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All Journal Guru Tua : Jurnal Pendidikan dan Pembelajaran SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Scolae: Journal of Pedagogy Journal of Educational Sciences Jurnal Pengabdian Masyarakat dan Riset Pendidikan Mitra Sains Jurnal DIKDAS Academia Open
Eva Setya Rini
Universitas Tadulako
Religion Agriculture, Biological Sciences & Forestry Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Pemahaman Konsep Dan Motivasi Belajar Matematika Siswa Kelas X Madrasah Aliyah Negeri 1 Palu Melalui Model Pembelajaran Berbasis Masalah Dan Model Pembelajaran Inkuiri Eva Setya Rini
Mitra Sains Vol 4 No 2 (2016): April
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/mitrasains.v4i2.169

Abstract

This study aimed to describe the influence of learning model and learning motivation through conceptual understanding students. This research was conducted at Madrasah Aliyah Negeri 1 Palu using a quasy-experimental design with factorial 2 × 2. The independent variable is a learning model and learning motivation. Learning model are problem based learning model and inquiry learning model. Learning motivation investigated that were high learning motivation and low learning motivation. Dependent variable is conceptual understanding students. There was using two instruments, there were (1) a questionnaire of learning motivation that used before learning activity and (2) a test of conceptual understanding students was used after learning activity. These samples included s 48 students at grades X students, who were chosen by random sampling. Analysis of data using analysis of variance two-lane. The result of this research was shown that was difference conceptual understanding and learning motivation of tenth grade students of madrasah aliyah negeri 1 palu through problem-based learning model and inquiry learning model.
STUDI LITERATUR PEMAHAMAN KONSEP PEMBELAJARAN MATEMATIKA PESERTA DIDIK MELALUI MODEL PEMBELAJARAN BERBASIS MASALAH (PBM) Rini, Eva Setya
Scolae: Journal of Pedagogy Vol 4 No 2 (2021): Vol 4 No.2 Desember 2021
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (226.11 KB) | DOI: 10.56488/scolae.v4i2.93

Abstract

The purpose of this paper is to describe the ability to understand students' mathematical learning conceptsthrough a problem-based learning model (PBM). This research is a literature study with the data collectionmethod taking data from published scientific journals. The scientific journals that have been collected arethen analyzed and identified. Based on the results of the analysis and identification, it was found that theunderstanding of students' mathematics learning concepts increased through the application of problem-based learning models (PBM) so that the effect on learning outcomes was getting better, seen from the scoreof students' understanding of mathematics learning concepts which was increasing.
Efektivitas Pembelajaran Berbasis Kasus pada Materi Penalaran Induktif dan Deduktif terhadap Peningkatan Hasil Belajar Mahasiswa PGSD Universitas Tadulako Rini, Eva Setya
Guru Tua : Jurnal Pendidikan dan Pembelajaran Vol. 8 No. 2 (2025): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31970/gurutua.v8i2.257

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas pembelajaran berbasis kasus pada materi penalaran dalam meningkatkan kemampuan penalaran induktif dan deduktif mahasiswa PGSD. Penelitian menggunakan desain one group pretest–posttest dengan subjek mahasiswa semester 1. Instrumen berupa soal pretest dan posttest yang terdiri dari butir pilihan ganda. Data dianalisis secara deskriptif melalui perbandingan nilai rata-rata pretest dan posttest serta persentase peningkatan kemampuan penalaran induktif dan deduktif, dan secara inferensial menggunakan uji-t berpasangan untuk mengetahui signifikansi perbedaan hasil. Hasil penelitian menunjukkan adanya peningkatan rata-rata kemampuan penalaran mahasiswa dari kategori cukup menjadi sangat baik. Uji-t berpasangan menunjukkan nilai p<0,05, yang berarti terdapat perbedaan signifikan antara hasil pretest dan posttest. Dengan demikian, pembelajaran berbasis kasus terbukti efektif dalam meningkatkan kemampuan penalaran induktif dan deduktif mahasiswa
The Effect of the Jigsaw Cooperative Learning Model on Improving Communication Skills of Fourth-Grade Students at Sd Inpres 2 Tondo Nurliyan, Nurliyan; Rahman, Abdul; Nuraini, Nuraini; Nashrullah, Nashrullah; Rini, Eva Setya
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1265-1279

