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Improving the skills of prospective elementary teachers in designing earth and space science digital teaching materials: TPACK framework Diki Rukmana; Sri Lestari Handayani
Jurnal Inovasi Pendidikan IPA Vol 8, No 2: Oktober 2022
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v8i2.45474

This study aims to implement an Earth and Space Science lecture program based on the TPACK framework to improve the skills in designing earth and space learning materials prepared for teaching at the elementary school level by integrating pedagogy and technology. The lecture program is structured based on 3 levels of the TPACK framework where at the first level 3 basic competencies are introduced, namely pedagogical knowledge (PK), content knowledge (CK), and technological knowledge (TK). At the next stage, lecture activities are designed by integrating two of the three basic knowledge, namely pedagogical content knowledge (PCK), technology pedagogical knowledge (TPK), and technology content knowledge (TCK). In the last stage, lecture activities were designed to combine the three basic knowledge aspects, namely technology pedagogical content knowledge (TPCK) into a learning video product. The results show an increase in the TPACK competence of prospective teachers in the medium category. In addition, based on an assessment of the resulting digital teaching products, the TPACK framework-based lecture program is able to facilitate the formation of the skills of prospective teachers in making teaching materials in terms of the appearance of the presentation of teaching materials, content management, and the integration of pedagogical strategies and technology in a good category.

THE INFLUENCE OF THE INQUIRY LEARNING MODEL ON THE LEARNING OUTCOMES OF NATURAL SCIENCES CLASS FOUR ELEMENTARY SCHOOL Rizky Ajeng Ayuningtias; Diki Rukmana
Jurnal Cakrawala Pendas Vol. 9 No. 4 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v9i4.5381

The learning process can influence a student’s success in achieving educational goals. However, the lack of innovation in elementary school natural science learning models makes it difficult for students to assimilate the presented material. This research aims to determine the influence of the guided inquiry learning model on the learning outcome of Natural Sciences. Research methods use quantitative research methods, quasi-models experiment with a pretest-posttes-only control design pattern, and the type of instrument use using a double choice test using 2 class samples on the experimental class using. The inquiry model is guided, and the control class uses the conventional learning outcomes of students in the fourth grade of the Master of Science. This is a supported by a cognitive hypothesis test with the results of N_sig < N_table with a score of 0.015 < 0.05. test affective hypothesis test with the results of N_sig < N_table with a score of 0.000 < 0.05, and psychomotor hypothesis test, whit the results of N_sig < N_table, with score of 0.000 < 0.005. based on the research, It can be concluded that the guided inquiry learning model influence the results of natural science learning in the fourth grade of elementary. Proses pembelajaran dapat mempengaruhi keberhasilan siswa untuk mencapai tujuan pendidikan. Namun kurangnya inovasi model pembelajaran pada pelajaran ilmu pengetahuan alam di sekolah dasar membuat siswa mengalami kesulitan untuk memahami materi yang diajarkan. Penelitian ini bertujuan melihat pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar ilmu pengetahuan alam kelas IV SD, metode yang digunakan adalah kuasi eksperimen dengan pretest-posttest-only control desain. Sempel yang dipakai adalah sebanyak 2 kelas dipilih secara random sampling, kelas eksperiment sebanyak 30 siswa dan kontrol sebanyak 30 siswa. Hasil penelitian ini menunjukan bahwa model pembelajaran yang dipandu oleh survei mempengaruhi hasil belajar ilmu alam pengetahuan alam kelas IV di sekolah dasar. Hasil ini didukung oleh tes hipotesis dengan hasil hipotesis kognitif N_sig < N_table dengan nilai 0.015 < 0.05., hipotesis afektif dengan nilai 0.000 < 0.05 dan hipotesis psikomotor dengan nilai 0.000 < 0.05. Hasil penelitian yang diperoleh dapat disimpulkan bahwa model pembelajaran tersebut memiliki pengaruh yang dipandu pada hasil belajar ilmu pengetahuan alam kelas IV di sekolah dasar.

