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ANALISIS KEBUTUHAN E-LKPD INTERAKTIF MATERI SIKLUS HIDUP MATA PELAJARAN IPAS KELAS III SEKOLAH DASAR Komang Debby Mas Ari Samapta Dewi; I Nyoman Pancaria; Ni Nyoman Kurnia Wati
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.560

Perkembangan teknologi digital menuntut pembelajaran di sekolah dasar menggunakan media yang inovatif, interaktif, dan berpusat pada peserta didik. Pada pembelajaran IPAS kelas III, khususnya materi siklus hidup makhluk hidup, proses pembelajaran masih didominasi oleh bahan ajar cetak dan metode konvensional, sehingga kurang sesuai dengan karakteristik siswa dan kurikulum saat ini. Materi siklus hidup yang bersifat berurutan membutuhkan media belajar yang mampu menyajikan visualisasi proses secara jelas dan menarik. Penelitian ini bertujuan untuk menganalisis kebutuhan pengembangan E-Lembar Kerja Peserta Didik (E-LKPD) interaktif pada materi siklus hidup dalam pembelajaran IPAS Kelas III Sekolah Dasar sebagai dasar perancangan pembelajaran yang harus memuat atau sesuai dengan karakteristik siswa serta tuntutan Kurikulum Merdeka. Metode yang digunakan adalah studi literatur dengan mengkaji artikel ilmiah nasional terkait pengembangan E-LKPD interaktif, analisis kebutuhan pembelajaran, serta pemanfaatan media digital dalam pembelajaran IPAS di sekolah dasar. Analisis data dilakukan melalui pengelompokan temuan, analisis tematik, dan sintesis hasil penelitian. Hasil kajian menunjukkan bahwa E-LKPD interaktif berpotensi meningkatkan keterlibatan aktif siswa, motivasi belajar, pemahaman konsep, kemandirian belajar, serta literasi digital. Selain itu, E-LKPD interaktif mampu menghindari keterbatasan media konvensional serta mendukung pembelajaran IPAS yang lebih kontekstual dan bermakna. Maka, pengembangan E-LKPD interaktif pada materi siklus hidup sangat diperlukan untuk meningkatkan kualitas pembelajaran peserta didik.

Rancang Bangun E-LKPD Berbasis Problem Based Learning Terintegrasi Nilai Tri Kaya Parisudha Pada Jenjang Sekolah Dasar Putu Triska Prateja; Ni Nyoman Kurnia Wati; Ni Putu Candra Prastya Dewi
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5521

Learning motivation and cognitive achievement among Grade IV IPAS students at SD N 3 Kayuputih Melaka have declined, characterized by teacher-centered instruction, a lack of local culture based digital teaching materials, and a downward trend in formative scores with the average dropping from 77.2 to 69.3 and the proportion of students scoring below the minimum mastery threshold (KKTP) surging from 30% to 55%. This study aimed to design, develop, and evaluate an electronic student worksheet (E-LKPD) based on Problem Based Learning (PBL) and infused with Tri Kaya Parisudha (TKP) values for Grade IV IPAS instruction. The study employed a Research and Development (R&D) approach using the ADDIE model, involving three expert validators, one teacher, six students in a small-group trial, and thirty students in a field trial; data were analyzed using descriptive statistics, the normalized N-Gain index, and a paired t-test. Validation results showed an average score of 89.45% (categorized as "highly valid"), covering three dimensions: content-pedagogical depth (90.63%), media-interface quality (90.22%), and linguistic readability (87.50%). Practicality achieved an average of 94.54% (categorized as "highly practical"), with consistent results across teacher feedback (95.00%), the small-group trial (95.83%), and the field trial (92.78%). Regarding effectiveness, the average pre-test score of 52.17 rose to 86.33 in the post-test, yielding a normalized N-Gain index of 0.71 (high category); 60% of students fell into the high category and 40% into the medium category, with none in the low category; classical mastery reached 93.33%, exceeding the 80% threshold; and the paired t-test yielded t(29) = 24.37 (p < 0.001) with a Cohen’s d of 3.63, indicating a very large effect size. The PBL-based E-LKPD incorporating *Tri Kaya Parisudha (TKP) values has been proven valid, practical, and effective in improving learning outcomes in Natural and Social Sciences (IPAS) for fourth-grade elementary students, and is worthy of recommendation as an innovative teaching material for primary schools with similar characteristics.

