WASIS : Jurnal Ilmiah Pendidikan
WASIS : Jurnal Ilmiah Pendidikan merupakan terbitan ilmiah yang menampung artikel hasil pemikiran dan hasil penelitian dari para mahasiswa, guru, dosen, dan peneliti dari seluruh Indonesia. WASIS : Jurnal Ilmiah Pendidikan memiliki ISSN 2722-7677 (Online) serta tebit dua kali dalam satu tahun pada bulan Mei dan November. WASIS : Jurnal Ilmiah Pendidikan memiliki fokus dan ruang lingkup yang terdiri dari 1. Pendidikan Usia Dini. 2. Pendidikan Dasar. 3. Pendidikan Menengah. 4. Pendidikan Tinggi. 5. Pendidikan Karakter. 6. Pendidikan Non formal. 7. Pendidikan Informal. 8. Pendidikan Inklusi, dan 9. Pendidikan Khusus lainnya (Kebencanaan, Komunitas, Anti Korupsi, Bela Negara, dll).
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<![CDATA[Persepsi Siswa Terhadap Quizizz Terintegrasi Google Classroom untuk Meningkatkan Minat Belajar Bahasa Indonesia ]]>
<![CDATA[Abidin, Zainal]]>;
<![CDATA[Rochmiyati, Siti]]>
<![CDATA[ WASIS : Jurnal Ilmiah Pendidikan Vol 5, No 1 (2024): WASIS : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[PGSD Universitas Muria Kudus ]]>
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DOI: 10.24176/wasis.v5i1.11638
<![CDATA[The focus of this research is the implementation of Quizizz integrated with Google Classroom (GCR) as an innovative solution to enhance students' learning interest. The main objective is to explore how the application of this technology influences students' perceptions of the Indonesian language subject and how it motivates them to learn better. By detailing students' perceptions and the impact of technology, this study provides profound insights into the potential of technology-based learning in creating engaging and effective learning experiences. The research method employed is classroom action research conducted at SD Negeri Sumber 2, involving 10 fifth-grade students. Data were collected through questionnaires, observations, and interviews. The results indicate that learning through Quizizz integrated with GCR has a positive impact on students' learning interest, with high levels of enjoyment, interest, and attention reported by the students. Although students' engagement in online learning shows variations, the use of this technology significantly contributes to improving students' learning interest. The implications of this research suggest that e-learning approaches through platforms like Quizizz integrated with GCR have substantial potential to enhance students' learning interest in the context of digitally-transformed education.]]>
<![CDATA[Analisis Dampak Bermain Game Online Free Fire Terhadap Intraksi Sosial Anak Sekolah Dasar di Desa Jekulo ]]>
<![CDATA[Suryakusuma, Ega]]>;
<![CDATA[Ismaya, Erik Aditia]]>;
<![CDATA[Kuryanto, Muhammad Syaffruddin]]>
<![CDATA[ WASIS : Jurnal Ilmiah Pendidikan Vol 5, No 1 (2024): WASIS : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[PGSD Universitas Muria Kudus ]]>
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DOI: 10.24176/wasis.v5i1.9726
<![CDATA[This research aims to determine the impact of playing the online game Free Fire on the social interactions of elementary school aged children in Jekulo Village.The method used in this research is a qualitative descriptive approach to understand a phenomenon experienced by the subjects in the research. This research was conducted in Jekulo Village, with research subjects consisting of elementary school age children and their parents in Dukuh Karang in Jekulo Village. This research uses observation techniques, in-depth interviews, activity documentation, and recording as data collection methods. The data analysis technique for this research is carried out by reducing data, presenting data, and drawing conclusions. Data validity tests in this research include credibility, transferability, reliability and confirmability tests.The research results show that the online game Free Fire has an impact on the social interactions of children in Jekulo village. This impact has both positive and negative impacts and depends on how children play online games properly and correctly. The negative impact that is commonly found is that children tend to prefer playing games rather than talking with their parents or family. This causes children to be unable to exchange stories and strengthen relationships with their families.]]>
<![CDATA[Media Pembelajaran Mobile Learning Berbasis Articulate Storyline Materi Kondisi Geografis Wilayah Indonesia Kelas V ]]>
<![CDATA[Puspita Sari, Diah Ayu]]>;
<![CDATA[Kiptiyah, Siti Maryatul]]>
<![CDATA[ WASIS : Jurnal Ilmiah Pendidikan Vol 5, No 1 (2024): WASIS : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[PGSD Universitas Muria Kudus ]]>
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DOI: 10.24176/wasis.v5i1.11861
