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Social, Humanities, and Educational Studies (SHEs): Conference Series
Published by Universitas Sebelas Maret
ISSN : 26209284     EISSN : 26209292     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
Social, Humanities, and Educational Studies (SHEs): Conference Series is a peer-reviewed interdisciplinary journal with broad coverage, consolidate basic and applied research activities by publishing the proceedings of the conference in all areas of the social sciences, humanities and education.
Arjuna Subject : -
Articles 1,517 Documents
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Analysis of the Use of Digital Puzzle Media on Elementary School Student’s Learning Motivation (Case Study of 3rd Grade Students at SDN 1 Sajen Academic Year 2025/2026) Dewi, Sri Candra; Riyadi, Riyadi; Chumdari, Chumdari; Suryandari, Kartika Chrysti; Salimi, Moh
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 9, No 1 (2026): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v9i1.117948

Abstract

This study addresses the limited use of instructional media by elementary school teachers in fostering students’ learning motivation in Science subjects. The purpose of this study is to analyze the use of digital puzzle media in enhancing students’ learning motivation. This research employed a qualitative approach with a case study design conducted at SD N 1 Sajen. The participants consisted of 31 third-grade students, including 19 boys and 12 girls. The findings show that digital puzzle media effectively increase students’ motivation and enthusiasm in Science learning. Observation and documentation results indicate that the media attract students’ attention and encourage active participation during the learning process. In addition, interviews reveal that students feel more enthusiastic and engaged when learning using digital puzzle media. In conclusion, digital puzzle media can foster elementary school students’ learning motivation in Science subjects and support more interactive and engaging learning experiences.
Analisis Kebutuhan Pengembangan Elektronik Bahan Ajar Berbasis Model LOK-R (Literasi, Orientasi, Kolaborasi dan Refleksi) untuk Siswa Sekolah Dasar Lorenza, Sovia; Badeni, Badeni; Winarni, Endang Widi
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107461

Abstract

Integrating technology is very important to carry out learning in this era. In addition, literacy improvement continues to be encouraged to improve students' literacy skills, including through social studies learning in the classroom. This study aims to describe the presentation of social studies books for class V which is reviewed from the aspects of the literacy model, orientation, collaboration and reflection stages. In addition, it also reviews aspects of integrating technology through the learning process presented in the book. This study uses a qualitative descriptive method with key instruments, namely the researcher with an analysis guideline. The research was carried out with an analysis sheet through a qualitative descriptive approach with data analysis techniques in the form of content analysis. Data collection was carried out using document analysis with stages of data reduction, presentation and conclusion drawn. The results of the study show that there is no integration of technology presented in the IPAS book of social studies materials, and the lack of specific stages of the LOK-R (Literacy, Orientation, Collaboration and Reflection) model that can help students develop their literacy, so it can be concluded that it is very important to carry out the electronic development of teaching materials based on the LOK-R model for elementary school students.Pengintegrasian teknologi begitu penting untuk menyelenggarakan pembelajaran di era ini. Selain itu, peningkatan literasi terus digalakkan untuk meningkatkan kemampuan siswa dalam berliterasi termasuk melalui pembelajaran IPS di kelas. Penelitian  ini  bertujuan  untuk  mendeskripsikan sajian buku IPAS materi IPS kelas V yang ditinjau dari aspek tahapan model literasi, orientasi, kolaborasi dan refleksi. Selain itu juga meninjau terkait aspek pengintegrasian teknologi melalui proses pembelajaran yang disajikan dalam buku. Penelitian ini menggunakan metode deskriptif kualitatif dengan instrumen kunci yaitu peneliti dengan lembar pedoman analisis. Penelitian dilakukan dengan lembar analisis melalui pendekatan deskriptif kualitatif dengan teknik analisis data berupa analisis isi. Pengumpulan data dilakukan menggunakan analisis dokumen dengan tahapan reduksi data, penyajian dan penarikan kesimpulan. Hasil penelitian menunjukkan tidak adanya pengintegrasian teknologi yang disajikan dalam buku IPAS materi IPS, dan minimnya tahapan model LOK-R (Literasi, Orientasi, Kolaborasi dan Refleksi) secara spesifik yang dapat membantu siswa mengembangkan literasinya, sehingga dapat disimpulkan sangat penting untuk dilakukan pengembangan elektronik bahan ajar berbasis model LOK-R untuk siswa sekolah dasar.
Increasing Students Creativity Learning In Mathematic Subject Through Realistic Mathematic Education Approach in Fifth Grade SDN Gulon Agustina, Sulistyani
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 5 (2022): Social, Humanities, and Educational Studies (SHEs): Conference Series (Special Issue 1
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v5i5.77998

