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All Journal LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Walada: Journal of Primary Education Jurnal Pendidikan Guru Sekolah Dasar Cahaya: Journal of Research on Science Education Widyajaya: Jurnal Mahasiswa Prodi PGSD
Kadek Hengki Primayana
Institut Agama Hindu Negeri Mpu Kuturan
Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBANTUAN MEDIA AUDIO VISUAL TERHADAP HASIL BELAJAR IPAS SISWA KELAS IV SEKOLAH DASAR Ni Luh Safna Dewi; I Ketut Suparya; Kadek Hengki Primayana
Widyajaya: Jurnal Mahasiswa Prodi PGSD Vol. 5 No. 1 (2025): Widyajaya
Publisher : Widyajaya: Jurnal Mahasiswa Prodi PGSD

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Abstract

Tujuan penelitian ini adalah untuk mengetahui perbedaan yang signifikasi terhadap hasil belajar IPAS antara siswa yang dibelajarkan dengan model pembelajaran Problem Based Learning berbantuan media Audio Visual dan siswa yang dibelajarkan dengan model pembelajaran konvensional pada siswa kelas IV sekolah dasar. Metode yang digunakan dalam penelitian ini yaitu jenis penelitian eksperimen semu (quasi eksperimental) dengan pendekatan penelitian kuantitatif. Adapun yang menjadi populasi pada penelitian ini yaitu seluruh siswa kelas IV Negeri Gugus II Kecamatan Kubutambahan sebanyak 236 peserta didik. Hasil penelitian menunjukkan bahwa adanya perbedaan yang signifikan hasil belajar IPAS antara siswa yang dibelajarkan dengan model pembelajaran problem based learning berbantuan media audio visual dan siswa yang dibelajarkan dengan model pembelajaran konvensional. Sehingga dapat disimpulkan bahwa terdapat perbedaan yang signifikan hasil belajar IPAS antara siswa yag dibelajarkan dengan model pembelajaran Problem Based Learning berbantuan media Audio Visual dan siswa yang dibelajarkan dengan model pembelajaran konvensional pada siswa kelas IV Sekolah Dasar Gugus II Kecamatan Kubutambahan.
PENGEMBANGAN E-LKPD BERBASIS PROBLEM BASED LEARNING MATERI TUMBUHAN SUMBER KEHIDUPAN DI BUMI PADA PEMBELAJARAN IPAS KELAS IV SEKOLAH DASASR Made Dhiana Puspa Yoga; Kadek Hengki Primayana; I Ketut Ngurah Ardiawan
Widyajaya: Jurnal Mahasiswa Prodi PGSD Vol. 5 No. 2 (2025): Widyajaya
Publisher : Widyajaya: Jurnal Mahasiswa Prodi PGSD

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Abstract

Penelitian ini bertujuan untuk mengembangkan e-LKPD berbasis problem based learning materi tumbuhan sumber kehidupan di bumi pada pembelajaran IPAS kelas IV sekolah dasar. Latar belakang pengembangan ini didasarkan pada rendahnya motivasi dan minat belajar peserta didik yang disebabkan penggunaan bahan ajar yang monoton dan kurang interaktif. Pengembangan dilakukan menggunakan model ADDIE yang terdiri dari lima tahapan, yaitu analisis (analyze), desain (design), pengembangan (development), implementasi (implementation), dan evaluasi (evaluasi). Namun, penelitian ini dibatasi sampai tahap implementasi dikarenakan keterbatasan waktu, dan biaya. Produk e-LKPD yang dikembangkan menggunakan platform google sites yang memuat video pembelajaran, bahan bacaan, lembar kerja interaktif melalui canva, serta latihan soal berbbentuk game edukatif. Penelitian ini juga melalui tahap uji validitas produk dengan tiga orang ahli masing-masing ahli materi, ahli media, ahli bahasa, serta uji kepraktisan dengan dua orang guru kelas dan enam orang peserta didik kelas IV SD. Hasil validasi memperoleh skor validasi materi sebesar 0,90, media 0,93, dan bahasa 0,94 yang menunjukan tingkat kelayakan sangat tinggi, dan hasil uji kepraktisan memproleh hasil penilaian masing-masing sebesar 93,7% dan 83,6%, keduanya masuk kategori sangat praktis. Fitur-fitur dalam e-LKPD ini memberikan pengalaman belajar yang lebih menyenangkan dan bermakna, serta mendorong keterlibatan aktif peserta didik dalam proses pembelajaran. Penggunaan e-LKPD berbasis problem based learning berpotensi menjadi alternatif dan inovatif dalam pembelajaran IPAS yang sesuai dengan tuntunan pembelajaran abad 21.
The Effectiveness of Educational Game-Based Learning on Elementary School Student Learning Motivation Kadek Hengki Primayana; Made Mita Citra Dewi; Luh Put Diska Ryanti; Ketut Ayu Anindya Dewi; Ketut Gea Putra Dhinata; Kadek Cintia Paramita
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i3.2684

