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All Journal Jurnal Tematik Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) JagoMIPA: Jurnal Pendidikan Matematika dan IPA Jurnal Cakrawala Pendas
A.F. Suryaning Ati MZ
Universitas Muhammadiyah Lamongan
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Other

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DEVELOPING OF DIFFERENTIATED NATURAL AND SOCIAL SCIENCE LEARNING TOOLS IN MERDEKA CURRICULUM IN ELEMENTARY SCHOOLS Ahmad Ipmawan Kharisma; A.F. Suryaning Ati MZ; Rossa Selfi Yuliana Putri
Jurnal Cakrawala Pendas Vol. 10 No. 2 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v10i2.8951

Abstract

One way to design and carry out a learning process based on student characteristics is with a differentiatio learning strategy. The differentiation learning strategy is a very important to implement in the 21st century. This research and development study aimed to develop a differentiated learning tool. The research subjects were fourth grade elementary school students. The 4D model with four stages (define, design, development, and dissemination) was used in this study. However, the implementation of this research was only limited to the development stage. The development of differentiated natural and social sciences learning tools aimed to produce ATP, teaching modules, teaching materials, student worksheets, and learning assessments which were valid, practical, and effective for use in elementary school students. The results indicated that ATP had a percentage of 91.5%, teaching modules with a percentage of 91%, teaching materials with a percentage of 93%, student worksheets with a percentage of 91.62%, and an assessment with a percentage of 91.12% so that the average was 91.64% with a valid category. Differentiated science and science learning tools can be used as learning tools in elementary schools with limited trial student response results of 91% and field trial student response results of 97%. So it can be concluded that the differentiated science and science learning tools developed are valid for use as learning tools in the student learning process in elementary schools.
The Effect of Interactive Mutimedia Based on Articulate Storyline 3 on Student Learning Outcomes in Elementary Schools Mesyaluna Dinda Anadira; Rizka Novi Irmaningrum; A.F. Suryaning Ati MZ
Jurnal Tematik Vol 14 No 1 (2025): Jurnal Tematik
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jt.v14i1.68192

Abstract

This study aims to determine the effect of interactive multimedia base on articulate storyline 3 on student learning outcomes in elementary schools. This study uses quantitative research with a quasi-experimental method of the non-equivalent control group type. The samples used were class IV A and class IV B, each consisting of 15 students. Data coloction techniques ised were validation, observation and cognitive earning outcome tests. While the collected data were analyzed in two ways, namely prerequisite test were used to ensure the feasibility of the data including normality tests and homogeneity test. Hypothesis testing was used to determine the effect of independent variables on dependent variables using independent sample t-tests. Thus, the results show that the average value of the experimental class is higher than the control class in all three domains of learning outcomes. The t-test produces a Sig. (2-tailed) value of 0.000 (<0.05), which indicates a significant change in the use of interactive multimedia based on articulate storyline 3 on student learning outcomes.
Pengembangan Media Pembelajaran Video Berbasis Sparkol Videoscribe pada Materi IPA Tata Surya Kelas VI Sekolah Dasar Sekar Diah Ayu Dinuli; A.F. Suryaning Ati MZ; Humairah Humairah
Jurnal Tematik Vol. 15 No. 1 (2026): Jurnal Tematik
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jt.v15i1.68189

Abstract

This study aims to develop a valid and effective video-based learning media using Sparkol Videoscribe for teaching the Solar System topic in the sixth-grade science curriculum at SD Negeri 1 Lawak. The research employed a 4D development model (Define, Design, Develop, Disseminate). Data were collected using expert validation sheets, student response questionnaires, and student activity observation forms. The validation results showed that the developed media was highly valid, with media expert validation scoring 96%, design expert validation scoring 96%, and content expert validation scoring 96.5%. Furthermore, the student response instrument achieved a score of 94.5%, and the student activity instrument scored 95.5%. The media was also considered effective based on students’ active engagement and positive feedback during the learning process. Therefore, Sparkol Videoscribe-based learning media is deemed appropriate as an alternative instructional tool in science learning, particularly for abstract topics such as the Solar System.
Integrasi Game-Based Learning dan Scratch dalam Pembelajaran IPAS untuk Meningkatkan Hasil Belajar Siswa Sekolah Dasar Izzuddin Kafi; A.F. Suryaning Ati MZ; Mochammad Miftahul Huda
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2702

