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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Pendekar : Jurnal Pendidikan Berkarakter SAP (Susunan Artikel Pendidikan) Didaktik : Jurnal Ilmiah PGSD STKIP Subang MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Literasi: Jurnal Pendidikan Guru Indonesia Jurnal Pendidikan Terapan Jurnal Konseling Pendidikan Islam Journal of Educational Studies At-Ta'lim : Media Informasi Pendidikan Islam Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Nurdiansyah Nurdiansyah
Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengaruh Model Pembelajaran Somatic, Auditory, Visualization, Intellectual dalam Upaya Meningkatkan Kemampuan Berpikir Kritis IPS Sekolah Dasar Siti Mariyam; Nurdiansyah Nurdiansyah; Tiara Yogiarni
Pendekar: Jurnal Pendidikan Berkarakter Vol 7, No 2 (2024): Juli
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v7i2.24301

Abstract

Abstrak: Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Somatic, Auditory, Visualization, Intellectual (SAVI) terhadap kemampuan berpikir kritis siswa dalam pembelajaran IPS di sekolah dasar dan menciptakan model pengajaran SAVI yang efisien. Penggunaan media audiovisual diharapkan memperlancar proses pengajaran, mendorong komponen pendengaran dan visual, serta menciptakan suasana pembelajaran yang menyenangkan. Penelitian ini menggunakan metode kuantitatif dengan desain pre-eksperimen One-Group Pretest-Posttest. Sampel penelitian terdiri dari 28 siswa kelas VI SDN 6 Nagri Kaler di Kecamatan Purwakarta, Kabupaten Purwakarta.Instrumen penelitian meliputi tes dan non-tes. Hasil penelitian menunjukkan peningkatan rata-rata nilai siswa dari 55 pada pretest menjadi 75 pada posttest. Uji normalitas Kolmogorov-Smirnov Z menunjukkan data berdistribusi normal dengan signifikansi 0,222. Uji t menunjukkan nilai signifikansi 0,001, sehingga kemampuan berpikir kritis siswa setelah menggunakan model pembelajaran SAVI lebih baik dibandingkan sebelumnya. Uji regresi linear menunjukkan model pembelajaran SAVI dapat digunakan untuk meningkatkan kemampuan berpikir kritis pada mata pelajaran IPS materi ASEAN dengan nilai F hitung 21,371 dan signifikansi 0,000. Nilai korelasi (R) sebesar 0,694 dan R square sebesar 0,482 menunjukkan model SAVI mempengaruhi kemampuan berpikir kritis sebesar 48,2%. Nilai N-Gain rata-rata sebesar 0,43 menunjukkan peningkatan kemampuan berpikir kritis dalam kategori sedang.Penerapan model SAVI dalam pendidikan menawarkan pendekatan komprehensif dan efektif untuk meningkatkan pembelajaran. Guru perlu dilatih untuk mengimplementasikan model ini secara efektif dan terus mengevaluasi dampaknya untuk perbaikan berkelanjutan.Abstract: This study aims to analyze the effect of the Somatic, Auditory, Visualization, Intellectual (SAVI) learning model on students' critical thinking skills in social studies education at the elementary school level and to develop an efficient SAVI teaching model. The use of audiovisual media is expected to facilitate the teaching process, encourage auditory and visual components, and create an enjoyable learning environment. This research employs a quantitative method with a pre-experimental One-Group Pretest-Posttest design. The sample consists of 28 sixth-grade students from SDN 6 Nagri Kaler in Purwakarta District, Purwakarta Regency. Research instruments include tests and non-tests. The results indicate an increase in the average student score from 55 on the pretest to 75 on the posttest. The Kolmogorov-Smirnov Z normality test shows the data is normally distributed with a significance of 0.222. The t-test shows a significance value of 0.001, indicating that students' critical thinking skills are significantly better after using the SAVI learning model. The linear regression test indicates that the SAVI learning model can be used to improve critical thinking skills in social studies on ASEAN material, with an F value of 21.371 and a significance of 0.000. The correlation coefficient (R) of 0.694 and an R square of 0.482 show that the SAVI model affects critical thinking skills by 48.2%. The average N-Gain value of 0.43 indicates an improvement in critical thinking skills in the medium category. The implementation of the SAVI model in education offers a comprehensive and effective approach to enhancing learning. Teachers need to be trained to implement this model effectively and continuously evaluate its impact for ongoing improvement.
Pengaruh Model Stad Berbantuan Peta Konsep Digital Canva Terhadap Pemahaman Konsep IPS Siswa Sahrul Hidayat; Nurdiansyah Nurdiansyah; Tiara Yogiarni
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6386

