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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Kolaboratif Sains Bulletin of Pedagogical Research Amandemen: Journal of Learning, Teaching and Educational Studies
Tiara Yogiarni
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The Effect of Project Based Learning Model (PjBL) in Student Civics Kognitive Learning Results in Basic Schools Muchtar, Farah; Srie Mulyani; Tiara Yogiarni
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 2 No. 2 (2024): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v2i2.56

Abstract

The background of this study is that it is still often found that students during learning activities look unprepared to receive material and many of them are still less interested in Civics lessons, resulting in learning activities not running properly which makes the learning outcomes obtained by students less than optimal. The purpose of this study was to determine the improvement of cognitive learning outcomes of Civics students who get learning treatment using project-based learning (PjBL) learning model and tofind out how the effect of project-based learning (PjBL) learning model on cognitive learning outcomes of Civics students in elementary school. This study used a quasi-experimental type using a sample of fifth grade elementary school students as many as 21 students from the experimental class and 21 students from the control class. The project-based learning (PjBL) model treatment was given to the experimental class while the control class received the STAD cooperative model treatment. The test instrument used in this study was in the form of multiple choice, to measure the ability of the student learning outcomes studied. The results in this study were seen from the average score obtained by students during the pretest before getting treatment in the experimental class of 68.10, then when the posttest was carried out, the average score of students increased to 87.17. Then in the calculation of the regression test of the pretest and posttest data, the value of Fcount > Ftable or 66.424> 4.38 means that H0 is rejected. Thus it can be concluded that the cognitive learning outcomes of Civics students in the experimental class have increased after getting the project-based learning (PjBL) model treatment and there is a great influence on the use of the project-based learning (PjBL) model on the cognitive learning outcomes of Civics students in the experimental class.
The Education Character in Boarding Schools: Implementing Civic Learning to Develop Student Responsibility Jennyta Caturiasari; Tiara Yogiarni; Indah Nurmahanani
Bulletin of Pedagogical Research Vol. 5 No. 1 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i1.1852

Abstract

This study aims to examine the implementation of Civic Education (Pendidikan Kewarganegaraan or PKn) within the cultural environment of a boarding school to enhance students’ character development, particularly in terms of responsibility and discipline. Employing a qualitative approach with a case study method, the research focuses on a single boarding school as the primary subject. Data were collected through observations, in-depth interviews with teachers, students, and the principal, as well as document analysis. The findings reveal that Civic Education is not only delivered theoretically in the classroom but is also integrated into students’ daily lives through consistent habituation, school regulations, and exemplary behavior demonstrated by all members of the school community. The boarding school environment, which emphasizes discipline and independence, provides ample space for the internalization of character values, especially responsibility and discipline. These results indicate that a contextual approach to Civic Learning, embedded within a strong school culture, effectively reinforces character formation. Thus, the contextualized implementation of Civic Education in the cultural environment of a boarding school
PENGEMBANGAN MEDIA ENERGY.EDU BERBANTUAN SCRATCH BERBASIS MODEL CHILDREN LEARNING IN SCIENCE (CLIS) UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS SISWA SEKOLAH DASAR Hanifah Tri Nur Fadillah; Fitri Nuraeni; Tiara Yogiarni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 3 (2025): Volume 10 No3 September, 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.v10i3.29421

Abstract

Energy.edu is a digital learning media developed as a solution to the low level of students science process skills, especially on Energi yang Bergerak topics. This research aims to develop scratch-assisted energy.edu media based on the Children Learning in Science (CLIS) model to improve elementary school students' science process skills.. This research method utilizes Research and Development (R&D) in conjunction with the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The research sample consisted of 25 experimental class students and 25 control class students in class IV at SDN 1 Munjuljaya. The results showed that the energy.edu media that had passed the product test stage by media experts received a score of 85% with very feasible criteria. Energy.edu is also able to improve KPS better than conventional learning; this can be proven from the comparison of pre-test and post-test results per indicator of science process skills that increase. In addition, energy.edu media also has an effect of using the CLIS model on KPS by 49%. Energy.edu is expected to be an alternative solution in improving students' science process skills on the topic of moving energy, and is recommended to be widely used to utilize technology in teaching media and maximize IPAS learning.
PENGARUH MODEL PEMBELAJARAN INKUIRI DENGAN BANTUAN APLIKASI QREATIF EDUKATIF TERHADAP PEMAHAMAN KONSEP IPA SISWA SEKOLAH DASAR Gina Selvia Rahayu; Fitri Nureani; Tiara Yogiarni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 3 (2025): Volume 10 No3 September, 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.v10i3.29464

