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All Journal Journal of Integrated Elementary Education Educative: Jurnal Ilmiah Pendidikan Bima Journal of Elementary Education Al Ibtida: Jurnal Pendidikan Guru MI
Suharni Suharni
Universiti Kebangsaan malaysia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analisis Model Pembelajaran STEAM sebagai Strategi Pengembangan Numerasi Aljabar di Sekolah Menengah Pertama Suharni Suharni; Ida Sulistiawati; Nico Irawan
Bima Journal of Elementary Education Vol 2 No 2 (2024): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v2i2.2436

Abstract

This study aims to analyze the effectiveness of implementing the STEAM (Science, Technology, Engineering, Arts, and Mathematics) Learning Model as a strategy to develop algebraic numeracy in junior high schools (SMP). The research employed a quasi-experimental design, specifically the pretest-posttest non-equivalent control group design, involving 120 seventh-grade students divided into an experimental group (STEAM-based learning) and a control group (conventional learning). The main instruments included an algebraic numeracy test, a learning motivation questionnaire, observation sheets, and interview guidelines to explore qualitative aspects. Quantitative data analysis was performed using t-tests and effect size calculations to measure differences in learning outcome improvement between the two groups. The results showed that the experimental group achieved a significantly higher increase in algebraic numeracy scores compared to the control group. Moreover, classroom observations and interviews with teachers and students revealed that STEAM-based instruction enhances active participation, learning motivation, and collaborative skills. This positive impact is partly driven by the interdisciplinary integration, which makes algebraic material more contextual and engaging. Despite some obstacles, such as limited facilities and time constraints, the overall findings conclude that the STEAM Learning Model effectively contributes to strengthening students’ understanding of algebraic concepts in junior high schools. The practical implications of these findings underscore the need for teacher support and training, curriculum adjustments, and adequate resources to expand the implementation of STEAM across various schools
Elementary School Students' Perceptions of STEM-Based Mobile Learning Applications Reza Rachmadtullah; Evita Purnaningrum; Suharni Suharni
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 10 No. 2 (2023): October 2023
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v10i2.12387

Abstract

AbstractResearch conducted by the "We Are Social" institution shows that Indonesian people are a significant resource in utilizing the internet. The ability of Indonesian elementary school students in using digital technology is quite good; however, its use is primarily for entertainment. Observing this phenomenon, researchers have taken the initiative to harness digital technology to enhance the learning experience, moving away from conventional methods. This study aims to investigate how elementary school students perceive STEM-Based Mobile Learning Application Technology. The research method used for this study is qualitative, emphasizing discourse analysis and conversational analysis. Participants in this study included ten fifth-grade elementary school students in the city of Cirebon. The results of the study have been quite positive, as this application makes it convenient for students to study anywhere and at any time, as long as their smartphones are connected to the internet. Nonetheless, the use of STEM-Based Mobile Learning Application Technology has received feedback regarding its limitations and weaknesses, such as the small screen, which makes it challenging for users to read text.Keywords: mobile learning application, STEM, elementary school students.AbstrakRiset yang dilakukan oleh lembaga We Are Social menunjukkan bahwa masyarakat Indonesia merupakan sumber daya yang sangat besar dalam mendayagunakan internet. Kemampuan siswa Sekolah Dasar Indonesia sudah cukup baik dalam menggunakan teknologi digital. Namun pemanfaatannya masih bersifat hiburan. Melihat fenomena tersebut, peneliti berinisiatif untuk memanfaatkan teknologi digital untuk memfasilitasi pembelajaran sehingga tidak lagi bersifat konvensional. Penelitian ini bertujuan untuk mengetahui bagaimana persepsi Siswa Sekolah Dasar terhadap Teknologi Aplikasi Mobile Learning Berbasis STEM. Metode yang digunakan untuk jenis penelitian ini adalah metode penelitian kualitatif. menekankan pada fokus analisis wacana dan analisis percakapan Partisipan dalam penelitian ini yaitu melibatkan sepuluh siswa sekolah dasar kelas lima di kota Cirebon. Hasil penelitian ini yaitu Mendapatkan respon yang postif karena apliaksi ini memberikan kemudahan siswa untuk belajar dimanapun dan kapanpun asalkan smartphone mereka terhubung dengan internet. Namun penggunan Teknologi Aplikasi Mobile Learning Berbasis STEM juga mendapatkan respon terkiat kelemahan atau kekurangannya yaitu memiliki keterbatasan seperti perangkat lainnya diantaranya yaitu layarnya kecil sehingga pengguna kesulitan untuk membaca teks.Kata kunci: aplikasi mobile learning, STEM, siswa sekolah dasar.
The Effect of Teacher-Provided Rewards on the Discipline of Group B Children at TK Ar Rehan Pekanbaru Yenda Puspita; Sean Marta Efastri; Suharni Suharni; Nopa Wilyanita
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2026): January - April 2026
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i1.1817

Abstract

This study is motivated by the relatively low level of discipline among early childhood learners, which necessitates effective strategies to foster positive behavior in classroom settings. The purpose of this research is to examine the effect of teacher-provided rewards on the discipline of Group B children at TK Ar Rehan Pekanbaru. This study employed a quasi-experimental design with a nonequivalent control group, involving an experimental group and a control group. Data were collected through observation and documentation using a systematically developed discipline observation sheet. Data analysis was conducted to identify changes within each group and differences between the two groups. The findings indicate that teachers' use of rewards has a significant positive effect on children’s discipline. The group receiving the intervention demonstrated greater improvement in disciplined behavior compared to the group without the intervention. These results highlight the importance of rewards as a form of positive reinforcement in shaping disciplined behavior in early childhood education. This study contributes to strengthening the use of positive reinforcement-based instructional strategies that teachers can effectively implement to support optimal character development in young children.
Elementary School Teachers' Perspectives on Utilizing Artificial Intelligence for Developing Learning Media Reza Rachmadtullah; Mareyke Jessy Tanod Mareyke Jessy Tanod; Rasmitadila Rasmitadila.; Nico Irawan; Alan McNeilly; Suharni Suharni
Journal of Integrated Elementary Education Vol. 4 No. 1 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v4i1.21994

Abstract

The rapid advancement of Artificial Intelligence (AI) technology has brought about significant changes in education, particularly in elementary school settings. Integrating AI programs has led to substantial modifications, offering valuable support to educators in developing learning media. This study employed qualitative research to investigate elementary school teachers' viewpoints on utilizing AI for developing learning media, its integration into teaching activities, and the specific AI types utilized. The findings emphasized the crucial role of AI in education, highlighting the importance of careful AI deployment aligned with specific instructional needs and educational goals. Educators appreciated the significant assistance provided by AI in accessing a wide range of information and reference materials essential for creating engaging learning content. Additionally, participants noted the customized nature of their AI usage, tailored to their teaching requirements and desired educational outcomes. The research emphasized teachers' reliance on AI for information access and content development and underscored its vital role in creating a safe and enriching educational environment for educators and students.
Co-Authors Alan McNeilly Evita Purnaningrum Ida Sulistiawati Mareyke Jessy Tanod Mareyke Jessy Tanod Nico Irawan Nico Irawan Nopa Wilyanita Rasmitadila Rasmitadila. Reza Rachmadtullah Sean Marta Efastri, Sean Marta Yenda Puspita