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All Journal Cetta: Jurnal Ilmu Pendidikan Jurnal Paedagogy Journal of General Education and Humanities Journal of Innovation and Research in Primary Education GENIUS: Indonesian Journal of Early Childhood Education
Rifky Aditya Ramadhan
Universitas Muhammadiyah Sukabumi
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Jigsaw Learning Model Assisted by Puzzle Media to Improve Collaboration Skills of Fourth-Grade Elementary School Students Dewi Puji Lestari; Astri Sutisnawati; Rifky Aditya Ramadhan
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3557

Abstract

Low collaborative engagement among elementary students remains a persistent challenge in 21st-century classrooms, where policy frameworks increasingly mandate collaboration as a core graduate competency. This study investigated whether the application of the jigsaw learning model assisted by puzzle media could improve the collaboration skills of fourth-grade students at SDN Cemerlang, Sukabumi, Indonesia.  A Classroom Action Research (CAR) design following the Kemmis and McTaggart spiral model was employed across two instructional cycles with 36 students of class IVB (2025/2026 academic year). Collaboration skills were assessed using a validated questionnaire covering five indicators: cooperation, flexibility, responsibility, compromise, and communication, scored against a four-category rubric. The mean collaboration score improved from 75.5% (Fair) in Cycle I to 82.8% (Good) in Cycle II. All five indicators surpassed the 80% success threshold by the end of Cycle II, with the Compromise indicator recording the largest gain (+7.8 percentage points). These findings confirm that the structured interdependence embedded in the jigsaw model, enriched by the concrete and motivating nature of puzzle media, effectively cultivates multidimensional collaborative competence. The integrated approach offers a replicable, low-resource strategy for developing 21st-century collaboration skills at the elementary level.
Teachers' Roles in Preserving Sundanese Pupuh in Grade 5 Elementary Classroom: A Qualitative Case Ria Asyifah Riyani; Rifky Aditya Ramadhan; Efi Kurniasari
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1058

Abstract

Preserving local culture in elementary education faces challenges due to limited integration of traditional arts into formal classroom instruction. Sundanese pupuh, as a form of oral literature rich in cultural and character values, requires active transmission through educational practices to remain sustainable. This study aims to examine the role of teachers in preserving Sundanese pupuh through Art and Culture learning in a Grade V elementary classroom. This study employed a descriptive qualitative approach with a case study design. The research was conducted at an elementary school in Sukabumi Regency, West Java, involving a Grade V teacher as the primary participant. Data were collected through classroom observations, semi-structured interviews, and documentation of Art and Culture learning activities. Data analysis followed an interactive model consisting of data collection, data reduction, data display, and conclusion drawing. The findings indicate that Sundanese pupuh was integrated into classroom learning through structured activities, including the introduction of pupuh types, explanation of lyrical meanings, and guided practice. Teachers played a key role as cultural mediators by facilitating learning, motivating students, and integrating cultural and character values. Student engagement in pupuh learning was generally positive and supported cultural awareness and character development. This study is limited by its focus on a single school context and the absence of long-term analysis of students’ cultural identity development. The findings suggest that strengthening teacher competence and providing institutional support are essential for sustaining local culture-based learning in elementary education.
Komparasi Perangkat Ajar Dalam Pembelajaran IPS Di SD Rajaprajanugroh 39 Thailand Selatan Dan SDN Suryakencana CBM Kota Sukabumi Shafa Aulia Nissa; Iis Nurasiah; Rifky Aditya Ramadhan
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 1 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i1.5215

