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All Journal Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) al-Aulad: Journal of Islamic Primary Education Journal of Classroom Action Research Didaktika JURNAL TUNAS PENDIDIKAN Sinergi International Journal of Education Jurnal Pengabdian Masyarakat Eduscape: Journal of Education Insight Jurnal Pgmi Uniga
Ani Siti Anisah, Ani Siti
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengembangan Video Animasi Untuk Meningkatkan Motivasi Belajar siswa pada Pelajaran Qur'an hadits Alyah, Sopiana Nur; Ijudin, Ijudin; Anisah, Ani siti; Masripah
Journal of Classroom Action Research Vol. 7 No. SpecialIssue (2025): Maret 2025
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v7iSpecialIssue.10509

Abstract

Masalah yang mendasari penelitian ini adalah rendahnya motivasi belajar siswa akibat penggunaan media pembelajaran yang monoton dan kurang menarik. Penelitian ini bertujuan untuk mengembangkan video animasi sebagai media pembelajaran untuk meningkatkan motivasi belajar siswa pada mata pelajaran Qur'an Hadits di MI Al Khoiriyyah 2 kelas 4. Penelitian ini menggunakan metode Research and Development (R&D) dengan model ADDIE yang terdiri dari lima tahap: Analysis, Design, Development, Implementation, dan Evaluation. Pada tahap analisis, dilakukan identifikasi kebutuhan siswa dan guru terhadap media pembelajaran inovatif. Tahap desain mencakup perencanaan konten video animasi yang berisi materi Qur'an Hadits sesuai kurikulum. Pada tahap pengembangan, video animasi dirancang dengan elemen visual dan audio yang menarik untuk meningkatkan keterlibatan siswa. Teknik pengumpulan data yang digunakan meliputi angket motivasi belajar siswa, wawancara dengan guru, serta observasi terhadap proses pembelajaran. Data yang diperoleh dianalisis menggunakan teknik analisis deskriptif kualitatif dan kuantitatif. Analisis kualitatif digunakan untuk menginterpretasikan hasil wawancara dan observasi, sementara analisis kuantitatif dilakukan dengan uji statistik, termasuk uji normalitas, uji homogenitas, uji Mann-Whitney, dan uji N-Gain untuk mengukur efektivitas penggunaan video animasi dalam meningkatkan motivasi belajar siswa. Implementasi dilakukan melalui uji coba terbatas di kelas 4 MI Al Khoiriyyah 2, diikuti dengan evaluasi untuk mengukur efektivitas media. Hasil penelitian menunjukkan bahwa penggunaan video animasi sebagai media pembelajaran mampu meningkatkan motivasi belajar siswa. Hal ini dibuktikan melalui hasil angket motivasi belajar siswa, wawancara guru, serta observasi yang menunjukkan peningkatan minat, antusiasme, dan partisipasi siswa dalam pembelajaran Qur'an Hadits. Selain itu, media ini mendapat respons positif dari siswa dan guru, terutama karena pendekatan visualnya yang interaktif dan kemampuannya menyederhanakan materi yang kompleks.
Pengaruh Model Pembelajaran Problem Based Learning (PBL) Terhadap Keterampilan Berpikir Kritis Siswa Dalam Pembelajaran Tematik sabila, sansan; anisah, ani siti; marwah, sopa siti
Jurnal PGMI UNIGA Vol 2 No 2 (2023): Jurnal PGMI UNIGA
Publisher : Universitas Garut

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Abstract

Abstrak Penelitian ini di latar belakangi bagi siswa yang siswa kurang aktif dalam pembelajaran, sehingga siswa tidak mengembangkan kapasitas kritisnya dalam pembelajaran sesuai topik. Tujuan penelitian ini adalah untuk mengetahui keefektifan penerapan model pembelajaran berbasis masalah terhadap berpikir kritis siswa pada pembelajaran tematik siswa kelas 5 SDN Padamukti 2 Kec. Sukaresmi Kab. Garut Subyek penelitian ini adalah siswa kelas 5 SD N Padamukti 2 Kec. Sukaresmi Kab. Garut dengan 32 siswa. Instrumen penelitian ini adalah kuesioner. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran berbasis masalah memberikan dampak terhadap berpikir kritis siswa, hal ini terlihat dari nilai signifikansi (sig.2) yang diperoleh dari hasil analisis uji t (independent t-test). 0,05 maka Ha diterima dan H0 ditolak. Artinya penerapan model pembelajaran berbasis masalah akan mempengaruhi berpikir kritis siswa dalam pembelajaran berbasis mata pelajaran di kelas 5 SDN Padamukti 2 Kec. Sukaremi Kab. garut Dari hasil analisis data jika memperhatikan model pembelajaran berbasis masalah diperoleh rata-rata (nilai mean). 70,62, diperoleh. Dengan demikian, rata-rata nilai siswa yang diberi model pembelajaran berbasis masalah lebih tinggi dibandingkan dengan siswa yang tidak menggunakan model pembelajaran berbasis masalah Kata kunci: Model Pembelajaran Problem Based Learning, Kemampuan berpikir kritis siswa
Development Of A Local Potential-Based Learning Model To Enhance Critical Thinking Skills Sasmita, Rohmat Nugraha; Maryani, Enok; Sapriya, Sapriya; Anisah, Ani Siti
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol 8, No 1 (2025): Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v8i1.11301

