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INDONESIA
EDUKASI : Jurnal Penelitian dan Artikel Pendidikan
Published by Universitas Muhammadiyah Magelang
ISSN : 20851472     EISSN : 25794965     DOI : https://doi.org/10.31603/edukasi.v17i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics
Edukasi publishes research manuscripts in the field of education. Work must be of a quality and context that the Editorial Board think would be of interest to a reader. The aims and scope of the journals are to: • Provide a journal that reports research on topics that are of significance across educational contexts • Publish high quality manuscripts that are of significance in terms of design and/or findings. The coverage in our journal is about classroom learning research for Early Childhood Education, and Primary School Education levels. The scopes are, educational multimedia, distance learning, classroom management, learning media, learning models, learning methods, learning strategies, learning technology, and development around learning. Other coverage in our journal is related to the field of counseling for elementary, junior high, and high school levels.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 318 Documents
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Pengembangan Media Digital Interaktif Berbasis Kearifan Lokal Tarian Bujangganong untuk Meningkatkan Berpikir Kritis Siswa SD   Yanita Andam Sari; Barokah Isdaryanti; Decky Avrilianda; Nuni Widiarti
Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 18 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/tmd2pp34

Abstract

This study aims to investigate the effect of interactive digital media based on the local wisdom of the Bujangganong Dance on students’ critical thinking skills in learning the human movement system for sixth-grade elementary school students. The background of this study is the low level of students’ critical thinking skills and the limited use of interactive, contextual, and culture-based learning media in classroom practice. This research employed a Research and Development (R&D) approach using the ADDIE model proposed by Robert Maribe Branch. The study involved sixth-grade elementary school students. Data were collected through expert validation questionnaires, teacher and student response questionnaires, interviews, observations, and pretest-posttest critical thinking assessments. The results indicated that the developed media was highly valid, with an average score of 3.60 from material experts and 3.50 from media experts. Practicality results showed positive responses from teachers (95.00%) and students (92.38%), indicating a very practical category. Effectiveness analysis revealed an increase in the mean score from 60.00 (pretest) to 82.00 (posttest), with an N-gain score of 0.55 (moderate category). Furthermore, the paired sample t-test showed a significant difference (p < 0.05), confirming that the media significantly improved students’ critical thinking skills. In conclusion, the interactive digital media based on local wisdom is valid, practical, and effective in enhancing students’ critical thinking skills in science learning on the human movement system topic.
Strategi Mengatasi Distraksi Belajar Siswa Kelas VI Melalui Pendekatan Interpretatif Kailla Aurelia Putri; Ariga Bahrodin
Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 18 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/p5babc59

Abstract

Distractions in the classroom are one of the obstacles that affect concentration and the active participation of elementary school students in the overall learning process. This study aims to describe the strategies employed by sixth-grade students to cope with classroom at MI Bustanul Ulum Brudu Jombang. This study employs a qualitative methode using a case study design. The subjects of the study are the sixth-grade teachers, the student affairs coordinator and sixth-grade students, with data collection conducted through observation, in-depth interviews and documentation. Data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions using thematic analysis, as well as validity testing through methodological triangulation and source triangulation. The results of this study reveal that students’ strategies for dealing with learning distractions include self-regulation through independent efforts to regain focus, such as controlling attention and increasing learning awareness, as well as utilizing the support of the learning environment. These strategies are also reinforced by the teacher’s role through the use of varied teaching methods and media that help minimize disruptions. Additionally, students’ experiences in dealing with distractions foster metacognitive awareness, enhance internal motivation and promote independent learning. Therefore, distractions during learning are not only obstacles but also play a role in helping students develop more effective self-regulations skills.
Analisis Kebutuhan Awal Pengembangan Media Interaktif Berbasis Deep Learning untuk Hasil Belajar IPAS Siswa SD Hilmiyatul Faizah; Ifa Seftia Rakhma Widiyanti; Sita Isna Malyuna
Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 18 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/nx55s642

