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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Gentala Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Jendela Pendidikan Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat
Yuliastuti, Erlina
Universitas Doktor Nugroho Magetan
Computer Science & IT Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Other

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Sosialisasi Dan Pendampingan Manajemen Sekolah Dalam Membentuk Karakteristik Peduli Kesehatan Lingkungan Siswa MI Al Hikmah Purwantini, Rina; Yuliastuti, Erlina; Puspaningrum, Marheni Rayung
Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Vol. 6 No. 1 (2025): November 2025
Publisher : Cipta Media Harmoni

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53624/kontribusi.v6i1.773

Abstract

Latar Belakang: Permasalahan dalam pembentukan karakter bangsa yang peduli lingkungan perlu diatasi dengan serius, cara yang dapat dilakukan salah satunya adalah dengan memberikan edukasi sejak dini bagi anak-anak tentang pelestarian lingkungan khususnya di lingkup sekolah dasar. Tujuan: Tujuan kegiatan PkM ini untuk menumbuhkan karakter siswa yang peduli lingkungan sejak dini. Metode: Kegiatan pengabdian ini dilakukan dengan metode sosialisasi, pendampingan dan penguatan kapasitas dengan pendekatan yang digunakan yaitu Participatory Action Research. Hasil: Hasil kegiatan pengabdian masyarakat menunjukkan bahwa belum ada kebijakan lingkungan khusus yang dapat diterapkan di sekolah. Lebih lanjut, kurikulum lingkungan masih terintegrasi dengan beberapa mata pelajaran dan belum melibatkan pihak lain dalam kegiatan pelestarian lingkungan. Kesimpulan: Berdasarkan hasil evaluasi pihak sekolah, kegiatan telah berjalan melebihi yang diharapkan, maka kegiatan pengabdian seperti ini dapat dilakukan secara rutin baik di lokasi yang sama maupun di lokasi yang berbeda dengan sasaran anak-anak peserta didik sejak dini yang benar-benar membutuhkan pendidikan dan pendampingan terkait kepedulaian terhadap lingkungan hidup. 
Pengembangan Media Permainan Monopoli “Mopin IPS” Sebagai Media Pembelajaran IPS Untuk Meningkatkan Keaktifan dan Hasil Belajar Siswa Kelas III Sekolah Dasar Gugus Selatan Kecamatan Sukomoro Kabupaten Magetan Yuliastuti, Erlina
JURNAL JENDELA PENDIDIKAN Vol. 3 No. 04 (2023): Jurnal Jendela Pendidikan: Edisi November 2023
Publisher : CV. Jendela Edukasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57008/jjp.v3i04.624

Abstract

Media pembelajaran merupakan salah satu cara yang menarik minat siswa sehingga dapat meningkatkan keaktifan dan hasil belajar. Media pembelajaran merupakan alat atau sarana mempermudah belajar bagi siswa Tujuan untuk mengetahui efektifitas pengembangan media permainan monopoli “Mopin IPS” di kelas III Sekolah Dasar. Metode penelitian menggunakan Research and development model Borg and Gall sampai tahap ke tujuh yaitu : 1) penelitian dan pengumpulan data, 2) perencanaan, 3) pengembangan draf produk, 4) uji coba lapangan awal, 5) merevisi hasil uji coba, 6) uji coba lapangan, 7) penyempurnaan produk hasil uji lapangan. Subjek dalam penelitian ini adalah siswa kelas III  SD. Pengumpulan data dilakukan dengan teknik observasi, angket respon siswa, tes, lembar validasi dan dokumentasi,  dengan menggunakan uji validasi, uji tes, dan uji angket respon siswa. Teknik analisis data menggunakan teknik sample paired T-test dan analisis angket respon siswa. Kesimpulan media permainan monopoli “Mopin IPS” layak digunakan.
MEMBANGUN TEKNOLOGI BIDANG ILMU PENDIDIKAN DASAR UNTUK MENEMUKAN KARYA KREATIF DAN INOVATIV MELALUI PENELITIAN PRAKTIK KEBIJAKAN PENDIDIKAN SEKOLAH DASAR DALAM PERSPEKTIF HISTORIS Erlina Yuliastuti; Dwi Agung Prasetiyo; Yugga Tri Surahman
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.11350