Systematic Literature Review of TPACK Scale Development in Science Learning (2006-2022) Diki Rukmana
International Conference on Elementary Education Vol. 5 No. 1 (2023): Proceeding The 5th International Conference in Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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

The success of integrating technology in learning through the TPACK framework can be seen from the extent of the measurement results using the TPACK instrument. Various instruments to measure TPACK have been developed by researchers in different research contexts regarding the application of the TPACK framework in learning. This article aims to analyze in depth various articles related to the development of the TPACK instrument that has been carried out, especially in the scope of science learning. By using the Systematic Literature Review method , 9 publications originating from the google schoolar database between 2006-2022 will be analyzed by focusing on the form of the TPACK instrument developed, the TPACK indicator used to construct item items and the context in which the TPACK instrument was developed. The results of this study show that all instruments developed to measure TPACK in science learning are in the form of a self-assessment survey questionnaire with reference to 7 aspects of TPACK as proposed by Mishra and Koehler in 2006. The indicators of mastery of technology that are required to be mastered by teachers continue to develop along with technological advances.

Pengembangan E-Modul Menggunakan Aplikasi Book Creator Berbasis Pendekatan Saintifik dan Keterampilan Berpikir Kreatif Pada Pembelajaran IPA Siswa Kelas IV SD Larasati, Sekar Reviyana; Rukmana, Diki
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 8 No 3 (2024): Additional Issue
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/else.v8i3.19393

The purpose of this study was to develop an interactive e-module that combines a scientific approach and creative thinking skills in learning science for grade IV SD. The development method used is the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Science education experts and teachers are involved in the validation process to ensure the validity of the content and design of the e-module. The results of the study show that the developed e-module has content that is in accordance with the science curriculum for grade IV SD and has been integrated with a scientific approach and creative thinking skills. This e-modul uses the Book Creator application which allows students to interact with learning materials through images, text, videos, and other interactive elements. In addition, the e-module also contains tasks that encourage students to use creative thinking skills in solving scientific problems. The use of this e-module is expected to increase students interest in learning, as well as strengthen understanding of scientific concepts and creative thinking skills in science learning. The development of e-modules using the Book Creator application based on a scientific approach and creative thinking skills in science learning for class IV SD has great potential to improve the quality of learning and develop students' creativity in science. Keywords: E-Modul; Book Creator; Creative Thinking, Science

E-LKPD Berbasis Problem Solving dengan Pendekatan Kontekstual pada Pembelajaran IPA Kelas V Sekolah Dasar Aulia, Rizka De; Rukmana, Diki
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 6 No. 3 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v6i3.66459

Kurangnya bahan ajar menyebabkan kemampuan berpikir rendah, sehingga tidak terasahnya kemampuan berpikir siswa. Penelitian ini bertujuan untuk menciptakan E-LKPD berbasis problem solving dengan pendekatan kontekstual pada pembelajaran IPA Kelas V SD. Metode penelitian yang digunakan yaitu metode R&D (Research and Development) dengan menggunakan model penelitian ADDIE (Analysis, Design, Development, Implementation, Evaluation). Metode pengumpulan data menggunakan wawancara, observasi dan angket. Teknik analisis data dilakukan dengan teknik kuantitatif dan kualitatif. Penelitian dan pengembangan ini divalidasi oleh satu ahli materi IPA, satu ahli media, satu ahli pedagogik, satu guru dan 30 siswa kelas V SD. Produk ini memenuhi nilai kelayakan. Hasil validasi oleh ahli materi memperoleh persentase 90%, hasil validasi oleh ahli media meperoleh persentase 96%, hasil validasi ahli pedagogik memperoleh persentase 93%, hasil validasi oleh guru memperolah persentase 97% dan implementasi pada siswa kelas V memperoleh persentase 80%. Hasil Uji Non Parametik (Uji Mann Whitney) mendapatkan hasil data dengan Asymp. Sig. (2-tailed) <,001 yang dimana dapat dinyatakan bahwa terdapat perbedaan yang signifikan nilai kemampuan pemecahan masalah antara siswa kelas 5A yang menggunakan E-LKPD yang dengan siswa kelas 5B yang menggunakan LKPD biasa yang digunaan di sekolah.

