This study aims to develop an interactive e-module that can improve elementary school students' learning outcomes and provide a more interesting learning experience. The method used is research and development (R&D) with the ADDIE model. Data collection was carried out through questionnaires, interviews, tests, and document recording, which were analyzed using a Likert scale. The validation results showed that the e-module design scored 95%, the material scored 73%, and the language scored 92.5%. Responses from teachers (91.47%) and students (90%) showed that this e-module was interesting, effective, and could help students understand the material better. The effectiveness test showed a significant influence on student learning outcomes (significance value 0.000), which proves that this e-module is more effective than conventional learning methods. The implications of this study are that the e-module developed is proven to be valid, practical, and effective and can be used as an interactive and enjoyable learning medium to improve student learning outcomes and motivation, especially in overcoming monotonous learning challenges.
Career awareness is defined as an individual's understanding of the roles and career paths they can choose, as well as the relationship between personal abilities and preferences with the demands of the workplace. Career awareness is a career development that needs to be achieved by students and needs to be given at the beginning of the school year, namely at the elementary school level. This article aims to describe the level of career awareness in elementary school students in the upper grades, namely starting from grades IV, V, and VI in the form of a general description of the level of achievement obtained by students at each level. This study uses a quantitative approach with a descriptive method. The number of research samples was carried out using random sampling techniques using Slovin calculations. Data collection was carried out by distributing questionnaires to 189 students in Bandung City. The results showed that most students in grades IV, V, and VI were in the high category. These results indicate that students in the upper grades have career awareness in accordance with the developmental stages that elementary school students should have. This achievement can support students in carrying out career development tasks at the next stage. Efforts that can be made to help develop students' career awareness, especially in schools, include introducing them to various jobs, exploring interests and talents, developing social skills, and using media and direct experience in career teaching.
Understanding by Design (UbD) is a learning activity that focuses on the desired learning objectives. The purpose of this study was to determine the responses of elementary school teachers and students regarding the application of UbD to science learning in elementary schools. This study was conducted using a descriptive qualitative method using questionnaires and interview sheets involving 3 teachers and 52 elementary school students in several areas in Java. This study was conducted on science material in elementary schools. Data collection was carried out using a questionnaire referring to the Likert scale and interviews. The results showed that teachers and students gave a positive response to the application of UbD-based learning in elementary school science material. The average value of the teacher's response, which was 76.62, was in the good category. The average value of the student's response, which was 75.92, was also in the good category. UbD-based learning can make it easier for teachers to plan learning, structure learning activities well, and motivate students to learn and understand science material more easily, resulting in increased student learning outcomes.elitian ini untuk mengetahui tanggapan dari guru dan peserta didik sekolah dasar mengenai penerapan UbD pada pembelajaran IPA di sekolah dasar. Penelitian ini dilakukan dengan metode kualititatif deskriptif dengan melibatkan 3 guru dan 52 peserta didik sekolah dasar di beberapa daerah di Pulau Jawa. Penelitian ini dilakukan pada materi IPA di sekolah dasar. Pengumpulan data dilakukan dengan menggunakan angket yang mengacu pada skala Likert dan wawancara. Hasil penelitian menunjukkan bahwa guru dan siswa memberikan respon positif pada penerapaan pembelajaran berbasis UbD pada materi IPA sekolah dasar. Nilai rata-rata dari repon guru, yaitu sebesar 76,62 masuk pada kategori baik. Untuk nilai rata-rata dari respon peserta didik, yaitu sebesar 75,92 juga masuk pada kategori baik. Pembelajaran berbasis UbD dapat membuat guru lebih mudah dalam merencanakan pembelajaran, kegiatan pembelajaran testruktur dengan baik, dan membuat peserta didik termotivasi untuk belajar serta lebih mudah memahami materi IPA yang berakibat terjadinya peningkatan hasil belajar peserta didik.
This research examines the understanding and application of differentiated instruction by mobilizing teachers, focusing on learning readiness, student profiles, learning environments, content, process, product differentiation, assessment practices, and the challenges encountered. Differentiated instruction is vital as a student-centered approach to enhance learning effectiveness. The study employed a quantitative descriptive research method, with data collected through questionnaires distributed to 100 randomly selected teachers mobilizers in Cimahi City. To strengthen data accuracy, interviews were conducted with 5 participants. Data analysis involved content analysis through data reduction, presentation, and conclusion drawing. Findings indicate that the understanding and implementation of differentiated instruction in all focus areas are categorized as very good. Mobilizing teachers reported no significant obstacles in applying this approach. These findings were further corroborated by interviews, which revealed similar results regarding understanding, application, and challenges. Overall, this study highlights that mobilizing teachers possess a high level of expertise in implementing differentiated instruction effectively and overcoming related challenges. These results emphasize the critical role of mobilizing teachers in fostering effective, student-centered learning environments through differentiated instruction.
This study aims to analyze teachers' strategies in integrating technology into the teaching of the water cycle material to enhance students' understanding and support 21st-century competencies, such as critical thinking, creativity, and collaboration. Using a qualitative case study approach, the research involved four teachers teaching 5th-grade elementary school students in Sumedang Regency. The teachers had previously received TPACK training using a collaborative, practical, and reflective approach. Data were collected through observations, in-depth interviews with teachers, and analysis of instructional documents.The findings reveal that teachers utilized various technological media, such as animated videos, digital simulations, and interactive PowerPoint presentations, to explain the water cycle concepts in a more engaging and comprehensible manner. Additionally, online learning platforms were employed to facilitate group discussions and student collaboration. These strategies not only improved students' understanding of the water cycle but also fostered 21st-century skills, such as collaboration, problem-solving, and creativity. However, challenges such as limited access to technology and students' digital literacy need to be addressed. This study recommends the principles of collaboration, practice, and reflection in conducting intensive training for teachers to enhance their ability to effectively utilize technology in the learning process.
