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All Journal Jurnal Elementary : Kajian Teori dan Hasil Penelitian Pendidikan Sekolah Dasar CIVICUS : Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila dan Kewarganegaraan Indonesian Journal of Educational Innovation
Melinda Septiani
University of Mataram
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Management of a Community-Based English Language Course in the 21st Century: A Case Study of The Bale English Course, Central Lombok Muhammad Isro' Hidayatullah; Rizka Sulisyana; Melinda Septiani; Lalu Mochamad Ridho Luthfi; Umi Sulvian; Maesri Latipah
Indonesian Journal of Educational Innovation Vol. 1 No. 2 (2025): May - August
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

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Abstract

Non-formal education plays a crucial role in developing 21st-century competencies, particularly in English language skills. This study aims to analyze the implementation and management of learning at the Bale English Course (BEC), a community-based non-formal education institution, in developing the English language skills of rural communities. Using a descriptive qualitative approach, data were collected through observation and in-depth interviews. The results show that the learning program at BEC includes class divisions based on ability, the use of participatory methods, the integration of 21st-century skills (4C), as well as support for contextual activities such as public speaking and social service. Obstacles faced include limited teaching staff and limited infrastructure. BEC plays a crucial role in developing English language skills, particularly in responding to 21st-century challenges through a communitybased approach and simple, contextual learning programs, while maintaining the continuity of learning activities with an inclusive approach. The implications of this study show the importance of policy support and strengthening institutional capacity for non-formal education in rural areas.
Pop-Up Book dalam Perspektif Teknologi Pembelajaran: Pendekatan Holistik dalam Mengembangkan Keterampilan Berpikir Kritis Siswa pada Pembelajaran Matematika di Sekolah Dasar Muhammad Isro' Hidayatullah; Muslehudin Muslehudin; Melinda Septiani; Fitriani Fitriani; Edy Herianto; Siti Istiningsih
Jurnal Elementary:Kajian Teori dan Hasil Penelitian Pendidikan Sekolah Dasar Vol 9, No 1: Januari 2026
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/elementary.v9i1.37164

Abstract

Kebutuhan akan media pembelajaran yang mampu memfasilitasi pengalaman belajar bermakna mendorong perlunya kajian mendalam mengenai implementasi Pop-Up Book dalam kerangka kawasan teknologi pembelajaran. Penelitian ini bertujuan menelaah penggunaan Pop-Up Book matematika secara komprehensif sekaligus mengidentifikasi kontribusinya terhadap pengembangan keterampilan berpikir kritis siswa sekolah dasar. Penelitian ini menggunakan pendekatan kualitatif dengan desain deskriptif dan jenis studi kasus yang berfokus pada pembelajaran matematika kelas IV di SD Negeri 7 Cakranegara. Data dikumpulkan melalui wawancara terbuka, observasi terstruktur menggunakan checklist, serta analisis dokumen pembelajaran. Proses analisis mengikuti model interaktif Miles & Huberman yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan, serta divalidasi melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa Pop-Up Book diimplementasikan secara konsisten pada aspek desain, pengembangan, pemanfaatan, pengelolaan, dan evaluasi, serta mampu mendukung aktivitas kognitif siswa melalui visualisasi konkret, stimulasi analitis, dan penguatan penalaran selama pembelajaran matematika. Temuan ini menegaskan bahwa Pop-Up Book berfungsi tidak hanya sebagai media visual, tetapi juga sebagai perangkat pedagogis yang berkontribusi pada pembentukan kemampuan berpikir kritis pada jenjang sekolah dasar.
Pengaruh Model PBL berbantuan Media Wordwall terhadap Keterampilan Berpikir Kritis: Ditinjau dari Gaya Belajar Peserta Didik Sekolah Dasar Muhammad Isro' Hidayatullah; Siti Maulidiya Nabila; Melinda Septiani; Elza Maulia Sopani; Fauzi Maha Adiyatma; Edy Herianto
CIVICUS : Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila dan Kewarganegaraan Vol 13, No 2 (2025): September 2025
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/civicus.v13i2.32844

Abstract

Kemampuan berpikir kritis merupakan keterampilan esensial abad ke-21 yang perlu dikembangkan sejak jenjang sekolah dasar. Namun, variasi gaya belajar peserta didik kerap menjadi tantangan dalam memilih strategi dan media pembelajaran yang tepat. Penelitian ini bertujuan untuk menguji pengaruh model Problem Based Learning (PBL) berbantuan media Wordwall terhadap keterampilan berpikir kritis siswa sekolah dasar, dengan mempertimbangkan perbedaan gaya belajar. Metode yang digunakan adalah kuantitatif dengan desain one group pretest-posttest. Sampel penelitian berjumlah 20 siswa kelas IV yang dipilih secara purposive. Data dikumpulkan melalui tes berpikir kritis dan angket gaya belajar, kemudian dianalisis dengan uji paired sample t-test dan ANOVA. Hasil menunjukkan peningkatan signifikan kemampuan berpikir kritis setelah perlakuan (p < 0,05) dengan efek sedang (Cohen’s d = 0,588), namun tidak terdapat perbedaan signifikan antar gaya belajar. Simpulan penelitian ini menegaskan bahwa PBL berbantuan Wordwall efektif meningkatkan keterampilan berpikir kritis secara merata tanpa dibatasi oleh gaya belajar. Penelitian selanjutnya direkomendasikan untuk mengeksplorasi media interaktif lainnya yang lebih menonjolkan aspek auditori dan analisis longitudinal terhadap pengaruh jangka panjang terhadap perkembangan kognitif dan karakter siswa. Critical thinking is an essential 21st-century skill that needs to be cultivated from the elementary school level. However, variations in students' learning styles often present challenges in selecting appropriate teaching strategies and media. This study aims to examine the effect of the Problem-Based Learning (PBL) model assisted by Wordwall media on elementary students’ critical thinking skills, while considering differences in learning styles. The research employed a quantitative approach with a one-group pretest-posttest design. The sample consisted of 20 fourth-grade students selected through purposive sampling. Data were collected using a critical thinking test and a learning style questionnaire, then analyzed using paired sample t-test and ANOVA. The results revealed a significant improvement in critical thinking skills after the intervention (p < 0.05) with a moderate effect size (Cohen’s d = 0.588), yet no significant differences were found across different learning styles. The findings confirm that PBL assisted by Wordwall effectively enhances students' critical thinking skills evenly, regardless of learning style differences. Future research is recommended to explore other interactive media that emphasize auditory aspects and to conduct longitudinal studies on the long-term impact on students’ cognitive development and character formation.
Co-Authors Edy Herianto Elza Maulia Sopani Fauzi Maha Adiyatma Fitriani Fitriani Lalu Mochamad Ridho Luthfi Maesri Latipah Muhammad Isro&#039; Hidayatullah Muslehudin Muslehudin Rizka Sulisyana Siti Istiningsih Siti Maulidiya Nabila Umi Sulvian