Jurnal Didaktika Pendidikan Dasar
Not a member yet
385 research outputs found
Sort by
Autoplay-Based Learning Media Development to Improve Learning Outcomes of Grade IV Elementary School Students
Full text linkThis study aims to determine the feasibility, describe the effectiveness, determine the validity and produce Autoplay-based learning media to improve learning outcomes in students’ Hadith al-Qur’an subjects. This type of Research is Research and development (R & D). The development product in this study is Autoplay learning media to improve student learning outcomes. The research design uses the ADDIE approach (analysis, design, development, implementation and evaluation). Data collection techniques with qualitative and quantitative data with T-test. This Research was conducted at MIN 2 Malang City, grade IV students consisting of control and experimental classes. The validity results of material experts obtained 93.75%, media experts 82.14%, and learning experts 90.62%, which means very good. The average value of the control class pre-test was 74.70 and post-test 86.61, while the average value of the experimental class pre-test was 75.29 and post-test 90.88. The difference in learning gains between the experimental and control class post-test scores was 3.53%. So it can be concluded that Autoplay learning media can improve student learning outcomes in Alquran Hadith subjects in class IV MIN 2 Malang.Penelitian ini bertujuan untuk mengetahui kelayakan, keefektifan, dan kevalidan serta menghasilkan media pembelajaran berbasis Autoplay untuk meningkatkan hasil belajar pada mata pelajaran Alquran Hadis siswa. Jenis penelitian ini adalah Research and development (R&D). Produk pengembangan dalam penelitian ini adalah media pembelajaran Autoplay untuk meningkatkan hasil belajar siswa. Rancangan penelitian menggunakan pedekatan ADDIE (analisis, desain, pengembangan, implementasi dan evaluasi). Data kualitatif dianalisis secara deskriptifm sedangkan kuantitatif dengan Uji-T. Penelitian ini dilakukan di MIN 2 Kota Malang, siswa kelas IV yang terdiri dari kelas kontrol dan eksperimen. Hasil validitas ahli materi diperoleh 93,75%, ahli media 82,14%, dan ahli pembelajaran 90,62%, yang berarti sangat baik. Nilai rata-rata pre-test kelas kontrol sebesar 74,70 dan post-test 86,61, sedangkan nilai rata-rata pre-test kelas eksperimen adalah 75,29 dan post-test 90,88. Perbedaan perolehan belajar antara nilai post-test kelas eksperimen dan kontrol sebesar 3,53%. Dapat disimpulkan bahwa media pembelajaran Autoplay dapat meningkatkan hasil belajar siswa pada mata pelajaran Alquran Hadis di kelas IV MIN 2 Malang
Systematic Literature Review dengan Metode Prisma: Pembelajaran Berdiferensiasi pada Pendidikan Dasar
Full text linkSince the implementation of the Merdeka Curriculum, differentiated instruction has increasingly become the focus of educators in Indonesia. Differentiated instruction is considered highly relevant to the current condition of students. This research investigates the trends and main findings from studies on differentiated instruction in elementary and middle school. A systematic literature review followed the PRISMA protocol to achieve this goal, focusing on articles published from 2020 to May 2024. The initial search on Google Scholar yielded 2,460 relevant article titles. Several inclusion and exclusion criteria were applied during the screening process, resulting in the analysis and qualitative synthesis of only 12 articles. The findings of this review indicate that the number of comparative studies on differentiated instruction in Indonesia has increased since 2022. Research on differentiated learning is mainly carried out in Mathematics and Natural Sciences subjects. The main findings from the reviewed articles show that differentiated instruction has a more significant impact than traditional instruction in enhancing the learning outcomes of elementary and junior high school students in areas such as conceptual understanding, critical thinking, and problem-solving skills. However, one article found different results regarding students’ autonomy. Most reviewed articles did not elaborate on the content, process, and product aspects used in the differentiated instruction under investigation.Sejak berlakunya Kurikulum Merdeka, pembelajaran berdiferensiasi semakin menjadi sorotan bagi para pendidik di Indonesia. Pembelajaran berdiferensiasi dianggap sangat sesuai dengan kondisi siswa saat ini. Tujuan penelitian ini adalah untuk mengetahui tren dan hasil