Abstract

Conceptual understanding in social studies is an essential competency for elementary school students to comprehend social phenomena meaningfully. However, many students still demonstrate low conceptual understanding due to teacher-centered learning and limited use of innovative instructional media. This study aims to analyze the effect of the Student Teams Achievement Division (STAD) model assisted by Canva-based digital concept maps on students' conceptual understanding in social studies. This research employed a quasi-experimental approach with a nonequivalent control group design. The subjects were fourth-grade students of SDN 9 Nagrikaler, divided into experimental (34 students) and control groups (32 students). The instrument consisted of 20 multiple-choice questions analyzed using IBM SPSS version 29. The results showed a significant difference between groups with a posttest significance value of 0.011 < 0.05. The mean posttest score of the experimental group was 83.09, higher than the control group at 72.81. The N-Gain score of the experimental group was 53.46 (moderate), higher than the control group at 38.00 (moderate). Regression analysis showed F = 64.415 (p < 0.001) with R² = 0.502, indicating STAD contributed 50.2% to the improvement of social studies conceptual understanding. These findings indicate that the STAD model assisted by Canva digital concept maps has a positive and significant effect.
The Effect of the Genially-Assisted Contextual Teaching and Learning Model on Social Studies Concept Understanding Rizqa Mardhiah; Nurdiansyah; Tiara Yogiarni
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3107

Abstract

This study was motivated by the low level of students’ understanding of social studies concepts in elementary school due to teacher-centered learning and the lack of interactive learning media. This study aimed to determine the effect of the Contextual Teaching and Learning model assisted by Genially on students’ understanding of social studies concepts and to compare the conceptual understanding of students taught using the Contextual Teaching and Learning model assisted by Genially with those taught using the Student Teams Achievement Divisions (STAD) model assisted by PowerPoint Canva. This study employed a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The sample consisted of 52 fourth-grade students divided into an experimental class and a control class. The research instrument used multiple-choice tests. Data collection techniques included tests and documentation. Data were analyzed using normality tests, homogeneity tests, t-tests, and N-Gain analysis. The results showed that the Contextual Teaching and Learning model assisted by Genially had a positive effect on improving students’ understanding of social studies concepts. Furthermore, students taught using the Contextual Teaching and Learning model assisted by Genially achieved better conceptual understanding compared to students taught using the Student Teams Achievement Divisions (STAD) model assisted by PowerPoint Canva. Therefore, the Contextual Teaching and Learning model assisted by Genially can be used as an innovative learning alternative to improve students’ conceptual understanding in elementary social studies learning.
The Influence of the Problem-Based Learning Model Assisted by Pop-up Books on Students' Science Literacy Risa Putri Aprianti; Nenden Permas Hikmatunisa; Nurdiansyah
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3204

Abstract

This study was motivated by the low level of science literacy among elementary school students, particularly regarding the topic of light and its properties. Students are not sufficiently engaged in the learning process, resulting in incomplete mastery of the material. This study aims to determine the effect of a Problem-Based Learning model supplemented with a pop-up book and to assess improvements in science literacy between students who received this model and those who received the scientific inquiry approach. This study employed a quantitative approach using a quasi-experimental method and a non-equivalent control group design. The population consisted of 72 fifth-grade students at SDN Sarimulya 3. The sample comprised 24 students from Class V-A as the experimental group and 24 students from Class V-C as the control group. Data were collected through pre-test and post-test assessments and analyzed using the N-Gain test, simple linear regression, and the independent samples t-test. The results showed that the problem-based learning model aided by pop-up books had a significant effect on science literacy, with R = 0.753, R-squared = 0.567, and a significance value of 0.000 < 0.05. Furthermore, the science literacy of students in the experimental class was higher than that of the control class, with a post-test average of 83.33 and an N-Gain score of 0.59, while the control class had a post-test average of 76.88 and an N-Gain score of 0.42. Thus, the problem-based learning model aided by pop-up books is more effective in improving science literacy than the use of the scientific approach.
Gender Analysis of Students Motivation to Learn in Social Studies Classes in Elementary School Nasha Indri Fazila; Nurdiansyah; Jennyta Caturiasari
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.220

