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All Journal Cakrawala Pendidikan Primary: Jurnal Pendidikan Guru Sekolah Dasar Al Ishlah Jurnal Pendidikan EDUKA : Jurnal Pendidikan, Hukum, Dan Bisnis Pekobis : Jurnal Pendidikan, Ekonomi, dan Bisnis Abdi Laksana : Jurnal Pengabdian Kepada Masyarakat Pekodimas : Jurnal Pengabdian Kepada Masyarakat Jurnal Cakrawala Pendas Duconomics Sci-meet (Education & Economics Science Meet) Jurnal Ilmu Pengetahuan dan Teknologi Bagi Masyarakat International Journal of Teaching
Dameis Surya Anggara
Universitas Pamulang
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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THE DEVELOPMENT OF STUDENT WORKSHEETS PREDICT-OBSERVE-EXPLAIN- BASED ON NATURAL SCIENCE LESSONS OF THE FOURTH GRADE Dameis Surya Anggara; Candra Abdillah
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 9 No. 4 (2020): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/10.33578/jpfkip.v9i4.7967

Abstract

This study aims to produce teaching materials in the form of Predict-Observe-Explain-based student worksheets in the fourth grade on natural science lessons with the theme of Always Saving Energy which are valid, practical, and effective in improving understanding of the concepts. The research approach used mixed methods with the Research and Development (R&D) methodology with procedures consisting of 4 steps namely 1) define, 2) design, 3) develope, 4) disseminate. Furthermore, the data collection instruments used questionnaire for product validation by experts, teacher response questionnaire, and items about understanding the concept of science. Data collected sequentially were analyzed using the Content Validity Index (CVI), Descriptive Statistics, and Independent Sample t Test. The results obtained were Predict-Observe-Explain student worksheets: 1) content valid criteria with a CVI value of 0.9, 2) good practicality criteria with a percentage of 79.56%, and 3) effective criteria in increasing understanding of the concept of Natural Sciences with evidence of a significant difference between an increase in the average understanding of the concept of experimental class science by 21.3750 higher than the increase in understanding of the concept of science in the control class of only 16.2500.
EMPOWERING PROSPECTIVE ELEMENTARY TEACHERS THROUGH PROJECT-BASED SCIENCE LEARNING: DEVELOPMENT OF AN INSTRUCTIONAL TEXTBOOK Candra Abdillah; Dameis Surya Anggara; Rika Yuliana
MEDIA DAN STRATEGI PEMBELAJARAN Vol 3 No 3 (2026): International Journal of Teaching
Publisher : YAYASAN CENDEKIA CITRA GEMILANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/ijt.v3i3.1245

Abstract

Science learning in elementary teacher education should extend beyond conceptual mastery by engaging prospective teachers in investigation and problem-solving. PjBL offers a relevant approach, yet textbooks integrating project-based learning models with elementary science education remain limited. This study aimed to develop a project-based learning textbook and examine its characteristics, validity, practicality, and effectiveness in improving science conceptual understanding among elementary teacher education students. The study employed Research and Development using the 4D model: define, design, develop, and disseminate. Product validity was assessed by three experts using the CVI, while practicality was evaluated by three teachers through a response questionnaire. Effectiveness was examined using a quasi-experimental non-equivalent control group design and analyzed using an independent-samples t-test. The results showed that the textbook was project-based, contextual, interactive, student-centered, and oriented toward 21st-century skills. Expert validation yielded a CVI of 0.90, indicating valid criteria, while the practicality score reached 82.45%. The average conceptual understanding gain was 21.375 points in the experimental group and 16.250 points in the control group. The independent-samples t-test yielded p = 0.024 < 0.05, indicating a significant difference between the groups. Thus, the textbook is valid, practical, and effective for supporting elementary science education
Penguatan Profesionalisme Guru melalui Inovasi Pembelajaran IPA Berbasis Digital di SDN 01 Pamulang Timur Candra Abdillah; Ari Fujiarti; Dameis Surya Anggara
Jurnal IPMAS Vol. 6 No. 2 (2026): Mei - Agustus 2026
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54065/ipmas.6.2.2026.1785

