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All Journal SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED JIP: Jurnal Ilmiah PGMI REiD (Research and Evaluation in Education) Jurnal Penelitian Pendidikan IPA (JPPIPA) Pendas : Jurnah Ilmiah Pendidikan Dasar AR-RIAYAH : Jurnal Pendidikan Dasar Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Sosio-Didaktika: Social Science Education Journal Jurnal Ilmiah Pendidik Indonesia Journal of Pedagogy and Education Science JS (Jurnal Sekolah) Jurnal Elementaria Edukasia UPEJ : Unnes Physics Education Journal EMPATI : Jurnal Bimbingan dan Konseling
Ellianawati
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Pengembangan E-Modul Berbasis Masalah dengan Pendekatan Etno-STEM pada Materi Gelombang Bunyi untuk Meningkatkan Minat dan Hasil Belajar Peserta Didik Neni Nur Afia; Sugianto; Ellianawati; Akhlis, Isa
Unnes Physics Education Journal Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v14i3.26691

Abstract

Learners' perception that physics is difficult and low interest in learning cause learning outcomes to decline. The Problem-Based Learning (PBL) model encourages students' activeness through exploration and discussion, while the ethno-STEM approach makes learning contextual with Javanese culture by improving 21st century skills. This study aims to develop a problem-based e-module with an ethno-STEM approach on sound waves material to increase interest and learning outcomes. Using the Research and Development (R&D) research type with the ADDIE method and One Group Pre-Test Post-Test design, small-scale trials were conducted in class XII-9 and large-scale in class XI-4 SMA Negeri 1 Ngawen. The results showed: (1) E-modules obtained an average score from validators of 89.42% with a very feasible category; (2) Learning interest increased by 4.25% with N-gain 0.13 and effect size 1.651, while learning outcomes increased by 27.21% with N-gain 0.46 and effect size 1.800. There was a moderately positive correlation between the increase in interest and learning outcomes (0.456); (3) Practicality reached 76.04% (class XII-9) and 73.92% (class XI-4) with the practical category. Problem-based e-modules with ethno-STEM approach proved to be feasible, effective, and practical for learning sound waves.
Culturally Responsive Teaching (CRT) Approach in Social Science and Science Learning Elementary School: A Bibliometric Study from 2020-2025 Isna Rachma Nirmala; Murbangun Nuswowati; Bambang Subali; Ellianawati
JIP Jurnal Ilmiah PGMI Vol 11 No 1 (2025): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v11i1.28242

Abstract

Culturally Responsive Teaching (CRT) approach is very important to adopt because it is able to integrate cultural values and experiences of students into learning, thus creating an inclusive, relevant, and adaptive learning environment to the needs of students. This study aims to explore the application of the Culturally Responsive Teaching approach in learning Natural and Social Sciences (IPAS) in Elementary Schools. The research method chosen is a systematic literature review by analyzing 1,011 articles from the Scopus and Google Scholar databases published in the 2020-2025 period. The results of the analysis of various articles, the application of the Culturally Responsive Teaching approach in IPAS learning can increase motivation, participation, 21st century skills, and learning outcomes of students, especially in the context of cultural diversity in the classroom. The research gap that can be filled based on the results of the analysis is the application of the Culturally Responsive Teaching approach in IPAS learning not only on the learning outcomes of cognitive aspects but also affective aspects and 21st century skills as a whole . In addition, the Culturally Responsive Teaching approach encourages teachers to be more innovative in designing learning strategies that are adaptive to the needs and characteristics of students. Thus, Culturally Responsive Teaching can be a strategic solution in developing science learning that is in line with the demands of 21st century education in Elementary School.
THE INFLUENCE OF PAPEA (NUMBER ADVENTURE BOARD) MEDIA ON MATHEMATICS LEARNING OUTCOMES OF THIRD-GRADE ELEMENTARY STUDENTS Sinaga, Ruth Silvia; Dinita, Daniar Rahmah; Rozi, Fahrur; Ellianawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36092

