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All Journal J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia Pedagogia: Jurnal Pendidikan ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Journal of English Language Teaching and Linguistics Jurnal Inovasi Pendidikan Dasar Jurnal Pendidikan Edutama JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme SABDAMAS PAKAR Pendidikan Jurnal Math-UMB.EDU These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Jurnal Basicedu Tsaqofah: Jurnal Penelitian Guru Indonesia Journal of Innovation and Research in Primary Education CIVIC SOCIETY RESEARCH and EDUCATION: Jurnal Pendidikan Pancasila dan Kewarganegaraan Scholarly Journal of Elementary School Neraca: Jurnal Ekonomi, Manajemen dan Akuntansi Retorika: Jurnal Komunikasi, Sosial dan Ilmu Politik Journal of Multidisciplinary Inquiry in Science, Technology and Educational Research Academia Open
Puspita, Ari Metalin Ika
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Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Teachers' Pedagogical Competence in Designing Deep Learning and HOTS Assessment in Elementary Schools: A Systematic Literature Review Setiyowati, Endang; Puspita, Ari Metalin Ika; Mariana, Neni
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2633

Abstract

This systematic literature review examines teachers' pedagogical competence in designing deep learning and Higher-Order Thinking Skills (HOTS) assessment in elementary schools. The study analyzed 27 peer-reviewed articles published between 2020 and 2025, focusing on three primary dimensions: pedagogical competence in HOTS-based learning design, assessment development, and impact on student learning outcomes. The findings reveal that elementary school teachers demonstrate moderate to good pedagogical competence in designing HOTS-based learning, with strengths in lesson planning and implementation but challenges in assessment development and consistent application. Key factors influencing successful HOTS implementation include professional learning communities, continuous training programs, technology integration, and institutional readiness. The review identifies significant gaps in teachers' ability to develop creative and evaluative assessment instruments, with most teachers relying on analytical-level questions. Furthermore, the integration of HOTS assessment with deep learning approaches shows positive impacts on students' critical thinking skills and learning outcomes. The study recommends establishing systematic professional development programs, strengthening teacher learning communities, developing comprehensive HOTS assessment instruments, and fostering collaboration between stakeholders. This review contributes to understanding the current state of pedagogical competence in HOTS implementation and provides evidence-based recommendations for improving elementary education quality through enhanced teacher competence in deep learning and assessment practices.
Analysis of Geographic Literacy Values in Serat Centhini as a Source of Contextual Learning in Elementary Schools Pratiwi, Mey; Rachmadyanti, Putri; Puspita, Ari Metalin Ika
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2634

Abstract

Geographic literacy development in elementary education remains inadequate globally, with students struggling to connect spatial concepts to lived experiences. This study examines Serat Centhini, a classical Javanese manuscript, as a culturally embedded resource for developing geographical literacy in elementary schools. A descriptive qualitative research design was employed at Urangagung Elementary School involving 32 fifth-grade students, two teachers, and the principal. Data collection comprised textual analysis of Serat Centhini, classroom observations over eight sessions, and semi-structured interviews. Thematic analysis through data reduction, display, and conclusion drawing identified geographical literacy values, validated through source triangulation and peer debriefing. Five interconnected geographical literacy values emerged: spatial representation and orientation (87.5% student success rate), human-environment interactions (81.3% comparative analysis success), cultural-geographical interconnections (84.4% understanding achievement), historical-temporal spatial awareness (71.9% recognition of spatial changes), and moral-ecological values (90.6% enhanced environmental awareness). Implementation strategies including spatial narratives, local environmental analysis, collaborative learning, and reflective writing effectively enhanced students' spatial thinking and ecological consciousness. Findings demonstrate that classical cultural texts contain sophisticated geographical knowledge systems aligned with contemporary spatial thinking frameworks. This research contributes to place-based education theory by illustrating how culturally embedded narratives simultaneously advance spatial literacy, cultural preservation, and character development, supporting transformative education for sustainable development.
Implementasi Pembelajaran Pendidikan Pancasila Kelas IV: Integrasi Model PBL dengan Media Diorama Roda Putar Materi Norma Ramadhani, Alifia Yoranika; Puspita, Ari Metalin Ika
JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Vol 10, No 1 (2026): Januari (JIKAP PGSD)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jkp.v10i1.78453

