JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar adalah jurnal yang menerbitkan artikel penelitian dan kajian kepustakaan yang berkaitan dengan penelitian dan kajian bidang pendidikan dasar yang belum pernah diterbitkan. Jurnal diterbitkan dua kali setahun yakni bulan April dan Oktober. Jurnal Pendidikan Dasar Perkhasa sudah bekerja sama dengan Himpunan Dosen Pendidikan Guru Sekolah Dasar Seluruh Indonesia (HDPGSDI) dan Perkumpulan Ahli dan Dosen Republik Indonesia (ADRI).
Anyan sebagai Jurnal Manager Program Studi PGSD Jl. Pertamina Sengkuang KM. 4 Sintang Kotak Pos 126 (email: pgsdpersadakhatulistiwa@gmail.com)
PENGARUH PENGGUNAAN MEDIA YOUTUBE TERHADAP MOTIVASI BELAJAR SISWA PADA MATA PELAJARAN IPAS DI SD NEGERI 137 PALEMBANG
This study was motivated by the problem of students’ low learning motivation in the Integrated Science and Social Studies (IPAS) subject. The aim of this study was to determine the effect of using YouTube media on students’ learning motivation in the Integrated Science and Social Studies (IPAS) subject among fifth-grade students at SD Negeri 137 Palembang. This research employed a quantitative approach using a quasi-experimental method with a posttest-only control group design. The sample consisted of two classes: an experimental class that utilized YouTube video media and a control class that did not use the media. Data collection techniques included observation, questionnaires, and documentation. The data were analyzed using an independent samples t-test. The results of the hypothesis testing showed that tcalculated > ttable (30.826 > 1.753), leading to the rejection of H?. This indicates that the use of YouTube as a learning medium has a significant effect on increasing students’ learning motivation in the IPAS subject at SD Negeri 137 Palembang.
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IMPLEMENTASI GERAKAN 15 MENIT MEMBACA TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN SISWA DI SEKOLAH DASAR
The aim of this study was to examine the implementation of the 15-minute reading movement and its impact on students’ reading comprehension skills in elementary school. This study employed a descriptive qualitative method. The informants in this research were teachers and fifth-grade students, while the object of the study was the implementation of the 15-minute reading movement at SD Negeri 5 Talang Ubi. Data collection techniques included observation, interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results of the observation showed that 73.33% of the implementation of the 15-minute reading movement was categorized as good in supporting students’ reading comprehension skills. The interview results indicated that the school literacy movement has been well implemented and supported by adequate facilities and structured activities provided by the school. Furthermore, students’ reading comprehension skills were found to be good, as evidenced by their ability to understand the meaning or content of the texts they read.
EFEKTIVITAS PENGGUNAAN MEDIA PEMBELAJARAN FLIPBOOK TERHADAP KETERAMPILAN MENULIS KEMBALI TEKS NARATIF SISWA KELAS V SEKOLAH DASAR
This study aimed to examine the effectiveness of flipbook learning media in improving fifth-grade students’ ability to rewrite narrative texts at SD Negeri Karang Ringin II. The research employed a quantitative method with a one-group pretest–posttest design. Data on students’ writing skills were collected through pretest and posttest assessments. The data were analyzed using a paired samples t-test to determine significant differences between the two test results. The findings indicated a significant improvement in students’ writing skills after the use of flipbook media. The mean pretest score was 32.47, which increased to 77.72 in the posttest. Statistical analysis showed a significance value of 0.000 (? < 0.05) and a t-value of 13.045, which was greater than the t-table value (1.690). Thus, it can be concluded that flipbook media is effective in improving students’ ability to rewrite narrative texts. The implication of this study is that flipbooks can serve as an innovative and engaging alternative learning media to enhance Indonesian language learning, particularly in developing narrative writing skills at the elementary school level.
PENGARUH MODEL PEMBELAJARAN REALISTIC MATEMATIC EDUCATION (RME) TERHADAP HASIL BELAJAR SISWA KELAS V PADA MATA PELAJARAN MATEMATIKA DI SD NEGERI 19 SEMBAWA
Tujuan penelitian ini adalah Untuk mengetahui Pengaruh Model Model Pembelajaran Realistic Matematic Education (RME) Terhadap Hasil Belajar Siswa. Penelitian ini merupakan penelitian eksperimen dengan metode eksperimen yang digunakan yaitu metode True Experimental Design (Pretest-Posttest Control Group Design). Populasi dalam penelitian ini adalah seluruh kelas V di SD Negeri 19 Sembawa tahun pelajaran 2024/2025 terdiri dari tiga kelas yang berjumlah 83 siswa. Dua kelas dipilih sebagai sampel penelitian yaitu kelas V.A dengan jumlah siswa 25 siswa sebagai kelas eksperimen dan kelas V.B dengan jumlah siswa 27 siswa sebagai kelas kontrol. Teknik pengumpulan data pada penelitian ini adalah dokumentasi dan tes. Instrumen penelitian ini sudah melalui uji validitas, uji reabilitas. Teknik analisis data yang digunakan dalam penelitian ini yaitu hasil tes belajar siswa yang di analisis menggunakan uji t (uji independent sample t-test). Dari hasil penelitian dapat disimpulkan, bahwa terdapat pengaruh model pembelajaran Realistic Matematic Education (RME) Terhadap Hasil Belajar Siswa di SD Negeri 19 Sembawa dapat dilihat dari nilai rata-rata kelas eksperimen adalah pretest 47,60 dan posttest 76,80 sedangkan nilai rata-rata kelas kontrol adalah pretest 40,00 dan posttest 59,26. Kemudian dikuatkan dari hasil uji statistik menggunakan Independen Sampel t-test menunjukan nilai signifikansi sebesar 0,000 < 0,025 yang berarti H0 ditolak dan Ha diterima. Demikian dapat disimpulkan bahwa terdapat pengaruh penggunaan model pembelajaran Realistic Matematic Education (RME) Terhadap Hasil Belajar Siswa kelas V Pada Mata pelajaran Matematika di SD Negeri 19 Sembawa.
PENGEMBANGAN MEDIA PEMBELAJARAN EDUKASI DIGITAL IPAS (EDIPAS) SEBAGAI APLIKASI ANDROID BERBASIS KODULAR DI KELAS IV SD NEGERI 2 PUNCAK
Penelitian ini bertujuan untuk mengembangkan media pembelajaran Edukasi Digital IPAS (EDIPAS) berupa aplikasi Android berbasis Kodular di kelas IV pada topik “Wujud Zat dan Perubahannya”. Penelitian dilatarbelakangi oleh rendahnya hasil belajar siswa, terbatasnya penggunaan media pembelajaran berbasis teknologi, dan dominasi metode ceramah dalam proses pembelajaran. Metode yang digunakan adalah R&D dengan model pengembangan ADDIE. Subjek penelitian terdiri dari satu guru dan 20 siswa kelas IV. Teknik pengumpulan data meliputi wawancara, angket, dan tes, dengan instrumen berupa lembar validasi ahli, angket respon guru dan siswa, serta soal pretest dan posttest. Data dianalisis secara kualitatif dan kuantitatif menggunakan uji-T dan N-Gain Score. Hasil validasi menunjukkan media dinyatakan “Sangat Layak” dengan rata-rata 92%. Implementasi media menunjukkan peningkatan hasil belajar siswa, ditunjukkan oleh perbedaan skor rata-rata pretest (39) dan posttest (73,5), serta uji-T dengan nilai signifikansi 0,000 < 0,05. Rata-rata N-Gain sebesar 57,3% termasuk kategori “Cukup Efektif”. Respon siswa dan guru terhadap media juga sangat positif dengan skor masing-masing 94,5% dan 93%. Penelitian ini menyimpulkan bahwa aplikasi EDIPAS layak dan efektif digunakan sebagai media pembelajaran interaktif dalam meningkatkan hasil belajar IPAS siswa kelas IV SD.
ANALISIS LITERASI BACA TULIS SISWA DALAM MATA PELAJARAN BAHASA INDONESIA KELAS IV DI SD NEGERI 08 PAYARAMAN
This study aimed to analyze fourth-grade students’ literacy skills in reading and writing in the Indonesian language subject at SD Negeri 08 Payaraman. The research employed a qualitative approach, with data collected through classroom observations and structured interviews with the principal, the fourth-grade teacher, and several students. The results showed that literacy activities have been routinely implemented and integrated into the learning process. Most students demonstrated adequate reading comprehension and structured writing skills. The school provides supporting facilities such as a library and reading corners, although their utilization still needs improvement. The main challenges faced by students include limited vocabulary, low reading interest, and difficulty understanding implicit meanings in texts. In addition, the family environment plays an important role in shaping students’ reading and writing habits at home. In conclusion, fourth-grade students’ literacy skills are generally at a satisfactory level. However, more adaptive and collaborative learning strategies, along with active parental involvement, are needed to address students’ difficulties. Strengthening literacy environments at school and home is recommended to enhance students’ overall literacy skills.
PENGEMBANGAN L-PERWUZ BERBASIS DIGITAL MENINGKATKAN SELF-REGULATED LEARNING DAN LITERASI SAINS SISWA KELAS IV SDN GADUNGAN 02 KABUPATEN BLITAR
This study aimed to improve students’ self-regulated learning and scientific literacy by developing L-Perwuz learning media on the topic of changes in states of matter. The research employed a Research and Development (R&D) method using the ASSURE development model. The experiment was conducted using a pretest–posttest design involving 16 students. Data were collected through tests and questionnaires. The results showed that the media expert assigned a validity score of 92% (valid category), the material expert gave a score of 85% (valid category), and the teacher rated the media feasibility at 95% (feasible category). Student responses toward the L-Perwuz media were positive. The media significantly improved students’ self-regulated learning, as indicated by the paired t-test results with a significance value of 0.000 < 0.05. In addition, the media also showed a significant effect on enhancing students’ scientific literacy, supported by paired t-test results with a significance value of 0.000 < 0.05. In conclusion, the L-Perwuz media is valid, feasible, and effective in improving students’ self-regulated learning and scientific literacy.
PENGEMBANGAN MEDIA POWERPOINT INTERAKTIF UNTUK KEMAMPUAN MENULIS MATA PELAJARAN BAHASA INDONESIA KELAS IV SEKOLAH DASAR
This study aimed to develop an interactive PowerPoint as a learning medium for Indonesian language instruction for fourth-grade students at SDN 138 Pekanbaru. The research employed a Research and Development (R&D) approach consisting of three stages: analysis, design, and development. The subjects involved six expert validators, as well as a teacher and fourth-grade students. Data were collected using validation sheets from material experts, media experts, and language experts, along with questionnaires on teacher and student responses. The data were analyzed using both qualitative and quantitative techniques. The results indicated that the developed PowerPoint media for teaching deductive, inductive, and mixed paragraphs was categorized as “very valid” based on expert evaluations. In addition, responses from both teachers and students were rated in the “very good” category. In conclusion, the interactive PowerPoint media developed in this study is highly valid and well-received, making it suitable as an effective learning medium for Indonesian language instruction at the elementary school level.
