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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Pendas : Jurnah Ilmiah Pendidikan Dasar Inteligensi : Jurnal Ilmu Pendidikan JURNAL ILMIAH GLOBAL EDUCATION
Fitriyah, Siti Ni'matul
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

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Studi Mix Methods untuk Mengetahui Integrasi TPACK dalam Proses Pembelajaran Siswa Sekolah Dasar Fitriyah, Siti Ni'matul; Sutadji, Eddy; Dewi, Radeni Sukma Indra; Kusumaningrum, Shirly Rizki
Jurnal Penelitian Pendidikan IPA Vol 10 No 8 (2024): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i8.7645

Abstract

The Technological Pedagogical and Content Knowledge (TPACK) framework offers guidance for teachers seeking to address technology integration in classroom learning. This study aims to assess the TPACK proficiency levels among elementary school teachers. This study involved teachers from SDN Sumbersari 03 in Malang City as participants using a mixed-methods approach with a sequential explanatory design. Quantitative data were initially gathered through self-report measures, followed by analysis utilizing descriptive and inferential statistics. Subsequently, qualitative data were collected through interviews and observations, with analysis conducted using the interactive model proposed by Miles and Huberman. The results of this study showed that there was no difference in the TPACK perceptions of primary school teachers based on gender (p-value > 0.05). However, there is an influence between age and tenure on teachers' TPACK ability (p-value < 0.05). Overall, the teachers have a good mastery of TPACK. However, there are some areas that need to be improved, especially in terms of technology mastery (TK, TCK, and TPACK). The highest mean score in the CK and PK domains was 4.875 and the lowest score in the TPACK domain was 4.55. The findings also indicate no significant difference in TPACK perceptions among elementary school teachers based on gender. However, age and tenure were found to influence teachers' TPACK abilities. Overall, teachers demonstrated a good level of mastery in TPACK. Nonetheless, specific areas, particularly technology mastery (TK, TCK, and TPACK), require improvement.
JAMU HERBAL SEBAGAI REPRESENTASI ETNOSAINS DALAM MENDUKUNG PEMBELAJARAN KONTEKSTUAL MATA PELAJARAN IPA DI SEKOLAH DASAR Fitriyah, Siti Ni'matul; Supriyono, Supriyono; Arifin, Slamet
Inteligensi : Jurnal Ilmu Pendidikan Vol 8, No 2 (2025)
Publisher : Universitas Tribhuwana Tunggadewi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33366/ilg.v8i2.7743

Abstract

This study aims to analyze herbal medicine as a representation of ethnoscience in the context of science learning, examine the relevance of herbal medicine to the principles of contextual education in elementary schools, and explore the potential of herbal medicine in supporting science literacy and preserving local wisdom. This study uses a qualitative approach with an ethnographic design. Data were collected through observation, interviews with herbal medicine sellers and consumers, and a documentary study of elementary school curriculum documents. Data analysis was conducted using the Miles and Huberman model and the Gioia method to identify coding, categorization, and main themes. The results indicate that knowledge of herbal medicine has been passed down from one generation to the next. Additionally, herbal medicine sellers also enhance their knowledge through literature and participate in modern training activities organized by the health office. From the consumers' perspective, herbal medicine remains trusted for its empirical benefits, even though its popularity has declined among the younger generation. Documentation of the Merdeka Curriculum reveals that biodiversity learning in fourth-grade elementary school can be effectively integrated with local potential, such as herbal medicine, thereby supporting more contextual science learning. The study's results conclude that herbal medicine can be effectively utilized as a learning medium that bridges traditional knowledge with modern science, while preserving local wisdom. Further research is recommended to develop ethnoscience-based teaching materials, conduct experimental studies on science literacy, and explore other local wisdom relevant to science learning in elementary schools.
PENGEMBANGAN MEDIA PEMBELAJARAN DIGITAL WORDWALL BERBASIS KEARIFAN LOKAL JAWA TIMUR MATERI MEMBANGUN MASYARAKAT YANG BERADAB KELAS 4 Maracintia; Anwar, Moh. Farid Nurul; Chotimah, Chusnul; Fitriyah, Siti Ni'matul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43020

