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All Journal Al Ishlah Jurnal Pendidikan JMM (Jurnal Masyarakat Mandiri) Guru Tua : Jurnal Pendidikan dan Pembelajaran Jurnal Abdi Insani Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Jurnal Pengabdian Kepada Masyarakat Patikala Journal of Innovation and Research in Primary Education BATIK: Jurnal Pengembangan dan Pengabdian Masyarakat Multikultural Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Pengabdian Masyarakat Alamtana Jurnal DIKDAS Media Pendidikan Matematika
Danti Indriastuti Purnamasari
Program Studi Pendidikan Sekolah Dasar, Universitas Tadulako, Palu, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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KESULITAN BELAJAR PESERTA DIDIK KELAS V SDN INPRES 1 TONDO Indriastuti, Danti; Boroallo, Rangga Putera; Nafisya, Ifka
Guru Tua : Jurnal Pendidikan dan Pembelajaran Vol. 8 No. 1 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31970/gurutua.v8i1.225

Abstract

Learning difficulties in students refer to conditions where they experience obstacles or difficulties in understanding subject matter, following the learning process, or achieving the expected academic goals, even though they have sufficient potential. The aim of this research is to determine the learning difficulties of grade 5 students at SD Impress 1 Tondo. This research is a quantitative descriptive research. A total of twenty fifth graders from SD Inpres 1 Tondo were part of the sample that was selected using a population sampling method. Questionnaires, interviews, and records were the means of data collecting. The results of the questionnaire data analysis on Class V learning issues at Impress 1 Tondo Elementary School indicate that there are two main variables, internal and external, that contribute to these difficulties. contributing element. Yes, I get it. contributing element. With a score of 60 and medium-range criteria, motivation is the internal component that significantly impacts, followed by study habits which is 50%, medium category, interest which is 46.67, and finally attitude 43.33%. The school environment as an external factor has the highest value, namely 50, while the home environment has a value of 46.67, both of which are included in the medium category. In conclusion, the learning difficulties of fifth grade students at SD Impress 1 Tondo are significantly influenced by motivational factors and the school environment.
Pelatihan Pembuatan Media Pembelajaran Berbasis Aplikasi Thunkable bagi Pendidik di UPT SD Negeri 1 Tonronge: Indonesia Rahmita Rahmita; Putriwanti Putriwanti; Danti Indriastuti Purnamasari; Kasmawati Kasmawati
Jurnal Abdimas Indonesia Vol. 4 No. 4 (2024): Oktober-Desember 2024
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/jai.v4i4.1176

Abstract

Pendidikan saat ini dituntut untuk terus beradabtasi sesuai dengan perkembangan zaman, salah satunya penggunaan teknologi dalam proses pembelajaran. Pendidik perlu mendapatkan pelatihan pembuatan media pembelajaran untuk mendukung keterampilan dalam menyiapkan proses belajar mengajar yang kreatif dan interaktif. UPT SD Negeri 1 Tonronge merupakan salah satu satuan pendidikan dengan jenjang SD di Tonrong Rijang, Kec. Baranti, Kab. Sidenreng Rappang, Sulawesi Selatan. Thunkable yang merupakan salah satu aplikasi yang dapat membantu pendidik dalam mengembangkan media pembelajaran yang menarik dan mengikuti perkembangan zaman. Tujuan dilakasanakannya pengabdian kepada Masyarakat ini adalah untuk memberikan pelatihan kepada pendidik dalam membuat media pembelajaran dengan bantuan aplikasi Thunkable sehingga pendidik dapat mengimplementasikan media tersebut dalam proses belajar mengajar di kelas. Kegiatan pelatihan ini dilaksanakan dengan jumlah pendidik sebanyak 10 orang, selama 1 hari dengan pemberian materi dan pendampingan implementasi penggunaan aplikasi Thunkable. Hasil dari kegiatan ini yakni mampu meningkatkan kemampuan pendidik dalam merancang media pembelajaran inovatif menggunakan aplikasi Thunkable, sehingga dapat mendorong peningkatan partisipasi dan pemahaman peserta didik dalam proses pembelajaran di kelas maupun secara mandiri.
Sosialisasi Bencana Gempa Bumi Dan Tsunami Serta Mitigasinya di SDN Baloroa Danti Indriastuti Purnamasari; Rangga Putera Boroallo; Ifka Nafisya
Jurnal Abdimas Indonesia Vol. 5 No. 1 (2025): Januari-Maret 2025
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34697/jai.v5i1.1242