Abstract

Technological developments have significantly impacted the world of education, particularly in the use of more interactive and engaging learning media. However, elementary school students' learning motivation remains relatively low due to the monotonous and teacher-centered learning process. This article aims to examine the effectiveness of educational game-based learning on elementary school students' learning motivation. This research employed a literature review method by analyzing 25 scientific articles published between 2000 and 2025 related to educational games and student learning motivation. The articles were collected from Google Scholar, Scopus, and national journal databases. The results of the study indicate that educational game-based learning can increase student learning motivation by creating a fun, interactive, and engaging learning environment. The use of educational games also helps improve student activity, concentration, learning interest, and learning outcomes. Furthermore, educational games align with the characteristics of elementary school students, who are more interested in visual and interactive learning. Thus, educational game-based learning can be an effective solution to increase elementary school students' learning    motivation and help teachers create a more creative and innovative learning process. This study contributes by providing a comprehensive synthesis of previous research findings regarding the effectiveness of educational game-based learning in improving elementary school student’s learning motivation.
Analysis of Teacher Learning Strategies to Improve Critical Thinking Skills of Elementary School Students Kadek HengkI Primayana; Ni Komang Widya Sari Ratnadi; Kadek Yurin Harmelia; Putu Evita Ocean Ungga Putri; Desak Made Ari Sukma Dewi; Kadek Diani Arta Budi
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i3.2688

Abstract

This study aims to analyze teacher learning strategies in developing critical thinking skills in elementary school students through literature study methods. The low critical thinking skills of students in Indonesia are evident from the results of the Programme for International Student Assessment (PISA), which shows that students' abilities in analyzing information and solving problems are still in the low category. This condition is influenced by learning that is still teacher-centered and does not actively involve students. The results of the study indicate that expository, inquiry, problem-based learning, cooperative, contextual, affective, and Project Based Learning (PjBL) strategies can help students think logically, analyze problems, and solve problems independently. The inquiry strategy is considered most relevant to the Independent Curriculum because it places students at the center of learning through independent questioning, observing, discovering, and drawing conclusions. This strategy can train students' critical thinking skills more actively, systematically, and in-depth, thus becoming a solution to improve the quality of learning and student abilities, as reflected in the PISA results.
Analysis of the Need for Digital Teaching Materials Based on Meaningful Learning in Elementary Schools Ida Ayu Komang Tri Widia Utami; Kadek Hengki Primayana; I Nyoman Pancaria
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.590

Abstract

This research is motivated by the importance of implementing meaningful Natural and Social Sciences learning in accordance with the demands of the Independent Curriculum, but the availability of teaching materials capable of encouraging active student engagement is still limited. This study aims to analyze the need to develop digital teaching materials based on meaningful learning in elementary schools. The study used a qualitative descriptive approach with data collection techniques in the form of observations and in-depth interviews with fourth-grade teachers in Cluster IV, Banjar District. The results show that Natural and Social Sciences learning has led to student engagement through exploratory activities. However, learning practices are still dominated by the use of textbooks and lecture methods, and the use of interactive digital teaching materials that can visualize concepts and relate material to students' real-life experiences is not optimal. This condition results in low learning interest and suboptimal student conceptual understanding. The implications of this research indicate that the development of digital teaching materials based on meaningful learning is a crucial need to improve the quality of Natural and Social Sciences learning, particularly in creating interactive, contextual, and meaningful learning experiences.
Analisis Penerapan Model Pendidikan Matematika Realistik Berbasis Etnomatematika Di Sekolah Dasar Bagus Parindra; Kadek Hengki Primayana; I Gede Arya Wiradnyana
Walada: Journal of Primary Education Vol. 5 No. 2 (2026): Walada : Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i2.640

Abstract

Studi ini bertujuan untuk menganalisis penerapan pendidikan matematika realistis berbasis etnomatematika untuk meningkatkan motivasi belajar siswa sekolah dasar. Analisis dilakukan melalui tinjauan literatur sistematis dari studi-studi terkini dari tahun 2020–2025. Studi ini dimotivasi oleh rendahnya fokus dan motivasi siswa setelah pandemi COVID-19, yang telah berdampak pada keterlibatan belajar di tingkat sekolah dasar. Metode yang digunakan adalah tinjauan literatur sistematis (SLR), dengan mencari artikel yang diindeks di SINTA dan Google Scholar yang membahas dampak pendekatan ini pada aspek psikologis dan kognitif siswa sekolah dasar. Hasil menunjukkan bahwa implementasi pendidikan matematika realistis berbasis etnomatematika yang terstruktur dan kontekstual telah terbukti meningkatkan perhatian siswa, interaksi sosial yang positif, dan antusiasme untuk belajar. Pendekatan ini bertindak sebagai jembatan antara transisi emosional dan kognitif, sehingga membantu siswa mempertahankan fokus selama belajar. Kesimpulannya, pendidikan matematika realistis berbasis etnomatematika tidak hanya meningkatkan konsentrasi tetapi juga memperkuat motivasi intrinsik siswa untuk belajar secara aktif dan menyenangkan. Temuan ini menegaskan bahwa strategi pedagogis ini dapat menjadi alat penting dalam pembelajaran matematika di sekolah dasar.
The Role of Teachers in Creating an Inclusive Learning Environment in Elementary Schools Kadek Hengki Primayana; Bunga Yani; Putu Ardelia Giovanni Wirama; Gede Wendi Yudiartha; Gede Sukadana; Gede Ambara Kusuma Wardana
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i3.2676