utama dari penelitian pembelajaran berdiferensiasi pada pendidikan dasar. Untuk tujuan ini, systematic literature review dilakukan dengan mengacu pada protokol Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) dan berfokus pada artikel-artikel yang dipublikasikan dari tahun 2020 hingga Mei 2024. Hasil pencarian pertama pada database Google Scholar menghasilkan 2.460 judul artikel yang relevan. Beberapa kriteria inklusi dan eksklusif diterapkan pada proses screening sehingga hanya 12 artikel yang dianalisis dan disintesis secara kualitatif. Hasil review ini menunjukkan bahwa jumlah penelitian komparatif mengenai pembelajaran berdiferensiasi di Indonesia mengalami peningkatan sejak tahun 2022. Penelitian pembelajaran berdiferensiasi paling banyak dilaksanakan pada mata pelajaran Matematika dan Ilmu Pengetahuan Alam. Temuan utama dari artikel-artikel yang dikaji menunjukkan bahwa pembelajaran berdiferensiasi lebih berdampak dibandingkan pembelajaran tradisional dalam meningkatkan hasil belajar siswa SD dan SMP, seperti pemahaman konsep, berpikir kritis, dan pemecahan masalah. Namun, satu artikel menemukan hasil yang berbeda pada aspek kemandirian siswa. Sebagian besar artikel-artikel yang dikaji tidak menjelaskan tentang aspek konten, proses, dan produk yang digunakan dalam pembelajaran berdiferensiasi yang sedang diteliti
Penggunaan Flipbook “Project My Imboost” untuk Meningkatkan Kegiatan Literasi
Full text linkThis study aims to describe the steps of using the Project My ImBoost flipbook for learning to increase literacy and improve students’ writing skills portfolio in class 5B SDN Blimbing 3 Malang. Research methods using PTK consisting of two cycles. Cycle 1 was implemented in learning theme 6 Indonesian language content on paragraph material and cycle 2 on science content on heat and its transfer. The measurement used observation and a cheklist of student activeness in sending the writing skills portfolio. The findings show that the urgency of involving parents in literacy activities supports the success of student’s writing. The results of the portfolio of students’ writing skills in cycle 1 showed that 59% of students wrote in a coherent, 56% of students used letters according to PUEBI, 54% of students used effective sentences. Meanwhile, cycle 2 showed that 97% of students were active in literacy activities. Student portofolio writing actifity 88% of students have shown a coherent flow, 79% use letters according to PUEBI and 76% use effective sentences. The conclusion achievements in cycle 1 and cycle 2 shows an increase in the number of students in literacy activities 67%. The student portfolio in writing with a coherent flow 29%, using letters according to PUEBI 23% and using effective sentences 22%.Tujuan penelitian untuk mendeskripsikan langkah pembelajaran penggunaan flipbook Project My ImBoost pada pembelajaran dalam rangka meningkatkan kegiatan literasi dan meningkatkan portofolio ketrampilan menulis siswa kelas 5B SDN Blimbing 3 Kota Malang. Metode penelitian menggunakan penelitian tindak kelas (PTK) yang terdiri dari dua siklus. Siklus 1 penggunaan flipbook Project My ImBoost dilakukan pada pembelajaran tema 6 muatan Bahasa Indonesia materi paragraf dan siklus 2 pada muatan IPA materi kalor dan perpindahannya. Pengukuran hasil penelitian menggunakan observasi dan daftar cheklist keaktifan siswa dalam mengirim portofolio keterampilan menulis. Hasil temuan urgensi pelibatan orang tua dalam kegiatan literasi mendukung keberhasilan hasil penulisan siswa. Hasil portopolio keterampilan menulis siswa pada siklus 1 menunjukkan 59% siswa menulis dengan alur runtut, 56% siswa menggunakan huruf sesuai PUEBI, 54% siswa menggunakan kalimat efektif. Pada siklus 2 hasilnya menunjukkan 97% siswa aktif dalam kegiatan literasi. Portofolio siswa 88% siswa telah menunjukkan alur yang runtut, 79% menggunakan huruf sesuai PUEBI dan 76% menggunakan kalimat efektif. Simpulan capaian persentase pada siklus 1 dan siklus 2 menunjukkan peningkatan jumlah siswa dalam kegiatan literasi sebesar 67%. Portofolio siswa dalam menulis dengan alur runtut sebesar 29%, menggunakan huruf sesuai PUEBI 23% dan menggunakan kalimat efektif sebesar 22%
Pengembangan Media Komik Digital Matematika Berbasis Kontekstual Materi Bangun Datar untuk Kelas IV