Abstract

This study aims to increase the creativity and learning outcomes of fifth grade students at SD Negeri Gulon through a Realistic Mathematical Education approach. This type of research is Classroom Action Research. Data collection techniques through pre-test and post-test. The results showed that the indicators of frequently asking questions with weight increased from 28.57% in the first cycle to 82.86% in the second cycle. Indicators providing ideas and suggestions for a problem increased from 31.43% to 80%. The indicator can work alone from 62.85% to 85.71%. Indicators of having their own opinion are not easily influenced by others increasing from 40% to 77.14%. While the indicator of being able to develop an idea increased from 34.29% to 82.86%. In addition to the increase in interest indicators, student learning outcomes also increased, namely the pre-cycle only reached 46.71%, the first cycle reached 57.14%, the second cycle reached 94.29%.
Permasalahan Konseptual dan Kontekstual dalam Pembelajaran Bangun Datar di Sekolah Dasar: Sebuah Kajian Literatur Restiani, Ning Dainty; Indrapangastuti, Dewi; Wahyudi, Achmad Basari Eko
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 2 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i2.107685

Abstract

Pembelajaran bangun datar di sekolah dasar memiliki peran penting dalam membangun dasar pemahaman geometri dan kemampuan berpikir spasial siswa. Namun, dalam praktiknya masih ditemukan berbagai permasalahan baik secara konseptual maupun kontekstual. Penelitian ini bertujuan untuk mengidentifikasi berbagai permasalahan dalam pembelajaran bangun datar serta menggali pendekatan pembelajaran yang dapat digunakan untuk meningkatkan efektivitas pengajaran bangun datar. Metode penelitian yang digunakan adalah metode deskriptif kualitatif dengan teknik pengumpulan data melalui studi literatur yang dianalisis secara tematik melalui sintesis berbagai sumber ilmiah dari database bereputasi dalam rentang tahun 2021-2024. Hasil kajian menunjukkan bahwa pendekatan pembelajaran yang masih berpusat pada guru, minimnya penggunaan media konkret dan interaktif, serta kurangnya integrasi konteks kehidupan sehari-hari menjadi faktor utama yang menghambat pemahaman siswa. Sebagai solusi, beberapa strategi yang direkomendasikan antara lain penggunaan media manipulatif dan digital interaktif, penerapan model pembelajaran kontekstual dan berbasis proyek, serta penguatan pelatihan guru dalam merancang pembelajaran geometri yang bermakna dan sesuai tahap perkembangan kognitif siswa. Simpulan dari kajian ini menegaskan pentingnya pembelajaran yang bersifat aktif, kontekstual, dan berbasis pengalaman nyata untuk meningkatkan pemahaman konseptual siswa terhadap bangun datar di sekolah dasar.
The Effect of the Use of Augmented Reality (AR) Media on the Mathematical Problem-Solving Ability of Grade IV Elementary School Students Widiastuty, Ade Evy; Yamtinah, Sri; Sukarno, Sukarno
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 9, No 1 (2026): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v9i1.117894

Abstract

The low mathematical problem-solving ability of fourth-grade elementary school students is an educational challenge that requires innovative learning media solutions. This study aims to determine the effect of using Augmented Reality (AR) media on the mathematical problem-solving ability of fourth-grade elementary school students. The research method used was a quasi-experiment with a nonequivalent control group design, involving two classes selected through purposive sampling. Data were collected using test instruments in the form of essay questions that had been tested for validity and reliability. The data analysis technique included prerequisite tests (normality and homogeneity), independent samples t-test for hypothesis testing, and N-Gain analysis to measure the effectiveness of the treatment. The results showed that the class that used AR media obtained a higher average post-test score than the control class that used conventional media. Statistical analysis using an independent samples t-test showed a significant difference between the two groups. Furthermore, observational data on student activities showed an increase in engagement and interaction with mathematical concepts during learning. In conclusion, the use of Augmented Reality (AR) media had a positive and significant effect on improving the mathematical problem-solving skills of fourth-grade elementary school students.
Pengaruh Media Diorama Berbasis Augmented Reality terhadap Minat Belajar Siswa pada Pembelajaran IPAS Kelas IV SDN Kota Bengkulu Aziizah, Ishmah; Noperman, Feri; Yusnia, Yusnia
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 9, No 2 (2026): Article in Press
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v9i2.116235

