Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Pendidikan Dasar Social, Humanities, and Educational Studies (SHEs): Conference Series
Maryani, Widi Ika
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Misconceptions of science learning on force and motion material for elementary school Maryani, Widi Ika; Atmojo, Idam Ragil Widianto
Jurnal Ilmiah Pendidikan Dasar Vol 11, No 2 (2024): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.11.2.219-231

Abstract

One of the factors contributing to the low learning outcomes of physics students in school is the lack of concept mastery. The aim of carrying out this research is to provide insight to educators regarding identifying misconceptions about force and movement and to assist teachers in resolving these misconceptions. The research method uses a narrative literature review. The data obtained were 20 national and international journal articles randomly indexed by Sinta and Scopus regarding the concept of science learning on force and motion material in elementary education in 2012 - 2024. Data collection techniques were carried out through literature studies. Data analysis techniques from this research consist of research questions, conducting searches, identifying keywords, reviewing abstracts and articles, and resulting documents. The findings of this research show that there are still misconceptions in science learning regarding friction force, gravitational force, and free-fall motion. This misconception occurs among pupils and students (prospective teachers). The causes of these misconceptions are the students themselves, teaching materials, context, teachers, and teaching methods. The implication of this research provides an illustration that teachers must use interactive, innovative, and creative media with innovative learning models to minimize students' misconceptions in elementary schools so that learning is appropriate to students' cognitive development stages, namely concrete operations.
Literature Review: The Influence of Differentiated Learning at Elementary School Level Maryani, Widi Ika; Winarni, Retno; Sukarno, Sukarno
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 1 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i1.98958

Abstract

Pembelajaran berdiferensiasi merupakan salah satu pendekatan yang diharapkan mampu menjawab tantangan dengan memperhatikan perbedaan karakteristik siswa, seperti gaya belajar, kemampuan, minat, dan kesiapan belajar, serta guru dapat menyesuaikan metode pengajaran yang lebih tepat sasaran. Tujuan dilaksanakannya penelitian ini adalah untuk melakukan tinjauan terhadap literatur yang membahas pengaruh penerapan pembelajaran berdiferensiasi pada siswa sekolah dasar. Metode penelitian yang diterapkan dalam penelitian ini adalah kualitatif. Subjek penelitian ini adalah siswa sekolah dasar. Teknik pengumpulan data dilakukan melalui studi literatur. Analisis data yang digunakan dalam penelitian ini adalah analisis data deskriptif. Pembelajaran berdiferensiasi berfokus pada menciptakan pengalaman belajar yang efektif dan relevan bagi siswa, serta meningkatkan motivasi, minat, dan keterampilan berpikir kreatif. Berdasarkan analisis jenis penelitian eksperimen mendominasi karena bertujuan untuk membuktikan keefektifan pembelajaran berdiferensiasi yang diimplementasikan dalam kurikulum baru. Hasil penelitian menunjukkan bahwa pendekatan ini memberikan dampak positif terhadap berbagai aspek, seperti hasil belajar, kemampuan berpikir kritis, kreatif, dan kemampuan kolaboratif siswa. Pembelajaran berdiferensiasi juga dianggap mampu menciptakan lingkungan belajar yang inklusif serta membantu guru dalam merancang pembelajaran sesuai kebutuhan dan gaya belajar siswa.
Co-Authors Idam Ragil Widianto Atmojo M. Sukarno Retno Winarni