Abstract

Amid the shift toward digital and interactive learning encouraged by Indonesia’s Kurikulum Merdeka, the integrated Science and Social Studies (IPAS) subject is still largely taught through lecture-based and memorization methods, leaving abstract material such as light energy difficult for elementary students to grasp. While prior studies have examined Game-Based Learning and Scratch-based media separately, few have investigated their integration within IPAS instruction at the elementary level, a gap this study addresses. This study aimed to describe teacher activity, student activity, and the improvement of IPAS learning outcomes through the application of the Game-Based Learning model assisted by Scratch media in Grade V of MI Muhammadiyah 03 Pucakwangi. This study employed a Classroom Action Research (CAR) approach using the Kemmis & McTaggart model conducted in two cycles, with 23 Grade V students as subjects. Data were collected through tests (pretest and posttest), observation, and documentation, then analyzed descriptively and quantitatively. The results showed that classical learning completeness increased from 56.52% in Cycle I to 86.96% in Cycle II, teacher activity increased from 68.75% to 95.31%, and student activity increased from 62.50% to 85.94%. These findings imply that integrating Game-Based Learning with Scratch media offers a practical, technology-based instructional alternative that strengthens conceptual understanding and active participation, and can serve as a reference model for elementary teachers designing more engaging science instruction. However, the study was limited to a single topic (Light Energy) and depended on access to computers or laptops with a stable internet connection. Therefore, further research is recommended to evaluate the applicability of this model across a broader range of instructional materials, subject areas, and educational levels, as well as to explore the use of the offline version of Scratch in schools with limited access to device and internet connectivity.
Penerapan Model Pembelajaran Inkuiri untuk Meningkatkan Literasi Sains pada Pembelajaran IPAS Kelas IV di Sekolah Dasar Siti Khusnul Khotimah; A.F. Suryaning Ati MZ; Rizka Novi Irmaningrum
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i3.5282

Abstract

Kemampuan literasi sains merupakan kompetensi penting yang perlu dikembangkan dalam pembelajaran IPAS di sekolah dasar. Namun, kemampuan literasi sains peserta didik kelas IV MI Muhammadiyah 1 Payaman masih rendah karena pembelajaran belum menerapkan model yang berpusat pada peserta didik. Penelitian ini bertujuan untuk meningkatkan aktivitas guru, aktivitas peserta didik, dan kemampuan literasi sains melalui penerapan model pembelajaran inkuiri. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus dalam setiap siklus mengikuti berisi perencanaan, tindakan, observasi, refleksi. Subjek penelitian adalah 14 peserta didik kelas IV dengan metode total sampling. Data dikumpulkan melalui observasi, tes literasi sains (pretest dan posttest), serta dokumentasi, kemudian dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa aktivitas guru meningkat dari 65,1% menjadi 86,6%, aktivitas peserta didik meningkat dari 62,5% menjadi 98,4%, dan ketuntasan kemampuan literasi sains meningkat dari 64,3% pada siklus I menjadi 92,9% pada siklus II. Dengan demikian, penerapan model pembelajaran inkuiri efektif dalam meningkatkan aktivitas pembelajaran dan kemampuan literasi sains peserta didik pada pembelajaran IPAS.
Co-Authors Ahmad Ipmawan Kharisma Humairah Humairah Izzuddin Kafi Mesyaluna Dinda Anadira Mochammad Miftahul Huda Rizka Novi Irmaningrum Rossa Selfi Yuliana Putri Sekar Diah Ayu Dinuli Siti Khusnul Khotimah