EFEKTIVITAS MODEL TEAMS GAMES TOURNAMENT BERBANTUAN MEDIA KARTU BENAM DALAM MENINGKATKAN MINAT BELAJAR IPAS SISWA KELAS III SDN 1 GETAS PEJATEN
This study was motivated by the lack of variation in the learning process, including the limited use of instructional models and media. As a result, students perceived learning as less enjoyable, which contributed to their low interest in the Integrated Science and Social Studies (IPAS) subject. The purpose of this study was to examine the effectiveness of the Teams Games Tournament (TGT) learning model assisted by “kartu benam” media in improving students’ learning interest. This research employed a quantitative pre-experimental design using a one-group pretest–posttest design. The population and sample consisted of 39 third-grade students at SDN 1 Getas Pejaten. Data were collected through observation, interviews, written tests, questionnaires, and documentation. Data analysis techniques included the paired samples t-test and N-Gain test. The results of the paired samples t-test showed a significance value of 0.000 < 0.05, indicating a significant effect. The N-Gain score was 0.65, categorized as a “high” improvement, while the N-Gain percentage was 65.72%, classified as “moderately effective.” In conclusion, the TGT learning model supported by kartu benam media is effective in improving students’ interest in learning IPAS.
PENGARUH MEDIA PUZZLE TERHADAP KEMAMPUAN MEMBACA PERMULAAN PESERTA DIDIDIK KELAS I SEKOLAH DASAR
This study aimed to introduce and implement puzzle-based learning media to improve first-grade students’ early reading skills in elementary school. The research employed a quantitative approach using a pre-experimental method with a one-group pretest–posttest design. The participants were 30 first-grade students at SDN Ganggang Panjang Tanggulangin Sidoarjo, selected using a saturated sampling technique. Data were collected through pretest and posttest instruments based on five indicators of early reading skills proposed by Farida Rahim: letter recognition, word reading, sound–letter correspondence, reading fluency, and reading comprehension. Data analysis was conducted using normality testing (Shapiro–Wilk) and paired samples t-test with the assistance of IBM SPSS Statistics. The results showed a significant difference between pretest and posttest scores, with a significance value of 0.000 (p < 0.05). These findings indicate that puzzle media has a significant effect on improving students’ early reading skills. In conclusion, puzzle-based learning media can serve as an effective and engaging instructional strategy to enhance early reading skills in lower-grade elementary students.
PENGARUH MODEL PEMBELAJARAN INDEX CARD MATCH TERHADAP HASIL BELAJAR IPS SISWA KELAS V SEKOLAH DASAR
This study aimed to examine the effect of the Index Card Match learning model on fifth-grade students’ social studies learning outcomes at SDN 6 Pinggir. The research employed a quantitative approach using a pre-experimental method with a one-group pretest–posttest design. The population consisted of 47 students, and the sample was selected through purposive sampling, resulting in 22 students from Class V.A. Data were collected using multiple-choice test instruments. The hypothesis was tested using a paired samples t-test to determine the effect of the Index Card Match learning model on students’ learning outcomes. The results showed a significant improvement in students’ scores, with the mean increasing from 57.95 in the pretest to 87.55 in the posttest. The paired samples t-test indicated a significance value of 0.00, which is lower than 0.05, leading to the acceptance of the alternative hypothesis. In conclusion, the implementation of the Index Card Match learning model has a significant effect on improving fifth-grade students’ social studies learning outcomes at SDN 6 Pinggir.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE SCRAMBLE BERBANTU MEDIA GAMBAR TERHADAP HASIL BELAJAR IPAS KELAS V SEKOLAH DASAR
This study was motivated by the limited and less varied use of learning models and media, which has not fully supported the teaching and learning process. The aim of this study was to determine the effect of the Scramble-type cooperative learning model assisted by image media on students’ learning outcomes in Integrated Science and Social Studies (IPAS) in fifth grade at SD Negeri 022 Jaya Mukti. This research employed a quantitative approach using a pre-experimental method with a one-group pretest–posttest design. The population consisted of 113 students, and the sample of 28 students was selected using purposive sampling. Data were collected using test instruments. Hypothesis testing was conducted using a paired samples t-test to examine the effect of the independent variable on the dependent variable. The results showed that the implementation of the Scramble-type cooperative learning model assisted by image media had a positive effect on improving students’ learning outcomes. This was supported by the paired samples t-test result with a significance value of 0.000 < 0.05, indicating that the alternative hypothesis was accepted. In addition, the effect size calculated using Cohen’s d was 2.72, indicating a very large effect. In conclusion, the applied learning model is highly effective in enhancing students’ IPAS learning outcomes.
IMPLEMENTASI METODE EDUTAINMENT DALAM PEMBELAJARAN ILMU PENGETAHUAN ALAM DAN SOSIAL DI KELAS V SEKOLAH DASAR
This study aimed to explore the implementation of the edutainment method in teaching Integrated Science and Social Studies (IPAS) at SD Negeri Margasana 1. The findings indicated that this method had a positive impact on the learning process. The use of edutainment effectively increased students’ engagement in both individual and group activities, as reflected in their more active participation, higher enthusiasm, and deeper understanding of the material. In the planning stage, teachers appropriately adapted the edutainment method by designing lesson plans that emphasized interactivity, creativity, and the use of supportive learning media to create an enjoyable learning environment. The implementation was carried out through communicative and persuasive approaches, with the teacher acting as a facilitator guiding students throughout the learning process. Evaluation involved various forms of assessment, including formative tests, project-based tasks, and observations of student participation, providing a comprehensive picture of students’ development. The implementation of this method supports not only academic achievement but also the development of social skills, communication skills, teamwork, and creativity. However, challenges remain, particularly in providing adequate facilities and learning media to optimize the use of the edutainment method.
PERSEPSI SISWA TENTANG PELAKSANAAN MODEL PROBLEM BASED LEARNING BERBASIS MEDIA ONLINE DALAM PEMBELAJARAN IPAS KELAS IV SD NEGERI KAYUARES
This study aimed to examine students’ perceptions and the factors influencing their perceptions of the implementation of the Problem-Based Learning (PBL) model supported by online media in Integrated Science and Social Studies (IPAS) learning in a fourth-grade elementary classroom. The research employed a descriptive qualitative method, with data collected through observation, interviews, and documentation. The subjects of the study were fourth-grade students at SD Negeri Kayuares, involving six students and one teacher in the 2024/2025 academic year. The findings indicated that students had positive perceptions of the implementation of online media-based PBL, as reflected in their enthusiasm during the learning process and improved understanding of the material. The model encouraged active engagement, enhanced conceptual understanding, and facilitated contextual and meaningful learning. The use of digital media, such as educational videos, Quizizz, and interactive applications like Assemblr Edu, also contributed to increasing students’ learning motivation. In conclusion, online media-based PBL is effective in supporting engaging and meaningful learning. This study recommends strengthening digital infrastructure support and providing teacher training to optimize the implementation of PBL in elementary education.
PENGEMBANGAN MEDIA PEMBELAJARAN AUDIO VISUAL CERITA BERGAMBAR BERBASIS KEARIFAN LOKAL PADA MATA PELAJARAN BAHASA INDONESIA KELAS II DI MADRASAH IBTIDAIYAH
This study aimed to develop an audio-visual learning media in the form of illustrated stories based on local wisdom for second-grade students in Indonesian language learning at Madrasah Ibtidaiyah. The research employed a Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The participants were 30 second-grade students at MI Muhammadiyah 1 Sukodadi. The instruments included expert validation sheets, student response questionnaires, and student activity questionnaires. The validation results indicated that the developed media was highly valid, with scores of 88% from media experts, 90% from design experts, and 85% from material experts. Limited and field trials showed very high levels of practicality, with scores of 81% and 88%, respectively. In conclusion, the developed audio-visual learning media is valid and practical for use in Indonesian language learning at the elementary level.
PENGARUH MODEL PEMBELAJARAN TIPE JIGSAW TERHADAP KESULITAN SISWA DALAM MEMAHAMI PEMBELAJARAN IPAS DI SEKOLAH DASAR
This study aimed to examine the effect of the Jigsaw-type cooperative learning model on students’ difficulties in understanding Integrated Science and Social Studies (IPAS) material at the elementary school level. The subjects were 12 third-grade students. The research employed a quantitative approach using a one-group pretest–posttest experimental design. Data were collected through pretest and posttest instruments administered before and after the implementation of the Jigsaw model. In addition, a learning difficulty questionnaire was distributed to identify students’ challenges during the learning process. Data were analyzed using descriptive and inferential statistics, including a t-test to determine significant differences between pretest and posttest results, as well as N-Gain analysis to measure effectiveness. The results showed an improvement in learning outcomes, with the mean score increasing from 38.5 (pretest) to 75.5 (posttest). The average N-Gain score was 56.53%, categorized as moderate. In conclusion, the Jigsaw cooperative learning model is effective in improving students’ understanding and reducing learning difficulties, particularly in IPAS learning for third-grade elementary students.
PENERAPAN MULTIMEDIA INTERAKTIF BERBASIS POWERPOINT UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS V DI SDN BANJARMADU
This study aimed to improve the learning outcomes of fifth-grade students at SDN Banjarmadu through the implementation of interactive PowerPoint-based learning media. The research employed a Classroom Action Research (CAR) method consisting of two cycles, each including planning, implementation, observation, and reflection stages. The participants were 24 fifth-grade students. The instruments used included observation sheets for teacher and student activities, as well as learning outcome tests. The results showed that the implementation of interactive PowerPoint media improved both teacher and student activities, as well as students’ learning outcomes. This was evidenced by the increase in observation scores and test results from Cycle I to Cycle II. Students’ learning outcomes improved from 66.7% in Cycle I to 79.2% in Cycle II, indicating an increase of 12.5%. In conclusion, interactive PowerPoint media is effective in enhancing students’ learning outcomes in Integrated Science and Social Studies (IPAS) at the elementary school level.