<![CDATA[This research aims to develop, test the feasibility, and test the effectiveness of articulate storyline-based mobile learning media. The type of research used is research and development (RD) with the Borg and Gall development model, including 10 implementation stages, which are simplified into 8 steps: potential and problems; data collection; product design; design validation; design revision; product trials; product revision; and test use. The subjects of this research were 30 students in fifth grade elementary school, Banjarnegara Regency, 6 of whom were taken as small-scale trial subjects and 24 students as large-scale trial subjects. The data collection techniques used in this research are observation, interviews, documentation, questionnaires, and tests. Data analysis techniques include initial and final data analysis using the t-test and the N-Gain. The results of this research showed that the development of articulate storyline-based mobile learning media has been successful. The results of the feasibility assessment from media experts were 91.67% and material experts 90%, and were confirmed by teacher and student responses of 100% and 94.44% with the criteria "very feasible." The results of student learning completion after using learning media were that 87% of students met the criteria for completion, and 13% had not yet completed. These results showed that there is a significant difference between learning outcomes before and after media use, as indicated by the Sig (2-tailed) 0.000 0.05. The average increase in student learning outcomes in the N-Gain test was 56.0650, or 56%. Based on these results, it is concluded that articulate storyline-based mobile learning media is feasible and effective enough to improve student learning outcomes.]]>
<![CDATA[Study the Level of Inclusion in Disaster Risk Reduction for Inclusive Elementary School in Indonesia ]]>
<![CDATA[Hayati, Nisa Ageng]]>;
<![CDATA[Nurhayati, Chichi Elsa]]>;
<![CDATA[Idris, Aceng Fahmi]]>;
<![CDATA[Lestari, Triana]]>
<![CDATA[ WASIS : Jurnal Ilmiah Pendidikan Vol 5, No 1 (2024): WASIS : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[PGSD Universitas Muria Kudus ]]>
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DOI: 10.24176/wasis.v5i1.11394
<![CDATA[This research aims to explain how disaster risk reduction in elementary schools can be implemented inclusively and to comprehensively understand research trends regarding DRR in inclusive elementary schools in Indonesia in 2013-2023. The research was conducted using bibliometric methods based on the 2013-2023 Google Scholar database. Data collection is supported using the Publish or Perish (PoP) application. We also use VOSviewer as a data visualization tool capable of creating meshes from processed data sets. From this search, 999 articles were found with the keywords inclusive, disaster risk reduction, elementary schools, and Indonesia. Found 11 terms based on network visualization which were grouped into 2 clusters. The term inclusive school appears 4 times and the term disaster risk reduction appears 14 times. Based on the research results, efforts are needed to be made through inclusive education programs in elementary schools that are in accordance with the need to reduce disaster risk in schools both before, during and after disasters.]]>
<![CDATA[Implementasi Media Big Book dalam Meningkatkan Literasi Membaca Siswa Sekolah Dasar ]]>
<![CDATA[Nurjani, Nurjani]]>;
<![CDATA[Adlani, Nazri]]>;
<![CDATA[Suwarno, Suwarno]]>
<![CDATA[ WASIS : Jurnal Ilmiah Pendidikan Vol 5, No 1 (2024): WASIS : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[PGSD Universitas Muria Kudus ]]>
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DOI: 10.24176/wasis.v5i1.12124
<![CDATA[The aim of this research is to hone the reading literacy skills of third grade students at Al-Azhar Muhammadiyah Simabur Islamic Elementary School using big book media. It is hoped that in the future, students will not only read but will be able to derive meaning from the reading material they read. Therefore, it is necessary to arouse students' interest in reading first.Classroom Action Research (CAR) is a research method carried out, there are four PTK steps applied in this research, namely, planning, implementation, observation and reflection. Then the research instruments applied in this research were observation, tests and interviews. Moving on to the data analysis applied in this research, namely qualitative and quantitative.Based on research conducted, there was a discovery that the implementation of big book media could improve students' reading literacy skills, as evidenced by an increase in students' reading literacy skills from cycle 1 to cycle 2. In cycle 1, students' reading literacy reached a class average of 70.7 and students those who have completed and those who have not completed both get a percentage of 50%, consisting of 10 students each. Then in cycle 2 there was an improvement, it can be seen that the class average was 79.15. 90% of students who completed their studies consisted of 18 students, and 10% of those who did not complete their studies consisted of 2 students. This proves that big book media can improve students' reading literacy skills well.]]>