Analisis Kebutuhan dan Desain E-LKPD Matematika Berbasis Pendekatan Concrete Pictorial Abstract (CPA) Terintegrasi Kearifan Lokal pada Materi Pecahan Kelas III Sekolah Dasar Ni Komang Sri Wahyu Tistari; I Gede Suwindia; Ni Nyoman Kurnia Wati
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.v9i1.5266

Fraction learning in elementary schools continues to show low levels of students’ conceptual understanding due to the dominance of procedural instruction and the limited availability of learning media that facilitate concrete and visual representations. This study aims to map the learning needs of fraction instruction and to formulate an E-LKPD design that systematically integrates the Concrete–Pictorial–Abstract (CPA) approach with local wisdom for third-grade elementary school students. The study employed a research and development method using descriptive qualitative and quantitative approaches, limited to the needs analysis and design stages. Data were collected from third-grade teachers and students in Cluster III, Kerambitan District, through classroom observations, semi-structured interviews, and document analysis, and were analyzed descriptively. The findings indicate that students’ low conceptual understanding of fractions is associated with limited visualization, insufficient concrete learning experiences, and the absence of local cultural contexts in instructional practices. The novelty of this study lies in the formulation of an E-LKPD design that combines the CPA representational sequence with local cultural contexts within a structured digital learning framework. Theoretically, the findings reinforce the relevance of contextualized representational approaches in elementary mathematics learning, while practically, the proposed design provides teachers with a reference for developing more meaningful, interactive, and context-based fraction instruction.

The Use of Local Wisdom-Based E-LKPD in Science and Social Studies Learning for Grade IV Students of Cluster V, Seririt District Made Sutawan; I Gede Suwindia; Ni Nyoman Kurnia Wati
International Journal Software Engineering and Computer Science (IJSECS) Vol. 6 No. 1 (2026): APRIL 2026
Publisher : Lembaga Komunitas Informasi Teknologi Aceh (KITA), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35870/ijsecs.v6i1.6828

This study was conducted in response to a persistent gap in contextual and meaningful IPAS learning at the elementary level — one that, despite growing attention in the literature, has not been adequately addressed through systematic synthesis. The specific concern is whether electronic student worksheets grounded in local wisdom, particularly those carrying the values of Tri Kaya Parisudha, can be said to produce consistent, documentable effects on students' critical thinking and character development. Previous studies have addressed pieces of this question, but none have drawn them together with sufficient rigor. A Systematic Literature Review was therefore conducted, following the PRISMA protocol across four stages: identification, screening, eligibility, and inclusion. Source materials were drawn from accredited national journals and relevant scientific publications. Of 45 articles initially identified, 10 met the inclusion criteria and were subjected to descriptive qualitative analysis. The findings indicate that local wisdom-based electronic worksheets produced measurable gains in learning outcomes, motivation, active participation, and critical thinking. The incorporation of Tri Kaya Parisudha values — manacika, wacika, and kayika — also appeared to reinforce students' attitudinal development in ways that standard digital worksheets did not. Taken together, the evidence positions local wisdom-based electronic worksheets as a contextually grounded and educationally sound resource for IPAS instruction in elementary schools, one that serves cognitive and character goals simultaneously.

Improving Elementary School Students' Reading Literacy Through the Use of Picture Story Media I Nengah Yusa Yusyana; Ni Nyoman Kurnia Wati; Ni Nyoman Lisna Handayani
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3257

Reading literacy serves as the primary foundation for elementary school students to master various disciplines. However, initial observations in Grade V of SD Negeri 9 Seraya indicated that students' reading literacy levels remained low, with only 40% of students achieving the minimum mastery criteria. This study aimed to examine the effectiveness of picture story media in improving students' reading literacy. The research employed a one-group pretest-posttest design (pre-experimental). The research subjects were 27 fifth-grade students. Data collection was conducted through reading literacy tests, observation sheets, and student response questionnaires. The instruments had been tested for content validity (I-CVI = 0.89) and reliability (Cronbach's Alpha = 0.82–0.85). Data were analyzed using descriptive statistics and paired sample t-tests. The results showed that reading mastery increased from 40% in the pretest to 78% in the posttest. The mean pretest score (58.4; SD=12.3) significantly increased to 78.6 (SD=10.1) in the posttest (t(26)=8.47; p<0.001; Cohen's d=1.63 [very large effect]). Student responses to the picture story media were in the very positive category (mean score 34.2 out of 40). This study concludes that picture story media has been proven effective and significant in improving elementary school students' reading literacy. This research recommends the consistent use of picture story media, particularly for students with low initial abilities.

