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Analisis Efektivitas dan Manfaat Quizizz Paper Mode dalam Pembelajaran Interaktif di Kelas III SDN Singabraja 02 Rizka Fauziah*; Muhamad Sofian Hadi
JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Vol 8, No 3 (2023): Juni, socio-economics, community law, cultural history and social issues
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jimps.v8i3.26049

Pembelajaran interaktif adalah pendekatan yang efektif dalam meningkatkan keterlibatan siswa dan pemahaman konsep. Dalam era teknologi digital, terdapat berbagai alat yang dapat digunakan untuk meningkatkan interaksi dan efektivitas pembelajaran. Salah satu alat yang populer adalah Quizizz Paper Mode, yang memungkinkan siswa dan guru berinteraksi melalui perangkat kertas. Penelitian ini bertujuan untuk menganalisis efektivitas dan manfaat Quizizz Paper Mode dalam pembelajaran interaktif di kelas III SDN Singabraja 02. Metode penelitian yang digunakan adalah metode eksperimen dengan desain penelitian pretest-posttest control group. Sampel penelitian terdiri dari dua kelas III, di mana satu kelas (kelompok eksperimen) menggunakan Quizizz Paper Mode sebagai alat interaktif dalam pembelajaran, sedangkan kelas lainnya (kelompok kontrol) menggunakan metode pembelajaran konvensional. Data dikumpulkan melalui pretest dan posttest yang melibatkan pertanyaan objektif terkait materi yang diajarkan.Hasil penelitian menunjukkan bahwa penggunaan Quizizz Paper Mode secara signifikan meningkatkan pencapaian siswa dalam pembelajaran. Kelompok eksperimen menunjukkan peningkatan yang lebih tinggi dalam skor posttest dibandingkan dengan kelompok kontrol. Selain itu, siswa dalam kelompok eksperimen melaporkan tingkat kepuasan yang lebih tinggi terhadap penggunaan Quizizz Paper Mode sebagai alat interaktif. Temuan ini menunjukkan bahwa Quizizz Paper Mode efektif dalam meningkatkan pencapaian siswa dan meningkatkan keterlibatan mereka dalam pembelajaran. Penggunaan alat ini memungkinkan siswa untuk berinteraksi secara aktif dengan materi pelajaran dan memperkuat pemahaman konsep. Selain itu, metode ini juga dapat meningkatkan motivasi siswa dan meningkatkan suasana belajar yang menyenangkan.

Hybrid Book Integrating Rumah Tuo Local Wisdom for Civic Education: Buku Hybrid Berbasis Kearifan Lokal Rumah Tuo untuk Pendidikan Kewarganegaraan Putri Nabila Rizki; Ahmad Susanto; Muhamad Sofian Hadi
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13184

General Background: Civic Education learning in Elementary School Teacher Education programs remains dominated by conventional teaching materials that are insufficiently contextual and weakly connected to students’ socio-cultural realities. Specific Background: In the context of PGSD students, the local wisdom of Rumah Tuo, representing the cultural identity of the Batin Tribe in Jambi, contains civic values such as deliberation, mutual cooperation, unity, and social responsibility that are relevant to Civic Education learning. Knowledge Gap: Despite its educational potential, there is a lack of systematically developed and tested hybrid learning resources that integrate Rumah Tuo local wisdom into Civic Education for PGSD students. Aims: This study aims to develop a hybrid book based on the local wisdom of Rumah Tuo as a Civic Education learning resource for PGSD students and to examine its feasibility, practicality, and learning outcomes. Results: Using a Research and Development approach with the ADDIE model, the developed hybrid book was assessed as highly feasible by material, media, and language experts, considered practical by students, and demonstrated positive learning outcomes in understanding Civic Education values integrated with local wisdom. Novelty: The novelty of this study lies in the systematic integration of Rumah Tuo local wisdom into a hybrid textbook format specifically designed and tested for PGSD Civic Education learning. Implications: The hybrid book provides a contextual, innovative, and culturally grounded learning resource that supports Civic Education learning in higher education and contributes to the preservation of local cultural values in the digital learning environment. Highlights • The hybrid book embeds Rumah Tuo cultural values within Civic Education learning content• Expert validation and student trials confirm high feasibility and usability• Hybrid learning resources support contextual civic value understanding for PGSD students Keywords Hybrid Book; Local Wisdom; Rumah Tuo; Civic Education; PGSD