Abstract

This study aims to analyze the initial needs for developing interactive media based on deep learning to improve the learning outcomes of fifth-grade students of SDN Guwoterus 02. The study was conducted using a descriptive quantitative approach using four main data sources, namely learning observation results, teacher interviews, student needs questionnaires, and student pretest scores. Observations show that the learning process is still dominated by lecture methods, the use of media is limited to worksheets (LKS) books, and there is minimal variation in motivational strategies. The results of teacher interviews confirm the limited time and skills in using digital media. The student needs questionnaire shows that 84.2% of students find it easier to understand the material with visual support and 89.5% want technology-based learning media. The pretest results of 19 students on the human respiratory system material showed an average score of 63.68 where only 47.4% of students achieved the Learning Objective Achievement Criteria (KKTP) of 70, while 52.6% were still below completeness. Significant heterogeneity in initial abilities (range 30-90) indicates the need for differentiation in media design. Each empirical finding is explicitly mapped to the needs of media features based on three principles of deep learning (mindful learning, meaningful learning, and joyful learning), in line with the principles of the Independent Curriculum.
Hubungan School Well-Being dengan Motivasi Belajar Siswa pada Mata Pelajaran IPAS dalam Perspektif Adab Belajar Islami di SDN Mulangsari III Karawang Dikky Nugraha; Vina Febiani Musyadad; Agung Prasetyo
Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 18 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/672w8244

Abstract

This study aims to explore the level of students' School Well-Being and IPAS learning motivation, as well as to examine the relationship between the two from the perspective of Islamic learning adab at SDN Mulangsari III Karawang. Applying a quantitative approach with an ex post facto correlational design, this research involved 52 students from grades IV, V, and VI as a total sample (saturation sampling). Data collection relied on questionnaires, supported by observation and documentation. The collected data were then analyzed using descriptive statistics, normality tests, and the Spearman Rank correlation test. The results revealed a highly positive trend: the students' School Well-Being was categorized as high (mean = 29.92), as was their IPAS learning motivation (mean = 36.83). Furthermore, there was a positive, moderate, and significant correlation between the two variables (rho = 0.468; Sig. < 0.001). Broadly speaking, positive experiences in the school environment are proven to be closely related to students' drive to learn. Viewed through the lens of Islamic learning adab, School Well-Being plays a crucial role in fostering a climate that supports students' readiness, active participation, sense of responsibility, and earnestness in seeking knowledge.
Pemanfaatan Metode Kooperatif Tipe Teams Games Tournament Berbantuan Kartu Soal Warna (Kasona) untuk Meningkatkan Hasil Belajar Siswa Mamuk Dhatun Nik Amah; Anna Mariyani; Muhammad Aunur Rofiq
Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 18 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/np4at875

Abstract

This research was conducted to improve mathematics learning outcomes through the use This study aimed to enhance mathematics learning outcomes by employing the Teams Games Tournament (TGT) cooperative learning approach with coloured question cards (kasona) for fourth-grade elementary pupils. This research was undertaken due to the subpar learning results of students who attained mastery. The research methodology employed was Classroom Action Research, consisting of two cycles of implementation. The study was performed at SDN 1 Sumberagung Grade IV, including 20 students, comprising 11 males and 9 females as participants. Data were gathered via observation, assessments, interviews, and documentation. Data were analysed objectively to assess the enhancement of student learning outcomes and subjectively to evaluate the actions of teachers and students. The results indicated an enhancement in mathematics learning outcomes with multiplication content. During the pre-cycle, the mastery value rose from 15% to 75% in Cycle I. Moreover, in cycle II, the mastery rate attained 100%. The implementation of the TGT cooperative approach utilising coloured question cards enhances mathematical calculation abilities among fourth-grade primary students.
EFEKTIVITAS MODEL PJBL DENGAN AR UNTUK MENINGKATKAN KREATIVITAS SISWA PADA MATERI PERISTIWA ALAM DI KELAS 5 Alma Linta Sakinah; Ani Nur Aeni; Regina Lichteria Panjaitan
Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 18 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/6e4z2c86