Abstract

This study examined the effect of Papea (Papan Petualangan Angka) on third-grade students’ mathematics learning outcomes, particularly in understanding whole numbers and place value. Using a one-group posttest-only quasi-experimental design with 42 participants, the study found that the use of Papea significantly improved students’ performance, as reflected by the increase in the mean score from 40.79 to 78.95 and the paired-sample t-test result of t = –10.50 (p = 1.20 × 10⁻¹²). These findings indicate that Papea effectively enhances students’ comprehension of numerical concepts, supports more accurate problem solving, and increases engagement during learning activities.
THE ROLE OF TECHNOLOGY AND DIGITAL LITERACY IN IMPROVING STUDENT LEARNING MOTIVATION: A LITERATURE REVIEW 2021-2025 Sulistiani; Bambang Subali; Ellianawati
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 1 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18464733

Abstract

This study aims to analyze trends, directions, and research findings highlighting the relationship between technology utilization, digital literacy, and learning motivation in the context of modern education. The method used was a systematic literature review, referring to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Of the 1,195 articles identified through various databases and research registers, 53 articles met the inclusion criteria and were analyzed in depth using a descriptive and thematic approach. The study results indicate that digital literacy plays a crucial mediating factor in optimizing the use of technology to enhance student learning motivation. The use of digital media, online learning platforms, and artificial intelligence (AI)-based technology has been shown to strengthen student engagement, increase curiosity, and foster learning independence. Furthermore, the application of technology also encourages the formation of a flexible and learner-centered learning ecosystem. This study recommends strengthening digital literacy, improving teachers' pedagogical and digital competencies, providing supporting infrastructure, and implementing differentiated learning strategies oriented toward motivation, creativity, and active student participation in the digital era.
INTERACTIVE LEARNING INNOVATIONS TO BUILD STUDENT LEARNING ACTIVITY: A LITERATURE REVIEW 2020-2025 Puspita, Leny; Fahrur Rozi; Bambang Subali; Ellianawati
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 1 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18551862

Abstract

This study aims to systematically review the literature on the implementation of interactive learning innovations in the 2020–2025 period and provide practical recommendations for their implementation in schools. The study used a systematic literature review approach with reference to the PRISMA framework. Data were collected from various databases and scientific sources, with a total of 1,219 articles identified. The selection process was carried out through screening, feasibility assessment, and quality evaluation, resulting in 65 relevant articles for further analysis. The study findings indicate that the use of digital technology, the implementation of project-based learning models, gamification strategies, and collaborative platforms consistently improve student learning engagement by increasing intrinsic motivation, interaction, and collaboration among students. However, this study also identified several obstacles, such as limited technological facilities, teacher readiness to integrate learning technology, and variations in students' adaptability to digital systems. Therefore, ongoing training for teachers, institutional policy support, and the integration of technology-based pedagogy into the curriculum are needed to create a more participatory, inclusive, and collaborative learning environment in the digital era.
THE EFFECTIVENESS OF DIFFERENTIATED LEARNING BASED ON LEARNING STYLES IN INCREASING INTEREST IN LEARNING SCIENCE: AN EMPIRICAL REVIEW 2021–2025 Mela Dwisa, Suci Okta; Farid Ahmadi; Bambang Subali; Ellianawati
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 1 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18639319

Abstract

This study aims to review the effectiveness of differentiated learning based on learning styles in increasing interest in learning science through a systematic literature review. The research method used the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) approach, in which 1,264 initial articles were identified through various international and national databases, then screened through stages of eliminating duplication, screening based on title and abstract relevance, and feasibility testing based on full content. From this selection, 76 articles met the inclusion criteria and were analyzed in depth. The results of the study indicate that differentiated learning can significantly increase student interest in learning by increasing intrinsic motivation, active involvement in the learning process, and creating an inclusive and responsive learning environment to individual needs. In addition, differentiated learning is in line with the principles of the Independent Curriculum which focuses on personalized and flexible learning, thus providing opportunities for students to learn according to their styles and needs. Therefore, it is recommended that elementary school teachers implement differentiated learning strategies in a planned and sustainable manner by considering the variety of students' learning styles. This step is expected to optimize interest, motivation, and the quality of science learning, so that learning becomes more meaningful, enjoyable, and relevant for each student.
Meningkatan Civic Participatory Skill Melalui Model Window Shopping untuk Membentuk Keterampilan Komunikasi dan Kolaborasi Maulana, Muhamad Ilham; Harianingsih; Ellianawati; Avrilianda, Decky
Sosio-Didaktika: Social Science Education Journal Vol. 12 No. 2 (2025)
Publisher : Faculty of Educational Sciences, UIN (State Islamic University) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/sd.v12i2.47118