Abstract

Conceptual understanding is an important part of science learning, as it allows students to relate the material to real-life experiences and think scientifically. However, the low conceptual understanding remains a major issue in elementary schools, caused by science education being dominated by conventional teaching methods. This study aims to determine the effect of the guided inquiry learning model assisted by the Qreatif Edukatif application on the understanding of science concepts among elementary school students. This study adopts a quantitative approach with a quasi-experimental method. The research design used is a quasi-experimental Nonequivalent Control Group Design, with subjects in the experimental class consisting of 28 samples and the control class consisting of 31 students. Data were collected through multiple-choice test instruments adjusted to the indicators of science concept understanding, namely giving examples, explaining, classifying, concluding, and interpreting. Then the data were analyzed using descriptive statistics, normality test, homogeneity test, regression, and t-test. The results show a significant increase in the posttest scores of the experimental class with a mean score of 79.03 compared to the control class mean score of 63.22. Regression analysis indicates that the inquiry model contributed 45.2% to the improvement in conceptual understanding. The N-Gain score of the experimental class was 66% (moderate and quite effective category), while the control class was 35% (low category). It can be concluded that the guided inquiry model with the help of the Qreatif Edukatif application effectively influences and enhances students' understanding of science concepts. Further research is recommended to expand the focus of the study to include a wider range of concept comprehension indicators.
Perspektif Mahasiswa PGSD Dalam Penggunaan Chatbot AI Terhadap Kemampuan Berpikir Kritis Mahasiswa PGSD: Perspectives of Elementary School Teacher Education Students on the Use of AI Chatbots on Critical Thinking Skills of Elementary School Teacher Education Students Salma Nurhaliza Darmansyah; Salsa Nurfazhira; Ali Azhar Herdiansyah; Najmira Nurul Azizah; Hafidziani Eka Putri; Tiara Yogiarni
Jurnal Kolaboratif Sains Vol. 8 No. 12: Desember 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/jks.v8i12.9597

Abstract

Perkembangan penggunaan Chatbot AI di kalangan mahasiswa memunculkan pertanyaan mengenai pengaruhnya terhadap kemampuan berpikir kritis, khususnya bagi mahasiswa PGSD sebagai calon pendidik. Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan Chatbot AI terhadap kemampuan berpikir kritis mahasiswa PGSD. Penelitian menggunakan pendekatan kuantitatif dengan desain non-eksperimental dan melibatkan 51 responden yang dipilih melalui simple random sampling. Data dikumpulkan menggunakan angket skala Likert yang mengukur intensitas penggunaan Chatbot AI dan empat indikator kemampuan berpikir kritis. Hasil menunjukkan bahwa penggunaan Chatbot AI berpengaruh signifikan terhadap kemampuan berpikir kritis dengan nilai p < 0.001 dan koefisien regresi 0.825. Selain itu, nilai R² sebesar 0.808 menunjukkan bahwa 80,8% variasi kemampuan berpikir kritis dijelaskan oleh penggunaan Chatbot AI. Pembahasan mengindikasikan bahwa interaksi dengan AI mendorong mahasiswa menilai akurasi, relevansi, dan kualitas informasi sehingga memicu aktivitas evaluatif dan inferensial. Temuan ini juga menegaskan bahwa penggunaan AI secara reflektif dapat memperkuat proses penalaran kritis mahasiswa PGSD. Disimpulkan bahwa penggunaan Chatbot AI memiliki kontribusi kuat terhadap kemampuan berpikir kritis mahasiswa.
Co-Authors Ali Azhar Herdiansyah Fitri Nureani Gina Selvia Rahayu Hafidziani Eka Putri Hanifah Tri Nur Fadillah Indah Nurmahanani Indradewa, Rhian Jennyta caturiasari Muchtar, Farah Najmira Nurul Azizah Salma Nurhaliza Darmansyah Salsa Nurfazhira Srie Mulyani