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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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An analysis of elementary students' ecological literacy growth within science project-based learning Sarah Fazilla; Yulia Santi; Annisaturrahmi
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i1.6220

Abstract

Ecological literacy is not only environmental knowledge but also a critical mindset that integrates science, ethics, and action. This mixed-method analysis analyzes the ecological literacy skills of PGMI students in the science course through project-based learning (PBL). Data were collected through tests, interviews, and observations, then analyzed quantitatively and qualitatively using a triangulation approach. Test results indicated strong performance on indicators of ecological knowledge, systematic thinking, ecological empathy, and critical-evaluative thinking, but only adequate performance on the action indicator. These findings align with the interviews and observations: the majority of prospective teachers possess good ecological knowledge, as evidenced by PjBL projects that use eco-friendly materials and demonstrate adequate critical thinking, yet concrete actions in the environment remain underdeveloped. The recommendations of this study are to strengthen community-based campus programs, such as environmental internships and collaborations with elementary schools, to implement concrete actions, so that ecological literacy has a tangible impact on the community and learning in elementary schools.
Holistic Strategy for Strengthening Religious Character and Discipline through Pancasila Student Profiles in Elementary Schools Luqman Hakim; Yulia Santi; Rahmi Novalita
Jurnal Pamator : Jurnal Ilmiah Universitas Trunojoyo Vol 18, No 4a: 2025 (Supplementary Issue)
Publisher : Universitas Trunodjoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/pamator.v18i4a.33063

Abstract

This research aims to describe, analyze, and evaluate in-depth the implementation process of the Strengthening the Pancasila Student Profile (P3) program in an effort to optimize the formation of religious character and discipline among fifth-grade students at SD Negeri Lung Manyo, Cluster I Putroe Ijoe, Aceh Tamiang. The primary focus is to identify the specific strategies employed, the challenges encountered, and the tangible impacts on these two dimensions of student character. The study adopted a qualitative approach with a descriptive study design. Data collection was conducted through triangulation, involving intensive participatory observation within the school environment, in-depth interviews with key informants including the school principal, fifth-grade teachers, and student representatives as well as documentation analysis of lesson plans, P3 activity reports, and student discipline logs. Data validity was ensured through persistent observation and source triangulation, followed by data analysis through the stages of reduction, display, and conclusion verification. The findings significantly indicate that the implementation of P3 at SD Negeri Lung Manyo is carried out in an integrated and sustainable manner, both through intracurricular activities that embed Pancasila values and through habitual and extracurricular programs. Key strategies include routine congregational Dhuha prayers and Tadarus (Quranic recitation) to strengthen religious character, alongside the consistent implementation of a reward and punishment system in enforcing school regulations to optimize discipline. The implementation of this program has successfully yielded measurable positive impacts: students' religious character improved through increased understanding and awareness of worship practices, while student discipline improved as evidenced by better attendance rates and adherence to classroom rules. The commitment of all school stakeholders and parental support were identified as key success factors. Overall, this study concludes that strengthening the Pancasila Student Profile is not merely a program but a holistic framework that is highly effective and relevant in building a primary education ecosystem focused on superior character building. Consequently, this implementation model is recommended as a best practice for other schools.
MATHEMATICAL DISPOSITION ANALYSIS OF ELEMENTARY SCHOOL STUDENTS ON THEIR MATHEMATICAL PROBLEM-SOLVING SKILL Riandi Marisa; Yulia Santi; Ety Mukhlesi Yeni; Sri Dewi Nirmala
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 1 (2023): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i1.9588

Abstract

The role of students' attitudes (disposition) towards mathematics is an important element in solving their mathematical problems and must be maximized properly. Disposition has the following indicators such as self-confidence, flexibility, persistence, curiosity, reflecting, and applying it. This paper describes the elementary students' mathematical disposition profile toward their problem-solving skills. The research method uses qualitative-descriptive. Data were collected through questionnaires, observations, and interviews, which were subsequently analyzed by triangulation technique. The results indicate that there is a significant relationship between elementary school students' mathematical dispositions and their problem-solving skills. Students who achieve the "excellent" category of mathematical disposition indicators (mathematical disposition indicators score > 85%) have good problem[1]solving skills. Furthermore, students who are categorized as "less" (mathematical disposition indicators score < 60%) have problem-solving skills and need treatment. The analysis results that were obtained through questionnaires, observation, and confirmation with interviews indicate that the students' mathematical disposition skills in group A were categorized as excellent with disposition indicators of 95%. Students’ mathematical disposition in group B was categorized as quiet good with the students' mathematical disposition criteria of only 65%. In addition, students’ mathematical disposition in group C was categorized as less good because students' mathematical disposition skills appear only 65%.
Differentiated Learning Strategies of Driving Teachers in Optimizing Students' Learning Interests in Elementary Schools Muhibbuddin Muhibbuddin; Yulia Santi; Ety Mukhlesi Yeni
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Vol. 10, No. 3, July - September 2026
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v10i3.6246

