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<![CDATA[Pengaruh Model Problem Based Learning Berbantuan Media Wordwall Dalam Meningkatkan Kemampuan Pemecahan Masalah Mata Pelajaran IPAS Pada Peserta Didik Di Sekolah Dasar ]]>
<![CDATA[Ira Rahma Aulia]]>;
<![CDATA[Darda Abdullah Sjam]]>;
<![CDATA[Yuni Indriyani]]>
<![CDATA[ Jurnal Pendidikan Sains dan Teknologi Terapan | E-ISSN : 3031-7983 Vol. 2 No. 2 (2025): April - Juni ]]>
Publisher : <![CDATA[CV.ITTC INDONESIA ]]>
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<![CDATA[Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemecahan masalah peserta didik dalam pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di kelas V SDN Margahayu 02, serta masih terbatasnya pemanfaatan media digital dalam proses pembelajaran. Rendahnya kemampuan tersebut menjadi tantangan dalam membentuk peserta didik yang mampu berpikir kritis dan menyelesaikan masalah secara mandiri. Untuk menjawab permasalahan ini, diterapkan model pembelajaran Problem Based Learning (PBL) yang dipadukan dengan media digital Wordwall. Penelitian ini bertujuan untuk mendeskripsikan proses penerapan model pembelajaran tersebut, membandingkan kemampuan pemecahan masalah antara kelas eksperimen dan kelas kontrol, serta menganalisis pengaruh penggunaan model PBL berbantuan media Wordwall terhadap peningkatan kemampuan peserta didik. Metode penelitian yang digunakan adalah quasi eksperimen dengan desain Nonequivalent Control Group Design. Teknik pengumpulan data dilakukan melalui tes esai (pretest dan posttest), observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa terdapat peningkatan yang signifikan pada kemampuan pemecahan masalah peserta didik di kelas eksperimen. Nilai Cohen’s d sebesar 1,100 mengindikasikan pengaruh yang sangat tinggi, sedangkan nilai N-Gain sebesar 0,7225 menunjukkan peningkatan yang termasuk dalam kategori tinggi. Dengan demikian, dapat disimpulkan bahwa model Problem Based Learning yang didukung oleh media Wordwall terbukti efektif dalam meningkatkan kemampuan pemecahan masalah peserta didik pada pembelajaran IPAS di sekolah dasar.]]>
<![CDATA[STRENGTHENING ACADEMIC READINESS AND CHARACTER OF HIGH SCHOOL STUDENTS IN GARUT REGENCY IN FACING THE TRANSITION TO HIGHER EDUCATION OR THE WORLD OF WORK IN THE DIGITAL ERA ]]>
<![CDATA[Dahlan, Taufiqulloh]]>;
<![CDATA[Asep Deni Normansyah]]>;
<![CDATA[Yuni Indriyani]]>;
<![CDATA[Cep Miftah Khoerudin]]>;
<![CDATA[Saiman Rosamsi]]>
<![CDATA[ Pasundan International of Community Services Journal (PICS-J) Vol. 7 No. 01 (2025): Volume 07 Number 01 June 2025 ]]>
Publisher : <![CDATA[LPM Universitas Pasundan ]]>
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DOI: 10.23969/pics-j.v7i01.32762
<![CDATA[The digital era requires students to possess both academic readiness and strong character to face the transition to higher education or the world of work. This community service program aimed to strengthen academic readiness and build the character of high school students in Garut Regency, particularly at SMAN 19 Garut. The activities were carried out through socialization, learning motivation training, digital literacy, and soft skills provision on August 14, 2025, by lecturers from the Faculty of Teacher Training and Education, Universitas Pasundan, as part of the Community Service Program (KKN). The results showed an increase in students’ understanding of the importance of digital literacy, academic readiness, and character strengthening such as discipline, responsibility, and work ethic. In conclusion, this program effectively provided students with academic preparation and character development to face the challenges of transitioning to higher education or the workforce. Overall, this community service program proved effective in equipping high school students in Garut Regency with academic readiness and character strengthening. It not only enhanced understanding but also encouraged students to be better prepared for a challenging future. In the future, similar activities should be expanded to other schools so that more students can benefit and be truly ready to face the transition to higher education or the world of work in the digital era.]]>
