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Pelatihan Model Pembelajaran Project Citizen Bagi Guru-Guru di Sekolah Indonesia Johor Bahru, Malaysia Untuk Meningkatkan Civic Literacy Srie Mulyani; Tiara Yogiarni; Jennyta Caturiasari; D Wahyudin; Eko Wahyunanto Prihono
Indonesian Journal of Community Services in Engineering & Education (IJOCSEE) Vol 3, No 2 (2023): October 2023
Publisher : Universitas Pendidikan Indonesia Kampus Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijocsee.v3i2.63251

Technology has become a new tool that can help in all aspects of life; today, technology helps develop educational facilities to be more effective and efficient. The progress of civilization in technology means that the world of education must be more prepared and skilled in facing global challenges. Skills that are important to develop, based on the National Education Association (NEA) recommends the importance of developing the Four Cs, namely (1) Critical thinking and problem solving, (2) Communication, (3) Collaboration, and (4) Creativity and Innovation. Problem-solving is the main reference in the educational process, especially in Pancasila and Citizenship Education (PPKn). This can be seen from PPKn learning, which is still dominated by conventional systems, so the application of PPKn learning, which is oriented to contextual multiple intelligences, is still far from expectations. An adaptive model that can improve PPKn skills and learning outcomes is by using Citizenship Learning Practices (project citizenship). Therefore, elementary school teachers need to have the skills to develop and implement learning with project citizenship. Project Citizenship was developed from a critical or reflective thinking approach model. The learning approach recommended to be developed is oriented towards critical thinking and problem-solving. Through project citizen training, which is applied in the teaching and learning process, it is hoped that students will be able to familiarize themselves with carrying out the inquiry process, which is believed to make learning more meaningful.

PENGARUH MODEL PEMBELAJARAN EXAMPLE NON EXAMPLE DENGAN MEDIA FLASHCARD TERHADAP KEMAMPUAN PEMAHAMAN KONSEP IPA PESERTA DIDIK SEKOLAH DASAR Fiksi Kirana Sarizaen; Fitri Nuraeni; Tiara Yogiarni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.29800

Concept understanding ability is a foundation that can help students in the learning process at school, especially for elementary school students in science subjects. Through a good understanding of science, students will be able to solve problems that occur in their environment. However, the ability to understand science concepts in elementary school students is still known to be an urgency that needs to be addressed immediately. Therefore, the objectives of this study include to determine how the effect of the example non example learning model with flashcard media on the ability to understand science concepts and to find out how the difference in improving the ability to understand science concepts in students through the example non example learning model with flashcard media and in students through the think pair share learning model. This research is a quasi-experimental research type nonequivalent control group design with a sample of 26 participants in the experimental class and 24 participants in the control class. The results showed the simple linear regression test results of 26.8% and the n-gain test results in the experimental class of 0.4109 and in the control class of 0.3205. Based on these results, it can be concluded that the example non example learning model with flashcard media has a positive effect on the ability to understand science concepts of elementary school students and this model provides a greater increase in the ability to understand science concepts compared to the think pair share learning model. Thus, the example non example learning model with flashcard media can be an alternative learning strategy in building the ability to understand the science concepts of students in elementary schools.

PENGARUH MODEL PEMBELAJARAN PREDICT OBSERVE EXPLAIN ((POE)) TERHADAP PENINGKATAN KETERAMPILAN SOSIAL SISWA SEKOLAH DASAR Asthiyani Kholida; Nurdiansyah Nurdiansyah; Tiara Yogiarni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.30132

Social skills are among the essential skills that need to be developed in social studies learning as they can foster responsibility, interaction-communication, cooperation, empathy-sympathy, self-control, and various other social aspects. However, the phenomenon observed indicates a still low level of social skills among elementary school students. The application of the Predict Observe Explain ((POE)) learning model is identical to science-based learning, but its implementation in social studies learning represents a new innovation to enhance social skills. This underpins the conduct of research in this thesis. The purpose of this study is 1) to determine whether the increase in social skills of students using the Predict Observe Explain ((POE)) learning model is better than that of students using the contextual learning model. 2) to find out the effect of using the Predict Observe Explain ((POE)) model on the improvement of social skills of elementary school students. The method used in this research is a quasi-experiment with a non-equivalent control group design on social studies learning material about the struggle of the Indonesian nation against colonialism and imperialism. The instrument used in the study was a social skills test. The results of the study from the n-gain score calculations showed that the experimental class had a score of 0.5320 and the control class also had a score of 0.3111. Furthermore, the results from the regression analysis indicated that the Predict Observe Explain ((POE)) learning model had an influence of 36,4%. The conclusions obtained from this study are: 1) There is an improvement in social skills among elementary school students using the Predict Observe Explain ((POE)) learning model compared to students using the contextual learning model; 2) There is an effect of the Predict Observe Explain ((POE)) learning model.

