Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan
Pujiasih, Yunita
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Effectiveness of the Project Based Learning (PjBL) Model with a Deep Learning Approach on the Critical Thinking Skills of Fifth Grade Students at SDN Pejaten 2 Permatasari, Anita; Sopandi, Wahyu; Hendriawan, Deri; Pujiasih, Yunita
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Previous studies on Project-Based Learning (PjBL) have demonstrated its potential to enhance higher-order thinking skills; however, limited research has integrated PjBL with a Deep Learning approach at the elementary school level, particularly in the Indonesian context. This study offers a novel contribution by combining PjBL with structured deep-learning processes—conceptual elaboration, reflective inquiry, and metacognitive reinforcement—to strengthen students’ critical thinking development more comprehensively. This research employed a one-group pretest–posttest design involving 64 fifth-grade students at SDN Pejaten 2 during a four-meeting intervention. Critical thinking skills were measured using a validated essay test, and data were analyzed using a paired sample t-test and effect size calculation. Findings show a significant improvement in students’ critical thinking skills, with the mean score increasing from 63.1 (pretest) to 82.4 (posttest) (t = 6.32; p < 0.001). The intervention yielded a large effect size (Cohen’s d > 0.80), indicating strong practical significance. These results highlight that integrating PjBL with a Deep Learning approach produces deeper cognitive engagement compared with conventional PjBL implementations reported in prior literature. This study provides empirical evidence that project-based learning enriched with deep-thinking processes can serve as an effective pedagogical model for fostering 21st-century competencies in elementary education.
The Effect of the RADEC Learning Model on the Reading Literacy of Fifth Grade Students at Cijeruk Elementary School Pujiasih, Yunita; Sopandi, Wahyu; Hendriawan, Deri; Permatasari, Anita
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The low reading literacy skills of elementary school students remain a serious issue in Indonesian education. Observations at SDN Cijeruk reveal that most fifth-grade students struggle to identify main ideas, make inferences, and understand implied meanings in reading texts. This condition highlights the need for a learning model that fully engages students in the reading process. This study aims to analyze the effect of the RADEC (Read, Answer, Discuss, Explain, Create) learning model on improving the reading literacy of fifth-grade students at SDN Cijeruk. The research employed a quasi experimental method with a nonequivalent control group design. A total of 68 students participated, divided into an experimental class (34 students) applying the RADEC model and a control class (34 students) using conventional learning. Data were obtained through pretest and posttest reading literacy assessments and analyzed using a t-test. The results showed a significant improvement in the experimental class, with a mean posttest score of 83.47 compared to 75.12 in the control class (tcount = 3.42 > ttable = 2.00). These findings indicate that the RADEC model effectively enhances students’ reading comprehension skills. The novelty of this study lies in its application of the RADEC model to strengthen reading literacy in a rural elementary school context an area that has received limited attention in prior RADEC-based literacy research. The model fosters critical thinking, collaborative discussion, and deeper text comprehension among students.
Co-Authors Anita Permatasari Wahyu Sopandi