Abstract

This study aims to determine the role of teachers in creating an inclusive learning environment in elementary schools. The study used a literature review method by analyzing various journals and scientific articles related to inclusive education. The results indicate that teachers play a crucial role in creating a learning environment that embraces student diversity, provides equitable learning, and fosters positive social interactions in the classroom. Teachers are also required to possess social and pedagogical competencies and the ability to adapt to student needs. However, several challenges remain, such as a lack of understanding of inclusive education and limited school facilities. Therefore, training and support from various parties are needed to ensure the success of inclusive learning
Analisis Dampak Cyber Bullying terhadap Psikologi Siswa Sekolah Dasar Kadek Hengki Primayana; Ni Made Widia Seniasih; Putu Ayu Widya Dama Putri; Ni Komang Sri Sukediargi; Ni Ketut Yeti Marlina; Ni Ketut Dian Chellsea Marcellya Putri
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i3.2677

Abstract

Fenomena perundungan siber (Cyber Bullying) di kalangan siswa sekolah dasar (SD) kian meningkat seiring meluasnya akses gawai dan media sosial. Penelitian ini bertujuan mengkaji dampak Cyber Bullying terhadap kondisi psikologis siswa SD, yang mencakup aspek emosional, sosial, dan akademik. Metode yang digunakan adalah studi literatur sistematis (systematic literature review) dengan menganalisis 32 sumber ilmiah relevan yang terbit antara tahun 2007 hingga 2024. Hasil kajian menunjukkan bahwa korban Cyber Bullying pada usia SD sangat rentan mengalami kecemasan, penurunan harga diri, gejala depresi, dan penarikan diri dari lingkungan sosial. Dampak psikologis ini bekerja dalam rantai sebab-akibat yang berlapis dan saling memperkuat, di mana tekanan emosional yang tidak tertangani memicu isolasi sosial. Kondisi tersebut secara langsung menurunkan konsentrasi dan motivasi belajar, meningkatkan angka absensi, serta berujung pada kemerosotan performa akademik anak. Efek merusak ini diperparah oleh karakteristik media digital yang aktif selama 24 jam penuh, sehingga menghilangkan ruang aman bagi anak untuk memulihkan diri. Simpulan dari penelitian ini menegaskan bahwa dampak Cyber Bullying pada anak usia SD tidak bersifat tunggal melainkan multidimensi dan sistemik. Implikasinya, diperlukan sinergi pendekatan preventif dan kuratif yang terintegrasi secara terstruktur antara guru, konselor sekolah, dan orang tua untuk deteksi dini serta penanganan kasus yang efektif di lingkungan sekolah dasar.
Gamification-Based Science Learning with a Deep Learning Approach in Elementary Schools Kadek Hengki Primayana; Ni Luh Yunita Maharani; Kadek Dwi Anjani Pratiwi; Ketut Murni Sri Artini; Kadek Ayu Septya Dewi
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i3.2708

Abstract

Elementary school education often faces the challenge of low student engagement, motivation, and enthusiasm due to monotonous teaching methods. This article aims to examine the role and integration of gamification and deep learning approaches in elementary school education. The study employs a qualitative approach through a literature review of 25 journals (2017–2026). The findings indicate that the combination of gamification and deep learning has a significant positive impact on the learning process. Gamification enhances students’ intrinsic motivation and engagement through points, levels, badges, and leaderboards; deep learning fosters contextual understanding, enabling students to connect new knowledge with real-world experiences and develop critical thinking skills. Digital media (Kahoot!, Quiziz, PowerPoint, educational videos) support the integration of both in the classroom [SHORT: the list of media is condensed into a short phrase]. The studies reviewed show that 85% of students are ready for digital learning, 86% accept gamification, and 97% want meaningful and reflective learning. However, implementation faces challenges: limited teacher competencies in designing innovative digital media, as well as uneven distribution of facilities and infrastructure. Practical recommendations: enhanced teacher training, quasi-experimental research to measure the impact on Higher-Order Thinking Skills (HOTS) and long-term retention, and investment in digital infrastructure for equitable access in elementary schools.
INTEGRASI CONTEXTUAL TEACHING AND LEARNING DAN MEANINGFUL LEARNING DALAM PEMBELAJARAN SEKOLAH DASAR: KAJIAN LITERATUR SISTEMATIS Kadek Selda Brilianda Mandalika; IG. Agung Jaya Suryawan; Kadek Hengki Primayana
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.10631

