Garuda - Garba Rujukan Digital

Penggunaan Model Problem Based Learning Berbantuan Video Powtoon Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas III Sekolah Dasar Nina Vania; Wahyu Hidayat; Trisna Nugraha
Jurnal Profesi Pendidikan Vol. 3 No. 1 (2024): June
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v3i1.23352

Tujuan penelitian ini adalah untuk memberikan peningkatan kemampuan dalam menganalisis, mengevaluasi serta berpikir secara kritis dalam konsep keliling dan luas bangun datar yang ada di kelas III SD. Desain Sequential eksplanatory design adalah salah satu desain yang digunakan dalam proses penelitian ini. Siswa kelas III SD menjadi salah satu subjek penelitan yang ada di SDN Giriraharja. Penelitian ini melalui dua tahapan, langkah pertama adalah pengumpulan serta analisis data kuantitatif tekniknya dengan memberikan tes mengenai kemampuan berpikir kritis. Pada langkah kedua, data kualitatif dikumpulkan serta dianalisis menggunakan teknik wawancara, angket respon dan formulir observasi. Penelitian ini menunjukan bahwa hasil penggunaaan model PBL berbantuan video powtoon secara signifikan terdapat peningkatan berpikir kritis. Ini terbukti dari nilai yang diraih oleh para siswa pada saat pretest rata-rata 63 kemudian berubah dengan nilai postest rata-rata sebesar 84 dengan hasil uji cohen`s effect size sebesar 1,826. Dalam tinjauan kualitatif yang melibatkan analisis lebih lanjut, ditemukan bahwa dengan menggunakan model PBL berbantuan video powtoon ini berperan dalam mengaktifkan suasana kegiatan belajar mengajar menjadi aktif serta interaktif serta siswa dapat mengidentifikasi masalah dan merumuskan jawaban dari permasalahan yang diberikan terbukti dengan tingginya antusias dan repon siswa.

HOW TO TEACH BILINGUAL PROGRAM? : AN APPLICATION OF CONTENT AND LANGUAGE INTEGRATED LEARNING ON PRIMARY SCHOOL Nugraha, Trisna; Nurhasanah, Nurhasanah; Fuadah, Ulfah Samrotul; Mutiasih, Palupi
P2M STKIP Siliwangi Vol 7 No 2 (2020): Volume 7 Nomor 2, November 2020
Publisher : IKIP Siliwangi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/p2m.v7i2p%p.2000

In the last decade, education systems around the world have prioritized increasing studentsâ€™ literacy and numeracy skills. The increasing need for language literacy has resulted in the emergence of a trend bilingual program in primary schools. This research was motivated by the learning problems that occurred in the first year bilingual program. The study aims to see the effectiveness of the Content and Language Integrated Learning (CLIL) approach on the competence of sains curriculum content and students' language skills. The research method used was Classroom Action Research (CAR) with the research subject being the first year students of the bilingual program who were stand on grade 4th primary school (n = 21). Data analysis not only focuses on increasing scores in each cycle, but also obtains new findings about the stability between science content abilities (non-language) and second language skills (english). Initial data explains that only 25% of students meet the learning completeness aspect. Along with the end of the third cycle, the study found that 85% of students could complete learning completeness. The study concluded that the CLIL was able to stably improve content and language skills with certain improvement criteria. The findings from the improvement of this cycle can be used as a reference for developing CLIL research in primary schools especially on bilingual programs.

Pedagogical Reflections and Practices of Prospective Elementary Teachers Through Video-Based Lesson Analysis: An Initial Metacognitive Examination in Lesson Study Nugraha, Trisna; Susanti, Evi
Journal of Learning Improvement and Lesson Study Vol. 4 No. 2 (2024): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v4i2.115

