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Edu Cendikia: Jurnal Ilmiah Kependidikan
Published by Information Technology and Science
ISSN : -     EISSN : 2798365X     DOI : 10.47709/educendikia
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Edu Cendikia: Jurnal Ilmiah Kependidikan meliputi hasil kajian ilmiah di bidang pendidikan multi-disiplin ilmu, baik pembelajaran dalam jaringan juga luar jaringan, merdeka belajar, pengembangan metode belajar pembelajaran terkini yang merujuk pada semua tingkat usia dan yang berkaitan dengan kebijakan pendidikan, sistem sekolah juga strategi pembelajaran yang dilakukan oleh guru, dosen maupun peneliti mandiri.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 974 Documents
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Peningkatan Kemampuan Memahami Perubahan Wujud Melalui Video Interaktif Berbasis CTL pada Siswa Slow Learner : Improving the Ability to Understand Changes in State of Matter Among Slow Learners Using CTL-Based Interactive Videos Neli Mailawati; Rendy Roos Handoyo
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9238

Abstract

This study was motivated by the low ability of second-grade elementary school students—specifically those at risk of being "slow learners"—to understand changes in the states of matter, a topic involving abstract science concepts. The study aimed to improve the learning process and comprehension of changes in the states of matter through the implementation of interactive videos based on the Contextual Teaching and Learning (CTL) approach. A Classroom Action Research (CAR) method was employed over two cycles, comprising planning, action implementation, observation, and reflection. The research subjects were two students identified as being at risk of being slow learners. Data were collected via tests, observation, and documentation, then analysed using both quantitative and qualitative descriptive methods. The results indicate that the use of CTL-based interactive videos enhanced the quality of the learning process, evidenced by increased student engagement in observing, questioning, discussing, and connecting the material to daily experiences. This improvement in the learning process led to better student learning outcomes. Subject RF's score rose from 30% at the baseline to 90% by the end of Cycle II, while Subject AB's score increased from 40% to 90%. The class average learning outcome rose from 61 to 96, and the mastery rate increased from 22% to 100% by the end of Cycle II. Based on these findings, it is concluded that CTL-based interactive videos are effective in improving the learning process and the understanding of changes in the states of matter for students at risk of being slow learners, making them a suitable alternative instructional medium for science education in elementary schools.
Peningkatan Keterampilan Membaca Permulaan Melalui Media Gambar Berbasis Konstruktivisme pada Siswa Beresiko Lambat Belajar : Improving Early Reading Skills in Students at Risk of Slow Learning Through Constructivism-Based Image Media Khoiriyah Khoiriyah; Rendy Roos Handoyo
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9239

Abstract

This study aims to improve the early reading skills of students at risk of slow learning through the implementation of constructivism-based image media. The study employed the Classroom Action Research (CAR) method using the Kemmis and McTaggart model and was conducted over two cycles; each cycle comprised the stages of planning, action implementation, observation, and reflection. The subjects were two second-grade students at SD Negeri 006 Long Mesangat (2025/2026 academic year) identified as being at risk of slow learning and experiencing difficulties with early reading. Data collection involved observation and performance tests, while data analysis was conducted using both quantitative and qualitative descriptive approaches. The results indicate that the use of constructivism-based image media successfully improved the quality of the learning process and the students' early reading skills incrementally. The average reading skill score rose from 40% in the pre-cycle stage (categorised as "needs guidance") to 70% in Cycle I (categorised as "sufficient"), and further increased to 90% in Cycle II (categorised as "excellent"). This improvement occurred because the image media provided concrete, engaging, and meaningful learning experiences, thereby helping students construct an understanding of letter symbols, vowels, consonants, syllable blending, and simple word reading in accordance with constructivist principles. Thus, constructivism-based image media is effective for enhancing early reading skills among elementary school students at risk of slow learning.
Peningkatan Kemampuan Pemahaman Konsep Limbah Anorgranik Melalui Video Animasi Edukatif Berbasis Visual Auditori Kinestetik : Improving Conceptual Understanding of Inorganic Waste Through Visual-Auditory-Kinesthetic-Based Educational Animated Videos Soemaryanti Ramadhani; Rendy Roos Handoyo
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9241

