi di jurnal terakreditasi SINTA dan Scopus. Hasil menunjukkan bahwa pembelajaran berdiferensiasi berakar pada teori konstruktivisme, humanisme, dan Universal Design for Learning (UDL), yang menekankan pentingnya menyesuaikan proses belajar dengan kesiapan, minat, dan profil belajar peserta didik. Praktik di lapangan meliputi diferensiasi konten, proses, dan produk melalui berbagai strategi seperti penilaian diagnostik, pembelajaran berbasis proyek, kelompok fleksibel, dan penggunaan teknologi digital adaptif. Temuan penelitian juga menyoroti bahwa keberhasilan implementasi diferensiasi sangat dipengaruhi oleh kompetensi guru dalam perencanaan, manajemen kelas, serta dukungan kebijakan kurikulum. Studi ini menegaskan bahwa pembelajaran berdiferensiasi bukan sekadar strategi teknis, melainkan paradigma pedagogis yang berorientasi pada keadilan belajar (equity in education) dan pengembangan potensi individu peserta didik. Rekomendasi penelitian ini mengarah pada perlunya penguatan kapasitas guru, desain kebijakan yang inklusif, dan penelitian empiris lanjutan terkait efektivitas model diferensiasi di berbagai konteks pendidikan dasar di Indonesia.
THE ROLE OF THE HIDDEN CURRICULUM IN DEVELOPING DISCIPLINE ATTITUDES OF FIFTH-GRADE ELEMENTARY SCHOOL STUDENTS: A CASE STUDY Sama'; Adi Atmoko; Ratna Ekawati
Jurnal Cakrawala Pendas Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i1.16699

Abstract

The low discipline of elementary school students, which is reflected in delays, irregularities in following classroom procedures, and weak adherence to school norms, shows that the formation of discipline cannot depend on formal instruction and written regulations alone. In basic education, the internalization of disciplinary values takes place through implicit daily experiences. This study aims to analyze the role of hidden curriculum in shaping the discipline attitude of grade V elementary school students and identify supporting and inhibiting factors for its implementation. This study uses a qualitative approach with a case study design. Data was collected through participatory observation, in-depth interviews, and documentation review, then analyzed using the Miles, Huberman, and Saldaña interactive model that included reduction, presentation, and verification of data repeatedly. The results of the study show that hidden curriculum operates through three main mechanisms, namely the daily routine of the school, the role model of teachers, and social norms that are not written in the classroom culture. These three mechanisms synergistically shape student discipline behavior, including punctuality, adherence to procedures, academic independence, and the ability to self-regulate social interactions. Supporting factors include the stability of school culture and teacher commitment, while inhibiting factors include inconsistency in disciplinary practices, diversity of family backgrounds, and limited facilities. This study concludes that hidden curriculum has a strategic role in building student discipline in a natural, humanistic, and sustainable manner through strengthening the culture of habituation in elementary schools. This study provides empirical evidence regarding the operational mechanism of hidden curriculum in the formation of discipline in Indonesian elementary schools.
The Implementation of Metacognitive Strategies in Elementary Mathematics Learning: A Systematic Literature Review Jauharul Hakim Rizqullah Yeza; Toto Nusantara; Sri Rahayuningsih; Radeni Sukma Indra Dewi; Ratna Ekawati
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 34 No. 2 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v34i22025p217-233