The importance of teachers' thinking and practices in designing 21st-century student-centered learning has garnered increasing attention. Teachers are expected to possess the ability to create innovative and responsive instructional designs that cater to students' needs. This skill development must begin during teacher training programs. This study aims to analyze the reflections of prospective elementary teachers on the development of their pedagogical competencies through video-based lesson analysis (VBLA) as an initial part of lesson study. Using a descriptive qualitative research approach, the study involved 159 pre-service elementary teachers. Data were collected through instructional video screenings, observation sheets, questionnaires, and group discussions. The findings reveal that 6% of the participants demonstrated in-depth analysis, while 52% provided general yet less detailed evaluations. A key weakness identified was the lack of variation in teaching methods, with suggested solutions such as the use of deeper questioning to stimulate student discussions. This study emphasizes the importance of strengthening prospective teachers' metacognitive skills, particularly in conducting critical and reflective analysis, identifying instructional weaknesses, and redesigning lessons based on critical reflection. The integration of VBLA in teacher education is crucial to ensuring that prospective teachers acquire the necessary skills to design effective, student-centered learning.

Efektivitas Workshop Multiliterasi Berbasis Kearifan Lokal dalam Meningkatkan Kompetensi Guru di Raja Ampat Suhendra, Indra; Tatat Hartati; Trisna Nugraha
P2M STKIP Siliwangi Vol 11 No 2 (2024): Volume 11 Nomor 2: November 2024
Publisher : IKIP Siliwangi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/p2m.v11i2.5281

Raja Ampat menghadapi berbagai tantangan dalam pendidikan, termasuk keterbatasan akses sumber daya dan pengembangan profesional. Untuk mengatasi hal ini, diadakan workshop multiliterasi berbasis kearifan lokal guna meningkatkan kemampuan guru dalam mengintegrasikan multiliterasi dan pengetahuan budaya dalam pengajaran. Penelitian ini mengevaluasi efektivitas workshop dalam meningkatkan kompetensi guru. Metode survei kuantitatif deskriptif digunakan untuk mengumpulkan data dari 50 guru peserta. Hasil menunjukkan bahwa 85% guru meningkatkan pemahaman mereka tentang multiliterasi, dan 90% memperoleh keterampilan dalam mengintegrasikan kearifan lokal ke dalam pelajaran. Guru juga melaporkan peningkatan keterlibatan siswa saat mereka menghubungkan materi pembelajaran dengan konteks budaya lokal. Namun, tantangan berupa keterbatasan akses teknologi masih ada. Kesimpulannya, workshop ini berhasil meningkatkan kompetensi guru di Raja Ampat dengan menggabungkan multiliterasi dan kearifan lokal. Model ini dapat diterapkan di daerah lain yang menghadapi tantangan pendidikan serupa. Dukungan dalam infrastruktur dan teknologi penting untuk memastikan keberhasilan jangka panjang.

PENGGUNAAN MODEL PROJECT BASED LEARNING BERBASIS SOCIO SCIENTIFIC ISSUE UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA KELAS IV SEKOLAH DASAR Sri Rezeki, Luviani; Nugraha, Trisna
Jurnal Profesi Pendidikan Vol. 3 No. 2 (2024): December
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v3i2.25096

Penelitian ini didasarkan pada rendahnya kemampuan berpikir kreatif siswa kelas IV sekolah dasar pada pembelajaran IPAS khususnya materi mengubah bentuk energi. Tujuan pada penelitian ini adalah untuk mengetahui penerapan, peningkatan dan Kendala yang dihadapi guru dan siswa dalam melaksanakan pembelajaran dengan model Project Based Learning berbasis Socio Scientific Issue. Penelitian ini menggunakan metode mix method dengan the Sequential Explanatory Design. Instrumen yang digunakan yaitu tes, wawancara, obervasi, dan angket. Subjek pada penelitian ini yaitu siswa kelas IV di salah satu sekolah dasar di Kecamatan Kabandungan. Hasil pengolahan data menunjukan perolehan nilai rata-rata dapat dibuktikan dengan hasil rata-rata pretest yang sebelum penggunaan model Project Based Learning berbasis Socio Scientifiec Issue mendapat rata-rata 59,1 dan kelas posttest mendapat nilai rata-rata 77. Kesimpulan pada penelitian ini dapat diartikan bahwa Project Based Learning berbasis Socio Scientific Issue lebih efektif dalam meningkatkan kemampuan berpikir kreatif siswa kelas IV sekolah dasar

