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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Tsaqofah: Jurnal Penelitian Guru Indonesia YASIN: Jurnal Pendidikan dan Sosial Budaya
Endra Priawasana
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PENGARUH PENDEKATAN DEEP LEARNING BERBANTU GAMES BAMBOOZLE TERHADAP KEMAMPUAN MENERAPKAN (C3) DAN MINAT BELAJAR SISWA SEKOLAH DASAR KELAS 4 MATA PELAJARAN PENDIDIKAN PANCASILA Ferdina Aristya Putri; Endra Priawasana; Fauzan Adhim
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43581

Abstract

This research is motivated by the low ability of elementary school students to apply (C3) the values of Pancasila and their low interest in learning, which is caused by conventional, rote-oriented teaching methods and a lack of innovative media. This study aims to examine the effect of the Deep Learning approach assisted by Baamboozle educational games on the ability to apply concepts (C3) and the learning interest of fourth-grade students in Pancasila Education. This research employed a quantitative approach with a quasi-experimental method using a Pretest-Posttest Control Group Design. The research subjects consisted of 29 students in the experimental group (SDN Wirolegi 04) and 22 students in the control group (SDN Wirolegi 03). Data were collected through contextual essay tests to measure C3 ability and Likert-scale questionnaires for learning interest. Data analysis was performed using the Independent Samples t-test. The results showed that there was a significant influence of the Deep Learning approach assisted by Baamboozle on both variables, with a significance value (Sig. 2-tailed) of 0.000 < 0.05. The experimental group achieved a higher posttest mean score for C3 ability (85.52) compared to the control group (77.64). Furthermore, the effect size analysis using Cohen’s d indicated a very large category of influence. It can be concluded that the integration of the Deep Learning approach and Baamboozle media effectively improves students' cognitive application skills and learning interest, making it a relevant solution for innovative learning in elementary schools.
Menangani Disleksia di Era Digital: Peran Teknologi Pendidikan dalam Mendukung Pembelajaran Inklusif di SDN Tegal Besar 03 Jember Rafika Hidayah; Peni Lestari Hestiningtyas; Noor Halifah Indah Sari; Endra Priawasana
YASIN Vol 5 No 4 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i4.6337

Abstract

This study is driven by the need for effective pedagogical approaches for students with specific learning difficulties, particularly dyslexia, amid the limitations of traditional methods in the digital era. The objective of the research is to determine the effectiveness of educational technology in improving the reading and writing skills of dyslexic students at SDN Tegal Besar 03 Jember. A qualitative case study method was employed, with data collected through observation, interviews, and documentation. The study explores the implementation of technology in an inclusive learning environment, utilizing tools such as Amazon Polly Text-To-Speech, multisensory methods with letter blocks, flashcard media, the Secil application, and the ABC e-book. The findings reveal that the combination of digital tools and multisensory strategies significantly supports the development of reading and writing skills in dyslexic students, particularly in word recognition, comprehension, and basic literacy. Identified challenges include limited access to technological devices, teachers’ readiness in using technology, and varied student responses to the applied methods. The study concludes that the use of educational technology is highly effective in supporting inclusive education for students with dyslexia. Its implications suggest that technology holds substantial potential in fostering a more equitable and accessible education system. The study recommends further research to ensure the sustainability of outcomes and to reinforce the strategic role of technology in future inclusive education.
Pemanfaatan Teknologi Pendidikan: Peran Guru SD dalam Mengembangkan Pembelajaran Abad 21 berbasis Teknologi di SDN Jatimulyo 01 Vita Dwiyana; Yuliati Yuliati; Musfardilah Musfardilah; Endra Priawasana
TSAQOFAH Vol 5 No 4 (2025): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i4.6504

Abstract

This study is motivated by the limited research on the development of technology-based learning in rural elementary schools, despite the growing need for technological integration in 21st-century education. The aim of this research is to explore the role of teachers in developing technology-based learning at SDN Jatimulyo 01, Jenggawah District, Jember Regency. A descriptive qualitative method was employed, involving six teachers selected through purposive sampling. Data were collected through interviews, observations, and documentation, and analyzed thematically. The findings reveal that teachers have begun to utilize basic technologies such as projectors, educational videos, and limited digital platforms like WhatsApp and YouTube. The main challenges identified include inadequate infrastructure and a lack of professional development opportunities. These findings support digital constructivist theory, which positions teachers as facilitators in technology-enhanced learning processes. The study concludes that there is a pressing need to enhance teachers' capacity in ICT integration to support adaptive and relevant learning aligned with students' contemporary needs. The practical implications of this research include recommendations for the provision of adequate ICT infrastructure, continuous professional training, and the development of contextual learning models suited to rural elementary school environments.
Co-Authors Fauzan Adhim Ferdina Aristya Putri Musfardilah Musfardilah Noor Halifah Indah Sari Peni Lestari Hestiningtyas Rafika Hidayah Vita Dwiyana Yuliati Yuliati