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All Journal Biosfer: Jurnal Pendidikan Biologi Cetta: Jurnal Ilmu Pendidikan Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Paedagogy International Journal of Educational Management and Innovation (IJEMI) Journal of General Education and Humanities GENIUS: Indonesian Journal of Early Childhood Education
Ramadhan, Rifky Aditya
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Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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E-Module biology based on rawa danau nature reserve: To improve biodiversity literacy of high school students Firmansyah, Fahmie; Ramadhan, Rifky Aditya
Biosfer: Jurnal Pendidikan Biologi Vol. 18 No. 1 (2025): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.49532

Abstract

Based on data from the World Wide Fund for Nature (WWF) in the Living Planet Report 2022, it was reported that the biodiversity population experienced an average decline of 69% between 1970 and 2018. Therefore, instilling conservation values ​​and biodiversity literacy is critical from an early age to foster knowledge about the environment. This study aims to develop a biodiversity-based Biology E-Module at CARD to improve the biodiversity literacy of high school students. This research method uses a type of development research using the ADDIE model. The ADDIE model stage begins with 1) needs analysis. 2) Design of product specifications and frameworks. 3) development of product design. 4) Implementation of products in the field. 5) evaluate the product and make improvements if necessary. The results of the media and material experts' assessment show that the biology e-module is very feasible. The study results show the average value of students' biodiversity literacy knowledge before and after using this e-module. The average posttest score of 84 is greater than the average pretest score of 70.8 in the ability to understand biodiversity literacy, and based on this, the Biodiversity-Based Biology e-module in the Rawa Danau Nature Reserve effectively increases students' biodiversity literacy.
PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBANTUAN APLIKASI CANVA UNTUK MENINGKATKAN HASIL BELAJAR IPAS Ramadhan, Rifky Aditya; Nugroho, Muh Khafid Wahyu; Mutiara, Adnin
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 3 (2024): Vol. 7 No. 3 (2024): Volume 7 No 3 Tahun 2024 (Special Issue)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i3.32810

Abstract

Abstrak Penerapan Model Pembelajaran Problem Based Learning (PBL) untuk Meningkatkan Hasil Belajar IPAS pada Peserta Didik Kelas IV di SD Negeri 1 Mojo. Tujuan dari penelitian ini yaitu untuk meningkatkan hasil belajar IPAS melalui penerapan model pembelajaran Problem Based Learning berbantuan aplikasi Canva pada peserta didik kelas IV di SD Negeri 1 Mojo tahun ajaran 2023/2024. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang dilaksanakan selama dua siklus. Subjek dari penelitian ini adalah peserta didik kelas IV SD Negeri 1 Mojo tahun ajaran 2023/2024 yang berjumlah 25 orang. Teknik pengumpulan data yang digunakan adalah wawancara, observasi dan tes. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran Problem Based Learning berbantuan Aplikasi Canva dapat meningkatkan hasil belajar IPAS pada peserta didik kelas IV di SD Negeri 1 Mojo, terbukti dengan hasil evaluasi pada pra siklus 16%, siklus I 56%, dan siklus II 84%.
Komparasi Perangkat Ajar Dalam Pembelajaran IPS Di SD Rajaprajanugroh 39 Thailand Selatan Dan SDN Suryakencana CBM Kota Sukabumi Aulia Nissa, Shafa; Nurasiah, Iis; Ramadhan, Rifky Aditya
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 1 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i1.5215

Abstract

Teaching tools are a crucial component for successful learning. This study aims to compares teaching materials for social studies in two elementary schools in different countries, namely Rajaprajanugroh 39 Elementary School in Southern Thailand and Suryakencana CBM Elementary School in Sukabumi, Indonesia. This study aims to analyze the social studies learning materials used in both countries and identify the similarities and differences in the social studies learning materials in both schools. This research is a qualitative study with a descriptive approach. Data collection techniques were conducted through documentary studies of teaching modules, observation of the learning process, and in-depth interviews with educators at both schools. The research results show that most striking differences in the content and completeness of the administrative components within the learning modules. The social studies teaching modules in Southern Thailand and Indonesia each have their own advantages, influenced by curriculum policies, cultural contexts, and student needs. The teaching modules at SDN Suryakencana CBM have more detailed components, including specific mentoring plans such as remedial and enrichment sessions, as well as initial assessments to determine student readiness. Meanwhile, the teaching modules at SD Rajaprajanugroh 39 are simple and focus on classroom activity steps and post-teaching evaluations.  Although the content and components are different, both schools have strong similarities in using active learning models, such as inviting students to solve problems together and creat real works. These findings provide insight into the advantages of teaching modules from both countries that can be adapted to improve the quality of social studies learning tools at the elementary school level. 
Managing Inclusive Educational Infrastructure for Children with Autism Spectrum Disorder: A Qualitative Case Study in Early Childhood Education Syarifudin, Fahmi; Komariah, Aan; Kurniady, Dedy Achmad; Sururi, Sururi; Ramadhan, Rifky Aditya
GENIUS: Indonesian Journal of Early Childhood Education Vol. 6 No. 2 (2025): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v6i2.211