ALTERNATIF MEDIA PENYIMPANAN HASIL EVALUASI PEMBELAJARAN BERBASIS SMARTPHONE MENGGUNAKAN APLIKASI ABSENSI SISWA
This study aimed to examine the use of a smartphone-based Student Attendance application as an alternative medium for storing learning evaluation data, including attendance and students’ scores, while integrating digital literacy into evaluation activities at SD Negeri 2 Syamtalira Bayu. The research employed a qualitative method with a descriptive case study approach. The subjects consisted of four teachers (two classroom teachers and two subject teachers) selected through purposive sampling. Data were collected through observation, interviews, and documentation to explore experiences and benefits of using the application. Data analysis was conducted through data reduction, data display, and conclusion drawing, supported by validity checks to ensure the credibility of findings. The results indicated that the application effectively improved the efficiency and accuracy of managing evaluation data. It met key criteria such as security, accessibility, accountability, practicality, and cost-effectiveness. Features such as automatic data backup and score annotation enhanced reliability and transparency. Furthermore, its implementation supported the development of digital literacy within the school environment. In conclusion, the smartphone-based Student Attendance application is an innovative and feasible solution for storing learning evaluation data in elementary schools.
ANALISIS KEMAMPUAN INTERAKSI SOSIAL KELAS RENDAH SDN PATIKIDUL 01
This study aimed to examine social interaction among lower-grade students at SDN Patikidul 01. The research employed a qualitative narrative approach, with data collected through interviews, observations, and documentation. The subjects consisted of six students selected from a total of 32 students in Class I.C, along with the classroom teacher. The results indicated that students’ social interaction skills were generally in the good category, as they were able to interact effectively with peers and teachers. Among the students who initially exhibited introverted tendencies, two out of three showed improvement in their social interactions after the teacher implemented a seating arrangement strategy. The findings suggest that social interaction skills are influenced not only by internal factors but also by external factors such as the learning environment. In conclusion, this study highlights the importance of supportive classroom strategies in enhancing students’ social interaction skills. The results can serve as a reference for teachers in developing effective approaches to improve social interaction among lower-grade elementary students.
PENANAMAN KARAKTER NASIONALISME MELALUI PEMBELAJARAN MULOK BAHASA JAWA BANTEN DI KELAS V SDN CIPOCOK JAYA 2
This study aimed to examine the planning and implementation of local content learning in Banten Javanese language in fostering nationalism character among fifth-grade students at SDN Cipocok Jaya 2, as well as the outcomes of the learning process. The research employed a descriptive method with a qualitative approach, involving fifth-grade students as the subjects. Data were collected through interviews, observations, and documentation. Data analysis followed Miles and Huberman’s model, including data reduction, data display, and conclusion drawing. The results showed that: (1) teachers’ lesson planning in fostering nationalism character was carried out by designing teaching plans and determining strategies to instill such values; (2) the implementation required teachers to organize active student participation, integrate Banten Javanese language materials with nationalism values, utilize learning resources and media, and demonstrate strong subject mastery; and (3) nationalism character values were successfully instilled and sufficiently demonstrated by the students. In conclusion, the integration of local content learning with character education effectively supports the development of nationalism among elementary school students.
PENGARUH PENERAPAN MODEL PEMBELAJARAN THINK-PAIR-SHARE BERBANTUAN KARTU TRUTH OR DARE TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN PPKN DI KELAS IV TAHUN PELAJARAN 2025/2026
This study was motivated by the low interest and learning outcomes of fourth-grade students in Civics (PPKn) at SDN 2 Banjarsari, caused by less interactive learning processes. The purpose of this study was to examine the effect of the Think-Pair-Share (TPS) learning model assisted by Truth or Dare cards on students’ learning outcomes. The research employed an experimental method using a one-group pretest–posttest design. The sample consisted of 20 fourth-grade students. The research instrument was a multiple-choice test measuring learning outcomes. Data were analyzed using a paired samples t-test. The results showed an improvement in the mean score from 72.50 (pretest) to 86.00 (posttest). Hypothesis testing indicated a significance value of 0.000 < 0.05, leading to the rejection of H? and acceptance of H?. In conclusion, the TPS learning model assisted by Truth or Dare cards has a positive and significant effect on improving students’ cognitive learning outcomes. It also contributes to the development of social skills, such as cooperation and confidence in expressing opinions in Civics learning.
PENGARUH MODEL PBL BERBANTUAN MEDIA FUN THINKERS BOOK TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA KELAS IV SD
This study aimed to: (1) describe differences in fourth-grade students’ creative thinking skills between the experimental and control classes; (2) determine the magnitude of the effect of the Problem-Based Learning (PBL) model assisted by the Fun Thinkers Book media on students’ creative thinking skills; and (3) describe the implementation of the PBL model supported by the media. The research employed a quantitative approach using a posttest-only control group design. The sample was selected through purposive sampling, with Class IV B as the experimental group and Class IV C as the control group. Data were collected using a creative thinking skills test and an observation sheet to assess the implementation of the learning process. Data analysis was conducted using statistical techniques. The results indicated that: (1) there were differences in students’ creative thinking skills between the experimental and control groups; (2) the PBL model assisted by the Fun Thinkers Book had a substantial effect on improving students’ creative thinking skills; and (3) the average implementation of the learning process was categorized as very good. In conclusion, the PBL model supported by the Fun Thinkers Book is effective in enhancing students’ creative thinking skills.
PENGUATAN PROFIL PELAJAR PANCASILA MENGGUNAKAN MODEL VALUE CLARIFICATION TECHNIQUE (VCT) TIPE PENGALAMAN DIRI SENDIRI PADA PENDIDIKAN PANCASILA SEKOLAH DASAR
This study aimed to describe the strengthening of the Pancasila Student Profile through the implementation of the Value Clarification Technique (VCT) model, specifically the self-experience type, in Pancasila Education at the elementary school level. The research employed a descriptive qualitative method, with data collected through observation, in-depth interviews, and documentation. The subjects were the principal and a second-grade teacher at SD Negeri 03 Pontianak Timur. Data analysis included data collection, reduction, and presentation. The results indicated that the VCT model based on self-experience was effective in enhancing students’ understanding and internalization of Pancasila values. Lesson planning was conducted by developing teaching modules aligned with Pancasila values and applying experience-based learning strategies. The implementation of this model contributed to character development, increased students’ awareness of Pancasila values, and fostered attitudes such as cooperation, independence, and devotion to God. Evaluation was carried out through reflective activities, direct observation, and formative assessments. In conclusion, the VCT model is an effective approach to strengthening the Pancasila Student Profile in elementary education.
PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS PADA MATA PELAJARAN PENDIDIKAN PANCASILA SISWA KELAS V SDN l LEMING
This study aimed to determine whether the Problem-Based Learning (PBL) model affects fifth-grade students’ critical thinking skills in Pancasila Education at SDN 1 Leming. The research employed a quantitative pre-experimental approach with a one-group pretest–posttest design. The sample consisted of 33 fifth-grade students selected through purposive sampling. Data were collected using tests and observations. Data normality was tested using the Shapiro–Wilk test at a significance level of ? = 0.05, indicating that the data were normally distributed. The results showed an increase in the mean score from 55.97 (pretest) to 76.79 (posttest). Hypothesis testing using the paired samples t-test (SPSS version 25) indicated that tcalculated > ttable (?8.132 > ?1.694) and a significance value of 0.000 < 0.05. These findings indicate that the Problem-Based Learning model has a significant effect on improving students’ critical thinking skills. In conclusion, the PBL model is effective in enhancing critical thinking skills in Pancasila Education among fifth-grade elementary students.
PENGARUH METODE DRILL TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS III SD NEGERI 1 MONTONG TANGI TAHUN AJARAN 2025/2026
This study aimed to examine the effect of the drill method on third-grade students’ mathematics learning outcomes on the topic of length measurement at SD Negeri 1 Montong Tangi in the 2025/2026 academic year. The research employed a quantitative approach using an experimental method with a one-group pretest–posttest design. The instrument consisted of 10 multiple-choice items that had been tested for validity, reliability, discrimination index, and difficulty level. The subjects were one class that received instruction using the drill method. The results showed that the mean score increased from 37.62 in the pretest to 72.38 in the posttest. Tests of normality and linearity indicated that the data were normally distributed and had a linear relationship. Hypothesis testing using the paired samples t-test yielded a significance value of 0.000 < 0.05, indicating a significant difference between pretest and posttest results. In conclusion, the drill method has a positive and significant effect on improving students’ mathematics learning outcomes.
PENGARUH MODEL PEMBELAJARAN INSIDE OUTSIDE CIRCLE (IOC) TERHADAP KEAKTIFAN BELAJAR DAN PEMAHAMAN SISWA PADA MATA PELAJARAN IPS DI KELAS IV SDN 4 SANTONG
This study aimed to examine the effect of the Inside Outside Circle (IOC) learning model on students’ learning activeness and understanding in Social Studies (IPS) in fourth grade at SDN 4 Santong. This research employed an experimental method using a pretest–posttest non-equivalent control group design. The population consisted of all 27 fourth-grade students. Data were analyzed using a t-test. The hypothesis testing results showed that the pretest significance value was 0.315 > 0.05, indicating no significant difference between the experimental and control groups before treatment. However, the posttest results showed a significance value of 0.003 < 0.05, indicating a significant difference between the two groups after the implementation of the learning model. These findings demonstrate that the use of the Inside Outside Circle (IOC) learning model has a significant effect on improving students’ learning activeness and understanding in Social Studies. In conclusion, the IOC learning model is effective in enhancing both student engagement and comprehension in elementary school Social Studies learning.
PERMAINAN TRADISIONAL GOBAK SODOR UNTUK MENINGKATKAN KETERAMPILAN KOMUNIKASI DAN KOLABORASI PADA SISWA KELAS V DI SD NEGERI RAWU
This study aimed to examine the implementation and describe teachers’ strategies in developing students’ communication and collaboration skills through the traditional game *gobak sodor*. The research employed a descriptive qualitative method. Data were collected through interviews, observations, and documentation. The findings indicated that the teacher’s planning was well-structured and aligned with students’ needs. The implementation of the *gobak sodor* game was effective in enhancing students’ communication and collaboration skills. Furthermore, the strategies applied by the teacher were proven to be effective in fostering these skills during the learning process. In conclusion, the integration of traditional games such as *gobak sodor* can serve as an effective approach to develop students’ communication and collaboration skills in elementary education.
PENGARUH PEMBELAJARAN KONTEKSTUAL TERHADAP HASIL BELAJAR MATERI BANGUN RUANG PADA SISWA KELAS VI SEKOLAH DASAR
This study aimed to analyze the effect of contextual learning on sixth-grade students’ learning outcomes on the topic of three-dimensional shapes (cubes and rectangular prisms). The research employed a quantitative quasi-experimental approach using a non-equivalent control group design. The population consisted of all sixth-grade students at SDN Malaka Jaya 08 Pagi. The sample included an experimental class using contextual learning and a control class using conventional learning. Data were collected through pretest and posttest essay tests (10 items) and observation. Data analysis included tests of normality, homogeneity, t-test, and normalized gain (N-gain). The results showed a significant difference between the two groups. In the control class, the mean score increased from 24.17 (pretest) to 57.43 (posttest), with an N-gain of 0.47 (moderate, less effective). In contrast, the experimental class improved from 24.93 to 84.80, with an N-gain of 0.79 (high, effective). The t-test results indicated a probability value < 0.05, confirming a significant difference. In conclusion, contextual learning has a significant and more effective impact on improving students’ learning outcomes compared to conventional methods.
