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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Educatif: Journal of Education Research Didaktik : Jurnal Ilmiah PGSD STKIP Subang Edudikara: Jurnal Pendidikan dan Pembelajaran JURNAL PENDIDIKAN DASAR FLOBAMORATA IJPD (International Journal Of Public Devotion) jurnal dikdas bantara Kawruh : Journal of Language Education, Literature and Local Culture Journal of Educational Learning and Innovation (ELIa) Educate: Journal of Community Service in Education Jurnal Ilmu Sosial, Pendidikan Dan Humaniora Prima Magistra: Jurnal Ilmiah Kependidikan Innovative: Journal Of Social Science Research Educatif: Journal of Education Research Kapuas Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN) International Journal of Applied Educational Research (IJAER) Prosiding Konferensi Ilmiah Dasar Jurnal Pendidikan Matematika
Siwi, Dwi Anggraeni
Universitas Veteran Bangun Nusantara, Sukoharjo, Indonesia
Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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IMPLEMENTASI MODEL GAME BASED LEARNING DALAM PEMBELAJARAN IPAS KELAS V SEKOLAH DASAR Tri Kuntari, Fadila; Anggraeni Siwi, Dwi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.12095

Abstract

Science and Social Studies (IPAS) learning is often considered challenging and uninteresting for elementary school students. The Game Based Learning (GBL) model has emerged as an innovative solution to increase student motivation and understanding. This study aims to describe the implementation of the GBL model and the obstacles encountered in IPAS learning among fifth-grade students at SD Negeri Jombor 03 Sukoharjo. Using a descriptive qualitative approach, this study collected data through observation, in-depth interviews with teachers and students, and documentation studies. Data validity was strengthened by triangulation techniques. The results show that the implementation of GBL went through the stages of planning, implementation, and evaluation by utilizing various educational games. The application of this model succeeded in creating a fun and interactive learning atmosphere, as evidenced by increased enthusiasm, active questioning, and ease of understanding the material by students. However, there were major obstacles in the form of limited facilities and infrastructure as well as suboptimal time management. These findings confirm that GBL is effective in increasing learning motivation, but requires careful planning to overcome technical challenges in the field.
IMPLEMENTASI LITERASI NUMERASI DALAM PEMBELAJARAN MATEMATIKA KELAS V SEKOLAH DASAR Maharani, Dina; Anggraeni Siwi, Dwi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.12097

Abstract

This study aims to: 1) describe the implementation of numeracy literacy in mathematics learning for fifth graders of elementary school; 2) describe the impact of the implementation of numeracy literacy on the mathematics learning process for fifth graders of Mertan 03 State Elementary School, Bendosari District, Sukoharjo Regency. This study uses a qualitative approach with descriptive methods. The subjects of the study were homeroom teachers and fifth graders of Mertan 03 State Elementary School. Data collection was carried out through observation, interviews, and documentation, then analyzed through data reduction, data presentation, and drawing conclusions, and tested for validity using triangulation of sources and techniques. The results of the study indicate that: (1) The implementation of numeracy literacy in mathematics learning for fifth graders of Mertan 03 State Elementary School has been carried out systematically through three stages, namely planning, implementation, and evaluation. In the planning stage, teachers developed Project Based Learning (PjBL) based teaching modules that integrate real-life contexts with contextual LKPD and concrete media. In the implementation stage, learning was designed interactively through data collection, table and bar chart analysis, solving story problems, group discussions, and presentations. At the evaluation stage, assessment is carried out holistically based on a process that includes students' attitudes, activeness, and thinking skills. (2) The implementation of numeracy literacy has a positive impact on the mathematics learning process, which can be seen in the increase in student participation and activeness, the development of the ability to read and interpret data, the increase in mathematical communication skills, and the growth of students' awareness of the relevance of mathematics in everyday life.
INTEGRASI ETNOSAINS DALAM PEMBELAJARAN IPAS UNTUK MENUMBUHKAN NILAI NASIONALISME Binti Sholikhah, Widya; Anggraeni Siwi, Dwi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46273

