Garuda - Garba Rujukan Digital

Pentingnya Asesmen Formatif Dalam Meningkatkan Disiplin Belajar Peserta Didik Ester Dewi Barek Goran; Yulius Rustan Effendi; Romadhon
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.27055

Effective learning requires discipline, yet there has been a decline in students' discipline. Teachers must prioritize formative assessment in the learning process to enhance student success. Implementing this formative assessment makes it easier for teachers to measure students' learning achievements, enabling them to provide feedback for improvement in future learning processes. The aim of this study is threefold: (1) to understand the importance of applying formative assessment in learning; (2) to understand the steps teachers take when applying formative assessment; and (3) to understand the impact of applying formative assessment on students. This study decisively adopts a qualitative research design with a descriptive approach. Data were collected rigorously through interviews, observations, and document studies, ensuring a comprehensive understanding of the subject matter. The results of this study show that formative assessment is important for increasing students' engagement and discipline in learning, as well as helping teachers evaluate the effectiveness of learning during the process. Formative assessment is a powerful tool employed through diverse learning activities that teachers facilitate throughout the educational process. It is vital for enhancing students' learning, as it strengthens their discipline and motivation.

PEMANFAATAN PLATFOM CANVA SEBAGAI MEDIA PEMBELAJARAN UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA DI ERA DIGITAL DI SEKOLAH MENENGAH PERTAMA KATOLIK SANTA MARIA 2 MALANG Anisa Putri Anggraini; Didik Iswahyudi; Yulius Rustan Effendi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50049

This study aims to describe the utilization of the Canva platform as a learning medium in Civic Education (PPKn) learning to improve students’ learning motivation in the digital era at SMP Katolik Santa Maria 2 Malang. This research employed a qualitative approach with a case study design. Data were collected through observations, semi-structured interviews, and documentation involving the principal, vice principal of curriculum, Civic Education teachers, ICT teachers, and eighth-grade students. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings revealed that the use of Canva in learning activities increased students’ motivation, focus, participation, and understanding of the material. Canva helped teachers present learning materials in a more visual, interactive, and contextual manner through presentations, infographics, posters, and project-based assignments. Students became more enthusiastic, active in discussions, and confident in expressing their ideas during the learning process. In addition, Canva supported collaborative learning and strengthened students’ digital literacy skills. However, several obstacles were found, such as internet connectivity issues and differences in students’ digital abilities. Teachers addressed these challenges by providing guidance, selecting simple features, and combining Canva with other learning methods. Overall, Canva proved to be an effective digital learning medium that supports innovative, interactive, and student-centered Civic Education learning in the digital era.

IMPLEMENTASI FLIPPED CLASSROOM MELALUI MEDIA VIDEO MICRO-LEARNING UNTUK MENINGKATKAN PERILAKU MENDUKUNG WAWASAN NUSANTARA PADA SISWA KELAS VIII SMPN 17 MALANG M. Ma'rifani; Yulius Rustan Effendi; Muthomimah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62311

This study examined the effectiveness of implementing the Flipped Classroom model supported by micro-learning videos in fostering students' behavior aligned with the values of Wawasan Nusantara (the Indonesian Archipelagic Outlook). The research was motivated by the limited participation of students during Pancasila Education lessons, which contributed to inadequate conceptual understanding and weak internalization of national values. A collaborative Classroom Action Research (CAR) design based on the Kemmis and McTaggart spiral model was employed over two action cycles. The participants consisted of 32 eighth-grade students of SMPN 17 Malang during the second semester of the 2025/2026 academic year. Data were gathered through classroom participation observation sheets, pre-test and post-test assessments comprising 15 case-based multiple-choice questions, students' reflective journals, and supporting documentation. The collected data were analyzed using descriptive-comparative techniques and qualitative analysis involving data reduction, data display, and conclusion drawing. The intervention was considered successful when at least 75% of the students demonstrated active participation and a minimum classical learning mastery of 85% was achieved. The findings revealed continuous improvement across the two cycles. The proportion of actively participating students increased from 56.25% in Cycle I to 87.50% in Cycle II, while classical learning mastery improved from 65.63% to 90.63%. These results indicate that integrating the Flipped Classroom approach with micro-learning videos creates a more engaging learning environment, encourages active student participation, and strengthens the internalization of Wawasan Nusantara values within Pancasila Education.

IMPLEMENTASI MEDIA PEMBELAJARAN INTERAKTIF LOTRE PANCASILA UNTUK MENINGKATKAN PARTISIPASI BELAJAR PESERTA DIDIK MATA PELAJARAN PENDIDIKAN PANCASILA Natalia, Erina; Didik Iswahyudi; Yulius Rustan Effendi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 3 (2026): Volume 11 No. 3, September 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i3.63304

This study examines how interactive learning media, such as lottery games, can be used to increase student engagement in citizenship education. The impetus for the research was the recognition of a pressing concern: a lack of student engagement in the learning process. This issue has been identified as critical and requires immediate attention. The study launched a decisive effort to effectively resolve the issue of low student engagement, which had been identified as a key challenge. Traditional teaching methods that emphasize the teacher, combined with a lack of interactive learning resources, greatly diminish educational effectiveness. Therefore, this study focuses on creating a game-based learning experience that is student-centred, engaging, enjoyable, and meaningful. A qualitative descriptive approach was employed involving secondary school students and citizenship education teachers from Malang Regency. Data collection techniques included observation, interviews, and documentation. The robust Miles and Huberman interactive model was used to analyse the data, seamlessly integrating data reduction, presentation, and conclusion. This model encompasses all three processes. The research findings demonstrate that the Pancasilan lottery game increases student participation in cognitive, affective, and social learning. Students demonstrated increased motivation to learn, improved critical thinking skills, greater confidence in expressing their opinions, and greater involvement in discussions and group work. This method creates a more interactive, collaborative, and engaging learning environment. Its creativity and positive impact make this method increasingly popular among educators and students alike. It is also easy to implement as it does not require complex technology. Thus, it positively contributes to improving the quality of education in line with the principles of the Indonesian state.

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