Abstract

This study aims to develop a local potential-based learning model to enhance elementary school students' critical thinking skills. Local potential-based learning is expected to utilize the wisdom and resources available in the surrounding environment as relevant and engaging learning materials for students. This learning model is designed to strengthen student involvement in the learning process, foster curiosity, and develop essential analytical and problem-solving skills for critical thinking. The approach involves integrating local materials, such as history, culture, and local social issues, into teaching activities. This study uses a simplified development method divided into three stages: preliminary study, development stage, and model effectiveness testing stage. The development stage begins with needs analysis, design, trial, and model evaluation. The research findings indicate that during the model evaluation stage, the effectiveness test results in SDN Bunikasih 1 as Experiment Class 1 reached an average % N-gain value of 55.05%, and model evaluation in Experiment Class 2 SDN Sukawangi 2 showed an average % N-gain value of 55.09%. Thus, the application of the local potential-based learning model is quite effective in helping improve students' critical thinking skills. The conclusion of this study is expected to contribute significantly to the development of a more contextual curriculum, enhance students' critical thinking skills, and encourage them to better understand and appreciate the local potential in their surroundings.
Game-Based Learning for the Digital Age: A Narrative Review across Educational Levels Usman, Asep Tutun; Anisah, Ani Siti; Marwah, Sopa Siti; Holis, Ade
Sinergi International Journal of Education Vol. 3 No. 2 (2025): May 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v3i2.697

Abstract

This narrative review investigates the effectiveness of gamification in improving student engagement and academic performance across educational levels. The study aims to explore how gamified learning environments influence cognitive, behavioral, and emotional aspects of learning. A structured narrative methodology was employed, synthesizing empirical evidence from global studies, including quantitative and qualitative data, to identify key themes and trends in gamified education. Findings indicate that gamification significantly enhances student engagement, participation, and learning outcomes through the use of points, badges, leaderboards, and real-time feedback. These elements align with classical learning theories such as behaviorism and constructivism, and when designed in accordance with self-determination principles, promote intrinsic motivation and learner autonomy. The integration of gamification is particularly effective when adapted to students' cognitive development levels, demonstrating differentiated impact across primary, secondary, and tertiary education. However, systemic challenges such as infrastructure limitations, teacher preparedness, and policy gaps hinder optimal implementation. The discussion emphasizes the need for comprehensive policy support, investment in digital infrastructure, and professional development for educators. The study concludes that gamification is a powerful pedagogical approach when applied strategically, offering a transformative path toward inclusive, interactive, and effective education.
Bridging the Digital Divide: A Narrative Review of Teacher Professional Development in the 21st Century Anisah, Ani Siti; Siti, Sopa; Holis, Ade
Sinergi International Journal of Education Vol. 2 No. 3 (2024): August 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i3.699

Abstract

The rapid digitalization of education has placed new demands on teacher competence and institutional support systems. This narrative review aims to synthesize empirical evidence on digital competence development among teachers and analyze the systemic factors that influence the success of training programs. A structured literature synthesis was conducted across peer-reviewed sources focusing on digital readiness, training models, infrastructure, and policy frameworks. Findings reveal significant disparities in digital competence influenced by teacher age, region, and educational level. Teachers in urban settings generally demonstrate higher digital skills due to better infrastructure and support. Systemic barriers such as limited funding, rigid organizational structures, and inadequate policy backing contribute to uneven training outcomes. However, programs that integrate technical, pedagogical, and content knowledge (TPACK), with sustained mentoring and reflective practices, show considerable promise in improving digital integration. School culture and leadership further impact teacher confidence, with collaborative environments promoting innovation. This study underscores the urgency of reforming digital training strategies through inclusive and adaptive models that address both technical and emotional aspects of teaching in the digital era. Policy recommendations include expanding access to infrastructure, enhancing mental health support, and investing in hybrid and personalized professional development. The findings contribute to global discourse on education reform and provide a roadmap for bridging the digital divide in diverse learning environments.
Infrastructure and Innovation: Rethinking Digital Literacy for K-12 Learners Irvani, Asep Irvan; Anisah, Ani Siti; Masripah
Sinergi International Journal of Education Vol. 2 No. 4 (2024): November 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i4.701

