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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENGABDIAN KEPADA MASYARAKAT JURNAL EDUCATION AND DEVELOPMENT Autentik : Jurnal Pengembangan Pendidikan Dasar Jurnal Pendidikan Dasar Rare Pustaka Jurnal Pendidikan Guru Sekolah Dasar El-Mujtama: Jurnal Pengabdian Masyarakat Joong-Ki
I Wayan Numertayasa
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PEMANFAATAN MEDIA APLIKASI QREATIF EDUCATIVE DALAM MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN SISWA KELAS II SD NEGERI 1 BEBALANG: Media Pembelajaran Ni Made Dewi yuliantari; I Wayan Numertayasa; I Nengah Sueca
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60482

Abstract

Early reading skills are fundamental competencies that must be mastered by elementary school students because they serve as the foundation for developing subsequent literacy abilities. However, preliminary observations conducted in Grade II of SD Negeri 1 Bebalang revealed that many students still experienced difficulties in recognizing letters, combining syllables, and reading simple words and sentences fluently. This study aimed to determine the effectiveness of the Qreatif Educative application in improving students' early reading skills and to describe the learning model implemented through the application. This research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which consisted of two cycles: planning, action, observation, and reflection. The participants were 23 second-grade students of SD Negeri 1 Bebalang. Data were collected through observation sheets, reading performance tests, and documentation, and then analyzed using descriptive quantitative and qualitative techniques. The findings indicated a significant improvement in students' early reading skills after implementing the Qreatif Educative application. The average reading score increased from 73.35 in Cycle I to 89.13 in Cycle II, while classical learning mastery improved from 39.13% to 95.65%. Students also demonstrated higher learning engagement, confidence, and collaboration during the learning process. The learning model, which integrated digital educational games, collaborative group activities, guided reading practice, and immediate feedback, created a more interactive and enjoyable learning environment. Therefore, the Qreatif Educative application can be considered an effective digital learning medium for enhancing early reading skills among lower-grade elementary school students.
PENGEMBANGAN BUKU SAKU LITERASI DENGAN BAHAN BACAAN LOKAL KINTAMANI UNTUK SISWA KELAS IV SEKOLAH DASAR Ni Putu Echa Familia; I Wayan Numertayasa; Putu Beny Pradnyana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61453

Abstract

This study aims to analyze the literacy needs of fourth-grade elementary school students regarding a literacy pocket book based on local Kintamani reading materials, to design a prototype of the literacy pocket book, and to determine the feasibility of the product based on expert validation. This study employed a Research and Development (R&D) approach using the ADDIE model, limited to the Development stage. The product developed is a literacy pocket book entitled "Belajar dari Alam dan Budaya Kintamani" (Learning from Kintamani Nature and Culture) in A6 size, containing five narrative stories based on Kintamani's local potential, equipped with vocabulary glossaries, tiered comprehension questions, literacy exercises, and moral messages. Validation was conducted by a content expert and a media expert using a Likert-scale validation instrument. Data were analyzed using Nurkencana's (2006) conversion formula. The content expert validation results showed a score of 58 out of 60 with a percentage of 96.67%, categorized as Very Feasible. The media expert validation results showed a score of 40 out of 45 with a percentage of 88.89%, categorized as Feasible. Based on these results, the literacy pocket book with Kintamani local reading materials is declared feasible for use as a supporting medium for reading literacy activities for fourth-grade elementary school students.
PENERAPAN MODEL PEMBELAJARAN BERBASIS PROYEK DENGAN MEDIA CANVA UNTUK MENINGKATKAN PEMAHAMAN KONSEP IPAS SISWA KELAS V DI SD NEGERI 1 RENDANG Pariska, Ni Kadek Emik; Ni Wayan Sri Darmayanti; I Wayan Numertayasa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62651

Abstract

This study was motivated by the low conceptual understanding of Natural and Social Sciences (IPAS) among fifth-grade students at SD Negeri 1 Rendang in Chapter 5 "How We Live and Grow". Pre-test data showed a classical mastery rate of only 27.58%, with a class average of 62.41, caused by conventional learning and one-way teacher presentations using Canva. This Classroom Action Research (CAR) using the Kemmis & McTaggart model aimed to improve students' conceptual understanding by integrating Project-Based Learning (PjBL) and placing Canva directly in students' hands as a knowledge construction tool. Conducted over two cycles in the 2025/2026 academic year, the study involved 29 fifth-grade students. Data were collected through formative tests and documentation of student projects, then analyzed quantitatively and qualitatively. The success criterion was set at ≥80% of students scoring ≥75. Results showed significant improvement: classical mastery increased from 27.58% (8 students) in the pre-cycle to 44.83% (13 students, average 69.14) in Cycle I. Following modifications in Cycle II focusing on design time management and presentation efficiency classical mastery reached 82.76% (24 students, average 78.79), exceeding the success indicator. In conclusion, implementing PjBL with student-led Canva use via Chromebooks effectively enhances elementary students' conceptual understanding in IPAS
MINAT BELAJAR MENULIS TEKS PROSEDUR SISWA KELAS V SD NEGERI 3 KINTAMANI TAHUN PELAJARAN 2025/2026 Ni Ketut Marina; I Wayan Numertayasa; Desak Putu Anom Janawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63701

