Garuda - Garba Rujukan Digital

FLIPPED CLASSROOM dan MINDFULNESS: SOLUSI MENGATASI LEARNING LOSS DALAM PEMBELAJARAN di MASA PANDEMI di SD GUGUS MUH SYAFEI Trimurtini Trimurtini; Farid Ahmadi; Petra Kristi Mulyani; Nursiwi Nugraheni; Elok Fariha Sari; Achmad Munib; Imam Shofwan
ABDIMAS UNWAHAS Vol. 8 No. 1 (2023)
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/abd.v8i1.8586

Permasalahan bidang pembelajaran yang terjadi pada sekolah dasar di Kecamatan Pringapus Kabupaten Semarang khususnya di Gugus Muh Syafei, cenderung sama yaitu keterbatasan pelaksanaan pembelajaran selama pandemi yang berubah-ubah. Pada saat pandemic covid-19 masih tinggi, seluruh pembelajaran menggunakan daring. Namun saat kondisi pandemic mulai menurun, pembelajaran tatap muka (PTM) terbatas sudah mulai dilakukan. Saat ini tren kenaikan dan penurunan penyebaran covid-19 masih tidak menentu, sehingga pelaksanaan pembelajaran sering berubah mengikuti kondisi. Hal ini menyebabkan terjadi learning loss, sehingga guru perlu mencari solusi mengatasinya. Untuk mengatasi permasalahan tersebut, tim pengabdian kepada masyarakat mengadakan program penguatan soft skills melalui mindfulness dan flipped classroom dalam pembelajaran blended learning bagi paraâ€“Guru SD di Gugus Muh Syafei. Kecamatan Pringapus. Harapannya, para guru dapat mengatasi learning loss yang terjadi pada siswanya dalam flipped classroom dan mindfulness agar softskill siswa meningkat dan pelaksanaan pembelajaran blended learning berjalan dengan lancar dan tujuan pembelajaran tercapai secara optimal. Tim pengabdian terdiri dari empat orang dosen dengan bidang keilmuan dan hasil penelitian yang mendukung kegiatan pengabdian, yaitu Pendidikan, Ilmu Komputer, Bahasa dan Matematika, serta dibantu oleh 3 orang mahasiswa PGSD semester 2, 4 dan 6. Metode pelaksanaan metode PALS (Parcipatory Action and Learning System) dengan mengintegrasikan 4P, yaitu penyadaran, pengkapasitasan, pendampingan dan pelembagaan. Dengan sasaran kegiatan pengabdian adalah guru SD Gugus Muh Syafei di Kecamatan Pringapus yang terdiri dari 6 sekolah. Tahap pengkapasitasan dilakukan dengan sosialisasi pelatihan softskill mindfulness dalam flipped classroom dalam pembelajaran blanded learning. Tahap pendampingan implementasi mindfulness dalam flipped classroom dalam pembelajaran blended learning bagi guru SD di Gugus Muh Sjafei dan evaluasi kegiatan. Tahap pelembagaan merupakan tahapan lanjutan dari hasil evaluasi dan kerjasama pihak sekolah dengan UNNES.Kata kunci: flipped classroom, mindfulness

Numeracy E-Module with Edugame As A Support For Mathematics Learning for Sixth-Grade Elementary School Students Meira Sagita; Petra Kristi Mulyani
Journal of Education Technology Vol. 7 No. 3 (2023): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v7i3.65920

The Covid-19 pandemic has caused learning loss, one of which is in mathematics learning. Students enjoy technology products because of online learning, but schools must encourage teachers to make their own. This research aimed at developing a numeracy E-module with edugame. This type of research was developed using the ADDIE method to produce e-modules that can support less than optimal learning due to learning loss during the COVID-19 pandemic. The methods used to collect data were questionnaires and tests. Data collection instruments were in the form of questionnaires and test questions. Data analysis techniques used descriptive qualitative, quantitative, and inferential statistical analysis. The research results showed that this e-module was very suitable for use as a support for mathematics learning in sixth-grade elementary school because it received a validation score from media experts of 90.7% and material experts of 86.7% and a user response of 100%. Apart from that, based on the t-test, it showed differences in learning outcomes after students used the numeracy module with edugame. The n-gain test result was 80.3%. It can be concluded that this e-module influences and improves student learning outcome and it is suitable for learning.

PENGEMBANGAN MEDIA FLIPBOOK INTERAKTIF BERBASIS WEBSITE UNTUK MENINGKATKAN HASIL BELAJAR MUATAN PEMBELAJARAN IPAS MATERI GAYA SISWA KELAS IV SDN PAKINTELAN 01 KOTA SEMARANG Munirah, Sa'idatum; Petra Kristi Mulyani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 03 (2024): Volume 09, Nomor 03, September 2024 In Progres
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i03.16590

This research aimed to develop interactive flipbook media to asses the validity and effectiveness of learning outcomes in the science curriculum for fourth-grade students at IV SDN Pakintelan 01, Kota Semarang. The study employed the Research and Development (R&D) method using ADDIE model encompassing five stages: Analyze, Design, Development, Implementation, and Evaluation. Data collection techniques included tests and non-tests methods such as interviews, observations, questionnaires, and documentation. Data analysis techniques involved media qualification analysis, response analysis from teachers and students, normality tests, t-tests, and n-gain. The flipbook validation results from the media experts were 92.72%, language validation was 96.67%, and content validation was 87.69%. Teacher responses averaged 97.16%, and student responses were 90.17%, all highly qualified categories. The effectiveness test results showed a significant difference between pretest and posttest scores, with a t-test sig (2-tailed) score of 0.00 < 0.05. The n-gain analysis indicated an improvementwith a medium criterion score 0.5677, or 56.77% demonstrating moderate effectiveness.

