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Pengembangan Soal Numerasi Berorientasi AKM Berbasis Cagar Budaya Blitar untuk Kelas V Sekolah Dasar Miftakhul Hanifa; Surayanah Surayanah
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6105

The low availability of AKM-oriented numeracy items in elementary schools, as reflected in the results of PISA 2022, TIMSS 2023, and Rapor Pendidikan 2025, indicates the need to develop assessment instruments that are more contextual and relevant. This condition is reinforced by the results of needs questionnaires, interviews, and observations at SDN Kesamben 07 and SDN Kesamben 04, which showed that all 41 students stated that they needed an AKM-oriented numeracy assessment instrument. This study aims to develop AKM-oriented numeracy items based on Blitar cultural heritage for fifth-grade elementary school students that are valid, practical, and have good item quality. This study employed a research and development method using the Borg and Gall model implemented through 10 stages. The research subjects included 44 students at the preliminary trial stage, 41 students at the field trial stage, and 61 students at the operational field testing stage at SDN Kesamben 04, SDN Kesamben 07, and SDN Kesamben 06. Data were obtained through interviews, observations, questionnaires, item responses analyzed for each item, and documentation. The results showed that the product obtained a validity percentage of 95.31% in the very valid category, and instrument expert validation of 92.18% in the very valid category. Practicality according to teachers increased consistently across the three stages, with an average percentage of 96.25% in the very practical category, while practicality according to students reached an average percentage of 92.58% in the very practical category. The item analysis conducted in stages produced 29 final items that met all feasibility criteria. Thus, the 29 developed items have met the criteria of validity, practicality, and good item quality as a numeracy assessment instrument. This study contributes theoretically to the development of AKM numeracy assessment instruments and practically recommends the use of local culture-based assessments aligned with the Kurikulum Merdeka. In addition, this study opens opportunities for further studies on the effectiveness of the product at other educational levels and in different cultural heritage contexts.

Pengaruh Media Pazar terhadap Pemahaman Konsep dan Karakter Mandiri Materi Peredaran Darah Manusia pada Siswa Kelas V SD Gabby Andriana Puspitasari; Surayanah Surayanah; Surayana Surayana
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6140

This study was motivated by students’ low conceptual understanding and independent character in science learning, particularly on the topic of human blood circulation in fifth grade of elementary school. The abstract nature of the material, along with still-conventional learning practices, causes students to experience difficulties in understanding concepts in depth and to demonstrate low learning independence. This study aims to analyze the effect of PAZAR media (Augmented Reality-based Puzzle) on students’ conceptual understanding and independent character. This study employed a quasi-experimental method with a pretest-posttest control group design in the experimental class and the control class. Data were collected through a conceptual understanding test and an independent character questionnaire, and were then analyzed using a paired sample t-test and MANOVA after fulfilling the prerequisite tests of normality and homogeneity. The results showed that PAZAR media had a significant effect on students’ conceptual understanding (0.000 < 0.05), students’ independent character (0.002 < 0.05), as well as simultaneously on both based on the MANOVA test (0.000 < 0.05). The conclusion of this study confirms that PAZAR media has an effect on improving students’ conceptual understanding and independent character on the topic of human blood circulation. These findings contribute to the development of innovative learning media that support the strengthening of students’ cognitive and character aspects in science learning in elementary school.

Pengaruh Model Pembelajaran Logan Avenue Problem Solving-Heuristic terhadap Kemampuan Literasi Sains Materi Perubahan Wujud Zat pada Siswa MI Jihan Ayu Fame Liasari; Surayanah Surayanah
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6154

Scientific literacy is an important skill that elementary school students need to master in understanding and solving science-based problems. However, science learning in elementary schools is still not optimal because students experience difficulties in understanding concepts, solving problems step by step, connecting material with everyday life contexts, and have not yet been actively involved in the learning process. This condition affects students’ low scientific literacy, particularly in the material on changes in states of matter. This study aims to prove the effect of the Logan Avenue Problem Solving-Heuristic (LAPS-Heuristic) learning model on students’ scientific literacy. This study employed a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The research participants consisted of an experimental class and a control class selected through the purposive sampling technique. Data were collected through scientific literacy tests and observation guidelines for the implementation of learning. The results show that the implementation of the LAPS-Heuristic learning model was in the very good category, with a percentage of 94% in the first meeting and 97% in the second meeting. The most prominent improvement in students’ scientific literacy occurred at the stage of understanding the problem, which was aligned with the content aspect, namely students’ ability to identify and understand the concept of changes in states of matter based on the phenomena presented. The hypothesis test results using the independent samples t-test showed a significance value of 0.001 < 0.05, indicating a significant difference between the experimental class and the control class. Thus, the LAPS-Heuristic learning model has a positive effect on the scientific literacy of Grade IV MI students. The implications of this study indicate that structured problem-solving-based learning can help students understand problems more meaningfully and contextually, making it suitable as an alternative for science learning in elementary schools.