Abstract

The development of technology in the 21st century has brought fundamental changes to the education system, particularly in primary education in Indonesia. Digital transformation requires the renewal of learning processes that not only focus on cognitive achievement but also on fostering students’ creativity and innovation. This article aims to examine the development of technology in the field of primary education in order to generate creative and innovative works through research on primary school education policy practices from a historical perspective. This study employs a qualitative approach using a literature review method, utilizing various sources such as books, academic journal articles, and relevant education policy documents. The results indicate that educational technology has undergone significant conceptual and practical development since the early 20th century to the present digital era, marked by a shift from simple visual media to the integration of digital- and multimedia-based learning systems. Primary education policies in the field of technology play a strategic role in directing the integration of technology into curricula and learning practices to improve educational quality. Furthermore, the application of technology in learning encourages creativity and innovation through the use of interactive media, e-learning, gamification, and the strengthening of digital literacy. Thus, the development of technology in primary education serves not only as a supporting tool for learning but also as an important instrument in shaping an adaptive, creative, and innovative educational ecosystem in accordance with the demands of the times and the needs of Indonesian students.
INOVASI PEMBELAJARAN PPKN BERBASIS TEKNOLOGI DIGITAL UNTUK MEMBANGUN LITERASI ETIKA DAN TANGGUNG JAWAB DIGITAL SISWA SD DI ERA MEDIA SOSIAL Dwi Agung Prasetiyo; Erlina Yuliastuti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9673

Abstract

This study aims to examine the development of digital technology-based Pancasila and Citizenship Education (PPKn) learning innovations to help elementary school students develop digital ethics and responsibility in the social media era. The research method used is descriptive qualitative research with a literature review of PPKn learning approaches that integrate digital technology, moral principles, and digital citizenship competencies using literature review techniques. The results of this study indicate that innovations in Pancasila and Citizenship Education (PPKn) learning using digital technology have transformed teaching methods. Teachers can use computers, the internet, and applications to make learning more engaging. Students learn in a collaborative atmosphere through digital media, games, and videos. Technology increases student participation and critical thinking skills. Integrating digital literacy helps students understand ethics, privacy, and responsibility in cyberspace. Projects such as Project Citizen Digital and ethical case simulations improve these skills. However, there are obstacles such as a lack of infrastructure and teacher competency. Collaboration between the government, schools, and parents is needed for this support.
Playful Civic Learning Dalam Pendidikan Pancasila Kelas Awal Sekolah Dasar Prasetiyo, Dwi Agung; Yuliastuti, Erlina
Jurnal Gentala Pendidikan Dasar Vol. 11 No. 1 (2026): Jurnal Gentala Pendidikan Dasar
Publisher : Department of Primary School Teacher Education, Faculty of Teacher Training and Education, Jambi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/gentala.v11i1.58195

Abstract

Teaching Pancasila values in the early grades is pedagogically challenging because the concepts are abstract, whereas children aged 6-8 learn most effectively through concrete, joyful, social, and contextual experiences. This qualitative case study examined the implementation of Playful Civic Learning in early-grade Pancasila Education, students' experiences in understanding and enacting values, and the teacher's pedagogical role. The study was conducted at SDN Lemahbang, Bendo District, Magetan Regency, in November 2025, involving the principal, two early-grade teachers, and Grade I-II students. Data were collected through classroom observations, semi-structured interviews, and documentation of teaching modules, student work, teacher reflection notes, and classroom activities. Data were analyzed thematically using the interactive procedures of data condensation, data display, and conclusion drawing. The findings indicate that Playful Civic Learning was implemented through social role-play, interactive value-based storytelling, classroom-rule games, simple deliberation simulations, value songs and movements, concrete media, and recurring classroom routines. The approach made Pancasila values more concrete, broadened student participation, and supported the emergence of early civic dispositions in everyday interactions. Teachers functioned as designers, social-linguistic scaffolders, and reflective facilitators. The study's main contribution is a five-stage conceptual cycle comprising value elicitation, meaningful play, social interaction and rule negotiation, simple value reflection, and habituation in classroom routines. The cycle explains how play, reflection, and habituation operate continuously to support the early internalization of Pancasila values.
PEMANFAATAN LINGKUNGAN SEKITAR SEBAGAI SUMBER BELAJAR TERHADAP PENGUASAAN KONSEP DAN BERPIKIR KREATIF PADA PEMBELAJARAN TEMATIK INTEGRATIF SISWA KELAS IV SD KABUPATEN SIKKA Dian Setiati, Athanasia; Devi Anggi Friani; Erlina Yuliastuti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48745

