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All Journal Bima Abdi: Jurnal Pengabdian Masyarakat Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Takuana: Jurnal Pendidikan, Sains, dan Humaniora PENDIMAS
Rizki Achmad Husaeni
Universitas Negeri Jakarta
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Role of Teachers in Fostering Digital Literacy and Citizenship among Elementary School Students Prince Clinton Immanuel Christian Damanik; Mohammad Idham Chaled; Feri Dwi Jayanti; Rizki Achmad Husaeni; Anastasia Arta Uli
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.166

Abstract

The rapid growth of digital technology over the past decade has transformed both social and educational life, especially among elementary school students who are increasingly exposed to digital devices and social media. While these technologies offer opportunities for creativity, communication, and information access, they also present risks such as misinformation, cyberbullying, and digital addiction. This study explores the role of teachers in fostering digital literacy and citizenship among elementary school students. Using a qualitative descriptive approach, data were gathered through in-depth interviews and classroom observations involving elementary school teachers in Jakarta. Thematic analysis was employed to identify teachers’ strategies, roles, and challenges in nurturing students’ digital literacy and civic responsibility. The findings reveal that teachers serve as educators, facilitators, and role models who promote responsible and ethical digital behavior through project-based learning, digital storytelling, moral modeling, and the creative use of interactive media. However, challenges such as limited teacher competence, insufficient contextual teaching materials, and low parental engagement remain. The study highlights the need to strengthen teacher training in digital ethics and pedagogy and offers practical implications for policymakers to enhance digital education aligned with Indonesia’s Pancasila Student Profile.
Self-Efficacy Guru Sekolah Dasar dalam Pencegahan dan Intervensi Bullying: Tinjauan Tematik dari Perspektif Perkembangan Anak Anastasia Arta Uli; Feri Dwi Jayanti; Prince Clinton Immanuel Christian Damanik; Rizki Achmad Husaeni; Mohammad Idham Chaled
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 2 (2026): Takuana (July-September)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i2.645

Abstract

School bullying affects students' social-emotional development, and the effectiveness of teachers' role in preventing and handling it depends heavily on self-efficacy, teachers' belief in their own capability to manage bullying in the classroom. This article presents a thematic review synthesizing two international systematic reviews (Fischer et al., 2021; van Aalst et al., 2022) together with empirical studies published between 2016 and 2026, extended through the lens of children's cognitive and psychosocial development (Olson et al., 2025; Issawi & Dauphin, 2017). The synthesis shows that teacher self-efficacy is shaped by Bandura's four sources (Pfitzner-Eden, 2016): mastery experience, vicarious experience, social persuasion, and affective states, realized through teaching experience, anti-bullying training, structural school support, and teachers' socio-emotional competence. Teachers with higher self-efficacy are more proactive in addressing physical bullying, though this confidence declines for relational bullying and cyberbullying. Given that primary school children are in Piaget's concrete operational stage and Erikson's industry-versus-inferiority stage, teacher self-efficacy becomes a critical protective factor for students' social-emotional development. The article recommends strengthening simulation-based training, clearer school policies, and further research on self-efficacy instruments sensitive to modern forms of bullying.
Mewujudkan Sekolah Ramah Anak melalui Penguatan Kompetensi Guru Sekolah Dasar dalam Pencegahan Bullying dan Pendidikan Seksual di Kota Bekasi Anastasia Arta Uli; Neddyana Pahlawaty; Maisa Hurul Aeni; Feri Dwi Jayanti; Rizki Achmad Husaeni
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 6 No. 3 (2026): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/ba-jpm.v6i3.5209