Abstract

In the wake of accelerating digital transformation, this study investigates how digital infrastructure, competency frameworks, and policy implementation influence digital literacy in K-12 education. The study employs a narrative review methodology, synthesizing findings from diverse literature databases including Scopus, Web of Science, and Google Scholar. Using keywords such as "digital literacy," "K-12," "ICT integration," and "teacher digital competence," studies were screened based on inclusion criteria focusing on infrastructure, pedagogy, and policy. The review reveals that access to robust digital infrastructure significantly correlates with enhanced student engagement and digital skill acquisition. Countries with well-developed digital ecosystems exhibit stronger outcomes due to government investment, teacher training, and integrated curricular reforms. In contrast, developing countries face persistent challenges such as unequal infrastructure distribution, policy misalignment, and limited professional development opportunities. Notably, the study challenges the assumption that individual resistance is the primary barrier, emphasizing instead the structural nature of these obstacles. Recommendations include strengthening policy frameworks, increasing investment in rural connectivity, and implementing scalable teacher training programs. The study underscores the necessity for adaptive, data-driven, and equity-oriented interventions to close the digital divide and promote inclusive educational transformation. The findings offer strategic insights for policymakers, educators, and researchers seeking to build resilient digital learning environments.
Membangun Karakter Menghargai Budaya Lokal Melalui Lagu Daerah Sunda Pada Pelaksanaan Upacara di Sekolah Dasar Irfan Hilman; Nursyifa, Ai; Anisah, Ani Siti
Naturalistic: Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran Vol. 9 No. 2 (2025): Naturalistic: Jurnal Kajian Penelitian dan Pendidikan dan Pembelajaran
Publisher : Jurnal ini diterbitkan oleh: PGSD FKIP Universitas Muhammadiyah Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35568/naturalistic.v9i2.5017

Abstract

This study aims to determine the effectiveness of singing Sundanese folk songs after the Flag Ceremony in building the character of appreciating the local culture of students at SDN 1 Cisurupan. The research method used is qualitative with data collection techniques through observation, interviews, and documentation. The results of the study show that singing Sundanese folk songs after the Flag Ceremony is one of the effective ways to build the character of appreciating the local culture of students. This is evidenced by positive changes in students' attitudes and behaviors, such as more appreciation for Sundanese culture, more active in Sundanese art activities, and more confidence in using the Sundanese language. The implementation of singing Sundanese regional songs after the flag ceremony is divided into 3 parts, namely planning, implementation, and evaluation. Singing Sundanese songs at the flag ceremony can increase students' awareness of the importance of preserving Sundanese culture. School support, the active role of teachers, and the availability of learning media can support the implementation of the process of building character to appreciate local culture. Building character to appreciate local culture has several inhibiting factors, including the lack of students' knowledge of Sundanese songs, the lack of interesting learning media, limited learning time at school, and the lack of support from parents at home.
Pelatihan Guru dalam Implementasi Pendidikan Inklusif di Madrasah Ibtidaiyyah AT- Tarbiyah dan At Thohiriyah Anisah, Ani Siti; Ade Holis; Asep Tutun Usman; Jafar Amirudin; Sopa Siti Marwah; Iis Komariah
JPM: Jurnal Pengabdian Masyarakat Vol 4 No 1 (2025): Jurnal Pengabdian Masyarakat
Publisher : Universitas Garut

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

Abstract

This community service program aimed to enhance teachers' understanding and skills in implementing inclusive education at Madrasah Ibtidaiyah Al-Thahiriyah and At-Tarbiyah, particularly in addressing the needs of students with learning difficulties such as slow learners. Many elementary schools and madrasahs have yet to apply differentiated instructional strategies effectively due to limited teacher training and awareness. Therefore, this program involved 30 teachers and was designed to provide both theoretical knowledge and practical experience in inclusive education through training sessions, workshops, and hands-on classroom mentoring. The evaluation employed both quantitative and qualitative methods, including pre-tests, post-tests, classroom observations, teacher reflections, and student interviews. Results indicated that the majority of participants were highly satisfied with the training, demonstrated increased understanding and teaching competence, and felt more confident in applying inclusive teaching practices. Furthermore, the program had a positive impact on school management and contributed to creating a more adaptive and supportive learning environment. Although some teachers still faced challenges in implementing the strategies, the program was generally regarded as effective and relevant to the needs of the madrasahs. It is expected that similar initiatives can be replicated and expanded to promote equitable, inclusive, and quality education across Indonesia.
Bridging Divides in Digital Pedagogy: A Narrative Review of Emerging Tools and Inclusive Practices Masripah; Anisah, Ani Siti; Usman, Asep Tutun
Eduscape : Journal of Education Insight Vol. 3 No. 1 (2025): January 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i1.932