Pengaruh Media Virtual Reality Pembuatan Kompos Berbasis Joyful Learning terhadap Minat Belajar IPAS SD Reynata Oktaviani; Surayanah Surayanah
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6267

Science learning positions products, processes, and scientific attitudes as an integrated whole, including strengthening students’ curiosity. However, science learning in elementary schools still often fails to optimally foster learning interest. This study aims to prove the effect of joyful learning-based virtual reality media for compost-making on elementary school students’ interest in learning Natural and Social Sciences (IPAS). This study used a quantitative approach with a quasi-experimental design. The research sample consisted of 27 students in the experimental class and 27 students in the control class, selected through random sampling. Data were collected using a learning interest questionnaire and analyzed using an independent samples t-test. The results show that the significance value of the independent samples t-test was 0.001, indicating a significant effect of using joyful learning-based virtual reality media on students’ learning interest in compost-making instruction. These findings affirm that learning interest is an important factor in learning because it can influence students’ engagement and cognitive achievement. The conclusion of this study shows that joyful learning-based virtual reality media is suitable for use as a more engaging science learning solution that supports the improvement of elementary school students’ learning interest.

Pengembangan Modul Ajar IPAS Berbasis PBL Materi Nilai Budaya Reog Ponorogo untuk Siswa Kelas IV Sulistiana Dyah Kartika Putri; Surayanah Surayanah
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6324

The need for teaching modules that are contextual and aligned with local culture serves as an important basis for developing Natural and Social Sciences (IPAS) learning in elementary schools, especially because the existing modules still tend to be general and insufficiently connected to students’ daily lives. This study aims to develop an IPAS teaching module based on Problem-Based Learning (PBL) on the cultural values of Reog Ponorogo to foster patriotism among Grade IV elementary school students. This study used a Research and Development (R&D) method with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 16 Grade IV students at SD Negeri 2 Bringin. The validity of the module was tested using the Gregory formula, practicality was analyzed based on the percentage of teacher responses, while effectiveness was tested through N-gain and a paired sample t-test based on pretest and posttest data. The results showed that the students’ average score increased from 26.44 in the pretest to 38 in the posttest. The effectiveness test results showed a significance value of 0.001, and the N-gain achievement was in the very high category. These findings indicate that the PBL-based IPAS teaching module on the cultural values of Reog Ponorogo was declared valid, practical, and effective in improving students’ understanding of local cultural values and is feasible for use in fostering patriotism among Grade IV elementary school students. This study provides a theoretical contribution to the development of literature on IPAS teaching modules that integrate PBL and local wisdom. Practically, this module can be used by teachers to create learning that is more contextual, meaningful, and closely connected to students’ lives, while also opening opportunities for the application of similar approaches in different subjects and levels of education.

Pengembangan E-Modul Berdiferensiasi dengan Pendekatan Understanding by Design Materi Pecahan Kelas IV Sekolah Dasar Anandha Noviyanti Putri; Surayanah Surayanah
FONDATIA Vol 10 No 1 (2026): MARET
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i1.6095

The diversity of elementary school students’ learning readiness, which is not yet fully accommodated by conventional teaching materials, has an impact on low conceptual understanding of mathematics, particularly fraction topics. This study aimed to develop a differentiated e-module using the Understanding by Design (UbD) approach that is valid, practical, and effective for improving the conceptual understanding of fourth-grade elementary school students. The method employed adapted the ADDIE model, encompassing the stages of analysis, design, development, implementation, and evaluation. Data analysis included the Gregory validity test, calculation of practicality percentages, and effectiveness testing using a paired-sample t-test and N-gain analysis. The results showed that the developed e-module had very high validity (coefficient of 1), very high practicality according to students (95.5%) and teachers (96%), and effectively improved conceptual understanding, with the average pretest score increasing from 66.16 to 82.08, a significance value of 0.000, and an N-gain in the medium category. These findings reinforce that integrating differentiated instruction and the UbD framework into digital teaching materials can enhance the quality of students’ conceptual understanding. The study concludes that the differentiated e-module is feasible for use as an alternative adaptive teaching material, with implications for the development of mathematics instructional designs based on students’ needs in elementary schools.

Pengembangan Soal Numerasi Berorientasi AKM Berbasis Cagar Budaya Blitar untuk Kelas V Sekolah Dasar Miftakhul Hanifa; Surayanah Surayanah
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6105