<![CDATA[Penerapan Model Project Based Learning Berbantuan Media Puzzle Materi Pengamalan Sila Pancasila Kelas II ]]>
<![CDATA[Afifah, Arista Nufus]]>;
<![CDATA[Fatmawati, Dilla]]>;
<![CDATA[Widodo, Susilo Tri]]>;
<![CDATA[Indarwati, Nanik]]>
<![CDATA[ WASIS : Jurnal Ilmiah Pendidikan Vol 5, No 1 (2024): WASIS : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[PGSD Universitas Muria Kudus ]]>
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DOI: 10.24176/wasis.v5i1.11498
<![CDATA[The aim of this research is to apply the Project Based Learning (PjBL) Model with Puzzle media to improve student learning outcomes and understanding of the material on the practice of Pancasila precepts in everyday life.The research method used is descriptive quantitative. The research was carried out in class II of SDN Wonosari 02, Semarang City in the 2023/2024 academic year. The data collection technique uses tests, which consist of a pretest and posttest. The research subjects were 28 class II students at SDN Wonosari 02 Semarang City, with 14 male students and 14 female students. The data analysis technique uses descriptive statistical techniques.The research results show an increase in learning outcomes as evidenced by the pretest and posttest scores which show completeness results with a percentage value of 68% to 86%. So it can be concluded that the application of the PjBL learning model assisted by puzzle media can improve learning outcomes for material on the practice of Pancasila principles for class II elementary school.]]>
<![CDATA[Analisis Nilai-Nilai Kepemimpinan Abdurrahman Wahid (Gus Dur) Dalam Pendidikan Moderasi Beragama ]]>
<![CDATA[Zulfandika, Achfan Aziz]]>;
<![CDATA[Wulandari, Sepya Catur]]>
<![CDATA[ WASIS : Jurnal Ilmiah Pendidikan Vol 5, No 1 (2024): WASIS : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[PGSD Universitas Muria Kudus ]]>
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DOI: 10.24176/wasis.v5i1.12543
<![CDATA[This research aims to find out the values of religious moderation education in the leadership of Abdurrahman Wahid (Gus Dur).The research method uses library research or Library Research, by reviewing several library sources consisting of seven books and seventeen articles. The specified library source criteria include books or articles discussing Gus Dur, religious moderation, tolerance and education. Data collection techniques by reading literature obtained through Google Scholar, Connected Papers, Publish or Perish, Z-Library and library. The researcher carried out data analysis through several stages, namely content and discourse analysis, making reading conclusions, and explaining it logically and systematically.The research results that Gus Dur's religious moderation education values include several concepts, namely 1) Application of the concept of pluralism. 2) Uphold the values of tolerance. 3) His leadership applies the Wasathiyah concept which includes principles Tasamuh, Tawazun and Tawassuth. 4) There is no obligation or order in the government to form an Islamic system. 5) National orientation, based on nationalism and brotherhood, not the formalism of religious teachings. 6) Leadership that always avoids violence and upholds justice. ]]>
<![CDATA[Urgensi Etika Dalam Literasi Digital Di Era Globalisasi ]]>
<![CDATA[Tanjung, Annisa Qadri]]>;
<![CDATA[Suciptaningsih, Oktaviani Adhi]]>;
<![CDATA[Asikin, Nurul]]>
<![CDATA[ WASIS : Jurnal Ilmiah Pendidikan Vol 5, No 1 (2024): WASIS : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[PGSD Universitas Muria Kudus ]]>
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DOI: 10.24176/wasis.v5i1.11566
<![CDATA[ The purpose of this studywas to describe the importance of ethics in the context of digital literacy in the current era of globalization. By understanding the importance of ethics in digital literacy, it is hoped that this research can provide insights regarding optimizing the benefits of digital technology based on the principles of digital ethics. This research uses a library research method; the data is collected from source books, research articles, and other sources relevant to the topic discussed. The library research results showed that digital literacy has a very important role in facing complex challenges in the current era of globalization. Ethics in digital literacy acts as a guideline in using technology so that it has positive effects and minimizes negative effects. Awareness of digital responsibility is the foundation for a smarter and more empowered society in this digital era. Digital literacy ethics are very important in several ways, such as preventing the spread of false information, fighting cyberbullying and harassing speech, and respecting user privacy. Challenges in implementing digital literacy ethics include a lack of awareness of digital ethics, inequality in access and mastery of technology, regulatory and law enforcement challenges, and the role of education in overcoming challenges. Therefore, the importance of ethics in digital literacy and the role of education is crucial to overcoming various challenges that arise along with the development of technology and information.]]>
