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Transversal competencies in augmented reality-based history learning Karima, Elfa Michellia; Wulandari, Fikhen Tri; Firza, Firza; Abianza, Erza
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 10, No 2 (2024): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202425609

This research is based on the weak ability of students to implement historical learning assessments due to the lack of supporting competencies. This study aims to analyze the use of transversal competencies to achieve learning objectives in learning planning in historical learning assessment courses. This study used experimental methods to analyze data. The result of the research is that transversal competencies applied in learning and delivering material in the history learning assessment course are more meaningful and more accessible to implement coupled with the history learning assessment course, which is a practical course. The application of transversal competencies in the learning planning of history learning assessment courses in History Department students will also emphasize specific skills, knowledge, values, and attitudes necessary for effective participation in supporting the student learning process.

Pengembangan Media Pembelajaran Berbasis Aplikasi Articulate Storyline 3 pada Pembelajaran Pendidikan Pancasila di Kelas V SD Wilayah I Lubuk Kilangan Kota Padang Sitorus, Hiskia; Wulandari, Fikhen Tri; Anita, Yesi; Zuryanty, Zuryanty
Indo-MathEdu Intellectuals Journal Vol. 6 No. 3 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i3.3199

This research aims to develop a valid, practical, and effective Articulate Storyline 3 application-based learning media to be used in the learning process in elementary schools. The type of research used is Research and Development (R&D) with the ADDIE development model, which includes five stages: analysis, design, development, implementation, and evaluation. The data collected includes the validity, practicality, and effectiveness of the media. The results of validation by experts showed a validity rate of 100% from subject matter experts, 97.7% from media experts, and 84.4% from linguists, with an average of 94.03% in the "very valid" category. The practicality test by the teacher showed a result of 90% at SDN 15 Koto Lalang, 93.33% at SDN 10 Bandar Buat, and 93.33% at SDN 14 Koto Lalang, with an average of 92.22% (categorized as 'very practical'). Meanwhile, the practicality test by the students showed results of 94.33%, 96.16%, and 95.13%, with an average of 94.33% (categorized as 'very practical'). The effectiveness test through N-Gain calculation showed a significant improvement in learning outcomes, namely 0.66 (categorized as 'sufficiently effective') at SDN 15 Koto Lalang, as well as 0.77 (categorized as 'effective') at SDN 10 Bandar Buat and SDN 14 Koto Lalang. Thus, the developed learning media is declared valid, practical, and effective in supporting the learning process at the elementary school level.

Transversal competencies in augmented reality-based history learning Karima, Elfa Michellia; Wulandari, Fikhen Tri; Firza, Firza; Abianza, Erza
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 10 No. 2 (2024): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202425609

This research is based on the weak ability of students to implement historical learning assessments due to the lack of supporting competencies. This study aims to analyze the use of transversal competencies to achieve learning objectives in learning planning in historical learning assessment courses. This study used experimental methods to analyze data. The result of the research is that transversal competencies applied in learning and delivering material in the history learning assessment course are more meaningful and more accessible to implement coupled with the history learning assessment course, which is a practical course. The application of transversal competencies in the learning planning of history learning assessment courses in History Department students will also emphasize specific skills, knowledge, values, and attitudes necessary for effective participation in supporting the student learning process.

Pengembangan Media Pembelajaran Digital Berbasis Teknologi Augmented Reality pada Pembelajaran IPAS di Kelas V Sekolah Dasar Adrianda, Adrianda; Wulandari, Fikhen Tri
Asian Journal of Early Childhood and Elementary Education Vol 3 No 3 (2025): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v3i3.5839

This study is motivated by the low utilization of technology-based learning media in elementary schools, which results in limited student enthusiasm and engagement. The purpose of this research is to develop an Augmented Reality (AR) technology-based learning medium for the Science and Social Studies (Ilmu Pengetahuan Alam dan Sosial or IPAS) subject, focusing on cultural diversity material for fifth-grade elementary students. The problems were identified through observations and interviews at SDN 41 Seberang Padang Selatan, SDN 32 Pemancungan, and SDN 38 Seberang Padang Selatan, which revealed that both teachers and students rarely used technology-based media in learning activities. This study employed a Research and Development (R\&D) approach using the ADDIE development model, which consists of analysis, design, development, implementation, and evaluation stages. Data were collected to measure the validity, practicality, and effectiveness of the learning media. The validity test results indicated that the media was highly valid, with scores of 95% from content experts, 100% from language experts, and 97.5% from media experts. The practicality test results showed that the media was highly practical based on feedback from teachers and students across the three schools. The effectiveness test results demonstrated improved student learning outcomes, with post-test scores reaching 100%, 92.5%, and 94.7%, respectively. The conclusion of this study is that the Augmented Reality-based learning media for cultural diversity material in the fifth-grade IPAS subject is appropriate and effective for use in elementary school instruction.

