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All Journal Populer: Jurnal Penelitian Mahasiswa Jurnal Ilmiah Dan Karya Mahasiswa Algoritma: Jurnal Matematika, Ilmu Pengetahuan Alam, Kebumian dan Angkasa Jurnal Pendidikan Kimia, Fisika dan Biologi
Diva Amilia Ramadhani
Unknown Affiliation
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Peningkatan Media Belajar yang Menarik Melalui Aplikasi Quizz untuk Meningkatkan (Kekompakan, Kreatifitas, Berpikir Kritis) pada Siswa di Tingkat SD/MI Diva Amilia Ramadhani; Nurul Oktavia Ramadani; Nabila Fitri Angelika Ika; Putra Viratama
Populer: Jurnal Penelitian Mahasiswa Vol. 4 No. 1 (2025): Jurnal Penelitian Mahasiswa
Publisher : Universitas Maritim AMNI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58192/populer.v4i1.2981

Abstract

The purpose of this research is to evaluate the effectiveness of using the Quiz application as an interactive learning medium to enhance cooperation, creativity, and critical thinking skills among fourth-grade elementary school students (SD/MI). The Classroom Action Research (CAR) method was employed to analyze the impact of digital quiz-based learning on students. The study was conducted over two cycles, which included planning, action, observation, and reflection. The results indicated that the use of the Quiz application could improve student cooperation through interaction and group collaboration, foster creativity through innovative problem-solving, and enhance critical thinking skills through analysis and evaluation of issues. Improvement was reflected in the average achievement scores for indicators of cooperation, creativity, and critical thinking, which reached 85%, 82%, and 80% respectively in the second cycle. This research concludes that the Quiz application, as an interactive learning medium, can create a dynamic, enjoyable, and meaningful learning atmosphere, and is relevant to the needs of today's digital generation.
Strategi Pembelajaran IPA Berbasis Konkret untuk Mengatasi Kesulitan Berpikir Abstrak pada Siswa SD dalam Memahami Konsep Ilmiah Ika putra viratama; Andrea Gafiria Permata Putri; Miske Aprillia Herawati; Nur Ihwanul Karim; Diva Amilia Ramadhani
Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa Vol. 3 No. 4 (2025): Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/algoritma.v3i4.680

Abstract

This study aims to quantitatively test the effectiveness of a concrete object-based science learning strategy in improving students' understanding of abstract concepts and addressing their learning difficulties in science at the elementary school level. By implementing a quasi-experimental design, this study compared a group of students who learned science through real media and concrete objects and through contextual, hands-on experiences with a control group. The hypothesis in this study states that students in the experimental group will show a significant increase in their science concept understanding test scores, measurable development of critical thinking skills, and a decrease in their detected learning difficulties, when compared with the control group. The tools employed in this research included a standardized test for understanding science concepts, a rubric designed to evaluate critical thinking abilities, and a Likert-scale survey to gauge students' opinions on how difficult they found the material. The quantitative data collected will be examined using an independent t-test to compare the average scores of different groups and a paired t-test to measure progress within the experimental group. Preliminary findings indicate that complex and abstract science materials are often the main cause of learning difficulties for elementary school students, which is in line with the limitations in abstract reasoning at that age, as stated in Piaget's theory of cognitive development. Therefore, this concrete method is expected to significantly increase student participation, help them absorb new information into their existing understanding, and in turn, improve their learning outcomes. The results of this study will provide concrete evidence of the positive effects of using concrete media and direct experiences in science learning at the elementary school level, as well as provide data-based suggestions for curriculum development and better teaching practices to address gaps in students' understanding of abstract concepts.
Pengembangan Game Edukasi IPA “Rantai Makanan dan Ekosistem” Berbasis Kuis Interaktif Kahoot untuk Siswa Kelas V Diva Amilia Ramadhani; Ika Putra Viratama
Jurnal Pendidikan Kimia, Fisika dan Biologi Vol. 2 No. 2 (2026): Maret : Jurnal Pendidikan Kimia, Fisika dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenkifb.v2i2.1022

