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All Journal Jurnal Penelitian dan Pendidikan IPS Abjadia, International Journal of Education Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Didaktika: Jurnal Kependidikan KOLONI RESLAJ: Religion Education Social Laa Roiba Journal Prosiding Seminar Nasional Ilmu Sosial dan Teknologi (SNISTEK)
Onik Farida Ni’matullah
Universitas PGRI Kanjuruhan Malang
Religion Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Deep Learning Approach and Its Impact on Elementary Students’ Learning Experience and Critical Thinking: An Experimental Study Endang Purwaningsih; Lilik Sri Hariani; Onik Farida Ni’matullah
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3416

Abstract

This study examines the effect of deep learning instruction on elementary school students’ learning experience and critical thinking skills, addressing the need for instructional approaches that promote meaningful learning and higher-order thinking. The research employed a quantitative approach using a Quasi-Experimental Nonequivalent Control Group Design involving fifth-grade students at SD Negeri Kedungdalem II, Probolinggo Regency, during the second semester of the 2025/2026 academic year. The sample consisted of 56 students, with 28 students assigned to the experimental group and 28 students to the control group. The experimental group received deep learning instruction implemented through four stages: concept exploration, analysis and meaning-making, deep reflection, and application of concepts in real-life contexts, while the control group experienced conventional instruction. Data were collected using a learning experience questionnaire and a critical thinking skills test, both of which met validity and reliability criteria. The results showed that the experimental group achieved higher mean scores in learning experience (M = 83.45) and critical thinking skills (M = 78.62) compared to the control group (M = 74.18 and M = 69.07, respectively). Independent Samples t-test results indicated statistically significant differences between the two groups (p < 0.05). These findings demonstrate that deep learning instruction is effective in enhancing meaningful learning experiences and students’ critical thinking skills in elementary education.
Efektivitas Model Pembelajaran Jigsaw Terhadap Hasil Belajar IPS Ditinjau Dari Motivasi Dan Fasilitas Belajar Kholifatuz Zuhroh; Ninik Indawati; Onik Farida Ni’matullah
Jurnal Penelitian dan Pendidikan IPS Vol. 20 No. 1 (2026): Jurnal Penelitian dan Pendidikan IPS 20(1)
Publisher : Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v20i1.13195

Abstract

This study aims to analyze the effectiveness of the Jigsaw learning model on Social Sciences (IPS) learning outcomes reviewed from the motivation and learning facilities of elementary school students. The approach used is quantitative with the type of explanatory research. The research population included 80 grade IV students of SDN Cluster IV, Gading District, Probolinggo Regency. Data collection was carried out through learning outcome tests and motivation questionnaires as well as learning facilities using the Likert scale. Data analysis uses multiple linear regression to determine simultaneous and partial influences between variables. The results showed that the Jigsaw learning model, learning motivation, and learning facilities had a significant effect on social studies learning outcomes of students. The determination coefficient of 0.682 indicates that 68.2% of the variation in learning outcomes is explained by these three variables. Students who have high motivation and are supported by adequate learning facilities show better improvement in learning outcomes after the implementation of the Jigsaw model. These findings prove that the Jigsaw model is effectively applied in social studies learning because it encourages active engagement, individual responsibility, and group cooperation. This study recommends that teachers implement a cooperative learning model consistently with the support of adequate facilities to improve the quality of social studies learning in elementary schools.
Peningkatan Literasi Kebencanaan Banjir Berbasis Data Geospasial pada Masyarakat Bantaran Sungai di Malang Endang Surjati; Onik Farida Ni’matullah
Prosiding Vol 8 No 1 (2026): SNISTEK
Publisher : LPPM Universitas Putera Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33884/psnistek.v8i1.11759

Abstract

Communities residing along the riverbanks in Malang face a high risk of flooding, yet their understanding of geospatial data and disaster maps remains very limited. This community service activity aims to enhance flood disaster literacy through training in reading and interpreting maps and cartographic symbols relevant to riverside environments. The method employed was structured face-to-face training using a participatory approach involving fewer than 10 participants from riverside communities. Training materials covered three main components: (1) identification of flood-causing factors through analysis of topographic and land-use maps, (2) understanding flood impacts using risk and vulnerability maps, and (3) flood management strategies based on spatial data. Evaluation results showed a significant improvement in participants' knowledge across all three components, with a mean pretest score of 53.4 increasing to 80.7 on the posttest (N=20). All participants reported being able to read map legends, identify flood-prone zones, and plan evacuation routes based on maps. This activity demonstrates that geospatial literacy training is an effective approach for building community capacity in flood disaster preparedness.
Pengaruh Model Pembelajaran RICOSRE terhadap Keterampilan Berpikir Kritis dan Argumentasi Siswa pada Materi Perdagangan Internasional Muhammad Rizal Dwi Firmansyah; Ninik Indawati; Onik Farida Ni’matullah
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 8 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i8.12485

