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All Journal Cakrawala Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Perspektif Ilmu Pendidikan VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Parameter Edunesia : jurnal Ilmiah Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Community Service and Empowerment Jurnal Kewarganegaraan Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Sosial dan Sains Studies in English Language and Education Jurnal Elementaria Edukasia Journal of Education and Teacher Training Innovation (JETTI) Proceeding UMSurabaya
Ika Lestari
Universitas Negeri Jakarta
Humanities Astronomy Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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SYSTEMATIC LITERATURE REVIEW: PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA SEKOLAH DASAR Nurul Hikmah Ramadanil Hamid; Otib Satibi Hidayat; Ika Lestari; Sri Mulianah
PROCEEDING UMSURABAYA 2023: Prosiding Conference of Elementary Studies (CES) 2023
Publisher : Universitas Muhammadiyah Surabaya

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

Abstract

Menerapkan model pembelajaran yang sesuai dapat digunakan untuk meningkatkan kualitas pembelajaran. Salah satu model pembelajaran yang dapat digunakan adalah model pembelajaran discovery learning.Penelitian ini bertujuan untuk melakukan kajian literatur tentang penerapan model pembelajaran discovery learning untuk meningkatkan hasil belajar siswa di sekolah dasar. Metode yang digunakan dalam penelitan ini adalah metode SLR (Systematic Literature Review). Pengumpulan data dilakukan secara sistematis dengan mendokumentasikan semua artikel yang relevan dengan penelitian ini. Sebanyak 20 artikel jurnal nasional bereputasi terindeks sinta yang ditemukan melalui google scholar menggunakan aplikasi publish and perish. Berdasarkan hasil penelitian ini menunjukkan bahwa menggunakan model discovery learning dalam pembelajaran di sekolah dasar mampu memberikan dampak positif dalam meningkatkan hasil belajar siswa. Kata Kunci: Discovery Learning; Hasil Belajar; Systematic Literature Review
Systematic Analysis of the Use of Socio Scientific Issues-Oriented Mobile Learning as a Science Learning Media to Improve the Critical Thinking Skills of Elementary School Students Euis Lidya Wati; Ika Lestari; Firmanul Catur Wibowo
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 2 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i2.1657

Abstract

This study systematically analyzes the implementation of socio-scientific issues–oriented mobile learning to foster elementary students’ critical thinking in science. A Systematic Literature Review following the PRISMA protocol with qualitative synthesis examined ten peer-reviewed articles (2021–2025) meeting strict inclusion criteria. Selected studies integrated mobile learning with socio-scientific issues in elementary science and explicitly measured critical thinking. Findings show consistent moderate-to-high improvement, with N-Gain scores ranging from 0.59 to 0.80. Implementations were mainly associated with problem-based learning combined with guided inquiry. Effective designs integrated interactive multimedia, augmented reality, and Android-based platforms to enable flexible, ubiquitous learning. Frequently addressed issues included environmental pollution, food waste management, and local ecosystem conservation, providing authentic contexts for multi-perspective analysis. Overall, the review confirms that socio-scientific issues–oriented mobile learning is a promising pedagogical approach for promoting higher-order thinking in elementary science, while highlighting the need for adequate technological infrastructure and strong teacher digital competence to ensure effective implementation.
Flipbook and e-learning for teaching English to elementary school teacher education students Herlina Usman; Ika Lestari; Yulia Elfrida Yanty Siregar; Syarifa Rafiqa Rafiqa; Izlan Sentryo
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35476

