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All Journal Juwara : Jurnal Wawasan dan Aksara Primary Education Insight Arshaka: Pedagogy and Learning Review
Maria, Enni
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Religion Humanities Computer Science & IT Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Interactive Ethnoscience Based E-Modules for Optimizing Science Learning in Indonesia: A Systematic Literature Review Maria, Enni; Rosa, Friska Octavia; Pratiwi, Dasrieny; Suseno, Nyoto
Juwara: Jurnal Wawasan dan Aksara Vol. 5 No. 2 (2025)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v5i2.673

Abstract

This study aims to review the literature related to the integration of ethnoscience in interactive e-modules for science learning and evaluate its impact on the understanding of science concepts, motivation, and student involvement. The method used is Systematic Literature Review (SLR) with the PRISMA approach, which involves searching and selecting articles from various academic databases. A total of 10 relevant articles published between 2024 and 2025 were included in the analysis. The results of the literature review show that the integration of ethnoscience in interactive e-modules significantly improves students' understanding of science concepts in a way that is more contextual and relevant to the local culture. The use of ethnoscience-based e-modules has also been shown to increase student motivation and engagement in learning, by connecting science with daily life and local culture. The implications of these findings are the importance of developing e-modules that are more inclusive and adaptive to cultural diversity, as well as increasing access to technology throughout Indonesia to ensure wider and more equitable implementation.
Exploration of the Application of the Peer Tutoring Method to Improve Reading Skills of Fourth Grade Students: A Case Study at SDN Tanjung Waras: Implementation of Peer Tutoring Method to Improve Reading Skills Maria, Enni; Susilowati, Endang
Primary Education Insight Vol. 1 No. 2 (2025): Primary Education Insight, in Progress
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/pedi.v1i2.49

Abstract

The low reading skills of some fourth-grade students at Tanjung Waras Public Elementary School require more effective and supportive learning strategies. This study aims to evaluate the implementation of the peer tutoring method in improving reading skills and examine its impact on students' motivation and social dynamics. The study used a descriptive case study approach with stages of diagnostic assessment, implementation of peer tutoring through the "Antaca" team, daily observations, informal interviews, and evaluation of reading development. Data were collected naturally and analyzed qualitatively through the stages of data presentation, reduction, interpretation, and conclusion drawing, as well as through source triangulation. The results showed that peer tutoring can be applied systematically and creates a non-intimidating learning environment, supported by picture-based teaching materials that facilitate the decoding process. The findings also revealed significant improvements in reading fluency, letter recognition accuracy, and students' courage in reading aloud. In addition, this method has a positive impact on learning motivation and social dynamics, marked by increased self-confidence, mutual support, and a more harmonious classroom atmosphere. The study concluded that peer tutoring is effective as a pedagogical strategy for improving basic literacy and building an inclusive classroom climate. The implications of the research confirm that teachers can adopt this approach to strengthen reading learning, especially in classes with heterogeneous abilities.
Implementation of project-based collaborative learning models to improve students' social skills in elementary schools Maria, Enni; Friani, Devi Anggi; Setiati, Athanasia Dian
Arshaka: Social Sciences and Education Vol 1 No 2 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/arshaka.v1i2.62

Abstract

This study aims to analyze the application of Project-Based Collaborative Learning (PjBL) in improving students' social skills at Tanjung Waras State Elementary School. Using a quantitative descriptive method, this study involved 25 grade 5 students as a sample, who were tested for social skills through pre-tests and post-tests before and after the implementation of PjBL. Data were collected using questionnaires that measured five aspects of social skills, namely the ability to work together, communicate, solve problems, take initiative, and empathy, as well as observation during project-based learning. The results showed a significant improvement in all aspects of students' social skills, especially in the ability to work together in a team (75%) and communicate effectively (57.7%). This improvement reflects the effectiveness of PjBL in increasing students' social interaction and supporting the development of social skills through collaboration in groups. These findings suggest that PjBL can strengthen students' social abilities beyond their academic abilities, which is important for their future lives. The implication of this study is the importance of integrating PjBL in the elementary school curriculum to support the development of students' social skills, which are essential for their success in society.
Co-Authors Dasrieny Pratiwi, Dasrieny Endang Susilowati Friani, Devi Anggi Friska Octavia Rosa, Friska Octavia Nyoto Suseno Setiati, Athanasia Dian