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Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar
Published by Universitas Sebelas Maret
ISSN : 16939107     EISSN : 26566621     DOI : https://doi.org/10.20961/teknodika.v15i2.34749
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Other
Focus and Scope Teknodika (p-issn:1693-9107 & e-issn: 2656-6621) merupakan jurnal penelitian teknologi pendidikan yang menerbitkan kajian, analisis, dan penelitian tentang perancangan, pengembangan, pengelolaan, pemanfaatan, evaluasi dalam bidang Teknologi Pendidikan yang berkaitan dengan peningkatan kinerja dan memfasilitasi belajar di lembaga pendidikan formal, non-formal dan informal serta lembaga-lembaga pelatihan. Adapun topik yang masuk kategori ini meliputi: Media Pembelajaran Model Pembelajaran Sumber Belajar Pendidikan Jarak Jauh E-Learning & Online learning Analisis Kurikulum dan topik lain yang relevan
Arjuna Subject : Umum - Umum
Articles 67 Documents
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Social Inclusion and Self-Actualization of Individuals with Autism: the Role of a Community Running Program Kristyaningsih, Ninik; Gunarhadi, Gunarhadi; Yuwono, Joko
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.110793

Abstract

Individuals with Autism Spectrum Disorder (ASD) face persistent challenges in social interaction and communication, which may hinder their self-actualization. In Indonesia, these challenges are further compounded by limited access to inclusive environments and ongoing social stigma. This study examines the role of a community-based running program as an inclusive space that supports social interaction and self-actualization among individuals with ASD. A qualitative case study approach was employed, involving eight participants, including adults with ASD, parents or caregivers, and community organizers. Data were collected through semi-structured interviews, participatory observation, and document analysis, and analysed using the Miles and Huberman interactive model with triangulation to ensure validity. The findings indicate that participation in the running community contributes to improved social interaction, increased confidence, and greater engagement in meaningful activities. Community organizers play a critical role as social mediators, facilitating inclusion and supporting interaction between individuals with ASD and the broader community. The study also proposes a step-by-step model for developing inclusive running programs and highlights the potential of community-based approaches as cost-effective complements to clinical intervention. These findings suggest that inclusive social communities can serve as sustainable and replicable platforms for supporting the self-actualization of individuals with ASD in naturalistic settings.
Various Strategies to Increase Sensitivity in Inclusive Schools Istiqomah, Husnul; Sunardi, Sunardi; Yuwono, Joko
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.110797

Abstract

Sensitivity toward students with disabilities is a crucial element in fostering an inclusive learning environment. However, schools labeled as inclusive are not always able to demonstrate adequate sensitivity in their daily educational practices. This study aims to identify and analyze strategies for enhancing sensitivity toward students with disabilities in inclusive schools through three main dimensions: teacher strategies, student strategies, and school policy strategies. The study employed a qualitative approach with a case study design at an inclusive elementary school in Banjar Regency, South Kalimantan. The participants consisted of 20 teachers selected purposively, including 6 classroom teachers, 2 subject teachers, and 12 special education teachers. Data were collected through an open-ended questionnaire administered via Google Forms and analyzed using thematic analysis. Data trustworthiness was maintained through source triangulation across participant groups. The findings revealed three main strategies for enhancing sensitivity. Teacher strategies were manifested in instructional adjustments, differentiated teaching strategies, and role modeling in fostering empathy. Student strategies were reflected in collaboration, positive social contact, dialogue on diversity, and the habituation of nondiscriminatory interaction. School policy strategies were strengthened through supportive leadership, reflective forums, the habituation of inclusive values, and partnerships with parents and the community. This study confirms that sensitivity toward students with disabilities is not merely an individual attitude, but rather a collective school competence shaped pedagogically, socially, and institutionally. The implications of the study indicate that strengthening sensitivity can be achieved through realistic and low-cost measures, such as teacher reflection forums, peer support systems, the habituation of inclusive values, and the strengthening of partnerships with parents.
The Impact of Religious Moderation Policies in Increasing Tolerance among Students in Senior High Schools Nurjannah, Siti; Madjid, Abd.
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.110792

Abstract

The application of religious moderation values in high schools remains suboptimal, as evidenced by the inconsistency between classroom instruction and students’ daily behavior. Many students continue to display intolerance, disrespectful speech, a lack of appreciation for diversity, and low participation in religious and social activities. This study aims to examine how religious moderation policies are implemented in high schools and to identify the supporting and inhibiting factors. Using a qualitative approach with the Systematic Literature Review (SLR) method based on PRISMA guidelines, data were collected from Google Scholar (2020–2024) using the keywords “religious moderation” and “high school.” Out of 5,990 articles, 21 were selected for analysis. The findings reveal that Islamic Religious Education (PAI), extracurricular activities, school culture, and interfaith approaches contribute to the implementation of religious moderation. Teacher commitment, national policies, and an inclusive school environment serve as supporting factors, while lack of parental support, negative influence of social media, and low student motivation act as barriers. Education plays a crucial role in fostering awareness and care for the school environment, creating a peaceful and just atmosphere by instilling values of tolerance, cooperation, and social responsibility in students’ daily lives.
The Application of Digital Literacy Based on Local Wisdom in Indonesian Language Learning in Elementary Schools Suryanto, Rohmat; Nugrahani, Farida; Nurmaningsih, Nurmaningsih
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.108960