Abstract

Kasus bullying dan kekerasan seksual pada anak usia sekolah dasar di Kota Bekasi menunjukkan tren peningkatan dalam dua tahun terakhir, sementara sebagian besar guru belum memperoleh pembekalan memadai untuk berperan sebagai agen perlindungan anak secara komprehensif. Kegiatan pengabdian ini bertujuan meningkatkan pemahaman guru sekolah dasar mengenai pencegahan bullying dan pendidikan seksual berbasis nilai perkembangan anak, sebagai upaya mewujudkan sekolah ramah anak. Kegiatan dilaksanakan melalui workshop bertema “Menciptakan Sekolah Ramah Anak: Anti-Bullying dan Sex Education” yang diikuti oleh 17 guru SDN Bantargebang 3, Kota Bekasi, bekerja sama dengan mitra profesional Leader Lab. Materi disampaikan melalui ceramah interaktif, diskusi kelompok, dan studi kasus, dengan efektivitas diukur melalui pretest dan posttest pemahaman peserta (n=16, termasuk 2 data hasil imputasi). Hasil kegiatan menunjukkan peningkatan pemahaman guru, dari rata-rata skor pretest 76,25 menjadi 87,50 pada posttest (skala 0–100), dengan rata-rata N-Gain sebesar 0,55 (kategori sedang) dan peningkatan yang signifikan secara statistik berdasarkan uji Wilcoxon signed-rank (p=0,014). Temuan ini menegaskan bahwa pelatihan yang mengintegrasikan pencegahan bullying dan pendidikan seksual efektif meningkatkan kesiapan guru dalam mewujudkan lingkungan sekolah yang aman bagi anak, sehingga perlu direplikasi dan didampingi secara berkelanjutan pada sekolah dasar negeri lainnya, serta ditindaklanjuti dengan penelitian yang menggunakan desain kontrol untuk memperkuat validitas temuan.
Pendampingan Implementasi Khan Academy Kids untuk Meningkatkan Social Skill Siswa Sekolah Dasar Apit Dulyapit; Otib Satibi Hidayat; Rizki Achmad Husaeni; Laely Farokhah; Kamaludin
PENDIMAS: Jurnal Pengabdian Masyarakat Vol 5 No 1 (2026): PENDIMAS: Jurnal Pengabdian Masyarakat
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIM Sinjai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/pendimas.v5i1.4759

Abstract

Pembelajaran di sekolah dasar mitra masih berpusat pada guru dan belum memanfaatkan media digital secara sistematis untuk menguatkan keterampilan sosial (social skill) siswa. Artikel ini melaporkan kemajuan program pengabdian kepada masyarakat berupa pendampingan implementasi pembelajaran interaktif berbasis Khan Academy Kids di SDN Mangunjaya 01, Kecamatan Tambun Selatan, Kabupaten Bekasi. Kegiatan menggunakan pendekatan pendampingan partisipatif dengan lima tahapan, yaitu sosialisasi, pelatihan guru, penyusunan perangkat ajar, implementasi pembelajaran di kelas, serta pendampingan dan evaluasi berkelanjutan, mengacu pada Model 3R-SEL Digital (Relate–Reflect–Reinforce). Data dikumpulkan melalui observasi, wawancara, dokumentasi, dan lembar refleksi siswa, kemudian dianalisis secara deskriptif kualitatif. Hasil sementara menunjukkan delapan puluh persen guru mitra telah menyusun dan menerapkan perangkat ajar berbasis Khan Academy Kids, serta terjadi peningkatan partisipasi siswa dalam kerja kelompok pada kelas yang telah menerapkan program. Kesimpulan sementara menunjukkan bahwa pendampingan pedagogik yang terstruktur menjadi faktor penting agar pemanfaatan teknologi pembelajaran benar-benar berdampak pada penguatan keterampilan sosial siswa sekolah dasar.
Analisis Keterampilan Proses Sains dalam Meningkatkan Perkembangan Sosial-Emosional Peserta Didik Kelas IV Sekolah Dasar Negeri Sukatani 2 Apit Dulyapit; Sylva Sagita; Maisa Hurul Aeni; Rizki Achmad Husaeni
Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Vol 7, No 03 (2026): Agustus 2026
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/jp-ipa.v7i03.1475

Abstract

Science process skills are fundamental competencies that support elementary students in constructing scientific knowledge through direct experience, while also contributing to their psychological and social well-being at school. This study aims to analyze how science process skills activities in science (IPA) learning contribute to the development of student well-being among fourth-grade students at SD Negeri Sukatani 2. A qualitative approach with a phenomenological design was employed. The key informant was the fourth-grade science teacher, and specialist informants were fourth-grade students, determined through purposive and snowball sampling. Data were collected through participatory observation, in-depth interviews, and documentation, and were analyzed using the Miles and Huberman interactive model comprising data condensation, data display, and conclusion drawing/verification. Data credibility was established through source and technique triangulation. The results show that science process skills activities such as observing, classifying, measuring, predicting, and communicating findings foster students' curiosity, self-confidence, cooperation, and sense of achievement, which in turn strengthen the social, emotional, and cognitive dimensions of their well-being. Supportive factors include teacher facilitation, hands-on learning media, and peer collaboration, while inhibiting factors include limited practicum time and uneven mastery of basic process skills among students. This study concludes that science process skills-based learning plays a meaningful role in developing student well-being in elementary school science education.
Co-Authors Anastasia Arta Uli Apit Dulyapit Feri Dwi Jayanti Kamaludin Laely Farokhah Maisa Hurul Aeni Mohammad Idham Chaled Neddyana Pahlawaty Otib Satibi Hidayat Prince Clinton Immanuel Christian Damanik Sylva Sagita