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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Civics: Media Kajian Kewarganegaraan Jurnal Cakrawala Pendas International Journal of Learning Reformation in Elementary Education Walada: Journal of Primary Education The International Journal of Mathematics and Sciences Education
Ella Kusuma Wardani
Universitas Negeri Yogyakarta
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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IMPLEMENTING PROBLEM-BASED LEARNING TO ENHANCE PANCASILA EDUCATION OUTCOMES IN GRADE IV AT ELEMENTARY SCHOOL Nada Yumna Hanifah; Lisa Retnasari; Ella Kusuma Wardani; Muhammad Alfarizqi Nizammuddin Ghiffari
Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i1.11298

Abstract

The low learning outcomes in Pancasila Education among Grade IV students at SD Negeri Golo Yogyakarta highlight the need for innovative teaching strategies. This research aims to improve students' learning outcomes by implementing a Problem-Based Learning (PBL) model for Pancasila Education under the framework of the Merdeka Curriculum. The study adopts a classroom action research (CAR) approach using the Kemmis and McTaggart model, which involves four stages: planning, action, observation, and reflection. The research was conducted over two cycles, utilizing pretest-posttest, observation, and documentation as data collection methods. Data were analyzed using both qualitative and quantitative techniques to evaluate learning outcomes and student engagement. The findings demonstrate that the PBL model effectively enhances students' cognitive skills and engagement in Pancasila Education. Learning outcomes showed consistent improvement across the cycles, indicating the relevance of PBL in fostering critical thinking and understanding of Pancasila values. The study underscores the importance of contextual and student-centered learning methods in achieving educational objectives aligned with the Merdeka Curriculum.
Integration of multicultural values in Civic Education learning through research-based learning Ella Kusuma Wardani; Unik Ambar Wati; Fery Muhammad Firdaus; Lisa Retnasari; David Lailelleru
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 1 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i1.86746

Abstract

The complex dynamics of Indonesia's pluralistic society necessitate innovative approaches to reconstruct Civic Education paradigms, specifically through the integration of multicultural values. This study investigates the implementation of Research-Based Learning (RBL)—operationalised through a systematic cycle of observation, data collection, analysis, conclusion, and application—as an innovative pedagogical model at Sanggar Anak Alam (SALAM). Employing a qualitative case study design, the research engaged 35 participants, comprising facilitators, students, and parents. Data were systematically gathered via in-depth interviews, participant observations, and document analysis, followed by thematic analysis and triangulation facilitated by ATLAS.ti software. The analysis yielded two primary findings: firstly, the embedding of multicultural values significantly enhances appreciation for diversity and cultivates an inclusive character amongst students; secondly, RBL effectively fosters civic competencies by actively engaging students in resolving contextualised social issues. These findings demonstrate that this model not only fortifies the internalisation of multicultural values but concurrently refines students' critical cognitive abilities, empathy, and collaborative skills. Ultimately, this framework exhibits substantial potential for adaptation within formal educational settings, thereby enriching the Civic Education curriculum to become more culturally responsive. This innovation posits a novel paradigm wherein inclusive pedagogy ensures equitable educational access, the RBL cycle refines instructional methodologies, and insights derived from non-formal education serve as a viable catalyst for fortifying institutional Civic Education.
PERAN ETNOSCIENCE DALAM MENGUATKAN PEMBELAJARAN STEM UNTUK MENGEMBANGKAN LITERASI SAINS BERBASIS BUDAYA LOKAL DI SEKOLAH DASAR Rangga Gustiawan Nazara; Waode Sitti Fatimah; Ella Kusuma Wardani; Selviana Dewi Pramesti; Wiwik Hidayati; Matilda Daeli
Walada: Journal of Primary Education Vol. 4 No. 3 (2025): IN PROGRESS
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v4i3.409

