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All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya JGK (Jurnal Guru Kita) Hikamatzu Journal of Multidisciplinary Research EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Inovasi Sekolah Dasar: Jurnal Kajian Pengembangan Pendidikan
Meilan Tri Wuryani
Universitas Muhammadiyah Kendal Batang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Pengaruh Pendekatan STEM-PJBL Terhadap Keterampilan Berpikir Kritis Siswa Sekolah Dasar Rachmat Imam Muslim; Muhamad Akrom; Meilan Tri Wuryani; Ade Bagus Primadoni; Dian Kusumawati
LAMBDA : Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 3 No. 3 (2023): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v3i3.724

Abstract

Pendekatan STEM PJBL merupakan pendekatan pembelajaran yang memadukan beberapa disiplin ilmu dan dikombinasikan proses pembelajranya menggunakan model project. Melalui ppendekatan ini diharapkan dapat meningkatkan keterampilan berpikir, oleh karena itu penelitian ini dilakukan untuk mengetahui pengaruh pendekatan steam dalam meningkatkan keterampilan berpikir kritis. Metode yang digunakan dalam penelitian ini adalah kuantitatif dengan desain pre-eksperimental with one group pretest-posttest dengan populasi siswa kelas V Sekolah Dasar. Data penelitian diambil dengan menggunakan instrumen angket berpikir kritis dan observasi. Dari hasil penelitian diketahui bahwa pendekatan STEAM mempunyai pengaruh yang signifikan dalam meningkatkan kemampuan berpikir kritis anak kelas V SD. Peningkatan tersebut tercermin pada indikator berpikir kritis yang menunjukkan peningkatan dibandingkan pembelajaran yang tidak menggunakan pendekatan STEAM. Dari hasil penelitian diperoleh rata-rata persentase setiap indikator pada saat pre-test sebesar 43,56% dan setelah dilakukan treatment diperoleh hasil post-test setiap indikator dengan persentase sebesar 65,98 sehingga jika dilihat dari rata-rata persentase tiap indikator terjadi peningkatan kemampuan berpikir kritis sebesar 22,42%.
PENINGKATAN KETERAMPILAN BERCERITA MENGGUNAKAN MEDIA BONEKA TANGAN SISWA KELAS III Putri Shafira Azzahra; Meilan Tri Wuryani; Dian Kusumawati
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.11578

Abstract

Storytelling is one of the essential language skills that should be developed in elementary school students. However, the storytelling skills of third-grade students were still not optimal, particularly in terms of speaking fluency, intonation, facial expressions, and self-confidence when performing in front of the class. Therefore, hand puppet media were used as a learning tool to help improve students’ storytelling skills. This study aimed to describe the implementation of hand puppet media in storytelling learning activities and to identify the improvement in students’ storytelling skills after the implementation of the media. The study employed a Classroom Action Research (CAR) method conducted in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The subjects of this study were 39 third-grade students at SD Negeri 1 Weleri. Data were collected through observation, storytelling performance tests, interviews, and documentation. The findings showed that the implementation of hand puppet media created a more active, engaging, and enjoyable learning atmosphere, encouraging students to become more confident in telling stories. Improvements were observed in students’ fluency, intonation, facial expressions, and confidence during storytelling activities in front of the class. The students’ average score increased from 64.5 in Cycle I to 77.0 in Cycle II, while the percentage of learning mastery improved from 54% to 85%. Therefore, the implementation of hand puppet media proved effective in improving the storytelling skills of third-grade students at SD Negeri 1 Weleri. ABSTRAK Kemampuan bercerita merupakan salah satu keterampilan berbahasa yang penting dikembangkan pada siswa sekolah dasar. Namun, kemampuan bercerita siswa kelas III masih belum optimal, terutama pada aspek kelancaran berbicara, penggunaan intonasi, ekspresi, dan rasa percaya diri ketika tampil di depan kelas. Oleh karena itu, media boneka tangan digunakan sebagai sarana pembelajaran untuk membantu meningkatkan keterampilan bercerita siswa. Penelitian ini bertujuan untuk mendeskripsikan penerapan media boneka tangan dalam pembelajaran bercerita serta mengetahui peningkatan keterampilan bercerita siswa setelah penerapan media tersebut. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah 39 siswa kelas III SD Negeri 1 Weleri. Teknik pengumpulan data melalui observasi, tes keterampilan bercerita, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan media boneka tangan mampu menciptakan suasana pembelajaran yang lebih aktif, menarik, dan menyenangkan sehingga siswa menjadi lebih percaya diri dalam menyampaikan cerita. Peningkatan keterampilan bercerita terlihat pada aspek kelancaran, intonasi, ekspresi, dan keberanian siswa saat tampil di depan kelas. Nilai rata-rata siswa meningkat dari 64,5 pada siklus I menjadi 77,0 pada siklus II, sedangkan persentase ketuntasan belajar meningkat dari 54% pada siklus I menjadi 85% pada siklus II. Dengan demikian, penerapan media boneka tangan terbukti dapat meningkatkan keterampilan bercerita siswa kelas III SD Negeri 1 Weleri.
SINERGI CATUR PUSAT PENDIDIKAN UNTUK MENCIPTAKAN EKOSISTEM PEMBELAJARAN AKTIF DAN EFEKTIF Ashifa Salsabila Putri; Dian Kusumawati; Meilan Tri Wuryani
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.11624