Abstract

The purpose of this study is to investigate the lecturers and students perception of flipbooks and e-learning in enhancing English learning for teacher education students, the influence of technology integration on student-centered pedagogy for teacher education students, and the use of flipbooks and e-learning to improve English skills for teacher education students. Thirty students and nine lecturers from elementary school teacher education programs at three Indonesian universities participated in this study, which used the qualitative descriptive technique. They attend Universitas Halu Oleo Kendari in Southeast Sulawesi, Universitas Borneo Tarakan in North Kalimantan, and Universitas Negeri Jakarta in Jakarta. Data collection was conducted through documents, observations, interviews, and questionnaires. This study found that both lecturers and students positively perceive flipbooks and e-learning as tools for enhancing English learning in elementary school teacher education. Flipbooks effectively present complex concepts, while e-learning provides accessible, diverse resources that develop digital skills. Technology integration significantly benefits student-centered pedagogy but also poses challenges such as technical issues and increased workloads. The study highlighted the need for interventions to improve students listening and speaking skills, suggesting that combining effective teaching methods and digital media can enhance English language proficiency and the overall learning experience. It is suggested that more efforts should be directed toward promoting technology pedagogy content knowledge that fosters students higher-order thinking skills in English teaching materials for elementary school teacher education programs in higher education in Indonesia.
Development of a Problem-Based Monopoly Game Integrating Contextual Social Issue Challenges for Elementary Social Studies Learning Debima Jejen Junior Robbyzess; Otib Satibi; Ika Lestari
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 18 No 1 (2026): Advancing Learning Innovation, Educational Technology, and Character Development
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v18i1.2824

Abstract

The limited use of interactive and problem-oriented learning media in elementary social studies classrooms has contributed to low student engagement and weak problem-solving skills. Although game-based learning has gained increasing attention, studies integrating Monopoly game mechanics with Problem-Based Learning (PBL) in elementary social studies remain limited. Therefore, this study aimed to develop a PBL-integrated Monopoly learning media and examine its validity and practicality. This study employed a Research and Development (R&D) approach using a 4D model consisting of define, design, develop,  and dissemination stages. The subjects involved media experts, material experts, linguists, teachers, and fourth-grade elementary school students. Data were collected through validation questionnaires, teacher and student response questionnaires, cognitive tests, and observations of student activities. Data were analyzed using descriptive quantitative and qualitative techniques. The findings showed that the developed media achieved high validity scores, namely 92.0% from media experts, 91.6% from material experts, and 93.3% from language experts. Validators nevertheless suggested improvements related to instruction clarity, visual consistency, and optimization of PBL activities within the game. Practicality results also showed positive responses from students (93.2%) and teachers (93.5%), although some students initially experienced difficulties in understanding the collaborative problem-solving process. Therefore, the developed PBL-integrated Monopoly media can be categorized as valid and practical for elementary social studies learning, while further refinement and broader implementation are still needed to optimize its instructional effectiveness.
Desain Pembelajaran Mobile Learning untuk Memperkenalkan Sikap Tanggung Jawab di Sekolah Dasar Ika Lestari; Maratun Nafiah; Yesi Yesi
Jurnal Kewarganegaraan Vol 6 No 2 (2022): Desember 2022
Publisher : UNIVERSITAS PGRI YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jk.v6i2.3313

Abstract

AbstrakSikap tanggung jawab adalah bentuk kepemilikan dan kepedulian dalam melaksanakan tindakan. Pengembangan bertujuan mengembangkan sebuah desain pembelajaran untuk memperkenalkan sikap tanggung jawab sebagai penunjang materi pembelajaran. Metode yang digunakan Research & Development, model yang dikembangkan dengan menggunakan; Analyze, Design, Develop, Implementation, dan Evaluation (ADDIE). Penelitian ini dilaksanakan di Sekolah Dasar Negeri 02 Toboali. Langkah-Langkah dalam penelitian ini, 1) menganalisis kebutuhan penelitian, 2) perancangan produk, 3) mengembangkan produk, 4) uji coba peserta didik, dan 5) evaluasi. Teknik analisis data menggunakan wawancara dan kuesioner. Hasil uji coba pengembangan di evaluasi oleh ahli media 93,33% ahli bahasa 94.23% dan ahli materi 87,5% dalam kategori sangat baik serta hasil uji coba pengguna one-to-one 87,5% dan small group 89,5% dalam kategori sangat baik. Hal ini menunjukkan bahwa desain mobile learning untuk memperkenalkan sikap tanggung jawab dapat dikatakan layak digunakan di kelas tiga sekolah dasar.  Kata Kunci: Mobile Learning, Tanggung Jawab, PPKn AbstractThe attitude of responsibility is the form of ownership and concern in carrying out action. Development aims to develop a learning design to introduce attitude responsibility as a supporting of learning materials. The method used Research & Development, the model developed using; Analyze, Design, Develop, Implementation, and Evaluation (Addie). This research was conducted in the country's school of 02 Toboali. The steps in this study, 1) analyzed the needs of the study, 2) product design, 3) developed the product, 4) trials learners, and 5) evaluation. Data analysis techniques use interviews and questionnaires. The results of development tests in evaluation by media experts 93.33% linguist 94.23% and material experts 87.5% in excellent category and the results of one-to-one user testing 87.5% and Small Group 89.5% in excellent category. This shows that mobile design learning to introduce the attitude of responsibility can be said to be worth using in the first three elementary school.Keywords: Mobile Learning, Responsibility, Civic Education
Improving Significantly: Enhancing Elementary Science Literacy through STEM-PjBL Web-Based Learning Media Balgis Janah; Ika Lestari; Firmanul Catur Wibowo
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1741