Full text linkStudent learning outcomes in mathematics subjects, on average, only reach the KKM limit. Students' understanding remains abstract; the material presented is not well-received; and there is a lack of concrete media. This research was conducted to determine the level of feasibility of digital comic media products for mathematics based on contextual flat material for 4th-grade elementary school students. The material presented concerns regular and irregular polygons. This media was developed in the form of a Flipbook. The development model used is the 4D development model. This research used limited trials across three phases: individual, small-group, and field. The results of the assessment were 90% for media experts, 92.5% for material experts, 78.3% for learning experts, and 87.5% for linguists. The teacher's response assessment was 93%, while the students' response at the individual trial stage was 91.6%. In the small group experiment, the result was 95.1%, while in the field test stage, it was 96.5%. In conclusion, this medium is suitable for use.Hasil belajar siswa pada mata pelajaran matematika rata-rata hanya mencapai batas KKM. Pemahaman siswa masih bersifat abstrak dan materi yang disampaikan belum dapat diterima siswa dengan baik serta kurangnya media konkret. Penelitian ini dilakukan untuk mengetahui tingkat kelayakan produk media komik digital matematika berbasis kontekstual materi bangun datar untuk siswa kelas 4 Sekolah Dasar (SD). Materi yang disajikan berkaitan dengan segi banyak beraturan dan tidak beraturan. Media ini dikembangkan dalam bentuk Flipbook. Model pengembangan yang digunakan adalah model pengembangan 4D. Penelitian ini menggunakan uji coba secara terbatas yang melibatkan tiga fase: uji coba perseorangan, uji coba kelompok kecil, dan uji coba lapangan. Hasil penilaian ahli media sebesar 90%, ahli materi 92,5%, ahli pembelajaran 78,3%, dan ahli bahasa sebesar 87,5%. Hasil penilaian dari respon guru sebesar 93%, sedangkan respon siswa pada tahap uji coba perseorangan sebesar 91,6%. Pada percobaan kelompok kecil diperoleh hasil sebesar 95,1%, sedangkan pada tahap uji lapangan sebesar 96,5%. Kesimpulannya, media ini dapat dinyatakan layak untuk digunakan
Effect of Differentiated Learning Based Learning Style on Learning Outcome IV Grade in Mathematics
Full text linkDifferentiated learning is a solution to the lack of attention to differences in learning styles among students, which results in unmet learning needs and suboptimal learning outcomes This study aims to examine the effect of different learning styles on the learning outcomes of fourth-grade elementary school students. The research method used is quantitative with a quasi-experimental design. The sample in this study consists of 31 fourth-grade elementary school students in Sendang Subdistrict, selected using purposive sampling. Data collection techniques used a test consisting of 20 multiple-choice questions based on cognitive levels C1-C6 of length measurement material. Data analysis used the Independent Sample T-Test. The research results showed that the p-value in the pretest and posttest was < 0.001, indicating a significant effect. This study concludes that differentiated instruction based on learning styles has a significant effect on the learning outcomes of fourth-grade students in mathematics. Differences in learning styles can be accommodated in the classroom learning process to meet the diverse needs of students and encourage high motivation to learn in order to achieve maximum academic results.Differentiated learning is a solution to the lack of attention to differences in learning styles among students, which results in unmet learning needs and suboptimal learning outcomes This study aims to examine the effect of different learning styles on the learning outcomes of fourth-grade elementary school students. The research method used is quantitative with a quasi-experimental design. The sample in this study consists of 31 fourth-grade elementary school students in Sendang Subdistrict, selected using purposive sampling. Data collection techniques used a test consisting of 20 multiple-choice questions based on cognitive levels C1-C6 of length measurement material. Data analysis used the Independent Sample T-Test. The research results showed that the p-value in the pretest and posttest was < 0.001, indicating a significant effect. This study concludes that differentiated instruction based on learning styles has a significant effect on the learning outcomes of fourth-grade students in mathematics. Differences in learning styles can be accommodated in the classroom learning process to meet the diverse needs of students and encourage high motivation to learn in order to achieve maximum academic results