English: Bahasa Indonesia Fauzan Juliansyah; Diki Rukmana
Jurnal Cakrawala Pendas Vol. 8 No. 3 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v8i3.2633

Based on the identification of the problem, many Indonesian people, especially school children, are still not interested in reading activities. One of the efforts to increase interest in reading promoted by the government is to promote a reading corner program in schools. This study aims to determine the effect of the reading corner program in terms of the quality of the reading corner and the teacher's role in using the reading corner to increase the reading interest of fourth grade elementary school students in the Cijantung-East Jakarta area. By using survey research methods, the research instrument consists of 23 Questionnaire statement items were distributed to 4 schools consisting of 2 public elementary schools and 2 private elementary schools with a total sample of 233 students. Confirmatory Factor Analysis and Structural Equation Modeling (SEM) were performed to analyze instrument validation and test hypotheses. The results of the factor analysis showed that of the 23 instruments tested, there were 6 items that did not meet the requirements because they had an unqualified loading factor so that only 16 statements were used for analysis. The results of the SEM analysis show that the increase in reading interest is not dominantly influenced by the quality of the reading corner itself, but must be accompanied by the role of the teacher. These results indicate that the implementation of the reading corner program in schools is not only physically present but also must be supported by the role of the teacher.

THE INFLUENCE OF THE INQUIRY LEARNING MODEL ON THE LEARNING OUTCOMES OF NATURAL SCIENCES CLASS FOUR ELEMENTARY SCHOOL Rizky Ajeng Ayuningtias; Diki Rukmana
Jurnal Cakrawala Pendas Vol. 9 No. 4 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v9i4.5381

The learning process can influence a student’s success in achieving educational goals. However, the lack of innovation in elementary school natural science learning models makes it difficult for students to assimilate the presented material. This research aims to determine the influence of the guided inquiry learning model on the learning outcome of Natural Sciences. Research methods use quantitative research methods, quasi-models experiment with a pretest-posttes-only control design pattern, and the type of instrument use using a double choice test using 2 class samples on the experimental class using. The inquiry model is guided, and the control class uses the conventional learning outcomes of students in the fourth grade of the Master of Science. This is a supported by a cognitive hypothesis test with the results of N_sig < N_table with a score of 0.015 < 0.05. test affective hypothesis test with the results of N_sig < N_table with a score of 0.000 < 0.05, and psychomotor hypothesis test, whit the results of N_sig < N_table, with score of 0.000 < 0.005. based on the research, It can be concluded that the guided inquiry learning model influence the results of natural science learning in the fourth grade of elementary. Proses pembelajaran dapat mempengaruhi keberhasilan siswa untuk mencapai tujuan pendidikan. Namun kurangnya inovasi model pembelajaran pada pelajaran ilmu pengetahuan alam di sekolah dasar membuat siswa mengalami kesulitan untuk memahami materi yang diajarkan. Penelitian ini bertujuan melihat pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar ilmu pengetahuan alam kelas IV SD, metode yang digunakan adalah kuasi eksperimen dengan pretest-posttest-only control desain. Sempel yang dipakai adalah sebanyak 2 kelas dipilih secara random sampling, kelas eksperiment sebanyak 30 siswa dan kontrol sebanyak 30 siswa. Hasil penelitian ini menunjukan bahwa model pembelajaran yang dipandu oleh survei mempengaruhi hasil belajar ilmu alam pengetahuan alam kelas IV di sekolah dasar. Hasil ini didukung oleh tes hipotesis dengan hasil hipotesis kognitif N_sig < N_table dengan nilai 0.015 < 0.05., hipotesis afektif dengan nilai 0.000 < 0.05 dan hipotesis psikomotor dengan nilai 0.000 < 0.05. Hasil penelitian yang diperoleh dapat disimpulkan bahwa model pembelajaran tersebut memiliki pengaruh yang dipandu pada hasil belajar ilmu pengetahuan alam kelas IV di sekolah dasar.

