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All Journal Journal of Education and Learning (EduLearn) Pendas : Jurnah Ilmiah Pendidikan Dasar Pedagogik Journal of Islamic Elementary School Jurnal Teladan: Jurnal Ilmu Pendidikan dan Pembelajaran JTIEE (Journal of Teaching in Elementary Education) Didaktik : Jurnal Ilmiah PGSD STKIP Subang JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI JURNAL TUNAS PENDIDIKAN Al-Irsyad Journal of Mathematics Education Jurnal Pendidikan Guru Sekolah Dasar PAEDAGOGIE Arshaka: Pedagogy and Learning Review Learning Strategies: Jurnal Ilmu Pendidikan dan Pembelajaran MUBTADI: Jurnal Pendidikan Ibtidaiyah
Fera Dwidarti
Universitas PGRI Ronggolawe
Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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The effect of place value board learning media on the learning outcomes of third-grade elementary school students Adhwaul Mumtazah; Dya Ayu Agustiana Putri; Fera Dwidarti
Arshaka: Social Sciences and Education Vol 2 No 1 (2026): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/arshaka.v2i1.88

Abstract

Mathematics learning in elementary schools still faces the problem of low student learning outcomes, especially in the material of place value of numbers, due to learning that tends to be abstract and minimal use of concrete learning media. This study aims to determine the effect of using the Place Value Board learning media on the mathematics learning outcomes of third-grade elementary school students. This study uses a quantitative approach with a quasi-experimental method through a nonequivalent control group design. The research subjects consisted of two classes, namely the experimental class given treatment using the Place Value Board media and the control class using conventional learning. Data were collected through learning outcome tests in the form of pretests and posttests that have been tested for validity and reliability. Data analysis was carried out using an independent sample t-test. The results showed that there was no significant difference between the two groups in the pretest, but there was a significant difference in the posttest with a significance value of p <0.001. This indicates that the use of the Place Value Board media has a significant effect in improving students' mathematics learning outcomes. Thus, the Place Value Board media is effective for helping students understand the concept of place value concretely. The implications of this study indicate that teachers are advised to utilize concrete learning media to improve the quality of mathematics learning in elementary schools.
PROFIL MINAT BACA DAN KEMAMPUAN MEMBACA MELALUI MEDIA BIG BOOK BERBASIS LITERASI UNTUK MENINGKATKAN KEMAMPUAN BERKOMUNIKASI SISWA KELAS I SEKOLAH DASAR Indah Trissetyowati; Agus Wardhono; Fera Dwidarti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47554

Abstract

Basic literacy in early elementary school is the foundation for developing students' reading and communication skills. Observations at Grade I of UPT SD Negeri Sidonganti 1, Kerek District, Tuban Regency revealed that students' reading interest, beginning reading ability, and oral communication skills were still low. This study aims to describe the profile of reading interest, reading ability, and communication skills of Grade I students through the application of literacy-based Big Book media. A qualitative descriptive approach was used. The research subjects were 15 Grade I students consisting of 8 male and 7 female students. Data collection employed observation, interviews, and documentation. Data analysis was conducted using Miles and Huberman's interactive model through data reduction, data display, and conclusion drawing. The results show that the use of literacy-based Big Book media effectively improved students' reading interest, enhanced beginning reading skills, and encouraged students to be more active and confident in oral communication. Big Book creates an interactive, enjoyable, and contextual learning atmosphere that supports the optimal development of student literacy and communication. The role of the teacher as a facilitator is a key factor in optimizing the use of Big Book as a literacy and communication media in early grade learning.
Peningkatan Minat Baca Siswa Kelas II Sekolah Dasar melalui Media Visual Berbasis Lagu Ahmad Basori; Fera Dwidarti
Learning Strategies: Jurnal Ilmu Pendidikan dan Pembelajaran Vol. 1 No. 1 (2026): March
Publisher : GRM Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67710/learningstrategies.v1i1.16

Abstract

Rendahnya minat baca pada siswa kelas rendah, khususnya kelas I dan II Sekolah Dasar, sering disebabkan oleh penggunaan metode pembelajaran yang konvensional serta kurangnya media pembelajaran yang menarik. Masa transisi dari taman kanak-kanak ke Sekolah Dasar menuntut adanya inovasi pembelajaran yang mampu mengintegrasikan unsur bermain dan belajar. Penelitian ini bertujuan untuk mengkaji efektivitas penggunaan media visual berbasis lagu dalam meningkatkan minat baca siswa kelas rendah. Media visual lagu mengintegrasikan unsur auditori berupa musik dan unsur visual berupa teks lirik serta animasi sehingga menciptakan pengalaman belajar yang bersifat multimodal. Metode penelitian yang digunakan adalah studi pustaka yang didukung dengan observasi terhadap penerapan media audio-visual di kelas. Teknik yang digunakan berupa “karaoke visual”, yaitu kegiatan membaca yang diselaraskan dengan irama lagu untuk membantu siswa mengenali huruf dan suku kata. Hasil kajian menunjukkan bahwa penggunaan media visual lagu mampu meningkatkan perhatian siswa, memperkaya kosakata, serta mengurangi tekanan psikologis dalam proses belajar membaca. Selain itu, unsur repetisi dalam media ini mendorong siswa untuk melakukan aktivitas membaca secara berulang tanpa merasa terbebani. Simpulan penelitian ini menunjukkan bahwa media visual berbasis lagu efektif digunakan sebagai sarana dalam membangun kemampuan literasi awal dan meningkatkan minat baca siswa kelas rendah.
Identifikasi Kemampuan Berpikir Kritis dalam Pembelajarn IPAS Materi Bentang Alam pada Siswa Kelas III Dilla Anjani Lavenita; Fera Dwidarti; Wendri Wiratsiwi
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 4 (2026): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i4.2898

