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Gilang Mas Ramadhan
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OPTIMALISASI PEMANFAATAN SMART CLASSROOM MELALUI MODEL SAMR UNTUK MENINGKATKAN LITERASI DIGITAL MAHASISWA CALON GURU SD Muhamad Furqon Al Hadiq; Gilang Mas Ramadhan; Rian Syahvierul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35950

Abstract

The growing demand for technology integration in education requires prospective elementary school teachers to possess strong digital literacy competencies. However, prior research shows that their ability to utilize technology for pedagogical purposes remains limited, potentially hindering the quality of teaching practices in the digital era. This study employed a quasi-experimental design using a Nonequivalent Control Group Design to examine the impact of implementing the SAMR (Substitution, Augmentation, Modification, Redefinition) model within a Smart Classroom environment. Two groups participated: an experimental group that received SAMR-based instruction and a control group that experienced conventional teaching. Digital literacy was measured using a validated and reliable questionnaire. The findings demonstrate that students in the experimental group achieved a higher improvement in digital literacy scores compared to those in the control group. The integration of SAMR stages enabled a gradual transformation of learning activities—from simple digital substitution to innovative, redefined practices—resulting in more meaningful technology use. These results confirm the effectiveness of the SAMR model as a framework for optimizing Smart Classroom facilities to systematically enhance digital literacy. The study highlights the importance of embedding structured technology-integration models in teacher education programs to prepare future educators for 21st-century learning environments.
Pengaruh Model Pembelajaran Visual-Auditori-Kinestetik (Vak) Berbantu Aplikasi Wordwall terhadap Minat Belajar Matematika Siswa Kelas III Sekolah Dasar Amelia Clarisya Futri; Lola Nadya; Siti Apsoh; Atot Sugiri; Gilang Mas Ramadhan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59625

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya minat belajar matematika siswa kelas III SD Negeri Pasir Pogor, yang ditunjukkan oleh kurangnya perhatian, keterlibatan, dan antusiasme siswa dalam mengikuti pembelajaran. Salah satu faktor penyebabnya adalah penggunaan pembelajaran konvensional yang belum mengakomodasi perbedaan gaya belajar siswa. Penelitian ini bertujuan untuk mengetahui perbedaan minat belajar matematika antara siswa yang belajar menggunakan model pembelajaran Visual-Auditori-Kinestetik (VAK) berbantu aplikasi Wordwall dan siswa yang belajar menggunakan pembelajaran konvensional. Penelitian ini menggunakan metode kuasi eksperimen dengan desain Nonequivalent Control Group Design. Sampel penelitian berjumlah 50 siswa yang terdiri atas 25 siswa kelas eksperimen dan 25 siswa kelas kontrol. Instrumen yang digunakan berupa angket minat belajar matematika yang telah melalui uji validitas dan reliabilitas. Data dianalisis menggunakan uji normalitas, uji homogenitas, dan Independent Samples t-Test. Hasil penelitian menunjukkan bahwa data berdistribusi normal dan homogen. Hasil uji hipotesis memperoleh nilai signifikansi (2-tailed) sebesar 0,000 < 0,05, sehingga H0 ditolak dan H1 diterima. Rata-rata minat belajar matematika siswa pada kelas eksperimen sebesar 81,96 lebih tinggi dibandingkan kelas kontrol sebesar 70,64. Temuan ini menunjukkan bahwa model pembelajaran Visual-Auditori-Kinestetik (VAK) berbantu aplikasi Wordwall berpengaruh positif dan signifikan terhadap minat belajar matematika siswa kelas III SD Negeri Pasir Pogor.
Pengaruh Media Video Animasi terhadap Minat Belajar Siswa pada Pembelajaran IPAS di Sekolah Dasar Ahmad jaenal; Neng Jujanti; Putri Andreana Dewi; Awan Setiawan; Gilang Mas Ramadhan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59628