Abstract

Abstract: Metacognitive strategies play a critical role in elementary mathematics education by enabling students to plan, monitor, and evaluate their thinking processes. This study conducts a Systematic Literature Review (SLR) to examine the effectiveness of these strategies in enhancing students’ conceptual understanding, motivation, and problem-solving abilities. Using the Publish or Perish application, 432 articles were initially identified from Scopus, Semantic Scholar, and Google Scholar. Based on established inclusion criteria such as publication type, indexing, language, and relevance, 16 studies were selected for in-depth analysis. The findings reveal that metacognitive strategies significantly improve students’ self-regulation, learning independence, and academic performance. However, their effectiveness varies depending on factors such as gender, self-efficacy, classroom environment, and access to technology. The study also highlights the essential role of teachers in modeling cognitive processes, offering feedback, and facilitating reflective learning. Compared to traditional memorization-based instruction, metacognitive approaches foster deeper understanding and cognitive flexibility. This review underscores the need for sustained teacher training and thoughtful technology integration to support effective implementation of metacognitive strategies in primary mathematics learning. Abstrak: Strategi metakognitif memainkan peran penting dalam pendidikan matematika dasar dengan memungkinkan siswa untuk merencanakan, memantau, dan mengevaluasi proses berpikir mereka. Studi ini melakukan tinjauan literatur sistematis (SLR) untuk mengkaji efektivitas strategi-strategi tersebut dalam meningkatkan pemahaman konseptual, motivasi, dan kemampuan pemecahan masalah siswa. Menggunakan aplikasi Publish or Perish, sejumlah 432 artikel diidentifikasi dari Scopus, Semantic Scholar, dan Google Scholar. Berdasarkan kriteria inklusi yang telah ditetapkan, seperti jenis publikasi, pengindeksan, bahasa, dan relevansi, 16 studi dipilih untuk analisis mendalam. Temuan menunjukkan bahwa strategi metakognitif secara signifikan meningkatkan kemampuan regulasi diri, kemandirian belajar, dan prestasi akademik siswa. Namun, efektivitasnya bervariasi tergantung pada faktor-faktor seperti jenis kelamin, kepercayaan diri, lingkungan kelas, dan akses terhadap teknologi. Studi ini juga menyoroti peran penting guru dalam mendemonstrasikan proses kognitif, memberikan umpan balik, dan memfasilitasi pembelajaran reflektif. Dibandingkan dengan pengajaran berbasis hafalan tradisional, pendekatan metakognitif mendorong pemahaman yang lebih dalam dan fleksibilitas kognitif. Tinjauan ini menekankan perlunya pelatihan guru yang berkelanjutan dan integrasi teknologi yang terencana untuk mendukung implementasi efektif strategi metakognitif dalam pembelajaran matematika di tingkat dasar.
THE STRATEGY OF READ ALOUD WITH QUALITY READING BOOKS ON LITERACY INTEREST AND SKILLS OF ELEMENTARY SCHOOL STUDENTS IN SIDOARJO REGENCY Yetti Ulimawati; Adi Atmoko; Ratna Ekawati
Tadbir: Jurnal Manajemen Pendidikan Islam Vol 14 No 2 (2026): Tadbir: Jurnal Manajemen Pendidikan Islam
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/tjmpi.v14i2.7266

Abstract

The low interest and reading skills in the early grades of elementary school indicate the need for an efficient learning strategy. One method proven to enhance literacy skills is the read-aloud activity. This study aims to explain the strategies implemented by teachers to improve reading literacy skills through read-aloud activities in the lower grades. The research method uses a qualitative descriptive approach with data collection techniques through interviews and observation. The findings of the study indicate that the read-aloud strategies applied by teachers, such as selecting engaging illustrated storybooks, using proper intonation and expression while reading, and post-reading reflection, canA increase students' interest and participation in reading activities. This activity also expands students' vocabulary and builds a good reading habit. This study emphasizes the significance of teacher training in expressive reading and the provision of quality reading books in elementary schools. Keywords: Reading Literacy, Read Aloud, Teacher Strategy.
Comparing discovery and conventional learning for elementary students epistemic curiosity Luvia Indriani; I Wayan Dasna; Ratna Ekawati
Jurnal Bidang Pendidikan Dasar Vol 10 No 2 (2026): June
Publisher : Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to compare the effectiveness of the Discovery Learning model and conventional learning in enhancing fifth-grade elementary students’ epistemic curiosity in science. A quantitative quasi-experimental design with a nonequivalent control group was employed. The experimental group (n = 9) received Discovery Learning instruction, while the control group (n = 15) received conventional learning on the Water Cycle topic. Data were collected using a validated and reliable pre-test and post-test questionnaire assessing three dimensions of epistemic curiosity: observation, consultation, and directed thinking. Data were analyzed using the N-Gain test and independent samples t-test. Results showed that Discovery Learning produced greater improvement in all epistemic curiosity indicators than conventional learning. Discovery Learning was categorized as fairly effective, whereas conventional learning was ineffective. The findings indicate that Discovery Learning is a more effective approach for fostering epistemic curiosity in elementary science education.
Critical Thinking and the Construction of Scientific Literacy in the Problem-Based Learning (PBL) Model at Elementary Schools: An Integrative Literature Review Asih Wulansari; Ratna Ekawati; Sri Rahayuningsih; Riska Pristiani; Slamet Arifin
Journal of Learning Improvement and Lesson Study Vol. 6 No. 1 (2026): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v6i1.214