Abstract

This research aims to describe the implementation of digital literacy integrated with local wisdom in Indonesian language learning at elementary schools. The study employs a descriptive qualitative method. The data consists of information related to the application of local wisdom-based digital literacy in Indonesian language learning at the elementary level. Data sources include school principals, teachers, students, the learning process, and supporting documents. Sampling was conducted using purposive sampling techniques. Data collection methods involved observation, in-depth interviews, and document analysis. Data validation was ensured through source and method triangulation. Data analysis was performed interactively through several stages: data collection, data condensation, data visualization, and conclusion drawing/verification. The results indicate that teachers systematically designed lessons utilizing digital media containing local wisdom content, such as folktales, oral traditions, and local cultural values. The learning process strengthened students' understanding of local cultural values. Through collaborative methods and authentic assessments, students actively engaged in analyzing, creating, and presenting digital works based on local wisdom. This strategy supported learning objectives while promoting cultural preservation and the development of 21st-century skills such as critical thinking, creativity, and collaboration. The implementation results demonstrate that combining digital competencies with local values can enhance literacy skills and foster cultural identity awareness from an early age.
The Effectiveness of AVAZ AAC Media in Improving the Expressive Language Skills of Children with Down Syndrome in Surakarta City Adi, Tomas Kurnia; Wiliyanto, Dian Atnantomi; Sutanto, Alfiani Vivi
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.112342

Abstract

Down Syndrome causes intellectual disabilities and language delays, especially expressive language. Children with Down Syndrome require concrete and easy-to-understand learning media. Augmentative and Alternative Communication (AAC), specifically AVAZ AAC. This media has features that can offer effective support. This study aims to analyze the effectiveness of AVAZ AAC in improving the expressive language skills of children with Down Syndrome in Surakarta. This research is a quantitative descriptive study with a quasi-experimental design using a one-group pre-test–post-test approach on 10 children with Down Syndrome who were selected purposively. The intervention consisted of 6 sessions. Expressive language skills were measured using the NSST. Data were analyzed using a Paired t-test and Cohen's d effect size. The average score increased from 6 to 16.3, with a change in category from entirely low to mostly moderate. The Paired T-Test produced p = 0.001, and effectiveness was declared strong with an effect size of Cohen's d = 1.43, indicating a significant influence of AVAZ AAC media. The use of AVAZ AAC media has been proven effective in improving the expressive language skills of children with Down Syndrome, as evidenced by changes in score categories, a p-value of 0.001, and a large effect size (d = 1.43). This media is recommended for continued use by parents, teachers, schools, and therapists, and supported by ongoing research with a larger sample size and extended duration.
Transforming Microteaching through Flipbook for Preparing Future Accounting Educators towards SDG 4 Lestari, Sri Widi; Irfani, Khansha Sindra; Astuti, Dwi Puji; Maulana, Iwan
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.108245

Abstract

his study investigates the role of digital innovation in teacher education by integrating a flipbook-based microteaching handbook into the Accounting Education program. Although printed modules remain widely used in microteaching courses, they often fail to effectively engage digital-native student teachers or support the development of essential 21st-century teaching competencies. Using a quasi-experimental pretest–posttest control group design, 60 fifth-semester students were assigned to an experimental group using the digital flipbook and a control group using printed modules. Microteaching performance was assessed through standardized rubric scores. Results showed significantly greater improvement in the experimental group, t(58)=4.37, p<0.001, with a large effect size (Cohen’s d=0.86). The experimental group achieved an 18.3% learning gain compared to 8.1% in the control group. Questionnaire data also indicated positive student perceptions regarding improved understanding (85%), confidence (92%), and motivation (88%). These findings demonstrate that flipbook-based materials not only enhance microteaching performance but also support higher engagement and digital readiness. Integrating interactive digital learning resources into teacher education can therefore contribute to achieving Sustainable Development Goal (SDG) 4, particularly Target 4.c on preparing qualified and digitally competent educators.
Enhancing Teachers' Digital competency through Participatory LMS Training for Junior High School Teachers Rahman, Abdul; Asagi Dewantara, Brezto; Kumala Dewi, Lazaro
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.113957