SYSTEMATIC REVIEW : EFEKTIVITAS MODEL PEMBELAJARAN PICTURE OF PICTURE DALAM MENINGKATKAN HASIL BELAJAR SISWA Ade Wikarya; Nurdiansyah; Tiara Yogiarni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 01 (2025): Volume 11 No. 01 Maret 2025 In Proccess
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i01.4995

This study aims to evaluate the effectiveness of the Picture and Picture learning model in improving student learning outcomes at the elementary school level through a systematic review approach. Data were analyzed based on relevant previous research results, focusing on improving cognitive understanding, student engagement, and critical thinking skills. This research method includes systematic identification, evaluation, and synthesis of various studies using quantitative approaches and classroom actions. The review results show that the application of the Picture and Picture model has a significant positive impact on student learning outcomes. This increase can be seen from the increase in students' average scores and the level of learning completion in various subjects, such as science and social studies. In addition, the use of interactive visual media helps students visualize abstract concepts concretely, while the logical and collaborative arrangement of images encourages critical thinking skills. Thus, this model is proven to be flexible, relevant, and effective in various elementary education contexts.

PENGARUH MODEL PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SEKOLAH DASAR Ranisa Devi; Hafiziani Eka Putri; Tiara Yogiarni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6619

The limited ability of elementary school students to solve mathematical problems that require problem-solving skills has become a crucial issue in addressing the challenges of 21st-century education. This study aims to investigate the effect of the Problem Based Learning (PBL) model on students’ mathematical problem-solving abilities at the elementary level. A quantitative approach was used with a quasi-experimental design of the nonequivalent control group type. The research sample consisted of two classes, VA and VC, from a public elementary school in Purwakarta Regency during the 2024/2025 academic year, with 25 students in each class. Class VA served as the experimental group and received instruction using the PBL model, while class VC, as the control group, was taught using the Student Teams Achievement Divisions (STAD) cooperative learning model. Data were collected through essay tests developed based on Polya’s problem-solving stages, administered during both pretest and posttest. The analysis results showed a significant effect of the Problem Based Learning (PBL) model on enhancing the mathematical problemsolving abilities of elementary school students.

PENGARUH MODEL INQUIRY LEARNING BERBANTUAN MEDIA EDUCAPLAY TERHADAP HASIL BELAJAR KOGNITIF KOMPONEN PETA PADA SISWA KELAS IV SD Sania Ramadhani; Sofyan Iskandar; Tiara Yogiarni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.7615

The background of this study stems from the issue of low student learningoutcomes, which are attributed to a lack of active engagement in the learningprocess and the suboptimal use of instructional media. This study aims to examinethe effect of the Inquiry Learning model assisted by Educaplay media on students’cognitive learning outcomes in the topic of Map Components for fourth-gradeelementary students. The method used is a quantitative approach with a quasi-experimental design, specifically the nonequivalent control group design. Theresearch subjects consisted of two classes: the experimental class, whichimplemented the Guided Inquiry model assisted by Educaplay, and the controlclass, which used the Modified Free Inquiry model. The research instrument was acognitive learning outcome test in the form of 20 multiple-choice questions. Thedata analysis results showed that the Inquiry Learning model assisted byEducaplay led to a 66% improvement in students’ cognitive learning outcomes,categorized as moderately effective. Meanwhile, the class using the Modified FreeInquiry model showed a 42% improvement, which falls into the less effectivecategory. Therefore, it can be concluded that the Inquiry Learning model assistedby Educaplay has a positive effect on improving elementary school students’cognitive learning outcomes, with a difference in improvement of 18.4%.

Exploring Reading Comprehension Profiles of First-Year Pre-Service Elementary Teachers: A Descriptive Survey Analysis Based on Barrett’s Taxonomy Neneng Sri Wulan; Indah Nurmahanani; Nadia Tiara Antik Sari; Nenden Permas Hikmatunisa; Tiara Yogiarni; Tazqiyah Rimba Mazid Nugraha
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 2 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i2.2676

Reading comprehension is a critical yet frequently underexamined competency among pre-service elementary teachers, whose future role requires them to model and scaffold literacy development for young learners. Despite its importance, comprehensive profiling of reading comprehension across all levels of Barrett’s Taxonomy among first-year students in Indonesian teacher education programs remains limited. This study aimed to analyse the reading comprehension profiles of 158 first-semester students in the Elementary School Teacher Education (PGSD) program using a descriptive survey design. Data were collected through a validated reading comprehension test grounded in Barrett’s Taxonomy, comprising five indicators: literal, reorganisation, inferential, evaluation, and appreciation, supplemented by semi-structured interviews with 12 purposively selected students. Descriptive statistical analysis revealed a mean score of 68.58 with a standard deviation of 20.92, placing overall performance in the moderate category. A coefficient of variation of 30.5 per cent indicated considerable within-cohort heterogeneity. Indicator-level analysis showed that literal comprehension was highest (77.85 per cent) and inferential comprehension was lowest (60.60 per cent). These findings reveal a persistent surface-to-depth gradient in reading ability, with students demonstrating competence in basic text retrieval but significant difficulty in higher-order inferential and evaluative thinking. For pre-service teachers, this gap is not merely academic. It directly limits their capacity to foster critical literacy in future classrooms. The study contributes an empirically grounded, indicator-level literacy profile to the limited body of Indonesian PGSD research and calls for targeted, first-year instructional interventions to strengthen higher-order reading comprehension.