PEMANFAATAN KANTIN KEJUJURAN SEBAGAI MEDIA PEMBENTUKAN KARAKTER JUJUR PESERTA DIDIK DI SD NEGERI CIKANDE 1
This study aimed to describe the use of an honesty canteen as a medium for fostering students’ honesty character in elementary school. The research employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation, and analyzed through data collection, reduction, presentation, and conclusion drawing. The findings showed that the planning and implementation of the honesty canteen program at SD Negeri Cikande 1 were carried out effectively as an effort to develop students’ honesty character. The daily operation of the honesty canteen ran smoothly, with the responsible teacher managing preparation, supervision, closing, and daily financial calculations consistently. The results also indicated significant development in students’ honesty character. Honesty was not only understood as a concept but had become a habit and part of the school culture. Students demonstrated strong honesty values and were able to remind and encourage their peers to behave honestly. In conclusion, the honesty canteen serves as an effective medium for strengthening students’ honesty character in elementary education.
STRATEGI PEMBELAJARAN GURU PENGGERAK DALAM MEWUJUDKAN KEPEMIMPINAN PESERTA DIDIK (STUDENT AGENCY) DI SDN TANJUNGSARI
In the Merdeka Curriculum era, elementary education positions teachers as facilitators and instructional leaders who encourage active student participation (student agency). This study aimed to describe the learning strategies implemented by a Guru Penggerak at SDN Tanjungsari in fostering student leadership. The research employed a descriptive qualitative approach, with data collected through interviews, observations, and documentation involving the *Guru Penggerak*, the principal, and fifth-grade students. The findings revealed that the teacher implemented student-centered learning by emphasizing three key aspects: voice, choice, and ownership. Students were given opportunities to express their opinions, choose their learning approaches, and take responsibility for their learning outcomes. These strategies contributed to increased independence, self-confidence, and active engagement among students in the classroom. In conclusion, the *Guru Penggerak* plays a significant role in fostering student leadership through participatory and reflective learning practices.
PENDIDIKAN LINGKUNGAN BUDAYA JAKARTA UNTUK MENINGKATKAN KETERAMPILAN LITERASI BUDAYA PESERTA DIDIK DI SEKOLAH DASAR NEGERI PONDOK BAMBU 02
This study aimed to describe the implementation of the local content subject PLBJ (Pendidikan Lingkungan dan Budaya Jakarta) in improving students’ cultural literacy skills at SD Negeri Pondok Bambu 02, East Jakarta. The research employed a descriptive qualitative approach, with data collected through interviews, observations, and documentation involving the principal, third- and sixth-grade teachers, and students from both grades. The findings revealed that PLBJ learning was designed in a contextual and interactive manner by integrating Betawi cultural values into activities such as traditional dance, songs, and handicraft making. These activities contributed to the enhancement of cultural literacy in terms of understanding, expression, and appreciative attitudes. In conclusion, PLBJ plays an important role in fostering students’ cultural literacy skills at the elementary school level.
IMPLEMENTASI NILAI DAN SIKAP PANCASILA DALAM PENGEMBANGAN SOAL HOTS DAN LOTS UNTUK SISWA KELAS V SD FASE B
This study aimed to describe the implementation of Pancasila values and attitudes in the development of Higher Order Thinking Skills (HOTS) and Lower Order Thinking Skills (LOTS) assessment items for elementary school students in Phase B. The research employed a descriptive qualitative approach using a library research method, drawing on various scientific sources such as journal articles, academic textbooks, and curriculum documents. The results indicated that LOTS focuses on basic thinking skills, including remembering, understanding, and applying (C1–C3), while HOTS involves higher-level thinking skills such as analyzing, evaluating, and creating (C4–C6). The integration of Pancasila values into the construction of HOTS and LOTS items contributes significantly to fostering students’ national, moral, and humanitarian character. In conclusion, the development of HOTS- and LOTS-based assessment instruments grounded in Pancasila values can assist teachers in creating meaningful, active, and character-oriented learning processes at the elementary school level.
TRANSFORMASI KARAKTER SISWA MELALUI KEGIATAN MARKET DAY SEBAGAI IMPLEMENTASI P5 DI SEKOLAH DASAR
This study aimed to describe the Market Day activity as an implementation of the Pancasila Student Profile Strengthening Project (P5) in fostering elementary students’ character. The research was conducted at SD Khazanah Ilmu, focusing on fifth-grade students who actively participated in the activity. The observed character aspects included responsibility, cooperation, confidence, and initiative throughout the planning, implementation, and evaluation stages. The study employed a qualitative approach with a case study design. Data were collected through direct observation and documentation, including sales reports, student worksheets, and teachers’ notes. Data were analyzed thematically to identify patterns of attitudes and behaviors reflecting character development. The findings indicated that the Market Day activity effectively fostered students’ character. Students demonstrated improved responsibility in fulfilling group roles, enhanced cooperation in completing tasks, increased confidence in communicating while offering products, and stronger initiative in decision-making when facing challenges. With consistent teacher guidance, students understood that the activity was not merely about buying and selling but also a meaningful learning experience. In conclusion, Market Day is a viable experiential learning strategy for character education in elementary schools.
PENGGUNAAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS WORDWALL DALAM MENINGKATKAN HASIL BELAJAR BAHASA INDONESIA SISWA SEKOLAH DASAR
This study aimed to analyze the use of Wordwall as an interactive learning media in improving Indonesian language learning outcomes among third-grade elementary students. The research employed a descriptive qualitative approach focusing on the process and impact of Wordwall implementation in classroom learning. The participants included third-grade students and an Indonesian language teacher. Data were collected through observation sheets, interview guidelines, and assessment documents. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings indicated that the use of Wordwall increased students’ motivation and participation in learning. Interview data revealed improvements in students’ learning behavior, particularly in terms of activeness, cooperation, and enthusiasm during the learning process. Wordwall also helped simplify complex materials, such as direct and indirect sentences, through engaging game-based quizzes. Furthermore, the media supported differentiated learning by accommodating various learning styles, including visual, auditory, and kinesthetic. In conclusion, Wordwall is effective in creating an interactive, inclusive, and student-centered learning environment aligned with the principles of the Merdeka Curriculum.
IMPLEMENTASI EKSTRAKURIKULER PENCAK SILAT DALAM PENGUATAN PENDIDIKAN KARAKTER DISIPLIN DI SEKOLAH DASAR PERSATUAN ISLAM SERANG
This study aimed to describe the implementation of pencak silat extracurricular activities in strengthening students’ discipline character at Persatuan Islam Elementary School, Serang. The study was motivated by the importance of developing discipline from an early age through contextual and engaging activities. Pencak silat, as a traditional Indonesian martial art, embodies values of discipline, responsibility, and respect aligned with character education goals. The research employed a descriptive qualitative method, with data collected through observations, interviews, and documentation involving the principal, teachers, coaches, and students. Data analysis followed the Miles and Huberman model. The findings showed that pencak silat activities were implemented through structured planning, execution, and evaluation. Discipline values were instilled through habits such as punctual attendance, adherence to rules, and respect for coaches and peers. Challenges, including limited facilities and students’ varying levels of understanding, were addressed through role modeling and educational approaches. In conclusion, pencak silat extracurricular activities significantly contribute to the development of students’ discipline character while also serving as a means of preserving local cultural heritage in elementary schools.
IMPLEMENTASI ASESMEN BERDIFERENSIASI SEBAGAI UPAYA PERWUJUDKAN PENDIDIKAN BERKUALITAS PADA SEKOLAH INKLUSI DI KOTA MALANG
This study examines inclusive assessment as a fundamental paradigm shift grounded in the principles of equity and equal opportunity. It emphasizes recognizing and valuing student diversity, particularly the unique potential of students with special needs, rather than measuring conformity to a single standard. The implementation of formal assessment in inclusive schools requires extensive modifications and accommodations. Common accommodations include extended time and adjustments to assessment formats, such as large-print texts and illustrated questions. These are based on individual assessments and aligned with Individualized Education Programs (IEPs). In practice, most educators modify the content and format of standard assessments to ensure pedagogical fairness and provide equal opportunities for students to demonstrate their competencies. Beyond evaluation, modified assessment serves as a crucial diagnostic tool. It helps identify students’ learning needs, facilitates targeted interventions, and contributes to improved learning outcomes and self-confidence among students with special needs. Although its effectiveness depends on consistency, collaboration, and data-driven observation, modified assessment represents a meaningful commitment to valuing each student’s learning process and unique potential in inclusive education.
PENGEMBANGAN MEDIA PEMBELAJARAN AUDIO BERBASIS PODCAST DALAM PEMBELAJARAN KETERAMPILAN MENYIMAK DI KELAS V SEKOLAH DASAR
This study aimed to develop podcast-based audio learning media to improve fifth-grade students’ listening skills on figurative language (majas) in elementary school. The research employed a Research and Development (R&D) method using the ADDIE model. Previous studies have demonstrated the effectiveness of podcasts in enhancing listening skills, including an increase in average scores from 67.2 to 92 after the use of podcast-based learning, as well as findings that Google Podcasts facilitate better understanding of Indonesian language materials. The subjects of this study were 32 fifth-grade students at SD Negeri Cikande 1. Data were collected through interviews, observations, expert validation questionnaires, response questionnaires, and evaluation tests. The validation results indicated that the developed media was highly feasible, with scores of 95% from material experts, 95% from language experts, and 92% from media experts. Student responses reached 95.98%, and teacher responses reached 100%, both categorized as “very feasible.” In conclusion, podcast-based audio media is highly feasible and effective for improving students’ listening skills in Indonesian language learning at the elementary level.
KETERAMPILAN MENGGUNAKAN KOMPUTER DALAM MATA PELAJARAN TIK PADA PESERTA DIDIK KELAS V DI SD BINA NUSA
This study aimed to describe students’ skills in using computers and identify supporting and inhibiting factors in the implementation of Information and Communication Technology (ICT) learning at SD Bina Nusa, Tangerang Regency. The research employed a descriptive qualitative method, with data collected through observation, interviews, and documentation. Data analysis followed the stages of data collection, data reduction, data display, and conclusion drawing. The validity of the data was ensured through credibility tests, including prolonged engagement, triangulation, peer discussion, transferability, dependability, and confirmability. The findings showed that fifth-grade students already possessed basic computer skills, such as operating hardware, managing files, and using Microsoft PowerPoint in learning activities. Supporting factors for ICT learning included the availability of a computer laboratory, teacher support, and students’ motivation. Meanwhile, the main challenges were limited instructional time, differences in students’ abilities, and technical issues with computer devices. In conclusion, ICT learning at SD Bina Nusa has been implemented effectively and contributes to improving elementary students’ digital skills.
