Jurnal Fundadikdas (Fundamental Pendidikan Dasar)

Strengthening presentation skills through TPACK-based canva media for elementary school students

Nissa Salsabila Zahri — 2024-03-20

The purpose of this study is to describe the enhancement of presentation skills among elementary school students learning Indonesian at SDICT Al Abidin Surakarta through the utilization of TPACK-based Canva media. A descriptive qualitative method was employed in this study. The data consisted of information regarding the use of Canva media for developing presentation skills at SDICT Al-Abidin Surakarta. Observation, interviews, and documentation served as the instruments for data collection. The researchers ensured data validity through credibility checks, diligence, observation, and triangulation. Data analysis techniques involved data reduction, data presentation, and drawing conclusions. The results indicate that students' presentation skills, facilitated by TPACK-based Canva media, have demonstrated proficiency. The integration of TPACK with Canva media has facilitated the meaningful incorporation of technology into learning material. The advantages of employing Canva for enhancing student presentation skills include increased enthusiasm in designing presentation material, boosted student confidence, and opportunities for practicing public speaking skills using material designed and displayed via a projector screen. By incorporating TPACK-based Canva, students can actively participate in designing and presenting information through this media platform.

The implementation of inclusion services and social interaction for deaf students at Perwira Bogor city elementary public school

Elly Sukmanasa — 2024-03-20

Children with special needs face diverse obstacles in social interaction and communication, yet not all struggle equally in these domains. In response, Indonesia's government has implemented inclusive education initiatives to uphold their rights, as mandated by Law No. 20 of 2003. This study investigates inclusive education provision and social interactions among deaf students, regular peers, and teachers, aiming to evaluate services enhancing social integration for deaf students. Employing qualitative methods with descriptive analysis, the research sheds light on the challenges deaf children encounter, particularly in verbal communication, necessitating reliance on visual cues to compensate for hearing impairments. Perwira Elementary Public School employs specialized activities fostering auditory perception and rhythm communication skills. Crucially, parents are instrumental in supporting their children's verbal communication through everyday language practice, aided by hearing devices and teacher guidance. This research underscores the importance of inclusive education initiatives in facilitating social interaction and communication for children with special needs. It provides insights into effective strategies, such as sensory-focused activities and parental involvement, contributing to the broader discourse on inclusive education and its implications for the well-being and development of children with special needs.

Snowball throwing learning strategy and learning motivation: keys to success in improving science learning outcomes for high class students

Siti Mariam — 2024-03-20

Snowball Throwing is a pedagogical strategy that employs ice balls or "snowballs" to introduce new concepts or ideas to students. This approach was developed by researchers interested in enhancing the effectiveness and engagement of learning, particularly in the context of science education. Moreover, students exhibit enthusiasm toward participation in learning activities due to the engaging nature of the snowball-throwing model. This study aims to assess the impact of employing the Snowball Throwing learning model alongside students' learning motivation on their academic performance in lessons at the elementary public school 002, Air Molek 1. The study involved 172 students across 4th, 5th, and 6th grade classes, comprising 99 boys and 76 girls. Data were collected through written tests and learning motivation questionnaires. The written test comprised 20 multiple-choice questions designed to evaluate student learning outcomes, while the learning motivation questionnaire gauged the students' level of motivation toward learning. Data analysis was conducted using the two-way ANOVA test. The results of the analysis demonstrated the significant influence of learning motivation on student learning outcomes. Notably, student learning motivation positively correlates with enhanced learning outcomes. Furthermore, the adoption of the snowball-throwing learning model exhibited a beneficial impact on student learning outcomes. Additionally, the interaction between the snowball-throwing learning model and student learning motivation significantly influenced student learning outcomes. Consequently, it can be inferred that the efficacy of Snowball Throwing in education stems from its ability to bolster learning motivation and improve learning outcomes, particularly within the realm of science education.

School principals managerial leadership strategies in increasing students' digital literacy

Muhammad Afif Abdurrohman — 2024-03-20

Digital literacy is an essential skill that allows students to understand, use, and effectively participate in the digital world. Moreover, it enables them to explore, understand, and develop the skills necessary for using technology wisely and critically evaluating information. This research aims to ascertain the managerial leadership strategies employed by school principals to enhance students' digital literacy. Specifically, it focuses on such strategies in the context of school leadership. Research into school principal leadership strategies for enhancing students' digital literacy holds significance due to the pivotal role of leadership in optimizing school management, particularly in advancing students' digital literacy. Additionally, this research holds promise for contributing to the field of education and serving as a valuable reference for other school principals. Employing a qualitative approach, this research collected data through interviews and document analysis of school archives. The respondents interviewed included the principal and teachers of MBS Prambanan Elementary School. Data analysis followed the Miles and Huberman approach, encompassing data collection, reduction, presentation, and verification or conclusion drawing. The study identified managerial leadership strategies utilized by the principal of Muhammadiyah Boarding School Prambanan to enhance students' digital literacy. These strategies include (1) fostering collective collegial leadership, (2) provisioning facilities related to digital technology, (3) fostering learning innovations, (4) cultivating a culture of digital literacy and guidance for students, and (5) conducting evaluations.

