Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Jurnal Paedagogy Unnes Science Education Journal Literasi: Jurnal Kajian Keislaman Multi-Perspektif
Tri Diaz Elvana Rose
Universitas Negeri Yogyakarta
Religion Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Jitu Inovasi Literasi Digital (JILID) Berbasis Etika dan Moral Berbudaya terhadap Kecerdasan Emosional Spiritual (Esq) untuk Menunjang Pendidikan yang Berkualitas Tri Diaz Elvana Rose; Selvia Fitriani
Literasi : Jurnal Kajian Keislaman Multi-Perspektif Vol. 3 No. 2 (2023): June 2023
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/literasi.v3i2.9775

Abstract

Pendidikan yang berkualitas tidak lahir dengan sendirinya. Pendidikan yang bermutu direncanakan dan dibentuk dengan sungguh-sungguh secara menyeluruh, tidak hanya dari segi keunggulan reputasi tetapi juga lahir dari semangat mempelajari dan menguasai ilmu akademik, memupuk nilai-nilai etika dan moral sehingga tidak hanya kecerdasan intelektualnya saja, tetapi juga meningkat. kecerdasan emosional dan spiritual menuju generasi emas melalui pendidikan karakter. Di era society 5.0, pengetahuan dan informasi harus mudah diakses. Oleh karena itu, inovasi literasi digital sangat dibutuhkan sebagai sumber ilmu pengetahuan dalam membantu pendidikan siswa proses dalam bentuk digital. Penelitian ini bertujuan untuk memberikan wawasan mengenai peran literasi digital dalam memperluas kecerdasan sosial guna memperoleh pendidikan berkualitas berdasarkan etika moral yang berbudaya. Metode dalam penelitian ini menggunakan Research and Development (R&D). Teknik pengumpulan data dalam penelitian ini menggunakan kuesioner yang disusun dalam google form dan dibandingkan dengan indikator hasil penerapan literasi digital berbasis etika dan moral terhadap kecerdasan emosional spiritual. Hasil penelitian ini menunjukkan bahwa literasi digital mempunyai peranan penting terhadap emosionalitas spiritual siswa pengembangan kecerdasan di era masyarakat 5.0. Dengan mengoptimalkan penerapan literasi digital berbasis etika moral yang berbudaya dalam proses pembelajaran, siswa dapat mengembangkan nilai-nilai seperti keterampilan sosial, empati, dan nilai-nilai moral yang berbudaya yang dapat mendukung siswa mencapai keberhasilan dalam proses pembelajaran. Kesimpulan yang dapat diambil dari penelitian ini adalah literasi digital berbasis etika moral yang berbudaya dapat mendukung pendidikan karakter siswa di era society 5.0. Di era perkembangan teknologi yang sangat pesat ini, siswa harus dilatih untuk memilah informasi dengan baik dan benar. Jadi perlu dikembangkan literasi digital untuk membangun karakter etika dan moral budaya anak bangsa.
Integrating Gamelan into Problem-Based Learning and Culturally Responsive Teaching-Oriented E-Learning to Enhance Students’ Problem-Solving Skills and Cultural Awareness Tri Diaz Elvana Rose; Libna Sahlatul Mufidah; Sabar Nurohman; Ismail Fikri Natadiwijaya
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20712

Abstract

This study aims to evaluate the effectiveness of gamelan-integrated e-learning Problem-Based Learning combined with Culturally Responsive Teaching (PBL-CRT) in improving middle school students’ problem-solving skills and cultural awareness. A quantitative pre-experimental approach using a one-group pretest–posttest design was employed, involving 33 eighth-grade students. Data were collected through problem-solving tests and cultural awareness questionnaires administered before and after the intervention. The data were analyzed using nonparametric statistical tests and effect size analysis. The results showed significant improvements in both students’ problem-solving skills and cultural awareness after the implementation of gamelan-integrated e-learning PBL-CRT. The Wilcoxon Signed-Rank Test revealed a significant difference between pretest and posttest scores (Z = −4.937, p = 0.001), while the effect size analysis indicated a very large effect (r = 0.85). Improvements were observed across all indicators of both variables. These findings indicate that gamelan-integrated e-learning PBL-CRT serves as an effective contextual learning approach for enhancing students’ problem-solving skills while fostering greater appreciation and awareness of local culture.
Gamified Learning Using LoGaLab to Enhance Student Engagement and Conceptual Understanding Nita Prasyama Azhari; Restu Ayu Auliyah; Tri Diaz Elvana Rose; Laifa Rahmawati; Ghoffar Amin
Unnes Science Education Journal Vol. 15 No. 2 (2026): August 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i2.41285

Abstract

The rapid development of educational technology necessitates innovative approaches to enhance student engagement and conceptual understanding in science learning. However, international assessments indicate that Indonesian students’ performance remains below the global average, particularly in engagement. This study aimed to examine the effectiveness of gamified learning through Locomotor Game Laboratory (LoGaLab) in improving middle school students’ engagement and conceptual understanding of the human locomotor system. A mixed-methods approach with an explanatory sequential design was employed. Quantitative data were collected using learning outcome tests and engagement questionnaires, analyzed through one-sample and paired-sample t-tests. Qualitative data were obtained from classroom observations and semi-structured interviews. The results revealed that student engagement significantly exceeded the theoretical mean (p < 0.001), while conceptual understanding improved significantly between pretest and posttest scores (p < 0.001). Qualitative findings indicated that LoGaLab enhanced motivation, collaboration, persistence, and active participation through interactive activities. These findings suggest that gamified learning using LoGaLab is an effective instructional strategy for improving student engagement and conceptual understanding in science education. This study contributes to science education by providing novel empirical evidence on how gamification, when structurally integrated with a discovery learning model, can simultaneously optimize both affective engagement and cognitive outcomes within a specific scientific domain.
Co-Authors Ghoffar Amin Ismail Fikri Natadiwijaya Laifa Rahmawati Libna Sahlatul Mufidah Nita Prasyama Azhari Restu Ayu Auliyah Sabar Nurohman Selvia Fitriani