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All Journal Wahana Matematika dan Sains Jurnal Penelitian dan Pendidikan IPS Jurnal Penelitian Pendidikan IPA (JPPIPA) ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA Pendas : Jurnah Ilmiah Pendidikan Dasar Cetta: Jurnal Ilmu Pendidikan IRJE (Indonesian Research Journal in Education) Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah International Journal of Elementary Education Journal of Humanities and Social Studies EDUKATIF : JURNAL ILMU PENDIDIKAN Bubungan Tinggi: Jurnal Pengabdian Masyarakat Journal of Classroom Action Research Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Pedagogi dan Pembelajaran At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal Pendidikan Dasar Perkhasa Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Indonesian Community Journal SITTAH: Journal of Primary Education Indonesian Journal Of Educational Research and Review Jurnal Cakrawala Pendas Journal of Learning Improvement and Lesson Study Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar Sistem-Among : Jurnal Pendidikan Sekolah Dasar Didactica : Jurnal Kajian Pendidikan dan Pembelajaran Lucerna : Jurnal Riset Pendidikan dan Pembelajaran Cybersecurity and Innovative Technology Journal Indonesian Journal of Innovation Multidisipliner Research Jurnal Pendidikan Progresif Jurnal Pendidikan Islam Jurnal Ilmiah Pendidikan Citra Bakti Jurnal Sains dan Teknologi Journal of Research in Instructional
Riska Pristiani
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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The Effect of Kahoot and Wordwall-Based Learning Media on Fourth-Grade Students’ Conceptual Understanding of Whole Numbers Talsa Yulia Ananda; Siti Faizah; Riska Pristiani
Didactica : Jurnal Kajian Pendidikan dan Pembelajaran Vol. 6 No. 1 (2026): Volume 6 Nomor 1 Tahun 2026
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/didactica.v6i1.4296

Abstract

Conceptual understanding is essential in elementary mathematics because it enables students to interpret numerical relationships and apply concepts in problem-solving situations. This study aimed to examine the differential effect of Kahoot and Wordwall Quiz-based learning media on fourth-grade students’ conceptual understanding of whole numbers. A quantitative approach with a quasi-experimental non-equivalent pretest–posttest design was employed. The participants were 36 fourth-grade students divided into two intact classes, with one class learning through Wordwall Quiz and the other through Kahoot. Data were collected using 15 multiple-choice items and analyzed using descriptive statistics, normalized gain (N-Gain), paired sample t-tests, and paired-samples Cohen’s d. The findings showed that both groups improved, but the improvement patterns differed. The Kahoot group showed a statistically significant increase, t(17) = 5.41, p < 0.001, d = 1.28, with an N-Gain of 0.21. Meanwhile, the Wordwall Quiz group showed a positive but non-significant increase, t(17) = 2.02, p = 0.059, d = 0.48, with an N-Gain of 0.14. The novelty of this study lies in comparing two quiz-based digital media with different interaction designs in elementary mathematics. The findings imply that digital quiz media should be integrated with conceptual explanation, reasoning discussion, and contextual problem-solving activities.
Implementing digital literacy-based learning through “Topeng Malangan” using Padlet in an elementary school Dewi, Radeni Sukma Indra; Kusumaningrum, Shirly Rizki; Mardhatillah, Mardhatillah; Pristiani, Riska; Islami, Kaisra Alfikri; Fitriyah, Siti Ni’matul; Mufidah, Siti
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i1.50223

Abstract

This study examines the implementation of digital literacy-based learning through Padlet to support fourth-grade students’ understanding of Topeng Malangan characters at UM Laboratory Elementary School. A qualitative descriptive approach was employed, involving 52 students, with data collected through observation, interviews, questionnaires, and documentation to capture students’ perceptions. The findings show that Padlet promotes interactive, collaborative, and engaging learning environments. Students demonstrated high participation, creativity, and motivation, as reflected in active posting, peer feedback, and multimodal expression. The platform also enhanced students’ understanding of cultural values embedded in Topeng Malangan characters. However, challenges such as limited internet access and varying digital skills were identifiedwhich hindered some students' ability to fully engage with the platform and benefit from its educational resources. Overall, the integration of Padlet supports both digital literacy development and cultural learning, highlighting its potential as an innovative tool for culturally responsive education in elementary schools.
Penguatan Literasi dan Numerasi melalui Asesmen Multiliterasi: Studi Kuasi Eksperimen di SDN Baureno Mojokerto Fauziyah Fauziyah; Intan Sari Rufiana; Sri Rahayuningsih; Riska Pristiani; Slamet Arifin
Jurnal SOLMA Vol. 15 No. 2 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v15i2.23306