Religious Values-Based Learning Materials on Earth and Space Science: Analysis Spirituality and Conceptual Understanding Levels Rukmana, Diki; Suhandi, Andi; Ramalis, Taufik Ramlan; Samsudin, Achmad
Indonesian Journal of Science and Mathematics Education Vol. 5 No. 3 (2022): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v5i3.12489

This study aims to determine the effect of religious values-based earth and space science teaching materials on the level of mastery of concepts and spiritual attitudes. Using one group pretest-posttest design, 14 items of concept understanding essays test and 15 items of spiritual attitude questionnaire were given to 32 prospective elementary school science teachers who took earth and space science courses in the even semester of 2021/2022. The results of data analysis showed that 30.13% of prospective teacher an increase to the level of partial understanding and 34.60% of prospective teacher an increase to the level of sound understanding. In the aspect of spiritual attitudes, 91.25% of prospective teacher have the perception that their spiritual level has increased and 8.75% of prospective teacher have the perception that their spiritual level is fixed. These results indicate that the religious value-based science teaching materials used are good enough to increase the level of conceptual understanding and spiritual attitudes

The Relationship Of Reflective Thinking Skills And Critical Thinking Skills In Science Problem Solving Rukmana, Diki; Suhandi, Andi; Samsudin, Achmad
JETL (Journal of Education, Teaching and Learning) Vol 10, No 1 (2025): Volume 10 Number 1, 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v10i1.6159

To be a good science teacher requires reflective thinking skills and critical thinking skills, both of which play an important role in scientific problem solving activities. Theoretically, there is a relationship between reflective thinking and critical skills, but empirical testing is needed. The aim of this research is to see the relationship between reflective thinking skills and critical thinking skills in the science problem solving activities. This research is included in correlational research, with a research population of prospective elementary school teacher students in semester 4 at Muhammadiyah University Prof. Dr. Hamka is taking a science education course. The research sample consisted of 48 students. Simple random sampling is used in the sampling technique. The data analysis technique uses the Spearman correlation test to test the relationship between the two variables and a simple linear regression test to predict the linear relationship between the two variables. Based on research findings, there is a significant relationship between reflective thinking skills and critical thinking skills in problem solving activities with a correlation value of 0.779 (very strong). Apart from that, there is also a linear relationship between these two variables so that the critical thinking skills score can be predicted using the regression equation Y = 82.485 + 1.144X.

Preliminary Validation of the AI Technology Acceptance Instrument for Primary Educators Zulherman, Zulherman; Rukmana, Diki; Pranata, Khavisa; Supriansyah, Supriansyah; Mansor , Abu Bakar Ahmad Mansor
Journal of Instructional and Development Researches Vol. 5 No. 4 (2025): August
Publisher : Yayasan Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/jider.v5i4.580

Education in Indonesia has undergone substantial transformation with the widespread integration of technology. In this context, technology training for teachers is essential to enhance the quality of teaching and learning in elementary schools. However, only approximately 30% of teachers report feeling adequately prepared to integrate technology into their instructional practices. This reveals a gap between the increasing demand for educational technology and teachers’ readiness to adopt it. This pilot study aims to evaluate the reliability and construct validity of an adapted instrument designed to measure elementary school teachers’ acceptance of artificial intelligence (AI) technology in East Jakarta, Indonesia. The study incorporates six key constructs: Perceived Usefulness (PU), Perceived Ease of Use (PEU), Social Influence (SI), Facilitating Conditions (FC), Behavioral Intention (BI), and Perceived Trust (PT), with a total of 22 proposed indicators. Data were collected from 61 elementary school teachers who completed a structured questionnaire based on the proposed research model. The results indicate that the instrument meets the required thresholds for both construct validity and reliability. However, only 21 indicators met the established criteria, with one indicator excluded due to low factor loading. The findings from this preliminary study provide a valid foundation for applying the instrument in larger-scale research on teachers’ acceptance of AI technologies in educational settings.

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