Abstract

Penelitian ini bertujuan menganalisis peran etnoscience dalam menguatkan pembelajaran STEM untuk mengembangkan literasi sains berbasis budaya lokal pada siswa sekolah dasar. Metode penelitian yang digunakan adalah studi literatur dengan menelaah berbagai artikel empiris, hasil penelitian R&D, dan publikasi ilmiah yang membahas integrasi etnoscience dalam pembelajaran sains. Hasil kajian menunjukkan bahwa etnoscience mampu meningkatkan pemahaman konsep, keterampilan berpikir ilmiah, motivasi belajar, dan apresiasi budaya siswa. Pembelajaran STEM yang diperkaya dengan konteks budaya lokal memberikan pengalaman belajar yang lebih bermakna karena siswa mengamati, menganalisis, dan memodelkan fenomena ilmiah melalui praktik budaya yang mereka kenal. Selain itu, bahan ajar berbasis etnoscience terbukti efektif dalam meningkatkan literasi sains dan relevansi pembelajaran dengan kehidupan nyata. Kesimpulannya, integrasi etnoscience dalam pembelajaran STEM merupakan strategi efektif untuk meningkatkan literasi sains sekaligus mendukung pelestarian budaya lokal, sehingga direkomendasikan untuk diimplementasikan dalam pembelajaran IPA di sekolah dasar.
AR Snakes and ladders game innovation to romote learning to live together in elementary schools Ella Kusuma Wardani; Lisa Retnasari; Muhammad Alfarizqi Nizamuddin Ghiffari
International Journal of Mathematics and Sciences Education Vol. 3 No. 2 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i2.264

Abstract

The declining acceptance of diversity among elementary school students poses a significant challenge, particularly in the context of rapid technological advancement in education. This study aims to: (1) develop a multicultural snakes and ladders learning media to promote learning to live together in elementary schools, and (2) evaluate its feasibility based on expert validation, teacher feedback, and student responses. The study employed a Research and Development (R&D) approach adapted from the ADDIE model. Data were collected through questionnaires and interviews and analyzed using descriptive quantitative techniques. The validation results indicated high feasibility, with subject matter experts rating the media at 88%, media experts at 77.3%, learning experts at 92%, and language experts at 86.6%, all categorized as very feasible. Teacher evaluations yielded a score of 86%, highlighting the media’s relevance, ease of use, and instructional clarity. Field testing involving 28 students at SD Negeri Giwangan demonstrated strong engagement and enthusiasm, achieving a score of 236 out of 270 (87.4%). These findings suggest that the multicultural snakes and ladders media is both technically and pedagogically feasible for fostering a harmonious learning environment and strengthening students’ understanding of Pancasila values within a culturally diverse context. However, this study was limited to small-scale trials; therefore, further research is recommended to examine the effectiveness of the media on learning outcomes in broader educational settings.
Pedagogical innovations and structural barriers in cultivating participatory civic skills in Indonesian higher education Lisa Retnasari; Aim Abdulkarim; Dadang Sundawa; Prayoga Bestari; Ella Kusuma Wardani; Sulaiman
Jurnal Civics: Media Kajian Kewarganegaraan Vol. 23 No. 1 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jc.v23i1.95331

Abstract

This study addresses a critical gap in the literature on cultivating participatory civic skills in higher education in the digital era. While the importance of such skills is widely acknowledged, little is known about how educators practically conceptualise and assess them. Employing a qualitative phenomenological approach, this research collected data through open-ended questionnaires completed by Civic Education lecturers from diverse higher education institutions across Indonesia. The data were analysed using reflective thematic analysis. The findings show that lecturers demonstrate a robust theoretical understanding of participatory civic skills; this conceptual grasp does not systematically translate into assessment practices that effectively measure participatory learning outcomes. Although pedagogical innovations such as project-based learning and digital platform integration are being adopted to create more authentic learning experiences, their implementation is hindered by structural barriers. These include excessive administrative workloads, inflexible curricula, and inadequate technological infrastructure. Theoretically, this study contributes by highlighting the critical disconnect between pedagogical theory and assessment praxis in civic education. In practice, it underscores that fostering participatory skills necessitates not only classroom-level innovation but also institutional reforms, specifically rationalising workloads, increasing curricular flexibility, and developing authentic assessment models tailored for digital-era civic learning.
Civic Knowledge and Civic Skills as Enabling Conditions for Digital Citizenship: Examining Their Scope and Limits Among Pre-Service Elementary Teachers David Lailelleru; Octavian Muning Sayeti; Ari Wibowo; Fathurrohman; Ferry Muhamad Firdaus; Ella Kusuma Wardani
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 9 No. 1 (2026): VOLUME 9, NUMBER 1, 2026
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v9i1.97107