Abstract

Strengthening scientific literacy in elementary science learning requires interactive and contextual instructional strategies. Game-based learning has been shown to enhance student motivation and engagement (Clark et al., 2016). This study aims to develop and examine the effectiveness of an interactive quiz-based educational game on the topic of food chains and ecosystems for fifth-grade students. The research employed a Research and Development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages (Yusuf & Rahman, 2023). The participants were 25 students. Data were collected through pretest and posttest instruments and analyzed using the N-Gain formula to measure learning improvement. The findings indicate a moderate to high increase in students’ learning outcomes after the implementation of the developed media. In addition, students demonstrated greater participation during the learning process. These results suggest that interactive quiz-based educational games can serve as an effective alternative strategy to enhance conceptual understanding in elementary science education.
Meningkatkan Pemahaman Materi Profesi dalam Pembelajaran IPS Lanjut melalui Metode Bermain Peran pada Kelas IV di MI Darul Ma’arif Numbay Diva Amilia Ramadhani; Alma Pratiwi Husain
Jurnal Ilmiah Dan Karya Mahasiswa Vol. 4 No. 4 (2026): Agustus : JURNAL ILMIAH DAN KARYA MAHASISWA (JIKMA)
Publisher : Institut Teknologi dan Bisnis (ITB) Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54066/jikma.v4i4.4546

Abstract

By using the role-playing method, the knowledge of professions in this learning aims to improve students' understanding of the material on professions in the Social Studies (IPS) subject for fourth graders at MI Darul Ma'arif Numbay. In addition to stimulating students' interest in various possible career choices, it is believed that a solid understanding of diverse professions will help them identify and appreciate different roles in society. This study used a classroom action design combined with qualitative methodology. Thirty fourth-grade students participated in this study and were supervised while they were learning. Observations, interviews, and questionnaires intended to measure students' understanding before and after the role-playing approach were practiced were used to collect data. The findings showed that students' understanding of career information was significantly better with the use of the role-playing method. Before implementing this strategy, the average student understanding score was 65%; after the role-playing exercise, the figure increased to 85%. Furthermore, as seen from their interactions with each other and their participation in debates, students showed high interest and active involvement in the learning process. However, the results of this study offer recommendations for teachers to use role-playing as an effective teaching strategy and contribute positively to the creation of fresh and innovative social studies teaching methods. In addition to encouraging further research on learning tactics that can improve students' understanding in other subjects, this research is expected to serve as a reference for the creation of more dynamic and engaging teaching techniques.
Meningkatkan Pemahaman Materi Profesi dalam Pembelajaran IPS Lanjut melalui Metode Bermain Peran pada Kelas IV di MI Darul Ma’arif Numbay Diva Amilia Ramadhani; Alma Pratiwi Husain
Jurnal Ilmiah Dan Karya Mahasiswa Vol. 4 No. 4 (2026): Agustus : JURNAL ILMIAH DAN KARYA MAHASISWA (JIKMA)
Publisher : Institut Teknologi dan Bisnis (ITB) Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54066/jikma.v4i4.4546

Abstract

By using the role-playing method, the knowledge of professions in this learning aims to improve students' understanding of the material on professions in the Social Studies (IPS) subject for fourth graders at MI Darul Ma'arif Numbay. In addition to stimulating students' interest in various possible career choices, it is believed that a solid understanding of diverse professions will help them identify and appreciate different roles in society. This study used a classroom action design combined with qualitative methodology. Thirty fourth-grade students participated in this study and were supervised while they were learning. Observations, interviews, and questionnaires intended to measure students' understanding before and after the role-playing approach were practiced were used to collect data. The findings showed that students' understanding of career information was significantly better with the use of the role-playing method. Before implementing this strategy, the average student understanding score was 65%; after the role-playing exercise, the figure increased to 85%. Furthermore, as seen from their interactions with each other and their participation in debates, students showed high interest and active involvement in the learning process. However, the results of this study offer recommendations for teachers to use role-playing as an effective teaching strategy and contribute positively to the creation of fresh and innovative social studies teaching methods. In addition to encouraging further research on learning tactics that can improve students' understanding in other subjects, this research is expected to serve as a reference for the creation of more dynamic and engaging teaching techniques.
Co-Authors Alma Pratiwi Husain Andrea Gafiria Permata Putri Ika Putra Viratama Miske Aprillia Herawati Nabila Fitri Angelika Ika Nur Ihwanul Karim Nurul Oktavia Ramadani Putra Viratama