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All Journal JPNM : Jurnal Pustaka Nusantara Multidisiplin Journal of Humanities, Social Sciences, and Education
Ika Novita Maharani
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Religion Humanities Economics, Econometrics & Finance Education Social Sciences

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Pemanfaatan Aplikasi Canva untuk Meningkatkan Kreativitas Siswa dalam Pembelajaran Biologi (Sistem Peredaran Darah pada Manusia) Ika Putra Viratama; Maher Saefulloh; Nabila Khusnul Khotimah; Natasya Ramadhani; Nova Dwi Rahmayanti; Ika Novita Maharani; Zalimah
JPNM Jurnal Pustaka Nusantara Multidisiplin Vol. 3 No. 4 (2025): December : Jurnal Pustaka Nusantara Multidisiplin (ACCEPTED)
Publisher : SM Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59945/jpnm.v3i4.814

Abstract

Pemanfaatan aplikasi Canva sebagai media pembelajaran pada materi sistem peredaran darah manusia terbukti efektif dalam meningkatkan kreativitas dan pemahaman siswa. Penelitian ini menggunakan metode penelitian tindakan kelas dengan subjek siswa sekolah dasar, dengan fokus pada pembuatan media visual interaktif seperti diagram, poster, dan video. Hasil penelitian menunjukkan peningkatan signifikan kreativitas siswa, keterlibatan dalam pembelajaran, serta pemahaman konsep sistem peredaran darah manusia. Penggunaan Canva memungkinkan siswa aktif menyusun informasi secara visual dan komunikatif, sekaligus melatih keterampilan teknologi yang relevan di era digital. Selain itu, aplikasi ini membantu guru dalam merancang pembelajaran yang inovatif, interaktif, dan menyenangkan. Berdasarkan temuan tersebut, Canva dapat dijadikan media pembelajaran alternatif yang mendukung pembelajaran biologi dan materi lain secara efektif. Disarankan bagi guru dan pengembang media pembelajaran untuk memaksimalkan pemanfaatan Canva melalui materi yang kreatif, pelatihan penggunaan, serta dukungan fasilitas teknologi agar implementasinya optimal. Penelitian lanjutan juga perlu dilakukan untuk mengukur dampak jangka panjang penggunaan Canva terhadap hasil belajar siswa.
Penanaman Nilai Toleransi Melalui Pembelajaran IPS di Sekolah Dasar Ika Novita Maharani; Alma Pratiwi Husain
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 12 (2026): Edisi Februari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i12.649

Abstract

Character education is a crucial foundation for developing responsible, honest, and disciplined individuals capable of interacting harmoniously with their social environment. This study aims to analyze the implementation of character education values ​​in Social Studies (IPS) learning at SD Inpres Arso 9. The study employed a qualitative descriptive method with a content analysis approach and a systematic literature review. Data were obtained through interviews with the principal and fifth-grade teachers, as well as documents in the form of thematic IPS textbooks based on the 2013 Curriculum. Data triangulation was conducted to ensure validity through the involvement of the researcher as an instrument, careful observation, and theory verification. The results indicate that the implementation of character education is carried out through three main phases: planning, implementation, and assessment. During the planning phase, the school socializes the curriculum, develops regulations, and plans the integration of character values ​​into the syllabus and lesson plans. The implementation phase includes instilling positive character values ​​through classroom learning, habituation, conditioning the school environment, as well as integrating local culture and the use of visual media. Assessment is conducted by observing student behavior during learning, so that the internalization of values ​​can be monitored and developed. Social studies learning has been proven effective in instilling moral principles, such as religiosity, honesty, discipline, responsibility, tolerance, cooperation, patriotism, and social awareness. The success of character education is influenced by teacher readiness, school conditions, and family involvement. Therefore, developing a robust character education ecosystem requires collaboration between schools, families, and the community. The planned, contextual, and integrated implementation of character education produces students who excel academically while also being socially, emotionally, and morally mature, and able to face global challenges without losing their local cultural identity.
Co-Authors Alma Pratiwi Husain Ika Putra Viratama Maher Saefulloh Nabila Khusnul Khotimah Natasya Ramadhani Nova Dwi Rahmayanti Zalimah