Analysis of the Use of Interactive Story Videos to Improve Elementary School Students' Literacy I Kadek Darma Susila; Ni Nyoman Kurnia Wati; Ni Nyoman Lisna Handayani
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 3 (2026): September
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i3.3263

This research aims to comprehensively analyze the implementation and effectiveness of interactive story videos in improving literacy skills among elementary school students, with a specific focus on the context of SD Gugus VI, Karangasem District, Bali. Indonesia currently faces a significant literacy crisis, characterized by a stagnant or declining trend in PISA scores and results from National Education Reports. This study employs a qualitative descriptive approach combined with a systematic literature review of empirical case studies, specifically examining the implementation in Karangasem, Bali, alongside comparative data from Arjasa-Sukowono, Malang, and Aceh Tengah. The theoretical framework is grounded in Richard Mayer's Cognitive Theory of Multimedia Learning, specifically the dual-coding and limited capacity assumptions, as well as Kress and Van Leeuwen's Multimodal Literacy theory. Findings indicate that interactive videos significantly enhance students' engagement, conceptual understanding, and motivation. In Karangasem, this is supported by local initiatives such as literacy-numeracy competitions aimed at accelerating educational quality. Specifically, the integration of innovative features such as barcodes, interactive pauses (pause-and-question), and localized cultural content bridges the gap between abstract text and concrete visualization. Quantitative data waves synthesized in this study show that students using interactive media achieve significantly higher post-test scores (averaging 82.75) compared to traditional methods (71.20), with a moderate N-Gain score of 0.44. Expert validation consistently rates these digital tools above 95% in terms of pedagogical and design quality. The study concludes that digital interactive storytelling is a strategic necessity in Kurikulum Merdeka to foster 21st-century skills relevant to the challenges of an open-information era.

Integration of Balinese Local Wisdom in Picture Story Media to Strengthen Character and Reading Interest of Fourth-Grade Elementary School Students I Nyoman Sutama; Ni Rai Vivien Pitriani; Ni Nyoman Kurnia Wati
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 3 (2026): September
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i3.3290

This study aims to describe the integration of Balinese local wisdom in picture story media as an effort to strengthen character and increase reading interest among fourth-grade elementary school students. The background of this research is based on the low reading interest of students and the importance of instilling character education from an early age through contextual and engaging learning. Picture story media was chosen because it combines visual and textual elements, making it easier for elementary school students to understand. Furthermore, the integration of Balinese local wisdom in learning media is expected to instill cultural values, preserve local traditions, and build student character in accordance with the noble values of Balinese society. This study employs a qualitative approach with a descriptive qualitative design. The research subjects consist of fourth-grade teachers and fourth-grade elementary school students. Data collection techniques include observation, interviews, and documentation. Observation was used to understand the learning process and the use of picture story media in the classroom; interviews were conducted with teachers and students to obtain information regarding reading interest and character strengthening; and documentation was used to complement the research data. Data analysis employed the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. To ensure data validity, source triangulation and technique triangulation were used. The findings reveal a research gap in previous studies that have not specifically examined the integration of Balinese local wisdom in picture story media as a simultaneous effort to strengthen character and reading interest. The novelty of this research lies in its focus on the integration of Tri Hita Karana values within picture story media and its practical contribution to character education and literacy development in elementary schools. The results show that the integration of Balinese local wisdom in picture story media is able to increase students' interest in reading, facilitate understanding of story content, and instill character values such as discipline, responsibility, mutual cooperation, environmental care, and respect for local culture. The practical implications of this research indicate that picture story media based on Balinese local wisdom can serve as an innovative alternative learning medium to support literacy and character education in elementary schools. The data analysis technique is briefly described, and the research contribution is clearly stated.

Exploring Students’ Science Literacy through Local Wisdom-Based IPAS Learning at SD Negeri 5 Padangkerta Ida Made Budayana; Ni Nyoman Kurnia Wati; Komang Surya Adnyana
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 3 (2026): September
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i3.3471

Science literacy is an essential competence for elementary students because it enables them to explain phenomena, use evidence, and make informed decisions in everyday contexts. PISA 2022 reported that Indonesian students obtained a mean science score of 383, below the OECD average of 485. National Assessment data also show that the proportion of Indonesian students reaching the minimum reading-literacy competency increased from 59.49% in 2022 to 70.03% in 2024, although the improvement was not evenly distributed across regions. Against this background, the present study explores how local wisdom-based IPAS (Natural and Social Sciences) learning supports students’ science literacy at SD Negeri 5 Padangkerta. The study employs a descriptive qualitative design using observation, semi-structured interviews, and documentation. The data sources comprise an IPAS teacher and selected Grade IV–V students; the exact number of student informants should be inserted from the field record before submission: [INSERT VERIFIED NUMBER OF STUDENT INFORMANTS]. The data were analyzed through data condensation, data display, and conclusion drawing/verification, supported by thematic coding and triangulation. The findings indicate that local wisdom-based learning, particularly through the Subak irrigation system, school gardens, medicinal plants, and the surrounding village environment, encourages student participation and supports their ability to explain familiar scientific phenomena. However, students’ ability to identify evidence and interpret scientific data remains less developed. The novelty of this study lies in its examination of science-literacy development through the actual integration of Balinese local wisdom into IPAS learning in a rural elementary-school context. Practically, the findings suggest that teachers can use the local environment as a learning laboratory while developing structured inquiry and data-interpretation activities.

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