Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal Cendekiawan Edutainment : Jurnal Ilmu Pendidikan dan Kependidikan Prosiding Seminar Nasional Ilmu Pendidikan
Imam Fitri Rahmadi
Universitas Muhammadiyah Bangka Belitung
Arts Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
DELVING INTO PRE-SERVICE ELEMENTARY SCHOOL TEACHERS’ ATTITUDES, PERCEIVED USEFULNESS AND KNOWLEDGE OF UTILISING USER-GENERATED MICROGAMES FOR TEACHING Sasih Karnita Arafatun; Imam Fitri Rahmadi
Edutainment : Jurnal Ilmu Pendidikan dan Kependidikan Vol 12 No 2 (2024): Edutainment : Jurnal Ilmu Pendidikan dan Kependidikan
Publisher : UNMUHBABEL Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/e.v12i2.941

Abstract

User-generated microgames, as very small games created by individual users or communities, have garnered great attention in educational research for their potential to enhance learning experiences. To the best of our knowledge, how preservice teachers’ responses, beliefs and knowledge about these microgames are still not completely understood. The present study attempts to understand pre-service elementary school teachers’ attitudes, perceived usefulness and knowledge of utilising user-generated microgames for teaching. A descriptive cross-sectional study was conducted with the participation of 150 pre-service elementary school teachers from three different teacher education universities located in Jakarta, Kudus, and Pangkalpinang, Indonesia. The results indicate that teachers generally hold positive attitudes toward using user-generated microgames in teaching and recognise their usefulness as instructional tools for enhancing engagement and teaching quality. They demonstrate confidence in their technological pedagogical content knowledge (TPACK), particularly in selecting and implementing these microgames and addressing diverse learning modalities. However, variability in overall responses and a lower confidence in extracting essential information from the games highlight areas requiring further professional development in future endeavours.
Peningkatan Kemampuan Berhitung Siswa Menggunakan Model Pembelajaran Kooperatif Pada Materi Penjumlahan Di Sekolah Dasar Rodayani Rodayani; Imam Fitri Rahmadi; Fandi Nugroho
CENDEKIAWAN Vol 8 No 1 (2026): Cendekiawan
Publisher : Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/cendekiawan.v8i1.628

Abstract

Proses pembelajaran pada materi matematika, khususnya penjumlahan bilangan cacah, menunjukkan kendala dalam kemampuan siswa. Meskipun sebagian siswa mampu memahami materi dengan baik, hasil belajar secara keseluruhan masih rendah. Maka diperlukan hal baru dalam strategi pembelajaran yang lebih sesuai dengan kebutuhan siswa. Rumusan masalah pada penelitian ini yaitu Bagaimana penerapan model pembelajaran kooperatif dapat meningkatkan hasil belajar siswa dalam materi penjumlahan bilangan cacah di kelas IV A SD Negeri 11 Koba. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa dalam materi penjumlahan bilangan cacah melalui penggunaan Model pembelajaran kooperatif di kelas IV A SD Negeri 11 Koba. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) dengan dua siklus. Setiap siklus melibatkan perencanaan, pelaksanaan, observasi, dan refleksi untuk mengevaluasi peningkatan hasil belajar siswa. Pada siklus pertama, terdapat 10 peserta didik (31,25%) berhasil mencapai ketuntasan, sementara 22 peserta didik (68,75%) belum tuntas. Sementara pada siklus II, rata-rata nilai meningkat menjadi 100% menunjukkan bahwa model pembelajaran kooperatif berhasil meningkatkan kemampuan siswa. Peningkatan hasil belajar terlihat pada penggunaan Model pembelajaran kooperatif, yang membantu memperbaiki kemampuan siswa terhadap materi. Model pembelajaran kooperatif terbukti efektif dalam meningkatkan hasil belajar siswa pada materi penjumlahan bilangan cacah. Oleh karena itu, disarankan agar guru terus mengeksplorasi strategi pembelajaran yang inovatif dan interaktif untuk meningkatkan kualitas pembelajaran.
Studi Komparatif Berbasis Literatur tentang Strategi Pembelajaran Abad 21 melalui Pendekatan Digital Storytelling dalam Penguatan Pendidikan Karakter Oktovianti Pratiwi; Cecep Kustandi; Dwi Kusumawardani; Imam Fitri Rahmadi
Prosiding Seminar Nasional Ilmu Pendidikan Vol. 2 No. 2 (2025): Desember : Prosiding Seminar Nasional Ilmu Pendidikan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/prosemnasipi.v2i2.162

Abstract

This study aims to explore the role of digital storytelling (DST) as a 21st-century learning strategy in strengthening character education. The rapid development of digital technology and the growing emphasis on student-centered learning have made DST a relevant pedagogical approach that integrates creativity, critical thinking, collaboration, and communication with values-based education. Using a simple systematic literature review (SLR) approach, this study analyzed eight peer-reviewed journal articles published between 2020 and 2024, obtained from international academic databases Scopus. Thematic content analysis was used to synthesize findings and map the contribution of DST to 21st-century learning competencies and character development. The results identified eight key themes: increased student engagement, improved collaboration and communication, enhanced critical thinking and decision-making, creativity and multimodal expression, self-reflection and identity building, empathy and social awareness, interdisciplinary and authentic learning, and the formation of moral values. These findings support constructivist and experiential learning theories and suggest that DST not only enhances cognitive skills but also facilitates affective and ethical development. The study concludes that DST can be a transformative instructional tool in modern education. Practical implications include integrating DST into curricula across disciplines and levels, and equipping educators with training in digital pedagogy and reflective teaching design. Further research is recommended to explore DST implementation in primary and secondary schools and to evaluate its impact using mixed methods.
Co-Authors Dwi Kusumawardani Fandi Nugroho Oktovianti Pratiwi Rodayani Rodayani Sasih Karnita Arafatun