Abstract

The implementation of differentiated learning strategies by the Leading Teacher in elementary schools lies in the diversity of characteristics, abilities, and learning interests of students that cannot be accommodated through a uniform learning approach. Through differentiated learning, the Leading Teacher plays a strategic role in creating student-centered learning so that student learning interests can be optimized sustainably. The purpose of this study is to analyze the implementation and impact of differentiated learning by the leading teacher in optimizing student learning interests in the core cluster 03 Bandar Baru, Pidie Jaya Regency. This study uses a qualitative method with a case study approach. The sample used was determined by purposive sampling consisting of 8 principals and teachers as respondents. Data collection techniques with interview and observation guidelines. Qualitative data validity tests include credibility tests, transferability (transfer value), dependability and confirmability. Data analysis was carried out using qualitative descriptive methods, namely data reduction, data presentation and conclusions. The results of this study indicate that the implementation of differentiated learning is carried out through grouping students based on learning abilities and interests, providing diverse activities, and choices in presenting and completing assignments. Teachers provide flexible support and create a learning environment that supports active student engagement. Differentiated learning has a positive impact on increasing student interest in learning. Students demonstrate increased interest in participating in lessons, increased attention during learning, increased awareness of the importance of learning, and optimal knowledge development.
Implementasi Media Complete the Sentence terhadap Kemampuan Membaca dan Motivasi Belajar Kelas 3 SDN 16 Bireuen: The Implementation of Complete the Sentence Media on Reading Ability and Learning Motivation of Grade 3 Students at SDN 16 Bireuen Supiati Supiati; Alfi Syahrin; Yulia Santi
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.8872

Abstract

Reading proficiency is a crucial foundation for literacy among elementary school students. However, some students in lower grades still struggle to comprehend simple texts due to limited reading skills and low learning motivation. The "Complete the Sentence" instructional medium offers an alternative approach that actively engages students in reading comprehension. This study employed a quantitative approach using a quasi-experimental, non-equivalent control group design. The sample consisted of 30 students in the experimental group and 23 students in the control group at UPTD SDN 16 Bireuen. Reading proficiency data were collected via an 18-item multiple-choice test, while learning motivation was measured using a 15-statement, four-point Likert scale questionnaire. Data analysis involved the Paired Samples t-Test, Mann-Whitney U test, One-Sample t-Test, and Multivariate Analysis of Variance (MANOVA). The results indicate that the "Complete the Sentence" medium had a significant impact on students' reading proficiency, evidenced by an increase in the mean score from 57.83 to 83.50 and an N-Gain score of 0.60 (moderate-to-high category). Student learning motivation also improved, reaching an average of 79.9% (high category). MANOVA results showed a Wilks' Lambda value of 0.247 and an ?² of 0.753. The "Complete the Sentence" medium effectively enhanced both reading proficiency and learning motivation among third-grade students at UPTD SDN 16 Bireuen—both individually and simultaneously—making it a viable instructional alternative to support literacy and motivation in elementary education.
Profil VAK dan Asesmen Diagnostik sebagai Prediktor Motivasi Belajar Siswa Kelas IV SD Diferensiasi Kurikulum Merdeka: VAK Profile and Diagnostic Assessment as Predictors of Learning Motivation among Grade 4 Elementary Students under the Merdeka Curriculum Differentiation Munira Munira; Rahmi Novalita; Yulia Santi
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.8878

