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NUSRA: Jurnal Penelitian dan Ilmu Pendidikan
Published by Institut Pendidikan Nusantara Global
ISSN : 2715114X     EISSN : 27234649     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Development and implementation of educational curriculum. Learning and education services. Educational evaluation in general, including educational processes and outcomes. Education policy, management and financing. Quality, certification and accreditation of education Utilization of information and communication technology in education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 677 Documents
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Analisis Kualitas Soal Tes Formatif untuk Mengukur High Order Thinking Skills pada Materi Kesetimbangan Kimia Nabila Nur Indah Dunggio; Mangara Sihaloho; Netty Ino Ischak; Nurhayati Bialangi; Lukman A. R. Laliyo
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6525

Abstract

This study aimed to develop a Higher Order Thinking Skills (HOTS)-based formative test instrument on chemical equilibrium material and to analyze the quality of the instrument based on validity, reliability, difficulty level, discrimination power, and distractor effectiveness using the Rasch Model. This study employed a Research and Development method involving 564 students as research subjects. The developed instrument consisted of HOTS multiple-choice questions at cognitive levels C4, C5, and C6. Instrument validity was analyzed through expert validation, while empirical analysis was conducted using Winsteps and Microsoft Excel. The results showed that the instrument obtained a validity percentage of 88.95%, categorized as very valid. Rasch Model analysis indicated that all items met the item fit criteria with a Cronbach Alpha reliability value of 0.78, categorized as good. The item difficulty levels consisted of easy, moderate, and difficult categories, with moderate items being dominant. All items demonstrated good discrimination power as indicated by positive Pt Measure Corr values. In addition, most distractors functioned effectively because they were selected by students. The distribution of HOTS items consisted of 44.44% C4 level, 33.33% C5 level, and 22.22% C6 level. Therefore, the HOTS-based formative test instrument on chemical equilibrium material was considered feasible for measuring students’ higher-order thinking skills.
The Effect of The Role Playing Learning Model on The Social-Emotional Skills of Grade 5 Students In Social Studies Learning Tiara Yogiarni; Sofyan Iskandar; Hisny Fajrussalam; Nurdiansyah; Eko Wahyunanto Prihono; Neneng Sri Wulan; Nenden permas Hikmatunisa
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6534

Abstract

The development of the era marked by changes in social life has an impact on decreasing social sensitivity, including among elementary school students. This phenomenon presents challenges in education, especially in preparing students to meet the demands of 21st-century skills that emphasize cognitive abilities and social and emotional skills. This study aims to improve students' social-emotional skills by implementing a role-playing learning model in Social Studies (IPS) subjects for fifth-grade students and to see its effects. The research method used in this study uses a quantitative research method with an experimental research type and a pre-experimental design with a one-group pretest-posttest design. The subjects in this study were 20 fifth-grade students at a school in Purwakrta. Data collection techniques used in this study were observation and documentation methods. The results of the study obtained an average pre-test data of fifth-grade students' social-emotional skills with a percentage of 79.65 while the post-test with an average of 86.05. This is proven by the results of data analysis using the sign test formula, namely the significance level (α) ≥ p (probability) of (0.05 ≥ 0.00). This means that H0 is rejected and H1 is accepted. This means that there is an effect of the application of the role-playing learning model on the social-emotional skills of fifth-grade students in a school in Purwakarta. Thus, learning using the role-playing model can be a solution in improving social-emotional skills.
Tren Penggunaan Game Edukatif Berbasis Website untuk Meningkatkan Hasil Belajar: A Systematic Literature Review (2021-2025) Unsa Sabrina; Bambang Subali; Ellianawati; Decky Avrilianda
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6535

Abstract

This study aims to examine bibliometric publication trends, platform characteristics, and and the impact of web-based educational games on student learning outcomes through a Systematic Literature Review (SLR). Adapting the PRISMA guidelines, this study selected 44 relevant articles from academic databases covering the period 2021–2025. Bibliometric mapping analysis using VOSviewer revealed a sharp upward trend in publications, peaking in 2025, with studies predominantly originating from Indonesia. Regarding platform characteristics, this study found that educators tend to utilise ready-to-use practical templates such as Wordwall. Meanwhile, custom development is frequently chosen to adapt complex materials such as science concept simulations (IPAS) and mathematical problem-solving. Empirically, the literature review confirms that the use of web-based educational games has a positive and significant impact on improving students’ cognitive learning outcomes and learning motivation. This improvement is driven by gamification elements, which have proven effective in transforming abstract concepts into concrete visualisations and interactive learning experiences. In conclusion, web-based educational games are highly effective as a primary pedagogical tool in creating an innovative, student-centred learning environment, and are recommended for structured integration into the primary school curriculum.
Pengaruh Implementasi Game-Based Learning Terhadap Motivasi Belajar Siswa Pada Jenjang Pendidikan Dasar Di Indonesia Dinda Eka Wulandary; Pudjo Sugito; Harianto Respati
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6538