Abstract

Penelitian ini dilatarbelakangi rendahnya minat belajar siswa kelas IV pada mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di SD Negeri Sinarharapan Kecamatan Bantargadung Kabupaten Sukabumi. Tujuan penelitian ini adalah untuk mengetahui pengaruh penggunaan media video animasi terhadap minat belajar siswa pada pembelajaran IPAS. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan desain Pre-Experimental berupa One-Group Pretest-Posttest Design. Sampel penelitian terdiri dari 26 siswa kelas IV yang diperoleh melalui teknik sampling jenuh. Instrumen pengumpulan data meliputi angket minat belajar dan lembar observasi yang telah divalidasi dan diuji reliabilitasnya menggunakan SPSS versi 26. Uji prasyarat dilakukan melalui uji normalitas Shapiro-Wilk dan uji homogenitas Levene. Hasil uji normalitas menunjukkan nilai signifikansi di atas 0,05 untuk seluruh data, dan uji homogenitas juga mengkonfirmasi varians yang homogen. Pengujian hipotesis menggunakan Paired Sample T-Test menghasilkan nilai Asymp. Sig. (2-tailed) = 0,000, yang lebih kecil dari 0,05, sehingga H0 ditolak dan H1 diterima. Data angket menunjukkan peningkatan rata-rata skor dari 54 (pretest) menjadi 68 (posttest), sedangkan data observasi meningkat dari 43 menjadi 63. Temuan ini membuktikan bahwa penggunaan media video animasi berpengaruh secara positif dan signifikan terhadap minat belajar siswa pada mata pelajaran IPAS di sekolah dasar.
TRANSFORMASI RUANG LITERASI MENJADI EKOSISTEM PEMBELAJARAN BERMAKNA BAGI SISWA SEKOLAH DASAR Puji Lestari, Berlian; Siti Aisyah; Neng Intan Juliani; Siti Apsoh; Gilang Mas Ramadhan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61771

Abstract

This study aims to describe the transformation of a school literacy room into a meaningful learning ecosystem that supports the development of fourth-grade students' literacy skills at SD Negeri Sirnagalih. Literacy is a fundamental competence that underlies academic success, yet the mere availability of a physical literacy room does not automatically improve students' reading ability. Using a qualitative descriptive approach, data were collected through observation, in-depth interviews, and documentation involving the principal, the fourth-grade teacher, and fourth-grade students as research subjects. Data were analyzed using the interactive model of Miles and Huberman, comprising data reduction, data display, and conclusion drawing. The findings indicate that the literacy room evolves into a meaningful learning ecosystem when several interrelated components function synergistically, namely varied and age-appropriate reading materials, a structured literacy program, a comfortable physical setting, teacher facilitation, peer interaction, family support, and consistent evaluation. Within this ecosystem, students demonstrated progressive improvement in reading fluency, reading comprehension, the ability to identify main ideas, retelling skills, and writing simple summaries, along with a stronger reading habit and greater confidence in communicating ideas. The study concludes that a literacy room reaches its optimal function not as a static facility but as a living ecosystem integrating space, program, and human interaction that jointly nurtures meaningful and sustainable literacy learning among elementary school students.
EFEKTIVITAS MEDIA SATE BILANGAN DAN KUBUS WARNA TERHADAP PENINGKATAN PEMAHAMAN KONSEP MATEMATIS SISWA SEKOLAH DASAR furqon al hadiq, muhamad; Nurjanah, Erni; Novia Vini Syafitri, Yoesrina; Gilang Mas Ramadhan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.63971

Abstract

Conceptual understanding is a fundamental component of mathematics learning in primary education, and concrete manipulatives are often recommended to support students’ transition from real objects to symbolic representation. This study examines the effectiveness of two concrete learning media (Sate Bilangan and Colored Cubes) in facilitating students’ conceptual understanding of whole numbers and basic arithmetic operations. A quantitative approach was employed using a quasi-experimental design that involved a control group and two experimental groups. The test instruments were validated prior to use, and data were analyzed through prerequisite testing, analysis of variance, and post hoc procedures to identify differences between groups. The use of both concrete media led to improved conceptual understanding compared to conventional instruction. Sate Bilangan helped students recognize number structure through directed manipulative activities, whereas Colored Cubes strengthened understanding of place value and regrouping through spatial representation. Analysis of conceptual indicators showed that both media supported gains in areas related to representation and students’ ability to restate mathematical ideas. No meaningful difference in effectiveness was observed between the two media. Concrete manipulatives provide meaningful support for primary mathematics learning by guiding students through gradual conceptual development and reducing cognitive load when working with mathematical symbols. Future research may extend the scope of content, explore combinations of concrete and digital media, or investigate long-term retention and the role of mathematics anxiety in diverse classroom contexts.
Co-Authors Ahmad jaenal Amelia Clarisya Futri Apsoh, Siti Atot Sugiri Awan Setiawan furqon al hadiq, muhamad Lola Nadya Muhamad Furqon Al Hadiq Neng Intan Juliani Neng Jujanti Novia Vini Syafitri, Yoesrina Nurjanah, Erni Puji Lestari, Berlian Putri Andreana Dewi Rian Syahvierul Siti Aisyah