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All Journal International Journal of Evaluation and Research in Education (IJERE) Mimbar PGSD Undiksha Jurnal Infinity Jurnal Pendidikan Dasar Nusantara Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika Pedagogia: Jurnal Pendidikan Jurnal Elemen Journal of Medives Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) JPK (Jurnal Pancasila dan Kewarganegaraan) Indonesian Journal of Science and Mathematics Education ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Formatif: Jurnal Ilmiah Pendidikan MIPA Jurnal Basicedu Journal of Educational Research and Evaluation EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pendidikan Edutama SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Edunesia : jurnal Ilmiah Pendidikan Indonesian Journal of Cultural and Community Development Jurnal Pengabdian dan Peningkatan Mutu Masyarakat (JANAYU) Fitrah: Journal of Islamic Education TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Indonesian Journal of Education Methods Development Indonesian Journal of Innovation Studies Proceedings of The ICECRS Procedia of Social Sciences and Humanities Journal of Islamic and Muhammadiyah Studies Jurnal Basicedu Jurnal Pendidikan Dasar PERMANA : Jurnal Perpajakan, Manajemen, dan Akuntansi Jurnal Pendidikan dan Pengabdian Masyarakat Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Inquest Journal Emergent: Journal of Educational Discoveries and Lifelong Learning (EJEDL) Jurnal Pendidikan Guru Sekolah Dasar Journal of Social Comunity Services Teaching, Learning, and Development Jurnal Infinity Konstruktivisme : Jurnal Pendidikan dan Pembelajaran IJIE Edu Komputika Journal Journal of Higher Education and Academic Advancement Academia Open Al Ibtida: Jurnal Pendidikan Guru MI
Mahardika Darmawan Kusuma Wardana
Jurusan PGSD Universitas Muhammadiyah Sidoarjo
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Journal : academia open

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Social Media & Music Videos: Ethics Impact on Grade 6 Students: Dampak Aplikasi Jaringan Sosial dan Platform Video Musik terhadap Etika Komunikasi Siswa SD Kelas 6 Rizky Alfiyah Arifin; Mahardika Darmawan Kusuma Wardana
Academia Open Vol. 8 No. 1 (2023): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.8.2023.4751

Abstract

The purpose of this study was to determine the impact of the tik-tok application on students' communication ethics in an elementary school located in Sidoarjo Regency. The approach used in this research is qualitative with the type of case study research. The subjects in this study were high school students at SDN Kalisampurno 1 Tanggulangin. Based on the results of the study, it was concluded that the use of the tik-tok application had a positive impact on students being more daring to admit when they made mistakes and being responsible, and excessive ones could have a negative impact on students' communication ethics. This can be seen from the results of research which shows that there are still many students who do not meet the indicators of good communication ethics in behaving in school. Highlights: The study examines the impact of the TikTok application on communication ethics of elementary school students in Sidoarjo Regency. The research follows a qualitative approach, specifically a case study design. Findings suggest that TikTok has both positive and negative effects on students' communication ethics, with some students demonstrating good ethics while others fall short. Keywords: TikTok application, Communication ethics, Elementary school students, Sidoarjo Regency, Qualitative research
GPT AI Chat: Revolutionizing Education for Civil Engineering Student Performance: Revolusi Pendidikan: Dampak Chat GPT AI pada Efisiensi Kurikulum dan Prestasi Mahasiswa Teknik Sipil Muhammad Alvan Rizki; Mahardika Darmawan Kusuma Wardana; Hendri Hermawan
Academia Open Vol. 8 No. 1 (2023): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.8.2023.6397