Abstract

Entering the 21st century, maintaining elementary school students' learning motivation amid extensive digital distractions has become an important challenge in education. Game-Based Learning (GBL) offers an interactive learning approach that can engage students through structured play, challenges, feedback, and collaboration. This study aims to synthesize empirical evidence on the implementation of GBL and Digital Game-Based Learning (DGBL) in elementary education, with particular attention to learning motivation, the distribution of digital and non-digital media, and the game elements most frequently associated with motivational engagement. The study used a literature review approach by analyzing 15 scientific articles published between 2020 and 2025 and identified through Google Scholar, Emerald Insight, ScienceDirect, and SINTA. The included studies employed diverse designs, including quasi-experiments, classroom action research, qualitative studies, and research and development. The synthesis indicates a generally positive pattern: GBL was associated with increased engagement, attention, motivation, and selected learning outcomes across the reviewed studies. However, the evidence is heterogeneous and does not justify the claim that GBL is uniformly or significantly effective across all contexts. Digital GBL accounted for 66.7% of the included studies, while non-digital GBL accounted for 33.3%; these percentages describe the distribution of the reviewed literature and should not be interpreted as an empirically validated ideal ratio. The review further indicates that progressive challenges and narrative elements were repeatedly associated with more sustained engagement, whereas points and leaderboards tended to produce more immediate, extrinsically driven engagement. The contribution of this review is a cross-platform synthesis that compares digital and non-digital GBL and maps recurring game elements in relation to the duration and character of motivational engagement.
Implementasi Pembelajaran PKN Dalam Menumbuhkan Kesadaran Hak dan Kewajiban Warga Negara Pada Siswa Sekolah Dasar Ni Putu Eka Dewi Rahma Yanti; Dewa Bagus Sanjaya; I Nengah Suastika
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6559

Abstract

Civic Education (PKn) plays a strategic role in developing students’ understanding of citizens’ rights and obligations at the elementary-school level. This study aims to synthesize literature on how PKn learning contributes to students’ civic awareness, with attention to contextual learning, habituation, active learning, and the roles of teachers, schools, and families. The study employed library research using content analysis. The analytical corpus consisted of 12 cited sources in the manuscript, comprising 10 journal articles published between 2021 and 2025 and 2 methodological books. The sources were selected based on their relevance to PKn learning, civic awareness, rights and obligations, and elementary education. The synthesis indicates that contextual and participatory learning, habituation of positive behavior, active learning models, and teacher role modelling are recurring approaches associated with the development of students’ civic awareness. School culture and family support also appear as important reinforcing factors. Because the study synthesizes secondary literature and does not collect primary data, these findings should be interpreted as patterns reported in previous studies rather than as direct evidence of causal effects. The contribution of this review is to integrate pedagogical, behavioral, and environmental factors into a single framework for understanding the development of rights-and-obligations awareness through PKn in elementary schools.
Implementasi Media Kartu Budaya Nusantara Dalam Meningkatkan Keaktifan Belajar Siswa Pada Pembelajaran PPKN Najla Alya Ramadhani; Nadya Putri Saylendra; Yogi Nugraha
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6572

Abstract

The low level of student learning activity in Civic Education (PPKn) at SMAN 1 Jatisari motivated the use of Kartu Budaya Nusantara (KBN), a card-based learning medium containing Indonesian cultural information. This study aims to describe the planning and implementation of KBN, identify forms of student learning activity during its use, and examine supporting and inhibiting factors. The study employed a descriptive qualitative approach. Participants were one PPKn teacher and six grade X students selected purposively to represent active and less-active students and different cultural backgrounds. Data were collected through in-depth interviews, participatory observation, and documentation, and analyzed thematically through data condensation, data display, and conclusion verification. Data credibility was strengthened through source and technique triangulation and member checking. The findings indicate that KBN was implemented through systematic planning, cooperative group activities, cultural-card exploration, discussion, presentation, and reflection. Classroom observations and interviews showed increased student involvement in physical, cognitive, affective, and social activities during the KBN lessons. The original field notes recorded question frequency of approximately 3–4 questions in an earlier observation and 8–12 questions in a later observation; because the denominator and standardized observation protocol for converting these counts into percentages were not documented, the revised manuscript does not interpret them as statistical evidence of improvement. The findings suggest that KBN can facilitate more active and culturally relevant PPKn learning, particularly when each student has a distinct piece of information that must be shared with the group. However, the findings are context-specific and cannot be generalized to other schools without further research.
The Effect Of Peer Tutoring Learning on The Mathematics Learning Outcomes of Grade V Students at Elementary School Tugu 1 Cimanggis Depok Delia Anjura; Rahmiati
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6815

Abstract

The low achievement of students' mathematics learning outcomes and the suboptimal participation of students during the learning process are the basis for implementing this research. The purpose of this research is to analyze the effect of peer tutoring learning on the mathematics learning outcomes of fifth-grade students of SDN Tugu 1 Cimanggis Depok. The quantitative approach was implemented using a posttest-only control design. The research population included all fifth-grade students of SDN Tugu 1 Cimanggis Depok, while the sample used was 53 students divided into 27 students in the experimental class and 26 students in the control class. Data collection was based on mathematics learning outcome tests that had undergone validity and reliability testing. A series of data analysis included normality tests, homogeneity tests, and hypothesis testing using independent sample t-tests. The results of data processing showed that the distribution met the assumptions of normality and equal variance between groups. Hypothesis testing produced a significance value (Sig. 2-tailed) of 0.000 which was below the threshold of 0.05 so that H₀ was not accepted and H₁ was declared valid. The average learning outcome in the experimental class was recorded at 70.67, while the control class was 54.31 with a difference indicating an advantage in the experimental class. The calculation of the effect size (Cohen's d) of 1.048 leads to a large category. These findings indicate that peer tutoring learning has a significant and strong influence on the mathematics learning outcomes of fifth-grade students at SDN Tugu 1 Cimanggis Depok, so this method can be considered as an alternative learning strategy to improve mathematics learning outcomes in elementary schools.

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