Efektivitas Media Interaktif Genially Menggunakan Model Problem Based Learning Pada Pembelajaran Pendidikan Pancasila di Sekolah Dasar Nurhasanah, Siti; Reinita, Reinita; Putera, Rafhi Febryan; Wulandari, Fikhen Tri
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 9, No 1 (2025): JIPPSD
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jippsd.v9i1.133213

The findings that there is a dearth of creativity in technology-based learning materials are what spurred this study. Textbooks and traditional visuals are the only learning materials frequently employed in the educational process. The objective of this study is to create an interactive learning resource that is legitimate, useful, and efficient for use in the teaching and learning process. It is based on the Pancasila Education fifth-grade elementary school's Problem-Based Learning approach. Using the ADDIE development model, this study is a development study (Research and Development). Analysis, Design, Development, Implementation, and Evaluation make up the ADDIE paradigm. At UPTD SDN 010120 Ledong Timur, the trial was held. With an average score of 91.11%, the study's findings show that the created material is genuine and can be classified as "Highly Valid." Teachers received a practicality value of 98%, students received a practicality score of 97.62%, and the total practicality score was 97.62%. Additionally, the efficacy test produced a 92.30% percentage, which was classified as "Very High." These results support the validity, applicability, and efficacy of the interactive learning materials based on utilizing the Problem-Based Learning model for Pancasila Education in fifth-grade elementary school.

Pengembangan Bahan Ajar Flipbook Brebasis RADEC pada Mata Pelajaran Pendidikan Pancasila di Kelas V Sekolah Dasar Kota Padang Suherman, Dwi Athana; Wulandari, Fikhen Tri; Mansurdin; Ladiva, Hasmai Bungsu
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 4 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i4.6781

Pancasila Education learning in elementary schools still faces limitations in the use of interactive digital teaching materials and is able to encourage active student involvement. This study aims to develop valid, practical, and effective RADEC-based Flipbook teaching materials for Pancasila Education learning in fifth grade elementary schools. The study used the Research and Development (R&D) method with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The study was conducted at SDN 02 Indarung, SDN 12 Padang Besi, and SD Semen Padang. Product validity was assessed by material, language, and media experts, while practicality was measured through teacher and student responses. Effectiveness was analyzed based on the increase in learning outcomes through a comparison of pre-test and post-test using N-Gain. The results showed that the RADEC-based Flipbook teaching materials obtained a validity of 93% with a very valid category, teacher practicality of 95.83%, and student practicality of 92.44% with a very practical category. The average N-Gain value of 0.776 indicates high effectiveness. Thus, the RADEC-based Flipbook teaching material is suitable for use in supporting interactive Pancasila Education learning that is oriented towards active student involvement.

PENINGKATAN HASIL BELAJAR CIRI-CIRI BANGUN DATAR MENGGUNAKAN MODEL COOPERATIVE TIPE MAKE A MATCH BERBANTUAN WORDWALL DI KELAS IV SDN 20 BINUANG KAMPUNG DALAM KOTA PADANG Anyelir, Erica; Suciana, Fadila; Ahmad, Syafri; Wulandari, Fikhen Tri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54587

This study was motivated by the low level of student engagement in the learning process, lack of enthusiasm and motivation to learn, and students’ tendency to be easily distracted. These conditions were caused by the implementation of learning activities that were not yet based on Deep Learning Lesson Planning (RPM), the use of predominantly conventional teaching methods, and the limited utilization of learning media. This study aimed to describe the improvement of students’ learning outcomes on the characteristics of plane figures through the Cooperative Learning Make a Match model assisted by Wordwall in Grade IV of SDN 20 Binuang Kampung Dalam, Padang City. This research employed Classroom Action Research (CAR) using qualitative and quantitative approaches conducted in two cycles. Each cycle consisted of planning, implementation, observation, and reflection stages. The subjects were one teacher and 24 fourth-grade students in the January–June semester of the 2025/2026 academic year. Data were collected through RPM observation, teacher and student activity observations, and assessments of affective, psychomotor, and cognitive learning outcomes. The results showed continuous improvement in each cycle. The RPM score increased from 89.58% to 95.83%. The implementation of learning activities by both the teacher and students improved from 88.75% to 97.50%. Students’ learning outcomes also increased, with affective scores rising from 76.56 to 91.32, psychomotor scores from 76.30 to 92.19, and cognitive scores from 78.54 to 91.25. Therefore, the Cooperative Learning Make a Match model assisted by Wordwall effectively improved students’ learning outcomes on the characteristics of plane figures.

Peningkatan Hasil Belajar Menggunakan Model Cooperative Tipe STAD Berbantuan Canva pada Pembelajaran Pendidikan Pancasila Kelas IV SDN 17 Batu Gadang Kota Padang Sara, Siti; Wulandari, Fikhen Tri; Waldi, Atri; Hendri, Sherlyane
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 4 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i4.6576

This study aims to improve student learning outcomes through the STAD Cooperative model assisted by Canva in Pancasila Education learning for fourth graders at SDN 17 Batu Gadang, Padang City. This study is a Classroom Action Research (CAR) conducted in two cycles with stages of planning, implementation, observation, and reflection. The research subjects consisted of 26 fourth grade students, totaling 12 boys and 14 girls. Research data were collected through test and non-test techniques. The test instruments were in the form of essay and multiple-choice questions, while the non-test instruments included attitude and skill assessment rubrics, observation sheets for teacher and student activities, and documentation. Data were analyzed quantitatively using percentages for learning activities and RPPM, as well as analysis of averages and completeness of student learning outcomes, while qualitative data from observation results were used to strengthen the interpretation of the results in each cycle. The results of the study showed an increase in all aspects, namely teacher activity increased from 89.25% in cycle I to 96.4% in cycle II, student activity from 87.45% to 96.4%, and RPPM from 89.55% to 95.8%. Student learning outcomes also increased from an average of 62% in the first meeting of cycle I to 75.6% in the second meeting, and reached 91.2% in cycle II. Thus, the STAD Cooperative model assisted by Canva is effective in improving student learning outcomes.

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