Abstract

Pembelajaran IPAS di sekolah dasar masih menghadapi kendala rendahnya minat belajar siswa akibat penggunaan media yang kurang interaktif. Penelitian ini bertujuan untuk membuktikan pengaruh diorama berbasis Augmented Reality terhadap minat siswa dalam pembelajaran IPAS. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu menggunakan desain Matching Only Pretest Posttest Control Group Design. Sampel dipilih melalui cluster random sampling, dengan kelas IV B sebagai kelompok eksperimen dan kelas IV A sebagai kelompok kontrol di SDN 07, serta data dikumpulkan melalui skala Likert pada pretest posttest dan dianalisis menggunakan uji t sampel independen. Hasil menunjukkan bahwa rata-rata skor posttest kelompok eksperimen (83,43) dan kelompok kontrol (75,067) berbeda, dengan nilai signifikansi 0,029 < 0,05. Oleh karena itu, hal ini menunjukkan bahwa penggunaan Augmented Reality secara signifikan mempengaruhi minat siswa dalam pembelaran IPAS.
Sustaining The Culture of Excellence: A Systematic Review of High-Performance School Grants Utilization in Maintaining Educational Achievements Dhinar Sri Rustiana; Slamet Subiyantoro; Kusdianto Kusdianto
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 9, No 1 (2026): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v9i1.117909

Abstract

In recent years, education policies globally have shifted towards performance-based funding (PBF) schemes, rewarding high-performing schools with additional grants to sustain their quality. In Indonesia, this is manifested through the BOS Kinerja Prestasi. However, limited research synthesizes how these rewards are strategically utilized to maintain a culture of excellence rather than merely funding short-term activities. This study aims to systematically review global literature on the utilization of achievement-based school grants and identify managerial strategies that effectively sustain educational achievements. A Systematic Literature Review (SLR) was conducted using the PRISMA protocol. Data were sourced from Scopus, ERIC, and Google Scholar (2020–2025) using keywords: "performance-based funding," "school reward grants," "sustaining school improvement," and "high-performing school culture". Twenty articles meeting the inclusion criteria were analyzed. The synthesis reveals three dominant themes in effective grant utilization: (1) Investment in sustainable human capital development through teacher training, (2) Strengthening the school ecosystem and climate to foster student engagement, and (3) Digital transformation for talent management. Schools that allocate grants for long-term capacity building show higher sustainability in achievement compared to those spending on consumable resources. It is concluded that financial rewards act as a catalyst, but managerial prudence in allocation determines the sustainability of excellence.
Kompetensi Kepribadian Guru Bimbingan dan Konseling menurut Persepsi Siswa di SMP Katolik Sint Vianney Soe Albertin Mediatrix Foa; Rosa Mustika Bulor; Dhiu Margaretha
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 9, No 1 (2026): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v9i1.111679