<![CDATA[COMPETENCE OF PROFESSIONAL TEACHERS FACING 21st CENTURY LEARNING THROUGH 4C COLLABORATION, COMMUNICATION, CRITICAL THINKING, CREATIVITY) ]]>
<![CDATA[Indriyani, Yuni]]>;
<![CDATA[Siti Maryam Rohimah]]>
<![CDATA[ Pasundan International of Community Services Journal (PICS-J) Vol. 6 No. 01 (2024): Volume 06, Number 01 June 2024 ]]>
Publisher : <![CDATA[LPM Universitas Pasundan ]]>
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DOI: 10.23969/pics-j.v6i01.35111
<![CDATA[This activity is carried out to improve the Competence of Professional Teachers in Facing 21st Century Learning Through 4C (Collaboration, Communication, Critical Thinking, Creativity). In this training, teachers will receive training in the preparation of lesson plans that can develop the 4Cs. Teachers who are trained are expected to improve their performance in achieving achievement and quality of learning continuously. The training uses an interactive, dialogical and participatory pattern with an andragogic learning approach, horizontal relationships between participants and trainers by identifying the needs, resources and obstacles faced by teachers in developing integrated learning plans in their respective schools. The output target is that teachers have optimal pedagogical competence in carrying out their roles and functions professionally so that learning is more interesting.]]>
<![CDATA[PENGARUH MODEL PROJECT BASED LEARNING (PjBL) BERBANTUAN MEDIA CANVA TERHADAP HASIL BELAJAR PADA MATA PELAJARAN IPAS ]]>
<![CDATA[Sa’ud, Abdul Mumin]]>;
<![CDATA[Nuriyah Puadah]]>;
<![CDATA[Yuni Indriyani]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 5 No 4 (2025): Vol. 5 No. 4 Edisi November 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan ]]>
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DOI: 10.37081/jipdas.v5i4.3520
<![CDATA[Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik dalam mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS), yang disebabkan oleh dominasi metode pembelajaran konvensional yang kurang melibatkan keaktifan peserta didik dan terbatasnya penggunaan media digital interaktif. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penggunaan model Project based learning (PjBL) berbantuan media Canva terhadap hasil belajar IPAS peserta didik kelas IV sekolah dasar.Metode yang digunakan adalah kuantitatif dengan pendekatan quasi eksperimen menggunakan desain nonequivalent control group design. Subjek penelitian terdiri dari dua kelas, yaitu kelas eksperimen yang menerapkan model PjBL berbantuan media Canva dan kelas kontrol yang menggunakan metode pembelajaran konvensional. Instrumen penelitian berupa tes hasil belajar yang diberikan sebelum dan sesudah perlakuan. Teknik analisis data menggunakan uji normalitas, homogenitas, dan uji-t independent untuk melihat perbedaan hasil belajar antara kedua kelompok. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil belajar peserta didik pada kelas eksperimen dan kelas kontrol. Kelas eksperimen menunjukkan peningkatan hasil belajar yang lebih tinggi setelah penerapan model PjBL dengan bantuan media Canva. Hal ini menunjukkan bahwa penggunaan model PjBL berbantuan media Canva dapat meningkatkan partisipasi aktif, kreativitas, dan pemahaman konsep peserta didik secara lebih kontekstual. Dengan demikian, model Project based learning berbantuan media Canva dapat menjadi alternatif strategi pembelajaran yang efektif dan inovatif dalam meningkatkan hasil belajar IPAS di sekolah dasar.]]>
<![CDATA[PENGARUH METODE SAS TERHADAP KETERAMPILAN MEMBACA SISWA KELAS I SDN 038 KIARACONDONG KOTA BANDUNG ]]>
<![CDATA[Fasha, Arshanda Setya]]>;
<![CDATA[Harmaen, Dheni]]>;
<![CDATA[Indriyani, Yuni]]>
<![CDATA[ Jurnal Education and Development Vol 14 No 1 (2026): Vol 14 No 1 Januari 2026 ]]>
Publisher : <![CDATA[Institut Pendidikan Tapanuli Selatan ]]>
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DOI: 10.37081/ed.v14i1.7632