Abstract

This study developed B-Science, a STEM-PjBL web-based learning medium designed to improve fifth-grade students’ science literacy on the human digestive system and water cycle. The research employed Research and Development using the Hannafin and Peck model, consisting of need assessment, design, and development–implementation phases. The participants were 31 fifth-grade students at SDN Balimester 06, East Jakarta. Data were collected through expert validation, student response questionnaires, and pretest–posttest science literacy tests. Results showed that material, language, and media validation reached 90.75%, indicating very feasible quality. Student trials also produced highly positive responses above 92%. The effectiveness test showed normal data distribution, a significant difference between pretest and posttest scores, and a high N-gain of 0.76. These findings indicate that B-Science is valid, practical, and effective for strengthening elementary students’ science literacy through interactive visualization and structured project-based learning. It also supports collaborative inquiry and self-paced access via mobile devices and browsers.
PENGEMBANGAN MEDIA WEBSITE UNTUK MELATIH KETERAMPILAN MENULIS KALIMAT BERMAJAS PADA SISWA KELAS V SEKOLAH DASAR Tsabita Khansa; Anggit Aruwiyantoko; Ika Lestari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16343

Abstract

Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis website serta mengetahui keefektifannya dalam meningkatkan keterampilan menulis kalimat bermajas siswa sekolah dasar. Metode yang digunakan adalah penelitian dan pengembangan (R&D) dengan model Lee & Owens yang terdiri dari lima tahap, yaitu penilaian/analisis, perancangan, pengembangan, uji coba, dan evaluasi. Subjek penelitian adalah 28 siswa kelas V SDN Bendungan Hilir 12 Pagi, Jakarta Pusat. Teknik pengumpulan data menggunakan tes berupa pre-test dan post-test serta angket respons siswa. Hasil penelitian menunjukkan bahwa media pembelajaran berbasis website yang dikembangkan termasuk dalam kategori praktis hingga sangat praktis berdasarkan hasil uji coba perorangan, kelompok kecil, dan kelompok besar. Hasil uji t menunjukkan adanya perbedaan yang signifikan antara nilai pre-test dan post-test. Nilai rata-rata meningkat dari 74 menjadi 79,8. Hasil perhitungan N-Gain sebesar 0,22 termasuk dalam kategori rendah, namun tetap menunjukkan adanya peningkatan keterampilan menulis siswa. Dengan demikian, media pembelajaran berbasis website dapat digunakan sebagai alternatif media yang efektif dan interaktif dalam meningkatkan keterampilan menulis kalimat bermajas siswa sekolah dasar.
PENGEMBANGAN CERITA PENDEK ANAK TERINTEGRASI BUDAYA SEKOLAH UNTUK MEMBACA PEMAHAMAN KRITIS KELAS IV SD ISLAM AL AZHAR 13 RAWAMANGUN Mita Meriska; Juhana Sakmal; Ika Lestari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16521

