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All Journal KEMBARA E-Dimas: Jurnal Pengabdian kepada Masyarakat Jurnal Penelitian Pendidikan IPA (JPPIPA) International Journal of Elementary Education Musamus Journal of Primary Education EduStream: Jurnal Pendidikan Dasar
Garib Firman Buaga
State University Of Yogyakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Health Professions Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Paradigma Teori Belajar Konstruktivisme Vygotsky pada Pembelajaran Abad-21 serta Relevansinya dengan Kurikulum Merdeka Sekolah Dasar Zakariyah, Yogi Aldias; Puspita, Intan Dia; Buaga, Garib Firman; Windy, Windy
Musamus Journal of Primary Education Vol 5 No 2 (2022)
Publisher : Faculty of Teacher Training and Education, Musamus University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35724/musjpe.v5i2.6699

Abstract

21st century learning are fundamental in developing aspects of learning in the world of education in Indonesia. The purpose of this research is to analyze and explain the relevance of Vygotsky's constructivism learning theory in the independent curriculum in elementary schools. 21st century learning in the independent curriculum in differentiated learning is an effort to adjust the learning process in the classroom with the aim of meeting the learning needs of each individual. The adjustment is by developing learners' 4C abilities, interests, learning profiles and learners' readiness in order to achieve improved learning outcomes. Learners can learn according to their own abilities and find understanding from their own experiences. This research was used the library research method by analyzing related literature sources and articles and books as references. Vygotsky's constructivism emphasizes the interaction of interpersonal (social), cultural-historical, and individual factors as the key to human development. Constructivism theory has relevance to differentiated learning in terms of meaningful learning and learner engagement. The results of 21st century learning in the independent curriculum in differentiated learning apply the theory of constructivism in learning by paying attention to the individual characteristics of students. Supported by the concept of Zone of Proximal of Development (ZPD) and scaffolding is very relevant in differentiated learning that accommodates all the potential of students and pays attention to the individual abilities of students so that they can optimize the 4C skills of students.
Discovery Learning Model Assisted by Serial Pictures: It’s Effect on Short Story Writing Ability of PGSD Students Buaga, Garib Firman; Wuryandani, Wuri; Nugroho, Ikhlasul Ardi; Kartono; Kevin Alvianto
International Journal of Elementary Education Vol 8 No 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i4.80867

Abstract

The problem of students' short story writing skills is still a challenge in learning at the higher education level. Conventional learning that is limited to understanding theory is considered less effective in improving students' practical skills. This study aims to analyze the effect of discovery learning model assisted by serialized picture media on improving students' short story writing skills. The research used quantitative methods with a pseudo-experimental design and non-equivalent control group design. The sample was taken by random sampling, with one class as the control group and one class as the experimental group. Data were collected through essay tests and analyzed using t-test. The results of the analysis showed that the value of Tcount = 3.623, this value was then compared with Ttable at the 5% significance level (α = 0.05) with dk (35 + 32-2 = 65). So that the value of Ttable = 2.500 is obtained. Because the value of Tcount = 3.623 > Ttable 2.500, Ho is rejected, indicating a significant difference between the experimental and control groups. In conclusion, the discovery learning model assisted by serialized picture media has a significant effect on improving students' short story writing skills compared to conventional learning.
Pemanfaatan Teknologi Web dalam Edukasi Pencegahan Kekerasan Seksual Anak di Panti Asuhan Utami, Wulan Tri Puji; Setiani, Ismarini Bekti; Musthofa, Zaenal; Prehadini, Tampi; Trisnani, Novy; Ar-Raafi’, Fahrozi; Buaga, Garib Firman; Farkhan, Muhammad; Muthi’ah, Hana
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 16, No 4 (2025): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v16i4.25448

Abstract

Kekerasan seksual terhadap anak masih menjadi permasalahan serius di lingkungan lembaga pengasuhan. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pengetahuan dan keterampilan warga Panti Asuhan Ash-Shidiqqiyah, Kokap, Kulon Progo, dalam pencegahan kekerasan seksual anak melalui pemanfaatan teknologi web. Metode yang digunakan adalah Participatory Action Research (PAR) yang melibatkan 31 anak asuh dan 6 pengasuh sebagai peserta. Kegiatan dilaksanakan melalui empat tahap, yaitu sosialisasi, pelatihan, implementasi, dan refleksi partisipatif. Hasil pretest-posttest menunjukkan peningkatan pengetahuan rata-rata sebesar 50% (dari 42% menjadi 92%), dengan peningkatan tertinggi pada kemampuan mengenali bentuk kekerasan seksual sebesar 57 poin persentase. Keterampilan digital pengasuh meningkat dari 25% menjadi 93%, dan tingkat kepuasan terhadap sistem aduan berbasis web mencapai 92%. Program ini juga menghasilkan e-book dan video edukatif tentang perlindungan anak serta pembentukan Satgas Anti Kekerasan Seksual sebagai tindak lanjut keberlanjutan program. Hasil kegiatan membuktikan bahwa pendekatan partisipatif berbasis teknologi web efektif dalam meningkatkan literasi perlindungan anak dan kesadaran digital di lingkungan panti asuhan.
Differentiated Project Based Learning Model: An Effective Strategy in Ecoliteracy Education for Elementary School Students Nina Rahayu; Sekar Purbarini Kawuryan; Garib Firman Buaga
Jurnal Penelitian Pendidikan IPA Vol 11 No 3 (2025): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i3.10389