Abstract

Communication skills are essential competencies that support students’ academic success and social interaction in the learning process. However, field observations indicated that fourth-grade students at SD Inpres 2 Tondo showed low communication skills, particularly in expressing opinions and participating actively in classroom discussions. This study aimed to examine the effect of the Jigsaw cooperative learning model on improving students’ communication skills. The research employed a quantitative approach using a quasi-experimental design with a nonequivalent control group pretest–posttest design. The participants consisted of 38 fourth-grade students divided into an experimental class and a control class. The experimental class was taught using the Jigsaw cooperative learning model, while the control class received conventional instruction. Data were collected through communication skills tests and observation sheets and analyzed using descriptive analysis, normalized gain, and independent sample t-test. The results showed that students taught using the Jigsaw model achieved higher posttest scores and better communication skill performance compared to those taught using conventional methods. These findings indicate that the Jigsaw cooperative learning model is effective in enhancing elementary school students’ communication skills and can be applied as an alternative instructional strategy in language learning.
Analysis of the Impact of Gadget Use on the Learning Behavior of Fifth-Grade Students at SD Negeri 20 Palu Langgari, Tasya; Azizah, Azizah; Nuraini, Nuraini; Nasrullah, Nasrullah; Rini, Eva Setya
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1326-1337

Abstract

Gadgets are electronic devices such as tablets, smartphones, and laptops equipped with advanced technology to meet educational needs. These devices are used in educational institutions for accessing course materials, searching for information, and using educational applications. This study aims to analyze the impact of gadget use on the learning behavior of fifth-grade students at SD Negeri 20 Palu and examine the role of teachers and parents in guiding their use to support learning. The study employed a qualitative descriptive approach with field study methods. Research subjects consisted of fifth-grade students, homeroom teachers, and parent representatives. Data collection techniques included observation, interviews, questionnaires, and documentation, while data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results indicate that gadget use can have positive or negative impacts on student learning behavior. When used for educational purposes, gadgets increase learning motivation, but uncontrolled use decreases concentration, learning discipline at home, and academic achievement. Teachers are responsible for regulating, supervising, and directing gadget use at school, while parents supervise, limit time, and provide sanctions and rewards at home. Collaboration between teachers and parents is essential for effective gadget management.
ANALYSIS OF STUDENTS’ READING INTEREST AND THE ROLE OF TEACHERS IN IMPROVING READING LITERACY AT SDN 10 RIO PAKAVA Ingrid Humaira; Nashrullah; Eva Setya Rini; Zulnuraini
SOSIOEDUKASI Vol 15 No 1 (2026): 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.v15i1.7529

Abstract

This study aims to analyze the reading interest of fourth-grade students at SDN 10 Rio Pakava and to explain the role of teachers in improving students’ reading literacy. The approach used in this research is a qualitative approach. The subjects of this study were 10 fourth-grade students of SDN 10 Rio Pakava. The research design refers to the theory developed by Creswell (2008), which includes the stages of describing, analyzing, and interpreting students’ reading interest and the role of teachers in improving reading literacy at SDN 10 Rio Pakava. Data were collected through observation, interviews, questionnaires, and documentation, and then analyzed qualitatively. The results of the study indicate that the reading interest of fourth-grade students at SDN 10 Rio Pakava is generally in the high category, with an average percentage of 63%. This is based on the indicators of enjoyment (66.67%), concentration of attention (73.33%), time allocation for reading (56.67%), and reading motivation (26.67%). Teachers have a very important and strategic role in improving the reading literacy of fourth-grade students at SDN 10 Rio Pakava through reading habituation, the provision of reading corners, guidance during reading activities, motivation, and the creation of a conducive classroom atmosphere.
Improved Science Learning Outcomes through Technology Assisted Experimentation: Peningkatan Hasil Belajar IPAS melalui Eksperimen Berbantuan Teknologi Sahra, Aulia Az.; Rahman, Abdul; Pendit, Sinta Satria Dewi; Azizah, Azizah; Rini, Eva Setya
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.14087

Abstract

General Background: Elementary science learning requires active and contextual strategies to develop conceptual understanding and scientific skills. Specific Background: Classroom practice remains teacher-centered, limiting student engagement and resulting in low achievement levels, as indicated by pretest scores below the expected standard. Knowledge Gap: Limited integration of simple experimental activities with accessible digital support restricts opportunities for experiential and repeatable learning processes. Aims: This study aims to examine the role of technology-assisted simple experimental learning in improving science learning outcomes. Results: Using a pre-experimental design with one group pretest-posttest involving 16 students, the findings show an increase in mean scores from 49.22 to 80.36, supported by paired sample t-test results (t = -7.347; p = 0.001), indicating a statistically significant difference. Novelty: The integration of QR Code technology as procedural scaffolding enables repeated access to experimental steps, supporting independent and flexible learning. Implications: The findings suggest that combining simple experiments with accessible digital tools can support active learning, improve conceptual understanding, and offer a practical instructional alternative in resource-limited contexts, while highlighting the need for broader designs to strengthen generalizability. Highlights• Mean score progression demonstrates substantial academic improvement after intervention• Statistical testing confirms significant difference between initial and final assessment• Digital scaffolding supports procedural clarity and autonomous engagement KeywordsExperimental Learning; Technology Integration; Science Education; Learning Outcomes; QR Code
Pengaruh Minat Belajar Siswa terhadap Hasil Belajar Matematika di Sekolah Inpres Bumi Sagu Moh. Rizky Aditya; Eva Setya Rini; Nova Riyanti Hidayat; Fitra Amalia; Afrianti
JURNAL DIKDAS Vol. 14 No. 1 (2026): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v14i1.6261

