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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Innovation and Research in Primary Education
Azizah, Ratna Nur
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Education Languange, Linguistic, Communication & Media Mathematics Other

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HUBUNGAN PENERAPAN PEMBELAJARAN EDUTAINMENT TERHADAP PENINGKATAN MUTU PENDIDIKAN INKLUSI DI SEKOLAH KREATIF SD MUHAMMADIYAH 16 SURABAYA Sati; Azizah, Ratna Nur; Sita Diniasih; Nunung Sunari; Eriska Aufha Nurani; Jamilah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10, Nomor 01 Maret 2025 in progress
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.23652

Abstract

Inclusive education at the Creative School of Muhammadiyah 16 Elementary School, Surabaya aims to provide equal learning opportunities for all students, including students with special needs. Therefore, it is necessary to implement edutainment learning that combines education and entertainment, so that it can improve the quality of inclusive education at the school. This study aims to determine the relationship between the implementation of edutainment learning and improving the quality of inclusive education at the Creative School of Muhammadiyah 16 Elementary School, Surabaya. This study uses a descriptive qualitative method with data collection techniques through observation, interviews, and documentation. The subjects of this study include teachers, students, parents, and principals. The results of the study indicate that the implementation of edutainment learning can improve student motivation, understanding, and involvement. Teachers apply educational games, videos, and projects to adjust the material to students' needs. The implementation of this learning also helps students with special needs adapt and improve social skills. Challenges faced in implementing this learning include limited facilities and teacher readiness. To overcome this, the school held teacher training and collaborated with the education community. In conclusion, the implementation of edutainment learning is effective in improving the quality of inclusive education. With further support, this learning can be implemented in more schools.Keywords: edutainment, inclusive education, interactive learning.
Effect of Teams Games Tournament Model with Interacty.me Media on Mathematics Learning Activeness Among Fifth-Grade Students Azizah, Ratna Nur; Fikriyah, Fikriyah; Huda, Khozinul
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2398

Abstract

Student engagement in mathematics learning remains a persistent challenge in elementary education, with traditional teacher-centered approaches often resulting in passive learning environments and limited student participation. This study investigated the effect of integrating the Teams Games Tournament (TGT) cooperative learning model with Interacty.me digital media on fifth-grade students' mathematics learning engagement. A quasi-experimental design with non-equivalent control groups was employed at SD Negeri 1 Weru Lor, Indonesia. Fifty-five fifth-grade students were purposively selected and assigned to experimental (n=26) and control (n=29) groups. The experimental group received TGT instruction enhanced with Interacty.me digital platform, while the control group experienced conventional teaching methods. Learning engagement was measured using a validated 14-item questionnaire (α = 0.663) administered as pre-test and post-test. Data analysis utilized SPSS 27.0, including descriptive statistics, assumption testing, and Mann-Whitney U tests due to non-normal data distribution. Statistical analysis revealed significant differences between groups (p = 0.000), with the experimental group demonstrating superior post-test engagement scores (M = 41.27, SD = 6.03) compared to the control group (M = 37.45, SD = 5.89). Normalized gain analysis showed the experimental group achieved 12.25% improvement versus 8.82% in the control group, representing a 39% relative advantage in engagement enhancement. The findings confirm that technology-enhanced cooperative learning effectively addresses student disengagement by simultaneously targeting cognitive, behavioral, and affective engagement dimensions. The TGT-Interacty.me integration operationalized Self-Determination Theory principles through gamification elements, peer collaboration, and immediate feedback mechanisms. These results extend existing literature by demonstrating how digital platforms can enhance traditional cooperative learning approaches in elementary mathematics education.
Co-Authors Eriska Aufha Nurani Fikriyah, Fikriyah Huda, Khozinul JAMILAH Nunung Sunari Sati Sita Diniasih