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All Journal Irfani Pedagogik Journal of Islamic Elementary School MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal PEKA (Pendidikan Matematika) Jurnal Setia Pancasila Kaisa: Jurnal Pendidikan dan Pembelajaran PIWURUK: Jurnal Sekolah Dasar Journal of General Education and Humanities Islah: Journal of Islamic Literature and History Al Adawat : Jurnal Pendidikan Madrasah Ibtidaiyah Jurnal Pendidikan Sekolah Dasar Indonesian Journal of Community Service in Education
Dulyapit, Apit
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Religion Arts Humanities Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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A Systematic Literature Review of Thematic LKPD Media to Enhance Narrative Text Analysis Skills in Elementary Education Fajrin, Epita Dewi Purnama; Usman, Herlina; Dulyapit, Apit
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1163

Abstract

Reading comprehension, particularly in analyzing narrative texts, remains a challenge for many elementary school students because they use limited structured and engaging instructional media. Conventional teaching practices often fail to guide students in systematically identifying narrative elements such as characters, settings, plots, and main ideas. Therefore, this study aims to examine the role of thematic literacy Student Worksheets (LKPD) as instructional media in improving elementary students’ reading comprehension of narrative texts. This research employed a Systematic Literature Review (SLR) method following PRISMA guidelines. Relevant articles were collected from Google Scholar, Scopus, and ERIC, focusing on publications between 2020 and 2025. The selected studies were screened using predetermined inclusion and exclusion criteria, followed by data extraction and qualitative synthesis to identify patterns of findings across studies. The review results indicate that thematic literacy LKPD effectively supports reading comprehension by providing structured tasks, guided questions, and contextual learning activities. These features help students systematically analyze narrative elements and encourage active participation, collaborative discussion, and critical thinking. The findings also show that LKPD use contributes to more meaningful and interactive literacy learning experiences in elementary classrooms. In conclusion, thematic literacy LKPD serves as an effective instructional medium for enhancing elementary students’ narrative reading comprehension when implemented with appropriate instructional design.
Exploring Students’ Problem-Solving Skills Reviewed from Gender Perspective in Elementary School Farokhah, Laely; Juita, Dessy Norma; Sari, Venna Puspita; Zulfadhli, Muhammad; Dulyapit, Apit
Pedagogik Journal of Islamic Elementary School Vol. 9 No. 1 (2026): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v9i1.9456

Abstract

Mathematics education serves a fundamental role in developing students’ 21st-century competencies, particularly in fostering reasoning, communication, critical thinking, and problem-solving skills. However, instructional practices in elementary schools still tend to emphasize routine and procedural tasks, resulting in students’ limited exposure to non-routine problems that require higher-order thinking strategies. This study aims to explore elementary school students’ mathematical problem-solving skills reviewed from gender perspective. A qualitative research approach was employed. The data were collected through problem-solving skill tests, observations, interviews, and documentation, and subsequently analyzed using the Miles and Huberman model. The findings indicate that students with high problem-solving skill are able to carry out problem-solving steps in a coherent and systematic manner, although reinforcement is still needed in terms of accuracy and verification. In contrast, students with low problem-solving skill experience difficulties at almost all stages of the problem-solving process. These difficulties are characterized by insufficient conceptual understanding, inability to organize information, lack of proficiency in performing mathematical operations, and the absence of habits related to checking calculation results. Both male and female students demonstrate adequate basic problem-solving abilities. However, female students exhibit more structured, systematic, and detail-oriented thinking processes at each stage. In contrast, male students tend to be less consistent in utilizing all available information, rely more heavily on visual approaches, and show less accuracy in verifying their solutions. These findings highlight the necessity of designing mathematics instruction that prioritizes the development of problem-solving skills while incorporating an awareness of gender-based variations in students’ cognitive processing.
Profil Pedagogical Content Knowledge (PCK) Guru Sekolah Dasar pada Konteks Masalah Pecahan Amri, Mira Amelia; Yurniwati; Dulyapit, Apit; yunus, mahmud
Jurnal PEKA (Pendidikan Matematika) Vol. 9 No. 2 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/2tfnh947

