cover
Contact Name
Dede Permana
Contact Email
dedepermana@lecturer.unri.ac.id
Phone
+6285333566610
Journal Mail Official
kpd@ejournal.unri.ac.id
Editorial Address
Gedung B1, FKIP Universitas Riau Kampus Bina Widya Km. 12,5 Simpang Baru, Bina Widya, Pekanbaru Riau Indonesia 28293
Location
Kota pekanbaru,
Riau
INDONESIA
Jurnal Kiprah Pendidikan
Published by Universitas Riau
ISSN : 28100433     EISSN : 28278909     DOI : https://doi.org/10.33578/kpd.v1i2
Jurnal Kiprah Pendidikan [ 2827-8909 (online) | 2810-0433 (print) ] aims to develop and disseminate science and technology through the scientific article of research and study of concepts or theories as an effort to enrich the scientific knowledge in the field of education and teaching. Jurnal Kiprah Pendidikan is a educational journal published by Program Studi Pendidikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau. The journal was first published in 2022 and published every January, April, July, and October. The journal is open to authors around the world regardless of nationality. This journal publication covers issues concerning education and teaching at the level of primary, secondary and higher education. This article is based on the results of research and theoretical studies which are equivalent to research supported by various theoretical studies that produce research in the form of educational research, learning research, classroom action research, and development. The fields of science include: (1) Social Sciences; (2) Education; (3) Mathematics Education; (4) Language Education; (5) Science Education; (6) Arts and Culture Education; (7) Early Childhood Education; (8) Civics Educational; (9) Religious Education; (10) Physical Education; (11) Education and Teaching; (12) Educational Psychology; (13) Learning Media; (14) Education Management; (15) Educational Technology; (16) Music Education; and (17) Economics Education.
Articles 212 Documents
Internalisasi Nilai Pancasila Melalui Pembelajaran Kontekstual: Pengalaman Guru dan Siswa Kelas IV Muhammad Ilham Fauzan; Nurdinah Hanifah; Kusman Rukmana
Jurnal Kiprah Pendidikan Vol. 5 No. 3 (2026): Jurnal Kiprah Pendidikan | July 2026
Publisher : Program Studi Pendididikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/kpd.v5i3.p299-311

Abstract

Penelitian ini bertujuan mengeksplorasi pengalaman guru dan siswa kelas IV dalam proses internalisasi nilai-nilai Pancasila melalui pembelajaran kontekstual pada mata pelajaran Pendidikan Pancasila di sekolah dasar. Penelitian menggunakan pendekatan kualitatif dengan metode Narrative Inquiry. Partisipan penelitian terdiri atas satu guru kelas IV dan empat siswa kelas IV yang dipilih secara purposive berdasarkan keterlibatan mereka dalam proses pembelajaran. Data dikumpulkan melalui wawancara naratif mendalam, observasi partisipatif, dan studi dokumentasi. Analisis data dilakukan melalui penyusunan field texts, rekonstruksi pengalaman menjadi research texts, serta interpretasi narasi berdasarkan dimensi temporality, sociality, dan place. Hasil penelitian menunjukkan bahwa guru memaknai pembelajaran kontekstual sebagai ruang untuk mengaitkan materi Pendidikan Pancasila dengan pengalaman nyata peserta didik, sedangkan siswa memaknai nilai-nilai Pancasila melalui pengalaman bekerja sama, musyawarah, saling membantu, dan refleksi terhadap aktivitas sehari-hari. Narasi partisipan juga memperlihatkan adanya perubahan cara mereka memahami Pendidikan Pancasila, dari sekadar materi pembelajaran menjadi pedoman dalam berinteraksi di lingkungan sekolah. Temuan penelitian memberikan pemahaman mengenai proses internalisasi nilai-nilai Pancasila yang berkembang melalui pengalaman belajar, refleksi, dan interaksi sosial dalam konteks pembelajaran kontekstual di sekolah dasar.
Effectiveness of Interactive Digital Media on Learning Outcomes in PBL-based Science at Elementary Schools Khoirunnisa Khoirunnisa; Muhtar Mochamad Solihin
Jurnal Kiprah Pendidikan Vol. 5 No. 3 (2026): Jurnal Kiprah Pendidikan | July 2026
Publisher : Program Studi Pendididikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/kpd.v5i3.p357-372

Abstract

This study aims to analyze the effectiveness of interactive digital media integrated with the Problem-Based Learning (PBL) model on student learning outcomes in elementary school science education. A Systematic Literature Review (SLR) method was employed, following the PRISMA 2020 guidelines. Articles were sourced via Google Scholar and Publish or Perish for the period of 2021–2026, yielding 37 articles; of these, 31 reported complete quantitative data and were analyzed using narrative synthesis techniques. The results indicate that the majority of quantitative studies reported statistically significant positive impacts. Of these, 27 studies specifically measured cognitive learning outcomes, which improved substantially, with N-Gain scores ranging from 0.44 (medium category) to 0.804 (high category). Furthermore, based on a limited number of studies (1–5 studies for each respective variable), the integration of interactive digital media into PBL also suggested enhancements in student learning motivation (Cohen's d = 0.911), critical thinking skills, scientific literacy, and collaboration skills (p < 0.05). These positive effects were consistently observed across various media types, such as interactive quizzes (Quizizz, Wordwall), digital books (E-books, Flipbooks), presentation tools (PowerPoint, Prezi), and immersive technologies (Augmented Reality), as well as across various research designs. These findings confirm that interactive digital media within PBL consistently provides a positive impact; however, maximum effectiveness is achieved when media features align with the PBL syntax and users' technological readiness. As a note, the literature search in this study was limited to the Google Scholar database through Publish or Perish; therefore, the scope of sources and potential publication bias should be considered when interpreting the findings