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All Journal JOURNAL OF EDUCATION SCIENCE 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 Pengabdian Kepada Masyarakat Bidang Pendidikan
Yawma Wulida
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ENGLISH SPEAKING CONFIDENCE AMONG FLOOD-AFFECTED ELEMENTARY SCHOOL STUDENTS Suci Rahmi Amjusfa; Yawma Wulida; Rafni Fajriati; Rahmatul Ukhra
JOURNAL OF EDUCATION SCIENCE Vol 12, No 1 (2026): APRIL 2026
Publisher : Universitas Ubudiyah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33143/jes.v12i1.5922

Abstract

This study aimed to describe the level of English speaking confidence among flood-affected elementary school students in Pidie Jaya Regency. Speaking confidence was considered a crucial affective factor influencing young learners’ success in learning English, particularly for students who experienced emotional disruption due to natural disasters. This research employed a descriptive quantitative design. The participants consisted of 35 flood-affected elementary school students who were selected using a total sampling technique. Data were collected through an English speaking confidence questionnaire developed using a four-point Likert scale, which covered aspects of willingness to speak, fear of making mistakes, self-confidence, and participation in English learning activities. The collected data were analyzed using descriptive statistics in the form of mean scores and percentages. The findings revealed that the overall level of students’ English speaking confidence was categorized as moderate, with a total mean score of 2.89. Classroom participation obtained the highest mean score, while fear of making mistakes showed the lowest mean score. These results indicated that although students demonstrated engagement in English learning activities, affective barriers remained a challenge in post-disaster learning contexts. Therefore, greater attention to emotional support and low-anxiety speaking activities was needed in English instruction for flood-affected elementary school students.
ANALISIS KETERAMPILAN COMPUTATIONAL THINKING SISWA SEKOLAH DASAR KELAS IV DI BANDA ACEH Rafni Fajriati; Murnia Suri; Mutiawati Mutiawati; Yawma Wulida; Jahara Putri; Nurul Adilla
JOURNAL OF EDUCATION SCIENCE Vol 11, No 2 (2025): OKTOBER 2025
Publisher : Universitas Ubudiyah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33143/jes.v11i2.5605

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan computational thinking siswa kelas IV Sekolah Dasar Negeri (SDN) di Banda Aceh. Computational thinking merupakan keterampilan berpikir yang penting dalam pembelajaran abad ke-21, khususnya dalam mendukung pemecahan masalah secara sistematis dan logis. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan subjek penelitian siswa kelas IV di salah satu SDN di Banda Aceh. Teknik pengumpulan data meliputi observasi pembelajaran, tes berbasis masalah kontekstual, serta wawancara dengan guru kelas. Instrumen penelitian disusun berdasarkan empat indikator computational thinking, yaitu dekomposisi, pengenalan pola, abstraksi, dan perancangan algoritma. Hasil penelitian menunjukkan bahwa kemampuan dekomposisi dan pengenalan pola siswa berada pada kategori sedang, sedangkan kemampuan abstraksi dan perancangan algoritma masih berada pada kategori rendah. Temuan ini mengindikasikan bahwa siswa masih memerlukan dukungan pembelajaran yang terstruktur dan kontekstual untuk mengembangkan computational thinking secara optimal. Penelitian ini diharapkan dapat menjadi dasar dalam pengembangan perangkat pembelajaran berbasis coding dan literasi digital di sekolah dasar.
ANALISIS KETERAMPILAN COMPUTATIONAL THINKING SISWA SEKOLAH DASAR KELAS IV DI BANDA ACEH Rafni Fajriati; Murnia Suri; Mutiawati Mutiawati; Yawma Wulida; Jahara Putri; Nurul Adilla
JOURNAL OF EDUCATION SCIENCE Vol. 11 No. 2 (2025): OKTOBER 2025
Publisher : Universitas Ubudiyah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33143/jes.v11i2.5605