Abstract

ABSTRACT: This study aims to describe the Pedagogical Content Knowledge (PCK) profile of five elementary school teachers (Master’s students in Primary Education with teaching experience, $N=5$) in analyzing contextual fraction numeracy problems. Employing a descriptive qualitative approach supported by illustrative quantitative analysis (collective case study), data were collected through case-based instruments (Vignette, CoRe, and PaP-eRs) and in-depth interviews. The findings indicate that the teachers' PCK is at a developing level (adequate), characterized by incomplete integration across dimensions. Specifically, Content Knowledge (CK) was strong in procedural aspects but weak in conceptual understanding. Knowledge of Students (KoS) could identify student errors, but the analysis of misconceptions' roots (diagnostic) remained descriptive. Instructional Strategies (KoIS) showed an initial use of visual contexts but lacked systematic planning for the transition from concrete to abstract. Knowledge of Curriculum (KoC) was the weakest aspect, with understanding tending to be administrative rather than integrative across numeracy topics. This study concludes that strengthening the teachers' PCK should focus on developing conceptual reflection and integrating PCK dimensions through case-based practices. Given the nature of this small case study, the results are not generalizable. ABSTRAK: Penelitian ini bertujuan mendeskripsikan profil Pedagogical Content Knowledge (PCK) lima guru sekolah dasar (mahasiswa S2 Pendidikan Dasar dengan pengalaman mengajar, N=5) dalam menganalisis masalah numerasi pecahan kontekstual. Menggunakan pendekatan kualitatif deskriptif dengan dukungan kuantitatif ilustratif (studi kasus kolektif), data dikumpulkan melalui instrumen berbasis kasus (Vignette, CoRe, dan PaP-eRs) dan wawancara mendalam. Hasil penelitian menunjukkan bahwa PCK guru berada pada tingkat berkembang (cukup), ditandai oleh ketidakutuhan integrasi antar-dimensi. Secara rinci, Content Knowledge (CK) kuat pada aspek prosedural tetapi lemah pada pemahaman konseptual. Knowledge of Students (KoS) mampu mengidentifikasi kesalahan siswa, tetapi analisis akar miskonsepsi (diagnostik) masih bersifat deskriptif. Instructional Strategies (KoIS) mulai menggunakan konteks visual, namun belum sistematis dalam merancang transisi dari konkret ke abstrak. Knowledge of Curriculum (KoC) merupakan aspek terlemah, dengan pemahaman yang cenderung administratif dan belum integratif lintas topik numerasi. Penelitian ini menyimpulkan bahwa penguatan PCK guru perlu diarahkan pada pengembangan refleksi konseptual dan integrasi dimensi PCK melalui praktik berbasis kasus. Mengingat sifat studi kasus kecil ini, hasilnya tidak dapat digeneralisasi
INTEGRATING UNIVERSAL DESIGN FOR LEARNING AND DIGITAL TECHNOLOGY: ADVANCING INCLUSIVE EDUCATION IN THE 21ST CENTURY Mayasari, Linda Ika; Dulyapit, Apit; Yunitasari, Septiyani Endang; Syam, Aldo Redho
Irfani Vol. 21 No. 2 (2025): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v21i2.6841

Abstract

The purpose of this article is to comprehensively examine the integration of Universal Design for Learning (UDL) principles and digital technology within the context of 21st-century inclusive education through a narrative literature review. This study employs a narrative literature review method with a qualitative and exploratory approach. The data sources consist of 15 international journal articles published between 2023 and 2025. The research instrument is a manually developed data extraction sheet used to gather information from each article. Data analysis utilizes qualitative thematic analysis with a deductive approach, referencing the UDL theoretical framework. The results of this study: (1) Teachers' knowledge and attitudes towards inclusion remain limited and inconsistent; (2) Structural and policy limitations hinder the implementation of inclusive education; (3) The role of digital technology in supporting the application of UDL to create flexible and adaptive learning; and (4) Issues of access and social justice in higher education, particularly for vulnerable groups such as refugees and individuals with disabilities. This study implies that 21st-century inclusive education cannot be separated from digital transformation and flexible learning design paradigms such as UDL. Technology is positioned not just as an assistive tool but as a structural foundation for designing learning that is responsive to diversity. Approaches based on quality of life, cultural intelligence, and recognition of the socio-political context of learners are key elements in the development of a substantively inclusive educational system.
Strategi Peningkatan Kompetensi Guru Melalui Faktor Prediktor Literasi Digital dan Adaptasi Teknologi Pembelajaran Dulyapit, Apit; Farokhah, Laely; Sari, Venna Puspita; Husaeni, Rizki Achmad
Indonesian Journal of Community Service in Education Vol. 2 No. 1 (2026): Indonesian Journal of Community Service in Education (IJCSE)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijcse.v2i1.72

Abstract

Kompetensi guru merupakan faktor penting dalam menentukan kualitas pembelajaran di sekolah dasar, khususnya dalam menghadapi transformasi pendidikan berbasis teknologi. Namun, pemanfaatan teknologi pembelajaran oleh guru masih belum optimal karena keterbatasan literasi digital dan kemampuan adaptasi terhadap teknologi pendidikan. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru sekolah dasar melalui penguatan literasi digital dan adaptasi teknologi pembelajaran. Program dilaksanakan melalui pendekatan pelatihan dan pendampingan dengan melibatkan 98 guru sekolah dasar di Kota Depok. Metode kegiatan meliputi pemaparan materi, diskusi interaktif, praktik penggunaan platform pembelajaran digital, serta pendampingan implementasi teknologi dalam perencanaan pembelajaran. Hasil kegiatan menunjukkan adanya peningkatan pemahaman guru mengenai literasi digital, peningkatan keterampilan pemanfaatan teknologi pembelajaran, serta peningkatan kesiapan guru dalam beradaptasi dengan teknologi pendidikan. Selain itu, guru mulai mampu memanfaatkan media digital, platform pembelajaran, dan aplikasi evaluasi berbasis teknologi secara lebih efektif. Kegiatan ini menunjukkan bahwa pelatihan yang dikombinasikan dengan pendampingan praktik dapat menjadi strategi yang efektif dalam meningkatkan kompetensi guru dalam pembelajaran berbasis teknologi.
Co-Authors Arifah, Dina Noviyanti Fajrin, Epita Dewi Purnama Farokhah, Laely Husaeni, Rizki Achmad Juita, Dessy Norma Kamila Zahrani , Alya Kusuma, Fat’hi Linda Ika Mayasari, Linda Ika Mahmud Yunus Mahmud Yunus Mira Amelia Amri, Mira Amelia Muhammad Zulfadhli, Muhammad Nidya Chandra Muji Utami Nur Rahmah Nurmala, Yanti Sari, Venna Puspita Sita Husnul Khotimah, Sita Husnul Syam, Aldo Redho Ulfa, Aisya Widya Usman, Herlina Winarsih Winarsih Yunitasari, Septiyani Endang Yurniwati