Abstract

Students’ learning motivation based on gender and its correlation with gender representation in social studies instruction have not been extensively studied, particularly at the elementary school level in Indonesia. This study aims to analyze students’ learning motivation based on gender and to examine the correlation between gender representation in social studies instruction and the learning motivation of elementary school students. This study employed a qualitative approach using a case study design conducted at an elementary school in Purwakarta Regency. The research subjects consisted of two teachers and four students selected using purposive sampling. Data were collected through observation, interviews, questionnaires, and documentation, then analyzed using the Miles & Huberman model with triangulation of techniques and sources to enhance data validity. Students’ learning motivation generally fell into the “good” category. Female students’ learning motivation was generally more stable, while male students’ motivation was more influenced by the learning methods used. Social studies curriculum content also revealed an imbalance in gender representation; males were more frequently depicted in the public sphere, while females were depicted in the domestic sphere. There is a relationship between gender representation in social studies instruction and students’ learning motivation; therefore, teachers and instructional material developers need to pay attention to balanced gender representation and the use of varied teaching methods.
The Effect of The Role Playing Learning Model on The Social-Emotional Skills of Grade 5 Students In Social Studies Learning Tiara Yogiarni; Sofyan Iskandar; Hisny Fajrussalam; Nurdiansyah; Eko Wahyunanto Prihono; Neneng Sri Wulan; Nenden permas Hikmatunisa
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6534

Abstract

The development of the era marked by changes in social life has an impact on decreasing social sensitivity, including among elementary school students. This phenomenon presents challenges in education, especially in preparing students to meet the demands of 21st-century skills that emphasize cognitive abilities and social and emotional skills. This study aims to improve students' social-emotional skills by implementing a role-playing learning model in Social Studies (IPS) subjects for fifth-grade students and to see its effects. The research method used in this study uses a quantitative research method with an experimental research type and a pre-experimental design with a one-group pretest-posttest design. The subjects in this study were 20 fifth-grade students at a school in Purwakrta. Data collection techniques used in this study were observation and documentation methods. The results of the study obtained an average pre-test data of fifth-grade students' social-emotional skills with a percentage of 79.65 while the post-test with an average of 86.05. This is proven by the results of data analysis using the sign test formula, namely the significance level (α) ≥ p (probability) of (0.05 ≥ 0.00). This means that H0 is rejected and H1 is accepted. This means that there is an effect of the application of the role-playing learning model on the social-emotional skills of fifth-grade students in a school in Purwakarta. Thus, learning using the role-playing model can be a solution in improving social-emotional skills.
Co-Authors Ade Wikarya Adela Fauziah Anggita Suria Fatimah Anita Puspita Julianti Asep Kurnia Jayadinata Asep Kurnia Jayadinata Asthiyani Kholida Caturiasari, Jennyta Cheppy Risnandar Angga Widjaya Cucum Nurjanah Dzulfa Nur Firdaus Eko Wahyunanto Prihono Fajrussalam, Hisny Gia Nikawanti Hisny Fajrussalam Hisny Fajrussalam Iskandar, Sofyan Kanisa Dewi Suci Lestari Laisha Zahra Luthfiah Nur Istighna Muhammad Nurfitrian Nadia Tiara Antik Sari Nasha Indri Fazila Nenden Permas Hikmatunisa Nenden Permas Hikmatunisa Neneng Sri Wulan Nikawanti, Gia Risa Putri Aprianti Rizqa Mardhiah Sahrul Hidayat Saputro, Devin Tria Siti Mariyam Sofyan Iskandar Tiara Yogiarni Tiara Yogiarni Tiara Yogiarni Widaningsih Widaningsih Wina Mustikaati