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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar PIONIR: Jurnal Pendidikan Jurnal Pamator : Jurnal Ilmiah Universitas Trunojoyo Madura Jurnal Pendidikan Dasar (JUPENDAS) JMM (Jurnal Masyarakat Mandiri) Natural: Jurnal Ilmiah Pendidikan IPA Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Journal on Education Edu Cendikia: Jurnal Ilmiah Kependidikan JURNAL ILMIAH GLOBAL EDUCATION Alifbata: Jurnal Pendidikan Dasar EduStream: Jurnal Pendidikan Dasar Indonesian Journal of Educational Development (IJED) Literasi Nusantara Genderang Asa: Journal of Primary Education Journal of Educational Sciences AHDÃF: Jurnal Pendidikan Agama Islam Jurnal Kolaborasi Akademika Jurnal Ilmiah Literasi Indonesia
Yulia Santi
Universitas Almuslim
Religion Arts Humanities Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Physics Social Sciences Other

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Analisis Permasalahan Pembelajaran IPS Di Sekolah Dasar Ridwan, Ridwan; Mulyana, Mulyana; Sarabunis, Fitri; Yusniar, Yusniar; Deliana, Intan; Syarfida, Syarfida; Riska, Raihan; Santi, Yulia
Alifbata : Jurnal Pendidikan Dasar Vol 5 No 1 (2025): Alifbata
Publisher : STAI Darul Kamal Darul Kamal NW Kembang Kerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51700/alifbata.v5i1.785

Abstract

This research aims to analyze the problems faced in learning Social Sciences (IPS) at UPTD SD Negeri 18 Peusangan. Based on initial observations, it was found that students' low interest and understanding of social studies subjects was influenced by the dominant learning method using lectures, limited learning media, and the lack of relevance of the material to students' lives. Apart from that, limited teacher competence in using technology and applying innovative methods is also a factor that contributes to this problem. This research method uses a qualitative approach, with data collection techniques through observation, interviews and analysis of student learning outcomes. The research results show that students are less motivated and passive during social studies learning because the method tends to be monotonous and the material is not linked to everyday experiences. Learning media that is limited to textbooks makes learning less interesting for students. The low scores on student learning outcomes indicate that they have difficulty understanding social studies material in depth. Solutions are needed in the form of implementing more interactive learning methods, using simple visual or digital media, and training for teachers in the use of technology and student-based learning methods.
TPACK Integration Strategies in Elementary Mathematics Instruction Marisa, Riandi; Santi, Yulia
Widyagogik Vol 13, No 2 (2025): Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/widyagogik.v13i2.30501

Abstract

This study explores the implementation strategies of the Technological Pedagogical Content Knowledge (TPACK) approach in elementary mathematics education. Using a qualitative case study design, the research examines how teachers integrate technological, pedagogical, and content knowledge in mathematics instruction. The study focuses on a sixth-grade teacher from a public elementary school in City X, selected based on their competency in educational technology. Data were collected through classroom observations, in-depth interviews, and analysis of teaching documents. Findings reveal that the TPACK strategy is implemented through three key aspects: (1) selection of relevant digital media, (2) development of technology-based interactive learning methods, and (3) design of activities connecting mathematical concepts to real-life contexts. The study identifies two critical success factors: teachers' ability to adapt to students' needs and their technological proficiency. The research concludes that the TPACK approach can enhance mathematics learning effectiveness in elementary schools when supported by continuous teacher training and adequate technological infrastructure. These findings contribute to understanding how technology integration can optimize pedagogical practices in basic education.
The Importance of Positive Culture In Students' Character Education In The Digitalization Era Mainita; Yulia Santi; Ihsan Murdani
JKA Vol. 2 No. 1 (2025): JKA
Publisher : Bansigom Na Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/4m228f91