Family Environment And English Ability Among Islamic Elementary Students: Lingkungan Keluarga Dan Kemampuan Bahasa Inggris Siswa Sekolah Dasar Islam Terpadu Rahmah At Tafani; Muhamad Sofian Hadi; Ahmad Fadly
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13199

General Background: English language competence at the elementary level is widely recognized as a foundational academic skill within globalized education systems. Specific Background: In Indonesian Islamic integrated primary schools, family environment is frequently positioned as a key contextual factor accompanying formal English instruction. Knowledge Gap: Despite extensive theoretical assumptions, empirical evidence remains limited regarding whether variations in family environment categories are statistically associated with English language ability among SDIT students. Aims: This study examined the association between family environment categories and English language ability levels among students at SDIT Al Ihsan South Jakarta. Results: Quantitative analysis using a chi-square test revealed that most students were classified within a moderate family environment category, while English language ability predominantly fell within the high category; however, no statistically significant association was identified between the two variables (p = 0.550). Novelty: The study provides context-specific empirical evidence demonstrating the absence of a statistically meaningful association between categorized family environment and English language ability within an Islamic integrated primary school setting. Implications: These findings suggest that English language achievement at the elementary level should be understood through a broader educational ecosystem, where school-based instructional quality and learner motivation warrant greater analytical attention alongside family-related factors. Highlights • English ability levels remained high across differing family environment categories• Family environment classification showed no statistical association with language outcomes• School-based learning context emerged as a key explanatory consideration Keywords Family Environment; English Language Ability; Islamic Elementary School; Parental Involvement; Primary Education

Deep Learning Based Coding And Artificial Intelligence For Computational Thinking In Elementary Schools: Pembelajaran Koding Dan Kecerdasan Artifisial Berbasis Pembelajaran Mendalam Untuk Berpikir Komputasional Siswa Sekolah Dasar Ainul Mardhiyah; Muhamad Sofian Hadi; Misriandi Misriandi
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13221

General Background: The rapid advancement of digital technology requires elementary education to cultivate higher-order thinking and digital literacy as foundational competencies for the twenty-first century. Specific Background: Coding and artificial intelligence learning have been introduced in elementary schools as concrete approaches to support computational thinking through meaningful and contextual learning experiences. Knowledge Gap: Previous studies in Indonesia largely emphasize technical implementation or teacher training, while limited attention has been given to pedagogical strategies grounded in deep learning approaches for fostering computational thinking at the elementary level. Aims: This study explores deep learning–based coding and artificial intelligence learning strategies for developing computational thinking among elementary school students in North Serpong District. Results: Using a descriptive qualitative approach involving teachers and students from two elementary schools, the findings indicate that learning strategies emphasizing active participation, problem solving, reflection, and contextual activities support students’ ability to decompose problems, recognize patterns, construct abstractions, and formulate algorithmic steps. Variations in computational thinking development were observed across schools, reflecting differences in learning implementation quality. Novelty: This study confirms that deep learning–based coding and artificial intelligence learning demonstrates differentiated reinforcement across computational thinking dimensions according to contextual implementation in elementary classrooms. Implications: The findings position deep learning–based coding and artificial intelligence as a strategic pedagogical alternative for strengthening computational thinking and digital literacy within elementary education. Highlights • Computational Thinking Developed Through Contextual Coding Activities• Deep Learning Approach Supports Reflective And Meaningful Learning• Differentiated Implementation Shapes Student Learning Outcomes Keywords Coding Learning; Artificial Intelligence; Deep Learning; Computational Thinking; Elementary School

Digital E-Library Model for School Literacy Movement in Elementary Education: Model E-Library Digital dalam Gerakan Literasi Sekolah di Sekolah Dasar Titik Yuniarti; Muhamad Sofian Hadi; Ahmad Susanto
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13222

