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All Journal DWIJA CENDEKIA: Jurnal Riset Pedagogik PAEDAGOGIA Proceeding of International Conference on Science, Education, and Technology
Rujiani Rujiani
Universitas Negeri Semarang
Humanities Education Mathematics Social Sciences Other

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Efektivitas project-based learning berbantuan augmented reality untuk peningkatan nalar kritis dan komunikasi siswa Rujiani Rujiani; Erni Suharini; Arif Widiyatmoko; Barokah Isdaryanti
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 3 (2025): December 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i3.112292

Abstract

Penelitian ini bertujuan untuk menguji efektivitas model Project-Based Learning (PjBL) berbantuan Augmennted Reality (AR) dalam meningkatkan nalar kritis dan keterampilan komunikasi siswa melalui proyek pembuatan poster mengenai cara menjaga kesehatan mata. Penelitian dilakukan pada siswa kelas V SD Negeri Tlogowungu 02 menggunakan desain kuasi-eksperimental kelompok tunggal (one-group design). Hasil penelitian menunjukkan bahwa penerapan PjBL berbantuan AR menunjukkan persentase ketercapaian indikator nalar kritis sebesar 85,42% dan kemampuan komunikasi sebesar 86,81%. Visualisasi tiga dimensi melalui AR terbukti efektif mengubah pemahaman konsep siswa terhadap materi yang kompleks menjadi lebih konkret dan mudah dipahami. Penerapan teknologi AR dalam model PjBL terbukti mampu menciptakan lingkungan belajar imersif yang secara signifikan mendukung penguatan kompetensi akademik dan interaksi sosial siswa di tingkat pendidikan dasar. The effectiveness of Augmented Reality-assisted project-based learning for improving students' critical thinking and communication skills Abstract: This study aims to test the effectiveness of the Project-Based Learning (PjBL) model assisted by Augmented Reality (AR) in improving students' critical reasoning and communication skills through a poster-making project on how to maintain eye health. The study was conducted on fifth grade students of Tlogowungu 02 Elementary School using a single-group quasi-experimental design. The results showed that the implementation of AR-assisted PjBL showed a percentage of achievement of critical reasoning indicators of 85.42% and communication skills of 86.81%. Three-dimensional visualization through AR has proven effective in changing students' conceptual understanding of complex material to be more concrete and easier to understand. The application of AR technology in the PjBL model has been proven to be able to create an immersive learning environment that significantly supports the strengthening of students' academic competencies and social interactions at the elementary education level.
The Effectiveness of Child-Friendly Media on the Reading Interest and Ability of Elementary School Students Rujiani Rujiani; Eko Handoyo; Edi Waluyo
PAEDAGOGIA Vol 29, No 1 (2026): PAEDAGOGIA Jilid 29 No 1 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i1.112300

Abstract

This study examined the effectiveness of a child-friendly interactive magnetic board in improving elementary students' reading interest and early reading skills in regular and inclusive classrooms. A convergent parallel mixed-methods design was used to integrate quantitative and qualitative evidence. Participants were 12 students selected purposively from two schools: six Grade-1 students from SD Negeri Tlogowungu 02 (regular setting) and six Grade-2 students from SD Negeri Trangkil 06 (inclusive setting with diverse learning needs). Reading interest was assessed through structured observations (attention, enthusiasm, verbal response, participation), while reading skills were measured using a teacher-administered early literacy test (letter recognition, word decoding, and simple sentence reading). Quantitatively, median reading-skill scores increased from 52.0 to 78.5 in the regular class and from 45.0 to 70.0 in the inclusive class after two intervention sessions; Wilcoxon signed-rank analysis indicated improvement in both groups (p = 0.031). Qualitative findings showed higher engagement, longer on-task behavior, and increased willingness to read aloud. The interactive magnetic board functioned as a child-friendly multisensory medium (visual, auditory, tactile) that supported motivation and literacy participation, including among students with learning difficulties. The study concludes that the media is a feasible and inclusive instructional tool for early literacy instruction, while also noting the need for larger samples and longer intervention periods in future studies
Implementation of School Co-Curricular Activities through the Saturday Program (PROSA) Rujiani Rujiani; Sarwi Sarwi; Ani Rusilowati
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

The Saturday Program (PROSA) at SD Negeri Tlogowungu 02 is a co-curricular innovation designed to support 21st-century educational transformation. This program responds to the school’s limited resources, small number of students, and need for more contextual, meaningful, and character-building learning experiences. PROSA is conducted every Saturday through five rotating activities: Sarijo, Sariman, Sarijan, Sadolan, and Saguta. These activities integrate healthy living habits, environmental awareness, gardening, entrepreneurship, and career introduction through the involvement of teachers, students, parents, and the local community. The program applies a Deep Learning approach based on the principles of honoring students, awareness, meaningful learning, and joyful learning. Assessment is carried out formatively and summatively through observation, reflection journals, portfolios, documentation, student products, and feedback from parents and the community. The implementation results show that PROSA improves students’ responsibility, collaboration, creativity, independence, healthy living awareness, environmental care, and entrepreneurial skills. The program also strengthens partnerships among the school, families, and the community. However, the use of technology and parental participation still need further improvement. Overall, PROSA can serve as a relevant co-curricular model for developing students’ competencies holistically in elementary schools.
Co-Authors Ani Rusilowati Arif Widiyatmoko, Arif Barokah Isdaryanti Edi Waluyo Eko Handoyo Erni Suharini Sarwi Sarwi