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All Journal Jurnal Bidang Pendidikan Dasar Benchmarking: Jurnal Manajemen Pendidikan Islam Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Paedagogy Jurnal Tatsqif Jurnal Ragam Pengabdian Edumaspul: Jurnal Pendidikan
Fiena Saadatul Ummah
Universitas Negeri Surabaya
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing Democratic Attitudes in Elementary Students: The Effectiveness of the Value Clarification Technique Hendrik Pandu Paksi; Putri Rachmadyanti; Roni Rodiyana; Fiena Saadatul Ummah
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i2.8289

Abstract

This study aims to examine the effectiveness of the application of Value Clarification Technique (VCT) on the democratic attitudes of fourth grade students at SDN Kertajaya IV Surabaya. The method used in this research is Quasi Experimental with Nonequivalent Control Group Design. This study involved two groups of students, namely the experimental group treated using VCT and the control group treated using conventional learning. The research instrument used was a questionnaire to measure students' democratic attitudes before and after treatment. The validity of the instrument was tested through expert judgment and empirical tests, while data analysis was carried out using an independent t test after normality and homogeneity tests were met. The results showed that there was a significant difference in democratic attitudes between the experimental and control groups. The experimental group using VCT showed greater improvement in democratic attitudes than the control group. The average pre-test score of the experimental group was 66.06, which increased to 73.72 in the post-test. While in the control group the average pre-test score was 67.00 and increased slightly to 68.25 in the post-test. Data analysis using the t test showed that the t value was 2.166 with a significance of 0.035 (<0.05), indicating that the use of VCT was significantly more effective in improving students' democratic attitudes than conventional methods. This study concludes that the use of VCT in Civics learning is effective in improving the democratic attitudes of elementary school students. The implementation of VCT can help students understand and internalize democratic values better than conventional learning. Research recommendations include wider application of VCT in Civics education, training for teachers, as well as further research to examine the effectiveness of VCT in various educational contexts.
DESIGNING CULTURALLY INTEGRATED PROJECT-BASED LEARNING TO ENHANCE FINANCIAL LITERACY: A STUDY OF THE JIMPITAN TRADITION IN INDONESIAN ELEMENTARY SCHOOLS Ita Kurniawati; Fiena Saadatul Ummah; Ari Metalin Ika Puspita
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6746

Abstract

Financial literacy is a crucial 21st-century competency that must be developed from an early age to prepare students for real-world financial decision-making. However, learning in many Indonesian elementary schools remains conventional and has not yet integrated meaningful, contextual, and culturally relevant learning experiences. This study aims to design and analyze project-based learning (PjBL) activities integrated with the local Jimpitan tradition to enhance fifth-grade students’ financial literacy at SDN 2 Kloposepuluh, Sukodono District. Using a design-research approach with a qualitative descriptive method, data were collected through observations, interviews, and document analysis involving students, teachers, and school leaders. The learning design guided students to engage in projects related to the Jimpitan practice, including reporting on fundraising processes, management mechanisms, and their financial implications. The findings show that culturally contextualized PjBL activities effectively improved students’ financial literacy, particularly in understanding needs versus wants, money management, and simple economic concepts. Students also demonstrated increased engagement, creativity, and collaboration compared to conventional learning. Challenges such as limited time and resources indicate the need for stronger collaboration between schools, teachers, and researchers. This study contributes to the development of innovative, practical learning models that integrate local cultural wisdom into elementary economics education.
Optimalisasi Peran Forum Komunikasi Anak Trenggalek (Fokat) Sebagai Pelopor dan Agen Perubahan dalam Pencegahan Kekerasan Seksual di Sekolah Dasar Sella Hardianty Ratmana; Fiena Saadatul Ummah
Jurnal Ragam Pengabdian Vol. 3 No. 1 (Spesial Issue) (2026): "Dharma Samudera"
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/se0g3a93