Abstract

This study aims to improve the learning process and understanding of inorganic waste concepts among Grade VIII students at risk of learning difficulties through the implementation of educational animated videos based on the Visual-Auditory-Kinesthetic (VAK) model. The study was motivated by students' limited ability to recognise characteristics, classify types, and explain differences regarding inorganic waste—issues stemming from instructional media that lacked interactivity and failed to provide concrete, engaging learning experiences aligned with students' learning characteristics. The study employed the Kemmis and McTaggart Classroom Action Research (CAR) model, conducted over two cycles, each comprising the stages of planning, action implementation, observation, and reflection. The subjects were 27 Grade VIII students, with a specific focus on six students at risk of learning difficulties. Data were collected through observation, tests, and documentation, then analysed using quantitative and qualitative descriptive techniques. The results indicate that the implementation of VAK-based educational animated videos successfully enhanced student learning activities across visual, auditory, and kinesthetic aspects. Visual activity increased from 57% to 76%, auditory activity from 61% to 83%, and kinesthetic activity from 66% to 91%. This increase in learning activity led to improved understanding of inorganic waste concepts, with all students achieving mastery by the end of Cycle II. Thus, the implementation of VAK-based educational animated videos proved effective in enhancing the quality of the learning process and the understanding of inorganic waste concepts among students at risk of learning difficulties.
Pengembangan Model Program Ekstrakurikuler Futsal Adaptif untuk Mendukung Kepercayaan Diri Siswa dengan Hambatan Fisik: Development of an Adaptive Futsal Extracurricular Program Model to Support the Self-Confidence of Students with Physical Disabilities Bakti Djailani; Pujaningsih Pujaningsih
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9242

Abstract

This study aimed to develop an adaptive futsal extracurricular program model to support the self-confidence of students with physical disabilities at SMP Negeri 3 Sangatta Utara. The study employed a limited-scale Research and Development (R&D) method using the ADDIE model, comprising the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of a Physical Education, Sports, and Health (PJOK) teacher—who also served as the extracurricular supervisor—acting as the practitioner, and one student with a physical disability serving as the subject for the limited trial. Data were collected through observation, interviews, documentation, practitioner assessment questionnaires, practicality questionnaires, and self-confidence behaviour observation sheets. The data were analysed using simple qualitative and quantitative descriptive techniques. The results indicated that the developed product—an adaptive futsal extracurricular program model consisting of six activity sessions—was deemed suitable for use based on instrument validation results, receiving a practitioner rating of 73% (categorised as "suitable"). The product also achieved a practicality score of 75% (categorised as "practical"), while program implementation rates ranged from 69% to 75% across the sessions. Furthermore, observations revealed a trend of increasing self-confidence behaviour in the student, rising from 31% in the initial session to 64% in the final session. Thus, the adaptive futsal extracurricular program model is considered suitable and practical, and it holds the potential to serve as an implementation guide for extracurricular activities that support the development of self-confidence among students with physical disabilities in inclusive schools.
Dampak Media Pembelajaran Video Berbasis STEM terhadap Peningkatan Literasi Sains Tata Surya pada Siswa Slow Learner : The Impact of STEM-Based Video Learning Media on Improving Solar System Science Literacy among Slow Learners Jayanti Evie Nopitasari; Siti Rohmah Nurhayati
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9243

Abstract

This study aims to determine the impact of using STEM-based video learning media on improving the scientific literacy of slow-learning 7th-grade students at SMPIT Daarussallam regarding the solar system topic. Low scientific literacy among slow learners poses a challenge in science education, particularly with the solar system topic, which involves abstract concepts that are difficult to grasp through conventional teaching methods. Therefore, there is a need for learning media capable of presenting concepts visually, concretely, and contextually, in alignment with the students' learning characteristics. This study employs a quantitative approach using a quasi-experimental method and a One-Group Pretest-Posttest design. The study population consists of all nine slow-learning 7th-grade students at SMPIT Daarussallam during the 2025/2026 academic year; a total sampling technique was used, meaning the entire population served as the research sample. The research instrument was a scientific literacy test on the solar system, administered before (pretest) and after (posttest) the intervention. Data were analysed using descriptive statistics and the Paired Sample t-Test. The results indicate that the average pretest score of 46.33 increased to 86.56 in the posttest. The Paired Sample t-Test results showed a significance value (Sig. 2-tailed) of 0.000 (<0.05), demonstrating a significant improvement in scientific literacy following the implementation of the STEM-based video learning media. Thus, STEM-based video learning media is effective for enhancing the scientific literacy of slow-learning students regarding the solar system by presenting concepts in a manner that is more concrete, engaging, and suited to the students' learning needs.
Penerapan Media Digital Bookbot untuk Meningkatkan Kemampuan Membaca Permulaan pada Anak dengan Kesulitan Belajar : The Implementation of Bookbot Digital Media to Improve Early Reading Skills in Children with Learning Difficulties Fitri Yuliastuti; Ibnu Syamsi
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9244