Abstract

This study investigated the effect of using the surrounding environment as a learning resource on concept mastery and creative thinking among fourth-grade students in Sikka Regency. A quasi-experimental design with a pretest-posttest control group was applied. The population included all fourth-grade students in the area, with SDK Maumere I serving as the control group receiving traditional teacher-centered instruction, and SDK Maumere III as the experimental group using the environment as a learning resource. Samples were selected through simple random sampling. Research instruments included tests measuring creative thinking and concept mastery. Data were analyzed for homogeneity using Box’s M test and for normality using the Kolmogorov-Smirnov method. Hypotheses were tested using independent sample t-tests for univariate mean differences and MANOVA with Hotelling T² for multivariate effects. Results indicated that environmental-based learning significantly improved concept mastery (p = 0.000), enhanced creative thinking (p = 0.037), and positively affected both outcomes simultaneously (p = 0.000). The findings suggest that integrating the environment into thematic learning can effectively promote both conceptual understanding and creative skills in elementary students.
DEEP CIVIC LEARNING BERBASIS PENGALAMAN HARIAN: STUDI KASUS Prasetiyo, Dwi Agung; Yuliastuti, Erlina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 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.v11i03.56689

Abstract

This study tries to describe Deep Civic Learning based on daily experience in internalizing Pancasila values for primary school children. The research was carried out at SD Islam As Salam, Bendo, Magetan Regency, in September 2025. A qualitative technique was used with a case study design. In-depth interviews with the principal, classroom teachers, Pancasila Education instructors, students, and parents, as well as document analysis, were used to gather data. Data were examined using data condensation, data display, conclusion drafting and verification. The results suggest that Deep Civic Learning is not merely enacted through conceptual explanation in the classroom, but mainly through daily experiences such as morning greetings, collective prayer, queuing, classroom duties, small-group deliberation, sharing learning tools, maintaining cleanliness, and resolving simple conflicts. The main findings reveal that daily experiences become concrete entry points for internalizing Pancasila values, teachers translate abstract civic values into simple actions, school routines establish a cycle of knowing, feeling, acting, and reflecting on values, and the success of Deep Civic Learning is shaped by teacher role modeling, school culture, and family support. This study proposes a conceptual model of Daily Experience-Based Deep Civic Learning as a humanistic and contextual alternative for Pancasila Education in elementary schools.
MODEL PEMBELAJARAN BERBASIS PROYEK SEBAGAI STRATEGI PEMBELAJARAN BERPUSAT PADA SISWA SEKOLAH DASAR Purwantini, Rina; Yuliastuti, Erlina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.56779

Abstract

This study aims to analyze the Project Based Learning (PjBL) Model as a student-centered learning strategy in elementary schools through a literature study approach. This study uses a qualitative method with data collection techniques in the form of literature reviews from books, national and international journal articles, and relevant academic documents. Data were analyzed using content analysis techniques to identify concepts, characteristics, implementation steps, advantages, and challenges of implementing PjBL in the context of 21st-century education. The results of the study indicate that PjBL is based on constructivism theory and the principle of learning by doing that positions students as active subjects in constructing knowledge through real experiences and collaborative work. This model has been proven to be able to increase learning motivation, student engagement, critical thinking skills, creativity, communication, and collaboration. In addition, PjBL also encourages student independence and responsibility in managing the learning process. However, its implementation requires careful planning, teacher readiness, and adequate support from facilities and infrastructure. Overall, PjBL is relevant to be implemented as an innovative learning strategy to support adaptive educational transformation and oriented towards the development of 21st-century competencies.
Co-Authors Devi Anggi Friani Dian Setiati, Athanasia Dwi Agung Prasetiyo Prasetiyo, Dwi Agung Purwantini, Rina Puspaningrum, Marheni Rayung Yugga Tri Surahman