PENGARUH MODEL PEMBELAJARAN SNOWBALL THROWING TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN SISWA KELAS IV PADA MATA PELAJARAN BAHASA INDONESIA
This study aimed to: (1) determine the effect of the Snowball Throwing learning model on students’ reading comprehension skills, and (2) measure the magnitude of its effect on reading comprehension in Indonesian language learning. This quantitative research employed a quasi-experimental method with a nonequivalent control group design. The population consisted of two classes: an experimental group and a control group. Data were collected using a measurement technique with reading comprehension tests administered as pretest and posttest. Before hypothesis testing, normality and homogeneity tests were conducted, showing that the data were normally distributed and homogeneous. Therefore, hypothesis testing was carried out using an independent samples t-test and effect size analysis. The results showed that the Snowball Throwing model had an effect on students’ reading comprehension skills, with the mean score increasing from 52.40 (pretest) to 74.80 (posttest). The independent samples t-test resulted in a significance value of 0.002 (< 0.05), indicating a significant difference between the experimental and control groups. The effect size was 0.901, categorized as large. In conclusion, the Snowball Throwing learning model has a significant and strong effect on improving students’ reading comprehension skills.
ANALISIS KONSEP PENYUSUNAN INSTRUMEN PENILAIAN KOGNITIF DIAGNOSTIK YANG RESPONSIF TERHADAP PERBEDAAN KEBUTUHAN BELAJAR SISWA SD
This study aimed to analyze the development of cognitive-diagnostic assessment instruments that are responsive to differences in elementary students’ learning needs through a systematic literature review using the PRISMA 2020 approach. From an initial 300 articles, ten selected studies were analyzed in depth to examine theoretical foundations, development procedures, validity, reliability, and the responsiveness of instruments to variations in students’ cognitive abilities. The synthesis results indicate that effective diagnostic instruments generally emphasize the detection of misconceptions, conceptual understanding, and reasoning processes through the use of multi-tier formats, digital assessment, and adaptive approaches. Several studies reported that valid and reliable instruments improve teachers’ diagnostic accuracy and support differentiated instruction. However, challenges remain, including low discrimination power of certain items, limited classroom implementation, and suboptimal integration of assessment results into follow-up instructional strategies. In conclusion, the findings highlight the need for a more adaptive, comprehensive, and contextually relevant conceptual model of assessment instruments aligned with current learning demands.
SYSTEMATIC LITERATURE REVIEW: EFEKTIVITAS MODUL ADAPTIF FLIPPED CLASSROOM BAGI KETERLIBATAN DAN PEMAHAMAN MATEMATIS SISWA SEKOLAH DASAR
This study aimed to synthesize empirical evidence on the effect of adaptive learning modules within the Flipped Classroom model on elementary students’ learning engagement and mathematical understanding. A Systematic Literature Review (SLR) was conducted using the PRISMA 2020 protocol and the PICO framework. Data were collected from Scopus, Web of Science, ERIC, and ScienceDirect using keywords related to flipped classroom, adaptive learning modules, student engagement, and mathematical understanding in elementary education. The screening process yielded 50 relevant articles for in-depth analysis. The selected studies involved elementary students and used various research designs, including experiments, quasi-experiments, mixed methods, and qualitative studies. Instruments reported across studies included mathematics achievement tests, engagement observation sheets, questionnaires, learning activity records, and adaptive system log data. Data were analyzed using thematic synthesis and cross-study comparison. The findings show that adaptive learning modules in the Flipped Classroom model consistently enhance behavioral, emotional, and cognitive engagement. Most studies also report significant improvement in mathematical understanding, especially in conceptual understanding, retention, and problem-solving skills. Key challenges include limited teacher training, infrastructure readiness, and inconsistent implementation of adaptivity. In conclusion, adaptive modules in the Flipped Classroom model have strong potential to improve elementary mathematics learning outcomes and student engagement.
TINJAUAN LITERATUR : DESAIN KURIKULUM BERBASIS KOMPETENSI DAN EVALUASI HOLISTIK DI SEKOLAH DASAR
This study aimed to analyze the design of the Competency-Based Curriculum (CBC) and holistic evaluation methods in elementary schools, with a focus on implementation in Indonesia and lessons from global practices. The research employed a systematic literature review method, analyzing 25 sources published between 2010 and 2025, selected based on their relevance to CBC and holistic assessment. The sources included journal articles, books, and official reports accessed through Google Scholar, Scopus, and local repositories. Data were collected from written documents and analyzed using thematic coding techniques. The results show that CBC in elementary education is effective in integrating cognitive, affective, and psychomotor competencies through contextual and student-centered thematic approaches. Holistic evaluation methods, such as authentic and formative assessments, are more appropriate for elementary students compared to traditional testing systems. However, key challenges in implementation include limited teacher training, uneven infrastructure, restricted access to technology, and an education culture still focused on memorization. In conclusion, the successful implementation of CBC requires strong policy support, improved teacher capacity, technological integration, and stakeholder involvement to achieve inclusive and sustainable elementary education.
ANALISIS KURIKULUM 2013 MENGGUNAKAN PENDEKATAN CIPP: TINJAUAN LITERATUR DAN IMPLIKASINYA BAGI KURIKULUM MERDEKA
This study aimed to analyze the implementation of the 2013 Curriculum based on the CIPP evaluation model (Context, Input, Process, Product) and to identify its implications for the Merdeka Curriculum. The research employed a qualitative approach using a literature study method, drawing on relevant books, scientific articles, and theses. The findings indicate that the implementation of the 2013 Curriculum still faces several challenges, such as teachers’ limited readiness to understand curriculum changes, inadequate learning facilities, and rigid implementation that has not fully supported meaningful learning. Therefore, its implications for the Merdeka Curriculum highlight the need for curriculum simplification, strengthening teacher competencies, and increasing flexibility in the learning process to make it more adaptive to school contexts as well as students’ needs and characteristics.
POLA KOMUNIKASI DUA ARAH ANAK SLOW LEARNER TIPE DISGRAFIA DI SDN BALARAJA 03
Dysgraphia is a type of learning disorder that affects children’s writing abilities. Difficulties in writing can impact students’ psychological well-being, hinder their academic achievement, and interfere with their social skills. For children with dysgraphia who experience writing difficulties, verbal communication can be used as a means to express messages, opinions, and ideas. In addition, nonverbal communication can also be utilized when verbal communication skills are still limited. This study aimed to examine teachers’ lesson planning, the implementation and outcomes of two-way communication patterns among slow learners with dysgraphia during the learning process, as well as to identify the challenges and obstacles in such communication. The research employed a qualitative case study method. The subject of the study was a child with dysgraphia. Data were collected through observation, interviews, and documentation. Data analysis followed the Miles and Huberman model. The findings showed that children with dysgraphia more frequently used nonverbal communication with teachers and classmates, such as clapping and nodding. However, they also used verbal communication, although their speech was not very loud.
INTEGRASI STRATEGI INOVASI DALAM PENGEMBANGAN KURIKULUM SATUAN PENDIDIKAN DI SEKOLAH DASAR
Curriculum development is a key element in education, particularly at the elementary school level. A well-designed curriculum must be able to respond to contemporary challenges and prepare students with comprehensive 21st-century competencies. This study employed a qualitative descriptive literature review method to examine innovative strategies in elementary school curriculum development. The main focus is on the implementation of innovative learning models such as Student-Centered Learning (SCL), Problem-Based Learning (PBL), and Project-Based Learning (PjBL), which emphasize creativity, collaboration, and active student engagement. Curriculum development is not only a technical process but also contains anticipatory values toward social change and technological advancement. The success of curriculum innovation depends heavily on collaboration among stakeholders, including teachers, students, principals, and the community. The application of these innovative strategies is expected to improve learning quality, character development, and students’ life skills. In conclusion, this study highlights the importance of continuous and innovative curriculum strategies as a response to global challenges and rapid changes in order to achieve better educational quality.
EKSPLORASI PENERAPAN GAME BASED LEARNING TERHADAP MINAT DAN PEMAHAMAN SISWA DALAM PEMBELAJARAN BAHASA INDONESIA DI SEKOLAH DASAR
This study aimed to determine the effect of implementing Game-Based Learning on students’ interest and understanding in Indonesian language learning, particularly on the topic of describing plants and animals in the surrounding environment both orally and in writing. The research used a descriptive method with a qualitative approach involving Grade IIIB students at SD Islam Al-Chusnaini. Data were collected through observation and analysis of Sumatif Tengah Semester (STS) report documents. The findings show that the implementation of Game-Based Learning had a positive impact on student learning outcomes. Most students achieved scores above 85, with an average score of 91.3. The success of this method was supported by active student participation in educational games, increased learning motivation, and enjoyable learning experiences aligned with students’ learning styles. Game-Based Learning also created a more dynamic, interactive, and collaborative classroom environment, which contributed to improved student understanding of the learning material.
ANALISIS LITERATUR PENGGUNAAN ICE BREAKING INTERAKTIF SEBAGAI STRATEGI PENGELOLAAN KELAS DI SEKOLAH DASAR
This study aimed to examine the role of interactive ice breaking as a classroom management strategy in elementary schools, focusing on its contribution to improving students’ concentration, motivation, participation, and creating a supportive learning environment. The study employed a Systematic Literature Review (SLR) by analyzing 15 scientific articles on the use of ice breaking in elementary education. The data were secondary sources collected through systematic literature searching and recorded using a literature review checklist. Data analysis involved reduction, presentation, and synthesis of findings. The results revealed three main patterns. First, interactive ice breaking is effective in increasing students’ focus, motivation, and engagement, reducing boredom, and improving readiness to learn, with some studies reporting focus improvements of up to 85%. Second, it functions as a classroom management strategy that helps create a conducive and collaborative atmosphere, assists teachers in stabilizing classroom conditions, reduces uncooperative behavior, and enhances student interaction. Third, the literature highlights its innovation and integration with the Merdeka Curriculum and technology, such as visual media and digital applications, which help reduce distractions and suit digital-era learners. Overall, this review confirms interactive ice breaking as an important pedagogical strategy for effective classroom management and for promoting active, enjoyable, and student-centered learning.