Abstract

International assessments show that Indonesian elementary students’ scientific literacy remains low, while classroom practices still emphasize rote learning. This integrative literature review synthesizes the theoretical relationship among Problem-based Learning (PbL), critical thinking, and scientific literacy at the elementary level. Searches in Google Scholar, ERIC, and ScienceDirect identified 127 articles, of which ten peer-reviewed studies met the inclusion criteria. Content analysis revealed three main findings. First, PbL improves critical thinking and scientific literacy, with score gains of 15–25 points and N-gain values of 0.20–0.55. Second, PbL functions as the pedagogical vehicle, critical thinking as the cognitive engine, and scientific literacy as the learning outcome. Third, successful implementation depends on worksheet quality, teacher facilitation, group effectiveness, problem relevance, and time allocation. The study proposes a conceptual framework linking PbL’s five stages with Ennis’s sixteen critical-thinking indicators, providing a theoretical foundation for educators, researchers, and curriculum developers in practice
Integrating Traditional Fish-Processing Ethnoscience and Digital Interactive Boards in Deep Learning to Enhance Coastal Elementary Students’ Scientific Literacy Trisniati; Aynin Masfufah; Ratna Ekawati; Riska Pristiani; Slamet Arifin
Journal of Learning Improvement and Lesson Study Vol. 6 No. 1 (2026): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v6i1.215

Abstract

The Programme for International Student Assessment (PISA) 2022 reported that Indonesia's science literacy score reached only 383, placing the country 67th out of 81 participating nations, with students in coastal areas facing even greater challenges due to limited access to contextual learning resources. Science instruction in coastal elementary schools remains predominantly theoretical and disconnected from students' daily experiences with marine resources, while local wisdom in traditional fish processing, rich in scientific principles such as osmosis, evaporation, and fermentation, has yet to be systematically integrated into the curriculum. This literature study aims to analyze the integration of traditional fish processing ethnoscience and digital interactive boards within the deep learning framework to enhance science literacy among coastal elementary school students. The study employed a qualitative literature review approach, with data collected from ten relevant articles published between 2015 and 2026, sourced from Google Scholar, ERIC, and ScienceDirect, and analyzed using content analysis techniques. The findings reveal three key contributions: first, traditional fish processing practices contain scientific concepts that can be reconstructed into contextual learning materials; second, digital interactive boards effectively facilitate visualization, simulation, and collaboration essential for deep learning; and third, the synergy between ethnoscience and digital technology within the deep learning framework offers a holistic pedagogical model. The study's primary contribution is the formulation of a conceptual framework demonstrating that the simultaneous integration of ethnoscience, digital interactive boards, and deep learning principles, mindful, meaningful, and joyful learning, can serve as an evidence-based pedagogical strategy to bridge the gap between formal science education and the socio-cultural realities of coastal communities, thereby offering a practical reference for developing contextual science instruction in similar settings
Declining Interest in Reading in Elementary School Students: An Analysis of Inhibiting Factors and Their Impact on Learning Achievement Dhea Ayu Anggraini; Ratna Ekawati; Slamet Arifin; Dedi Kuswandi; M. Ramli
Eduvest - Journal of Universal Studies Vol. 5 No. 6 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i6.50197

