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All Journal Harmoni Sosial: Jurnal Pendidikan IPS Jurnal Pendidikan Jompa Indonesia
Maulida Rizqi Istiqomah
Universitas Negeri Surabaya
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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LCD Imitation Media As a Learning Support in Improving Children's Creative Thinking Skills Siti Rohmatul Jannah; Maulida Rizqi Istiqomah; Savira Aisah Purwandini; Faiqotul Hima Mahfidah; Novita Ahriani; Julianto Julianto; Heru Subrata; Suprayitno Suprayitno
Jurnal Pendidikan Jompa Indonesia Vol 2 No 4 (2023): JUPENJI: Jurnal Pendidikan Jompa Indonesia
Publisher : Yayasan Jompa Research and Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57218/jupenji.Vol2.Iss4.862

Abstract

The development of education in the 21st century encourages educators to do various creative ways in designing learning media. Not only required to be creative in designing learning media, but also required to be creative in utilizing the items around us. What is expected with the existence of learning media is to be able to increase the creativity of teachers and students in comfortable and effective learning. It would be much better if the designed media was able to utilize used items in the local environment. So that it can educate about environmental care attitudes to students. The purpose of this writing is to introduce LCD imitation media and educate the use of used goods as a medium to support learning and can improve students' creative thinking skills. The method used is a literature study that takes data from various sources of articles, journals and books offline and online. This LCD imitation media had participated in exhibitions held in the department. From the exhibition, researchers received feedback from student visitors and lecturers, and received a very constructive response in the development of this LCD imitation media for the better.
The effectiveness of group-based learning in improving elementary students’ social studies learning outcomes and cooperative attitudes Siti Rohmatul Jannah; Ariana Epi Antoh; Savira Aisah Purwandini; Maulida Rizqi Istiqomah; Ganes Gunansyah; Durrotun Nafisah
Harmoni Sosial: Jurnal Pendidikan IPS Vol. 13 No. 2 (2026): September
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hsjpi.v13i2.69587

Abstract

Group-based learning provides opportunities for elementary students to develop academic understanding while learning to interact, cooperate, and support their peers. This study examined changes in students’ social studies learning outcomes and cooperative attitudes following the implementation of group-based learning in an elementary classroom. The study employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection. Participants were 14 third-grade students at SDN Lidah Wetan IV, Surabaya, Indonesia. Data were collected through classroom observations, interviews, documentation, and a literature review and were analyzed inductively by organizing, presenting, and interpreting the evidence obtained across the research cycles. The findings showed progressive changes in students’ participation, cooperation, and understanding of social studies content. During the initial classroom observations, learning was predominantly individual and teacher-centered, and students showed signs of boredom and difficulty understanding cardinal directions and floor plans. In the first cycle, group activities encouraged students with stronger understanding to assist peers who experienced difficulties, while students became more actively involved in learning. By the second cycle, students demonstrated greater enthusiasm, social interaction, task sharing, and cooperation when completing the floor-plan activity. The classroom evidence also indicated improved understanding of cardinal directions and floor plans across the cycles. These findings suggest that group-based learning can provide a supportive classroom environment in which students develop subject-matter understanding alongside cooperative behaviors. Within the context of this classroom action research, group-based activities were particularly useful for encouraging peer support and active participation in elementary social studies learning.
Co-Authors Ariana Epi Antoh Durrotun Nafisah Faiqotul Hima Mahfidah Ganes Gunansyah Heru Subrata Julianto Julianto Novita Ahriani Savira Aisah Purwandini Siti Rohmatul Jannah Suprayitno Suprayitno