Abstract

Penelitian ini bertujuan untuk mengeksplor peran Forum Komunikasi Anak Trenggalek (FOKAT) sebagai pelopor dan agen perubahan dalam pencegahan kekerasan seksual di sekolah dasar, mengidentifikasi tantangan dan hambatan yang dihadapi serta strategi optimalisasi peran tersebut. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus. Informan penelitian ini berjumlah Sembilan orang, terdiri dari Pendamping FOKAT, Fasilitator FOKAT, Anggota FOKAT, kepala sekolah, wali kelas, dan siswa. Teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Teknik analisis data meliputi reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa FOKAT berperan aktif dalam pencegahan kekerasan seksual melalui program FOKAT goes to school di SDN 1 Ngantru melalui kegiatan sosialisasi yang disesuaikan dengan karakteristik siswa. Dalam pelaksanaannya, FOKAT menghadapi hambatan internal dan eksternal, seperti koordinasi, keterbatasan waktu, pendanaan, serta pengelolaan kelas. Optimalisasi peran FOKAT dilakukan melalui penguatan komitmen dan keaktifan anggota, efisiensi pengelolaan dana, peran fasilitator serta peningkatan kapasitas melalui pelatihan berkelanjutan.
TEACHER MEDIATION AND THE PEDAGOGICAL USE OF AUDIOVISUAL MEDIA IN ELEMENTARY SCIENCE LEARNING Aliya Marsya As-Syifa; Heru Subrata; Fiena Saadatul Ummah; Nur Aini; Rona Zuhriyyata Adnin; Annas Sholihin
Jurnal Tatsqif Vol. 24 No. 1 (2026)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v24i1.15419

Abstract

This study examines how elementary teachers mediate audiovisual media in science learning and how such mediation shapes pupils’ access to abstract and sequential scientific concepts. Using a qualitative descriptive multiple-case design, the study involved six Grade 4 and Grade 5 teachers from three public elementary schools in Surabaya, Indonesia. Data were collected through semi-structured teacher interviews, classroom observations, follow-up interviews, lesson documents, worksheets, media files, and assessment tasks. Thematic analysis generated four main findings. First, teachers commonly viewed audiovisual media as a means of visual explanation, although media use was not always organised as guided inquiry. Second, pupils’ learning difficulties were related not only to the availability of media, but also to their ability to connect visual processes, scientific language, and causal explanation. Third, teacher mediation shaped whether audiovisual media supported active conceptual engagement or remained passive viewing. Fourth, implementation constraints included pedagogical issues such as media selection, questioning strategies, worksheet design, preparation time, and assessment practice, alongside technical limitations. The study highlights the importance of teacher guidance, representational tasks, and assessment support in making audiovisual media pedagogically meaningful in elementary science classrooms
USING MANIPULATIVE TEACHING AIDS IN PRIMARY MATHEMATICS: A QUALITATIVE STUDY IN A GRADE 2 CLASSROOM Avis Amelia Sabillilah; Heru Subrata; Fiena Saadatul Ummah
Jurnal Tatsqif Vol. 24 No. 1 (2026)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v24i1.15582

Abstract

This study examines how manipulative teaching aids were used in Grade 2 mathematics learning at SDN Sidotopo Wetan I Surabaya and how pupils responded to their use. The study was motivated by the difficulty young learners often experience when abstract mathematical ideas are introduced mainly through verbal explanation, textbook exercises, and symbolic procedures. Using a qualitative descriptive design, data were collected through classroom observation, semi-structured interviews with the classroom teacher and pupils, and documentation of lesson materials, pupil work, and classroom activities. The analysis focused on the ways fraction boards, multiplication pouches, and TERKA boards supported pupils’ movement from concrete activity to mathematical representation. The findings suggest that the teaching aids made mathematical ideas more visible and discussable, encouraged participation and peer interaction, and gave the teacher a concrete basis for questioning and guided explanation. However, the value of the aids depended strongly on teacher mediation, especially in modelling, prompting, managing group work, and connecting hands-on activity to mathematical language and symbols. Implementation was constrained by limited availability of teaching aids, uneven teacher confidence in media integration, inadequate classroom facilities, and classroom-management demands. The study concludes that simple, locally available teaching aids can support meaningful lower-primary mathematics learning when they are deliberately selected, carefully facilitated, and connected to clear conceptual goals. The study does not claim measurable achievement gains, but offers a contextual account of how manipulative-based instruction can be strengthened in resource-limited primary classrooms
Interactive Multimedia as Innovation Islamic Religious Education Learning in Increase Understanding Moderation Religious Based on SDGs 4: Quality Education Ahmad Safi'ie Hadi; Sucipto Sucipto; Muhajir Muhajir; Fiena Saadatul Ummah; Abdul Wafi; Fatma Fatma
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 2 (2025): Vol. 11 No.2 Juni 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v11n2.p146-168