Abstract

This literature review investigates the influence of Chat GPT AI on the effectiveness of the civil engineering curriculum and student performance. The study explores the use of Chat GPT AI in education and emphasizes the significance of rubric assessment in evaluating student achievements. The findings reveal that incorporating Chat GPT AI can significantly enhance the learning process by providing prompt and accurate responses to students' queries. However, the study emphasizes the continued importance of human interaction in the assessment process, as rubric assessment remains crucial for evaluating student performance and fostering motivation for better outcomes. The implications underscore the need to align the curriculum with industry standards and leverage technology to enrich the learning experience. These findings hold potential for educators and policymakers seeking to enhance educational quality and produce highly qualified civil engineering graduates. Highlights: Chat GPT AI: Improving Efficiency - The study explores the impact of Chat GPT AI in civil engineering education, highlighting its potential to enhance the efficiency of the learning process by providing quick and accurate answers to students' questions. Importance of Rubric Assessment - The research emphasizes the crucial role of rubric assessment in measuring student performance and motivating them to achieve better results, highlighting its significance alongside the integration of technology. Adapting Curriculum and Utilizing Technology - The study highlights the importance of adapting the curriculum to meet industry needs and standards, while also leveraging technology, such as Chat GPT AI, to enhance the learning experience and improve the quality of civil engineering education. Keywords: Chat GPT AI, civil engineering education, curriculum efficiency, student performance, rubric assessment.
Classroom Teachers' Problems and Strategies in Implementing the Merdeka Curriculum: Permasalahan dan Strategi Guru Kelas dalam Implementasi Kurikulum Merdeka Mahardika Darmawan Kusuma Wardana
Academia Open Vol. 9 No. 1 (2024): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.9.2024.9399

Abstract

General Background: The introduction of the Kurikulum Merdeka in Indonesia aims to enhance student competence and character by offering more flexible and student-centered learning approaches. Specific Background: While it promises a more inclusive and modern educational environment, the implementation poses challenges for teachers adapting to this new paradigm. Knowledge Gap: Previous studies have focused on policy impacts and student outcomes, but there is limited research on the specific difficulties faced by classroom teachers during implementation. Aims: This study seeks to identify the challenges teachers encounter with the Kurikulum Merdeka and the strategies they employ to overcome these challenges. Results: Analysis of literature reveals several key issues: teachers' inadequate understanding of the curriculum's concepts, difficulty in designing student-centered learning, lack of resources, and challenges with competency-based assessments. Strategies to address these include ongoing professional development, fostering professional learning communities, leveraging technology, and developing authentic assessments. Novelty: This research contributes to the literature by focusing on teachers' perspectives, providing insights into practical challenges and solutions in implementing the Kurikulum Merdeka. Implications: Findings can guide the design of teacher training programs and inform educational policymakers to support effective curriculum implementation, ultimately benefiting Indonesia's educational landscape by preparing students for the challenges of the 21st century. Highlights: Teacher Training: Continuous professional development is crucial for teachers to effectively implement the Kurikulum Merdeka. Resource Limitations: Adequate access to educational resources and facilities is necessary for supporting innovative teaching methods. Assessment Challenges: Developing and utilizing authentic assessments can enhance the evaluation of student competencies. Keywords: Kurikulum Merdeka, Student-Centered Learning, Teacher Challenges, Competency-Based Assessment, Educational Innovation
Teacher Roles in Differentiated Instruction in Elementary IPAS Learning: Peran Guru dalam Pengajaran Berdiferensiasi pada Pembelajaran IPAS di Sekolah Dasar Adilah Hidayatun Nisaa'ul Ulaa; Mahardika Darmawan Kusuma Wardana
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12033

Abstract

General Background: Differentiated instruction has emerged as a key approach for addressing diverse student needs in contemporary elementary education. Specific Background: In Indonesian primary schools implementing the Merdeka Curriculum, classroom teachers are expected to adapt instruction to students’ readiness, interests, and learning profiles, particularly in IPAS subjects emphasizing experiential learning. Knowledge Gap: Despite its importance, empirical understanding of how classroom teachers enact differentiated roles in real classroom contexts remains limited, especially within local elementary settings. Aims: This study analyzes the roles of a classroom teacher in implementing differentiated instruction in a fourth-grade IPAS class at SDN Sidoklumpuk Sidoarjo. Results: Using a qualitative phenomenological approach with interviews, observations, and documentation, the study found that the teacher enacted five key roles: facilitator of learning opportunities, mentor, student reader, provider of learning responsibility, and teacher of learning skills, while differentiating content, process, product, and learning environment based on student characteristics. Novelty: The findings demonstrate adaptive and reflective enactment of all five roles within an authentic Indonesian classroom context. Implications: These results provide practical insights for teachers and schools seeking to implement student-centered differentiated iHighlights: Five pedagogical functions were consistently enacted according to Tomlinson’s framework. Instructional adjustments addressed readiness, interests, and learning profiles across multiple dimensions. Classroom practices fostered meaningful, student-centered learning experiences in a real school context. Keywords: Differentiated Instruction; Teacher Roles; Elementary Education; IPAS Learning; Qualitative Phenomenology
Critical Thinking Profile of Fifth Grade Students Solving GCF Problems: Profil Pemikiran Kritis Siswa Kelas Lima dalam Memecahkan Masalah GCF Suci Wulan Dari; Mahardika Darmawan Kusuma Wardana
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12315

