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p-Index From 2020 - 2025
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This Author published in this journals
All Journal Indonesian Journal of Primary Education Journal of Innovation and Research in Primary Education
Dinaryanti, Dina
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

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Indonesian Language Learning In Elementary School: Building Gender Awareness For 3rd Grade Students Dinaryanti, Dina; Apriliya, Seni; Nursofa, Risma; Rahmi, Hestika Asri; Nugraha, Mia Uswa; Purnamawati, Eva
Indonesian Journal of Primary Education Vol 8, No 1 (2024): Indonesian Journal of Primary Education : June 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v8i1.70194

Abstract

This research was conducted to provide insight into gender awareness in education. Particularly in the context of Indonesian language learning in primary schools. Through investigating the perspectives of parents, teachers and students as well as the practice of learning Indonesian in the classroom using non-discriminatory materials and learning environments without gender boundaries, this research seeks to contribute to building a more inclusive gender awareness in the educational environment. Survey, interview and observation methods of parents, teachers and grade 3 students were used to provide a comprehensive view of the understanding of gender awareness. The results show that although there is support for the concept of gender equality, parents' and teachers' understanding is still limited. Teachers do not fully understand the importance of gender awareness in learning. This issue is seen as not affecting inclusive learning. In fact, gender awareness is one part of it and teachers have a major role in building this perspective. Synergy is needed to improve parents', teachers' and students' understanding of gender issues in education. Teacher training and professional development, integration of gender equality values in the curriculum, and inclusive education for students can be the next steps to strengthen gender equality in education. Thus, this research provides new insights and contributions to advance gender awareness as a form of creating an inclusive learning environment, especially in primary schools.
How are Critical Thinking Skills on Indonesian Language Learning on AKM Literacy Based? Nugraha, Mia Uswa; Apriliya, Seni; Nursofa, Risma; Dinaryanti, Dina; Purnamawati, Eva; Rahmi, Hestika Asri
Indonesian Journal of Primary Education Vol 8, No 2 (2024): Indonesian Journal of Primary Education : December 2024 (In Press)
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v8i2.70258

Abstract

Critical thinking skills are needed by students in Indonesian language learning in elementary schools as a provision in solving problems in their lives later. This study aims to provide knowledge to educators and other researchers about the current conditions related to critical thinking skills possessed by grade VI students in elementary schools in Indonesian language learning in terms of assessment instruments adapted from AKM literacy questions. This study uses a quantitative design used to measure the extent of critical thinking skills in the form of literacy test questions adapted from AKM questions and then modified so that they contain indicators of critical thinking skills and indicators of AKM literacy questions. And qualitative design to process data from ethnographic studies through analysis of interviews and observations used to explore the causes of low critical thinking skills. The results showed that critical thinking skills in grade VI students were still in sufficient criteria. Of the six FRISCO critical thinking skills indicators, only the focus, inference, and sittuation indicators are included in the good criteria and the reason, clarity, and overview indicators are still included in the sufficient criteria, so that the final average of the six critical thinking skills indicators is included in the sufficient criteria. This is due to students reading the question no matter what. This is because students read the questions incompletely so that they do not understand the questions asked. The length of the reading contained in the story causes learners to find it difficult to find information that is really important. Learners only focus on the first sentence in each paragraph with the aim that the question can be done quickly. Therefore, it is necessary to familiarize Indonesian language learning using assessment instruments based on AKM literacy questions so that students are accustomed to thinking critically.
A Systematic Study of the Application of Differentiated Project-Based Learning to Improve the Readiness and Learning Outcomes of Elementary Students Dinaryanti, Dina; Yusuf Muslihin, Heri; Indihadi, Dian
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1435

Abstract

This study is a systematic literature review to analyse the implementation of the Project-Based Learning (PjBL) model combined with the Differentiated Learning approach to enhance learning readiness and outcomes among elementary school students. The review examines relevant empirical studies and theoretical frameworks from recent literature to understand how integrating these two learning models accommodates diverse student readiness and positively impacts competency achievement. Findings indicate that differentiated-based PjBL enables students to engage actively and creatively according to their learning styles and readiness levels, significantly improving motivation, critical thinking skills, and learning outcomes. Furthermore, teacher readiness in designing Lesson Plans (RPP) that respond to student diversity is crucial for successful implementation. This review recommends that educators and policymakers develop inclusive and effective learning strategies at the elementary education level.
Co-Authors Apriliya, Seni Dian Indihadi Nugraha, Mia Uswa Nursofa, Risma Purnamawati, Eva Rahmi, Hestika Asri Yusuf Muslihin, Heri