Abstract

A student's learning interest plays a pivotal role in determining their academic achievement, especially when it comes to composing procedural texts at the elementary education level. This research was carried out to examine the level of learning interest among fifth-grade students in writing procedure texts at SD Negeri 3 Kintamani during the 2025/2026 school year, with particular attention given to three core dimensions: attraction to the material, receptiveness, and active participation. A descriptive qualitative design was adopted for this study. The research involved 18 fifth-grade students as the primary participants, while the homeroom teacher acted as a supplementary informant. Data were gathered through in-class observations, semi-structured interviews, and document reviews. The collected information was then processed using an interactive analytical framework that includes data condensation, data display, and verification or conclusion drawing. To ensure the credibility of the findings, triangulation methods were employed. The outcomes indicated that the students' interest in learning to write procedure texts fell into the very good category. Out of the 18 students, 17 exhibited strong levels of interest, receptiveness, and involvement throughout the lessons, whereas only one student continued to need extra support in generating ideas and building self-assurance. Students' interest was encouraged through contextual learning activities, acceptance was reflected in their positive attitudes toward classroom instruction, and engagement was demonstrated by active participation in asking questions, discussing ideas, and completing writing tasks. Furthermore, students' learning interest was influenced by psychological, pedagogical, and learning environmental factors. Therefore, implementing contextual learning, employing varied teaching methods and instructional media, and creating a supportive learning environment contribute positively to improving elementary students' interest in learning to write procedure texts
PENERAPAN MODEL PEMBELAJARAN KONTEKSTUAL BERBANTUAN PROGRAM BANK SAMPAH UNTUK MENINGKATKAN HASIL BELAJAR PADA MATERI PEDULI LINGKUNGAN DALAM KEGIATAN KOKURIKULER IPAS SISWA KELAS V SD NEGERI 2 BEBALANG Ni Nyoman Indriani; Nurul Isnaini Fitriyana; I Wayan Numertayasa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63727

Abstract

This study was motivated by the low level of understanding and poor learning outcomes among fifth-grade students at SD Negeri 2 Bebalang regarding the topic of environmental awareness, as well as the suboptimal utilization of the school's Waste Bank program in co-curricular Natural and Social Sciences (IPAS) learning activities. This Classroom Action Research (CAR) was conducted over two cycles based on the Kemmis & McTaggart model, comprising the stages of planning, action implementation, observation, and reflection. The results indicate that the implementation of the Contextual Teaching and Learning (CTL) model, supported by the Waste Bank program, successfully improved the execution of instruction from the "sufficient" category in Cycle I (84.38%) to the "very good" category in Cycle II (96.88%). Furthermore, the class average score rose from 78.24 (with a classical mastery rate of 70.59%) in Cycle I to 87.06 (with a classical mastery rate of 88.24%) in Cycle II, thereby exceeding the minimum success criterion of 80%. Thus, this approach proved effective in fostering meaningful learning and enhancing student learning outcomes.
Co-Authors Anak Agung Istri Mahayoni Citrayanti Ari Trivena Desak Nyoman Riska Wulandari Desak Putu Anom Janawati I Dewa Ayu Narianingsih I Nengah Sueca I Nengah Suece Ketut Wahyuni, Sang Ayu Luh Made Ayu Wulan Dewi Manik, Ni Luh Manik Astiti Sari Muliasa, I Wayan Ni Kadek Jeni Lestari Ni Kadek Wina Artini Ni Ketut Marina Ni Luh Desi Purwati Ni Luh Murti Wulansari Ni Made Dewi yuliantari Ni Nengah Persi Ni Nyoman Indriani Ni Putu Dipa Yanti Ni Putu Echa Familia Ni Putu Eka Pebrianjani Ni Putu Eni Astuti Ni Putu Sutariningsih Ni Wayan Sri Darmayanti Ni Wayan Suciati Nurul Isnaini Fitriyana Nurul Isnaini Fitriyani Pariska, Ni Kadek Emik Putu Beny Pradnyana Widnyani, Ni Wayan Apri