Abstract

Educational transformation in the digital era demands existence innovation aligned learning with the goal of Sustainable Development Goals (SDGs) 4, namely education quality. The world of education, including Islamic Religious Education, must adapt with a more learning model contextual, interactive, and collaborative because progress technology 21st century. Research This aim for describe implementation interactive multimedia- based Islamic Education learning in increase understanding moderation religious student as well as analyze the impact to achieving quality education. Research methods use approach qualitative with design studies case. Data collected through interview with teachers, students, and principal school; observation of the learning process, as well as analysis document supporters. Triangulation sources and methods used guard data validity. Research results show that using interactive media in Islamic Education learning improves involvement cognitive, affective, psychomotor, and spiritual aspects of students. Students more believe self-motivated, enthusiastic, and active in conversations and presentations. Visualization of worship through videos, animations, and simulations help people more understand draft religious moderation and internalization principle like tolerance, togetherness, and responsibility answer social.
Enhancing Elementary School Students' Understanding of Fraction Concepts through Fraction Tower Challenge Game Fawwaz Fuadi; Moh. Dawil Al Fazary Fajri; Putra Andika; Abdul Wahab; Fiena Saadatul Ummah
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 3 (2025): Vol. 11 No.3 Oktober 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v11n3.p297-312

Abstract

One of the essential competencies in elementary mathematics education is students' conceptual understanding of fractions. However, many students continue to experience difficulties in learning fractions because the material is often presented in a monotonous and abstract manner. This study aimed to improve elementary school students' conceptual understanding of fractions through the implementation of the Fraction Tower Challenge, an educational game-based learning medium. The study employed a Classroom Action Research (CAR) design consisting of two cycles, each involving the stages of planning, implementation, observation, and reflection. The participants were 18 third-grade elementary school students. Data were collected through classroom observations, documentation, and written tests administered as pre-tests and post-tests in the form of essay questions. The findings indicated that the implementation of the Fraction Tower Challenge significantly improved students' conceptual understanding of fractions. The comparison between pre-test and post-test scores in the first cycle demonstrated a substantial improvement, while the second cycle showed further progress, although the increase was less pronounced than in the first cycle. Overall, the Fraction Tower Challenge enabled students to understand fraction concepts in a more enjoyable, visual, and concrete way.
Character Strengthening through Routine School Practices: Design Models from a Systematic Review Lusi Andri Pujiastuti; Hitta Alfi Muhimmah Hitta; Fiena Saadatul Ummah
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19590

Abstract

This study aims to identify effective models, implementation strategies, and instructional design principles for routine-based character strengthening programs in elementary schools. A qualitative systematic literature review was conducted following PRISMA guidelines. A total of 24 peer-reviewed articles published between 2022 and 2025 were collected primarily from the Scopus database. Data were analyzed using thematic synthesis through a structured extraction matrix encompassing intervention design, routine practices, targeted character values, implementation strategies, and outcomes. The findings reveal that effective character education models integrate four core components: value-based learning through daily routines, teacher exemplarity and collaboration, a conducive school environment and culture, and holistic curriculum integration. Prominent models identified include Lickona’s comprehensive approach, the R2SC technique (Routine, Role Model, Spontaneity, Conditioning), the TRECB model (Transformative Reflexive Empowering Character Building), and ethnopedagogical frameworks incorporating local wisdom. Routine activities such as morning prayers, flag ceremonies, classroom duties, 5S culture (Smile, Greet, Polite, Courteous, Honest), and honesty journals were found to be effective in instilling core character values. Challenges remain in teacher training, character assessment systems, model standardization, and cross-cultural adaptation. The review recommends strengthening the educational ecosystem through comprehensive teacher professional development, innovative learning modules, continuous evaluation mechanisms, and school-family-community collaboration. These findings provide practical guidance for educators, policymakers, and researchers in designing sustainable, routine-based character education programs in elementary schools. This review advances the field by synthesizing a framework that supports the transition of character education from isolated classroom instruction to embedded, school-wide cultural practices.
Analysis of the need to develop socrates dialogue learning design using the moral dilemma method Ana Dwi Wahyuni; Fiena Saadatul Ummah; Mochamad Nursalim
Jurnal Bidang Pendidikan Dasar Vol 10 No 1 (2026): January
Publisher : Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jbpd.v10i1.13613