Discovery Learning Application Using a Rope (Track A Line Idea) to Detect Critical Thinking Skills on Elementary School Students Trisna Nugraha; Ulfah Samrotul Fuadah; Adila Amalia; Karso Karso
Indonesian Journal of Primary Education Vol 4, No 2 (2020): Indonesian Journal of Primary Education: December 2020
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v4i2.25087

The study was conducted to collect preliminary data on the effectiveness of the use of Discovery Learning models using TALI (Track A Line Idea) for students' critical thinking skills in mathematics subjects in class VI geometry material in elementary schools. The purpose of this study is to describe whether the application of Discovery Learning models using TALI can be effective against critical thinking skills students on mathematics subjects in class VI geometry material in elementary schools, with research design referring to the syntax of Discovery Learning models that are the benchmarks in learning design namely, (1) providing stimulus; (2) identify the problem; (3) collecting data; (4) data processing; (5) verification; and (6) make conclusions. This study uses a One-shot Case Study experimental research design. With the subjects of class VI students with a total of 17 students. Data collection is done by tests, observations and questionnaires. The results of this study indicate that the motivation and activities of students in Discovery Learning based on TALI are interpreted in high criteria with a percentage range from 84.12% -88.24%. This indicates that Discovery Learning as constructivism learning provides space for students to actively participate in learning by using group learning design and guided discovery so that students keep paying attention to disciplinary aspects in conducting each stage in learning activities. The results of this study indicate that the motivation and activities of students in Discovery Learning based on TALI are interpreted in high criteria with a percentage range from 84.12% -88.24%. This indicates that Discovery Learning as constructivism learning provides space for students to actively participate in learning by using group learning design and guided discovery so that students keep paying attention to disciplinary aspects in conducting each stage in learning activities. The results of this study indicate that the motivation and activities of students in Discovery Learning based on TALI are interpreted in high criteria with a percentage range from 84.12% -88.24%. This indicates that Discovery Learning as constructivism learning provides space for students to actively participate in learning by using group learning design and guided discovery so that students keep paying attention to disciplinary aspects in conducting each stage in learning activities.

PENGGUNAAN MODEL PROJECT BASED LEARNING BERBASIS SOCIO SCIENTIFIC ISSUE UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA KELAS IV SEKOLAH DASAR Sri Rezeki, Luviani; Zurkarnaen, Nadia Nieza; Nugraha, Trisna
Jurnal Profesi Pendidikan Vol. 3 No. 2 (2024): December
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v3i2.25096

Penelitian ini didasarkan pada rendahnya kemampuan berpikir kreatif siswa kelas IV sekolah dasar pada pembelajaran IPAS khususnya materi mengubah bentuk energi. Tujuan pada penelitian ini adalah untuk mengetahui penerapan, peningkatan dan Kendala yang dihadapi guru dan siswa dalam melaksanakan pembelajaran dengan model Project Based Learning berbasis Socio Scientific Issue. Penelitian ini menggunakan metode mix method dengan the Sequential Explanatory Design. Instrumen yang digunakan yaitu tes, wawancara, obervasi, dan angket. Subjek pada penelitian ini yaitu siswa kelas IV di salah satu sekolah dasar di Kecamatan Kabandungan. Hasil pengolahan data menunjukan perolehan nilai rata-rata dapat dibuktikan dengan hasil rata-rata pretest yang sebelum penggunaan model Project Based Learning berbasis Socio Scientifiec Issue mendapat rata-rata 59,1 dan kelas posttest mendapat nilai rata-rata 77. Kesimpulan pada penelitian ini dapat diartikan bahwa Project Based Learning berbasis Socio Scientific Issue lebih efektif dalam meningkatkan kemampuan berpikir kreatif siswa kelas IV sekolah dasar

Hubungan motivasi belajar terhadap kemampuan menulis cerpen mahasiswa PGSD Susanti, Evi; Nugraha, Trisna
COLLASE (Creative of Learning Students Elementary Education) Vol. 8 No. 3 (2025)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v8i3.27522