Abstract

Pancasila Education plays a crucial role in shaping students’ character, attitudes, and understanding from the elementary level. However, teacher-centered learning practices often lead to passive student en-gagement and low learning outcomes. Therefore, interactive and contextual learning innovations are needed. This study aims to de-scribe the implementation of the Problem Based Learning (PBL) model integrated with the Spinning Wheel Diorama media on the topic Norms in My Life and to measure its effectiveness in improving stu-dents’ learning outcomes.This research employed Classroom Action Research (CAR), conducted in two cycles with 20 fourth-grade students of Class IV A at UPT SDN 162 Gresik. Data were collected through observation, teacher interviews, and learning outcome tests, then analyzed using average score calculations and mastery percentages based on the Minimum Mastery Criteria (MMC).The results showed a significant increase from an average score of 41.5 (15% mastery) in the pre-test to 78.5 (90% mastery) in the post-test. These findings confirm that integrating PBL with the Spinning Wheel Diorama media can enhance students’ understanding of normative concepts while fostering an active, collaborative, and meaningful learning atmosphere. In addition, responses from both students and teachers indicate that this method is relevant for connecting theoretical knowledge with re-al-life practice.In conclusion, PBL-based learning supported by concrete media such as dioramas is effective in improving the quality of Pancasila Education learning. Future research is recommended to explore the application of similar models in other subjects and to examine students’ affective and psy-chomotor aspects in greater depth.
Coding Based PBL Model for Numeracy and Computational Thinking: Model PBL Berbasis Coding untuk Numerasi dan Computational Thinking Putri, Vivien Harianika; Wiryanto, Wiryanto; Puspita, Ari Metalin Ika
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13752

Abstract

General Background: Twenty-first century education requires students to develop numeracy literacy and computational thinking as essential competencies aligned with technological advancement. Specific Background: In Indonesia, national assessments and PISA data indicate that students’ numeracy skills remain at a moderate level, necessitating innovative pedagogical approaches such as Problem Based Learning integrated with coding activities, including unplugged coding. Knowledge Gap: Previous studies have predominantly examined Problem Based Learning and coding separately, with limited research integrating both approaches simultaneously in elementary numeracy learning. Aims: This study aims to analyze the use of a coding-based Problem Based Learning model on numeracy and computational thinking abilities of fifth-grade elementary students. Results: Using a quasi-experimental non-equivalent control group design, the findings show higher gain scores in the experimental group compared to the control group for numeracy (20.53 vs 8.37) and computational thinking (25.41 vs 9.66), with statistically significant differences (p < 0.05). Novelty: The study offers a unified instructional model combining Problem Based Learning and unplugged coding to simultaneously measure numeracy and computational thinking outcomes in elementary education contexts with limited digital infrastructure. Implications: The findings provide theoretical contributions to integrated learning models and practical guidance for teachers and institutions in implementing contextual, problem-based, and coding-supported instruction to strengthen numeracy and computational thinking in primary education. Highlights Higher learning gains observed in experimental group for both measured competencies Structured algorithmic activities support systematic problem solving processes Integrated approach applicable without reliance on digital infrastructure Keywords Problem Based Learning; Coding; Unplugged Coding; Numeracy; Computational Thinking
Serat Centhini Integration Builds Elementary Geographic Literacy: Integrasi Serat Centhini Membangun Literasi Geografi Siswa Sekolah Dasar Pratiwi, Mey; Rachmadyanti, Putri; Puspita, Ari Metalin Ika
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13777