Abstract

This research was conducted to improve students' creativity in natural science learning on natural phenomena in fifth grade elementary school. The teacher-centered learning process causes students to be less active in developing ideas and producing work. This study aims to determine the effectiveness of the Project Based Learning (PjBL) model assisted by Augmented Reality (AR) on improving students' creativity. The study used a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The research sample consisted of 2 schools, namely MIS Al-Islam Majalaya as the experimental class and MIS Al-Islam YUPPI as the control class. Data collection techniques used observation and tests (pretest and posttest). Data were analyzed using normality tests, homogeneity as prerequisite tests, hypothesis testing using t-tests and N-Gain. The results showed that there was an increase in student creativity in the experimental class using the AR-assisted PjBL model compared to the control class using conventional learning. The t-test results showed a sig value <0.05 so that the hypothesis can be accepted and there is a significant effect of the use of the AR-assisted PjBL model on students' creativity. The N-Gain value of the experimental class was in the high category, while the control class was in the low category. Thus, the AR-assisted PjBL model was effective in enhancing student creativity in natural phenomena material in fifth grade elementary school.
Analisis Kemampuan Berpikir Kritis Ditinjau Dari Keterampilan Proses Sains Melalui Model PjBL Berbantuan Mobile Learning Pada Siswa Kelas V Sekolah Dasar Riyan Putra Setiyawan; ST. Budi Waluya; Lusi Rachmiazasi Masduki
Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 18 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/98c6mp26

Abstract

The 2022 PISA results placed Indonesia at a science score of 383, well below the international average of 489, signalling persistent weaknesses in students' critical thinking skills (CTS) and science process skills (SPS). A preliminary survey across Gugus Kartini, Blora Regency, found that 82% of assessment items remained at the C1–C2 cognitive level and only 15.5% of fifth-grade students could communicate observational results scientifically. This study analysed fifth-grade students' critical thinking skills in terms of science process skills through a Project-Based Learning (PjBL) model assisted by QR Code–based mobile learning. A sequential explanatory mixed methods approach was applied, employing a pretest–posttest non-equivalent control group quasi-experimental design with 56 fifth-grade students from SDN 3 Jepangrejo (experimental) and SDN 1 Jepangrejo (control) on the topic of Light and Its Properties. Quantitative data were collected through essay-form CTS tests and SPS observation sheets, while qualitative data were drawn from purposive interviews with six students representing high, medium, and low SPS categories, then analysed using z-tests, independent and paired t-tests, N-gain, simple linear regression, and the Miles–Huberman model. Classical mastery in the experimental class reached 92.86%, with a CTS mean of 83.43 compared with 69.75 in the control class. The experimental class N-gain reached 66.84% (moderately effective), whereas the control class attained only 25.90% (ineffective). Regression analysis confirmed that SPS positively and significantly influenced CTS with a contribution of 77.3%. PjBL assisted by mobile learning is effective in enhancing fifth-grade students' critical thinking skills, and students' CTS profiles consistently correspond to their SPS categories. The findings imply that integrating project-based science instruction with mobile technology constitutes a viable strategy for strengthening 21st-century skills at the primary level.
Pengaruh Pendekatan I‑SETS (Islamic, Science, Environment, Technology, Society) Terhadap Hasil Belajar IPA Siswa Sekolah Dasar Rima Nugrahani; Minzani Aufa; Irham Nugroho
Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 18 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/mxmr9874

Abstract

This study aims to analyze the effect of implementing the I-SETS (Islamic-Science, Environment, Technology, Society) approach on science learning outcomes of third-grade students at MI Muhammadiyah Terpadu Harapan Kota Magelang. The study was motivated by low science achievement resulting from the dominance of conventional, teacher-centered instruction, in which 40% of students had not yet achieved the Minimum Learning Achievement Criteria. This research employed a quantitative experimental design involving an experimental class and a control class. Learning outcome data were collected through pre-test and post-test instruments and analyzed using Paired Sample t-test and Independent Sample t-test. The results revealed a highly significant improvement in learning outcomes in the experimental class after the implementation of the I-SETS approach, with an increase of 62.35% from pre-test to post-test. In contrast, the control class showed a relatively lower improvement of 35.23%. Furthermore, the Independent Sample t-test indicated that the post-test mean score of the experimental class was significantly higher than that of the control class (sig. 0.000 < 0.05). Therefore, it can be concluded that the I-SETS approach is effective and has a positive and significant impact on improving elementary students’ science learning outcomes.

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