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All Journal Pedagogik Journal of Islamic Elementary School Journal of Empowerment Community Journal of Learning Improvement and Lesson Study Jurnal Pendidikan Pancasila dan Kewarganegaraan
Dessy Norma Juita
Universitas Negeri Jakarta
Agriculture, Biological Sciences & Forestry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Social Sciences Other

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A TPACK-Based Analysis of Pre-service Primary Teachers' Understanding of Pancasila and Civic Education Venna Puspita Sari; Dessy Norma Juita; Laely Farokhah
Pedagogik Journal of Islamic Elementary School Vol. 9 No. 1 (2026): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v9i1.9351

Abstract

The integration of pedagogy, content, and technology remains a key challenge in preparing pre-service primary teachers, particularly in Pancasila and Civic Education learning. This study aimed to explore the level of Technological Pedagogical Content Knowledge (TPACK) mastery among pre-service primary teachers enrolled in the Learning Pancasila and Civic Education in Primary Schools course. The research employed a qualitative case study design involving six pre-service primary teachers from a university in Jakarta, selected through purposive sampling based on variations in mid-term academic achievement. Data were collected through semi-structured interviews, classroom observations, and document analysis, including teaching modules, student assignments, and evaluation results. The collected data were analysed using thematic analysis to identify patterns related to students' conceptual understanding, pedagogical competence, initial technology integration, and supporting and constraining factors in the learning process. The findings show that students generally demonstrated adequate content understanding of Pancasila and Civic Education; however, their pedagogical understanding was not yet well developed, particularly in selecting and applying appropriate learning approaches and models. Technology integration tended to focus on technical and media-related aspects rather than supporting pedagogical strategies, indicating limited TPACK integration. Several constraints, such as limited theoretical literacy and learning context challenges, influenced students' ability to integrate pedagogy, content, and technology coherently. This study suggests that teacher education programs need to strengthen pedagogical scaffolding and reflective learning experiences to support more effective TPACK development among pre-service primary teachers.
Exploring Students’ Problem-Solving Skills Reviewed from Gender Perspective in Elementary School Laely Farokhah; Dessy Norma Juita; Venna Puspita Sari; Muhammad Zulfadhli; Apit Dulyapit
Pedagogik Journal of Islamic Elementary School Vol. 9 No. 1 (2026): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v9i1.9456

Abstract

Mathematics education serves a fundamental role in developing students’ 21st-century competencies, particularly in fostering reasoning, communication, critical thinking, and problem-solving skills. However, instructional practices in elementary schools still tend to emphasize routine and procedural tasks, resulting in students’ limited exposure to non-routine problems that require higher-order thinking strategies. This study aims to explore elementary school students’ mathematical problem-solving skills reviewed from gender perspective. A qualitative research approach was employed. The data were collected through problem-solving skill tests, observations, interviews, and documentation, and subsequently analyzed using the Miles and Huberman model. The findings indicate that students with high problem-solving skill are able to carry out problem-solving steps in a coherent and systematic manner, although reinforcement is still needed in terms of accuracy and verification. In contrast, students with low problem-solving skill experience difficulties at almost all stages of the problem-solving process. These difficulties are characterized by insufficient conceptual understanding, inability to organize information, lack of proficiency in performing mathematical operations, and the absence of habits related to checking calculation results. Both male and female students demonstrate adequate basic problem-solving abilities. However, female students exhibit more structured, systematic, and detail-oriented thinking processes at each stage. In contrast, male students tend to be less consistent in utilizing all available information, rely more heavily on visual approaches, and show less accuracy in verifying their solutions. These findings highlight the necessity of designing mathematics instruction that prioritizes the development of problem-solving skills while incorporating an awareness of gender-based variations in students’ cognitive processing.
Teacher Feedback and Wait-Time in Primary Science Classroom Dialogue: A TBLA Study Dessy Norma Juita; Venna Puspita Sari; Laely Farokhah
Journal of Learning Improvement and Lesson Study Vol. 6 No. 1 (2026): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v6i1.216