Abstract

Profesionalisme guru dalam memanfaatkan teknologi digital menjadi salah satu faktor penting dalam mendukung pembelajaran IPA yang inovatif dan berpusat pada peserta didik. Namun, guru SDN 01 Pamulang Timur masih menghadapi kendala dalam mengembangkan media pembelajaran digital serta mengintegrasikan teknologi ke dalam proses pembelajaran. Kegiatan Pengabdian kepada Masyarakat ini bertujuan untuk memperkuat profesionalisme guru melalui inovasi pembelajaran IPA berbasis digital. Program dilaksanakan selama empat bulan dengan melibatkan 15 orang guru melalui empat tahapan, yaitu pelatihan inovasi pembelajaran IPA berbasis digital, workshop penyusunan media pembelajaran interaktif, implementasi pembelajaran di kelas, serta refleksi dan evaluasi peningkatan kompetensi guru. Seluruh kegiatan dilaksanakan secara partisipatif melalui penyampaian materi, praktik penyusunan media, pendampingan implementasi, dan diskusi reflektif. Hasil kegiatan menunjukkan bahwa guru mampu meningkatkan pemahaman mengenai pembelajaran IPA berbasis digital, mengembangkan media pembelajaran interaktif sesuai dengan karakteristik materi, serta mengintegrasikan teknologi digital dalam proses pembelajaran. Program juga meningkatkan kepercayaan diri guru dalam menerapkan inovasi pembelajaran dan memperkuat profesionalisme mereka dalam menghadapi tuntutan transformasi digital di bidang pendidikan. Keberlanjutan program didukung melalui pengembangan bank media pembelajaran digital dan penguatan komunitas belajar guru di sekolah.
Authentic assessment in elementary mathematics: A systematic review of task design, effectiveness, and research gaps Dameis Surya Anggara; Candra Abdillah
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 4 (2026): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i4.1053-1069

Abstract

Authentic assessment has emerged as an approach that bridges assessment practices with meaningful learning in elementary mathematics education. However, studies integrating task design, effectiveness, and research gaps remain limited. This study aims to systematically synthesize authentic assessment in elementary mathematics, focusing on task design, effectiveness, and future research directions. This research employs a Systematic Literature Review (SLR) guided by PRISMA. Articles were retrieved from Scopus using keywords related to authentic assessment and mathematics education. A total of 48 Scopus-indexed articles were identified, of which 15 were analyzed in depth according to inclusion criteria. Data were analyzed thematically and supported by bibliometric mapping using VOSviewer. The findings indicate that authentic assessment is commonly implemented through performance-based tasks, project-based assessment, portfolios, and rubric-based evaluation. These approaches are effective in enhancing students’ conceptual understanding, critical thinking, problem-solving skills, and engagement in learning. Moreover, authentic assessment provides comprehensive diagnostic information to support differentiated instruction. However, several gaps remain, including limited teacher competence in assessment design, low integration of technology, a lack of culturally responsive assessment, and the scarcity of longitudinal studies. The present study contributes by offering a comprehensive synthesis and proposing directions for developing more adaptive, inclusive, and technology-integrated authentic assessment models in elementary mathematics education.
Co-Authors Aden, Aden Ani Rusilowati Ari Fujiarti Barokah Isdaryanti Candra Abdillah Candra Abdillah Candra Abdillah Candra Abdillah Candra Abdillah Enggar Prasetyawan Enggar Prasetyawan Ersam Mahendrawan Heri Haerudin Marissa Ulfa Muhammad Fajar Mediyawan Gintings Muhammad Hilman Zainuri Putut Said Permana PUTUT SAID PERMANA Rika Yuliana Saiful Anwar Saptina Retnawati Saptina Retnawati UBAID AL FARUQ