Abstract

This study aims to improve early reading skills in students with learning difficulties by using the Bookbot digital tool in an inclusive primary school. Early reading is a fundamental skill that largely determines a student's success in subsequent stages of learning. However, students with learning difficulties often face obstacles in recognising letters, blending syllables, reading simple words, and comprehending basic texts. The study employed the Kemmis and McTaggart Classroom Action Research (CAR) model, conducted over two cycles, each comprising planning, action implementation, observation, and reflection phases. The subjects were five first-grade students experiencing difficulties with early reading at an inclusive primary school. Data were collected through early reading assessments, observations of the teaching-learning process, and documentation, then analysed using both qualitative and quantitative descriptive methods based on learning mastery percentages. The results indicate that during the pre-cycle stage, none of the students met the Learning Objective Achievement Criteria (KKTP), resulting in a 0% mastery rate. Following the intervention in Cycle I, the mastery rate rose to 60% and subsequently increased to 80% in Cycle II, with four out of the five students successfully meeting the KKTP. This improvement was supported by the tool's presentation, which integrates visual, audio, and digital interactive elements, thereby enhancing student attention, motivation, and engagement during the learning process. Thus, the Bookbot digital tool is effective for improving early reading skills among first-grade students with learning difficulties in an inclusive primary school setting.
Peningkatan Hasil Belajar Matematika Penjumlahan Bilangan Bulat Melalui Media Konkret Berbasis Multisensori pada Siswa Berkesulitan Belajar: Improving Mathematics Learning Outcomes in Integer Addition for Students with Learning Difficulties Using Multisensory-Based Concrete Media Evitawanti Evitawanti; Bayu Pamungkas
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9245

Abstract

This study aims to improve seventh-grade students' mathematics learning outcomes in integer addition at SMPIT Daarussalaam through the implementation of multisensory-based instruction using concrete media. The study was motivated by the low learning outcomes of students with learning difficulties when performing integer addition operations. A Classroom Action Research (CAR) method was employed, conducted over two cycles; each cycle comprised the stages of planning, action implementation, observation, and reflection. The study took place in April 2026 at SMPIT Daarussalaam. The subjects were 27 seventh-grade students, consisting of 24 students without special needs and 3 students with learning difficulties. Data collection involved tests, observation, and documentation. The data were analysed using quantitative descriptive analysis to determine improvements in learning outcomes based on test scores and learning mastery. The results indicate that before the implementation of multisensory instruction using concrete media, students with learning difficulties had low understanding of integer addition concepts; this was evidenced by a pretest average score of 63.5, with most students struggling to grasp the concept of integers. Following the intervention—which utilised multisensory-based concrete media tailored to student characteristics, fostered active student engagement, and provided systematic guidance—student learning outcomes improved significantly, as demonstrated by an increase in the average posttest score to 88.07 compared to the initial baseline.
Pengaruh Pembelajaran Berbasis Kelompok terhadap Kemampuan Sosial Siswa di TK Tunas Karya: The Effect of Group-Based Learning on Students' Social Skills at Tunas Karya Kindergarten Damsiatang Damsiatang; Nur Azizah
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9246