Abstract

This study aims to describe the synergy of the Four Centers of Education in creating an active and effective learning ecosystem, identify the supporting and inhibiting factors, and explain the impact of the synergy of the Four Centers of Education on improving student participation and the effectiveness of the learning process at MI-Tahfidzul Qur’an Muhammadiyah Sumberejo. The background of this study is based on the low level of student participation in learning activities, which are still predominantly teacher-centered, causing students to be less actively involved in the learning process. Education does not merely take place at school but also involves families, communities, and social media as environments that influence students’ learning development. This study employed a qualitative approach with a phenomenological method to understand the experiences and meanings perceived by educational stakeholders. Data were collected through observation, in-depth interviews, and documentation. The findings revealed that the synergy among families, schools, communities, and social media was able to create an active, participatory, conducive, and contextual learning environment. This synergy was implemented through project-based learning, active communication between schools and parents, community involvement in learning activities, and the utilization of social media as a medium for information and educational purposes. Furthermore, the synergy of the Four Centers of Education had a positive impact on increasing students’ participation, critical thinking skills, communication skills, learning motivation, discipline, and the effectiveness of the learning process both inside and outside the classroom. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan sinergi Catur Pusat Pendidikan dalam menciptakan ekosistem pembelajaran aktif dan efektif, mengidentifikasi faktor-faktor pendukung dan penghambat, serta menjelaskan dampak sinergi Catur Pusat Pendidikan terhadap peningkatan keaktifan dan efektivitas proses pembelajaran di MI Tahfidzul Qur’an Muhammadiyah Sumberejo. Latar belakang penelitian ini didasarkan pada masih rendahnya keterlibatan aktif siswa dalam pembelajaran yang cenderung berpusat pada guru sehingga siswa kurang berpartisipasi secara optimal dalam proses belajar. Pendidikan pada dasarnya tidak hanya berlangsung di sekolah, tetapi juga melibatkan keluarga, masyarakat, dan media sosial sebagai lingkungan yang berpengaruh terhadap perkembangan belajar siswa. Penelitian ini menggunakan pendekatan kualitatif dengan metode fenomenologi untuk memahami pengalaman dan makna yang dirasakan oleh para pelaku pendidikan. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa sinergi antara keluarga, sekolah, masyarakat, dan media sosial mampu menciptakan lingkungan belajar yang aktif, partisipatif, kondusif, dan kontekstual. Sinergi tersebut diwujudkan melalui pembelajaran berbasis proyek, komunikasi aktif antara sekolah dan orang tua, keterlibatan masyarakat dalam kegiatan pembelajaran, serta pemanfaatan media sosial sebagai sarana informasi dan edukasi. Selain itu, sinergi Catur Pusat Pendidikan memberikan dampak positif terhadap meningkatnya keaktifan siswa, keterampilan berpikir kritis, kemampuan komunikasi, motivasi belajar, kedisiplinan, serta efektivitas proses pembelajaran baik di dalam maupun di luar kelas.
Analysis of Factors Causing Misconceptions in Plane Geometry among Fifth Grade Elementary School Students Rachmat Imam Muslim; Meilan Tri Wuryani; Utomo Utomo; Muiz Ghifari
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/um009v34i22025p261-274