PENGEMBANGAN MEDIA PEMBELAJARAN SMART BOX TERHADAP MINAT DAN PEMAHAMAN MEMBACA PESERTA DIDIK KELAS V DI SDN SIMANGU
This study aimed to develop a Smart Box learning media for Indonesian language learning, specifically on procedural text material for fifth-grade students at SD Negeri Simangu, in order to improve students’ interest and reading comprehension. The research used a development study with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The trial subjects were fifth-grade students at SD Negeri Simangu. Data were collected through observation, interviews, documentation, validation sheets, questionnaires, and tests. The results of expert validation showed that the media received a score of 97% from media experts, categorized as “very valid,” and 100% from material experts, also categorized as “very valid.” Student response questionnaires during the trial obtained a score of 1878, categorized as “very good.” In conclusion, the Smart Box learning media is considered highly valid, practical, and suitable for use in the learning process.
PERLINDUNGAN HAK ANAK DALAM PENELITIAN DIGITAL : TINJAUAN SISTEMATIS TERHADAP KERANGKA ETIKA DAN PEDOMAN
This study aimed to identify and analyze ethical frameworks involving the protection of children’s rights in digital educational research, and to compare them with traditional research methods. Using a Systematic Literature Review (SLR) approach, the study explored empirical and theoretical literature related to the ethics of children’s digital education, with a focus on privacy, informed consent, and potential exploitation associated with digital technologies. Data were collected through systematic literature searches in Google Scholar and Scopus databases, followed by article selection using strict inclusion and exclusion criteria. Data analysis was conducted through thematic synthesis and quality appraisal of relevant studies. The findings show that although efforts have been made to develop strong ethical frameworks, significant gaps remain in their implementation, particularly in inadequate privacy policies and child protection within EdTech platforms. Participatory approaches in research are increasingly valued; however, traditional methods often limit the depth of data obtained. The study also highlights challenges posed by artificial intelligence, including algorithmic bias, privacy concerns, and reduced human oversight. In conclusion, the study recommends the development of more ethical AI design focusing on transparency, fairness, and stronger child participation as active agents in digital education ecosystems. It also emphasizes the need for policymakers and educators to adopt more inclusive, child-rights-based approaches in digital educational research and technology development.
EFEKTIVITAS MEDIA GAMBAR UNTUK MENINGKATKAN PEMAHAMAN SISWA KELAS 3 SD DALAM PEMBELAJARAN IPAS PADA MATERI APAKAH SEMUA HEWAN SAMA
This study aimed to determine the effectiveness of picture media in improving third-grade elementary students’ understanding in Science and Social Studies (IPAS) learning. The research used a quantitative approach with a quasi-experimental nonequivalent control group design. The subjects were 40 third-grade students at SDN 30 Palembang, consisting of 20 students in the experimental group and 20 students in the control group. The research instrument was a 10-item multiple-choice comprehension test administered as pretest and posttest. The experimental group was taught using picture media, while the control group used conventional teaching methods. Data were analyzed using an Independent Sample t-test with SPSS. The results showed a significant improvement in the experimental group, with the mean score increasing from 62.50 (pretest) to 86.00 (posttest), while the control group increased from 61.50 to 70.00 (gain 13.82%). The Independent Sample t-test indicated a significant difference between the posttest scores of both groups (p < 0.05), with a t-value of 7.856. In conclusion, picture media is effective in improving third-grade students’ understanding in IPAS learning, particularly due to its suitability with the concrete operational stage of elementary school students’ cognitive development.
PERAN AI DALAM DUNIA PENDIDIKAN DI SEKOLAH DASAR
This study aimed to compare the contributions and limitations of artificial intelligence in elementary schools. The method used was a systematic literature review with light bibliometric analysis of articles published between 2020 and 2025. The review focused on differentiated learning, assessment and formative feedback, explainable AI, human-in-the-loop mechanisms, and data governance. Following a staged screening process based on PRISMA guidelines, 72 articles were analyzed thematically and mapped using keyword co-occurrence. The results indicate that most studies reported improvements in literacy and numeracy when artificial intelligence was used to support instructional strategies, with a moderate average effect size. Automated feedback systems reduced teachers’ routine workload by approximately 24 minutes per week and improved the frequency and accuracy of responses. While the detection of misconceptions was considered adequate, the level of agreement between AI and teacher assessment ranged from moderate to high.However, several challenges remain, including uneven fairness audits, limited teacher control features, insufficient system transparency, and low levels of open science practices. In conclusion, artificial intelligence is most effective when it reinforces teachers’ pedagogical roles and supports students’ intellectual responsibility. These findings have implications for policy development, particularly in child-friendly explainability, strict data governance, and effective human-in-the-loop procedures.
READING CORNER SEBAGAI INTERVENSI PEDAGOGIS: IMPLEMENTASI, INTEGRASI DALAM MODEL PEMBELAJARAN, DAN DAMPAKNYA TERHADAP MINAT BACA SISWA
This study aimed to describe the existence of a reading corner in a third-grade classroom at SD Negeri 1 Lalebbata, analyze its impact on students’ reading interest, and develop a reading instruction model integrated with field findings. The research employed a descriptive qualitative approach with a case study design. The subjects included the principal, teachers, and third-grade students, while data were collected through observation, interviews, and documentation. Data were analyzed using data reduction, data display, and conclusion drawing based on the Miles and Huberman model. The results showed that the reading corner demonstrated a strong presence through aspects such as location, facilities, variety of reading materials, arrangement, rules, reading schedules, and story-sharing activities. These aspects were consistently utilized by students. Furthermore, the use of the reading corner had a positive impact on increasing students’ reading interest, reflected in four main indicators: enjoyment, curiosity, information needs, and intrinsic motivation. Based on these findings, a reading instruction model called the Read–Feel–Share Cycle (RFSC Model) was developed. This model consists of five stages and integrates both physical and emotional experiences in reading activities. It is recommended as an applicable and contextual approach to strengthen literacy culture in elementary schools.
GAYA BELAJAR SISWA KELAS V DI TINJAU DARI HASIL BELAJAR MATEMATIKA SD NEGERI 26 SINTANG
This study aimed to describe dominant learning styles, supporting factors, and the teacher’s role in adapting instructional strategies. The research employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation. The subjects consisted of 21 students selected through purposive sampling and a fifth-grade teacher. Data analysis followed the interactive model of Miles and Huberman, including data collection, reduction, narrative display, and conclusion drawing, with triangulation of techniques and sources to ensure validity. The findings revealed that: (1) the auditory learning style was the most dominant, with five out of nine students categorized in this group, showing higher average mathematics scores compared to visual and kinesthetic learners; (2) supporting factors included students’ interest, motivation, independent learning habits, self-regulation, teacher strategies, learning media, classroom environment, and remedial support; and (3) teachers played a crucial role in adapting instructional methods through varied approaches, although challenges in implementing differentiated learning remained. In conclusion, the auditory learning style dominates and positively contributes to students’ mathematics achievement. These findings are expected to guide teachers in developing varied instructional media aligned with students’ learning styles.
ANALISIS EFEKTIVITAS MEDIA KONKRET DAN MEDIA DIGITAL WORDWALL DALAM MEMBANGUN PEMAHAMAN MATEMATIKA SISWA DI SEKOLAH DASAR
Mathematics learning in elementary schools still faces various challenges due to the abstract nature of the material, which is not always aligned with students’ concrete operational stage of cognitive development. Therefore, innovative learning media are needed to facilitate conceptual understanding and enhance learning motivation. One such innovation is the use of concrete media and digital media such as Wordwall. This study aimed to analyze the effectiveness of concrete media and Wordwall as a digital learning tool. The research employed a literature review method by collecting, analyzing, and synthesizing findings from previous relevant studies. The results indicate that concrete media improve learning mastery by allowing students to directly observe and manipulate objects, making mathematical concepts easier to understand. Meanwhile, Wordwall is effective in reinforcing practice and increasing student engagement through interactive activities, with some studies reporting participation rates exceeding 80%. The use of both media benefits teachers by providing varied instructional strategies, facilitating content delivery, and enhancing assessment effectiveness. However, challenges include limited facilities, technological readiness, and teachers’ competence in integrating media effectively. In conclusion, the integration of concrete media and Wordwall is considered effective in creating engaging, meaningful, and 21st-century-relevant mathematics learning.
PERAN MEDIA PEMBELAJARAN INTERAKTIF DALAM MENGATASI KESULITAN BELAJAR MATEMATIKA SISWA SEKOLAH DASAR
This study aimed to describe the role of interactive learning media in overcoming elementary students’ difficulties in learning mathematics. The main focus is on how interactive media can simplify complex mathematical concepts, increase students’ interest in learning, and reduce their anxiety. The research employed a literature review method to analyze the role of interactive learning media in addressing mathematics learning difficulties. The procedure involved identifying keywords, searching sources from databases published between 2020 and 2025, selecting relevant studies, and conducting content analysis. Data analysis was carried out by collecting, reviewing, and comparing previous studies. The findings indicate that interactive learning media play a strategic role as an effective solution. Both concrete media (manipulative teaching aids) and digital media (interactive applications and animations) function as bridges connecting abstract mathematical concepts with more concrete learning experiences, aligned with elementary students’ cognitive development. The use of these media helps reduce difficulties in understanding concepts, confusion in problem-solving procedures, and feelings of fear or low confidence in learning. Overall, interactive learning media contribute significantly to improving students’ understanding, motivation, and self-confidence. Therefore, the planned and contextual integration of interactive media is a pedagogical necessity to minimize learning barriers and enhance the quality of mathematics understanding in elementary schools.
PERSEPSI GURU TERHADAP PENGGUNAAN MEDIA KONKRET DALAM PEMBELAJARAN BILANGAN CACAH DI SD
This study aimed to explain teachers’ perspectives on the use of concrete media in teaching whole numbers at the elementary school level. The research employed a descriptive qualitative approach, with data collected through semi-structured interviews and analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that teachers believe concrete media help students understand abstract concepts, improve concentration, and enhance learning engagement. However, teachers also face several challenges, such as limited teaching aids, time constraints, and difficulties in helping students transfer understanding from concrete objects to mathematical symbols. To address these challenges, teachers utilize simple and readily available materials, plan lessons carefully, and involve students in the creation and use of the learning media. In conclusion, while concrete media are perceived as effective in supporting mathematics learning, their optimal implementation requires adequate resources, proper planning, and active student involvement.