Abstract

Character education has become an increasingly important topic in the digital era due to changes in the way we learn and interact brought about by technological advances. In this era, moral and ethical values ​taught through character education provide an important foundation for students to be able to build good relationships and interact ethically in social and professional life. Integrity, responsibility, empathy, and respect for others are important values to develop in character education. Character education in the digital era plays an important role in helping students develop the ethical and moral values needed to succeed in life. However, the challenges faced in introducing character education in the digital era are the ever-growing digital content and the influence of social media that can damage moral and ethical values. Therefore, character education must be implemented with the right approach and relevant content so that students can understand these values and apply them in their daily lives. Teaching about character education can be integrated into the curriculum in schools and reinforced through online learning and the use of other technologies. Technology can be an effective tool to help students learn about moral and ethical values Character education is becoming increasingly important in the digital era because technological advances have brought changes to the way we learn and interact. In this era, moral and ethical values taught through character education provide an important foundation for students to be able to build good relationships and interact ethically in social and professional life. To face the challenges in introducing character education in the digital era, it is necessary to carry out proper integration into the curriculum in schools, the use of relevant technology.
Studi Deskriptif Tentang Kompetensi TIK dan Kualitas Pengajaran di TK Fatih T.Nyak Arief Bilingual School Banda Aceh: Kualitas dan Inovasi Pendidikan Anak Usia Dini Nuraida; Santi, Yulia
JKA Vol. 2 No. 2 (2025): JKA
Publisher : Bansigom Na Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/1yefpn80

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kompetensi Teknologi Informasi dan Komunikasi (TIK) guru serta hubungannya dengan kualitas pengajaran di TK Fatih T. Nyak Arief Bilingual School Banda Aceh. Fokus kajian ini adalah pada bagaimana penguasaan TIK oleh guru mendukung inovasi dan peningkatan kualitas pendidikan anak usia dini (PAUD). Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa sebagian besar guru memiliki kompetensi dasar TIK yang cukup baik, terutama dalam penggunaan media pembelajaran digital dan platform daring. Penggunaan TIK terbukti meningkatkan partisipasi anak, memfasilitasi pembelajaran yang lebih interaktif, serta mendorong kreativitas guru dalam merancang materi ajar. Namun, masih terdapat kendala berupa keterbatasan pelatihan lanjutan dan fasilitas pendukung. Studi ini menegaskan pentingnya pengembangan kompetensi TIK secara berkelanjutan guna mendorong kualitas dan inovasi dalam pengajaran PAUD di era digital.
The Effectiveness of Using the Educational Game Wordwall on Students’ Learning Outcomes in Fraction Material for Fifth Grade at Ketol Public Elementary School 6 Wati, Lina; Maisura, Maisura; Santi, Yulia
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.6688-6700

Abstract

This study examined the effectiveness of the educational game Wordwall in improving students’ learning outcomes in fraction topics among fifth-grade students at Public Elementary School 6 Ketol, Central Aceh, Indonesia. A quantitative approach with a One-Shot Case Study design was employed, involving 37 students as participants. Data were collected through a learning achievement tes. Descriptive statistics, normality tests, and a one-sample t-test were used for data analysis. The mean post-test score was 7.13, slightly above the Minimum Mastery Criterion (KKM) of 7, although the difference was not statistically significant (p = 0.603 > 0.05). These results suggest that while Wordwall did not significantly improve test scores, it successfully enhanced motivation, discipline, and active participation in learning. Therefore, the Wordwall educational game can be considered an innovative and engaging digital tool for enhancing both cognitive and affective aspects of elementary mathematics learning.
Peningkatan Hasil Belajar Siswa Menggunakan  Model Contextual Teaching and Learning pada  Materi Keragaman Budaya Indonesia  di Kelas IV UPTD SD Negeri 1   Peusangan Selatan Merdu Mahbengi; Yulia Santi; Maisura
Jurnal Ilmiah Literasi Indonesia Vol. 1 No. 2 (2025): DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/aj30ge67

