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All Journal Pedagogik Journal of Islamic Elementary School SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Journal of General Education and Humanities Jurnal Madinasika: Manajemen dan Keguruan Journal of Innovative and Creativity
Apit Dulyapit
Universitas Negeri Jakarta
Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementasi Gamifikasi pada Mata Kuliah Inovasi Pembelajaran IPS untuk Meningkatkan Engagement dan Motivasi Belajar Mahasiswa PGSD Mahmud Yunus; Apit Dulyapit
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.3246

Abstract

Tujuan penelitian ini yaitu untuk menganalisis implementasi gamifikasi dalam mata kuliah Inovasi Pembelajaran IPS serta mengukur dampaknya terhadap engagement dan motivasi belajar mahasiswa PGSD. Pendekatan penelitian ini yaitu kualitatif dan kuantitatif dengan desain penelitian yang digunakan adalah quasi-experimental dengan memeberikan pretest dan posttest kelas eksperimen dan kelas kontrol. Populasi penelitian ini yaitu  seluruh mahasiswa PGSD semester 5 Universitas Negeri Jakarta yang mengambil mata kuliah Inovasi Pembelajaran IPS berjumlah 150 mahasiswa. Sampel penelitian ini yaitu 60 mahasiswa terbagi dalam kelompok eksperimen berjumlah 30 mahasiswa (1 kelas) dan kelompok kontrol berjumlah 30 mahasiswa (1 kelas). Hasil penelitian menunjukkan bahwa implementasi gamifikasi melalui Quizziz dan Kahoot pada mata kuliah Inovasi Pembelajaran IPS secara signifikan meningkatkan engagement dan motivasi belajar mahasiswa PGSD Semester 5 Universitas Negeri Jakarta. Mahasiswa di kelas eksperimen dengan menggunakan gamifikasi engagement dan motivasinya lebih tinggi daripada di kelas kontrol. Gamifikasi berbasis Quizziz dan Kahoot dapat direkomendasikan sebagai strategi inovatif dalam pembelajaran IPS pada program studi pendidikan dasar, untuk membangun pengalaman belajar yang aktif, kolaboratif, dan memotivasi mahasiswa secara berkelanjutan
Exploring Students’ Problem-Solving Skills Reviewed from Gender Perspective in Elementary School Laely Farokhah; Dessy Norma Juita; Venna Puspita Sari; Muhammad Zulfadhli; Apit Dulyapit
Pedagogik Journal of Islamic Elementary School Vol. 9 No. 1 (2026): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v9i1.9456

Abstract

Mathematics education serves a fundamental role in developing students’ 21st-century competencies, particularly in fostering reasoning, communication, critical thinking, and problem-solving skills. However, instructional practices in elementary schools still tend to emphasize routine and procedural tasks, resulting in students’ limited exposure to non-routine problems that require higher-order thinking strategies. This study aims to explore elementary school students’ mathematical problem-solving skills reviewed from gender perspective. A qualitative research approach was employed. The data were collected through problem-solving skill tests, observations, interviews, and documentation, and subsequently analyzed using the Miles and Huberman model. The findings indicate that students with high problem-solving skill are able to carry out problem-solving steps in a coherent and systematic manner, although reinforcement is still needed in terms of accuracy and verification. In contrast, students with low problem-solving skill experience difficulties at almost all stages of the problem-solving process. These difficulties are characterized by insufficient conceptual understanding, inability to organize information, lack of proficiency in performing mathematical operations, and the absence of habits related to checking calculation results. Both male and female students demonstrate adequate basic problem-solving abilities. However, female students exhibit more structured, systematic, and detail-oriented thinking processes at each stage. In contrast, male students tend to be less consistent in utilizing all available information, rely more heavily on visual approaches, and show less accuracy in verifying their solutions. These findings highlight the necessity of designing mathematics instruction that prioritizes the development of problem-solving skills while incorporating an awareness of gender-based variations in students’ cognitive processing.
Systematic Literature Review: The Effectiveness of PQ4R-Based E-LKPD on Elementary School Students’ Reading Comprehension Skills Dina Noviyanti Arifah; Nidya Chandra Muji Utami; Apit Dulyapit
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1162

Abstract

Reading comprehension skills are essential in Indonesian language learning at the elementary school level, yet many students still struggle with inferential and evaluative aspects of comprehension. This study aims to analyze the effectiveness of PQ4R (Preview, Question, Read, Reflect, Recite, Review)-based e-LKPD in improving elementary school students’ reading comprehension skills. The research employed a Systematic Literature Review (SLR) method. Articles were collected from Google Scholar and reputable national and international journals published between 2019 and 2025 using relevant keywords. The selection process followed inclusion and exclusion criteria and applied the PRISMA stages, resulting in 15 eligible articles for systematic analysis. The findings indicate that PQ4R-based e-LKPD consistently has a positive impact on students’ reading comprehension skills, particularly in identifying main ideas, understanding textual meaning, making inferences, and enhancing learning engagement. The integration of e-LKPD facilitates the structured implementation of PQ4R stages in a more interactive, systematic manner than conventional printed worksheets. However, several challenges were identified, including limited technological infrastructure, teachers’ readiness in developing digital teaching materials, and variations in students’ digital literacy levels. In conclusion, PQ4R-based e-LKPD is an effective and innovative instructional tool for improving elementary school students’ reading comprehension, provided adequate technological support and teacher training are available.
A Systematic Literature Review of Thematic LKPD Media to Enhance Narrative Text Analysis Skills in Elementary Education Epita Dewi Purnama Fajrin; Herlina Usman; Apit Dulyapit
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1163