Abstract

Learning in elementary education requires contextual approaches that connect scientific concepts with students’ real-life experiences. However, Integrated Science (IPAS) learning in many schools remains abstract and less effective in fostering conceptual understanding and character development, particularly nationalism values. This study aims to describe the implementation of ethnoscience integration in IPAS learning and its impact on fostering nationalism among elementary students. A qualitative descriptive approach with a case study design was conducted in a fourth-grade classroom at SD Negeri Joho 01 Sukoharjo, Indonesia. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles and Huberman. The findings indicate that ethnoscience integration through contextual activities, such as industrial visits to traditional herbal medicine production and hands-on local product practices, significantly enhances students’ conceptual understanding of energy transformation and matter changes. Furthermore, it improves student engagement, learning motivation, and nationalism values, as reflected in their appreciation of local products, cooperation, and cultural pride. These findings suggest that ethnoscience-based learning serves as an effective and meaningful strategy to support contextual learning and strengthen character education within the Merdeka Curriculum.
Menumbuhkan budaya literasi siswa sekolah dasar melalui pembuatan perpustakaan sains Dwi Anggraeni Siwi
Educate: Journal of Community Service in Education Vol 1 No 1 (2021): Educate: Journal of Community Service in Education
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/educate.v1i1.1796

Abstract

Pengabdian ini memiliki tujuan untuk: 1) SD N Mulur 01 memiliki perpustakaan sains,2) Menumbuhkan budaya literasi di lingkungan Sekolah SD N Mulur 01 Bendosari sebesar 70%  kegiatan berkunjung siswa ke perpustakaan meningkat. 3) Berkolaborasi dengan guru untuk memanfaatkan perpustakaan sains sebagai salah satu sumber belajar.Kegiatan pengabdian ini berupa implementasi program yaitu tim pengabdian berkolaborasi dengan mahasiswa memberikan penyuluhan dan membuat perpustakaan sains dengan koleksi Ensiklopedia IPA sejumlah 20 buku dan 10 koleksi Buku Permainan Tangram Matematika . hasil yang diperoleh adalah 1)  SD N Mulur 01 memiliki perpustakaan sains dengan koleksi Ensiklopedia IPA sejumlah 20 buku dan 10 koleksi Buku Permainan Tangram Matematika., 2) budaya literasi di SD N Mulur 01 meningkat 80% ditandai dengan banyaknya jumlah pengunjung perpustakaan setiap harinya.3) pemanfaatan buku di pepustakaan sains sebagai buku ajar siswa. 
Transformasi Pendidikan Digital Melalui Gamifikasi Dan Deep Learning: Kajian Literatur Menuju Pembelajaran Berkelanjutan Dwi Anggraeni Siwi; Nurratri Kurnia Sari; Jullya Dwi Fridyarini
Prosiding Konferensi Ilmiah Dasar Vol 7 (2026): Pendekatan Deep Learning dan Pemanfaatan Artificial Intelligence dalam Pendidikan Dasa
Publisher : Universitas PGRI Madiun

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

Abstract

Digital education transformation encourages the implementation of innovative learning strategies that are able to improve the quality of learning in primary education. One approach that is growing is the integration of gamification with deep learning to create meaningful, conscious, and fun learning. This article aims to analyze the implementation of gamification in basic education learning and examine its relationship with the deep learning approach as an effort to support continuous learning. The study used the Systematic Literature Review (SLR) method by analyzing eight articles obtained through Google Scholar and Publish or Perish based on the criteria of relevance to the research topic. Data is analyzed through the process of identification, selection, synthesis, and interpretation of research findings. The results of the study show that gamification is implemented through various media and learning models, such as Wordwall, Zep Quiz, Duolingo, Discovery Learning-based multimedia, Problem Based Learning, contextual learning, and e-learning gamification-based. The implementation consistently improves learning motivation, student involvement, concept understanding, learning outcomes, and critical thinking skills. In addition, gamification elements in the form of challenges, points, levels, rewards, and continuous feedback are in line with the principles of deep learning that emphasizes meaningful, reflective, and studentcentered learning. However, the results of the study show that the integration of gamification with deep learning is still limited and has not been comprehensively designed. Therefore, it is necessary to develop a learning model that integrates gamification, deep learning, and the use of artificial intelligence to support continuous learning in primary education
IMPLEMENTASI PENDEKATAN UNDERSTANDING BY DESIGN (UBD) DALAM PEMBELAJARAN IPAS KELAS V SEKOLAH DASAR Lisa Kurnia Wardani; Dwi Anggraeni Siwi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13198