PENERAPAN MODEL GROUP INVESTIGATION BERBANTUAN MEDIA DIORAMA UNTUK MENINGKATKAN KETERAMPILAN SOSIAL SISWA PADA PEMBELAJARAN IPAS Gandes Rahmi Mahayun Sari; Sofyan Iskandar; Tiara Yogiarni
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i3.11992

This study was motivated by the low social skills of students, as indicated by their reluctance to accept randomly assigned groups, limited participation in group discussions, and lack of confidence in expressing their opinions. One effort to address this issue was the implementation of the group investigation learning model assisted by diorama media. Unlike previous studies that generally applied the group investigation model without concrete three-dimensional media, this study integrates diorama media as a means of encouraging direct physical interaction among students in IPAS learning. The purpose of this study was to improve students' social skills and learning outcomes in IPAS learning. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which consists of four stages: planning, action, observation, and reflection. The study was conducted in two cycles involving 20 fourth-grade students of SDN 3 Nagrikaler, Purwakarta Regency. Data were collected through observation and tests. The results showed that students' social skills improved consistently from 67% in the pre-cycle, to 75% in cycle I, and reached 85% in cycle II. In line with that, students' learning completeness also increased from 55% in the pre-cycle, to 70% in cycle I, and reached 85% in cycle II. Based on these findings, the implementation of the group investigation learning model assisted by diorama media was proven effective in improving students' social skills and learning outcomes in IPAS learning. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya keterampilan sosial siswa yang terlihat dari adanya siswa yang menolak pembentukan kelompok secara acak, kurang aktif dalam kegiatan diskusi, serta belum berani mengemukakan pendapat. Salah satu upaya yang dapat dilakukan untuk mengatasi permasalahan tersebut adalah melalui penerapan model pembelajaran group investigation berbantuan media diorama. Berbeda dari penelitian sebelumnya yang umumnya menggunakan model group investigation tanpa media konkret tiga dimensi, penelitian ini mengintegrasikan media diorama sebagai sarana yang mendorong interaksi fisik antarsiswa secara langsung dalam pembelajaran IPAS. Penelitian ini bertujuan untuk meningkatkan keterampilan sosial dan hasil belajar siswa pada pembelajaran IPAS. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan model Kemmis dan McTaggart yang meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Penelitian dilaksanakan dalam dua siklus dengan subjek penelitian sebanyak 20 siswa kelas IV SDN 3 Nagrikaler, Kabupaten Purwakarta. Teknik pengumpulan data menggunakan observasi dan tes. Hasil penelitian menunjukkan bahwa keterampilan sosial siswa mengalami peningkatan secara konsisten dari 67% pada prasiklus, menjadi 75% pada siklus I, dan mencapai 85% pada siklus II. Sejalan dengan itu, ketuntasan hasil belajar siswa juga meningkat dari 55% pada prasiklus, menjadi 70% pada siklus I, dan mencapai 85% pada siklus II. Berdasarkan hasil tersebut, penerapan model group investigation berbantuan media diorama terbukti dapat meningkatkan keterampilan sosial dan hasil belajar siswa pada pembelajaran IPAS.

The Effect of the Genially-Assisted Contextual Teaching and Learning Model on Social Studies Concept Understanding Rizqa Mardhiah; Nurdiansyah; Tiara Yogiarni
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3107

This study was motivated by the low level of students’ understanding of social studies concepts in elementary school due to teacher-centered learning and the lack of interactive learning media. This study aimed to determine the effect of the Contextual Teaching and Learning model assisted by Genially on students’ understanding of social studies concepts and to compare the conceptual understanding of students taught using the Contextual Teaching and Learning model assisted by Genially with those taught using the Student Teams Achievement Divisions (STAD) model assisted by PowerPoint Canva. This study employed a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The sample consisted of 52 fourth-grade students divided into an experimental class and a control class. The research instrument used multiple-choice tests. Data collection techniques included tests and documentation. Data were analyzed using normality tests, homogeneity tests, t-tests, and N-Gain analysis. The results showed that the Contextual Teaching and Learning model assisted by Genially had a positive effect on improving students’ understanding of social studies concepts. Furthermore, students taught using the Contextual Teaching and Learning model assisted by Genially achieved better conceptual understanding compared to students taught using the Student Teams Achievement Divisions (STAD) model assisted by PowerPoint Canva. Therefore, the Contextual Teaching and Learning model assisted by Genially can be used as an innovative learning alternative to improve students’ conceptual understanding in elementary social studies learning.

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