Abstract

This study presents a narrative review of digital pedagogy and technology-enhanced learning, focusing on how emerging tools and pedagogical strategies influence higher education. The review analyzes both opportunities and challenges of integrating digital technologies into teaching and learning. A systematic methodology was applied, drawing on peer-reviewed literature indexed in Scopus, Web of Science, and Google Scholar, with keywords such as digital pedagogy, technology-enhanced learning, artificial intelligence in education, AR/VR in education, and digital divide. The inclusion criteria covered empirical studies, reviews, and case studies published between 2015 and 2025. The results highlight that artificial intelligence supports personalization and predictive learning outcomes, while augmented and virtual reality enhance student motivation and comprehension through immersive experiences. Teacher digital competence emerged as a decisive factor for successful adoption, yet disparities remain between developed and developing contexts. Inclusive and human-centered pedagogy plays a crucial role in ensuring equitable access, particularly for learners with diverse needs. Despite these benefits, systemic barriers such as infrastructural deficiencies, insufficient professional training, and ethical concerns about data privacy continue to limit implementation. To address these issues, the discussion emphasizes the importance of supportive policy frameworks, collaborative partnerships, and targeted investments. Future research should explore longitudinal and comparative perspectives to understand the long-term impact of digital pedagogy across diverse contexts. Overall, the findings stress the urgency of developing inclusive and sustainable strategies to ensure technology reduces, rather than deepens, educational inequities.
Inclusive Education in the 21st Century: Challenges, Strategies, and Innovations Marwah, Sopa Siti; Anisah, Ani Siti; Nurzakiah
Eduscape : Journal of Education Insight Vol. 3 No. 2 (2025): April 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i2.933

Abstract

This study presents a narrative review of inclusive education as a defining priority in 21st-century learning, reflecting global efforts to ensure equitable access for diverse learners. Literature was systematically collected from Scopus, Web of Science, and Google Scholar using keywords such as inclusive education, 21st century learning, digital divide, pedagogical innovation, and equity in education. Inclusion criteria focused on peer-reviewed studies published between 2010 and 2025 addressing inclusivity in formal educational contexts. The findings reveal persistent challenges such as limited resources, technological inequities, inadequate teacher preparedness, and inconsistent policy frameworks. Comparative evidence shows that low-income regions face infrastructural barriers, while wealthier nations often encounter cultural resistance to inclusion. Effective strategies identified include STEAM pedagogy, peer learning, and culturally responsive teaching, which foster collaboration, engagement, and equity. Technological innovations such as artificial intelligence, the Internet of Things, and immersive virtual environments demonstrate significant potential to personalize education and expand accessibility, yet disparities in access to technology remain critical. The discussion highlights the importance of systemic reforms, teacher professional development, and adaptive learning environments in advancing inclusive practices. Future research should explore longitudinal impacts and emphasize marginalized learners’ perspectives. Overall, the review concludes that integrating innovative pedagogy, digital tools, and supportive policy frameworks is essential for building inclusive, equitable, and resilient educational systems in the 21st century.
Co-Authors - Sapriya Ade Holis Ade Holis, Ade Akmal, Rudi Alyah, Sopiana Nur Amirudin, Ja'far Amirudin, Jafar Asep Tutun Usman Desi Karlela, Desi Enok Maryani Ernawulan Syaodih Ginanjar, Ani Yanti Iis Komariah Ijudin, Ijudin Iman Saifullah, Iman Irfan Hilman, Irfan Irvani, Asep Irvan Istiqomah, Isti Kama Abdulhakam Komariah, Iis Marhamah, Yulis Marwah, Sopa Siti Masripah Masripah Mubarokah, Gina Mujianto, Haryadi Munggaran, Silvi Wulan Nazib, Fiqra Muhamad Nazib, Fiqra Muhammad Nursyifa, Ai Nurzakiah Putri Ayu Lestari Putri, Mentari Juanda Riska Arnas sabila, sansan Sasmita, Rohmat Nugraha Sembiring, Rinawati Siti, Sopa Sopa Siti Marwah Usman, Asep Tutun Widiyastuti, Ratna