Abstract

This study aims to describe the implementation of the Understanding by Design (UbD) approach in IPAS (Natural and Social Science) learning in Grade V Elementary School and to identify the obstacles encountered. This research uses a qualitative descriptive methode conducted at SD Negeri Gentan 03, Sukoharjo Regency. Data collection was carried out through observation, interviews, and documentation. Data validity was ensured through source triangulation and method triangulation. The result show that the implementation of UbD in IPAS learning has been carried out well through three systematic stages: (1) formulating learning objectives (desired results) that focus on higher-order thingking skills and meaningfull understanding; (2) determining evidence of assessment (determine acceptable evidence) through diagnostic, formative, and summative assessments as well as authentic assessment through project-based activities; and (3) planning learning experiences (plan learning experiences and instruction) using the Problem Based Learning (PBL) model integrated with technology media, group discussion, presentation, and reflection. The main obstacle found is time limitations in designing detailed and structured learning plans. However, this obstacle can be overcome by managing time effectively and allocating a special day for UbD-based learning planning.
PENERAPAN CULTURALLY RESPONSIVE TEACHING (CRT) UNTUK MENUMBUHKAN AKTIVITAS KOLABORATIF PENDIDIKAN PANCASILA SISWA SEKOLAH DASAR Novita Fitriyani; Dwi Anggraeni Siwi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.13216

Abstract

ABSTRACT The study aims to describe the application of Cullturally Responsive Teaching (CRT) to foster collaborative activities in Pancasila Education learning for elementary school student. This research uses a qualitative descriptive aaproach. The research was conducted at SD Negeri 02 Ngepungsari, Karanganyar Regency. Data collection techniques used were observation, interviews, and documentation. Data validity was ensured trough source triangulation, technique triangulation, and time triangulation. Data Analysis used the interactive model of Miles And Huberman, which includes data reduction, data presentation, and conclusion drawing. The result show that: (1) The application of CRT in Pancasila Education was carried out through three stages: planning, implementation, and closing. In the planning stage, the teacher prepared teaching modules and learning media in the form of videos and three dimensional dioramas decipting the diversity of Indonesian culture. In the implementation stage, the teacher connected the learning material with students’s daily lives and local cultural backgrounds. In the closing stage, the teacher led students in summarizing the material together. (2) Students’s collaborative activities, where students actively exchanged opinions, cooperated in completing tasks, and showed attitudes og mutual respect. It is concluded that the application of CRT effectively fosters collaborative activities and strengthens the internalization of Pancasila values in elementary scholl students
STUDI KASUS BUDAYA AKADEMIK DALAM MATA PELAJARAN IPAS SISWA KELAS IV SEKOLAH DASAR NEGERI 03 BOTO WONOSARI KABUPATEN KLATEN Agata Nurul Azzizah; Dwi Anggraeni Siwi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13322

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya pembentukan budaya akademik sejak dini untuk mendukung keberhasilan penerapan kurikulum pada mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS). Tujuan penelitian ini adalah untuk mendeskripsikan karakteristik budaya akademik siswa kelas IV di SDN 03 Boto Wonosari serta menentukan faktor pendukung dan penghambat dalam pembentukannya. Penelitian ini menggunakan metode kualitatif dengan desain studi kasus. Subjek penelitian adalah siswa kelas IV SDN 03 Boto Wonosari. Teknik pengumpulan data dilakukan melalui observasi aktivitas pembelajaran, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa budaya akademik siswa tercermin dari antusiasme yang tinggi saat melakukan pengamatan, kemampuan kerja sama kelompok yang baik, keberanian mempresentasikan hasil percobaan, serta mulai terbentuknya sikap jujur dalam pelaporan data praktik. Faktor pendukung keberhasilan ini meliputi kreativitas guru dalam menggunakan alat peraga nyata dan penciptaan suasana kelas yang menyenangkan. Sementara itu, faktor penghambat yang ditemukan adalah keterbatasan alat peraga sains di sekolah serta adanya perbedaan kecepatan belajar antar siswa yang menyebabkan pemahaman materi teoretis menjadi kurang merata. Kesimpulan dari penelitian ini menunjukkan bahwa budaya akademik siswa kelas IV telah terbentuk secara positif melalui pendekatan praktikum, namun memerlukan penguatan pada aspek ketersediaan fasilitas pendukung untuk menyeimbangkan pemahaman konsep seluruh siswa.
PENGARUH PENERAPAN MODEL CONTEXTUAL TEACHING AND LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS IPAS KELAS IV PESERTA DIDIK SEKOLAH DASAR Dyva Febrian Ariyani; Dwi Anggraeni Siwi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13332

