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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 Literasi: Jurnal Pendidikan Guru Indonesia Jurnal Pendidikan Terapan Jurnal Konseling Pendidikan Islam Journal of Educational Studies Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Nurdiansyah Nurdiansyah
Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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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.
Co-Authors Ade Wikarya Adela Fauziah Anggita Suria Fatimah Anita Puspita Julianti Asep Kurnia Jayadinata Asep Kurnia Jayadinata Asthiyani Kholida Caturiasari, Jennyta Dzulfa Nur Firdaus Fajrussalam, Hisny Gia Nikawanti Iskandar, Sofyan Kanisa Dewi Suci Lestari Laisha Zahra Muhammad Nurfitrian Nadia Tiara Antik Sari Nasha Indri Fazila Nenden Permas Hikmatunisa Nikawanti, Gia Risa Putri Aprianti Rizqa Mardhiah Saputro, Devin Tria Siti Mariyam Tiara Yogiarni Tiara Yogiarni Wina Mustikaati