Abstract

General Background: Critical thinking is a fundamental competence in 21st-century education and a core skill for elementary students to solve mathematical problems logically and responsibly. Specific Background: In mathematics learning, especially on Greatest Common Factor (GCF) topics, students are expected to interpret information, select appropriate procedures, and justify solutions using sound reasoning. Knowledge Gap: Previous studies have examined critical thinking in elementary contexts, yet detailed profiling of fifth-grade students’ critical thinking across all Facione indicators in GCF problem solving without instructional intervention remains limited. Aims: This study aims to describe the critical thinking profile of a fifth-grade student in solving GCF story problems using Facione’s six indicators: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Results: Using a descriptive qualitative design with one purposively selected high-ability student, data from tests, structured interviews, and written work show that the student successfully identified key information, justified the selection of solution methods, evaluated alternatives, produced consistent conclusions, explained procedures logically, and verified answers reflectively. Novelty: The study integrates Facione’s framework with Peirce’s semiotic analysis to examine the relationship between students’ reasoning processes and problem-solving representations. Implications: The findings provide evidence that detailed critical thinking profiling can inform the design of elementary mathematics instruction that supports higher-order reasoning in GCF learning. Highlights: The participant demonstrated full attainment of all six assessed reasoning indicators. Factor tree procedure was chosen with explicit justification and comparison to alternatives. Reflective checking confirmed answer consistency across different solution approaches. Keywords:Critical Thinking Skills; Elementary Education; Greatest Common Factor; Mathematics Problem Solving; Facione Framework
Teacher Social Competence and Parent Satisfaction Correlation in Primary Schools: Korelasi Antara Kompetensi Sosial Guru dan Kepuasan Orang Tua di Sekolah Dasar silvia putri ramadhani; ), Mahardika Darmawan Kusuma Wardana
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12348

Abstract

General Background: Teacher professionalism in primary education includes social competence that supports communication and collaboration with parents as key stakeholders. Specific Background: Classroom teachers are expected to interact effectively with families, yet parental satisfaction is often shaped by direct service experiences rather than internal professional practices. Knowledge Gap: Previous studies rarely examine the direct quantitative association between teachers’ social competence and parent satisfaction at the elementary level. Aims: This study analyzes the relationship between classroom teachers’ social competence and parents’ satisfaction in a public primary school context. Results: Using a quantitative correlational design with Spearman Rank analysis involving 15 parents and internal teacher assessments, the correlation coefficient was 0.280 (p = 0.285), indicating a positive but weak and statistically insignificant relationship. Descriptive findings show teachers demonstrate adequate communication, collaboration, and parental involvement, while satisfaction is primarily shaped by personal communication, attention to children, and classroom services. Novelty: The study provides direct measurement of the correlation between social competence dimensions and parental perceptions within a specific elementary school setting. Implications: Findings suggest that professional development should prioritize visible, parent-centered communication practices alongside internal collaboration to align teacher competence with stakeholder expectations. Keywords :  Teacher Social Competence, Parent Satisfaction, Elementary School, Spearman Rank, Educational Service Quality Key Findings Highlights: Parents reported high approval of classroom interaction and information clarity Professional networking participation remained limited among educators Statistical association between measured variables categorized as low
Project-Based Teaching Modules for Character Formation: A Case Study of the Pancasila Student Profile Program in Elementary School: Modul Pembelajaran Berbasis Proyek untuk Pembentukan Karakter: Studi Kasus Program Profil Siswa Pancasila di Sekolah Dasar Novia Ramadhani Budianingsih; Mahardika Darmawan Kusuma Wardana
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12349