Abstract

Background: Rendahnya kemampuan literasi dan numerasi murid sekolah dasar menunjukkan perlunya inovasi dalam sistem asesmen yang lebih kontekstual dan sesuai dengan tuntutan pembelajaran abad ke-21. Asesmen multiliterasi hadir sebagai pendekatan integratif yang mengakomodasi berbagai bentuk teks dan representasi pengetahuan. Tujuan: Kegiatan ini bertujuan untuk memberikan pemahaman kepada guru terkait pembelajaran dengan pendekatan asesmen multiliterasi guna meningkatkan kemampuan literasi dan numerasi murid kelas V SDN Baureno Kabupaten Mojokerto. Metode: Metode yang digunakan adalah pendidikan masyarakat melalui pelatihan dan pendampingan guru dalam mengimplementasikan asesmen multiliterasi yang dilaksankaan selama 3 bulan. Untuk mengukur keberhasilan kegiatan, dilakukan pengambilan data kuantitatif dengan pendekatan quasi experiment menggunakan model one group pretest-posttest design. Subjek kegiatan berjumlah 18 murid kelas V. Data dikumpulkan melalui tes literasi dan numerasi yang diberikan sebelum (pretest) dan sesudah (posttest) intervensi, kemudian dianalisis menggunakan uji paired sample t-test. Hasil: Hasil menunjukkan adanya peningkatan signifikan kemampuan literasi dan numerasi murid setelah penerapan asesmen multiliterasi yaitu sebesar 24,67 yang semula nilai mean pretest adalah 56,78 meningkat menjadi 81,44 mean posttestnya. Kesimpulan: Asesmen multiliterasi efektif dalam meningkatkan pemahaman guru dan berdampak positif terhadap peningkatan kemampuan literasi dan numerasi murid, sehingga relevan sebagai strategi evaluasi pembelajaran abad ke-21.
SYSTEMATIC LITERATURE REVIEW: PENGARUH MODEL FLIPPED CLASSROOM BERBANTUAN PLATFORM DIGITAL TERHADAP LITERASI SAINS DAN KETERAMPILAN BERPIKIR KRITIS PADA PEMBELAJARAN IPA SEKOLAH DASAR Kartika Arlianasari Nurrohmah; Mas'ula, Siti; Ekawati, Ratna; Pristiani, Riska
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48473

Abstract

This study aims to analyze the effect of the flipped classroom model assisted by digital platforms on scientific literacy and critical thinking skills in elementary science learning. This research employed a Systematic Literature Review (SLR) method by examining relevant articles published between 2020 and 2026 from databases such as Google Scholar, Scopus, and SINTA. The selection process was conducted based on inclusion criteria related to the application of flipped classroom, scientific literacy, and critical thinking skills at the elementary school level. The results of the study indicate that the flipped classroom model has a positive and significant impact on improving students’ scientific literacy and critical thinking skills. The use of digital platforms, such as instructional videos and online learning media, provides flexibility in learning and enhances students’ independent learning abilities. In addition, classroom learning becomes more meaningful through interactive activities such as discussion, problem-solving, and concept analysis. However, the effectiveness of this model is influenced by factors such as technological access, teacher readiness, and students’ learning motivation. Therefore, the flipped classroom model can be used as an innovative learning strategy to support the development of 21st-century skills in elementary education.
The Role of Teachers in Building Access to Mathematics Learning for Deaf Students in Public Elementary Schools Syifa Zia Muharni; Siti Faizah; Riska Pristiani
SITTAH: Journal of Primary Education Vol. 7 No. 1 (2026): SITTAH: Journal of Primary Education
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/sittah.v7i1.8500

Abstract

Mathematics learning in inclusive elementary schools still faces challenges in providing deaf students with meaningful access to learning, primarily due to communication barriers, the complexity of abstract mathematical language, and limited learning resources. Therefore, classroom teachers play a strategic role in ensuring access to learning by implementing strategies, communicating, and using media appropriate to deaf students' learning needs. This study aims to examine the role of classroom teachers in building access to meaningful mathematics learning for deaf students in inclusive public elementary schools. This qualitative case study was conducted at SDN Junrejo 01. Data were collected through interviews with one second-grade teacher, two second-grade deaf students (P1 and P2), and the school's inclusion coordinator. The study found that teachers build access to mathematics learning by identifying students' initial abilities, independence, and individual characteristics; using pictures, concrete objects, simple language, verbatim explanations, repetitive instructions, and tailored communication strategies; and adapting materials, assignments, and assessments to gradually build foundational concepts. These findings suggest that access to mathematics for deaf students requires classroom strategies, parental support, and school support systems. This study contributes to inclusive mathematics education by highlighting the importance of integrated support from teachers, families, media, and schools. In practice, inclusive elementary schools need to strengthen coordination among class teachers, inclusion coordinators, parents, assistant teachers, and resource room services to ensure that concrete media, communication adjustments, and learning assistance are consistently provided.
Transformasi Peran Guru dan Kemandirian Belajar Siswa Sekolah Dasar melalui Buklet Digital Interaktif dalam Pembelajaran IPAS: Studi Kasus di Kelas IV Muhammad Farid Yuansyah Nur Abadi; Siti Faizah; Riska Pristiani
Wahana Matematika dan Sains: Jurnal Matematika, Sains, dan Pembelajarannya Vol. 20 No. 2 (2026): Agustus 2026 (In Press)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/wms.v20i2.114093