Abstract

Kemampuan berpikir kritis merupakan salah satu keterampilan penting yang perlu dikembangkan sejak jenjang sekolah dasar, khususnya dalam pembelajaran IPAS. Namun, pembelajaran IPAS di sekolah dasar masih banyak didominasi oleh metode ceramah yang berpusat pada guru sehingga siswa cenderung pasif dan kemampuan berpikir kritisnya belum berkembang secara optimal. Penelitian ini bertujuan untuk mengidentifikasi kemampuan berpikir kritis siswa kelas III pada pembelajaran IPAS materi bentang alam di UPT SD Negeri Campurejo 2 Rengel, Kabupaten Tuban. Penelitian menggunakan metode kualitatif dengan pendekatan studi kasus, melibatkan 15 peserta didik kelas III sebagai subjek penelitian. Data dikumpulkan melalui observasi, wawancara, pre-test, dan dokumentasi, kemudian dianalisis secara deskriptif kualitatif melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa masih tergolong rendah, dengan rata-rata nilai pre-test sebesar 46. Sebanyak 53,33% siswa berada pada kategori rendah, 20% pada kategori sangat rendah, dan hanya 26,67% siswa yang berada pada kategori sedang, tanpa ada siswa yang mencapai kategori tinggi. Siswa masih mengalami kesulitan dalam menganalisis hubungan sebab-akibat, memberikan alasan logis, mengevaluasi informasi, serta mengaitkan konsep bentang alam dengan kehidupan sehari-hari. Rendahnya kemampuan tersebut dipengaruhi oleh faktor internal seperti motivasi dan kepercayaan diri belajar yang rendah, serta faktor eksternal berupa dominasi metode ceramah dan minimnya variasi media pembelajaran konkret. Penelitian ini merekomendasikan penerapan pembelajaran aktif, seperti pembelajaran berbasis inkuiri, diskusi kelompok, dan pembelajaran berbasis masalah, sebagai upaya strategis untuk mendorong siswa berpikir lebih kritis, analitis, dan bermakna dalam memahami materi bentang alam.
GURU CERDAS EMOSI, SEKOLAH SUPORTIF: KUNCI PEMBELAJARAN BERDIFERENSIASI BAHASA INDONESIA DI SD TUBAN Fera Dwidarti; Andy Haryoko; Mario Fahmi Syahrial; Novialita Angga Wiratama; Iis Daniati Fatimah
MUBTADI: Jurnal Pendidikan Ibtidaiyah Vol. 8 No. 1 (2026)
Publisher : UIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/mubtadi.v8i1.25454

Abstract

The Merdeka Curriculum positions differentiated instruction (DI) as a core competency for guru penggerak (mentor/driving teachers), yet empirical evidence on the factors determining the quality of its implementation in regency-level elementary schools remains limited, particularly regarding the simultaneous role of teachers' social-emotional competence (SEC) and school climate  two variables that have largely been studied separately and predominantly in developed-country contexts. This study aims to examine the influence of teachers' SEC and school climate on the quality of DI in Indonesian Language learning at elementary schools in Tuban Regency. The research employed an ex post facto design with a quantitative approach, involving 150 Indonesian Language teachers at elementary schools in Tuban Regency selected through proportional stratified random sampling. Data were collected using a Likert-scale questionnaire measuring teachers' SEC (five dimensions), school climate (four dimensions), and quality of DI (four dimensions), then analyzed using descriptive statistics and multiple linear regression. The results showed that teachers' SEC, school climate, and quality of DI were all at high categories; teachers' SEC had a significant positive partial effect on quality of DI (r = 0.232; R² = 0.054); school climate had a stronger partial effect (r = 0.392; R² = 0.154); and both simultaneously had a significant effect on quality of DI (R² = 0.253). These findings reinforce the theoretical understanding that the quality of DI is not merely a function of teachers' individual capacity, but rather the result of an interaction between teacher competence and school environmental conditions enriching the literature on teachers' SEC and school climate, which has previously rarely tested their simultaneous effect on concrete instructional practice. Practically, these findings imply the need for a dual-track strategy: strengthening teachers' SEC through structured social-emotional training, accompanied by improvements to school climate, particularly within the context of Merdeka Curriculum implementation in regency areas.
Co-Authors Adhwaul Mumtazah Agus Wardhono Ahmad Basori Alfiyatin Nashiroh Andy Haryoko Arik Umi Pujiastuti Asip, Muhammad Badri Atul Fikriyah Badri Atul Fikriyah Badri Atul Fikriyah3 Dilla Anjani Lavenita Dya Ayu Agustiana Putri Elitasari, Handara Tri Evita Liyana Sari Fatimah, Iis Daniati Heri Retnowati Iis Daniati Fatimah Ina Agustin Indah Trissetyowati Latifatul Muhimmah Tata Kharisma Likus Mario Fahmi Syahrial Mauliana, Siti Muhammad Jamal Mulyo Prabowo Naela Nabila Najwa Durrotul Hikmah Novialita Angga Wiratama Novialita Angga Wiratama Rohmat Sayid Husein De San Wardhani Siti Ika Nur Jannah Titah Afit Wahyuni Tri Mei Apta Arjanti Wendri Wiratsiwi Wendri Wiratsiwi Widyawati Wiratama, Novialita Angga Wisataone, Voettie Zamzani Zamzani Zamzani Zamzani