Abstract

Interest in reading is a crucial foundation for achieving students' academic success, particularly at the elementary school level. However, in recent years, there has been a noticeable decline in reading interest among elementary school students, which has significantly impacted their academic performance. This study aims to analyze the inhibiting factors that affect students' interest in reading and their impact on learning achievement. The method employed is a literature review, gathering data from various studies published within the last five years. The findings indicate that low reading interest is caused by a lack of motivation, limited access to appropriate reading materials, and non-innovative learning approaches. Furthermore, the school and family environments also play a vital role in shaping students' reading habits. This research underscores the need for collaboration between schools and families to create an environment that fosters a habit of reading. By understanding the factors that hinder reading interest, it is hoped that improvements in students' academic achievement can be achieved, better preparing them for future educational challenges.
Membangun Jembatan Pengetahuan: Menyelami Dampak Konstruktivisme dalam Pembelajaran IPAS di Sekolah Dasar Hullatul Luthfiyah; Radeni Sukma Indra Dewi; Ratna Ekawati
Inovasi Sekolah Dasar: Jurnal Kajian Pengembangan Pendidikan Vol. 11 No. 2 (2024): Inovasi Sekolah Dasar: Jurnal kajian Pengembangan Pendidikan
Publisher : Universitas Sriwijaya in Collaboration with HDPGSDI (Himpunan Dosen PGSD Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jisd.v11i2.66

Abstract

Pengembangan sumber daya manusia masa depan mengharuskan individu untuk memiliki kemauan mengambil risiko, kemandirian, dan merasa terdorong untuk membuat keputusan yang mencerminkan nilai-nilai pribadi mereka. Individu tersebut diharapkan mampu mengembangkan berbagai potensi pribadinya melalui proses belajar yang berkelanjutan untuk menemukan jati dirinya. Untuk mencapai tujuan tersebut, dipilihlah teori belajar konstruktivis yang dapat memprediksi dengan lebih baik peralihan dari pendidikan yang berfokus pada aspek kognitif ke pengembangan potensi manusia seutuhnya. Teori ini juga menekankan pada aktivitas peserta didik dibandingkan pendidik. Dari perspektif konstruktivis, belajar adalah suatu proses di mana individu secara aktif menciptakan pengetahuan. Pembelajaran ini menuntut siswa untuk berpartisipasi aktif, berpikir, mengembangkan konsep, dan memahami apa yang dipelajarinya.
Co-Authors Ade Eka Anggraini Adi Atmoko Ainur Rofiqi Amar Jatnika Amina Divina P Arum Wahyuni Purbohastuti Asih Wulansari Asmi Ayuning Hidayah Atikah Nur Izzah Aynin Masfufah Aynin Mashfufah Cucu Atikah Darmawan, Ilham Akbar Davina Aurelia Dedi Kuswandi Deo Arief Oktavianto Desmira Desmira Desmira Desmira Desmira Desmira Desmira Desmira Dhea Ayu Anggraini Didik Aribowo Didik Aribowo Didik Aribowo Didik Aribowo Dini Rosyada Mahmud Dwi Yani Eka Cahya Prima Endi Permata Fauziyah Fauziyah Herawati Susilo Hullatul Luthfiyah I Wayan Dasna imanuel leba Intan Sari Rufiana Jauharul Hakim Rizqullah Yeza Kaisra Alfikri Islami Lilik Zulaichah Luluk Asmawati Luvia Indriani M. Ramli Mahmudi Mahmudi Mardhatillah Mardhatillah Mohammad Fatkhurrokhman Muhammad Idris Effendi Muhammad Johan Widikusyanto Muji Pangesti Prihandini Nabilla Fissalma Nanang Winarno Nidaur Rahmah Nita Dwi Andayani Priya Kusuma Bahari Radeni Sukma Indra Dewi Radeni Sukma Indra Dewi Lami'ah Riska Pristiani Sama', Sama' Setria Utama Rizal Shirly Rizki Kusumaningrum Sidqi Aulia Rahman Sigit Priatmoko Siti Faizah Siti Lami'ah Siti Mufidah Siti Ni’matul Fitriyah Siti Salina Binti Mustakim Siti Salwa Lita Azizah Slamet Arifin Sri Rahayuningsih Sri Wahyuni Syarifah Rahmatul Inayah Toto Nusantara Trisniati Ulfa Laelatul Fitriah Widiasih Yetti Ulimawati Zakirman