Abstract

Abstract: Misconceptions are often the cause of low student mathematics learning outcomes. In this study the authors seek to uncover the factors that cause students' misconceptions about plane shapes. This study uses a qualitative method with a case study approach. This research is based on the problem that there are still many students who are wrong in answering several questions in the form of stories. In this study two students were taken using a purposive sampling technique as research subjects. From the research results, it was found that the cause of students' misconceptions in answering non-routine questions was the low understanding of students' definitions. The low understanding of definitions occurs because learning only relies on one teaching material in which the teaching material has very little information. In addition, the lack of use of teaching media by teachers results in students not being able to recognize other forms of flat shapes according to the definition. Apart from that, the lack of examples of flat shapes given makes students' understanding of definitions shallow. When given a flat shape with a different shape, students experience confusion. Abstrak: Miskonsepsi sering menjadi penyebab rendahnya hasil belajar matematika siswa. Dalam penelitian ini penulis berusaha mengungkap faktor-faktor penyebab miskonsepsi siswa tentang bangun datar. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Penelitian ini didasari oleh permasalahan bahwa masih banyak siswa yang salah dalam menjawab beberapa soal berbentuk cerita. Dalam penelitian ini diambil dua orang siswa dengan menggunakan teknik purposive sampling sebagai subjek penelitian. Dari hasil penelitian ditemukan bahwa penyebab miskonsepsi siswa dalam menjawab soal nonrutin adalah rendahnya pemahaman siswa terhadap definisi. Rendahnya pemahaman definisi terjadi karena pembelajaran hanya bertumpu pada satu bahan ajar yang mana bahan ajar tersebut informasinya sangat sedikit. Selain itu, minimnya penggunaan media ajar oleh guru mengakibatkan siswa tidak mampu mengenali bentuk bangun datar lainnya sesuai definisi. Selain itu, minimnya contoh bangun datar yang diberikan membuat pemahaman siswa terhadap definisi menjadi dangkal. Ketika diberikan bangun datar dengan bentuk yang berbeda, siswa mengalami kebingungan.
Pengaruh Pendekatan STEM-PJBL Terhadap Keterampilan Berpikir Kritis Siswa Sekolah Dasar Rachmat Imam Muslim; Muhamad Akrom; Meilan Tri Wuryani; Ade Bagus Primadoni; Dian Kusumawati
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 3 No. 3 (2023): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v3i3.724

Abstract

Pendekatan STEM PJBL merupakan pendekatan pembelajaran yang memadukan beberapa disiplin ilmu dan dikombinasikan proses pembelajranya menggunakan model project. Melalui ppendekatan ini diharapkan dapat meningkatkan keterampilan berpikir, oleh karena itu penelitian ini dilakukan untuk mengetahui pengaruh pendekatan steam dalam meningkatkan keterampilan berpikir kritis. Metode yang digunakan dalam penelitian ini adalah kuantitatif dengan desain pre-eksperimental with one group pretest-posttest dengan populasi siswa kelas V Sekolah Dasar. Data penelitian diambil dengan menggunakan instrumen angket berpikir kritis dan observasi. Dari hasil penelitian diketahui bahwa pendekatan STEAM mempunyai pengaruh yang signifikan dalam meningkatkan kemampuan berpikir kritis anak kelas V SD. Peningkatan tersebut tercermin pada indikator berpikir kritis yang menunjukkan peningkatan dibandingkan pembelajaran yang tidak menggunakan pendekatan STEAM. Dari hasil penelitian diperoleh rata-rata persentase setiap indikator pada saat pre-test sebesar 43,56% dan setelah dilakukan treatment diperoleh hasil post-test setiap indikator dengan persentase sebesar 65,98 sehingga jika dilihat dari rata-rata persentase tiap indikator terjadi peningkatan kemampuan berpikir kritis sebesar 22,42%.
Penerapan Pembelajaran Reflektif melalui Jurnal Belajar Matematika untuk Memperkuat Keterkaitan Antar Langkah dalam Pemecahan Masalah Rachmat Imam Muslim; Utomo Utomo; Meilan Tri Wuryani; Ade Bagus Primadoni; Muhamad Akrom
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 5 No. 2 (2025): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v5i2.1429