Abstract

This study explores how teacher feedback and wait-time shape the quality of classroom dialogue in primary science learning. Using a qualitative descriptive approach with Transcript-Based Lesson Analysis (TBLA), the study involved one sixth-grade science teacher and 19 students in an urban primary school in Tangerang Selatan, Indonesia. Data were collected through audio-visual recordings of three science lessons, classroom observations, and semi-structured interviews. The findings showed that accepted feedback was the most dominant type, mainly functioning to confirm students’ responses and maintain classroom flow. Modified feedback contributed more significantly to extending dialogue through probing questions and clarification prompts. Short wait-time tended to produce rapid and simple responses, whereas extended wait-time supported elaboration, reflection, and deeper reasoning. Furthermore, feedback and wait-time jointly contributed to the transformation of conventional IRF patterns into more dialogic IRFRF interaction sequences characterized by elaboration, reciprocity, reflection, and collaborative reasoning in primary science classroom discourse
Pelatihan Pembuatan Media Pembelajaran Berbasis Augmented Reality Untuk Mengembangkan TPACK Guru Sekolah Dasar Dessy Norma Juita; Laely Farokhah; Venna Puspita Sari
Journal of Empowerment Community Vol 8 No 1 (2026): Maret 2026
Publisher : Universitas Perjuangan Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36423/jec.v8i1.2517

Abstract

The rapid development of digital technology in education requires elementary school teachers to integrate technological, pedagogical, and content knowledge to create engaging and meaningful learning experiences. However, many teachers still rely on conventional teaching media and lack understanding of how to utilize digital innovations such as augmented reality in classroom instruction. This community service program aimed to improve teachers’ understanding and skills in designing and implementing interactive learning media through a training program on the use of augmented reality in elementary education. The training was conducted online using a participatory approach, which included socialization, teacher training, the implementation of AR technology in elementary school learning, mentoring and evaluation, as well as program sustainability. The results showed that the training was effective in enhancing teachers’ conceptual understanding of augmented reality, increasing their confidence in applying technology, and developing their creativity in designing interactive learning activities. It can be concluded that systematic and participatory training can effectively strengthen teachers’ technological and pedagogical competencies while promoting innovative learning practices in elementary schools.
Penerapan Case-Based Learning Berbasis Outcome-Based Education Melalui Asesmen Proyek dalam Pembelajaran Pendidikan Pancasila pada Mahasiswa Fakultas Ilmu Pendidikan Apit Dulyapit; Dessy Norma Juita; Septiyani Endang Yunitasari; Linda Ika Mayasari
Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol. 2 No. 3 (2026): Agustus: Jurnal Pendidikan Pancasila dan Kewarganegaraan
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupancasila.v2i3.321

Abstract

Education courses in higher education are still largely delivered through conventional, lecturer-centred instruction, so graduate learning outcomes related to civic disposition, critical thinking, and social sensitivity remain underdeveloped. Meanwhile, the Outcome-Based Education (OBE) policy requires the learning process to be directed toward demonstrable student outcomes evidenced through authentic assessment. This article aims to examine the design of implementing Case-Based Learning (CBL) grounded in OBE through project assessment in Pancasila Education courses for students of the Faculty of Education. The study was conducted through library research using a descriptive-qualitative approach, reviewing more than twenty-five scholarly sources published within the last five years on CBL, OBE, project assessment, and Pancasila Education. The findings indicate that integrating CBL within the Outcome-Based Curriculum, Outcome-Based Learning and Teaching, and Outcome-Based Assessment and Evaluation framework enables students to analyse actual national-life cases, formulate solutions grounded in Pancasila values, and demonstrate these through project products evaluated with authentic rubrics. This model has the potential to increase active engagement, critical thinking, and internalisation of Pancasila values compared with conventional lecture-based instruction. The article recommends developing a valid and reliable project-assessment rubric and training lecturers to design contextual learning cases as follow-up steps.
Co-Authors Apit Dulyapit Laely Farokhah Linda Ika Mayasari Muhammad Zulfadhli, Muhammad Septiyani Endang Yunitasari Venna Puspita Sari