Pemanfaatan Canva untuk Meningkatkan Literasi Digital Siswa dalam Pembelajaran
Full text linkDifferentiated learning provides opportunities for students to be able to actualize themselves in a variety of learning outcomes. Teachers can plan learning and guide and provide opportunities for students to process to become the best versions of themselves. Differentiated learning through the use of Belajar.id and Canva can be used as a solution to accommodate students’ learning needs. Differentiated learning gives students the freedom to design and create their own learning outcomes. Students have the initiative to actively participate in making learning bills. This research aims to increase students' digital literacy through the use of Belajar.id and Canva accounts in designing learning outcomes in differentiated learning. This classroom action research was carried out in 2 cycles starting from planning, implementation, observation and reflection. The research instrument is an observation sheet to observe teacher learning and students’ digital literacy skills which consist of levels of accessing, understanding, compiling and disseminating information. The research results showed that students’ digital literacy competency increased from 60.60% to 90.90% in cycle II. The implementation of learning which has implications for obtaining these results in cycle I was 85.18% and in cycle II it reached 92.60%. It can be concluded that the use of the Belajar.id and Canva accounts in differentiated learning can improve students’ digital literacy competency in environmental pollution material in class VII-D of SMP Negeri 3 Gorontalo.Pembelajaran berdiferensiasi memberikan kesempatan kepada murid untuk mampu mengaktualisasi diri dalam berbagai macam hasil belajar. Guru dapat merencanakan dan menuntun pembelajaran serta memberikan kesempatan kepada murid untuk berproses menjadi versi terbaiknya sendiri. Pembelajaran berdiferensiasi melalui pemanfaatan belajar.id dan Canva dapat dijadikan solusi untuk mengakomodasi kebutuhan belajar murid. Pembelajaran berdiferensiasi memberikan kebebasan kepada murid untuk merancang dan membuat hasil belajarnya sendiri. Murid memiliki inisiatif untuk berpartisipasi aktif dalam membuat tagihan pembelajaran. Penelitian ini bertujuan untuk meningkatkan literasi digital murid melalui pemanfaatan akun belajar.id dan Canva dalam merancang hasil belajar pada pembelajaran berdiferensiasi. Penelitian tindakan kelas ini dilaksanakan sebanyak 2 siklus yang dimulai dari perencanaan, pelaksanaan, observasi dan refleksi. Instrumen penelitian adalah lembar observasi untuk mengamati pembelajaran guru dan kemampuan literasi digital murid yang terdiri dari level mengakses, memahami, merangkai dan menyebarluaskan informasi. Hasil penelitian menunjukkan bahwa kompetensi literasi digital murid meningkat dari 60.60% menjadi 90.90% pada siklus II. Keterlaksanaan pembelajaran yang berimplikasi pada perolehan hasil tersebut adalah siklus I adalah 85.18% dan pada siklus II mencapai 92.60%. Dapat disimpulkan bahwa pemanfaatan akun belajar.id dan Canva dalam pembelajaran berdiferensiasi dapat meningkatkan kompetensi literasi digital murid pada materi pencemaran lingkungan kelas VII-D SMP Negeri 3 Gorontalo
Perbandingan Literasi Membaca dalam Sistem Pendidikan Dasar di Amerika Serikat dan Indonesia
Full text linkThis research examines the comparison of education systems between the United States and Indonesia in the context of developing students’ reading literacy skills. Using a qualitative approach with comparative analysis methods, this study analyzes policy documents, research reports, and academic publications related to education systems and literacy programs in both countries. The research results show a significant gap in literacy achievement, as reflected in the 2021 PISA results with a difference of 141 points (US: 520, Indonesia: 379). Fundamental differences were found in educational system approaches, literacy program implementation, and supporting infrastructure. The United States, with its more decentralized federal system, demonstrates success through programs such as the Teachers College Reading and Writing Project (TCRWP), which resulted in an average 25% increase in student reading ability. Meanwhile, Indonesia has shown positive efforts through the School Literacy Movement (GLS) and Micro Credential Literacy Programs, although still facing challenges in implementation and quality equity. This research identifies the importance of continuous