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All Journal YASIN: Jurnal Pendidikan dan Sosial Budaya Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Ridha Yogie Wardhani
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Penerapan Flipdeep Melalui Project Based Learning pada Membaca Nyaring Siswa Kelas IV: Penelitian Latifah; Ridha Yogie Wardhani; Elisa Setia Putri; Zaki Hilmi Alhawariyin; Panca Dewi Purwati
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.3928

Abstract

This study aims to describe the implementation of the Flipdeep learning material and to analyze its improvement on fourth–grade students’ oral reading skills of new vocabulary at SDN Gajah 2. Flipdeep was developed as a flipbook–based digital learning medium integrated with the Project Based Learning approach, enabling students not only to read texts but also to engage in simple project activities that strengthen vocabulary understanding and pronunciation. This research employed a descriptive method using observation, oral reading assessments, and teacher interviews as data collection techniques. The findings indicate that Flipdeep effectively improved students’ oral reading skills, as shown by the enhancement of pronunciation, intonation, and fluency. Visual representation, pronunciation models, and gradual reading exercises in Flipdeep supported students in comprehending new vocabulary more easily. In addition, students demonstrated increased motivation, confidence, and participation through project activities that encouraged collaboration and communication. The teacher viewed Flipdeep as feasible and practical due to its simple display, clear structure, and alignment with the Merdeka Curriculum principles. Therefore, Flipdeep is recommended as an innovative learning material to improve elementary school students’ oral reading abilities.
Implementasi Diferensiasi Pembelajaran untuk Mengatasi Kesenjangan Kemampuan Belajar pada Mata Pelajaran Pendidikan Pancasila di Kelas IV Ridha Yogie Wardhani; Elisa Setia Putri; Susilo Tri Widodo; Heti Kristining Rahayu
YASIN Vol 5 No 6 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8262

Abstract

Although differentiated instruction has been widely examined in the context of the Kurikulum Merdeka, research that specifically focuses on its application to address disparities in students’ learning abilities in Pendidikan Pancasila at the elementary school level remains limited. This study aims to evaluate the effectiveness of differentiated instructional strategies in improving the learning outcomes of Grade IV students at SDN Protomulyo 2. Using a quantitative approach with a Classroom Action Research (Penelitian Tindakan Kelas, PTK) design based on the Kemmis and McTaggart model, the study was implemented over several cycles comprising planning, implementation, observation, and reflection stages, involving 30 students selected through total sampling. Data were collected through achievement tests and observations of student activities, and were analyzed descriptively to identify changes in learning outcomes and engagement. The results show a substantial improvement in learning outcomes, as evidenced by 66.7% of students achieving the very good category after the intervention. In addition, classroom learning became more active, inclusive, and responsive to individual learning needs in terms of content, process, and product. These findings reinforce the theoretical foundations of differentiation and extend understanding of its application in Pendidikan Pancasila at the elementary level. The study underscores the importance of instructional strategies that are adaptive to diverse student abilities and recommends that schools optimize teacher training in the design and sustainable implementation of differentiated instruction.
Co-Authors Elisa Setia Putri Heti Kristining Rahayu LATIFAH Panca Dewi Purwati Susilo Tri Widodo Zaki Hilmi Alhawariyin