Abstract

  21st-century learning requires learners to have communication skills, collaboration, and active participation. These skills strengthen civic participatory abilities. This study aims to analyze the use of the cooperative learning model, the Window Shopping type. The goal is to improve civic participatory skills by strengthening communication and collaboration in Pancasila education. The research uses a qualitative case study approach at SMP Negeri 12 Depok. Data were collected through interviews, observations, and documentation. The analysis was conducted qualitatively, using a descriptive approach. The results showed that applying the cooperative learning model, the Window Shopping type, encourages learners to interact, argue, and work together in a democratic learning atmosphere. The learning process becomes more participatory, reflective, and collaborative. These changes strengthen communication, collaboration, and civic participation. Thus, the cooperative learning model, Window Shopping type, is effective for developing civic participatory skills in Pancasila education for 21st-century learners. Keywords: Cooperative Learning, Window Shopping, Civic Participatory Skill, Civic Skill, Pancasila Education
Penerapan Diskusi Kelompok Terfokus Berbasis TPACK untuk Meningkatkan Kecakapan  Berpikir Kreatif Peserta Didik Sultoni, Agung; Harianingsih; Ellianawati; Avrilianda, Decky
Sosio-Didaktika: Social Science Education Journal Vol. 12 No. 2 (2025)
Publisher : Faculty of Educational Sciences, UIN (State Islamic University) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/sd.v12i2.50153

Abstract

The purpose of this research is to determine how the implementation of TPACK-based FGDs can improve students' creative thinking skills. This research uses a qualitative approach with a case study method. The subjects of this research were 32 students from class IX D and 1 Pancasila education teacher. The saturated sampling technique used in this study, meaning all students (32 students) were sampled. Data collection techniques were carried out through interviews, observation, and documentation. The data analysis technique used an interactive model, namely data reduction, data presentation, drawing conclusions, and verification. The results of the study indicate that TPACK-based focus group discussion learning can improve students' creative thinking skills in Pancasila education by integrating technology (online collaborative platforms), pedagogy (focus group discussions), and Pancasila content (tolerance on social media) to create meaningful learning experiences. Through this model, students can be encouraged to actively analyze problems, solve problems creatively, and interact with Pancasila materials using digital tools, which ultimately improves students' creativity skills. The implication is that teachers need to master the integration of technology in learning, schools must provide support for facilities and training, and the curriculum needs to be designed to be more contextual and innovative. Keywords: Focus Group Discussion Method, TPACK, Civics Education, Creative Thinking Skill
Research Trends in Teaching Materials to Improve Computational Thinking Skills: A Bibliometric Analysis from 2021 to 2025 Saputra Dewa, Aditya; Kurniawan, Edi; Subali, Bambang; Ellianawati
Journal of Pedagogy and Education Science Vol 5 No 01 (2026): Article in Press - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001558