Abstract

Increasingly complex environmental problems demand strategic efforts in shaping ecological awareness and behavior from an early age. In this context, basic education has a strategic role in internalizing ecoliteracy values through appropriate learning approaches. This study aims to analyze the effect of the Differentiated Project Based Learning (PjBL) Model on improving the ecoliteracy skills of fifth grade elementary school students. The study used an experimental design with control and experimental groups totaling 31 students each. The pretest results showed that the average ecoliteracy ability of the experimental group was 64.03, while the control group was 66.68. After the application of Differentiated PjBL, the posttest showed that the average ecoliteracy ability of the experimental group increased to 75.32, while the control group was 70.35. The independent sample t test showed a significant difference in the posttest between the two groups (p = 0.039 < 0.05), and the paired t test in the experimental group also showed a significant improvement (p = 0.000 < 0.05). Thus, it can be concluded that the application of the Differentiated PjBL Model can significantly improve the ecoliteracy skills of fifth grade elementary school students and is more effective than conventional learning methods.
Development of Eco-Friendly Big Book Media to Increase Interest and Science Literacy of 1st Grade Students Ika Sri Wulandari; Ikhlasul Ardi Nugroho; Garib Firman Buaga
Jurnal Penelitian Pendidikan IPA Vol 11 No 3 (2025): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i3.10500

Abstract

Interest in learning and science literacy needs to be developed early on through learning media that is interesting, interactive, contextual, and environmentally friendly to form student awareness in protecting the environment. This study is a research and development (R&D) of Eco-Friendly Big Book Media for grade 1 elementary school students, which aims to increase students' interest and science literacy. This media is prepared with an interactive and varied approach, in order to increase the involvement of students in the learning process. This research uses the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. However, this research was only carried out up to the validation stage for product feasibility testing, which involved qualitative and quantitative data analysis, focusing on validation by material experts and media experts as an evaluation step. The validation results show that the Eco-Friendly Big Book Media is very feasible to use, with a feasibility score of 96% from material experts and 95% from media experts. This media is expected to be an effective solution in supporting teachers to increase students' interest and science literacy, especially in grade 1 elementary school.
Development of Multiple Intelligence-Based Indonesian Learning E-Modules for Grade V Elementary School Garib Firman Buaga; Supartinah Supartinah
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i1.36579

Abstract

Multiple intelligences-based e-modules are digital teaching materials designed to accommodate learners' various learning styles and intelligences to meet diverse learning needs. This module is structured with a more interactive and varied approach to increase learners' involvement in learning. This study aims to develop e-modules based on multiple intelligences in Indonesian language subjects for grade V elementary school and assess the feasibility of the module in supporting the learning process. This study used a research and development method with the ADDIE development model, which consists of the stages of analysis, design, development, implementation, and evaluation. However, this research was carried out up to the validation stage to test the feasibility of the developed product. Validation was conducted through qualitative and quantitative data analysis, involving material experts and media experts as evaluators. The validation results show that the developed e-module has a very high feasibility level, scoring 93% from material experts and 95% from media experts. Based on the research results, it can be concluded that the developed multiple intelligences-based e-module is an alternative teaching material that effectively improves the quality of learning and supports the diversity of students' learning styles. The use of this e-module is expected to facilitate a learning process that is more adaptive, more interactive, and more aligned with the characteristics and needs of elementary school students.
Cognitive navigation: A phenomenological study of prospective elementary school teachers’ experiences in managing cognitive overload in blended learning Faridl Musyadad; Kassymova Gulzhaina Kuralbayevna; Atika Dwi Evitasari; Garib Firman Buaga
EduStream: Jurnal Pendidikan Dasar Vol 10 No 1 (2026): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v10n1.p149-158

Abstract

The digital transformation in higher education has established blended learning as a permanent pedagogical paradigm, yet it has created a paradox in which instructional flexibility often leads to increased cognitive complexity for students. This study aims to explore the lived experiences of Elementary School Teacher Education students in navigating cognitive overload and to identify adaptive strategies employed to maintain learning effectiveness in a blended learning environment. Using a qualitative-phenomenological design, this study involved active students at IKIP PGRI Wates who had completed at least one semester of blended learning. Data were collected through semi-structured in-depth interviews and reflective learning journals, which were then analyzed using an inductive thematic approach. The findings reveal that cognitive overload is primarily triggered by fragmented instructional design, technical friction between platforms, and unmanaged dual task demands. These factors led to a degradation in the quality of cognitive processing, shifting students’ orientation from deep conceptual understanding toward a pragmatic, administrative focus. However, these findings also highlight the crucial role of Self-Regulated Learning as a metacognitive resilience mechanism that mitigates the impacts of mental fatigue and academic stress. This study concludes that cognitive overload in blended learning is a multidimensional phenomenon that requires coherent instructional synchronization and systematic support for students’ self-regulation. The practical implications of this study emphasize the need for platform standardization and the integration of metacognitive training as crucial navigational tools for prospective elementary school teachers to ensure their cognitive resilience in implementing learning technologies in the future.
Co-Authors Ar-Raafi’, Fahrozi Atika Dwi Evitasari Farkhan, Muhammad Ika Sri Wulandari Ikhlasul Ardi Nugroho Ismarini Bekti Setiani Kartono Kassymova Gulzhaina Kuralbayevna Kevin Alvianto Musthofa, Zaenal Musyadad, Faridl Muthi’ah, Hana Nina Rahayu Prehadini, Tampi Puspita, Intan Dia Sekar Purbarini Kawuryan Supartinah Supartinah Trisnani, Novy WINDY WINDY Wulan Tri Puji Utami Wuri Wuryandani Zakariyah, Yogi Aldias