PENERAPAN CLASSROOM-BASED ASSESMENT (CBA) SEBAGAI UPAYA MENINGKATKAN KOMPETENSI SISWA DI SEKOLAH DASAR
This study examined the implementation of Classroom-Based Assessment (CBA) at Madrasah Ibtidaiyah Miftahul Ulum Toto Mulyo, focusing on three assessment dimensions: assessment as learning, assessment for learning, and assessment of learning, and their relation to students’ competencies (cognitive, affective, psychomotor, and 21st-century skills/4C). Using a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and document analysis (rubrics, instruments, and learning outcomes). Data analysis followed an interactive process involving data reduction, data display, and source triangulation to ensure credibility. The findings indicate that teachers have integrated several CBA principles into instructional practices, particularly in formative assessment (assessment for learning), which is evident in regular understanding checks and feedback provision. However, the implementation of assessment as learning remains limited due to a lack of structured reflection and self-assessment practices. Assessment of learning is conducted but is not yet fully standardized or transparent to students. In terms of competencies, assessment tends to emphasize cognitive and psychomotor domains, especially in religious practices, while the development of 4C skills (critical thinking, creativity, collaboration, communication) and consistent affective assessment still require improvement. The study recommends enhancing transparency in assessment criteria, developing clear rubrics, strengthening self-assessment practices, and providing teacher training on fair and learning-oriented CBA design and implementation.
PENINGKATAN KREATIVITAS ANAK USIA 5-6 TAHUN MELALUI KEGIATAN KOLASE DI TK SANTA MARIA SINTANG
This study aimed to describe the creativity of children aged 5–6 years through collage activities at TK Santa Maria. The research employed a descriptive qualitative approach using Classroom Action Research (CAR) based on the Kemmis and McTaggart model, which includes planning, action, observation, and reflection stages. The subjects consisted of 15 children. Data were collected through observation, interviews, and documentation, using observation sheets, interview guides, and documentation records. Data analysis followed the stages of data reduction, data display, and verification (conclusion drawing). The results showed an improvement in children’s creativity across cycles. The average score of students’ activity in Cycle I was 57.10, which increased to 73.40 in Cycle II. This improvement was reflected in the achievement indicators of children’s fine motor skills. In addition, teacher activity also improved, with an average score of 53.20 in Cycle I (categorized as fairly good) and increasing significantly to 92% in Cycle II. In conclusion, collage activities effectively enhance creativity and fine motor skills in early childhood, as well as improve teacher performance in the learning process.
PENERAPAN PEMBELAJARAN BERBASIS PROYEK UNTUK MENINGKATKAN PEMAHAMAN KONSEP GERHANA MATAHARI DAN GERHANA BULAN SISWA KELAS VI SD NEGERI 160 PALEMBANG
This study aimed to improve sixth-grade students’ understanding of solar and lunar eclipses at SD Negeri 160 Palembang through the Project-Based Learning (PjBL) approach. The research employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in two cycles. The participants consisted of 31 students. Data were collected through observation and assessment and analyzed using both qualitative and quantitative methods. The results showed that the implementation of PjBL improved students’ conceptual understanding of eclipses. The average achievement score increased from 70.90 at the initial stage to 75.65 at the end of Cycle I, and further to 80.90 at the end of Cycle II. The level of learning mastery also improved significantly from 45% to 82%. In addition, the PjBL approach effectively motivated students to actively engage in learning, collaborate with peers, and demonstrate enthusiasm throughout the learning process. In conclusion, Project-Based Learning is an effective approach for enhancing students’ understanding of scientific concepts, particularly in learning about solar and lunar eclipses at the elementary school level.
PENGARUH PENERAPAN APLIKASI GAME EDUKASI QUIZIZZ TERHADAP PENINGKATAN HASIL BELAJAR SISWA SEKOLAH DASAR
This study aimed to improve elementary students’ learning outcomes through the use of Quizizz as a learning medium. The research was conducted at SDN Candipari II Porong using a quantitative approach with a true experimental design, specifically a pretest–posttest control group design. The sample consisted of 40 fourth-grade students selected through simple random sampling. Data were collected using a multiple-choice test instrument. The results showed that the experimental group using Quizizz achieved higher posttest scores compared to the control group, which was taught using the lecture method. The implementation of Quizizz as a game-based learning application had a significant positive effect on students’ learning outcomes. It also strengthened students’ cognitive skills through an interactive and enjoyable gamification approach. The success of this method was influenced by active student participation in games and competition, which increased their enthusiasm during the learning process. In conclusion, Quizizz is an effective digital learning medium for enhancing elementary students’ learning outcomes and engagement.
PENGEMBANGAN MEDIA BUKU SAKU LITERASI ANAK BERBASIS CERITA LOKAL UNTUK MENINGKATKAN PEMAHAMAN BACAAN PADA SISWA KELAS III DI SDN 06 KOTABARU
This study aimed to develop a pocketbook learning medium for children’s literacy based on local stories to improve reading comprehension among third-grade students at SD Negeri 06 Kotabaru. The research employed the 4D development model, consisting of Define, Design, Develop, and Disseminate stages. The product developed was a 15×15 cm pocketbook containing five local stories from Kotabaru, complemented with engaging illustrations, moral values, and content adjusted to elementary students’ comprehension levels. Data were collected through observation, interviews, and tests (pretest and posttest). Validation by material and media experts indicated that the product met the criteria of content feasibility, presentation, language, and graphics. The results showed that the pocketbook was categorized as very feasible, with media expert validation at 93.75% and material expert validation at 95.83%. It was also considered very practical, with scores of 87.5% (limited scale) and 81.6% (wider scale). In terms of effectiveness, it showed a moderate improvement in students’ reading comprehension, with N-gain scores of 0.45 (limited scale) and 0.31 (wider scale). In conclusion, the local story-based literacy pocketbook is feasible, practical, and effective in improving students’ reading comprehension. This study contributes to the development of local wisdom-based learning media and serves as a reference for literacy learning innovation in elementary schools.
STRATEGI PEMBELAJARAN MENDALAM (DEEP LEARNING) DAN METODE IMPLEMENTASINYA PADA PENDIDIKAN DASAR: A SYSTEMATIC LITERATURE REVIEW
Deep learning in elementary education has become increasingly relevant as 21st-century competencies emphasize conceptual understanding, transferability, and higher-order thinking skills from an early stage. This study aimed to synthesize deep learning strategies and their implementation methods in elementary education using a systematic literature review (SLR) approach based on PRISMA. The search process was conducted using keywords related to “deep learning” and “elementary education” across national and international academic databases, followed by screening based on inclusion–exclusion criteria and data extraction for thematic synthesis. Of the 30 documents identified, 20 studies met the criteria for analysis. The findings indicate that deep learning in elementary education is most commonly operationalized through project-based, problem-based, and inquiry-based strategies, strengthened by collaboration and reflection as cross-cutting elements. Recurring implementation patterns include contextual engagement, exploration, concept reinforcement, product or solution creation, presentation and feedback, and reflection, with authentic assessment (performance rubrics, portfolios, and self/peer assessment) ensuring learning depth. The most consistent impacts include improved conceptual understanding, enhanced critical thinking and problem-solving skills, and the development of communication and collaboration abilities. These findings highlight the importance of strengthening teachers’ capacity in designing tasks and authentic assessments, as well as providing institutional support to ensure sustainable implementation of deep learning in elementary education.
PENGARUH MODEL PEMBELAJARAN CHILDREN LEARNING IN SCIENCE (CLIS) TERHADAP HASIL DAN PENGALAMAN BELAJAR PADA MATERI BESARAN DAN PENGUKURAN
This study aimed to improve students’ learning outcomes and learning experiences through the Children Learning in Science (CLIS) model on the topic of quantities and measurement. The research employed an experimental design with a population consisting of all seventh-grade students divided into two classes: VII-A and VII-B. Class VII-A, consisting of 21 students, was assigned as the experimental group, while class VII-B, consisting of 22 students, served as the control group. The results of the independent samples t-test showed a significance value of 0.000 < 0.05, indicating a significant difference between the experimental group using the CLIS model and the control group using conventional teaching methods. The average learning outcome score of the experimental group was 74.86, while the control group scored 66.77. In addition, the test results also revealed a significant difference in students’ learning experiences, with a significance value of 0.000 < 0.05. The average score of learning experience in the experimental group reached 81.61, whereas the control group obtained only 54.11. These findings indicate that the CLIS model is more effective in improving both students’ learning outcomes and learning experiences, creating a more meaningful, active, and enjoyable learning environment.
ANALISIS PEMANFAATAN SUMBER BELAJAR BERDASARKAN KERANGKA AECT PADA PEMBELAJARAN PENDIDIKAN PANCASILA KELAS IV SEKOLAH DASAR
This study aims to analyze the use of learning resources in Grade IV Pancasila Education instruction at SDN Hedhazita based on six learning-resource components proposed by AECT, namely messages, people, materials, tools, techniques, and environment. The study employed a descriptive qualitative approach. Data were collected through classroom observations across six instructional meetings, semi-structured interviews, and documentation. The research participants included a Pancasila Education teacher and 22 Grade IV students. Data were analyzed through data reduction, data display, and conclusion drawing/verification by mapping the findings onto the AECT components. Data trustworthiness was strengthened through methodological and source triangulation, as well as limited member checking with the teacher. The findings indicate that the use of learning resources tended to rely predominantly on people and the environment. Active learning techniques such as group discussions, role-playing, and simulated deliberation supported student engagement and understanding of Pancasila values. The main challenges identified included limited use of media/technology and the dominance of printed materials. These findings highlight the importance of strengthening the integration of learning resources and school support to enhance more contextual and participatory Pancasila Education learning.
IMPLEMENTASI PROGRAM PENDIDIKAN KARAKTER DI SEKOLAH DASAR WILAYAH PONTIANAK KOTA
This study analyzed the implementation of a character education program at SD Negeri 24, Pontianak Kota District. The focus included the role of the principal, policy substance, communication strategies, implementation by teachers and students, and the achievement of program goals. A descriptive qualitative approach was employed, with data collected through observation, in-depth interviews, and documentation. The findings revealed that: (1) the principal acted as a policy initiator through the flagship program “7 Habits of Great Indonesian Children,” collaboratively developed; (2) the character education policy integrated values such as religiosity, discipline, honesty, cooperation, independence, courage, creativity, and environmental awareness into various school activities; (3) program communication was effectively conducted through coordination meetings, WhatsApp groups, and school social media; (4) teachers and students actively participated as implementers through daily habituation and classroom learning; and (5) the program successfully fostered positive student behavior despite challenges in monitoring digital device usage. The study recommends maintaining implementation consistency, enhancing teacher capacity, and strengthening collaboration with parents to optimize character education in elementary schools.