Abstract

This study aims to analyze the need for developing a Socratic Dialogue learning design using the Moral Dilemma Method in Pancasila Education subjects to instill the value of tolerance and minimize bullying behavior in elementary schools. The study uses a qualitative case study approach. Data collection techniques through observation, in-depth interviews, and documentation studies. Data analysis follows an interactive model in the form of data reduction, data presentation, and drawing conclusions. The results of the study show: (1) Pancasila Education learning is still dominated by conventional approaches that are ineffective in preventing bullying; (2) Students' understanding of the value of tolerance is still partial and often wrong (considering bullying as a "joke"); (3) Teachers have difficulty in facilitating discussions and conflict resolution; and (4) There is an urgent need for contextual participatory learning with students' social dynamics.
ANALYSIS OF INTERACTIVE DIGITAL MEDIA NEEDS BASED ON LOCAL WISDOM FOR STRENGTHENING CULTURAL LITERACY IN ELEMENTARY SCHOOL IPAS LEARNING Fitrotis Sa’adah; Maretha Dellarosa; Fiena Saadatul Ummah
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 10, No 1 (2026): BENCHMARKING (Author Geographical Coverage: Negeria, South African and Indonesi
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v10i1.28047

Abstract

The rapid development of digital technology and changes in elementary students' learning characteristics demand contextual and meaningful learning experiences, including the strengthening of cultural literacy. Integrated Natural and Social Sciences (IPAS) learning has strategic potential to connect natural, social, and cultural concepts; however, classroom practices in elementary schools still show limited use of digital learning media that incorporate local cultural contexts. This study aims to analyze the needs for developing interactive digital media based on local wisdom to strengthen cultural literacy in elementary IPAS learning. A qualitative descriptive approach with a needs analysis design was employed. Data were collected through semi-structured interviews with teachers, limited classroom observations, and document analysis. The data were analyzed qualitatively through data reduction, data display, and conclusion drawing. The findings indicate that IPAS learning is still dominated by general learning resources that are not yet integrated with local cultural contexts. Teachers require interactive digital media that are easy to use, aligned with students' characteristics, and capable of connecting IPAS content with local wisdom. The local cultural potential of Gresik is highly relevant to be utilized as a learning context in IPAS instruction. Based on these findings, the BESTARI interactive digital media is positioned as a conceptual solution that can be further developed to support cultural literacy strengthening in elementary IPAS learning.
Co-Authors Abdul Wafi Abdul Wahab Ahmad Safi'ie Hadi Aliya Marsya As-Syifa Ana Dwi Wahyuni Annas Sholihin Ari Metalin Ika Puspita Avis Amelia Sabillilah Fatma Fatma Fawwaz Fuadi Fitrotis Sa’adah Hendrik Pandu Paksi Heru Subrata Hitta Alfi Muhimmah Hitta Ita Kurniawati Lusi Andri Pujiastuti Maretha Dellarosa Mochamad Nursalim Moh. Dawil Al Fazary Fajri Muhajir, M Nur Aini Putra Andika Putri Rachmadyanti Rona Zuhriyyata Adnin Roni Rodiyana Sella Hardianty Ratmana Sucipto