Abstract

Indonesia merupakan salah satu negara yang terletak di kawasan cincin api Pasifik, yang menjadikannya rentan terhadap bencana alam, terutama gempa bumi dan tsunami. Wilayah Palu menjadi salah satunya memiliki potensi bahaya gempa bumi yang tinggi, mengingat banyaknya aktivitas tektonik yang terjadi di sekitarnya. Penelitian ini bertujuan untuk mengkaji pelaksanaan sosialisasi tentang bencana gempa bumi dan tsunami serta upaya mitigasinya di SDN Baloroa. Sosialisasi ini penting untuk meningkatkan kesadaran dan kesiapan siswa dalam menghadapi bencana alam, khususnya di wilayah yang rawan gempa bumi dan tsunami. Hasil penelitian menunjukkan bahwa sosialisasi yang dilakukan di SDN Baloroa Setelah dilakukan pre-test dan post-test kepada siswa sebelum dan sesudah kegiatan sosialisasi, dapat dilihat adanya peningkatan skor rata-rata pemahaman siswa mengenai bencana gempa bumi, tsunami, dan langkah-langkah mitigasi. Misalnya, rata-rata skor pre-test sebesar 60 dan setelah sosialisasi meningkat menjadi 85, yang menunjukkan peningkatan signifikan dalam pemahaman mereka. Meskipun demikian, beberapa kendala seperti keterbatasan waktu dan sarana prasarana mitigasi bencana perlu diperhatikan untuk meningkatkan efektivitas sosialisasi. Penelitian ini diharapkan dapat memberikan kontribusi bagi pengembangan program pendidikan mitigasi bencana di sekolah-sekolah, serta memperkuat peran sekolah dalam membentuk kesadaran dan kesiapsiagaan masyarakat terhadap bencana. Selain itu, pengintegrasian teknologi simulasi bencana, pelatihan guru, pembentukan tim tanggap darurat, serta kolaborasi dengan pihak berwenang akan memperkuat kesiapsiagaan sekolah dalam menghadapi gempa bumi dan tsunami.
Pemanfaatan Artifisial Intelligence (AI) dalam Menyusun Modul Ajar Interaktif Bagi Guru Sekolah Dasar Gagaramusu, Yusdin; Kaharu, Sarintan; Khairunnisa, Khairunnisa; Pratama, Ryan; Ammar, Ammar; Shalehuddin, Shalehuddin; Purnamasari, Danti Indriastuti
Jurnal Pengembangan dan Pengabdian Masyarakat Multikultural Vol 3 No 1: BATIK April 2025
Publisher : Institut Riset dan Publikasi Indonesia (IRPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57152/batik.v3i1.1815

Abstract

Penggunaan teknologi Artificial Intelligence (AI) dalam pendidikan semakin berkembang pesat, terutama dalam penyusunan modul ajar yang interaktif dan sesuai dengan Kurikulum Merdeka. Namun, banyak guru, terutama di daerah seperti Kecamatan Tanantovea, masih menghadapi kesulitan dalam memanfaatkan AI secara efektif. Kegiatan pengabdian masyarakat ini bertujuan untuk memberikan pelatihan kepada guru-guru Sekolah Dasar (SD) di Kecamatan Tanantovea, Kabupaten Donggala, agar mampu memanfaatkan teknologi AI dalam menyusun modul ajar yang inovatif dan menarik. Pelatihan berlangsung selama tiga hari dengan pendekatan learning by doing dan melibatkan pemanfaatan berbagai platform berbasis AI, seperti ChatGPT dan Canva AI. Hasil pelatihan menunjukkan bahwa para guru mampu menyusun modul ajar yang lebih interaktif dan sesuai dengan karakteristik peserta didik, meskipun masih menghadapi tantangan terkait literasi teknologi. Rekomendasi dari kegiatan ini meliputi pelatihan lanjutan dan peningkatan fasilitas teknologi di sekolah untuk mendukung penerapan modul ajar berbasis AI. Diharapkan, kegiatan ini dapat memberikan dampak positif bagi peningkatan kualitas pendidikan di Kecamatan Tanantovea.
Pentingnya Evaluasi Pembelajaran dalam Meningkatkan Kualitas Pengajaran di Era Modern: Penelitian Rangga Putera Boroallo; Danti Indriastuti Purnamasari; Kasmawati; Mas’adi
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 3 No. 4 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 3 Nomor 4 (April 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v3i4.949