TERAPI BERMAIN PASIR KINETIK (KINETIC SAND) UNTUK MENINGKATKAN KEMAMPUAN MOTORIK HALUS ANAK DI TK CINTA KASIH SINTANG
This study was motivated by the presence of children whose fine motor skills had not yet developed optimally, as indicated by difficulties in holding pencils properly and writing within lines. The study aimed to describe the use of kinetic sand play therapy in improving children’s fine motor skills at TK Cinta Kasih Sintang. This research employed a descriptive qualitative approach. The subjects were selected using purposive sampling and consisted of teachers and children at TK Cinta Kasih Sintang. Data were collected through observation, in-depth interviews, and documentation. Data analysis involved data reduction, categorization, data display, and conclusion drawing. The results showed that teachers implemented kinetic sand play therapy through various activities, such as molding sand using available molds or cake molds, drawing and writing on sand, building sandcastles, and hiding objects in the sand for children to find by digging. However, several challenges were identified, including limited instructional time, low parental awareness of the benefits of kinetic sand play, lack of parental knowledge on how to create kinetic sand at home, and limited availability of materials provided by teachers. In conclusion, kinetic sand play therapy can support the development of children’s fine motor skills, although its implementation requires greater support from both teachers and parents.
IMPLEMENTASI SUPERVISI AKADEMIK KEPALA SEKOLAH DALAM MENINGKATKAN KUALITAS PEMBELAJARAN DI SEKOLAH DASAR
This study aimed to analyze the implementation of the principal’s academic supervision in improving the quality of teachers’ instruction at SD Negeri 17 Pontianak Kota. The research employed a qualitative method with a case study approach. Data were collected through semi-structured interviews, direct observation, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldana. The findings revealed that academic supervision was implemented systematically through three main stages: needs-based planning, collaborative implementation using multiple methods, and continuous evaluation and follow-up. This implementation had a significant impact on improving teachers’ pedagogical and professional competencies, as well as transforming teachers’ perceptions of supervision from mere monitoring into professional guidance. It can be concluded that structured, collaborative, and continuous academic supervision is effective in enhancing the quality of teaching. Key success factors include strong leadership commitment, active teacher involvement, a humanistic approach, proper documentation, and adequate resource support.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF BERBANTUAN MEDIA QUIZIZZ TERHADAP BERPIKIR KRITIS DAN KETERAMPILAN SOSIAL SISWA KELAS V PADA PEMBELAJARAN IPAS
This study aimed to: (1) examine the effect of Quizizz-assisted cooperative learning on the critical thinking skills of fifth-grade elementary students in IPAS learning; and (2) analyze its effect on students’ social skills. This research was classified as an experimental study conducted at SDN Sawaran Kulon 02, Kedungjajang District, Lumajang Regency. The population consisted of all fifth-grade students, with 19 students in class VA and 21 students in class VB, totaling 40 students. The study employed a pretest–posttest control group design, in which two classes were randomly assigned as the experimental and control groups. Based on theoretical review, relevant studies, and data analysis, the findings indicate that the implementation of Quizizz-assisted cooperative learning had a positive effect on both students’ critical thinking skills and social skills. In conclusion: (1) there is a significant effect of Quizizz-assisted cooperative learning on students’ critical thinking skills in IPAS learning; and (2) there is also a significant effect on students’ social skills.
PENERAPAN MODEL PROBLEM-BASED LEARNING (PBL) DALAM PEMBELAJARAN PAI UNTUK MENGEMBANGKAN KETERAMPILAN BERPIKIR KRITIS
This study aimed to examine how the Problem-Based Learning (PBL) model is implemented in Islamic Education (PAI) and how it impacts the development of students’ critical thinking skills. The study employed a qualitative approach by analyzing various scientific literature, including journal articles, books, and relevant policy documents. To ensure the validity of the findings, data were analyzed using content analysis techniques involving data reduction, data display, and conclusion drawing. Source triangulation was also applied to strengthen the credibility of the results. The findings indicate that PBL enhances students’ ability to analyze information, evaluate arguments, draw rational conclusions, and make decisions. It also increases student engagement, motivation, and learning autonomy. Furthermore, the implementation of PBL not only improves students’ theoretical understanding of Islamic values but also equips them with critical thinking skills applicable to everyday life. In conclusion, this study provides a conceptual foundation for PAI teachers to design more active, collaborative, and creative learning strategies.
HUBUNGAN KEMANDIRIAN BELAJAR DENGAN HASIL BELAJAR IPAS SISWA KELAS IV SEKOLAH DASAR
This study aimed to examine the relationship between learning independence and IPAS learning outcomes among fourth-grade students at SDN 4 Singkawang. The research employed a quantitative correlational design. The population consisted of all fourth-grade students, and total sampling was used as the sampling technique. Data were collected through measurement and indirect communication techniques. The measurement technique involved a multiple-choice test, while indirect communication was conducted using a questionnaire. Data analysis included percentage analysis of learning independence, mean score analysis of learning outcomes, and the Pearson Product Moment correlation test. The results showed that: (1) students’ level of learning independence was categorized as high, with an average percentage of 70%; (2) students’ learning outcomes on the topic “forces in our surroundings” were categorized as moderate, with an average score of 66; and (3) there was a significant relationship between learning independence and learning outcomes, with a correlation coefficient of 0.444 and a significance value of 0.004 < 0.05. In conclusion, the findings indicate a positive and significant relationship between learning independence and IPAS learning outcomes among fourth-grade students.
PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS ADOBE ANIMATE (FORZA) PADA MATERI GAYA MENINGKATKAN PRESTASI BELAJAR IPAS SD KELAS IV
This study aimed to examine how the interactive learning media FORZA can improve the academic performance of fourth-grade students at SDN Kadipiro, Yogyakarta, on the topic of forces (IPAS). Conducted in 2026, the research employed the ADDIE development model. The product, FORZA media, was tested through two stages: a limited trial and a field test. Data were collected through interviews, questionnaires, and pretest–posttest assessments. The results showed that the FORZA application was highly effective. Media experts rated it at 87.1% and subject-matter experts at 91.1%, both categorizing it as highly feasible. Teachers and students also considered the media practical, with scores of 77% and 72%, respectively. Furthermore, students’ test scores increased by 20% after using the media. In conclusion, the FORZA interactive learning media is feasible, practical, and effective in improving students’ learning outcomes in elementary science (IPAS).
EFEKTIVITAS MODEL TEAMS GAMES TOURNAMENT (TGT) DAN GAMES BASED LEARNING (GBL) BERBASIS ICE BREAKING TERHADAP RASA PERCAYA DIRI PESERTA DIDIK DI SEKOLAH DASAR
This study aimed to: (1) determine the effectiveness of the Teams Games Tournament (TGT) and Game-Based Learning (GBL) models based on ice breaking in enhancing elementary students’ self-confidence; and (2) examine whether there is a significant difference in effectiveness between the TGT and GBL models. The study employed an experimental method with a quasi-experimental design. The research subjects were 50 fourth-grade students (class 4A) at SDN Serang 11. Data were collected using questionnaires and documentation, and the instruments were tested for validity and reliability. Data analysis was conducted using Microsoft Excel through: (1) descriptive analysis (mean, median, and mode), (2) prerequisite tests (normality and homogeneity), and (3) hypothesis testing using a parametric independent samples t-test. The results showed that the average posttest score of class A was 76.34, while class B scored 73.25. Thus, regarding the first hypothesis, the TGT model was more effective in improving students’ self-confidence. For the second hypothesis, the independent samples t-test yielded a significance value indicating a difference in effectiveness between the TGT and GBL models. In conclusion, there is a significant difference in effectiveness between TGT and GBL based on ice breaking in enhancing elementary students’ self-confidence.
EFEKTIVITAS MEDIA CERITA DIGITAL TERHADAP KETERAMPILAN BERBICARA PESERTA DIDIK DI SEKOLAH DASAR
This study aimed to determine the effect of digital storytelling media on elementary students’ speaking skills. The research employed a quantitative approach with a pre-experimental design using a one-group pretest–posttest format. The sample consisted of 23 third-grade students at SDN Sumbersari 1. Data were collected using a speaking skills test administered before and after the treatment. Data analysis included a normality test and a paired sample t-test. The results showed an increase in students’ scores from 72.39 in the pretest to 81.95 in the posttest. Statistical analysis indicated a significance value of 0.001 < 0.05, confirming a significant effect. In conclusion, digital storytelling media is effective in improving students’ speaking skills and can be used as an innovative alternative learning medium in elementary education.
STUDI LITERATUR: KESULITAN MEMBACA LANCAR PADA SISWA KELAS RENDAH DI SEKOLAH DASAR
This article aims to describe the difficulties in reading fluency among lower-grade elementary school students through a literature review. The study employed a literature review method by analyzing 10 scientific articles obtained through a selection process from Google Scholar based on their relevance to the research topic. The data analysis technique used was content analysis to identify, categorize, and interpret the main findings from the analyzed articles. The results of the review indicate that reading difficulties among lower-grade students are a dominant issue and appear in almost all aspects of early reading skills. These difficulties include incomplete recognition of letters, inability to distinguish letter sounds, weak spelling ability, difficulty reading syllables, words, and sentences, as well as low reading fluency and reading comprehension. These findings indicate that the reading fluency of lower-grade students still requires serious attention through appropriate instructional strategies to support the development of students’ basic literacy skills in elementary school.
REKONSTRUKSI PEMBELAJARAN MATEMATIKA SD BERBASIS STEAM SEBAGAI STRATEGI PENGUATAN LITERASI NUMERASI DAN KETERAMPILAN ABAD KE-21
The transformation of education in the 21st century requires mathematics learning that is not only oriented toward the mastery of concepts but also toward strengthening numeracy literacy and developing 21st-century skills. One approach considered capable of addressing these demands is the STEAM (Science, Technology, Engineering, Art, and Mathematics) approach, which integrates multiple disciplines within contextual and collaborative learning. This study aims to analyze the contribution of the STEAM approach in elementary school mathematics learning toward strengthening numeracy literacy and 21st-century skills, as well as to formulate a conceptual framework for reconstructing STEAM-based mathematics learning. The study employed a Systematic Literature Review (SLR) method with a qualitative approach. Data were obtained from the Google Scholar, SINTA, and Scopus databases using keywords relevant to STEAM-based mathematics learning. The article selection process was conducted through the stages of identification, screening, and comprehensive content review. The initial search identified 56 articles, which were subsequently narrowed down to 33 articles based on the relevance of their titles and abstracts, and finally 16 articles met the inclusion criteria and were analyzed further. Data analysis was carried out using content analysis and narrative synthesis to identify patterns in the research findings. The results of the review indicate that the STEAM approach contributes positively to improving numeracy literacy and developing 21st-century skills, including critical thinking, creativity, collaboration, and communication. Furthermore, the integration of STEAM with active learning models such as Project-Based Learning and Problem-Based Learning can create more meaningful and contextual mathematics learning experiences in elementary schools