Abstract

Teaching tools are a crucial component for successful learning. This study aims to compares teaching materials for social studies in two elementary schools in different countries, namely Rajaprajanugroh 39 Elementary School in Southern Thailand and Suryakencana CBM Elementary School in Sukabumi, Indonesia. This study aims to analyze the social studies learning materials used in both countries and identify the similarities and differences in the social studies learning materials in both schools. This research is a qualitative study with a descriptive approach. Data collection techniques were conducted through documentary studies of teaching modules, observation of the learning process, and in-depth interviews with educators at both schools. The research results show that most striking differences in the content and completeness of the administrative components within the learning modules. The social studies teaching modules in Southern Thailand and Indonesia each have their own advantages, influenced by curriculum policies, cultural contexts, and student needs. The teaching modules at SDN Suryakencana CBM have more detailed components, including specific mentoring plans such as remedial and enrichment sessions, as well as initial assessments to determine student readiness. Meanwhile, the teaching modules at SD Rajaprajanugroh 39 are simple and focus on classroom activity steps and post-teaching evaluations.  Although the content and components are different, both schools have strong similarities in using active learning models, such as inviting students to solve problems together and creat real works. These findings provide insight into the advantages of teaching modules from both countries that can be adapted to improve the quality of social studies learning tools at the elementary school level. 
Developing a Wayang Sukuraga Pocket Book Media Based on a Deep Learning Approach to Enhance Students’ Critical Thinking Skills Jembar Kitri Fauziah; Iis Nurasiah; Rifky Aditya Ramadhan
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19291

Abstract

This study aims to develop learning media in the form of a pocket book integrated with the local wisdom of Wayang Sukuraga, based on Deep Learning, to improve critical thinking in Pancasila education among elementary school students. The study employed the Research & Development (R&D) model SAM, conducted in three iterations, with each iteration including evaluation, design, and development stages. The participants consisted of 26 fourth-grade students from an elementary school in Sukabumi City. Data were collected using expert validation questionnaires, student response surveys, and performance assessments on a 4-point Likert scale. Data were analyzed using paired-sample t-tests within a one-group pretest–posttest experimental design. Validation results showed high feasibility, with scores of 97.9% from subject matter experts, 97.5% from media experts, 97.2% from practitioner experts, and 90.41% from student responses. The overall average feasibility score was 95.75%, categorized as very valid. The paired-sample t-test revealed a significant improvement in critical thinking (Sig. (2-tailed) < 0.001), indicating that the Wayang Sukuraga pocket book is effective in enhancing critical thinking in Pancasila education. This media also serves as a prototype for integrating other forms of local wisdom into elementary school learning.
Managing Inclusive Educational Infrastructure for Children with Autism Spectrum Disorder: A Qualitative Case Study in Early Childhood Education Fahmi Syarifudin; Aan Komariah; Dedy Achmad Kurniady; Sururi Sururi; Rifky Aditya Ramadhan
GENIUS: Indonesian Journal of Early Childhood Education Vol. 6 No. 2 (2025): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v6i2.211

Abstract

This study examines the management of inclusive educational infrastructure in early childhood education for children with Autism Spectrum Disorder (ASD) at the EDUfa Autism Therapy Center. Using a qualitative case study design, the research investigates how physical learning environments are planned, utilized, and adapted to support children’s sensory, social, and learning needs. Data were collected through observations, semi-structured interviews with therapists, parents, and administrators, and document analysis, and were analyzed thematically. The findings reveal that EDUfa integrates educational and therapeutic functions through sensory-responsive classroom design, transition spaces, and life-skills-oriented facilities. Infrastructure management is characterized by adaptability, collaborative decision-making, and continuous evaluation involving multiple stakeholders. However, financial limitations and shortages of specialized personnel remain significant challenges. The study underscores that effective infrastructure management is central to inclusive, child-centered early childhood education and offers practical insights for institutions seeking to develop inclusive learning environments in resource-constrained contexts.
Co-Authors Aan Komariah Astri Sutisnawati Dedy Achmad Kurniady Dewi Puji Lestari Efi Kurniasari Fahmi Syarifudin Iis Nurasiah Jembar Kitri Fauziah Ria Asyifah Riyani Shafa Aulia Nissa Sururi .