Abstract

This study aims to analyze the integration of the Contextual Teaching and Learning (CTL) model and meaningful learning in primary education through a Systematic Literature Review (SLR). The study is driven by the need for instructional approaches that connect academic concepts with students’ real-life experiences and promote deeper understanding. The data were collected from scientific articles published between 2021 and 2025, indexed in SINTA and Google Scholar, using predetermined inclusion and exclusion criteria. The analysis was conducted through identification, selection, evaluation, and thematic synthesis of relevant literature. The findings reveal that the integration of CTL and meaningful learning forms a systematic learning pattern consisting of contextualization, concept exploration, reflection, and real-life application. This approach not only enhances students’ active engagement but also strengthens knowledge construction through meaningful experiences. In addition, the teacher’s role shifts toward a facilitator who supports reflective and contextual learning processes. The findings are theoretically aligned with the principles of meaningful learning proposed by David Ausubel and practically support the implementation of student-centered learning in the Merdeka Curriculum. Therefore, the integration of these approaches can serve as a strategic alternative to improve the quality of learning in primary education. ABSTRAK Penelitian ini bertujuan untuk menganalisis integrasi model Contextual Teaching and Learning (CTL) dan meaningful learning dalam pembelajaran sekolah dasar melalui pendekatan Systematic Literature Review (SLR). Kajian ini dilatarbelakangi oleh kebutuhan akan pembelajaran yang mampu menghubungkan konsep akademik dengan pengalaman nyata siswa serta membangun pemahaman yang lebih mendalam. Data diperoleh dari artikel ilmiah yang dipublikasikan pada periode 2021–2025 dan terindeks SINTA serta Google Scholar dengan menggunakan kriteria inklusi dan eksklusi yang telah ditetapkan. Proses analisis dilakukan melalui tahapan identifikasi, seleksi, evaluasi, dan sintesis literatur secara tematik. Hasil kajian menunjukkan bahwa integrasi CTL dan meaningful learning membentuk suatu pola pembelajaran yang sistematis melalui tahapan pengaitan konteks, eksplorasi konsep, refleksi, dan aplikasi dalam situasi nyata. Pendekatan ini tidak hanya mendorong keterlibatan aktif siswa, tetapi juga memperkuat konstruksi pengetahuan melalui pengalaman yang relevan. Selain itu, peran guru berkembang sebagai fasilitator yang mengarahkan proses belajar secara reflektif dan kontekstual. Secara teoretis, temuan ini sejalan dengan konsep pembelajaran bermakna yang dikemukakan oleh David Ausubel, sedangkan secara praktis mendukung implementasi pembelajaran berpusat pada siswa dalam Kurikulum Merdeka. Oleh karena itu, integrasi kedua pendekatan ini dapat menjadi alternatif strategis dalam mengembangkan pembelajaran yang lebih kontekstual dan bermakna di sekolah dasar.    
Co-Authors Bagus Parindra Bunga Yani Desak Made Ari Sukma Dewi Gede Ambara Kusuma Wardana Gede Sukadana Gede Wendi Yudiartha I Gede Arya Wiradnyana I Gusti Ngurah Arya Yudaparmita I Ketut Ngurah Ardiawan I Ketut Suparya I Nyoman Pancaria Ida Ayu Kade Citra Diwya Citta Ida Ayu Komang Tri Widia Utami IG. Agung Jaya Suryawan Kadek Ayu Septya Dewi Kadek Budiani Kadek Cintia Paramita Kadek Diani Arta Budi Kadek Dwi Anjani Pratiwi Kadek Selda Brilianda Mandalika Kadek Yurin Harmelia Ketut Ayu Anindya Dewi Ketut Gea Putra Dhinata Ketut Murni Sri Artini Luh Put Diska Ryanti Made Adi Nugraha Tristaningrat Made Dhiana Puspa Yoga Made Mita Citra Dewi Ni Ketut Dian Chellsea Marcellya Putri Ni Ketut Yeti Marlina Ni Komang Sri Sukediargi Ni Komang Widya Sari Ratnadi Ni Luh Safna Dewi Ni Luh Yunita Maharani Ni Made Widia Seniasih Ni Made Yunik Puspita Yanti Ni Putu Candra Prastya Dewi Putu Ardelia Giovanni Wirama Putu Ayu Widya Dama Putri Putu Evita Ocean Ungga Putri