Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Journal of Educational Research and Evaluation Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS)
Agus Sutono
Universitas PGRI Semarang, Semarang, Indonesia
Humanities Decision Sciences, Operations Research & Management Education Public Health Social Sciences Other

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

Found 3 Documents
Search

 1 
Pengembangan Bahan Ajar Elektronik dalam pembelajaran Berdiferensiasi untuk Meningkatkan Berpikir Kritis pada MUPEL IPAS Kelas IV SD Arvi Okta Berliana; Agus Sutono; Muhtarom
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 6 No. 3 (2025): Jurnal Manajemen Pendidikan dan Ilmu Sosial (April - Mei 2025)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v6i3.4623

Abstract

Penelitian ini bertujuan untuk mengembangkan dan menganalisis kevalidan, kepraktisan, serta keefektifan bahan ajar berbasis Canva dalam pembelajaran berdiferensiasi guna meningkatkan keterampilan berpikir kritis siswa pada muatan IPAS kelas IV SD. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation). Subjek penelitian adalah siswa kelas IV SDN Ujungnegoro 01 sebagai kelas eksperimen dan SDN Ujungnegoro 02 sebagai kelas kontrol, dengan jumlah total 60 siswa. Hasil validasi oleh ahli media dan ahli materi menunjukkan bahwa bahan ajar yang dikembangkan memperoleh kategori sangat layak, dengan rata-rata nilai validasi di atas 90%. Kepraktisan bahan ajar diuji melalui angket guru dan siswa, yang menunjukkan hasil positif dengan persentase rata-rata 93,91% dalam kategori sangat efektif. Pengujian efektivitas bahan ajar menggunakan uji N-Gain menunjukkan bahwa kelas eksperimen memperoleh skor 73,13% (kategori efektif), sedangkan kelas kontrol hanya mencapai 52,06% (kategori kurang efektif). Uji Independent Sample T-Test menunjukkan perbedaan hasil belajar yang signifikan antara kelas eksperimen dan kelas kontrol (p = 0,000), sedangkan uji One-Sample T-Test menunjukkan bahwa nilai post-test kelas eksperimen (84,97) lebih tinggi dibandingkan standar KKM (70), sehingga siswa dalam kelas eksperimen mencapai ketuntasan belajar. Dengan demikian, hasil penelitian ini menunjukkan bahwa penggunaan bahan ajar berbasis Canva dalam pembelajaran berdiferensiasi efektif dalam meningkatkan keterampilan berpikir kritis siswa pada muatan IPAS kelas IV SD. Temuan ini merekomendasikan penggunaan bahan ajar digital interaktif sebagai inovasi dalam dunia pendidikan guna menyesuaikan strategi pembelajaran dengan gaya belajar siswa dan meningkatkan efektivitas pembelajaran.
The effect of strengthening the literacy movement in natural and social sciences (IPAS) learning on improving students' scientific literacy and critical thinking skills Diah Susilowati; Bagus Ardi Saputro; Agus Sutono
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 1 (2025): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip-v14i1.p11-28

Abstract

Literacy is an essential 21st-century skill, encompassing critical thinking and scientific literacy as key elements in science education. This study analyzes the effect of strengthening the School Literacy Movement (Gerakan Literasi Sekolah or GLS) in Natural and Social Sciences (IPAS) learning on students' scientific literacy and critical thinking skills. The study employed a quasi-experimental design involving 41 fourth-grade students from SDN 01 Wanarejan, divided into experimental and control classes. The experimental class received a systematic integration of the School Literacy Movement (GLS) in Natural and Social Sciences (IPAS) learning. The findings showed that integrating GLS into IPAS learning significantly improved students' scientific literacy and critical thinking skills. This study concludes that a well-planned integration of GLS in IPAS learning can support the development of students' higher-order thinking skills.
Efektivitas Model Pembelajaran Problem Based Learning (PBL) Berbantuan Media Pop Up Book Pada Pelajaran Bahasa Indonesia Untuk Meningkatkan Kemampuan Literasi Bagi Siswa Kelas 3 SD Negeri Panjang 03 Kecamatan Ambarawa Kabupaten Semarang. Kristia Setyaningsih; Agus Sutono; Dini Rakhmawati
Journal of Education Reseach and Evaluation Vol 9 No 4 (2025): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i4.102232

Abstract

This research is motivated by students' low literacy skills in Indonesian language learning, as indicated by their inability to understand texts, express ideas in writing, and low interest in reading. The purpose of this study is to determine the effectiveness of the Problem-Based Learning Model Assisted by Pop Up Book Media in Indonesian Language Lessons to Improve Literacy Skills for 3rd Grade Elementary School Students. This study employs a quantitative, experimental approach. The research sample consists of Class 3A students, the experimental class, with a total of 27 students, and Class 3B, the control class, with a total of 27 students. The experimental design in this study begins with a pretest and ends with a posttest. The instrument used for data collection is an observation sheet in checklist form. The application of the Problem-Based Learning (PBL) model, assisted by pop-up book media, is effective in improving students' literacy skills in Indonesian language learning. Improvements are seen in the ability to understand reading, write ideas coherently, and in increased student interest and activity during the learning process. In conclusion, the Problem-Based Learning (PBL) model, supported by pop-up books, has proven effective in improving students' literacy skills in Indonesian language learning. The theoretical implications of this research strengthen and enrich scientific research on constructivist theory, modern literacy theory, and the development of innovative learning models.
Co-Authors Arvi Okta Berliana Bagus Ardi Saputro Diah Susilowati Dini Rakhmawati Kristia Setyaningsih Muhtarom