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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Tatsqif Jurnal Ragam Pengabdian Edumaspul: Jurnal Pendidikan
Fiena Saadatul Ummah
Universitas Negeri Surabaya
Education Environmental Science 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
Co-Authors Aliya Marsya As-Syifa Annas Sholihin Ari Metalin Ika Puspita Avis Amelia Sabillilah Hendrik Pandu Paksi Heru Subrata Ita Kurniawati Nur Aini Putri Rachmadyanti Rona Zuhriyyata Adnin Roni Rodiyana Sella Hardianty Ratmana