Abstract

This study aims to determine the effect of learning interest on the mathematics learning outcomes of elementary school students. The study employed a quantitative approach using a simple linear regression analysis method to examine the relationship between learning interest as the independent variable (X) and mathematics learning outcomes as the dependent variable (Y). The research was conducted on sixth-grade students at Sekolah Inpres Bumi Sagu with a sample of 30 students. Data were collected through the distribution of Likert-scale questionnaires to measure students’ learning interest and documentation of daily mathematics test scores to assess learning outcomes. The results of the analysis showed that the regression equation obtained was Y = 62.6207 + 0.1511X, with a coefficient of determination (R²) value of 0.0205. This indicates that learning interest contributed only 2.05% to the variation in students’ mathematics learning outcomes, while the remaining 97.95% was influenced by other factors outside the research variables. The significance test results showed a t-count value of 0.766 with a significance value of 0.095 (> 0.05), indicating that learning interest did not have a significant effect on students’ mathematics learning outcomes. Nevertheless, learning interest still showed a positive relationship with mathematics learning outcomes. Therefore, improving mathematics learning outcomes is influenced not only by learning interest but also by other factors such as learning motivation, teaching methods, and the learning environment.
Peningkatan Kreativitas Mahasiswa Calon Guru melalui Pelatihan Pemanfaatan Canva dalam Pengembangan Media Pembelajaran Digital: Penelitian Hasna Hasanuddin; Eva Setya Rini; Zulkifli Alamsah Sutanto; Shara Rafiqa Nurulcholillah Sukri
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.7151

Abstract

Perkembangan teknologi digital menuntut mahasiswa calon guru memiliki kompetensi dalam mengembangkan media pembelajaran yang kreatif, inovatif, dan sesuai dengan kebutuhan pembelajaran abad ke-21. Namun, kemampuan mahasiswa dalam memanfaatkan aplikasi desain digital sebagai sarana penyusunan media pembelajaran masih perlu ditingkatkan. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pengetahuan dan keterampilan mahasiswa dalam memanfaatkan aplikasi Canva sebagai media pembelajaran digital. Sasaran kegiatan adalah 33 mahasiswa Program Studi Pendidikan Pancasila dan Kewarganegaraan angkatan 2025. Kegiatan dilaksanakan menggunakan metode pelatihan partisipatif yang meliputi penyampaian materi, demonstrasi penggunaan Canva, praktik pembuatan media pembelajaran, pendampingan, dan evaluasi. Evaluasi dilakukan melalui observasi terhadap keterlibatan peserta selama kegiatan serta penilaian terhadap produk media pembelajaran yang dihasilkan. Hasil kegiatan menunjukkan bahwa peserta mampu memahami dan mengoperasikan berbagai fitur Canva untuk menghasilkan media pembelajaran berupa presentasi, poster edukatif, dan infografis yang menarik, komunikatif, serta sesuai dengan tujuan pembelajaran. Berdasarkan hasil evaluasi, sebanyak 88% peserta menyatakan pelatihan sangat bermanfaat, 8% menyatakan bermanfaat, dan 4% menyatakan cukup bermanfaat. Temuan tersebut menunjukkan bahwa pelatihan memberikan pengalaman belajar yang bermakna serta mampu meningkatkan kompetensi digital dan kreativitas mahasiswa dalam mengembangkan media pembelajaran berbasis teknologi. Dengan demikian, pelatihan pemanfaatan Canva dapat menjadi salah satu alternatif yang efektif dalam mendukung pengembangan kompetensi profesional calon guru agar lebih siap menghadapi tantangan pembelajaran pada era digital.
Co-Authors Abdul Rahman Afrianti Azizah Azizah Azizah Azizah Fitra Amalia Hasna Hasanuddin Ingrid Humaira Langgari, Tasya Moh. Rizky Aditya Nashrullah Nashrullah, Nashrullah Nasrullah Nasrullah Nova Riyanti Hidayat Nuraini Nuraini Nurliyan, Nurliyan Sahra, Aulia Az. Shara Rafiqa Nurulcholillah Sukri Sinta Satria Dewi Pendit Zulkifli Alamsah Sutanto Zulnuraini