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan computational thinking siswa kelas IV Sekolah Dasar Negeri (SDN) di Banda Aceh. Computational thinking merupakan keterampilan berpikir yang penting dalam pembelajaran abad ke-21, khususnya dalam mendukung pemecahan masalah secara sistematis dan logis. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan subjek penelitian siswa kelas IV di salah satu SDN di Banda Aceh. Teknik pengumpulan data meliputi observasi pembelajaran, tes berbasis masalah kontekstual, serta wawancara dengan guru kelas. Instrumen penelitian disusun berdasarkan empat indikator computational thinking, yaitu dekomposisi, pengenalan pola, abstraksi, dan perancangan algoritma. Hasil penelitian menunjukkan bahwa kemampuan dekomposisi dan pengenalan pola siswa berada pada kategori sedang, sedangkan kemampuan abstraksi dan perancangan algoritma masih berada pada kategori rendah. Temuan ini mengindikasikan bahwa siswa masih memerlukan dukungan pembelajaran yang terstruktur dan kontekstual untuk mengembangkan computational thinking secara optimal. Penelitian ini diharapkan dapat menjadi dasar dalam pengembangan perangkat pembelajaran berbasis coding dan literasi digital di sekolah dasar.
ENGLISH SPEAKING CONFIDENCE AMONG FLOOD-AFFECTED ELEMENTARY SCHOOL STUDENTS Suci Rahmi Amjusfa; Yawma Wulida; Rafni Fajriati; Rahmatul Ukhra
JOURNAL OF EDUCATION SCIENCE Vol. 12 No. 1 (2026): APRIL 2026
Publisher : Universitas Ubudiyah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33143/jes.v12i1.5922

Abstract

This study aimed to describe the level of English speaking confidence among flood-affected elementary school students in Pidie Jaya Regency. Speaking confidence was considered a crucial affective factor influencing young learners’ success in learning English, particularly for students who experienced emotional disruption due to natural disasters. This research employed a descriptive quantitative design. The participants consisted of 35 flood-affected elementary school students who were selected using a total sampling technique. Data were collected through an English speaking confidence questionnaire developed using a four-point Likert scale, which covered aspects of willingness to speak, fear of making mistakes, self-confidence, and participation in English learning activities. The collected data were analyzed using descriptive statistics in the form of mean scores and percentages. The findings revealed that the overall level of students’ English speaking confidence was categorized as moderate, with a total mean score of 2.89. Classroom participation obtained the highest mean score, while fear of making mistakes showed the lowest mean score. These results indicated that although students demonstrated engagement in English learning activities, affective barriers remained a challenge in post-disaster learning contexts. Therefore, greater attention to emotional support and low-anxiety speaking activities was needed in English instruction for flood-affected elementary school students.
URGENSI ASESMEN AWAL ANAK BERKEBUTUHAN KHUSUS (ABK) DI SEKOLAH DASAR INKLUSI: STUDI KASUS DI SD ISLAM KARAKTER HARSYA BANDA ACEH Saprina Siregar; Herawati; Yawma Wulida; Silvia Rahmi; Ayu Wahifa; Helsi Maisara
JOURNAL OF EDUCATION SCIENCE Vol. 12 No. 1 (2026): APRIL 2026
Publisher : Universitas Ubudiyah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33143/

Abstract

Asesmen awal merupakan langkah fundamental dalam penyelenggaraan pendidikan inklusif untuk Anak Berkebutuhan Khusus (ABK). Tanpa asesmen yang tepat, proses pembelajaran berisiko tidak sesuai dengan kebutuhan dan karakteristik peserta didik. Artikel ini bertujuan untuk menganalisis pentingnya asesmen awal ABK melalui studi kasus di SD Islam Karakter Harsya Banda Aceh, yang menerima siswa pindahan dari sekolah negeri dengan latar belakang ABK, namun belum dilakukan asesmen awal secara sistematis. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus berbasis kajian literatur ilmiah. Hasil kajian menunjukkan bahwa ketiadaan asesmen awal menyebabkan kesenjangan kemampuan akademik dan perkembangan antara siswa ABK dengan teman sebayanya, meskipun memiliki diagnosis yang sama atau lebih ringan. Temuan ini sejalan dengan berbagai penelitian yang menegaskan bahwa asesmen merupakan fondasi dalam identifikasi kebutuhan, perencanaan pembelajaran individual, dan intervensi pendidikan yang tepat. Oleh karena itu, asesmen awal perlu diimplementasikan secara sistematis di sekolah inklusi sebagai dasar layanan pendidikan yang berkeadilan. Kata kunci: asesmen awal, ABK, pendidikan inklusif, sekolah dasar
Co-Authors Annisa Qadrunnada Ayu Wahifa Dina Keumala Sari Br Ginting Helsi Maisara Herawati Herawati Herawati Jahara Putri Lestari, Soraya Lily Aulia Puspita Meilina, Rulia Murnia Suri Mutiawati Mutiawati Nouval Nanola Nurul Adilla Rafni Fajriati Rafni Fajriati Rahmat Alimin Rahmatul Ukhra Saprina Siregar Sapriya Silvia Rahmi Suci Amjusfa Suci Rahmi Amjusfa Syarifah Yanti Astryna TB, Desita Ria Yusian Yeni Hadianti