teacher professional development, provision of adequate infrastructure, and program adaptation that considers local context as key factors in improving literacy achievement.Penelitian ini mengkaji perbandingan sistem pendidikan antara Amerika Serikat dan Indonesia dalam konteks pengembangan kemampuan literasi membaca siswa. Menggunakan pendekatan kualitatif dengan metode analisis komparatif, penelitian ini menganalisis dokumen kebijakan, laporan penelitian, dan publikasi akademik terkait sistem pendidikan dan program literasi di kedua negara. Hasil penelitian menunjukkan adanya kesenjangan signifikan dalam capaian literasi, yang tercermin dari hasil PISA 2021 dengan selisih 141 poin (Amerika Serikat: 520, Indonesia: 379). Perbedaan fundamental ditemukan dalam pendekatan sistem pendidikan, implementasi program literasi, dan infrastruktur pendukung. Amerika Serikat, dengan sistem federal yang lebih desentralisasi, menunjukkan keberhasilan melalui program seperti Teachers College Reading and Writing Project (TCRWP) yang menghasilkan peningkatan rata-rata 25% dalam kemampuan membaca siswa. Sementara itu, Indonesia telah menunjukkan upaya positif melalui Gerakan Literasi Sekolah (GLS) dan program microcredential literacy, meskipun masih menghadapi tantangan dalam implementasi dan pemerataan kualitas. Penelitian ini mengidentifikasi pentingnya pengembangan profesional guru berkelanjutan, penyediaan infrastruktur yang memadai, dan adaptasi program yang mempertimbangkan konteks lokal sebagai faktor kunci dalam meningkatkan capaian literasi
Pengembangan Microlearning Berbasis Station Rotation untuk Pembelajaran Informatika di SMP
Full text linkThis study aims to develop microlearning integrated into the Station Rotation Blended Learning model for Informatics instruction in Grade VII at SMPN 1 Sampit. The research employed a Research and Development (R&D) approach based on the KEMP model, which includes several key stages: needs analysis, instructional strategy design, microlearning content development, expert validation, and product trials. The research subjects were Grade VII students at SMPN 1 Sampit. Data were analyzed using qualitative descriptive analysis technique, and quantitative descriptive analysis., N-Gain scores, and paired t-tests. The results of expert validation indicated that the developed microlearning had a validity score above 80%, thus categorized as highly feasible for educational use. Initial trials showed that students responded positively to the microlearning materials, particularly in terms of ease of access and understanding of content. Therefore, microlearning based on the Station Rotation Blended Learning model offers an innovative alternative for Informatics education by enhancing learning flexibility and student engagement.Penelitian ini bertujuan untuk mengembangkan microlearning yang terintegrasi ke dalam model Station Rotation Blended Learning pada pembelajaran Informatika kelas VII di SMPN 1 Sampit. Penelitian ini menggunakan pendekatan Research and Development (R&D) yang mengacu pada model KEMP, yang mencakup beberapa tahapan utama: analisis kebutuhan, perancangan strategi pembelajaran, pengembangan konten microlearning, validasi ahli, dan uji coba produk. Subjek penelitian adalah siswa kelas VII SMPN 1 Sampit. Data dianalisis menggunakan teknik analisis deskriptif kualitatif dan kuantitatif, skor N-Gain, serta uji-t berpasangan. Hasil validasi ahli menunjukkan bahwa microlearning yang dikembangkan memiliki skor validitas di atas 80%, sehingga dikategorikan sangat layak digunakan dalam pembelajaran. Uji coba awal menunjukkan bahwa siswa memberikan respons positif terhadap materi microlearning, khususnya dalam hal kemudahan akses dan pemahaman isi materi. Oleh karena itu, microlearning berbasis model Station Rotation Blended Learning menawarkan alternatif inovatif dalam pembelajaran Informatika dengan meningkatkan fleksibilitas belajar dan keterlibatan siswa
Efektivitas Model SQ4R Berbantuan Kartu Cakap Terhadap Keterampilan Membaca Pemahaman Teks Eksplanasi Peserta Didik