<![CDATA[Kesusahan membaca pada anak class 1 ialah sesebuah tantangan umum yang perlu diperhatikan dengan serius supaya tidak menghambat perkembangan belajar mereka. Salah satu problem utamanya ialah kurangnya pengenalan huruf serta bunyi (fonem). Banyak anak di usia ini masih kesusahan membedakan bentuk huruf, baik huruf kapital ataupun huruf kecil, serta yang lebih krusialnya, mereka belum mampu menghubungkan masing-masing huruf dengan bunyi yang tepat. Tujuan dari research yang dilakukan ialah memperbaiki serta menaikkan mutu atau kualitas membaca murid Sekolah Dasar class I, Akan tapi after asertaya fokus problem pada proses research ini, jadi tujuan research lebih terfokus untuk memberi pemahaman yang lebih baik terkait pengaruh methode SAS terhadap hasil belajar membaca pada murid Sekolah Dasar class I, sehingga bisa menaikkan kualitas belajar. Methode research, methode research yang dipakai ialah kuantitatif korelasional. Instrument untuk peneltian ini tes kecakapan membaca. Populasi yang writer ambil untuk research ini ialah murid class I di Sekolah Dasar Negeri 038 Kiaracondong Kota Bandung, bertotal 56 murid. Sample untuk research ini bertotal 28 murid I di Sekolah Dasar Negeri 038 Kiaracondong Kota Bandung. Teknik sampling yang dipakai untuk peneitian ini ialah dengan mejadii teknik random sampling ialah pengambilan anggota sample dari populasi yang dilakukan seteknik acak tanpa melihat strata yang ada untuk populasi itu. Didasarkan hasil perhitungan tampak bahwasanyasanya perbedaan avarage antara tes awal serta tes akhir terjadi seteknik substansial terhadap grup A (hasil belajar membaca mejadii methode koncensional) 9,15 sementara avarage grup B (hasil belajar membaca mejadii methode SAS) 13.79 terhadap peningkatan hasil belajar membaca pada murid class I di Sekolah Dasar Negeri 038 Kiaracondong Kota Bandung. Hasil perhitungan t analogi perbedaan dua hasil latihan 2,94 lebih tinggi dari ttable 2.03.]]>
<![CDATA[Implementing Snack Food Composition Label Analysis for Numeracy Learning in Elementary School: A Study in Teacher Professional Education ]]>
<![CDATA[Siti Maryam Rohimah]]>;
<![CDATA[Dadang Iskandar]]>;
<![CDATA[Eggie Nugraha]]>;
<![CDATA[Taufiqulloh Dahlan]]>; Siti Maryam Rohimah; Dadang Iskandar; Eggie Nugraha; Taufiqulloh Dahlan;
<![CDATA[Yuni Indriyani]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um065.v6.i6.2026.8
<![CDATA[The use of authentic contexts in numeracy learning is important to help prospective elementary school teachers design meaningful and contextual mathematics instruction. However, a gap remains in the literature regarding how prospective teachers perceive the feasibility and potential of authentic context-based numeracy activities. This study aimed to explore how elementary student teachers in a Teacher Professional Education (TPE) program perceive the feasibility and potential of implementing the activity "Analysis of Composition Labels of Snack Foods" as a vehicle for promoting numeracy learning. A descriptive qualitative method was employed, involving 57 TPE students who completed a perception questionnaire following the learning activity. Data triangulation was conducted through semi-structured interviews and classroom observations. Quantitative data were analyzed using descriptive statistics, while open-ended responses were analyzed through content analysis using NVivo 12. Findings revealed that 92.98% of participants regarded the activity as feasible and relevant for initial numeracy assessment, recognizing its contextual nature, engaging quality, and ease of implementation. The activity was found to support the development of cognitive and practical skills, including proportional reasoning, unit conversion, critical thinking, and data interpretation. Furthermore, the activity demonstrated applicability across multiple elementary school subjects, reflecting its potential as a cross-curricular instructional approach. These findings suggest that snack food composition label analysis is a feasible and beneficial learning activity that can be meaningfully integrated into core elementary mathematics topics, including fractions, measurement, and data presentation.]]>
<![CDATA[Pengaruh Model Cooperative Integrated Reading and Composition (CIRC) Berbantuan Aplikasi Riri dalam Meningkatkan Keterampilan Membaca Pemahaman Siswa Kelas IV Sekolah Dasar ]]>
<![CDATA[Reygina Ekana Putri]]>;
<![CDATA[Arifin Ahmad]]>;
<![CDATA[Yuni Indriyani]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceed.v7i3.2735
