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All Journal Basica Bima Journal of Elementary Education
Rahmanda, Rasnida
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Arts Biochemistry, Genetics & Molecular Biology Education Mathematics Physics

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Efektivitas Pembelajaran Berbantuan Augmented Reality Terhadap Peningkatan Kemampuan Berpikir Kritis Siswa Sekolah Dasar Rahmanda, Rasnida
Bima Journal of Elementary Education Vol. 3 No. 2 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i2.3045

Abstract

This study aims to analyze the effectiveness of Augmented Reality (AR)-assisted learning in enhancing the critical thinking skills of elementary school students. The research was motivated by the need for pedagogical innovation capable of stimulating higher-order thinking skills in accordance with 21st-century educational demands. A quantitative approach employing a quasi-experimental method with a Non-Equivalent Control Group Design was used, involving 60 fifth-grade students from two elementary schools in East Jakarta, divided into experimental and control groups. The research instrument was a critical thinking skills test developed based on Facione’s five indicators: interpretation, analysis, evaluation, inference, and explanation. The results revealed that AR-assisted learning significantly improved students’ critical thinking abilities compared to conventional instruction. The experimental group’s posttest mean score reached 78.6, an increase of 20.3 points from the pretest, with an N-Gain value of 0.61 (moderate–high category) and a Cohen’s d effect size of 1.52 (large effect). The analysis per aspect indicated the highest improvement in analytical and inferential skills. Overall, the integration of AR in learning proved effective in creating interactive, contextual, and reflective learning experiences that strengthened students’ scientific reasoning processes. These findings affirm that AR serves as a potent educational medium supporting the implementation of the Merdeka Curriculum through the reinforcement of critical thinking competence and digital literacy among elementary students.
Value Clarification Technique as a Character Education Strategy in Social Studies Learning for Elementary School Students Rahmanda, Rasnida; Zakiah, Linda; Sumantri, Syarif
BASICA Vol. 5 No. 2 (2025)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah INSURI Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/basica.v5i2.9269

Abstract

The complexity of contemporary social challenges demands character education that not only transmits values but also deeply internalizes moral values in elementary school students, particularly through Social Studies (IPS) learning. This study aims to analyze the effectiveness of the Value Clarification Technique (VCT) in strengthening moral knowing and tolerance attitudes, map variations in implementation practices, and identify factors influencing its successful application. The method employed is a systematic literature review (SLR) using the PRISMA protocol, with primary research articles sourced from Scopus, Web of Science, ERIC, ScienceDirect, Google Scholar, and Portal Garuda databases for the period 2021–2025. Twenty articles meeting the inclusion criteria were thematically analyzed. The results show that VCT consistently and significantly enhances students' moral reasoning, tolerance, empathy, and responsibility through a structured value reflection mechanism. Implementation variations include integration with innovative media (such as Pop Up Books, puzzles), project-based assessments, and structured philosophical dialogues. The success of VCT implementation is influenced by teachers’ pedagogical competence, students’ initial moral readiness, family environment support, duration of exposure, and the quality of presented moral dilemmas. Practical implications emphasize the importance of teacher training and VCT integration in character education curricula. This study affirms VCT as a holistic and adaptive approach to strengthening elementary students’ character, while recommending further experimental and longitudinal research to examine its long-term impact.
Co-Authors Linda Zakiah Mohamad Syarif Sumantri