Abstract

General Background: The implementation of the Merdeka Curriculum in Indonesia emphasizes character education through the Pancasila Student Profile Strengthening Project (P5) in elementary schools. Specific Background: Teaching modules function as key instructional tools that guide teachers in organizing project-based learning activities integrating collaboration, caring, and sharing values. Knowledge Gap: Empirical evidence describing how teachers practically implement these modules to cultivate mutual cooperation in real classroom contexts remains limited. Aims: This study analyzes the implementation of teacher teaching modules in the P5 mutual cooperation project at SDN Ketajen 1 using a qualitative case study. Results: Data from observation, interviews, and documentation indicate that learning activities were interactive, inspiring, enjoyable, challenging, and motivating, with high implementation scores across indicators, while small-group projects such as ecoprint facilitated communication, collaboration, empathy, and active participation, although some students remained passive. Novelty: The study provides a contextual description of module-based project learning that systematically integrates social character values through structured classroom practices. Implications: Findings offer practical guidance for teachers and schools to design student-centered modules and professional development programs that strengthen character formation and meaningful learning within elementary education. Keywords: Teaching Modules, P5 Project, Mutual Cooperation, Character Education, Elementary School Key Findings Highlights: Small-group projects fostered peer support and shared responsibility Classroom activities recorded consistently high implementation indicators above ninety percent Structured lesson design encouraged initiative and independent problem solving
Differentiated Teaching Strategies for Diverse Learners in Elementary Classrooms: Strategi Pengajaran yang Disesuaikan untuk Siswa Beragam di Kelas Sekolah Dasar Helda Destiana Sabila Rosyid; Mahardika darmawan kusuma Wardana
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12352

Abstract

General Background: Elementary classrooms frequently face learning disparities caused by uniform instructional practices that overlook individual differences. Specific Background: At SD Negeri Larangan, teachers encounter varied student readiness, interests, and learning styles, requiring adaptive classroom approaches. Knowledge Gap: Previous studies often discuss differentiated teaching conceptually, yet limited research documents its concrete implementation in primary school contexts. Aims: This study explores the planning, implementation, and evaluation of teaching strategies applied by a Grade V teacher using a descriptive qualitative design. Results: Data from observation, interviews, and documentation reveal strategies centered on learning style adaptation (visual, auditory, kinesthetic), varied access to materials, creative activities, and individualized guidance, with learning style alignment recorded as the most frequently applied approach and associated with higher student engagement and participation. Novelty: The study provides field-based evidence that links differentiation principles to practical classroom actions across content, process, and product. Implications: Findings offer actionable guidance for teachers and school leaders to design inclusive, responsive, and student-centered instruction in elementary education while supporting policy and professional development planning. Keywords: Differentiated Instruction, Teaching Strategies, Elementary Education, Learning Styles, Qualitative Study Key Findings Highlights: Adaptation to visual, auditory, and kinesthetic preferences dominated classroom practice Creative tasks and flexible material access supported varied participation patterns Individual mentoring addressed heterogeneous readiness levels among pupils
Picture Word Card Media in Early Grade Reading Achievement: Kartu Kata Gambar sebagai Media dalam Pencapaian Membaca pada Tingkat Awal Risa Wati; Mahardika Darmawan Kusuma Wardana
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12537