<![CDATA[This study was motivated by the low reading comprehension skills of fourth-grade elementary school students. It aimed to: (1) describe the learning process using the Cooperative Integrated Reading and Composition (CIRC) model assisted by the Riri Interactive Children's Story application, (2) determine the differences in reading comprehension skills between students who learned through the CIRC model assisted by the Riri application and those who received conventional instruction, and (3) examine the effect of the CIRC model assisted by the Riri application on students' reading comprehension skills. This study employed a quantitative approach using a quasi-experimental method with a pretest–posttest control group design. The participants were fourth-grade students of SDN 009 Cikadut, consisting of an experimental class and a control class. Data were collected through tests, observations, and documentation and analyzed using descriptive and inferential statistics, including normality, homogeneity, Independent Samples t-test, N-Gain, and Effect Size analyses. The results showed that teacher and student activities in the experimental class improved consistently during four learning sessions. The average score increased from 68.39 on the pretest to 82.71 on the posttest in the experimental class, while the control class improved from 68.80 to 74.88. The Independent Samples t-test revealed a significant difference between the two groups (Sig. = 0.029 < 0.05). The experimental class also achieved a higher N-Gain score (0.41) than the control class (0.14). Furthermore, the Effect Size value of 0.598 indicated a large effect of the CIRC model assisted by the Riri application on students' reading comprehension skills. Therefore, the Cooperative Integrated Reading and Composition (CIRC) model assisted by the Riri Interactive Children's Story application is effective in improving elementary school students' reading comprehension skills.]]>
<![CDATA[Innovation in Numeracy Learning Through Immersive Media for Pre-Service Teachers in Professional Education ]]>
<![CDATA[Siti Maryam Rohimah]]>;
<![CDATA[Yuni Indriyani]]>;
<![CDATA[Eggie Nugraha]]>;
<![CDATA[Subaryo Subaryo]]>
<![CDATA[ JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 10, No 2 (2026): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jtam.v10i2.36651
<![CDATA[This research presents an innovative approach to numeracy instruction for pre-service elementary school teachers using holographic images. The primary contribution is the integration of low-cost, mobile-based holographic prototyping within teacher education to enhance spatial reasoning, foster interdisciplinary learning, and support experiential pedagogy. This research aims to analyze prospective teachers' perspectives on holographic media in numeracy learning, with a focus on their experiences in designing and evaluating hologram prototypes for classroom use. A qualitative methodology was adopted, involving 59 pre-service teachers from an elementary teacher education program. Data collection utilized questionnaires and semi-structured interviews, with thematic analysis employed to identify key patterns and themes. Participants engaged in an iterative design process, developing and testing several holographic prototypes, which resulted in a truncated pyramid configuration optimized for mobile-based projection. The analysis identified four principal themes: interdisciplinary applicability, pedagogical strategies for young learners, development of holographic problem-solving skills, and improved spatial–structural understanding. The findings suggest that holographic learning activities enhance student engagement, deepen conceptual understanding, and strengthen both spatial and collaborative skills. This study extends the literature on numeracy and STEM education by illustrating the effective integration of immersive holographic media into pre-service teacher training as a practical and pedagogically valuable instructional innovation. ]]>
<![CDATA[Pengaruh Model Problem Based Learning (PBL) terhadap Kemampuan Pemecahan Masalah Matematis Ditinjau dari Metakognisi Belajar Murid Sekolah Dasar ]]>
<![CDATA[Rayna Hasna Mazaya]]>;
<![CDATA[Rina Indiriani]]>;