Abstract

This study examines the management of inclusive educational infrastructure in early childhood education for children with Autism Spectrum Disorder (ASD) at the EDUfa Autism Therapy Center. Using a qualitative case study design, the research investigates how physical learning environments are planned, utilized, and adapted to support children’s sensory, social, and learning needs. Data were collected through observations, semi-structured interviews with therapists, parents, and administrators, and document analysis, and were analyzed thematically. The findings reveal that EDUfa integrates educational and therapeutic functions through sensory-responsive classroom design, transition spaces, and life-skills-oriented facilities. Infrastructure management is characterized by adaptability, collaborative decision-making, and continuous evaluation involving multiple stakeholders. However, financial limitations and shortages of specialized personnel remain significant challenges. The study underscores that effective infrastructure management is central to inclusive, child-centered early childhood education and offers practical insights for institutions seeking to develop inclusive learning environments in resource-constrained contexts.
Teachers' Roles in Preserving Sundanese Pupuh in Grade 5 Elementary Classroom: A Qualitative Case Riyani, Ria Asyifah; Ramadhan, Rifky Aditya; Kurniasari, Efi
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.v5i1.1058

Abstract

Preserving local culture in elementary education faces challenges due to limited integration of traditional arts into formal classroom instruction. Sundanese pupuh, as a form of oral literature rich in cultural and character values, requires active transmission through educational practices to remain sustainable. This study aims to examine the role of teachers in preserving Sundanese pupuh through Art and Culture learning in a Grade V elementary classroom. This study employed a descriptive qualitative approach with a case study design. The research was conducted at an elementary school in Sukabumi Regency, West Java, involving a Grade V teacher as the primary participant. Data were collected through classroom observations, semi-structured interviews, and documentation of Art and Culture learning activities. Data analysis followed an interactive model consisting of data collection, data reduction, data display, and conclusion drawing. The findings indicate that Sundanese pupuh was integrated into classroom learning through structured activities, including the introduction of pupuh types, explanation of lyrical meanings, and guided practice. Teachers played a key role as cultural mediators by facilitating learning, motivating students, and integrating cultural and character values. Student engagement in pupuh learning was generally positive and supported cultural awareness and character development. This study is limited by its focus on a single school context and the absence of long-term analysis of students’ cultural identity development. The findings suggest that strengthening teacher competence and providing institutional support are essential for sustaining local culture-based learning in elementary education.
Managing Inclusive Educational Infrastructure for Children with Autism Spectrum Disorder: A Case Study of Adaptive and Child-Centered Facility Governance Syarifudin, Fahmi; Komariah , Aan; Kurniady, Dedy Achmad; Ramadhan, Rifky Aditya
International Journal of Educational Management and Innovation Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i1.14951

Abstract

Background. This study addresses the need for effective management of inclusive educational infrastructure for children with Autism Spectrum Disorder (ASD). While inclusive education research has largely focused on pedagogy and instructional practices, there has been limited attention paid to infrastructure management as a central component of inclusive educational governance, particularly in early childhood settings. Appropriate infrastructure is essential for supporting both learning and therapeutic processes for children with ASD. Method. This research employed a qualitative case study design at the EDUfa Autism Therapy Center. Data were collected through systematic observations, in-depth interviews with therapists, parents, and administrative staff, and document analysis. This approach enabled a contextual understanding of how inclusive infrastructure is planned, utilized, and managed within an integrated educational therapeutic environment. Result. The findings show that EDUfa’s infrastructure, such as calming therapy rooms, flexible learning spaces, sensory transition zones, and educational toilets, is intentionally designed to accommodate the sensory, cognitive, and emotional needs of children with ASD. Infrastructure management practices are characterized by responsiveness, adaptability, and collaborative stakeholder involvement in planning and evaluation. Simple innovations, such as daily facility condition reports and low-tech monitoring systems, support the sustainability and functionality of facilities. Conclusion. The study concludes that inclusive educational infrastructure management extends beyond technical operations to reflect inclusive educational values. Theoretically, it contributes to inclusive educational management by positioning infrastructure as an active managerial element in inclusive early childhood education. Practically, the EDUfa model offers replicable strategies for creating responsive, child-centered learning environments.
Developing a Wayang Sukuraga Pocket Book Media Based on a Deep Learning Approach to Enhance Students’ Critical Thinking Skills Fauziah, Jembar Kitri; Nurasiah, Iis; Ramadhan, Rifky Aditya
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19291

Abstract

This study aims to develop learning media in the form of a pocket book integrated with the local wisdom of Wayang Sukuraga, based on Deep Learning, to improve critical thinking in Pancasila education among elementary school students. The study employed the Research & Development (R&D) model SAM, conducted in three iterations, with each iteration including evaluation, design, and development stages. The participants consisted of 26 fourth-grade students from an elementary school in Sukabumi City. Data were collected using expert validation questionnaires, student response surveys, and performance assessments on a 4-point Likert scale. Data were analyzed using paired-sample t-tests within a one-group pretest–posttest experimental design. Validation results showed high feasibility, with scores of 97.9% from subject matter experts, 97.5% from media experts, 97.2% from practitioner experts, and 90.41% from student responses. The overall average feasibility score was 95.75%, categorized as very valid. The paired-sample t-test revealed a significant improvement in critical thinking (Sig. (2-tailed) < 0.001), indicating that the Wayang Sukuraga pocket book is effective in enhancing critical thinking in Pancasila education. This media also serves as a prototype for integrating other forms of local wisdom into elementary school learning.
Co-Authors Aan Komariah Aulia Nissa, Shafa Dedy Achmad Kurniady Fahmie Firmansyah Fauziah, Jembar Kitri Iis Nurasiah Komariah , Aan Kurniasari, Efi Mutiara, Adnin Nugroho, Muh Khafid Wahyu Riyani, Ria Asyifah Sururi Sururi, Sururi Syarifudin, Fahmi