Abstract

General Background: Early reading skills constitute a fundamental component of language development in elementary education. Specific Background: Many first-grade students still experience difficulties in recognizing letters, forming syllables, and reading simple words fluently in Indonesian language classes. Knowledge Gap: Although various visual learning media have been introduced, the structured use of picture word card media in supporting beginning reading skills requires further empirical description at the elementary level. Aims: This study aims to examine the implementation of picture word card media and to analyze its role in improving first-grade students’ beginning reading skills. Results: Using a quantitative approach with reading tests as the primary instrument, the findings indicate measurable improvement in students’ abilities to recognize letters, read syllables, and construct simple words after the application of picture word cards in classroom learning. The visual association between images and words facilitates students’ comprehension and participation during learning activities. Novelty: The study provides contextual empirical evidence on the application of picture word card media in first-grade Indonesian language instruction. Implications: The findings offer practical guidance for elementary teachers in designing visually supported literacy instruction to strengthen foundational reading competence. Keywords: Picture Word Cards, Beginning Reading, Early Literacy, Indonesian Language Learning, Elementary School Key Findings Highlights: Visual-word association supports letter and syllable recognition in first-grade learners. Structured classroom implementation increases student participation during literacy activities. Measurable score progression appears after systematic media application.
Co-Authors Adilah Hidayatun Nisaa'ul Ulaa Ainiya Rahma Septiarini Alfianita, Vinny Amalia Qurrotul A’yun Amrullah, Muchlasin Andhita, Krisna Anggraeni, Uswatin Anjarsari, Maulinda Arifin Mado Arifin Mado Asmoro , Cindy Cinthiya Deramerisca Aulia, Jihan Ilmia Aurellia, Farah Ayuningtyas, Ilfia Nur Bajang Asrin Cahyani, Nafisa Fitri Clarisa Seliya Tamara Desi Arisandi Devi Indi Astuti Devi Usfuriah Dhiya Putri Rahmawati Dian Aprilia, Dian Diana Rahmasari Diana, Dwi Alvinah Nur Efliriani, Aisyah Amdalina Eva Roesmadayanti Putri Fajar Muharram Fajriyah, Ika Nada Febriyanti, Indah Nur Firdaus, Firyalita Sarah Fitria Eka Wulandari Fitria Nur Hasanah Helda Destiana Sabila Rosyid Hendri Hermawan Hendri Hermawan Hesty Dian Prasetyaningrum Ida Bagus Kade Gunayasa Ika Nada Fajriyah Ika Puspita Sari Ikawati Ikawati Ikawati, Ikawati Ilfia Nur Ayuningtyas Indradewa, Rhian Indrakurniawan, Machful Indri Salsabila Isna Fauziyah Nurroini JANNAH, MIFTAKUL Kemil Wachidah Khizanatul Hikmah Kukuh Sinduwiatmo Kusuma Wardhani, Dhita Lalu Hamdian Affandi Liantika Permatasari Luluk Iffatur Rocmah Machful Indra Kurniawan Mado, Arifin Maharani, Asita Salsabilla Masfufah, Hanem Maulida, Khurin In Mawaddah, Mira Mega Alvin Rifdayanti Meliasari, Wa Ode Mochamad Alim Ahaddin Mochamad Nashrullah Mochamad Nursalim Mochamad Rizal Yulianto Mohammad Faizal Amir Mohd Nazri Abdul Rahman Muhammad Alvan Rizki Muhammad Irfan Jazuli Muhammad Rusli Muhlasin Amrullah Munadi Munadi Nia Laily Rahmawati NISA`, GITSA ZAHROTUN Novia Ramadhani Budianingsih Nur Lailatul Khasanah NurDini, Umi Nazila Nurul Mahruzah Yulia Nyugiantoro Nyugiantoro Paramitha, Winda Paramitha Paryontri, Ramon Ananda Permatasari, Liantika Rafika Putri Rahma Hijri Zulafa Rahman, Mohd Nazri Abdul Rahmania Sri Untari Redani Zaenha, Mochamad Abdi Ria Alfian Rizkya Putri Ria Wulandari Risa Wati Risma Inayatur Amaliyah Rismawati, Diah Rizka Qonita Rizky Alfiyah Arifin Rochmaeni, Fitriani Setya Kirana Romadhon, Nurul Isnaini Romla, Siti Rosyida, Nelly Kholifatur Ruci Arizanda Rahayu SALSABILA, AURA RAFIQA Salshabila , Irdiana Septi Sari, Della Barokah Satrio Sudarso Setyawan, Atim Alfin silvia putri ramadhani Sinar Dewi Rahayu Siti Ani Sofannah, Iin Arifatus Suci Wulan Dari Suparmi Syafruddin Syafruddin Uyun, Luluk Muflikhatul Widianata, Risha Agustina Widyastuti Widyastuti Wiwit Hariyanto Yosa, Nabhila Yulianti, Mila