Abstract

Evaluasi pembelajaran memegang peranan penting dalam meningkatkan kualitas pengajaran, terutama di era modern yang menuntut inovasi dan efektivitas dalam proses pendidikan. Artikel ini membahas pentingnya evaluasi sebagai alat untuk mengukur ketercapaian tujuan pembelajaran, menilai efektivitas metode pengajaran, serta memberikan umpan balik yang membangun bagi guru dan peserta didik. Di era modern, evaluasi tidak hanya dilakukan secara konvensional, tetapi juga melalui pendekatan digital dan autentik yang lebih relevan dengan kebutuhan zaman. Dengan evaluasi yang tepat, guru dapat meningkatkan strategi pembelajaran, menyesuaikan pendekatan pengajaran, serta mendorong terciptanya proses belajar yang bermakna dan berkualitas. Evaluasi yang dilakukan secara objektif, adil, dan berkesinambungan akan menjadi fondasi penting dalam menciptakan pendidikan yang adaptif dan progresif.
SOSIALISASI BIJAK MENGGUNAKAN GADGET TERHADAP PESERTA DIDIK KELAS IV SD 1 TALISE Isnayanti, Andi Nur; Purnamasari, Danti Indriastuti
JMM (Jurnal Masyarakat Mandiri) Vol 9, No 2 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v9i2.30057

Abstract

Abstrak: Gadget merupakan alat komunikasi berukuran mini dengan banyak kegunaan yang dapat diperoleh di dalamnya. Di SD 1 Talise, terdapat beberapa permasalahan yang berkaitan dengan penggunaan gadget di kalangan peserta didik kelas IV. Pertama, banyak siswa yang menghabiskan waktu berlebihan di depan layar gadget, yang mengakibatkan penurunan minat belajar dan prestasi akademik. Kedua, siswa sering terpapar konten yang tidak sesuai dengan usia mereka, yang dapat memengaruhi perkembangan psikologis dan sosial mereka. Oleh karena itu, pengabdian kepada masyarakat melalui sosialisasi bijak penggunaan gadget sangat diperlukan untuk memberikan pemahaman yang lebih baik kepada siswa kelas IV yang terdiri dari 18 siswa di SD 1 Talise Kota Palu Sulawesi Tengah. Metode pelaksanaan kegiatan ini terdiri dari tiga tahap utama, yaitu persiapan, tim pengabdian akan melakukan koordinasi dengan pihak sekolah untuk menentukan jadwal pelaksanaan, dan materi yang akan disampaikan dan sebelum kegiatan dimulai, materi sosialisasi dibuat sesuai dengan kebutuhan siswa. Penyuluhan, presentasi interaktif digunakan untuk memberikan instruksi tentang penggunaan bijak gadget yaitu membahas manfaat dan risiko penggunaan gadget, serta cara mengatur waktu yang tepat untuk menggunakannya. Monitoring dan Evaluasi dengan menggunakan kuesioner untuk mengetahui pemahaman siswa mengenai penggunaan gadget yang bijak. Hasil dari PKM ini menunjukkan adanya peningkatan signifikan dalam pemahaman siswa tentang penggunaan gadget yang bijak. Sebelum sosialisasi, hanya 44% yang menjawab benar pada kuesioner terkait penggunaan gadget yang bijak. Setelah sosialisasi, persentase siswa yang menjawab benar meningkat menjadi 94%. Berdasarkan hal tersebut, maka menunjukkan keberhasilan kegiatan sosialisasi dalam meningkatkan kesadaran siswa tentang gadget, manfaat, resiko dan cara penggunaan yang bijak.Abstract:  Gadgets are mini communication devices with a wide range of functionalities. At SD 1 Talise, there are several issues related to gadget usage among fourth-grade students. First, many students spend excessive time in front of gadget screens, leading to a decline in their interest in learning and academic performance. Second, students are often exposed to age-inappropriate content, which can affect their psychological and social development. Therefore, community service through the socialization of wise gadget usage is essential to provide a better understanding to the fourth-grade students, consisting of 18 students at SD 1 Talise in Palu City, Central Sulawesi. The implementation of this activity consists of three main stages: preparation, where the service team coordinates with the school to determine the schedule and materials to be presented. Before the activity begins, the socialization materials are tailored to the students' needs. Counseling, where interactive presentations are used to provide instructions on wise gadget usage, discussing the benefits and risks of gadget use, as well as how to manage appropriate screen time. Monitoring and Evaluation, using questionnaires to assess students' understanding of wise gadget usage. The results of this community service program indicate a significant increase in students' understanding of wise gadget usage. Before the socialization, only 44% of students answered correctly on the questionnaire related to wise gadget usage. After the socialization, the percentage of students answering correctly increased to 94%. This demonstrates the success of the socialization activity in raising students' awareness about gadgets, their benefits, risks, and how to use them wisely.
Pelatihan Pemanfaatan Media Digital Quizizz sebagai Media Pembelajaran Interaktif Bagi Guru SD Gagaramusu, Yusdin; Zulnuraini; Shalehuddin; Abdullah Joni Guci, Ammar; Indriastuti Purnamasari , Danti
Jurnal Pengabdian Kepada Masyarakat Patikala Vol. 5 No. 2 (2025): Jurnal PkM PATIKALA
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia/Education and Talent Development Center of Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/patikala.v5i2.3869