Abstract

Students often experience difficulties in learning international trade material due to the large number of foreign terms and the limited use of contextual learning, which results in memorization-oriented instruction. These conditions hinder the development of higher-order thinking skills, particularly critical thinking and argumentation skills. This study aims to analyze the effect of the RICOSRE learning model on students’ critical thinking skills and argumentation skills in learning international trade. The study employed a quasi-experimental method using a pretest–posttest control group design. The research sample consisted of two Grade IX junior high school classes selected using a purposive sampling technique. The experimental class was taught using the RICOSRE learning model, while the control class received conventional instruction. Data were collected using a reasoned multiple-choice test designed to measure students’ critical thinking and argumentation skills. The data were analyzed using descriptive and inferential statistical techniques. The results indicate that students taught using the RICOSRE learning model achieved higher critical thinking and argumentation skills compared to students taught using conventional learning. These findings suggest that the RICOSRE learning model is effective in improving students’ critical thinking and argumentation skills in international trade learning. Therefore, the RICOSRE learning model can be considered an alternative instructional model to support the development of higher-order thinking skills at the junior high school level.
The Influence of Teacher Creativity, Social Interaction, and Learning Independence on the Learning Motivation Achmad Hidayat; Onik Farida Ni’matullah; Yuli Ifana Sari
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.40587

Abstract

This research is motivated by the importance of teacher creativity, a conducive social environment, and learning independence as the main factors in shaping student learning motivation. The purpose of the study was to analyze the influence of teacher creativity, social interaction, and learning independence on the learning motivation of grade XI students in social studies at SMAN 2 Pamekasan. The study used a quantitative approach with an associative method. The sample consisted of 65 students selected using a total sampling technique. Data were obtained through a questionnaire that had been tested for validity and reliability, then analyzed using multiple linear regression with the help of SPSS version 22. The results showed that simultaneously the three variables had a significant effect on learning motivation with a contribution of 81.2%. Partially, learning independence provided the most dominant influence of 57.4%, while teacher creativity contributed 24.8% and social interaction 15.6%. These findings emphasize the importance of learning independence, teacher creativity, and social interaction in improving student learning motivation.
PENGARUH METODE PEMBELAJARAN STAD, PENGGUNAAN MEDIA AUDIO VISUAL DAN LINGKUNGAN SEKOLAH TERHADAP BERPIKIR TINGKAT TINGGI (HOTS) SISWA SD NEGERI SEPUHGEMBOL II Misriah; Lilik Sri Hariani; Onik Farida Ni’matullah
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 3 (2026): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/ehs3r473

Abstract

This study aims to analyze the influence of the Student Teams Achievement Division (STAD) learning method, the use of audio-visual media, and the school environment on the ability of higher order thinking skills (HOTS) of students of Sepuhgembol II State Elementary School, Wonomerto District, Probolinggo Regency. The study uses a quantitative approach with ex post facto research types and causal associative designs. The research population was 165 students, while the research sample was 87 students which were determined using the stratified proportional random sampling technique. Data collection is carried out through the distribution of questionnaires and documentation. The research instrument was tested using validity and reliability tests, while data analysis was carried out through prerequisite tests and multiple linear regression analysis using SPSS 27. The results of the study showed that the STAD learning method had a positive and significant effect on students' HOTS ability. The use of audio-visual media also has a positive and significant influence on students' HOTS abilities because it is able to help students understand the material in a more concrete, interesting, and contextual way. In addition, a safe, comfortable, and conducive school environment has been proven to support the development of students' high-level thinking skills. Simultaneously, the STAD learning method, the use of audio-visual media, and the school environment have a significant effect on students' HOTS abilities. This research shows that the integration of cooperative learning methods, the use of innovative learning media, and a conducive learning environment are important factors in improving the high-level thinking skills of elementary school students. The results of the research are expected to be a reference for teachers and schools in developing more effective and innovative HOTS-based learning.
Pemanfaatan Situs Sejarah Lokal Tugu Pancakara Ngesthi Aruming Bawana Sebagai Sumber Belajar Kontekstual Pembelajaran IPAS di Sekolah Dasar Mukhamad Fatkhan; Onik Farida Ni’matullah; Endang Surjati
KOLONI Vol. 5 No. 2 (2026): JUNI 2026
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/koloni.v5i2.870

Abstract

Pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di tingkat sekolah dasar acap kali terpusat pada buku teks, menjadikan pemahaman sejarah terasa abstrak bagi kognisi anak. Fenomena ini tercermin pada siswa kelas VI di SDN Jarangan II, yang mayoritas belum mampu mengidentifikasi dan merefleksikan peristiwa sejarah lokal secara akurat. Untuk mengatasi kesenjangan tersebut, penelitian ini bertujuan untuk menginvestigasi implementasi Tugu Pancakara Ngesthi Aruming Bawana sebagai sumber belajar kontekstual, serta mengevaluasi dampaknya terhadap pemahaman siswa. Penelitian ini mengaplikasikan pendekatan kualitatif deskriptif dengan melibatkan observasi partisipatif, wawancara mendalam, dan analisis dokumen. Hasil penelitian menunjukkan bahwa interaksi langsung dengan situs sejarah lokal mampu mentransformasi materi hafalan menjadi pengalaman visual dan emosional yang otentik. Pemanfaatan monumen ini terbukti secara signifikan mendongkrak antusiasme, keaktifan, dan pemahaman kognitif siswa mengenai rentetan sejarah lokal. Kesimpulannya, pengintegrasian lingkungan sekitar sebagai sumber belajar merupakan strategi pedagogis yang amat efektif untuk menjembatani teori dan realitas, sekaligus merawat memori kolektif dan nasionalisme pada peserta didik.
Co-Authors Achmad Hidayat Endang Purwaningsih Endang Surjati Kholifatuz Zuhroh Lilik Sri Hariani Misriah Muhammad Rizal Dwi Firmansyah Mukhamad Fatkhan Yuli Ifana Sari, Yuli Ifana Yulianti & Ninik Indawati Hartatik