Abstract

Reading comprehension, particularly in analyzing narrative texts, remains a challenge for many elementary school students because they use limited structured and engaging instructional media. Conventional teaching practices often fail to guide students in systematically identifying narrative elements such as characters, settings, plots, and main ideas. Therefore, this study aims to examine the role of thematic literacy Student Worksheets (LKPD) as instructional media in improving elementary students’ reading comprehension of narrative texts. This research employed a Systematic Literature Review (SLR) method following PRISMA guidelines. Relevant articles were collected from Google Scholar, Scopus, and ERIC, focusing on publications between 2020 and 2025. The selected studies were screened using predetermined inclusion and exclusion criteria, followed by data extraction and qualitative synthesis to identify patterns of findings across studies. The review results indicate that thematic literacy LKPD effectively supports reading comprehension by providing structured tasks, guided questions, and contextual learning activities. These features help students systematically analyze narrative elements and encourage active participation, collaborative discussion, and critical thinking. The findings also show that LKPD use contributes to more meaningful and interactive literacy learning experiences in elementary classrooms. In conclusion, thematic literacy LKPD serves as an effective instructional medium for enhancing elementary students’ narrative reading comprehension when implemented with appropriate instructional design.
APPRECIATIVE LEADERSHIP TRANSFORMATION: CULTIVATING POSITIVE CULTURE AND ENHANCING COLLECTIVE PERFORMANCE IN EDUCATIONAL SETTINGS Muh. Takdir; Apit Dulyapit
MADINASIKA Vol 7 No 1 (2025): MADINASIKA-OKTOBER
Publisher : Pascasarjana Unviersitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/madinasika.v7i1.15678

Abstract

This study aims to explore the practice of appreciative leadership in school settings and its impact on the development of a positive culture and the enhancement of collective performance. Employing a qualitative approach with an intrinsic case study design, the research involved principals and teachers from primary and secondary education institutions in Jakarta, Indonesia, as research subjects. Data were collected through in-depth interviews, participatory observation, and document analysis, and were analysed using inductive thematic techniques. The findings revealed five key themes: (1) appreciation functions as a driver of a positive school culture; (2) reflective and empathic communication serves as the foundation of effective leadership; (3) teacher empowerment is carried out through trust and the delegation of strategic responsibilities; (4) appreciative social relations foster collective teacher efficacy; and (5) the alignment between leaders’ personal values and the school’s organizational culture strengthens leadership effectiveness. These findings reinforce previous literature on appreciative leadership, compassionate leadership, and emotional regulation in educational leadership. The study contributes to the development of a contextual, reflective, and well-being-oriented conceptual framework of appreciative leadership in education. Future research is encouraged to employ longitudinal and quantitative approaches to enhance the validity of findings and examine the broader impact of leadership on student learning outcomes.
SYSTEMATIC LITERATURE REVIEW: THE EFFECT OF METHOD REALITIC MATHEMATICS EDUCATION ON MATHEMATICAL COMMUNICATION Fitrah; Mira Ammelia Amri; Apit Dulyapit
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8386

Abstract

Mathematical communication ability is a fundamental competence in 21st-century education that enables students to reason logically, construct mathematical arguments, solve problems, and express ideas through verbal, written, and symbolic representations. This study conducts a Systematic Literature Review (SLR) to examine the impact of Realistic Mathematics Education (RME) on students’ mathematical communication ability. The review analyzed five empirical studies published between 2020 and 2025, selected through a systematic screening process based on predefined inclusion and exclusion criteria from major academic databases. The findings consistently indicate that RME improves mathematical communication ability by promoting contextual problem solving, multiple representations, collaborative discussion, and active student engagement. The principles of reality, level, intertwinement, activity, interactivity, and guidance collectively support students in explaining mathematical ideas and constructing meaningful arguments. In addition, several studies reported positive effects on learning outcomes, learning independence, and metacognitive reflection. However, the limited number of studies explicitly focusing on the relationship between RME and mathematical communication ability restricts the generalizability of the evidence. This review contributes to mathematics education by providing a synthesized understanding of current research trends and highlighting RME as a promising pedagogical approach for strengthening students’ mathematical communication ability while identifying directions for future research across broader educational contexts.
Co-Authors Dessy Norma Juita Dina Noviyanti Arifah Epita Dewi Purnama Fajrin Fitrah Herlina Usman Laely Farokhah Mahmud Yunus Mira Ammelia Amri Muh. Takdir Muhammad Zulfadhli, Muhammad Nidya Chandra Muji Utami Venna Puspita Sari