The effect of Two Stay Two Stray learning model assisted by wordwall application on student learning outcomes

Reinita Reinita — 2024-04-03

This study employs a quantitative approach, utilizing a quasi-experimental design known as a non-equivalent control group design. The research instruments consist of validated test items in the form of multiple-choice questions. These instruments undergo preliminary trials and subsequent analysis, including assessments of validity, reliability, differentiating power, and difficulty, ensuring the production of valid and reliable research tools. Twenty-six validated questions were utilized, demonstrating a high reliability coefficient of 0.8973, meeting stringent reliability criteria and indicating the trustworthiness of the test questions. Data analysis was conducted using a t-test, with a significance level set at 5% (0.05). Post-test results revealed a higher average score in the experimental group (80.22) compared to the control group (71.00). The t-test analysis yielded a t-count of 2.8089, exceeding the critical t-value of 2.0106. Additionally, the N-gain scores showed a significant average increase in the experimental group (31.49%) compared to the control group (24.35%). The study findings indicate a noteworthy disparity in learning outcomes between the two groups subjected to different treatments. Specifically, learning outcomes in the experimental group surpassed those in the control group following the intervention. Thus, it can be inferred that the implementation of the Two Stay Two Stray cooperative model, supported by the Wordwall application, positively impacts student learning outcomes.

The The effect of physical activity programs on improving motor, social and attitude abilities of students with autism spectrum disorders in inclusive schools

Nanda Viorella — 2024-03-22

Children with Autism Spectrum Disorder (ASD) often experience motor skill challenges attributed to low muscle tone, impaired postural control, motor planning deficits, and impaired coordination. These difficulties can impede their participation in their surroundings, affecting their attitudes and social interactions. Physical activity programs serve as a method not only to enhance the physical abilities of students with ASD but also to mitigate inappropriate behaviors and foster social skills. The participant in this study was a 12-year-old child with mild autism attending Anak Saleh Inclusive Elementary School in Malang City. The study aims to investigate the impact of a physical activity program on improving motor, social, and attitudinal skills among children with autism spectrum disorder in an inclusive school setting. Data collection involved command tests including throwing a ball, kicking a ball, and jumping, each of which was assigned a score. The research utilized a Single Subject Research (SSR) experimental method with an A-B design, and descriptive statistical techniques were employed for data analysis. The results revealed a significant effect of the physical motor activity program on enhancing the motor, social, and attitudinal abilities of autistic students, particularly evident in improved social interaction and physical capabilities such as recognizing emotions and increasing hand and foot muscle strength. However, it's important to note that the findings of this study may not be generalizable to all ASD students due to the limited sample size. Nonetheless, this study contributes to the advancement of intervention methods for children with autism.

Teachers’ professional competence profile dataset during implementation of Merdeka curriculum

Ika Maryani — 2024-04-05

The Merdeka curriculum serves as a mechanism for enhancing the quality of education in Indonesia. Effective utilization of professional competence among educators can expedite the success of the Merdeka curriculum. However, the challenges associated with the Merdeka curriculum, as encountered by educators, are multifaceted and demand a high level of professionalism for resolution. This study aims to scrutinize teachers' professional competence concerning the design of learning activities within the Merdeka curriculum. It constitutes a quantitative descriptive study involving 205 primary school teachers from Indonesia. A semantic differential scale, administered through a Google Form, was employed to gather data on professional competence, comprising three indicators and 12 questions. The validity of the instrument was assessed using Pearson correlation, and reliability was determined using Cronbach's alpha. This investigation encompassed a series of cluster analysis procedures. The research has yielded significant insights into the professional competence of teachers during the implementation of the Merdeka curriculum in Indonesia. The categorization of teachers' professional competence reveals a prevalence of moderate to high competence, with a minority exhibiting low competence. These findings underscore the necessity for attention from governmental bodies and other stakeholders. Prioritizing training and sustainable professional development through collaborative learning communities emerges as imperative. Areas identified for enhancement encompass an understanding of student characteristics and pedagogical methodologies, mastery of learning content, and proficiency in curriculum development and implementation.