Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an International Journal of Learning Reformation in Elementary Education
Putri, Aurelya Andini
Unknown Affiliation
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Manfaat Dan Tantangan Asesmen Berbasis Gamifikasi Dalam Pendidikan Dasar: A Systematic Literature Review Pramesti, Selviana Dewi; Putri, Aurelya Andini; Ekasari, Lintang Analisa
Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Vol. 12 No. 2 (2025): ELEMENTARY SCHOOL (Jurnal Pendidikan dan Pembelajaran Ke-SD-an)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/esjurnal.v12i2.4553

Abstract

Penelitian ini bertujuan untuk mengidentifikasi dan mensintesis manfaat serta tantangan yang dilaporkan dalam penerapan asesmen berbasis gamifikasi pada pendidikan dasar. Metode yang digunakan adalah Systematic Literature Review (SLR) berdasarkan pedoman PRISMA 2020, dengan sumber data utama dari basis data Scopus. Proses seleksi menghasilkan delapan studi empiris dari tahun 2017 hingga 2025 yang relevan, terbaru, dan memenuhi kriteria inklusi. Hasil tinjauan menunjukkan bahwa asesmen berbasis gamifikasi secara konsisten meningkatkan motivasi, keterlibatan, dan hasil belajar siswa. Elemen-elemen seperti poin, papan peringkat, tantangan, dan umpan balik instan terbukti efektif dalam menciptakan pengalaman asesmen yang interaktif dan menyenangkan. Selain itu, asesmen ini mendukung pengembangan keterampilan berpikir kritis, pemecahan masalah kompleks, serta meningkatkan harga diri siswa. Namun, tantangan implementasi masih ditemukan, seperti risiko distraksi akibat elemen permainan yang berlebihan, validitas penilaian sejawat kebutuhan infrastruktur teknologi, serta kesenjangan digital. Oleh karena itu, desain asesmen gamifikasi perlu mempertimbangkan konteks pendidikan dasar secara holistik agar dapat berfungsi sebagai alat evaluasi yang adil, inklusif, dan efektif. Kajian ini memperluas pemahaman tentang manfaat dan tantangan penerapan asesmen berbasis gamifikasi dalam konteks pembelajaran. Hasil sintesis ini dapat dijadikan dasar pertimbangan dalam merancang strategi evaluasi yang inovatif, adaptif, dan berorientasi pada peningkatan motivasi belajar dan keterlibatan siswa.
Differences in Understanding Basic Social Studies Concepts among Students Reviewed from Learning Motivation and Learning Style Perspectives Putri, Aurelya Andini; Wijayanti, Inggit Dyaning; Nugroho, Ikhlasul Ardi; Firdaus, Fery Muhamad; Savitri, Sherly Ika
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 01 (2026): 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/IISTR.ijlree.001771

Abstract

This study examines differences in students' understanding of basic social studies concepts in the Islamic Elementary Teacher Education Program (PGMI) according to learning motivation and learning styles. A 2×3 factorial quantitative design was employed, and data were analyzed using the Kruskal–Wallis nonparametric test followed by post hoc analysis. The results show that learning motivation does not significantly affect students’ understanding of social studies concepts (p = 0.921 > 0.05). In contrast, learning style has a significant effect (p = 0.037 < 0.05). Further post hoc analysis with a Bonferroni correction reveals a significant difference between the auditory (A2) and kinesthetic (A3) learning styles (p = 0.039 < 0.05). Descriptive findings indicate that students with a kinesthetic learning style achieved higher average scores (95.86) compared to those with an auditory style (89.92). This suggests that kinesthetic learners demonstrate better conceptual understanding. Overall, the findings confirm that motivation level does not differentiate students’ conceptual understanding, while learning styles—particularly kinesthetic—play a significant role. The study highlights the importance of considering diverse learning styles in instructional design to improve students’ conceptual mastery in social studies.
Learning Motivation and Student Engagement as Predictors of Social Studies Understanding in Pre-Service Elementary Teachers Savitri, Sherly Ika; Kawuryan, Sekar Purbarini; Senen, Anwar; Firdaus, Fery Muhamad; Putri, Aurelya Andini
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 01 (2026): 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/IISTR.ijlree.001773

Abstract

Students' understanding of elementary school social studies courses can be influenced by various internal and external factors, namely learning motivation and activity in the lecture process. This study aims to analyze the relationship between learning motivation and student activity with the understanding of basic elementary school social studies concepts in elementary school teacher education students. The approach in this study is a quantitative survey design with a cross-sectional design. There were 82 respondents, consisting of study groups E and F. The instruments used were questionnaires on learning motivation, activity, and understanding of elementary school social studies concepts. Data analysis was performed using descriptive statistics with JASP and Spearman's correlation test because the data were not normally distributed. The results of this study indicate a positive relationship between student activity and understanding of basic social studies concepts (p = 0.808; p < 0.001). Learning motivation has a significant positive relationship in the moderate category (p = 0.396; p < 0.001). In addition, there was a strong relationship between learning motivation and activity (p = 0.637; p < 0.001). These findings indicate that motivation and activity are important factors in building students' understanding of basic social studies concepts. The interrelationship between these two aspects is expected to support the effectiveness of the learning process in elementary school social studies basic concepts courses.
Co-Authors Anwar Senen Ekasari, Lintang Analisa Firdaus, Fery Muhamad Ikhlasul Ardi Nugroho Pramesti, Selviana Dewi Savitri, Sherly Ika Sekar Purbarini Kawuryan Wijayanti, Inggit Dyaning