Abstract

This study aims to determine the improvement of student learning outcomes, teacher and student activities, and student responses to the use of the Contextual Teaching and Learning (CTL) learning model on the material of Indonesian cultural diversity in grade IV of UPTD SD Negeri 1 Peusangan Selatan. This study uses a qualitative approach with the type of Classroom Action Research (CAR) which is implemented in two cycles. The subjects of the study were 22 grade IV students. Data collection techniques include learning outcome tests, observation sheets, and questionnaires. Data were analyzed using learning completeness analysis and the percentage of observer answers. The results of the study showed an increase in student learning outcomes, namely in cycle I by 63% increasing to 86.36% in cycle II. Teacher activity also increased from 72.94% in cycle I to 91.77% in cycle II. Similarly, student activity increased from 67.94% in cycle I to 88.83% in cycle II. This increase indicates that the application of the CTL model is able to create a more active and effective learning process. Student responses to learning using the CTL model were very positive, with 82.52% responding with "happy" responses and 17.48% with "displeased." Based on these results, it can be concluded that the implementation of the Contextual Teaching and Learning model can improve student learning outcomes, teacher and student activity, and elicit a positive response from students on the topic of Indonesian cultural diversity in fourth grade.
DEVELOPING COMMUNICATION AND PROBLEM SOLVING IN ELEMENTARY SCHOOL MATHEMATICS LEARNING THROUGH PROJECT-BASED LEARNING Marisa, Riandi; Firmansyah, Juli; Santi, Yulia; Fazilla, Sarah; Anisaturrahmi, Anisaturrahmi
PIONIR: JURNAL PENDIDIKAN Vol. 15 No. 1 (2026): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v15i1.34203

Abstract

The low levels of mathematical communication and problem-solving skills among elementary school students in Indonesia are a serious concern, as reflected in the 2019 TIMSS scores, which fell below the international average (397 out of 487), and the PISA report, which indicates that Indonesian students’ higher-order thinking skills still lag behind those of other Southeast Asian countries. The dominance of conventional, teacher-centered teaching methods is considered one of the main factors hindering the development of these two 21st-century competencies. This study aims to analyze the effectiveness of the Project-Based Learning (PjBL) model as an alternative instructional strategy for developing elementary students’ communication and problem-solving skills in mathematics. The study employed a quasi-experimental method with a pre-test and post-test control group design, involving 60 fifth-grade students from two elementary schools in South Jakarta. Data were collected through problem-solving ability tests, mathematical communication assessment rubrics, and learning observation sheets. The results showed that students who learned using PjBL demonstrated significant improvements in problem-solving skills (t = 4.523, p < 0.001, Cohen’s d = 1.12) and mathematical communication (t = 3.876, p < 0.001, Cohen’s d = 0.95) compared to the control group using conventional learning methods. The improvement in the experimental group reached 41% for problem-solving and 44% for mathematical communication, while the control group improved by only 16% and 15%, respectively. These findings indicate that PjBL proved effective in the context of this study and demonstrate its potential for continued use as a learning strategy to develop 21st-century skills in mathematics education at the elementary school level. Keywords: Project-Based Learning, Mathematical Communication, Problem Solving, Elementary School Mathematics Learning, 21st Century Skills
Implementation of Positive Culture in Promoting Student Achievement and Learning Motivation: A Case Study at SD Negeri 3 Dewantara, North Aceh District) Hasanun Hasanun; Yulia Santi; Muhammad Iqbal
Jurnal Ilmiah Global Education Vol. 7 No. 2 (2026): JURNAL ILMIAH GLOBAL EDUCATION (In Press)
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v7i2.5744

Abstract

This study aims to evaluate the implementation of learning strategies and evaluation instruments focusing on content differentiation to enhance student understanding at the elementary school level. The research methodology employs a qualitative approach with multiple instrument data collection techniques. The results show that in the aspect of content differentiation, the use of Concrete Media (such as cliff boards) is the most effective strategy with a frequency of 16 references (35%), as it is able to facilitate real visualization of concepts for students. The data collection process is dominated by Observation techniques (32 references) and Grouping (29 references), indicating that direct behavioral monitoring and group dynamics are the main pillars in assessing the learning process. From the learning outcomes evaluation perspective, Oral Presentation (9 references) and Adaptive Rubric (8 references) are the most frequently used instruments for students to demonstrate their understanding. Overall, this study concludes that the combination of concrete media with structured observation methods and oral-based evaluation can significantly support the achievement of competencies and learning flexibility for elementary school students.
Analisis Kompetensi Guru Berbasis Komunitas Belajar dan Strategi Optimalisasi Kominitas Belajar di Sekolah Dasar Kabupaten Aceh Tamiang Rustini Rustini; Rahmi Novalita; Yulia Santi
Jurnal Ilmiah Global Education Vol. 7 No. 2 (2026): JURNAL ILMIAH GLOBAL EDUCATION (In Press)
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v7i2.5772