<![CDATA[Yuni Indriyani]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceed.v7i3.2999
<![CDATA[This research was motivated by the low mathematical problem-solving ability of elementary school students and the prevalence of teacher-centered learning practices. This study aims to determine the effect of the Problem Based Learning (PBL) model on students' mathematical problem-solving ability viewed from their level of learning metacognition, as well as to measure the extent of improvement in these skills at SDN 009 Cikadut Bandung. The research applied a quantitative approach with a quasi-experimental method using a 2x2 factorial Nonequivalent Control Group Design. The population and sample consisted of all 52 fourth-grade students, divided into class IV A (26 students) as the experimental group applying the PBL model, and class IV B (26 students) as the control group using a conventional learning model. Data collection techniques included mathematical problem-solving tests (pretest and posttest), learning metacognition questionnaires, observations, and documentation. The test instrument was designed based on Polya's four problem-solving stages. The results showed that the mean posttest score of the experimental class increased significantly from 67.92 (pretest) to 80.23 (posttest), with 50% of students achieving the "very good" category and 50% achieving the "good" category. Conversely, the control class's mean score moved from 67.54 (pretest) to 65.27 (posttest), with 84.6% of students in the "good" category and 15.4% in the "fair" category. Therefore, the implementation of the Problem Based Learning (PBL) model has a positive and significant effect on enhancing elementary school students' mathematical problem-solving ability, integrated with their level of learning metacognition.]]>
<![CDATA[Pengaruh model PBL berbantuan media Canva untuk meningkatkan hasil belajar Muatan Lokal di Sekolah Dasar ]]>
<![CDATA[Cahyani Adzkarina Puteri]]>;
<![CDATA[Abdul Mu’min Saud]]>;
<![CDATA[Yuni Indriyani]]>;
<![CDATA[Sunata]]>
<![CDATA[ Jurnal Pendidikan Surya Edukasi (JPSE) Vol. 12 No. 1 (2026): Jurnal Pendidikan Surya Edukasi (JPSE) ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Purworejo ]]>
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DOI: 10.37729/jpse.v12i1.7332
<![CDATA[Penelitian ini dilatarbelakangi oleh rendahnya capaian hasil belajar peserta didik pada mata pelajaran muatan lokal di SD Negeri Rancamanyar 01. Adapun tujuan dari penelitian ini adalah untuk (1) mengetahui proses pembelajaran kelas eksperimen dan kontrol, (2) mengetahui perbedaan peningkatan hasil belajar peserta didik yang menggunakan model Problem Based Learning berbantuan media Canva, (3) mengetahui pengaruh penggunaan model Problem Based Learning berbantuan media Canva terhadap hasil belajar peserta didik kelas V di sekolah dasar. Penelitian ini menggunakan pendekatan penelitian kuantitatif, dengan metode penelitian kuasi eksperimen. Desain penelitian yang digunakan adalah non equivalent control group design. Populasi yang digunakan dalam penelitian ini adalah peserta kelas V SD Negeri Rancamanyar 01, dengan sampel penelitian yaitu peserta didik kelas V B sebagai kelas eksperimen dan kelas V C sebagai kelas kontrol yang masing-masing kelas berjumlah 26 peserta didik. Teknik pengambilan data pada penelitian ini menggunakan tes dan observasi. Teknik analisis data yang digunakan dalam penelitian ini berupa uji N-Gain ternormalisasi dan uji Effect Size. Berdasarkan hasil penelitian dapat diperoleh bahwa (1) proses pembelajaran di kelas eksperimen dan kontrol berjalan dengan baik, ditunjukkan oleh hasil observasi yang mencapai 84% pada kelas eksperimen dan 81% pada kelas kontrol, (2) terdapat peningkatan hasil belajar yang menggunakan model Problem Based Learning berbantuan media Canva dengan nilai 0,68 dalam uji N-Gain dengan kategori tinggi, (3) terdapat pengaruh penggunaan model Problem Based Learning berbantuan media Canva dengan nilai 1,630 dalam uji effect size dengan kategori besar. Sehingga dapat disimpulkan bahwa terdapat pengaruh penggunaan model Problem Based Learning berbantuan media Canva terhadap hasil belajar peserta didik di kelas V SD Negeri Rancamanyar 01.]]>