Abstract

The problem of interrelationships between steps in solving mathematical problems is still a challenge in learning at the elementary school level. Many students have not been able to formulate solutions logically and completely due to a lack of reflective awareness of their thinking process. This study aims to describe the process of implementing reflective learning through mathematics learning journals and to analyze its impact on the interrelationships between students' thinking steps in problem solving. The study used the Classroom Action Research (CAR) method which was carried out in two cycles on fifth grade elementary school students with a total of 26 students as subjects. The instruments used included observation sheets, interview guidelines, problem-solving tests, and reflective journal assessment rubrics. The results showed that the implementation of reflective journals gradually increased the clarity of the sequence of steps (from 60% to 75%), the rationale for strategies (35% to 60%), and the identification of difficulties (25% to 55%). The average problem-solving test score also increased from 68 to 82. These findings indicate that reflective learning through learning journals is effective in strengthening logical understanding between steps and encouraging students' metacognitive awareness in solving mathematical problems.
Penggunaan Media Kartu Kuartet untuk Meningkatkan Pemahaman Siswa Kelas IV pada Materi Nilai-Nilai Pancasila di SD Negeri Bakalan Defi Setiyaningsih; Meilan Tri Wuryani; Mar’atul Faida
JGK (Jurnal Guru Kita) Vol. 10 No. 3: Juni 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v10.i3.73849

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar dan keaktifan siswa kelas IV SD Negeri Bakalan pada materi nilai-nilai Pancasila akibat pembelajaran konvensional tanpa media inovatif. Penelitian ini bertujuan meningkatkan pemahaman siswa melalui pemanfaatan media kartu kuartet. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) sebanyak dua siklus, yang meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian terdiri dari 23 siswa kelas IV yang berlokasi di SD Negeri Bakalan. Teknik pengumpulan data yang diterapkan meliputi tes pemahaman, observasi, wawancara, dan dokumentasi, sementara teknik analisis data menggunakan analisis deskriptif komparatif kuantitatif dan kualitatif. Hasil riset menunjukkan peningkatan hasil belajar yang signifikan; pada Siklus I, persentase ketuntasan belajar klasikal siswa hanya mencapai 48% (11 siswa), namun setelah intervensi kartu kuartet pada Siklus II, ketuntasan melonjak tajam hingga 83% (19 siswa) atau mengalami kenaikan sebesar 35%. Kesimpulannya, penggunaan media kartu kuartet terbukti efektif dalam meningkatkan keterlibatan aktif siswa sekaligus mengoptimalkan pemahaman konseptual serta capaian hasil belajar materi nilai-nilai Pancasila secara signifikan.
Problematika Pembelajaran IPAS Kelas V SD N 1 Wonokerso Najma Izzatuna Dauly; Meilan Tri Wuryani; Rachmat Imam Muslim; Dwi Cahaya Nurani
Inovasi Sekolah Dasar: Jurnal Kajian Pengembangan Pendidikan Vol. 11 No. 1 (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.v11i1.53