Abstract

This research aims to determine children's social abilities before and after implementing group-based learning and to test the effect of group-based learning on the social abilities of group B children at Tunas Karya Kindergarten. The research uses a quantitative approach with the Pre-Experimental method through a One-Group Pretest-Posttest design. The research subjects were 23 children aged 5-6 years who were selected using purposive sampling techniques. Data were collected through observation using a checklist sheet that had met validity and reliability tests. Data analysis was carried out using descriptive statistics to describe children's social abilities, a paired-samples t-test to test differences in scores before and after treatment, and N-Gain to determine the level of effectiveness of the intervention. The results showed that the average social skills of children increased from 24.52 in the Starting to Develop category to 39.39 in the Very Well Developing category. Improvements also occurred in every aspect of social skills, namely cooperation from 8.17 to 13.17, empathy from 7.96 to 12.83, and positive social interaction from 8.39 to 13.39. The results of the hypothesis test show that the calculated t value of 21.95 is greater than the t table of 1.717 with a significance value of 0.000 (p<0.05), so that group-based learning has a significant effect on children's social abilities. The N-Gain value of 0.62 indicates that the effectiveness of the intervention is in the medium category. These findings indicate that group-based learning can create more active interactions and increase children's opportunities to work together, share, communicate, and respect peers, making it worth considering as a learning strategy for developing the social skills of young children in the kindergarten environment.
Penerapan Model DIR/Floortime dalam Meningkatkan Kemampuan Komunikasi Interaktif Anak dengan ADHD : Implementation of the DIR/Floortime Model to Enhance Interactive Communication Skills in Children with ADHD Adila Rahmah Lathifah; Eka Sapti Cahya Ningrum
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9247

Abstract

This study aimed to analyze the interactive communication skills of a child with Attention Deficit Hyperactivity Disorder (ADHD) before and after the implementation of the Developmental, Individual Differences, Relationship-Based (DIR)/Floortime model, and to examine the model's effectiveness in enhancing these skills in a 5–6-year-old child in Group B at TK IT Daarussalaam. The interactive communication skills examined included initiating communication, responding to communication, maintaining eye contact, joint attention, and turn-taking. The study employed a quantitative approach using a Single Subject Research (SSR) experimental method with an A–B design. The subject was a 6-year-old boy diagnosed with ADHD, selected via purposive sampling. The study consisted of five sessions in the baseline phase (A) and ten sessions in the intervention phase (B) using the DIR/Floortime model. Data were collected through structured observation and analyzed using SSR visual analysis, covering trend direction, stability, level change, data range, and percentage of overlap. The results indicated that interactive communication skills during the baseline phase were low, with a score of 40%. Following the intervention, all indicators showed improvement, characterized by a greater ability to initiate and respond to communication spontaneously, as well as more consistent eye contact, joint attention, and turn-taking. Visual analysis revealed an increase in level, 90% data stability, and no overlap between phases. Thus, the DIR/Floortime model proved effective in enhancing the interactive communication skills of a 5–6-year-old child with ADHD.
Peningkatan Kemampuan Membaca Pemahaman Melalui Teks Bacaan Berbasis Metode Maternal Reflektif pada Siswa dengan Hambatan Pendengaran : Improving Reading Comprehension Skills in Students with Hearing Impairments Using Reading Texts Based on the Maternal Reflective Method Fatmawati Ramadhani; Hermanto Hermanto
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9248

Abstract

This study aimed to assess the reading comprehension skills of a student with a hearing impairment before implementing reading texts based on the Maternal Reflective Method (MRM), to describe the implementation process, and to analyze improvements in reading comprehension skills following the intervention. The study employed a Single Subject Research (SSR) approach with an A–B–A design, comprising an initial baseline phase (A1), an intervention phase (B), and a second baseline phase (A2). The research subject was a fifth-grade student with a hearing impairment at SD Negeri 007 Sangkulirang. The study was conducted over eight sessions, consisting of two initial baseline sessions, four intervention sessions, and two second baseline sessions. Data were collected through reading comprehension tests, observation, and documentation, and subsequently analyzed using visual analysis based on changes in level, trend direction, data stability, and the percentage of overlap across phases. The results indicated that reading comprehension skills improved from 40% and 50% in phase A1 to 60%, 70%, 70%, and 80% during the intervention phase, subsequently remaining at 65% and 70% in phase A2. Furthermore, observations revealed improvements in participation, attention, confidence in expressing opinions, and the ability to comprehend reading content. These findings demonstrate that using reading texts based on the Maternal Reflective Method effectively enhances the reading comprehension skills of students with hearing impairments and serves as a suitable alternative instructional approach to support literacy development in both inclusive primary schools and special schools.

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