The low availability of AKM-oriented numeracy items in elementary schools, as reflected in the results of PISA 2022, TIMSS 2023, and Rapor Pendidikan 2025, indicates the need to develop assessment instruments that are more contextual and relevant. This condition is reinforced by the results of needs questionnaires, interviews, and observations at SDN Kesamben 07 and SDN Kesamben 04, which showed that all 41 students stated that they needed an AKM-oriented numeracy assessment instrument. This study aims to develop AKM-oriented numeracy items based on Blitar cultural heritage for fifth-grade elementary school students that are valid, practical, and have good item quality. This study employed a research and development method using the Borg and Gall model implemented through 10 stages. The research subjects included 44 students at the preliminary trial stage, 41 students at the field trial stage, and 61 students at the operational field testing stage at SDN Kesamben 04, SDN Kesamben 07, and SDN Kesamben 06. Data were obtained through interviews, observations, questionnaires, item responses analyzed for each item, and documentation. The results showed that the product obtained a validity percentage of 95.31% in the very valid category, and instrument expert validation of 92.18% in the very valid category. Practicality according to teachers increased consistently across the three stages, with an average percentage of 96.25% in the very practical category, while practicality according to students reached an average percentage of 92.58% in the very practical category. The item analysis conducted in stages produced 29 final items that met all feasibility criteria. Thus, the 29 developed items have met the criteria of validity, practicality, and good item quality as a numeracy assessment instrument. This study contributes theoretically to the development of AKM numeracy assessment instruments and practically recommends the use of local culture-based assessments aligned with the Kurikulum Merdeka. In addition, this study opens opportunities for further studies on the effectiveness of the product at other educational levels and in different cultural heritage contexts.

Pengaruh Media Pazar terhadap Pemahaman Konsep dan Karakter Mandiri Materi Peredaran Darah Manusia pada Siswa Kelas V SD Gabby Andriana Puspitasari; Surayanah Surayanah; Surayana Surayana
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6140

This study was motivated by students’ low conceptual understanding and independent character in science learning, particularly on the topic of human blood circulation in fifth grade of elementary school. The abstract nature of the material, along with still-conventional learning practices, causes students to experience difficulties in understanding concepts in depth and to demonstrate low learning independence. This study aims to analyze the effect of PAZAR media (Augmented Reality-based Puzzle) on students’ conceptual understanding and independent character. This study employed a quasi-experimental method with a pretest-posttest control group design in the experimental class and the control class. Data were collected through a conceptual understanding test and an independent character questionnaire, and were then analyzed using a paired sample t-test and MANOVA after fulfilling the prerequisite tests of normality and homogeneity. The results showed that PAZAR media had a significant effect on students’ conceptual understanding (0.000 < 0.05), students’ independent character (0.002 < 0.05), as well as simultaneously on both based on the MANOVA test (0.000 < 0.05). The conclusion of this study confirms that PAZAR media has an effect on improving students’ conceptual understanding and independent character on the topic of human blood circulation. These findings contribute to the development of innovative learning media that support the strengthening of students’ cognitive and character aspects in science learning in elementary school.

Pengaruh Model Pembelajaran Logan Avenue Problem Solving-Heuristic terhadap Kemampuan Literasi Sains Materi Perubahan Wujud Zat pada Siswa MI Jihan Ayu Fame Liasari; Surayanah Surayanah
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6154

Scientific literacy is an important skill that elementary school students need to master in understanding and solving science-based problems. However, science learning in elementary schools is still not optimal because students experience difficulties in understanding concepts, solving problems step by step, connecting material with everyday life contexts, and have not yet been actively involved in the learning process. This condition affects students’ low scientific literacy, particularly in the material on changes in states of matter. This study aims to prove the effect of the Logan Avenue Problem Solving-Heuristic (LAPS-Heuristic) learning model on students’ scientific literacy. This study employed a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The research participants consisted of an experimental class and a control class selected through the purposive sampling technique. Data were collected through scientific literacy tests and observation guidelines for the implementation of learning. The results show that the implementation of the LAPS-Heuristic learning model was in the very good category, with a percentage of 94% in the first meeting and 97% in the second meeting. The most prominent improvement in students’ scientific literacy occurred at the stage of understanding the problem, which was aligned with the content aspect, namely students’ ability to identify and understand the concept of changes in states of matter based on the phenomena presented. The hypothesis test results using the independent samples t-test showed a significance value of 0.001 < 0.05, indicating a significant difference between the experimental class and the control class. Thus, the LAPS-Heuristic learning model has a positive effect on the scientific literacy of Grade IV MI students. The implications of this study indicate that structured problem-solving-based learning can help students understand problems more meaningfully and contextually, making it suitable as an alternative for science learning in elementary schools.

Pengaruh Media Virtual Reality Pembuatan Kompos Berbasis Joyful Learning terhadap Minat Belajar IPAS SD Reynata Oktaviani; Surayanah Surayanah
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6267

Science learning positions products, processes, and scientific attitudes as an integrated whole, including strengthening students’ curiosity. However, science learning in elementary schools still often fails to optimally foster learning interest. This study aims to prove the effect of joyful learning-based virtual reality media for compost-making on elementary school students’ interest in learning Natural and Social Sciences (IPAS). This study used a quantitative approach with a quasi-experimental design. The research sample consisted of 27 students in the experimental class and 27 students in the control class, selected through random sampling. Data were collected using a learning interest questionnaire and analyzed using an independent samples t-test. The results show that the significance value of the independent samples t-test was 0.001, indicating a significant effect of using joyful learning-based virtual reality media on students’ learning interest in compost-making instruction. These findings affirm that learning interest is an important factor in learning because it can influence students’ engagement and cognitive achievement. The conclusion of this study shows that joyful learning-based virtual reality media is suitable for use as a more engaging science learning solution that supports the improvement of elementary school students’ learning interest.

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