Abstract

This study aimed to develop a school-culture integrated children's short story as a supplementary reading material to support critical reading comprehension among fourth-grade elementary school students. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The participants included three expert validators (material, language, and media experts) and fourth-grade students of SD Islam Al Azhar 13 Rawamangun. Data were collected through interviews, expert validation sheets, student response questionnaires, and critical reading comprehension tests. The results showed that the developed product entitled “Manisnya Kok Beda?” achieved a feasibility score of 89.06% from material experts, 85.42% from language experts, and 91.67% from media experts, all categorized as highly feasible. Student responses in one-to-one, small-group, and field trials reached 97.50%, 97.92%, and 94.71%, respectively, indicating highly positive acceptance. The average critical reading comprehension score increased from 73.56 in the pretest to 86.95 in the posttest, with an N-Gain score of 0.51, categorized as moderate. The findings indicate that integrating school culture into children's literature provides contextual learning experiences that support the development of critical reading comprehension skills. Therefore, the developed short story is considered feasible and useful as supplementary reading material for elementary school students.
The Effectiveness of Problem-Based Learning Integrated with Differentiated Instruction (PBL-DI) on Elementary Students’ Science Learning Outcomes and Creative Thinking Skills Novi Aulia Hikmawati; Firmanul Catur Wibowo; Ika Lestari
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/ffsqva61

Abstract

Science learning in elementary schools plays an essential role in developing students’ conceptual understanding, scientific literacy, and higher-order thinking skills. However, classroom instruction in heterogeneous settings often faces challenges in accommodating students’ diverse readiness, interests, and learning profiles, which may limit optimal learning outcomes. This study aims to examine the effectiveness of Problem-Based Learning integrated with Differentiated Instruction (PBL-DI) in improving elementary school students’ science learning outcomes and creative thinking skills on ecosystem topics. This study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The population of this study consisted of fifth-grade students in an elementary school in Bekasi Regency, Indonesia. The sample involved 42 students selected through a purposive sampling technique, consisting of an experimental group (20 students) that received the PBL-DI model and a control group (22 students) that received the Problem-Based Learning (PBL) model. Data were collected using science learning achievement tests and creative thinking skills tests administered before and after the intervention. Data analysis was conducted using paired-samples t-test, independent-samples t-test, and normalized gain (N-gain) analysis. The results showed that both groups experienced significant improvements in science learning outcomes and creative thinking skills. However, the PBL-DI group demonstrated consistently higher performance compared to the PBL group. The independent-samples t-test results showed significant differences between the experimental and control groups in science learning outcomes (t(40) = 2.777, p = 0.008) and creative thinking skills (t(40) = 2.396, p = 0.021). Furthermore, the N-gain analysis indicated that the PBL-DI group achieved moderate improvement in science learning outcomes (g = 0.61) and creative thinking skills (g = 0.66), which were higher than those of the PBL group. In conclusion, the integration of Problem-Based Learning and Differentiated Instruction (PBL-DI) is an effective and adaptive instructional approach for elementary science education. This model supports student-centered learning by facilitating meaningful problem-solving activities while accommodating students’ diverse learning needs, thereby enhancing conceptual understanding and creative thinking skills.  
Co-Authors Ajat Sudrajat Anggit Aruwiyantoko Arifin Maksum Arita Marini B.P. Sitepu Balgis Janah Debima Jejen Junior Robbyzess Desy Safitri Endang Wahyudiana Euis Lidya Wati Fahrurrozi Fahrurrozi Febriani Rofiqoh Firmanul Catur Wibowo Herlina Usman Iskandar, Rossi Izlan Sentryo Juhana Sakmal Karnadi Kasina Ahmad Maratun Nafiah Maret Markus Harefa Mita Meriska Musril Zahari Novi Aulia Hikmawati Nurul Hikmah Ramadanil Hamid Nurzengky Ibrahim Otib Satibi Otib Satibi Hidayat R.A.Murti Kusuma Wirasti Rahmawati Rahmawati Raymond Frans Deonisius Rosinar Siregar Sarkadi, Sarkadi Sarry Sumiyaty Siti Rohmi Yuliati Siti Rohmi Yuliati Sri Nuraini Syarifa Rafiqa Rafiqa Taufik Rihatno Titik Putri Wardaniasih Totok Bintoro Tsabita Khansa Ucu Rahayu Yesi Yesi Yulia Elfrida Yanty Siregar Yustia Suntari Zuhria Isnaini Latifah Zulela Ms