Abstrak Keterampilan menulis cerpen merupakan kompetensi penting yang perlu dimiliki mahasiswa PGSD dalam mendukung proses pembelajaran literasi yang kreatif dan bermakna di sekolah dasar. Namun, kemampuan menulis mahasiswa masih relatif rendah, yang diduga berkaitan dengan rendahnya motivasi belajar. Penelitian ini bertujuan untuk mengetahui hubungan antara motivasi belajar dengan kemampuan menulis cerpen mahasiswa PGSD. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional. Sampel terdiri dari 40 mahasiswa semester 3 PGSD di salah satu perguruan tinggi di Kota Cimahi yang dipilih melalui teknik purposive sampling. Instrumen yang digunakan meliputi angket motivasi belajar dan tes menulis cerpen. Data dianalisis melalui uji normalitas, uji linearitas, korelasi Pearson, dan regresi linear sederhana. Hasil penelitian menunjukkan bahwa terdapat hubungan yang sangat kuat dan signifikan antara motivasi belajar dan kemampuan menulis cerpen (r = 0,944; sig. < 0,01). Hasil regresi menunjukkan bahwa motivasi belajar memberikan kontribusi sebesar 89,1% terhadap kemampuan menulis cerpen mahasiswa. Temuan ini menunjukkan bahwa semakin tinggi motivasi belajar mahasiswa, maka semakin tinggi pula kemampuan mereka dalam menulis cerpen. Implikasi dari penelitian ini mengarah pada pentingnya penguatan motivasi belajar melalui strategi pembelajaran yang kontekstual, reflektif, dan menyenangkan. Kata Kunci: Motivasi Belajar, Kemampuan Menulis, Cerita Pendek.

Heterogeneity of Indonesian primary school students’ mathematical critical thinking skills through problem-based learning: A meta-analysis Nugraha, Trisna; Suparman, Suparman
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 2 (2021): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v12i2.9645

The synthesis of some empirical researches revealed that the implementation of problem-based learning (PBL) has a heterogeneous effect size on the mathematical critical thinking skills (MCTS) of primary school students in Indonesia. However, it seems that no researches were investigating the causative factors of the heterogeneity of primary students’ MCTS through PBL. Therefore, this meta-analysis research was employed to examine three potential factors that were PBL class capacity, PBL treatment duration, and mathematics topic predicted as the causative factors of the heterogeneity of primary students’ MCTS. The Q Cochrane test by using the Comprehensive Meta-Analysis (CMA) application was used to examine these potential factors. The synthesis of ten primary studies published in 2015 – 2020 and indexed by Scopus, Google Scholar, Sinta, and Web of Science, showed that PBL treatment duration and mathematics topic were the significant factors causing the heterogeneity of primary students’ MCTS. However, PBL class capacity was not a significant factor causing the heterogeneity of primary students’ MCTS. Thus, primary school mathematics teachers should consider PBL treatment duration established and mathematics topics selected in cultivating primary students’ MCTS by implementing PBL.

Personalized Sustainability Education in the Digital Age: Effects on Learner Engagement and Environmental Awareness to Support Sustainable Development Goals (SDGs) Kelana, Jajang Bayu; Wardani, Duhita Savira; Nugraha, Trisna; Rahayu, Galih Septiyan
ASEAN Journal of Educational Research and Technology Vol 4, No 3 (2025): AJERT: VOLUME 4, ISSUE 3, December 2025
Publisher : Bumi Publikasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study explores the role of personalized sustainability education (PSE) in promoting learner engagement (LE) and environmental awareness (EA) among elementary school students in Indonesia. Using a quantitative cross-sectional design, data were collected from 114 fifth-grade students across four provinces through validated instruments. Structural Equation Modeling (PLS-SEM) was applied to examine the hypothesized relationships. The results show that PSE has a significant positive effect on both LE and EA, while LE also positively influences EA. Furthermore, PSE mediates the relationship between LE and EA, suggesting that personalization strengthens the translation of engagement into awareness. By making learning experiences more meaningful and contextually relevant, PSE enhances students’ understanding and commitment to sustainability practices. Theoretically, this study advances research on personalized learning and Education for Sustainable Development (ESD). Practically, it highlights the potential of digital personalization strategies to increase engagement, foster awareness, and cultivate pro-environmental behaviors from an early age.

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