Abstract

The transformation of 21st-century education demands instruction that is responsive to learners' diverse characteristics. The *Kurikulum Merdeka* (Independent Curriculum) encourages the implementation of diagnostic assessments and differentiated instruction to accommodate students' diverse learning needs. However, the implementation of these approaches in primary schools still faces various challenges and has not been carried out optimally or systematically, including in the Aceh region. This study aims to analyze the relationships among learning styles, learning motivation, and cognitive diagnostic assessment results in primary school students. This quantitative study, employing a correlational design, involved 30 fourth-grade students from UPTD SD Negeri 4 Simpang Mamplam, Bireuen Regency. Research instruments included the Visual, Auditory, and Kinesthetic (VAK) learning style questionnaire, a learning motivation questionnaire, and a cognitive diagnostic test. Data were analyzed using descriptive statistics, the Kruskal–Wallis test, and Spearman correlation. The learning style profile showed a predominance of the Visual style (46.7%), followed by Auditory (30.0%) and Kinesthetic (23.3%). Students' learning motivation fell into the High and Very High categories, with an average achievement of 86.3% of the maximum score. There was a significant difference in learning motivation across learning style groups (H = 8.214; p = 0.016), with the Visual group exhibiting the highest motivation. Furthermore, significant positive correlations were found between learning style and learning motivation (r? = 0.706; p < 0.001), between cognitive diagnostic assessment and learning motivation (r? = 0.589; p = 0.001), and between learning style and diagnostic assessment results (r? = 0.418; p = 0.021). The diversity of learning styles and their link to learning motivation underscore the importance of conducting diagnostic assessments as a foundation for designing differentiated instruction that can optimally accommodate students' learning needs.
The Effect of Realistic Mathematics Education (RME) on Mathematical Reasoning Ability and Critical Thinking of Elementary School Students in Plane Figures Material Rasyidah Rasyidah; Maisura Maisura; Syifa Saputra; Yulia Santi; Ety Mukhlesi Yeni
Journal of Educational Sciences Vol. 10 No. 2 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.2.p.2488-2505

Abstract

This study investigated the effect of Realistic Mathematics Education (RME) on mathematical reasoning and critical thinking abilities of second-grade elementary students in plane figures material. The low performance in base on initial observations and preliminary observations showing only 27.27% of students solving contextual problems successfully motivated this research. A quasi-experimental design with one-group pretest-posttest involving 30 second-grade students at UPTD SD Negeri 12 Makmur was employed. Data were collected using validated written tests measuring mathematical reasoning and critical thinking abilities. The Shapiro-Wilk test confirmed normal data distribution, and paired sample t-test analyzed the intervention effects. Results showed significant improvements in both abilities. Mathematical reasoning increased from a mean of 59.33 to 79.67 (gain = 20.34, t = -30.113, p < 0.001), while critical thinking improved from 57.00 to 73.83 (gain = 16.83, t = -16.793, p < 0.001). These findings demonstrate that RME significantly enhances students' mathematical reasoning and critical thinking by engaging them in contextual problem-solving, guided reinvention, collaborative discussions, and progressive mathematization from concrete to abstract thinking. The study provides empirical evidence supporting RME implementation in elementary mathematics education to develop higher-order thinking skills through meaningful, real-world learning experiences.
FOCUS GROUP DISCUSSION DAN DISEMINASI HASIL PKM KEBENCANAAN: VALIDASI MULTIPIHAK DAN PERUMUSAN ROADMAP PENGABDIAN BERBASIS MEUNASAH DI KABUPATEN PIDIE JAYA Riandi Marisa; Juli Firmansyah; Sitti Jamilah; Windra Irawan; Muhammad Daud; Yulia Santi; Ety Mukhlesi Yeni; Sarah Fazilla
JMM (Jurnal Masyarakat Mandiri) Vol 10, No 4 (2026): Agustus
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v10i4.40677