Abstract

In implementing learning in elementary schools, especially in science and science subjects, there are several problems. This problem is considered to be one of the factors in reducing student learning outcomes. These problems can be problems originating from the teacher's way of teaching to the way students receive learning from the teacher. This research aims to analyze various problems experienced by teachers and students in science learning. The research was conducted in a qualitative descriptive form where this research was conducted on all class V students of SD N 1 Wonokerso, totaling 22 people as the population. The research instruments are observation guidelines, interviews and questionnaires. The results of research on problems that arise in science and science learning in this research include: teachers' classroom mastery that does not pay attention to the diversity of student characteristics, teachers' understanding of the independent curriculum is still lacking, teachers' creativity and understanding of learning models results in a lack of variation in learning, inappropriate use of media. even minimal use of media and students' lack of learning motivation in science learning. The solution to overcome this problem is that educators are expected to always be able to follow the curriculum that is being implemented, align the learning approach with the material being discussed so that students do not become passive, and can choose the right media and involve students during learning.
Analisis Tantangan Pembentukan Karakter Siswa Sekolah Dasar melalui Media Sosial M. Bahrul Ulum; Meilan Tri Wuryani; Mar’atul Faida
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2458

Abstract

The rapid growth of TikTok has created challenges in shaping the character of elementary school students in the digital era. This study investigates teachers' challenges, character-building strategies, and the character values most affected by TikTok use at SDIT Muhammadiyah Cepiring Kendal. A descriptive qualitative approach was employed involving sixth-grade teachers, TikTok user students, and parents selected through purposive sampling. Data were collected through interviews, observations, and documentation, then analyzed using the Miles, Huberman, and Saldana model, while data validity was ensured through source and method triangulation. The findings indicate that TikTok influences students' character development, particularly discipline, religiosity, and social care. Discipline was the most affected value, reflected in poor time management and delayed schoolwork. Religious character declined through reduced consistency in worship, while social care weakened as students showed less interaction and concern for others. Teachers addressed these challenges through character habituation, supervision of social media use, guidance, and collaboration with parents. Despite these challenges, TikTok can also promote creativity and digital literacy when used responsibly.  
Pemanfaatan Media Pembelajaran Mencerna sebagai Implementasi Student Active Learning di Kelas 3 SD Negeri 1 Weleri Desi Nuzulia Rosyidah; Meilan Tri Wuryani; Dian Kusumawati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2622

Abstract

Indonesian language instruction in elementary school continues to rely mainly on lecture-based teaching and textbooks-centered learning, result in limited student participation. This study sought to develop MENCERNA (Interactive Narrative Story Media), explain its implementation in promoting Student Active Learning, and investigate third-grade students' responses and learning outocomes at SD Negeri 1 Weleri. This study adopted the Research and Development (R&D) approach using the 4D model, which includes the define, design, develop, and disseminate stages. Data were obtained through observations, interviews, validation questionnaires, documentation, and learning achievement tests, then analyzed using descriptive quantitative techniques and the N-Gain test. The findings indicated that MENCERNA obtained a validation score of 80% from both the material and media experts, demonstrating that it was valid for classroom implementation. Its implementation promoted active atudent involvement through observation, questioning, discussion, idea exchange, and worksheet completion. Students demonstrated positive responses toward the media, while their learning outcomes improved, with the mean pre-test score rising from 63.57 to 87.51 on the post-test, producing an N-Gain score of 0.66 (moderately effective). Therefore, MENCERNA represent an appropriate instructional medium for enhacing Student Active Learning and Indonesian language learning outcomes.
Co-Authors Ade Bagus Primadoni Ashifa Salsabila Putri Defi Setiyaningsih Desi Fitriana Rahmawati Desi Nuzulia Rosyidah Dian Kusumawati Dian Kusumawati Dina Afriyana Solikhah Dwi Cahaya Nurani M. Bahrul Ulum Mar’atul Faida Mar’atul Faida Muhamad Akrom Muiz Ghifari Najma Izzatuna Dauly Putri Shafira Azzahra Rachmat Imam Muslim Utomo Utomo