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All Journal Jurnal Penelitian dan Pendidikan IPS Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktika: Jurnal Kependidikan
Endang Surjati
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Education Languange, Linguistic, Communication & Media Mathematics Other

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PENGARUH MODEL PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP KETERAMPILAN SOSIAL PADA MATA PELAJARAN IPS Ruslan Hadiwijaya; Endah Andayani; Endang Surjati
Jurnal Penelitian dan Pendidikan IPS Vol. 18 No. 1 (2024): April
Publisher : Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v18i1.9656

Abstract

This research aims to: (1) analyze the influence of direct learning models, problem-based learning, and achievement motivation on students' social skills in social studies subjects, (2) analyze the influence of direct learning models on students' social skills, (3) analyze the influence of the problem-based learning model on students' social skills, and (4) analyzing the influence of achievement motivation on students' social skills. This research is quantitative. The sample used 25% of 315 class VIII students at SMP Negeri 1 Pamekasan totaling 80 students. The research results show that: first, there is a significant influence between the direct learning model, problem-based learning, and achievement motivation on students' social skills. Based on the analysis of significance values, the sig value = 0.000, so the significance value is <0.05. Second, there is no significant effect of the direct learning model on students' social skills. Based on the analysis of significance values, the sig value = 0.929, so the significance value is > 0.05. Third, there is a significant influence between problem-based learning on students' social skills. Based on the analysis of significance values, the sig value = 0.004, so the significance value is <0.05. Fourth, there is a significant influence of achievement motivation on students' social skills. Based on the analysis of significance values, the sig value = 0.000, so the significance value is <0.05. The results of this research can be concluded that there is a significant influence between the direct learning model, problem-based learning, and achievement motivation on students' social skills
STRATEGI MENINGKATKAN HASIL BELAJAR SISWA MELALUI PENGGUNAAN LCD PROYEKTOR DAN MODEL PEMBELAJARAN BERBASIS MASALAH Eko Hadi Purnomo; Endang Surjati; Onik Farida Ni'matullah
Jurnal Penelitian dan Pendidikan IPS Vol. 18 No. 2 (2024): Oktober
Publisher : Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v18i2.10027

Abstract

This study aims to: (1) analyze the effect of the use of LCD projectors and problem-based learning models (PBM) on the learning outcomes of elementary school students, (2) analyze the influence of the use of LCD projectors on student learning outcomes, (3) analyze the influence of problem-based learning models (PBM) on student learning outcomes. This research is quantitative.  Data collection techniques include; observations, questionnaires, and documents. The results of the study show that: 1). There is a significant influence between the use of LCD projector (X1) and the problem-based learning model (PBM) (X2), on the learning outcomes of students in grades IV and V in cluster 7, which is 70.005% with a significant value of 0.000. 2). The use of LCD has a positive effect on the learning outcomes of students in grades IV and V in cluster 7, which is 50.71% or can be rounded up to 51%. 3). The problem-based learning model (PBM) has a positive effect on the learning outcomes of grade IV and V students in cluster 7 by 58.87% or if rounded to 59%.  The conclusion of the study is that there is a significant influence between the use of LCD projectors (X1) and problem-based learning models (PBM) (X2), on the learning outcomes of students in grades IV and V in cluster 7.
The Effectiveness of Interactive Activity-Based Coding Instruction on Elementary School Students’ Digital Literacy and Critical Thinking Skills: An Experimental Study Restu Kurniasari; Lilik Sri Hariani; Endang Surjati
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3641

Abstract

This study aims to analyze the effect of coding instruction on improving digital literacy and critical thinking skills among elementary school students. The background of this study is based on the low levels of students’ digital literacy and critical thinking skills, as well as the need for learning approaches that can develop 21st-century competencies in a contextual and meaningful manner. This study employed a quasi-experimental approach using a pretest–posttest control group design. The research subjects consisted of two groups: an experimental group that received interactive activity-based coding instruction and a control group that received conventional instruction. The research instruments included a digital literacy test and a critical thinking test, both of which had undergone validity and reliability testing. Data analysis was conducted using normality tests, homogeneity tests, independent samples t-tests, paired samples t-tests, N-Gain analysis, and effect size calculations (Cohen’s d). The results showed a significant difference between the experimental and control groups in posttest scores for digital literacy and critical thinking skills. The improvement in students’ abilities in the experimental group was categorized as moderate based on N-Gain values, while the control group showed low improvement. In addition, the effect size indicated a very large impact of coding instruction on students’ digital literacy and critical thinking skills. These findings demonstrate that coding instruction is effective in enhancing elementary school students’ digital literacy and critical thinking skills and can serve as an alternative learning strategy to support the development of 21st-century competencies in primary education.
INTERNALISASI MODERASI BERAGAMA MELALUI PEMBELAJARAN IPS DI SEKOLAH DASAR Zainal Abidin; Ninik Indawati; Endang Surjati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64457

Abstract

Penguatan moderasi beragama perlu dimulai sejak sekolah dasar dalam masyarakat yang majemuk. Penelitian ini bertujuan menganalisis strategi guru dalam menginternalisasikan nilai moderasi beragama melalui pembelajaran IPS, bentuk nilai yang tampak pada perilaku siswa kelas III-VI, serta faktor pendukung dan penghambatnya di SDN 3 Mareje, Lembar, Lombok Barat. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi dengan melibatkan kepala sekolah, guru, siswa, orang tua, serta dokumen sekolah. Data dianalisis melalui kondensasi, penyajian, penarikan kesimpulan, dan verifikasi; keabsahan diperiksa melalui triangulasi sumber dan teknik, ketekunan pengamatan, serta member check. Hasil penelitian menunjukkan bahwa strategi guru disesuaikan dengan perkembangan siswa: cerita konkret pada kelas III, diskusi kelompok heterogen pada kelas IV, contoh kehidupan lokal Muslim-Buddha pada kelas V, dan refleksi pada kelas VI. Strategi diperkuat melalui integrasi nilai dalam kegiatan pembelajaran, keteladanan, pembiasaan anti-ejekan, kerja sama, musyawarah, dan penilaian sikap. Nilai yang paling tampak ialah tasamuh, tawassuth, i'tidal, musyawarah, dan anti-kekerasan. Al-muwathanah, al-qudwah, al-ishlah, dan penghargaan terhadap kearifan lokal juga berkembang, tetapi memerlukan pembiasaan yang lebih konsisten. Proses internalisasi didukung konteks multikultural, kebijakan sekolah, komitmen guru, pengalaman sosial siswa, dan keluarga, tetapi dihambat keterbatasan media kontekstual, perbedaan perkembangan siswa, sensitivitas isu agama, narasi dari luar sekolah, dan belum sistematisnya perangkat ajar berbasis indikator moderasi.
Co-Authors Eko Hadi Purnomo endah andayani Lilik Sri Hariani Onik Farida Ni'matullah Restu Kurniasari Ruslan Hadiwijaya Yulianti & Ninik Indawati Hartatik Zainal Abidin