Abstract

Abstrak: Banjir bandang di Kabupaten Pidie Jaya, Aceh, November 2025 berdampak masif terhadap sektor pendidikan, mendorong Universitas Terbuka melaksanakan Program PkM Nasional berbasis pendekatan Asset Based Community Development (ABCD) di SDN 6 Meureudu dan Meunasah Gampong Manyang Cut (19-21 Mei 2026), menjangkau 200 siswa dan 28 guru. Artikel ini berfokus pada tahap lanjutan program, yaitu Focus Group Discussion (FGD) dan Diseminasi Hasil PkM pada 23 Juni 2026 di Aula BAPPEDA Pidie Jaya, bertujuan memvalidasi capaian, menggali perspektif pentahelix, dan merumuskan roadmap PkM lintas disiplin 2027-2031. FGD dihadiri 47 peserta lintas unsur pentahelix melalui dua sesi narasumber, diskusi kelompok terfasilitasi, dan perumusan rekomendasi, dievaluasi dengan lembar penilaian individual dan kuesioner kepuasan. Keberhasilan kegiatan dievaluasi melalui dua instrumen yang saling melengkapi: (1) lembar penilaian individual pra-diskusi yang memuat enam indikator capaian program (ketepatan sasaran pelatihan, relevansi materi, potensi meunasah sebagai Pusat Pengurangan Risiko Bencana/PRB, kapasitas kemandirian komunitas sekolah, dampak program, dan keberlanjutan koordinasi multipihak), yang hasilnya dikonfirmasi secara kualitatif melalui diskusi kelompok dan sesi pleno; serta (2) kuesioner kepuasan pascakegiatan yang mengukur empat aspek penyelenggaraan. Hasil menunjukkan validasi positif atas keenam indikator capaian program oleh peserta lintas unsur, serta skor kepuasan rata-rata 4,55 dari skala 5, setara 91 persen (Sangat Baik). FGD juga mengidentifikasi tujuh isu prioritas, merumuskan 10 topik roadmap 2027-2031, dan menyepakati lima rekomendasi strategis, termasuk formalisasi meunasah (surau/musala) sebagai Pusat PRB Berbasis Komunitas serta integrasi kebijakan lingkungan dalam mitigasi bencana berkelanjutan.Abstract: The flash flood in Pidie Jaya Regency, Aceh, in November 2025 severely affected the education sector, prompting Universitas Terbuka to conduct a National Community Service Program using the Asset-Based Community Development (ABCD) approach at SDN 6 Meureudu and Meunasah Gampong Manyang Cut (19-21 May 2026), reaching 200 students and 28 teachers. This article focuses on the program's next stage: a Focus Group Discussion (FGD) and Dissemination on 23 June 2026 at the BAPPEDA Hall, Pidie Jaya, aimed at validating outcomes and formulating a 2027-2031 cross-disciplinary roadmap. The FGD involved 47 pentahelix stakeholders through resource-person sessions and facilitated discussions. Program success was evaluated using two complementary instruments: (1) a pre-discussion individual assessment sheet covering six achievement indicators (targeting accuracy, material relevance, meunasah's potential as a Disaster Risk Reduction/DRR Center, school community self-reliance, program impact, and sustainability of multi-stakeholder coordination), whose results were confirmed qualitatively through group and plenary discussion; and (2) a post-activity satisfaction questionnaire covering four organizational aspects. Results showed positive validation of all six achievement indicators by cross-sector participants, alongside an average satisfaction score of 4.55 out of 5 (91 percent, Very Good). The FGD identified seven priority issues, produced 10 roadmap topics for 2027-2031, and agreed on five recommendations, including formalizing meunasah (surau/musala) as a Community-Based Disaster Risk Reduction Center and integrating environmental policy into sustainable mitigation. 
Digital Flipbook EcoSTEM-Inquiry Instructional Module: Improving Learning Motivation and Critical Thinking Skills in Grade 5 Elementary IPAS Roro Setianingrum; Fery Muhamad Firdaus; Yulia Santi
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 12 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v12i1.22284

Abstract

IPAS (Natural and Social Sciences) instruction at UPTD SDN 2 Labuhan Ratu I was heavily reliant on lecture-based methods occupying 73% of instructional time—with no integration of interactive digital media. Consequently, 62% of students exhibited low motivation, 58% faced challenges in critical reasoning, and the class average reached only 68.4, falling short of the minimum competency threshold (KKM) of 75. This study developed an EcoSTEM-Inquiry Digital Flipbook Instructional Module for IPAS, evaluated for validity, practicality, and effectiveness in fostering learning motivation and critical thinking among fifth-grade elementary students. A Research and Development (R&D) framework guided by the ADDIE model was employed. Participants comprised 19 students in the experimental group (Class VA, UPTD SDN 2 Labuhan Ratu I) and 19 in the control group (Class VB, UPTD SDN 2 Labuhan Ratu I). Instruments included expert validation rubrics, a 25-item ARCS-based learning motivation questionnaire (Likert 1–5), and a 15-item critical thinking test encompassing Facione's (2015) six indicators, with data analyzed via N-Gain, Independent Sample T-Test, and Cohen's d. The module achieved an expert validation mean of 4.43 (Very Good), a teacher usability rating of 89%, and a student response mean of 4.50. Effectiveness results showed significant gains in learning motivation (experimental N-Gain: 68.02% vs. control: 29.12%; t = 15.078; p < 0.05; d = 5.026) and critical thinking (experimental N-Gain: 62.20% vs. control: 20.89%; t = 8.648; p < 0.05; d = 2.883). The EcoSTEM-Inquiry Digital Flipbook Module is substantiated as valid, practical, and demonstrably superior to conventional instruction in improving both variables.
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