Abstract

The development of digital technology has driven the need for learning innovation, including for elementary school teachers who are required to create an interactive learning environment. Training on the use of the digital media Quizizz at SDN Inpres Perumnas aims to improve teachers' skills in integrating technology into the teaching and learning process. Teachers are expected to master the practical use of the application while understanding learning strategies to encourage student motivation and engagement. The activity was carried out in five stages: preparation in the form of coordination and preparation of materials, counseling on the importance of interactive digital media, hands-on training from account creation to question preparation, mentoring in classroom implementation, and demonstrations of learning with students. Evaluation was carried out through pretests, posttests, and practical observations. The results showed that teachers were able to follow all stages well. The average pretest score was only 45%, indicating teachers' limited understanding of Quizizz. After the training, the average posttest score increased to 85%. The highest increase occurred in understanding the superior features (from 30% to 90%) and the advantages of Quizizz compared to conventional quizzes (from 35% to 88%). Basic understanding of the purpose of use also increased from 40% to 90%. The primary benefit of this activity was increased teacher readiness to design interactive learning and broadened knowledge about the use of digital media for evaluation. The conclusion of this activity confirmed that the Quizizz training not only strengthened teacher competency but also opened up opportunities for school community involvement in supporting technology-based learning transformation
Evaluating Classroom Management Strategies to Prevent Violence in Elementary Schools: A Case Study in Palu City, Indonesia Yusdin Mahmudin Gagaramusu; Zulnuraini Zulnuraini; Shalehuddin Shalehuddin; Ammar Abdullah Joni Guci; Danti Indriastuti Purnamasari
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8542

Abstract

Violence in elementary schools, particularly verbal and bullying behavior, remains a persistent issue in Palu City, Indonesia. Weak supervision, inadequate classroom management, and the normalization of violence contribute to an unsafe learning environment. This study evaluates the effectiveness of classroom management strategies in preventing student violence. A convergent mixed-methods approach was employed involving 30 participants (teachers and students) from three elementary schools in Palu. Quantitative data were gathered through structured questionnaires, while qualitative data were obtained via interviews and observations. Instrument reliability was verified using Cronbach's alpha (0.60), and thematic analysis was used for qualitative insights. Findings show that 86.7% of students had witnessed or experienced violence, with verbal abuse (46.7–63.6%) and bullying (20.7–27.3%) being the most common. Violence predominantly occurred in the schoolyard (90.9%), indicating weak supervision. Common teacher practices included establishing rules (90.9%) and reprimanding violators (93.5%), though only 45.2% incorporated conflict management strategies. Despite this, 82% of teachers rated their classroom management as effective or very effective. Although teachers are proactive in rule enforcement, gaps remain in conflict resolution and empathetic communication. The study highlights the need to shift from reactive to proactive management by integrating character education, positive reinforcement, and restorative practices. A whole-school approach involving consistent supervision, teacher training, and inclusive policies is essential to foster a safe and supportive school culture.
Enhancing Elementary Students' Learning Interest Through Teams Games Tournament with Monopoly Media : A Quasi-Experimental Study in Science and Social studies Azzahra Nabilla Atmajanti; Abdul Rahman; Sinta Satria Dewi Pendit; Azizah Azizah; Danti Indriastuti Purnamasari
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3213