Abstract

The development of critical thinking as a key 21st-century competency is closely linked to computational thinking (CT), which requires systematic support through appropriate teaching materials. This study aims to analyse research trends in CT teaching materials published between 2021 and 2025 using a systematic review with a bibliometric approach following PRISMA guidelines. Data were collected from Crossref, Google Scholar, Scopus, and Semantic Scholar, resulting in 68 selected articles from an initial pool of 2,050 publications, which were analysed through content analysis and bibliometric mapping using VOSviewer. The findings reveal a significant increase in CT teaching material research in the post-pandemic period, particularly in 2023, with a predominance of empirical and research and development (R&D) studies. Most studies focus on computer science contexts, elementary education, and interactive digital teaching materials, indicating that CT is often positioned as an initial technical competency. In contrast, CT teaching materials for non-computer science subjects, other educational levels, and non-digital or unplugged contexts remain underexplored. Furthermore, existing research primarily emphasises product development and short-term effectiveness, while longitudinal studies examining the sustainability of CT learning outcomes are still limited. These findings highlight the need for pedagogically grounded, context-responsive, and interdisciplinary CT teaching materials, as well as future research employing longitudinal designs to support the equitable and sustainable development of CT as a core competence in 21st-century education.
STUDI LITERATUR : PERUNDUNGAN DI SEKOLAH DASAR (2020–2025), POLA, FAKTOR RISIKO, DAN INTERVENSI Subali, Bambang; Ellianawati; Hutagalung, Doni
JS (JURNAL SEKOLAH) Vol. 10 No. 2 (2026): MARET 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/6skytx57

Abstract

Abstrak: Perundungan di Sekolah Dasar adalah masalah serius periode 2020-2025 yang berdampak negatif pada perkembangan emosional, sosial, dan akademik siswa. Kajian sistematis ini mengidentifikasi pola perundungan fisik, verbal, sosial, dan siber. Faktor risikonya meliputi psikologi individu, pola asuh keluarga, iklim sekolah, dan penggunaan media digital tak terkontrol. Intervensi efektif yang ditemukan menekankan pendekatan kolaboratif antara guru, orang tua, dan konselor. Strategi ini mencakup pendidikan karakter, pelatihan keterampilan sosial, dan kebijakan sekolah yang pro-anak. Kesimpulannya, perundungan di SD adalah isu multidimensi yang memerlukan sinergi berbagai pihak untuk menciptakan lingkungan belajar yang aman dan inklusif bagi tumbuh kembang optimal anak.
Co-Authors Aditya Marianti Agustiana, Nina Alifia Rohmah Anandita, Aulia Silvina Azzahra Fitriana, Shanas Bambang Subali Barokah Isdaryanti Budhi, Setiawan Decky Avrilianda Desi Utami Dina Larasati Dinita, Daniar Rahmah Dona Febri Enjelina Dwi Lestari, Fitriana Edi Kurniawan Edi Kurniawan Edi Waluyo Eka Mardiana Erna S, Natalia Fahrur Rozi Fahrur Rozi Farid Ahmadi Gilang Eko Setyo Suharjono Harianingsih Hermawan, Dennis Hutagalung, Doni Ihsandi, Aldi Intan Khoirun Nisa Isa Akhlis Isna Rachma Nirmala Langlang Handayani Manfaatun Nisa Maria Ayu Puspita Maulana, Muhamad Ilham Mela Dwisa, Suci Okta Muhamad Subhi Apriantoro Muhammad Habib Ramadhani muhammad Nur Ikhsan Muhammad Sholihul Huda Murbangun Nuswowati Nadzifa, Riska Nailil Muna Asshalikha Nanik Wijayati Neni Nur Afia Ngabiyanto Nihayati, Zaizatun Nuni Widiarti Nur'aeni, Amellia Putri Nurhalimah, Umi Prasetya Ariyani, Nila Pratiwi Dwijananti Puspita, Leny Ridho Adi Negoro Risma Ayunda Putri Saputra Dewa, Aditya Setyaningsih, Natalia Erna Sinaga, Ruth Silvia Siswanto Sri Sumartiningsih Subali, Bambang Subali Sudarmin Sugianto Suharto Linuwih Sukma, Izza Melati SULISTIANI Sultoni, Agung Taqiyyah, Syir' Anatut Utaminingsih, Esty Setyo Wahyu Lestari Wasino Yuli Kurniawati Sugiyo Pranoto, Yuli Kurniawati Sugiyo Yusof, Mohammad Mubarrak bin Mohd