Abstract

Pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) dalam Kurikulum Merdeka memerlukan sumber belajar yang mendukung akses siswa terhadap materi, fasilitasi guru, dan keterlibatan siswa selama pembelajaran. Penelitian ini bertujuan mendeskripsikan penggunaan buklet digital interaktif pada materi budidaya sayuran hidroponik dengan fokus pada pola fasilitasi guru, indikasi perilaku belajar mandiri, dan interaksi antarsiswa. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif. Partisipan yang diobservasi mencakup seluruh 11 siswa kelas IV SDN 1 Ariyojeding, sedangkan informan wawancara terdiri atas seorang guru dan empat siswa yang dipilih secara purposif. Data dikumpulkan melalui observasi nonpartisipatif selama tiga pertemuan dengan durasi keseluruhan 180 menit, wawancara semi-terstruktur, dan dokumentasi. Analisis dilakukan melalui kondensasi data, pengodean, pengelompokan kategori, pembentukan tema, serta penarikan dan verifikasi simpulan. Kredibilitas data dijaga melalui triangulasi teknik dan sumber. Hasil penelitian menunjukkan bahwa guru memberikan arahan awal, kemudian lebih banyak memantau dan membantu kelompok sesuai kebutuhan. Sebagian siswa menggunakan kembali video ketika mengalami kesulitan, sedangkan kelompok yang diamati mendiskusikan pilihan jawaban selama kuis Wordwall. Perilaku tersebut menunjukkan indikasi perilaku belajar mandiri dan interaksi antarsiswa dalam situasi tertentu, bukan terbentuknya regulasi diri secara utuh. Temuan penelitian bersifat kontekstual dan tidak menunjukkan hubungan kausal antara penggunaan buklet dan perubahan perilaku siswa. Kata kunci: buklet digital interaktif, kemandirian belajar, Kurikulum Merdeka, pembelajaran IPAS, sekolah dasar
Co-Authors Ade Eka Anggraini Afandi, 'Alia Nur Husna Anggraheni, Ika Annisa, Selfiana Arief Darmawan Asih Wulansari Aynin Masfufah Aynin Mashfufah Bahari, Priya Kusuma Candra Utama Didik Sukriono Djatmika, Eri Tri Dwi Yani Eddy Sutadji Effendi, Muhammad Idris Egithia Alfi Rosydiana Evania Yafie Faizah, Siti Fajar Kusuma, Paundra Wangsa Fauziyah Fauziyah Fitriyah, Siti Ni’matul Hardhita, Rizki Septa Hari Wahyono Herlina Ike Oktaviani Ihsan, Muhammad Aidi Noor Intan Sari Rufiana Islami, Kaisra Alfikri Jaka Nugraha Jemeo, Maria Kurniati Kartika Arlianasari Nurrohmah Lia Nur Atiqoh Bella Dina Lia Yuliati Ma'ruf Mustofa Mardhatillah Mardhatillah Mardhatillah, Mardhatillah Marianah, Dina Mariani, Sijah Maryanah, Maryanah Mashfufah , Aynin Mirayanti Mochamad Auliya' Akbar Mufida, Nurul Fajriyatuz Zahro Muh. Arafik Muhammad Farid Yuansyah Nur Abadi Muhammad Feri Dimyati Muhammad Noryanto Muhammad Syahrul Rizal Mujahidin Farid Mustakim, Sita Salina Nabilla Fissalma Nanda Nissa Fauziah Nisa', Rofiatun Nisa, Rofiatun Nur Husna Afandi, Alia Nurul Azizah Oktaviani Adhi Suciptaningsih Pipit Pudji Astutik Putri Rachmadyanti R. Aj. Sofiyah Radeni Sukma Indra Dewi Ratna Ekawati Ratna Ekawati Rizal, Muhammad Syahrul Safitri Wulandari Saifullah, Ahmad Salsabella Qurrota Aini Saputri, Kiki Niken Shirly Rizki Kusumaningrum Silviana Nur Faizah Siti Faizah Siti Lami'ah Siti Mas’ula Siti Mufidah Situmorang, Raja Uruk Slamet Slamet Arifin Slamet Arifin Sri Rahayuningsih Sri Rahayuningsih Sumarmi Sumarni, Tutin Syamsul Hadi Syamsul Hadi Syifa Zia Muharni Talsa Yulia Ananda Toto Nusantara Trisniati Yani, Dwi Yuni Ma'idah Zetti Finalli Zihan Novita Sari Zulaichah, Lilik