PENGARUH METODE OUTING CLASS TERHADAP HASIL BELAJAR PESERTA DIDIK KELAS IV SDN GUGUS NAKULA KABUPATEN PEMALANG PADA MATA PELAJARAN IPAS Maghfiroh; Petra Kristi Mulyani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09, No. 04 Desember 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.20001

The low learning outcomes of students can be influenced by the lack of innovation of educators in choosing learning methods used in the learning process. This study aims to determine the effect of the outing class method on the learning outcomes of fourth grade students of SDN Gugus Nakula Pemalang Bone. This study uses quantitative experimental method with quasi-experimental design with nonequivalent control group design. The sampling used in this study is non probability sampling. Data collection techniques through interviews, tests and documentation. The results of hypothesis testing obtained value t count (2.850) > t table (2.006). Thus, it can be stated that t count is greater than t table (2,850 > 2.006). Based on this, it can be concluded that there is an influence of outing class method on the learning outcomes of fourth grade students of SDN Gugus Nakula Pemalang Bone on IPAS subjects.

Visionary Leadership, Digital Literacy, and Classroom Management in Early Childhood Education: A Qualitative Study Windy Pekerti Mendrofa; Petra Kristi Mulyani; Windy Pekerti Mendrofa; Petra Kristi Mulyani; Edi Waluyo
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 4 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i4.2027.5

Digital transformation in early childhood education (ECE) requires leadership that links institutional direction with developmentally appropriate classroom practice. This qualitative descriptive study examined how visionary leadership, digital literacy, and classroom management were interconnected across four kindergartens affiliated with one educational foundation in Central Java, Indonesia. The institutional setting comprised 33 teachers and 409 children; interviewees were purposively selected from principals, ECE teachers, and supporting stakeholders with direct experience of the focal practices. Data were generated through classroom observations, in-depth interviews, and analysis of school policies, lesson plans, professional-development records, meeting documents, media logs, and digital-literacy materials. Iterative analysis involved data condensation, display, comparison across sources and sites, conclusion drawing, and verification. Four qualitative patterns were identified: principals translated a literacy-oriented vision into instructional direction, resource support, mentoring, and shared routines; digital storytelling, interactive visual media, and visual literacy cues supported attention, participation, and predictable transitions when used for clear pedagogical purposes; reflective meetings and teacher collaboration strengthened instructional confidence and consistency; and unequal digital competence, limited resources, and restricted collaboration time constrained implementation. These findings do not establish a direct causal effect of leadership or technology on classroom management. Rather, they indicate an interpretive pathway in which leadership created organizational and pedagogical conditions that teachers used to integrate developmentally appropriate digital literacy into classroom routines. The findings are bounded to four schools within one foundation and should be tested with more completely documented samples and observation protocols in cross-institutional research.

Visionary Leadership, Digital Literacy, and Classroom Management in Early Childhood Education: A Qualitative Study Windy Pekerti Mendrofa; Petra Kristi Mulyani; Windy Pekerti Mendrofa; Petra Kristi Mulyani; Edi Waluyo
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 4 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i4.2027.5

Digital transformation in early childhood education (ECE) requires leadership that links institutional direction with developmentally appropriate classroom practice. This qualitative descriptive study examined how visionary leadership, digital literacy, and classroom management were interconnected across four kindergartens affiliated with one educational foundation in Central Java, Indonesia. The institutional setting comprised 33 teachers and 409 children; interviewees were purposively selected from principals, ECE teachers, and supporting stakeholders with direct experience of the focal practices. Data were generated through classroom observations, in-depth interviews, and analysis of school policies, lesson plans, professional-development records, meeting documents, media logs, and digital-literacy materials. Iterative analysis involved data condensation, display, comparison across sources and sites, conclusion drawing, and verification. Four qualitative patterns were identified: principals translated a literacy-oriented vision into instructional direction, resource support, mentoring, and shared routines; digital storytelling, interactive visual media, and visual literacy cues supported attention, participation, and predictable transitions when used for clear pedagogical purposes; reflective meetings and teacher collaboration strengthened instructional confidence and consistency; and unequal digital competence, limited resources, and restricted collaboration time constrained implementation. These findings do not establish a direct causal effect of leadership or technology on classroom management. Rather, they indicate an interpretive pathway in which leadership created organizational and pedagogical conditions that teachers used to integrate developmentally appropriate digital literacy into classroom routines. The findings are bounded to four schools within one foundation and should be tested with more completely documented samples and observation protocols in cross-institutional research.

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