<![CDATA[Implementasi Pembelajaran Tematik Melalui Media Pembuatan Teh Bunga Rosela (Teburos) untuk Meningkatkan Keterampilan Wirausaha Siswa ]]>
<![CDATA[Wicaksono, Iwan]]>;
<![CDATA[Sihrahayu, Reni]]>;
<![CDATA[Sudarti, Sudarti]]>;
<![CDATA[Wuryaningrum, Rusdhianti]]>
<![CDATA[ WASIS : Jurnal Ilmiah Pendidikan Vol 5, No 1 (2024): WASIS : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[PGSD Universitas Muria Kudus ]]>
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DOI: 10.24176/wasis.v5i1.11676
<![CDATA[This research aims to implement thematic learning through the medium of making roselle flower tea (teburos) to improve the entrepreneurial skills of class VI students at SD Negeri Rojopolo 06.The research method used was classroom action research involving 20 students as research subjects. The research steps involve planning, pre-test, implementation, observation, post-test and reflection. The implementation of this learning is a pre-test, providing thematic material, planting roselle plants, active involvement of students in making and packaging Teburos products, developing students' analytical skills in marketing Teburos products, as well as post-tests and reflections. The data collection method used was giving tests to students.From the research results, it is known that the implementation of thematic learning through the teburos media can show improvement. This increase can be seen from the comparison of the average pre-test and post-test scores of students, which experienced a significant increase of 65% from the pre-test score of 55.75, increasing to the post-test of 75.25. The application of thematic learning using Teburos media can improve students' entrepreneurial skills and have a positive impact on students' learning motivation.]]>
<![CDATA[Peningkatan Hasil Belajar IPA dan Bahasa Indonesia Tema 3 Melalui Problem Based Learning Berbantu Media Video di SD 4 Karangbener ]]>
<![CDATA[Kurnia, Jenia]]>;
<![CDATA[Utaminingsih, Sri]]>;
<![CDATA[Masfuah, Siti]]>
<![CDATA[ WASIS : Jurnal Ilmiah Pendidikan Vol 5, No 1 (2024): WASIS : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[PGSD Universitas Muria Kudus ]]>
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DOI: 10.24176/wasis.v5i1.9687
<![CDATA[This research aims to describe teacher skills, describe increasing science learning outcomes and improving Indonesian language learning outcomes using a problem based learning model assisted by video media on theme 3 Healthy Food.This research is classroom action research which was carried out in two cycles and each cycle consisted of three meetings. The subjects in this research were 5th grade students at SD 4 Karangbener, totaling 20 students. The variables in this research consist of the independent variable, namely the Problem Based Learning model and the dependent variable, namely teacher skills and learning outcomes. Data collection techniques use observation and test techniques. The data analysis technique uses descriptive data in the form of a percentage of teacher skills and mathematics learning outcomes.The research results showed that the application of problem based learning assisted by video media was able to improve teacher skills in cycle I, which obtained a percentage of 61% in the sufficient category and increased to 81% in the good category in cycle II. The application of the problem based learning model assisted by video media was able to increase science learning outcomes, increasing to 60% for minimum completeness with an average value of 71.8 in cycle I and increasing again to 75% for minimum completeness with an average value of 79.3 in cycle II and the application of the problem based learning model assisted by video media was able to increase Indonesian language learning outcomes, increasing to 65% for minimum completeness with an average score of 74 in cycle I and increasing again to 80% for minimum completeness with an average score of 82.5. Based on the research results, it is concluded that the application of the problem based learning model assisted by video media can improve teacher skills and learning outcomes for science and Indonesian language content.]]>
