Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Jurnal Edukasi Sebelas April
Elvira Santika Yuliandini
Universitas Sebelas April
Education Languange, Linguistic, Communication & Media Mathematics

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

Found 3 Documents
Search

 1 
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP MINAT BELAJAR MAHASISWA PADA MATA KULIAH PEMBELAJARAN IPA Sunarya, Encep Iman Hadi; Yuliandini, Elvira Santika; Fajriah, Rini Hadjar
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 5 No. 3 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v5i3.6766

Abstract

The purpose of this study was to determine the effect of the jigsaw cooperative learning model on students' learning interest in the science learning course of students of the Elementary School Teacher Training and Education Study Program. The experiment was conducted on a sample consisting of 14 students in the Elementary School Teacher Training and Education Study Program, FKIP, Sebelas April University (UNSAP). Data collection was carried out by providing jigsaw cooperative learning treatment. by conducting pre-tests and post-tests of students' learning interest. Analysis of research data using paired data t-tests with the help of the SPSS Version 16.00 program. The results showed that in the data analysis with the t-test, the value obtained was tcount (8.252)>(0.426) ttable, which means that  is rejected and  is accepted. Thus, there is a significant influence on students' learning interest before and after using the jigsaw cooperative learning model. This is also supported by the results of the average pretest, which is 61.78 while the average posttest value is 80.35. So it can be concluded that the average posttest score is better, which means that there is an influence of the jigsaw type cooperative learning model on students' interest in learning science. ABSTRAK Tujuan dari penelitian adalah untuk mengetahui pengaruh model pembelajaran kooperatif tipe Jigsaw terhadap minat belajar mahasiswa pada mata kuliah pembelajaran IPA mahasiswa program studi PGSD. Eksperimen dilakukan pada sampel yang terdiri dari 14 orang mahasiswa pada program studi PGSD FKIP Universitas Sebelas April (UNSAP). Pengumpulan data dilakukan dengan pemberian perlakuan pembelajaran kooperatif tipe jigsaw. dengan melaksanakan pretest dan posttest minat belajar mahasiswa. Analisa data penelitian menggunakan uji-t data berpasangan dengan bantuan program SPSS Versi 16.00. Hasil penelitian menunjukkan bahwa pada analisis data dengan uji t diperoleh nilai sebesar >(0, 426) , yang artinya  ditolak dan  diterima. Sehingga, terdapat pengaruh secara signifikan terhadap minat belajar mahasiswa sebelum dan sesudah menggunakan model pembelajaran kooperatif tipe jigsaw. Hal ini juga didukung berdasarkan hasil rata-rata pre-test yaitu 61,78 sedangkan nilai rata-rata posttest yaitu 80,35. Maka dapat disimpulkan bahwa nilai rata-rata post-test lebih baik yang artinya terdapat pengaruh model pembelajaran  kooperatif tipe Jigsaw terhadap minat belajar mahasiswa pada pembelajaran IPA.
HUBUNGAN ANTARA MOTIVASI BELAJAR DAN HASIL BELAJAR SISWA SD DALAM PEMBELAJARAN IPA Iman Hadi Sunarya, Encep; Dahlani, Awaliyah; Santika Yuliandini, Elvira; Hadjar Fajriah, Rini
JESA-Jurnal Edukasi Sebelas April Vol 9 No 2 (2025): JESA - Jurnal Edukasi Sebelas April
Publisher : LPPM UNSAP & Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Learning motivation has a close relationship with students' academic learning outcomes in science subjects in elementary schools. Learning motivation is a drive that comes from within students and from their surrounding environment that encourages them to learn. This study uses a literature study method to examine the relationship between learning motivation and learning outcomes in the form of student academic achievement in science subjects in elementary schools. The results of the study show that high learning motivation will encourage students to try to overcome challenges and make students not give up easily when facing difficulties in learning science. Students who have high learning motivation will be more enthusiastic in learning activities and doing science assignments, both in the form of assignments given by teachers at school and assignments in the form of homework. Active involvement in the learning process will have a positive impact on obtaining optimal learning outcomes in science subjects in elementary schools.
ANALISIS FAKTOR PENYEBAB RENDAHNYA KEMAMPUAN LITERASI MEMBACA PADA SISWA KELAS RENDAH SEKOLAH DASAR Elvira Santika Yuliandini; Pera Siti Padilah; Encep Iman Hadi Sunarya
JESA-Jurnal Edukasi Sebelas April Vol 10 No 2 (2026): JESA - Jurnal Edukasi Sebelas April
Publisher : LPPM UNSAP & Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Reading literacy skills are a key foundation in basic education, especially for lower grade elementary school students (Grades I–III) who are in the crucial early stages of reading development. However, many students still experience persistent difficulties in reading, which ultimately negatively impacts their academic achievement and overall learning development. This literature review study aims to comprehensively analyze and examine the internal and external factors that contribute to low reading literacy skills in lower grade elementary school students. The methodology used is a systematic literature review approach, which is carried out by collecting, synthesizing, and critically analyzing various scientific literature sources and relevant previous research results. The results show that low reading literacy skills are driven by two main interrelated dimensions. Internal factors include low interest and motivation in learning, limited intellectual ability of students in processing text information, and unstable psychological and emotional conditions of children. Meanwhile, external factors include a lack of conservation and consistency of parental involvement at home, teachers' pedagogical roles and insufficiently varied learning strategies, limited availability of appropriate literacy facilities, and excessive and uncontrolled use of digital devices. Ultimately, this study concludes the importance of building active collaboration between parents and educators, supported by the provision of adequate literacy resources, in order to effectively improve students' reading literacy skills from an early age.
Co-Authors Awaliyah Dahlani, Awaliyah Encep Iman Hadi Sunarya Fajriah, Rini Hadjar Hadjar Fajriah, Rini Pera Siti Padilah