General Background: Low reading interest and literacy skills among elementary school students in Indonesia remain a persistent educational concern, particularly in relation to limited access to varied and engaging reading resources. Specific Background: Conventional school libraries are constrained by collection diversity, space, and access, while students increasingly interact with digital environments for information and learning activities. Knowledge Gap: Previous literacy initiatives have largely emphasized pedagogical strategies or visual learning media, with limited attention to digital e-library integration as an operational literacy ecosystem within the School Literacy Movement. Aims: This study aims to develop a digital e-library–based School Literacy Movement model and examine its application for fostering reading interest and literacy skills among elementary school students. Results: Using a Research and Development approach with the ADDIE model, the developed digital e-library met criteria of validity, practicality, and feasibility based on expert validation and user responses, alongside observable growth in student reading engagement and literacy performance between pretest and posttest stages. Novelty: The study positions the digital e-library not merely as a reading medium but as an adaptive literacy ecosystem aligned with elementary learners’ digital characteristics. Implications: The findings support the integration of digital e-library models within school literacy programs as a strategic response to conventional library limitations and as a foundation for strengthening literacy culture in elementary education. Highlights • Digital e-library developed as an operational model within the School Literacy Movement• Validation results confirm feasibility and practical classroom application• Literacy activities supported through adaptive digital access to reading materials Keywords School Literacy Movement; Digital E-Library; Reading Interest; Literacy Skills; Elementary Education

Quranic Character Values In Elementary Students Pondok Melati: Nilai Karakter Qurani Pada Siswa Sekolah Dasar Pondok Melati Mariyati Mariyati; Muhamad Sofian Hadi; Mufti Abqary
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13223

General Background: Character education is positioned as a foundational component in elementary schooling tocultivate moral, social, and spiritual dispositions from an early stage. Specific Background: Within Islamic educational discourse, Ibn Kathir’s tafsir provides comprehensive Qur’anic moral values grounded in scripture, prophetic traditions, and scholarly interpretations that are relevant to character formation in elementary education contexts. Knowledge Gap: Empirical studies that quantitatively examine the relevance of Ibn Kathir’s character values within contemporary public elementary schools remain limited, particularly at the level of measurable student understanding, school-based implementation, and manifested character traits. Aims: This study examines character education through Ibn Kathir’s perspective and analyzes its relevance to elementary students’ character development in Pondok Melati District. Results: Quantitative findings indicate that students’ understanding of Qur’anic character values, the school implementation of character education, and students’ character traits are all categorized as good, with statistical analysis confirming a significant relationship between value understanding and student character formation. Novelty: This study operationalizes Ibn Kathir’s Qur’anic character values into measurable indicators using a correlational survey approach within public elementary schools. Implications: The findings support the integration of Qur’anic character values into elementary education practices through consistent habituation, teacher exemplification, and contextualized school culture aligned with national character education objectives. Highlights • Students demonstrate good comprehension of Qur’anic moral values• School practices reflect consistent character-based habituation• Student character traits align with Qur’anic ethical principles Keywords Character Education; Ibn Kathir Tafsir; Elementary Education; Quranic Values; Pondok Melati District

Development Of Multimodal Gamified Drakocan For Indonesian Drama Learning: Pengembangan Media Gamifikasi Multimodal Drakocan Untuk Pembelajaran Drama Bahasa Indonesia Ary Martina; Muhamad Sofian Hadi; Fajar Suharmanto
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13258

General Background Digital technology integration has become an essential component of contemporary elementary education to support student-centered and interactive learning environments. Specific Background Indonesian language drama instruction at the elementary level commonly relies on conventional text-based methods, resulting in low student engagement and limited comprehension of dramatic elements. Knowledge Gap Previous instructional media generally utilize audio or visual components separately, with limited integration of gamification and multimodal approaches in drama learning contexts. Aims This study aims to develop a multimodal-based gamification learning medium named Drakocan for Indonesian drama instruction in Grade VI elementary schools. Results The development employed the ADDIE model and involved expert validation and staged field trials, producing high validation scores from language, material, and media experts, as well as positive feasibility evaluations from students in one-to-one, small group, and field group trials, accompanied by higher posttest scores compared to pretest results. Novelty The study introduces a single integrated learning medium combining gamification elements with audio, visual, and textual modes for elementary drama learning. Implications The findings indicate that multimodal gamification media can serve as an alternative instructional approach aligned with curriculum demands and active learning practices in elementary Indonesian language education. Highlights • Multistage validation confirmed strong suitability across expert and learner evaluations• Learning activities integrated gameplay progression with narrative-based instructional content• Assessment results demonstrated consistent score gains following media use Keywords Multimodal Learning; Gamification Media; Drama Learning; Indonesian Language Education; Elementary School

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