Abstract

This study was motivated by the suboptimal use of interactive digital media and the low level of student engagement in learning, resulting in a passive learning process and limited integration of local wisdom in classroom instruction. In fact, integrating local wisdom into learning media can make the material more contextual and meaningful for students. This study aims to develop and examine the validity and effectiveness of a Wordwall-based digital learning media integrated with East Java local wisdom. The research employed a Research and Development (R&D) method using the Borg and Gall model, simplified into nine stages: needs analysis, product design, product development, expert validation, revision, limited trial, field testing, effectiveness evaluation, and product finalization. Data were collected through observation, interviews, expert validation questionnaires, student response questionnaires, and pre-test and post-test instruments. The data were analyzed descriptively using percentages of validity and learning mastery. The results indicated that the media achieved a “very valid” category in terms of content, media design, and language aspects. The effectiveness test showed an increase in the average score from 70 in the pre-test to 91.80 in the post-test, and learning mastery reached 91.80% above the minimum mastery criteria (KKM). Therefore, the Wordwall-based learning media integrated with East Java local wisdom is considered valid and effective for IPAS learning in fourth-grade elementary school students.
IMPLEMENTASI MODEL PEMBELAJARAN PROJECT BASED LEARNING PADA MATERI SUMBER DAN ENERGI UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS III SDN TLOGOMAS 2 KOTA MALANG Sabu, Silfertina; Fitriyah, Siti Ni'matul; Emqi, Muhammad Fauzy
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.v11i01.43596

Abstract

This research is motivated by the low learning outcomes of third-grade students on the material of sources and energy at SDN Tlogomas 2 Malang City, which is characterized by a lack of active involvement and conceptual understanding. The purpose of the research is to improve student learning outcomes through the implementation of the Project Based Learning (PjBL) learning model. This research uses a Classroom Action Research (CAR) approach with two cycles, each including planning, implementation, observation, and reflection. The research subjects consisted of 28 third-grade students. Data were collected through initial tests (pre-test) and final tests (post-test), observation sheets for student and teacher activities, interviews, documentation, and field notes. Quantitative data analysis was carried out by calculating the average value of learning outcomes and the percentage of individual and classical completion, while qualitative data were analyzed to assess student involvement, participation, and response to PjBL. The results showed a significant increase; the average observation of student activities increased from 71.43% in cycle I (sufficient category) to 82.29% in cycle II (good category), while classical completion increased from 64.3% to 82.29%. The implementation of PjBL also encourages collaboration, creativity, and student responsibility in completing projects related to resources and energy. In conclusion, the PjBL model has proven effective in improving student learning outcomes, skills, and active participation, making it a suitable alternative learning strategy in the classroom.
Analisis Kebijakan Desentralisasi Pendidikan pada Tingkat Sekolah Dasar: Kajian Implementasi dan Implikasi terhadap Mutu Pendidikan Fitriyah, Siti Ni'matul; Hadi, Syamsul; Dewi, Radeni Sukma Indra
Jurnal Ilmiah Global Education Vol. 7 No. 1 (2026): JURNAL ILMIAH GLOBAL EDUCATION
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v7i1.5243

Abstract

Decentralization of education transfers authority from the central government to local governments and schools to improve the relevance and effectiveness of educational services. This study aims to analyze the implementation of basic education decentralization policies, and examine their implications for the quality of education. The analysis was conducted on national regulations and a number of local regulations from Surabaya, Yogyakarta, and Palangka Raya. The results of the study show that decentralization is realized through three main pillars: decentralization of authority, decentralization of curriculum, and decentralization of budget. Regional implementation shows a variety of strategies, ranging from the establishment of mandatory local content, the provision of school-based curricular autonomy, to the development of culture-based local curricula. The implications include increased learning relevance, room for innovation for teachers, and strengthening of cultural identity, although there are still challenges in terms of regional capacity, budget accountability, and quality gaps between regions. These findings confirm that decentralization has the potential to strengthen the quality of basic education if accompanied by capacity building and effective monitoring mechanisms.
Co-Authors Chusnul Chotimah Eddy Sutadji Maracintia Moh. Farid Nurul Anwar Muhammad Fauzy Emqi, Muhammad Fauzy Radeni Sukma Indra Dewi Sabu, Silfertina Shirly Rizki Kusumaningrum Slamet Arifin Supriyono Supriyono Syamsul Hadi