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Pembelajaran dan Pengajaran Kontekstual terhadap kemampuan berpikir kritis siswa kelas empat SD. Jenis penelitian yang digunakan adalah kuantitatif dengan metode kuasi-eksperimental. Teknik pengumpulan data penelitian meliputi dokumentasi dan tes. Populasi yang digunakan adalah seluruh siswa SD Negeri Jombor 02 dan SD Negeri Sidorejo 03. Sampel dalam penelitian ini terdiri dari dua kelompok, yaitu SD Negeri Jombor 02 sebagai kelas eksperimen dan SD Negeri Sidorejo 03 sebagai kelas kontrol. Teknik analisis data yang digunakan adalah uji normalitas, uji homogenitas, dan uji hipotesis. Hasil penelitian menunjukkan nilai Sig. (2-tailed) sebesar 0,00 < 0,05, sehingga H_o ditolak dan H_a diterima. Selain itu, rata-rata skor post-test kelas eksperimen adalah 86,78 lebih tinggi dibandingkan rata-rata skor post-test kelas kontrol yaitu 75,52. Hasil ini menunjukkan adanya pengaruh model Pengajaran dan Pembelajaran Kontekstual terhadap kemampuan berpikir kritis siswa kelas empat sekolah dasar dengan materi fotosintesis.
INTEGRASI ETNOPEDAGOGI: TRANSFORMASI KEARIFAN LOKAL PERTANIAN DESA POJOK KABUPATEN KARANGANYAR SEBAGAI SUMBER BELAJAR KONTEKSTUAL Sabrina Kartika Putri; Dwi Anggraeni Siwi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14289

Abstract

This study aims to analyze the process of ethnopedagogy integration through the transformation of local agricultural wisdom in Pojok Village as a learning resource for Natural and Social Sciences (IPAS) for fourth graders, as well as teacher strategies in overcoming obstacles to its implementation at Pojok 01 Public Elementary School. This study used a qualitative method with a case study design, with subjects consisting of fourth-grade teachers and fourth-grade students. Data collection techniques included participatory observation, in-depth interviews, and documentation. Interactive data analysis was used as an analytical technique. The results showed that the curriculum transformation was carried out by synchronizing local agrarian wisdom, which was originally oral, into formal project-based teaching modules. Field learning applied the philosophical principle of "melakoni" (acting), with activities consisting of 30% theory and 70% hands-on practice. The constraint of limited school space was successfully overcome through an adaptive strategy of shifting planting media to polybags. Meanwhile, limited facilities were addressed through independent student participation by bringing tools from home, and time constraints were overcome by completing individual observation journals outside of school hours. This adaptive strategy proved not only to overcome technical obstacles but also effective in fostering students' independent character, sense of responsibility, and consistency in self-esteem.
Co-Authors Adellestia, Geby Agata Nurul Azzizah Agustin, Septiana Ahmad Putra, Oktarian Ahmad Rosyid Ananda, Rima Andhika Ayu Wulandari, Andhika Ayu Annisaa Nur Aini Ardana Nur Huda Aynin Mashfufah Benedictus Sudiyana Beta Esthi Wulandari Binti Sholikhah, Widya Candra Nur Tri Kusuma Christina Puji Rahayu Dana Elita, Mutiara Destika Ade Kurniawati Dewi Nuranisa Putri Dina Maharani Dyva Febrian Ariyani Eni Mawarti Fera Magareta Ficky Erina Diyas Fertiana Froilan Mobo Ghozy Alfarisy, Muhammad Giri Prasetyo, Giri Haifa Anjani, Karin Harsono Iksannudhin, Wijang Jullya Dwi Fridyarini Karisma Yogi Utomo KEVIN WILLIAM ANDRI SIAHAAN Khoiri Nur Afifah Jatiningrum Khoirunnisa, Aulia Koko Prasetya Koko Prasetyo Koko Prasetyo Koko Prasetyo, Koko Laela Cahyu Andini Lestari, Hapsari Ayuning Lisa Kurnia Wardani Madyo Ekosusilo, Madyo Mega Utamie, Gebbyella Meidawati Suswandari, Meidawati Moefty Mahendra, Moefty Mucklis Aji Pranata Muhammad Arief Maulana Novita Fitriyani Nurratri Kurnia Sari Nurul Latifah Para Mitta Purbosari Prasetyani, Nur Pristanto, Alif Candra Rima Ananda Rochmadani, Putri Rias Sabrina Kartika Putri Sava Dewnie Zada Ulima Setyo Utomo, Pandu Singgih Subiyantoro Sri Mulyati Sri Mulyati Sri Mulyati Sugiyanto, Y Sukmawati, Elza Nabillah Suswandari, M. Pd, Dr. Meidawati Tiara Maharani Tri Kuntari, Fadila Wahidah Nur Rahmah Wika Hamidan Pramulya Yaya Dimas Andika Yuliani Sri Widaningsih Yuliani Sri Widaningsih