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All Journal Jurnal Pendidikan Dasar Nusantara Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Navik Khusniah
Universitas Negeri Malang
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Other

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Web Genially Gamification: Development of Joyful Learning Media to Improve Literacy and Numeracy Learning Outcomes of Elementary School Students Radeni Sukma Indra Dewi; Shirly Rizki Kusumaningrum; Siti Faizah; Intan Sari Rufiana; Maria Kurniati Jemeo; Navik Khusniah; Fahrany Wahyu Andini; Kholidatul Khasanah; Amaliya Islami Nurlaili; Megania Herawati
JURNAL PENDIDIKAN DASAR NUSANTARA Vol 11 No 2 (2026): Jurnal Pendidikan Dasar Nusantara
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jpdn.v11i2.27273

Abstract

This study aims to develop Genially Web-based Gamification learning media within the framework of Joyful Learning to improve elementary school students' literacy and numeracy learning outcomes. The method used is Research and Development (R&D) with the Lee & Owens model, which includes the stages of analysis, design, development, implementation, and evaluation. Validation was carried out by subject matter experts and media experts, while practicality was tested by teachers and students. Effectiveness was tested through a one-group pretest and post-test design. The results showed that the Genially-based learning media obtained a highly valid rating from subject matter experts (88.33%) and media experts (82.5%). The practicality test received a very good response from teachers (90%) and students (97.39%). In addition, students’ learning outcomes in both literacy and numeracy domains showed a significant improvement. The average literacy score increased from 68.12 (pretest) to 88.74 (post-test), while the numeracy score increased from 66.22 to 89.38, resulting in an overall average N-Gain of 0.667 (medium–high category). These findings confirm that the integration of gamification through Web Genially creates a fun, interactive, and effective learning experience that simultaneously strengthens literacy comprehension and numeracy problem-solving skills among elementary school students.
Penerapan Penerapan Model Inkuiri Berbasis Pembelajaran Sosial Emosional untuk Meningkatkan Keterampilan Kolaborasi dan Prestasi Belajar Siswa kelas IV SDN Mojolangu 3 Malang: Penelitian Mutamimaturrosyidah; Navik Khusniah; Aisyah Anggraeny; Budianto; Muh. Arafik
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 5 No. 1 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 5 Nomor 1 (Juli 2026 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v5i1.3590

Abstract

Collaboration is one of the essential 21st-century skills that students must master to prepare for increasingly complex global challenges. Observations at SDN Mojolangu 3 Malang revealed that although learning activities involved group discussions, students’ collaborative skills had not been optimized. Some students were passive and merely copied answers from peers. This study aims to improve students’ collaboration skills and academic achievement through the implementation of an inquiry-based learning model integrated with social-emotional learning. This research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, conducted in two cycles. Each cycle consisted of three stages: (1) Planning, (2) Action and Observation, and (3) Reflection. The results showed an increase in the implementation of the inquiry model from 85% to 100% by the teacher and from 80% to 98.3% by students, with a gain score of 1.00, categorized as a high improvement. Collaboration skill indicators also improved: Productive Work increased from a gain score of 0.04 (low) to 0.32 (moderate), Respecting Others from 0.11 to 0.32 (moderate), Compromise from 0.03 to 0.17 (still low), and Responsibility from 0.09 to 0.42 (moderate). Students' cognitive learning outcomes showed gain scores of 0.49 (from pre-cycle to cycle I) and 0.38 (from cycle I to cycle II), both categorized as moderate improvements.
Pemanfaatan Magic School untuk Pelatihan Peningkatan Kompetensi Guru Sekolah Dasar dalam Merancang Modul Ajar Kurikulum Merdeka berbasis Pendekatan Deep Learning Radeni Sukma Indra Dewi; Amaliya Islami Nurlaili; Kholidatul Khasanah; Fahrany Wahyu Andini; Navik Khusniah; Kaisra Alfikri Islami; Intan Sari Rufiana; Siti Faizah; Shirly Rizki Kusumaningrum; Megania Herawati
Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 10 No 1 (2026): Volume 10 Nomor 1 Tahun 2026
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/ja.v10i1.27264

Abstract

Kurikulum Merdeka menuntut guru untuk mampu merancang pembelajaran yang inovatif, adaptif, dan berorientasi pada pengembangan kompetensi siswa abad ke-21. Namun, hasil analisis kebutuhan di KKG Gugus IV Kecamatan Tumpang Kabupaten Malang menunjukkan bahwa sebagian besar guru masih mengalami kesulitan dalam menyusun Modul Ajar Kurikulum Merdeka berbasis pendekatan Deep Learning serta belum terbiasa memanfaatkan Artificial Intelligence (AI) Magic School. Sebuah program pelatihan diselenggarakan untuk membantu para instruktur menjadi lebih mahir dalam menggunakan AI Magic School untuk menyusun rencana pembelajaran sebagai respons terhadap permasalahan ini. Langkah-langkah yang terlibat dalam penerapan program ini meliputi perencanaan, instruksi, praktik pengembangan modul, dan penilaian. Hasil menunjukkan bahwa pengetahuan dan kompetensi pendidik dalam menyusun rencana pembelajaran yang sesuai dengan prinsip-prinsip Kurikulum Merdeka meningkat, dengan luaran berupa draft modul ajar dan dokumentasi kegiatan. Selain itu, pelatihan ini juga berdampak positif pada perubahan pola pikir guru yang semakin terbuka terhadap pemanfaatan teknologi dalam pembelajaran. 
Co-Authors Aisyah Anggraeny Amaliya Islami Nurlaili Budianto Fahrany Wahyu Andini Intan Sari Rufiana Kaisra Alfikri Islami Kholidatul Khasanah Maria Kurniati Jemeo Megania Herawati Muh. Arafik Mutamimaturrosyidah Radeni Sukma Indra Dewi Shirly Rizki Kusumaningrum Siti Faizah