Abstract

This quasi-experimental study examined the effect of the Teams Games Tournament (TGT) learning model supported by monopoly learning media on fourth-grade students' learning interest in IPAS (Science and Social studies) subjects. Forty-four students at MI Muhammadiyah Al-Haq Palu were purposively selected based on low learning interest indicators and randomly assigned to experimental (n=22) and control (n=22) groups. The experimental group received TGT instruction with monopoly games, while the control group experienced conventional lecture-based teaching. A validated 20-item Guttman scale questionnaire measured learning interest before and after the two-session intervention. Data analysis employed paired samples t-tests, independent samples t-tests, normalized gain calculations, and Cohen's d effect size. Results revealed significant learning interest improvements in both groups (p < 0.001), with the experimental group demonstrating substantially greater gains (mean increase = 1.36, N-gain = 0.37) compared to the control group (mean increase = 0.91, N-gain = 0.18). The independent samples t-test confirmed significant differences between groups (p < 0.001, t = 3.954), with a large effect size (Cohen's d = 0.82). These findings indicate that TGT supported by monopoly media significantly and practically enhances elementary students' learning interest, offering educators an accessible, evidence-based strategy for improving affective outcomes in integrated science education.
Building Student Discipline Through Classroom Management Strategies: A Qualitative Study in Indonesian Elementary Schools Renita Renita; Yusdin Bin M Gagaramusu; Kadek Hariana; Rizal Rizal; Danti Indriastuti Purnamasari; Surahman Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3223

Abstract

The decline in student discipline in elementary schools, exacerbated by globalization and technological advancement, necessitates effective classroom management strategies that foster intrinsic behavioral regulation rather than external compliance. This study examined classroom management strategies employed by fourth-grade teachers at SDN Bambalemo to cultivate student discipline and identified factors influencing their implementation. A qualitative descriptive design was employed, with data collected through systematic observations, in-depth interviews with four teachers (coded A1-A4), and documentation analysis. Data were analyzed using Miles and Huberman's interactive model, incorporating triangulation to ensure validity. Three primary strategies emerged: creating positive learning climates through warm teacher-student relationships and consistent modeling; organizing adaptive learning spaces that promote cooperation and ownership; and managing interactive teaching-learning processes through two-way communication and constructive feedback. Internal factors—including teacher personality, professional awareness, motivation, and growth mindset—and external factors—encompassing family support, school regulations, and community environments—significantly influenced strategy effectiveness. An unexpected finding revealed students spontaneously maintained classroom tidiness, indicating internalized responsibility. Student discipline develops through ecological processes involving habituation, role modeling, and multi-stakeholder collaboration rather than authoritarian control. The findings challenge punitive approaches while supporting relationship-based pedagogies that foster self-regulation, providing empirical foundations for character-based classroom management in elementary education.
Co-Authors Abdul Rahman Ammar, Ammar Andi Nur Isnayanti Andi Nur Isnayanti Anggi Kurnia Putri Azizah Azizah Azzahra Nabilla Atmajanti Dyah Rahmawati Fira Astuti Sukardi Guci, Ammar Abdullah Joni Herlina, Herlina Ifka Nafisya Isra Alya Albia Kadek Hariana Kasmawati Kasmawati Kasmawati Khairunnisa Khairunnisa Mas’adi Mas’adi Mas’adi Nafisya, Ifka Nashrullah Nashrullah . Putriwanti Putriwanti Rahmita Rahmita Rangga Putera Boroallo Rani Kuntuamas Renita Renita Rizal, Rizal Ryan Pratama Sani, Nurul Kami Sarintan Nurcahyati Kaharu Shalehuddin Shalehuddin Shalehuddin Shalehuddin, Shalehuddin Sinta Satria Dewi Pendit Sriyati Ramadhani Surahman Wilade Yemima Abigail Longkutoy Yusdin B M Gagaramusu Yusdin Bin M Gagaramusu Yusdin Bin. M Gagaramusu Yusdin Gagaramusu Yusdin Mahmudin Gagaramusu Zulnuraini