Full text linkPenelitian ini dilatarbelakangi oleh rendahnya keterampilan membaca pemahaman peserta didik Fase C kelas V sekolah dasar pada mata pelajaran Bahasa Indonesia, khususnya materi teks eksplanasi. Tujuan penelitian ini adalah mengetahui efektivitas model pembelajaran SQ4R berbantuan kartu CAKAP dalam meningkatkan keterampilan membaca pemahaman peserta didik pada materi tersebut. Penelitian menggunakan pendekatan kuantitatif dengan metode pre-eksperimen, desain one-group pretest-posttest, melibatkan 24 peserta didik di salah satu SD di Kabupaten Bandung. Instrumen berupa tes tertulis berbentuk soal pilihan ganda dan uraian, dengan analisis data melalui uji normalitas, uji hipotesis, dan uji perbedaan skor N-Gain. Hasil penelitian menunjukkan peningkatan rata-rata dari 48,96 (pretest) menjadi 76,79 (posttest). Uji hipotesis memperoleh signifikansi 0,001 < 0,05, sehingga H0 ditolak dan H1 diterima. Hal ini berarti terdapat peningkatan keterampilan membaca pemahaman yang signifikan, sedangkan skor N-Gain 0,5720 (sedang) dengan persentase 57,1997% membuktikan bahwa model SQ4R berbantuan kartu CAKAP cukup efektif meningkatkan keterampilan membaca pemahaman teks eksplanasi pada peserta didik Fase C sekolah dasar.This research was motivated by the low reading comprehension skills of fifth-grade elementary school students in Phase C in Indonesian language, specifically in explanatory texts. The purpose of this research was to determine the effectiveness of the SQ4R learning model assisted by CAKAP cards in improving students’ reading comprehension skills in this subject matter. This study used a quantitative approach with a pre-experimental method, a one-group pretest-posttest design, involving 24 students at an elementary school in Bandung Regency. The instruments were written tests in the form of multiple-choice and essay questions, with data analysis through normality tests, hypothesis tests, and N-Gain score difference tests. The results showed an average increase from 48.96 (pretest) to 76.79 (posttest). The hypothesis test obtained a significance of 0.001 < 0.05, so H0 was rejected and H1 was accepted. This means that there was a significant increase in reading comprehension skills, while the N-Gain score of 0.5720 (moderate) with a percentage of 57.1997% proves that the SQ4R model assisted by CAKAP cards is quite effective in improving the reading comprehension skills of explanatory texts in Phase C elementary school students
Pengembangan APE: Trashypoly Sebagai Penunjang Gaya Hidup Berkelanjutan (P5) pada Pengelolaan Sampah
Full text linkThe development of EGT was carried out because students' skills in processing waste in the school environment were still lacking. This research has developed appropriate and proper EGT products to support learning for the Proyek Penguatan Profil Pelajar Pancasila (P5). This product is named Trashypoly. This research uses the Research and Design (R&D) method with the ADDIE model. The researcher used observation and questionnaires as data collection techniques. The 16 students of 2nd at SDN Tunjung 1 Bangkalan, East Java, are the research subjects. Material and media experts are involved in product testing. Next, a limited trial was conducted to determine the feasibility and usefulness of the learning outcomes of sustainable lifestyles (P5). The worthy assessment score through media validation results was 75, material validation results were 83.33, and limited trials were 83.70. It is mean very worthy. Assessment of product usefulness through the pre-test obtained a score of 41.25, post-test 87.50, and N-gain score of 0.79 (high usefulness). This assessment concluded that the EGT: trashypoly is very worthy and valuable as a support for learning P5 on the theme of sustainable lifestyles through waste processing in elementary schools.Kecakapan siswa dalam pengelolaan sampah di lingkungan sekolah masih kurang dan belum didukung oleh APE yang efektif. Tujuan penelitian ini untuk menghasilkan produk APE yang layak dan bermanfaat sebagai penunjang pembelajaran Proyek Penguatan Profil Pelajar Pancasila (P5). Produk ini diberi nama trashypoly. Penelitian ini menggunakan metode Reseach and Design (R&D) dengan model ADDIE. Teknik pengumpulan data yang digunakan berupa observasi dan kuisioner. Subyek penelitian terbatas dilakukan pada 16 siswa kelas 2 SDN Tunjung 1 Bangkalan Jawa Timur. Uji kelayakan produk melibatkan ahli materi dan media. Uji coba terbatas dilakukan untuk mengetahui kebermanfaatan produk pada hasil belajar tema gaya hidup berkelanjutan (P5). Skor penilaian kelayakan melalui hasil validasi media 75, hasil validasi materi 83.33, dan uji coba terbatas 83.70 yang artinya sangat layak. Penilaian kebermanfaatan produk melalui pre-test skor 41.25, post-test 87.50 dan N-gain 0.79 (kebermanfaatan tinggi). Dapat disimpulkan bahwa APE: trashypoly sangat layak dan memiliki kebermanfaatan tinggi sebagai penunjang gaya hidup berkelanjutan (P5) pada pengelolaan sampah di sekolah dasar