Abstract

The rapid expansion of digital technologies has increased the urgency of developing responsible digital citizenship, yet existing studies have predominantly explained digital citizenship from the perspectives of digital literacy and technological competence, with limited attention to the contribution of civic competence. Addressing this gap, this study examined the extent to which civic knowledge and civic skills function as enabling conditions for digital citizenship among pre-service elementary school teachers. A quantitative cross-sectional design was employed involving 56 participants, and the data were analysed using multiple linear regression. The findings indicate that both civic knowledge and civic skills are significantly associated with digital citizenship, with civic skills demonstrating a stronger contribution. However, the model explained only 38.7% of the variance in digital citizenship, suggesting that responsible digital citizenship is shaped not only by civic competence but also by broader contextual factors, including digital literacy, digital self-efficacy, institutional support, technology access, and learning environments. Conceptually, this study advances the literature by positioning civic knowledge and civic skills as enabling conditions rather than deterministic predictors of digital citizenship. Practically, the findings highlight the importance of integrating civic competence with authentic digital learning experiences, including project-based learning, ethical decision-making, critical evaluation of online information, and collaborative digital activities within teacher education programmes. These findings provide a conceptual and practical foundation for strengthening civic education in preparing future elementary school teachers for responsible participation in increasingly complex digital societies.
Exploring Multicultural Education through a Research-Based Learning: A Case Study of Sanggar Anak Alam Ella Kusuma Wardani; Unik Ambarwati; Fathurrohman; David Lailelleru; Lisa Retnasari
International Journal of Learning Reformation in Elementary Education Vol. 4 No. 03 (2025): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v4i03.1400

Abstract

The diverse and multicultural educational dynamics of Indonesian society demand an inclusive model that is responsive to cultural diversity. The national curriculum often fails to accommodate multicultural values. This study explores the development of multicultural learning through a research-based learning cycle method at Sanggar Anak Alam (SALAM), a culture-based non-formal schooling. A qualitative case study design was used, and data were collected through interviews, observation, and document analysis involving 35 participants. Thematic analysis and triangulation with Atlas.ti revealed three main findings: 1) inclusive understanding strengthens student multicultural awareness; 2) the learning cycle method proved effective in instilling multicultural values; and 3) close collaboration between facilitator parents and schools was key to driving innovation in learning practices. The model developed in this study contributes significantly as a prototype for enriching culturally responsive curriculum that can be adapted into formal education systems to build students' multicultural competence, critical thinking, and empathy.
Co-Authors Aim Abdulkarim Ari Wibowo Dadang Sundawa Dasim Budimansyah, Prayoga Bestari, Redi Yamanto, Dasim Budimansyah, David Lailelleru Fathurrohman Ferry Muhamad Firdaus Fery Muhammad Firdaus Lisa Retnasari Matilda Daeli Muhammad Alfarizqi Nizammuddin Ghiffari Muhammad Alfarizqi Nizamuddin Ghiffari Nada Yumna Hanifah Octavian Muning Sayeti Rangga Gustiawan Nazara Selviana Dewi Pramesti Sulaiman Unik Ambarwati Waode Sitti Fatimah Wiwik Hidayati