Abstract

The digital competency gap among teachers is a crucial barrier to integrating technology into learning and represents a real challenge for junior high school teachers, as technology proficiency remains uneven. This study aimed to examine the effectiveness of a participatory Learning Management System (LMS) training program designed to improve the digital competency of 28 teachers at State Junior High School (SMPN 24) in Banjarmasin City. This study used a one-group pre-test–post-test design. The Shapiro–Wilk normality test confirmed that the data were normally distributed (p > 0.05); therefore, a paired samples t-test was used to measure the impact of the intervention. The results showed a highly significant increase in teacher competency scores from before the training (mean = 75.00, SD = 13.264) to after the training (mean = 89.82, SD = 7.134), with a p-value (p < 0.001), indicating a statistically significant improvement in teachers’ digital competency after participating in the LMS training program. These findings demonstrate that a participatory training approach effectively improves teachers’ digital competency and can serve as a strategic model for professional development in the digital era.
Technology Learning Integration in Kindergarten: From Play to Programming with ScratchJr Hardiyanti, Widya Dwi; Prayitno, Prayitno
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.110986

Abstract

The rapid advancement of 21st-century technology necessitates that young children become not only digital consumers but also develop 5C (Creative thinking, Critical thinking, Communication, Collaboration, and Computational thinking). One innovative approach to fostering these abilities is through early exposure to programming. However, in the context of Surakarta, Indonesia, programming learning has not yet been widely or systematically implemented in kindergarten. This study aims to explore the programming practices of children aged 5–6 using ScratchJr, a visual programming application designed specifically for young learners. A qualitative case study method was employed, involving 20 children from a Kindergarten in Surakarta. Data were gathered through direct observation and documentation of children's project outcomes during individual 30-45-minute sessions. Findings revealed that the majority of children were capable of exploring ScratchJr features and constructing basic programming sequences to create animated story projects. The children exhibited high levels of engagement, curiosity, and creativity throughout the activity. Many demonstrated an understanding of debugging and symbolic thinking. Moreover, ScratchJr served as an effective medium to support artistic expression, indicating the development of creativity and cognitive growth through interactive digital experiences. In conclusion, programming activities facilitated by ScratchJr offer a developmentally appropriate and engaging approach to enhancing computational thinking and creativity. The study recommends increased investment in digital infrastructure and professional development for educators to enable the broader implementation of programming in kindergarten for preparing young learners to thrive in an increasingly digital global world.
Instructional Video Media as a Solution for Teaching Wheel Alignment (Spooring) Practices in Vocational High Schools Pradana, Aziz Cahya; Martubi, Martubi
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.107043

Abstract

Vocational education prepares students with industry-relevant technical competencies through practice-based learning. In automotive vocational programs, wheel alignment is a critical skill involving the adjustment of camber, caster, and toe angles to ensure vehicle stability and safety. However, the implementation of wheel alignment practice in vocational high schools often faces constraints such as limited workshop facilities, restricted practice time, and an imbalance between the number of students and available equipment. These limitations frequently result in teacher-centered demonstrations with limited opportunities for students to observe and practice procedures, which may hinder the development of procedural understanding. This study aims to examine the effectiveness of instructional video media in improving students’ learning outcomes in wheel alignment competency. A quasi-experimental method with a one-group pretest–posttest design was employed involving 36 twelfth-grade students at SMKN 1 Jetis. Data were collected through observation, questionnaires, and practical performance tests. The paired sample t-test results showed a significant improvement in student learning outcomes, with the mean score increasing from 63.08 in the pretest to 84.62 in the posttest (p < 0.05). These findings indicate that instructional video media effectively enhance students’ procedural understanding and support their readiness for workshop practice in vocational education.
Designing a Project-Based Learning Model with Digital Technology Integration to Enhance Students’ Creativity in Craft Subject Khaerudin, Khaerudin; Siregar, Eveline; Karimulloh, Karimulloh
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.110789

Abstract

Project-Based Learning (PjBL) is increasingly recognized as a transformative approach in education, particularly for developing student creativity. Rather than focusing solely on conventional classroom routines, PjBL immerses learners in authentic, inquiry-driven, and collaborative projects that reflect real-world challenges. As digital technologies become increasingly central to daily life, educational models must innovate to meet the complex demands of the 21st century. This study set out to design and implement a technology-enhanced PjBL model for Grade VIII Craft (Prakarya) students at SMP Tahta Syajar, Bekasi, Indonesia. A quasi-experimental design was used, with 43 students divided into experimental and control groups. The intervention included digital brainstorming, visualization software, and collaborative platforms, all intended to scaffold the phases of project work. Student creativity was assessed using a validated, Torrance-based rubric measuring fluency, flexibility, originality, and elaboration. Results showed a significant improvement in all creativity domains for the experimental group (*p* < 0.05), with moderate to large effect sizes observed. Moreover, students reported greater enthusiasm, engagement, and creative confidence when digital technology was a core part of their learning.Overall, this study confirms that digital PjBL not only has a measurable positive impact on student creativity but also supports educational goals outlined by international frameworks such as OECD Education 2030 and UNESCO’s Futures of Education. The findings provide a foundation for future research in technology-supported creative learning.

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