Abstract

Perbedaan persepsi siswa terhadap kepribadian guru BK antara yang melihat guru BK sebagai figur teladan dan yang berpikir sebagai “polisi sekolah” menunjukkan adanya ketidaksesuaian antara kompetensi kepribadian yang diharapkan menurut standar profesional dengan pengalaman siswa di luasa. Penelitian ini dilakukan untuk mengetahui bagaimana kompetensi kepribadian guru bimbingan dan konseling menurut persepsi siswa di SMP Katolik Sint Vinney Soe tahun pelajaran 2023/2024. Sampel penelitian ini adalah siswa kelas VII dan VIII yang berjumlah 77 siswa. Penelitian ini adalah penelitian kuantitatif. Alat pengumpulan data yang digunakan berupa angket kompetensi kepribadian guru bimbingan dan konseling menurt persepsi siswa. Teknis analisis data menggunakan teknik kecendrungan pusat. Hasil analisis data penelitian menunjukkan skor rata-rata kompetensi kepribadian guru BK menurut persepsi siswa tahun pelajaran 2023/2024 sebesar 176,55 berada pada rentang skor 172 – 210 dan termasuk dalam kategori sangat tinggi. Berdasarkan hasil penelitian maka dapat disimpulkan bahwa kompetensi kepribadian guru bimbingan dan konseling menurut persepsi siswa di SMP Katolik Sint Vianney Soe sangat baik.
Pengembangan Media Papan Jari Pintar (Paripin) pada Materi Operasi Hitung Perkalian dalam Pembelajaran Matematika Hikmatul Mukaromah; Arief Budhiman; Fita Permata Sari; Salamun Hadi Subroto
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107331

Abstract

The use of media in learning mathematics multiplication material is an effort that can be done to improve numeracy skills and improve the quality of learning outcomes. This study aims to develop learning media in the form of a smart multiplication finger board that has been adjusted to the needs and characteristics of students. The method used is the R&amp;D (Research and Development) method using the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). The results of the media development are smart multiplication board media that are developed into smart multiplication finger board media made using a strong base board, using 2 pairs of finger shapes and applied using the jarimatika formula so that 10 fingers can be used to calculate multiplication from 1 to 10. The assessment of media development has met the trial criteria of several experts. The results of the trial by material experts showed a validity level of 91%, media experts showed a validity level of 89%. This study can be concluded that the smart multiplication finger board media is very suitable for use in learning mathematics multiplication material.Penggunaan media dalam pembelajaran matematika materi perkalian merupakan upaya yang dapat dilakukan untuk meningkatkan kemampuan berhitung dan meningkatkan kualitas hasil pembelajaran. Penelitian ini bertujuan untuk mengembangkan media pembelajaran berupa  papan jari pintar perkalian yang telah disesuaikan dengan kebutuhan dan karakteristik peserta didik. Metode yang digunakan adalah metode R&amp;D (Research and Development) dengan menggunakan model ADDIE (Analyze, Design, Development, Implementation, dan Evaluation). Hasil dari pengembangan media adalah media papan pintar perkalian yang di kembangkan menjadi media papan jari pintar perkalian  dibuat menggunakan papan dasar yang kuat, menggunakan 2 pasang bentuk jari tangan dan diaplikasikan menggunakan rumus jarimatika agar 10 jari bisa digunakan untuk menghitung perkalian 1 sampai 10. Penilaian pengembangan media telah memenuhi kriteria  uji coba beberapa ahli. Hasil uji coba ahli materi menujukan tingkat kevalidan  91%, ahli media menunjukkan tingkat kevalidan 89%. Penelitian ini dapat disimpulkan bahwa media papan jari pintar perkalian sangat layak digunakan dalam pembelajaran matematika materi perkalian.
Improving the Professionalism of Elementary School Teachers by Using a Collaborative Academic Supervision Model Sholihah, Barid; Marmoah, Sri; Roemintoyo, Roemintoyo
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 9, No 1 (2026): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v9i2.117883

Abstract

This study aims to improve the professionalism of elementary school teachers through the application of a collaborative academic supervision model. This study is a School Action Research (SAR) conducted at SDN 01 Delingan with 7 teachers as research subjects. The study was conducted in two cycles, each of which included the stages of planning, implementation of actions, observation, and reflection. Data collection techniques used observation, interviews, and documentation. Data were analyzed descriptively, qualitatively, and quantitatively.The results showed that the implementation of collaborative academic supervision could significantly improve teacher professionalism. The average teacher professionalism score at the beginning of the study was 62.25, increasing to 72.25 in cycle I and further increasing to 85.25 in cycle II. The improvement occurred in the aspects of lesson planning, lesson implementation, use of methods and media, and lesson evaluation. Collaborative academic supervision encourages active teacher involvement, improves learning reflection, and creates a partnership between the principal and teachers. Based on these results, it can be concluded that the collaborative academic supervision model is effective as an effort to improve the professionalism of elementary school teachers and can be used as an alternative academic supervision strategy in schools.

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