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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Nanggroe: Journal Of Scholarly Service Nanggroe: Journal of Scholarly Service
Mutia, Zulfa
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Program Literasi Digital Untuk Siswa di Sekolah Dasar Ukhra, Rahmatul; Aifara, Tasya; Z, Zaituni; Mutia, Zulfa; Handayani, Putri; Usrina, Wirda
Nanggroe: Jurnal Pengabdian Cendikia Vol 3, No 9 (2024): Desember
Publisher : Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15014689

Abstract

Digital literacy is an urgent need in education, particularly in remote areas, to bridge the technology gap and enhance the quality of learning. This study aims to evaluate digital literacy programs for students and teachers in remote areas by highlighting the challenges and opportunities for implementation. The research employed a descriptive qualitative method, with data collection techniques including interviews, observations, questionnaires, and document analysis. The findings reveal that limited infrastructure, low teacher competency, weak managerial roles of school principals, and minimal community support are the primary challenges. Nevertheless, some schools have shown progress through community collaboration and continuous training. This study concludes that digital literacy programs require a holistic approach encompassing infrastructure development, teacher competency enhancement, policy formulation, and community involvement.
Program Literasi Digital Untuk Siswa di Sekolah Dasar Ukhra, Rahmatul; Aifara, Tasya; Z, Zaituni; Mutia, Zulfa; Handayani, Putri; Usrina, Wirda
Nanggroe: Jurnal Pengabdian Cendikia Vol 3, No 9 (2024): Desember
Publisher : Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15014689

Abstract

Digital literacy is an urgent need in education, particularly in remote areas, to bridge the technology gap and enhance the quality of learning. This study aims to evaluate digital literacy programs for students and teachers in remote areas by highlighting the challenges and opportunities for implementation. The research employed a descriptive qualitative method, with data collection techniques including interviews, observations, questionnaires, and document analysis. The findings reveal that limited infrastructure, low teacher competency, weak managerial roles of school principals, and minimal community support are the primary challenges. Nevertheless, some schools have shown progress through community collaboration and continuous training. This study concludes that digital literacy programs require a holistic approach encompassing infrastructure development, teacher competency enhancement, policy formulation, and community involvement.
PENERAPAN MODEL PROJECT BASED LEARNING TERHADAP PENINGKATAN PEMAHAMAN KONSEP SISWA PADA MATERI SISTEM PERNAPASAN MANUSIA: Penelitian Tindakan Kelas Mutia, Zulfa; Marnita; Hanum, Erlia
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63896

Abstract

The low level of students’ conceptual understanding of the human respiratory system indicates the need for a learning model that promotes active student engagement in the learning process. This study aimed to improve students’ conceptual understanding through the implementation of the Project Based Learning (PjBL) model on the topic of the human respiratory system in Grade V at SD Negeri 2 Bandar Dua. This research employed Classroom Action Research (CAR), conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were 15 fifth-grade students. Data were collected through achievement tests, observations of teacher and student activities, and student response questionnaires. The data were analyzed descriptively by calculating the percentages of learning mastery, learning activities, and student responses. The findings revealed that the implementation of Project Based Learning effectively improved students’ conceptual understanding. Learning mastery increased from 26.6% in Cycle I to 86.7% in Cycle II. Teacher activity improved from the good to the very good category, with percentages ranging from 84.7% to 94.0%, while student activity increased from the fair to the very good category, with percentages ranging from 74.4% to 92.2%. Furthermore, 95.08% of students expressed highly positive responses to the implementation of Project Based Learning. Therefore, the Project Based Learning model is effective in enhancing students’ conceptual understanding while fostering a more active, collaborative, and meaningful learning environment in elementary science education
Co-Authors Aifara, Tasya Hanum, Erlia Marnita Putri Handayani Ukhra, Rahmatul Usrina, Wirda Z, Zaituni