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All Journal These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Jurnal Intelek Dan Cendikiawan Nusantara Indonesian Journal of Innovation Science and Knowledge
Ningrum Melihayatri
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Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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The Effect of the Student Teams Achievement Division (STAD) Learning Method on Student Learning Outcomes in Citizenship Education for Grade IV students at AL Khansa Rengat Elementary School Ningrum Melihayatri; Udin Syaefuddin Sa’ud
International Conference on Elementary Education Vol. 5 No. 1 (2023): Proceeding The 5th International Conference in Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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This study aims to determine the effect of the STAD type of cooperative learning model. The method used is descriptive quantitative. Data obtained from tests and questionnaires. The source of the data from this study was a sample of 31 from the control class and 31 from the experimental class. The results of this study are that learning before using the Student Teams Achievement Division (STAD) learning model is still monotonous learning and lack of activity in class so that it affects student learning outcomes. but after applying the Student Teams Achievement Division (STAD) learning model it can be stated that it has increased. This is evidenced by Based on the calculations that have been done, the average value of the control class is 85.07 and the average value of the experimental class is 90.48. Based on these average values, it can be seen that the average experimental class = 90.48 > average control class = 85.07.
HUBUNGAN ANTARA MINAT BELAJAR DENGAN TINGKAT KETERLIBATAN MAHASISWA PADA PEMBELAJARAN BAHASA INDONESIA Wulan Rahma Dewi; Maisyaaroh Maisyaaroh; Otang Kurniaman; Ningrum Melihayatri
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 2 No. 6 (2025): Desember 2025 - Januari 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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Penelitian ini bertujuan untuk Hubungan antara minat belajar  dengan tingkat keterlibatan mahasiswa pada pembelajaran bahasa Indonesia di Program Studi Pendidikan Guru Sekolah Dasar (PGSD). Hubungan antara minat belajar  dengan tingkat keterlibatan mahasiswa pada pembelajaran bahasa Indonesia. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan teknik survei melalui angket yang disebarkan kepada mahasiswa program studi Pendidikan Guru Sekolah Dasar, kemudian dianalisis menggunakan uji korelasi. Sampel penelitian terdiri dari 40 mahasiswa PGSD. Data dianalisis menggunakan SPPS untuk mengetahui uji validitas, reliabilitas, dan uji korelasi Pearson Product Moment. Hasil penelitian menunjukkan bahwa terdapat hubungan positif dan signifikan antara minat belajar dengan tingkat keterlibatan mahasiswa, di mana semakin tinggi minat belajar yang dimiliki mahasiswa maka semakin tinggi pula tingkat keterlibatan mereka dalam proses pembelajaran Bahasa indonesia. Hasil penelitian ini menegaskan pentingnya peningkatan minat belajar mahasiswa melalui strategi pembelajaran yang interaktif dan relevan dengan kebutuhan merekaoke.
Validation Analysis of Teacher Readiness Instruments in Implementing the School Literacy Movement (GLS) Otang Kurniaman; Radini Radini; Eddy Noviana; Dede Permana; Ningrum Melihayatri; Beny Al Fajar; Zufriady Zufriady; Fadhila Rahman
Indonesian Journal of Innovation Science and Knowledge Vol. 3 No. 3 (2026): IJISK 2026
Publisher : Fakultas Pendidikan Ilmu Keguruan, Universitas Pahlawan Tuanku Tambusai

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The School Literacy Movement (GLS) is a national priority program designed to strengthen literacy culture in primary and secondary education. The success of this program is greatly influenced by the readiness of teachers as the main facilitators. This study aims to develop and test the validity and reliability of an instrument that can measure the level of teacher readiness in implementing GLS. The study used a quantitative approach with a survey design and involved 200 elementary school teachers in Riau Province selected through a purposive sampling technique. The instrument was a questionnaire with 156 statements, arranged based on indicators covering aspects of literacy habits, literacy activity development, and literacy-based learning. Validity analysis was conducted through an item-total correlation test, while reliability was calculated using the Cronbach's Alpha coefficient. The results showed that of the 156 statements, 141 were declared valid with item-total correlation values ranging from 0.251 to 0.906, while the remaining 15 items did not meet the criteria. The overall reliability value of the instrument reached 0.91, which is categorized as very high. In detail, the validity test at the habituation stage revealed that indicators related to the provision of a literacy environment and reading habits obtained high scores, while several items regarding independent reading activities and writing assignments needed revision. At the development stage, the majority of items were declared valid, particularly the indicators for diverse reading activities, creative writing, and book discussions, although there were some weaknesses in aspects of institutional facilities and certain writing practices. Meanwhile, at the learning stage, all instrument items were declared valid with strong factor loading values. These findings confirm that the developed instrument is suitable for use as a measuring tool for teacher readiness in supporting GLS. Furthermore, the research results can be used as a reference in developing training programs, mentoring, and formulating more targeted school literacy policies. Thus, this instrument not only contributes to the evaluation of teacher readiness but can also support improving the quality of literacy implementation in elementary schools.
Co-Authors Beny Al Fajar Dede Permana Eddy Noviana Fadhila Rahman Maisyaaroh Maisyaaroh Otang Kurniaman Radini Radini Udin Syaefuddin Sa’ud Wulan Rahma Dewi Zufriady Zufriady