Abstract

This study aims to analyze teacher competencies based on learning communities and formulate strategies to optimize learning communities in elementary schools in Aceh Tamiang Regency. Teachers, as the main actors in the educational process, are required to continuously develop pedagogical, professional, social, and personality competencies. One approach considered effective in developing these competencies is through collaborative, reflective, and contextual teacher learning communities. This study used a qualitative approach with descriptive methods. The research subjects included elementary school teachers involved in the learning communities, school principals, and education supervisors. Data collection techniques were carried out through in-depth interviews, observation, and documentation studies. Data analysis was carried out interactively through the stages of data reduction, data presentation, and drawing conclusions. The results show that teacher learning communities in Aceh Tamiang Regency have served as a space for sharing good practices, discussing learning issues, and strengthening understanding of the curriculum and innovative learning strategies. However, its implementation still faces various obstacles, such as time constraints, variations in teacher participation, and suboptimal school managerial support. Therefore, strategies are needed to optimize learning communities through strengthening principal leadership, structured scheduling, facilitation based on teacher needs, and the use of digital technology as a collaboration medium. This research is expected to provide theoretical and practical contributions in developing teacher competencies and become a reference for educational stakeholders in strengthening learning communities in elementary schools.
Deep Learning sebagai Solusi Inovatif untuk Mengatasi Tantangan Literasi dan Numerasi di Sekolah Dasar Yulia Santi; Abdul Halim bin Masnan; Riandi Marisa
EduStream: Jurnal Pendidikan Dasar Vol 10 No 1 (2026): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v10n1.p67-86

Abstract

Low literacy and numeracy achievement among Indonesian elementary school students remains a critical pedagogical challenge demanding systematic and contextual innovation. This study aims to analyze the implementation of the deep learning approach as an innovative solution to literacy and numeracy challenges. A qualitative methodology with a case study design was employed to enable in-depth exploration within real-life contexts. Participants consisted of one school principal, four teachers (Grades IV-VI), eight students, and three parents selected through purposive sampling. Data were collected through participatory observation, semi-structured in-depth interviews, and document analysis, and analyzed using Miles and Huberman's interactive model encompassing data reduction, data display, and iterative conclusion drawing. Trustworthiness was ensured through source and method triangulation alongside member checking. Findings reveal that the implementation of deep learning across three integrated stages mindful, meaningful, and joyful learning improved average literacy scores by 17 percentage points (from 62% to 79%) and numeracy by 16 percentage points (from 60% to 76%) over a three-month intervention period. Beyond quantitative gains, significant qualitative improvements were documented in student motivation, collaborative engagement, critical thinking, and academic self-confidence. Eighty-seven percent of teachers reported that this approach effectively facilitated the integration of digital technology in learning. This study concludes that deep learning constitutes a relevant, innovative, and replicable pedagogical strategy for addressing elementary-level literacy and numeracy challenges while simultaneously enhancing the quality of technology-integrated learning.
Co-Authors Abdul Halim bin Masnan Ahmadi, Dedi Alfi Syahrin, Alfi Anisaturrahmi, Anisaturrahmi Annisaturrahmi Azuryati Deliana, Intan Dhani, Aulia Ety Mukhlesiyeni Firdaus, Fery Muhamad Firmansyah, Juli Fitri, Elly Fitriana Hasanun Hasanun Idayani, Vera Ihsan Murdani Juli Firmansyah Juniman Lina wati Lumbantobing, Panni Ance Luqman Hakim Mainita Maisura Maisura Maisura Maisura Maisura Merdu Mahbengi Muhammad Daud Muhammad Iqbal Muhibbuddin Muhibbuddin Muhibuddin Mulyana Mulyana Munira Munira Mutiasari, Intan Nuraida Nurhidayah Nurhidayah Nurlindayani Nurlindayani Nurlindayani Nurlindayani Rahmi Novalita Rahmi Novalita Rahmi Novalita Rasyidah Rasyidah Riandi Marisa Ridwan, Ridwan Riska, Raihan Roro Setianingrum Roziah, Roziah Rustini Rustini Safrina Sarabunis, Fitri Sarah Fazilla, Sarah Sitti Jamilah Sri Dewi Nirmala Sri Dewi Nirmala Suparta Rasyid Suparta Rasyid Supiati Supiati Susanti, Yenni Syarfida, Syarfida Syifa Saputra T. Armansyah Windra Irawan Yuliana Yuliana Yusniah Yusniar, Yusniar