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All Journal AL ISHLAH Jurnal Pendidikan Prima Abdika: Jurnal Pengabdian Masyarakat
Ariyani, Ana Ika
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Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pelatihan Pengembangan Media Pembelajaran Digital Storytelling Berbasis Pendekatan Billingual dengan Software Articulate Storyline Bagi Guru SD di Kabupaten Sleman Khosiyono, Banun Havifah Cahyo; Sukiyanto, Sukiyanto; Azizah, Dinar Martia; Darmayanti, Hutri; Ariyani, Ana Ika; Alifah, Kurnia Nurvina Laila; Kartika, Diah
Prima Abdika: Jurnal Pengabdian Masyarakat Vol. 5 No. 4 (2025): Volume 5 Nomor 4 Tahun 2025 (Desember 2025)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Universitas Flores Ende

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/abdika.v5i4.6485

Abstract

This training activity aims to resolve existing problems among partners in order to support efforts to address the limited competencies of the Kapnewon Ngemplak Elementary School Teacher Learning Community in developing bilingual digital storytelling. The objectives of this training program were to: (1) introduce the concept of a bilingual approach at the elementary school level; (2) introduce the digitalization of learning media; and (3) provide assistance in the development of bilingual-based digital storytelling using the Articulate Storyline software. The community service activity was carried out through a training program provided to teachers from 27 elementary schools in Kapanewon Ngemplak, Sleman, Special Region of Yogyakarta. The training was delivered in three sessions. The results of the training showed that: (1) the teachers gained an understanding of the bilingual approach concept for elementary education; (2) the teachers developed an awareness of the importance of developing digital learning media; and (3) the teachers were able to create bilingual-based digital storytelling media using Articulate Storyline software. It can be concluded that the training program has equipped teachers with the skills to integrate technology into more meaningful elementary school learning, in line with the demands of 21st-century education. This supports the enhancement of teacher competence and curriculum adaptation in the era of the Industrial Revolution 4.0. As a recommendation, the media developed during the training can be implemented in the classroom and followed up with lesson study activities involving other training participants.
Enhancing Elementary Students’ Conceptual Understanding and Interest in Numbers Through Role Play and Menu-Based Mathematics Activities Ariyani, Ana Ika; Cahyo, Havifah; Nisa, Ana Fitrotun; Cahyani, Berliana Henu
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): In Progress December
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7587

Abstract

Mathematics is often perceived as a challenging and abstract subject, leading to low student engagement and understanding. To address this, innovative instructional strategies are needed. This study investigates the effectiveness of the mathematics menu and role-play method in enhancing fourth-grade students’ interest and conceptual understanding of number concepts. A quasi-experimental design was used, involving two groups: an experimental group taught using the mathematics menu and role-play method, and a control group taught using conventional methods. Participants were not randomly assigned. Pre-tests and post-tests were administered to both groups to measure outcomes in the affective (interest) and cognitive (understanding) domains. Multiple-choice assessments served as the primary data collection tools. Data analysis showed that students in the experimental group demonstrated significant improvement in both interest and understanding compared to the control group. The post-test scores of the experimental group were consistently higher across both domains, indicating the positive impact of the intervention. The findings suggest that incorporating the mathematics menu and role-play into instruction effectively fosters student motivation and engagement (affective domain), while also promoting deeper conceptual understanding (cognitive domain). The interactive nature of role-play activities and contextualized learning through the menu approach allowed students to connect abstract concepts to real-life scenarios, making learning more meaningful and enjoyable. This study supports the use of role-play and mathematics menus as effective, student-centered teaching strategies for elementary mathematics, particularly for improving interest and comprehension in number concepts.
Co-Authors Alifah, Kurnia Nurvina Laila Ana Fitrotun Nisa, Ana Fitrotun Azizah, Dinar Martia Berliana Henu Cahyani Cahyo, Havifah Darmayanti, Hutri Kartika, Diah Khosiyono, Banun Havifah Cahyo Sukiyanto, Sukiyanto