Abstract

General Background: Geographic literacy is a core competency in primary education encompassing spatial understanding, human–environment interaction, and cultural interpretation. Specific Background: Elementary Natural and Social Sciences learning in Indonesia often relies on textbooks and lacks contextual linkage to students’ real-world spatial experiences. Knowledge Gap: Previous studies have identified geographic values in Serat Centhini but have not deeply examined its integration process within classroom practice and learner experiences. Aims: This study investigates the integration of Serat Centhini as a culturally grounded source of geographic literacy in elementary IPAS learning. Results: Using a qualitative case study with 32 fifth-grade students and a teacher, findings show that narrative-based learning through Serat Centhini supports students’ understanding of spatial relationships, contextualizes geographic concepts, strengthens awareness of human–environment interactions, and connects cultural dimensions with geographic knowledge. Students demonstrated the ability to interpret spatial descriptions, relate them to real environments, and reflect on environmental values through culturally relevant narratives. Novelty: This study introduces a perspective that positions traditional Nusantara literature as an integrated pedagogical resource linking geographic literacy with cultural identity formation in elementary education. Implications: The findings highlight the potential of local literary heritage as an interdisciplinary and contextually meaningful learning resource, offering guidance for teachers, curriculum designers, and policymakers to incorporate culturally responsive approaches in geographic literacy development. Highlights• Narrative learning supports spatial concept comprehension through cultural storytelling• Students connect textual geography with real environmental contexts and practices• Cultural narratives foster ecological awareness and value-based reflection KeywordsGeographic Literacy; Serat Centhini; Local Wisdom; Narrative Learning; Elementary Education
The Influence of Contextual Approaches on Students' Mathematical Creative Thinking Skills in Elementary School Indriani, Rina; Rahmiati, Devi; Puspita, Ari Metalin Ika
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 1 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i1.9403

Abstract

This study aims to examine the influence of the contextual approach on elementary school students’ mathematical creative thinking skills at SD Negeri 2 Surodakan, Trenggalek, East Java. This research used a quantitative approach with a quasi-experimental design involving an experimental class and a control class. The subjects were fourth-grade students, with class IV-D as the experimental class taught using the contextual approach and class IV-B as the control class taught using conventional learning. The research instrument was an essay test designed to measure mathematical creative thinking skills based on fluency, flexibility, and novelty. Data were collected through pretest and posttest, then analyzed using normality, homogeneity, and independent sample t-tests with SPSS 22.0. The results showed that the experimental class score increased from 78 to 83, while the control class increased from 76 to 78. The hypothesis test obtained significance values of 0.000 and 0.001 < 0.05, so H₀ was rejected and H₁ was accepted. Thus, the contextual approach significantly influences students’ mathematical creative thinking skills and can be used as an effective alternative in elementary mathematics learning.
EFEKTIVITAS MEDIA PEMBELAJARAN JANGKAR (JENGA KARTU AUGMENTED REALITY) TERINTEGRASI INDIGENOUS CULTURE DALAM MENINGKATKAN PEMAHAMAN KONSEP KEBERAGAMAN BUDAYA SISWA SEKOLAH DASAR Chesta Briliant Nayottama, Orniga; Metalin Ika Puspita, Ari; Dellarosa, Maretha; Pandu Paksi, Hendrik
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47638

Abstract

Teaching about cultural diversity in the Pancasila Education course in elementary schools often faces challenges due to a lack of variety in the use of teaching materials, resulting in lessons that fail to provide concrete and meaningful learning experiences. This, in turn, leads to students’ suboptimal understanding of the concept of cultural diversity. This study aims to analyze the effectiveness of using JANGKAR (Jenga Augmented Reality Cards) media integrated with indigenous culture in enhancing elementary school students’ conceptual understanding of cultural diversity. The study employed a quantitative approach using a quasi-experimental design of the nonequivalent control group type. The research subjects consisted of 53 third-grade students at SDN Petemon XII/360 in Surabaya, with 27 students from Class III-A serving as the control group and 26 students from Class III-B as the experimental group. Data collection techniques utilized test instruments in the form of pretests and posttests, which were verified through Pearson Product Moment correlation validity and Cronbach’s Alpha reliability. The research data were analyzed using the Independent T-test, Cohen’s d effect size, and N-Gain. The results show that the independent t-test yielded a significance value of 0.040, indicating a significant difference between the test results of the experimental class and the control class. Additionally, the effect size test yielded a value of 0.5787, which falls into the moderate category, indicating a moderate effect of using the JANGKAR learning media integrated with indigenous culture. The N-Gain test yielded a value of 0.5859 or 58.59%, which falls into the moderate category, indicating that the media is quite effective. Thus, the JANGKAR (Jenga Augmented Reality Cards) learning media integrated with indigenous culture demonstrates sufficient effectiveness in improving students’ conceptual understanding of cultural diversity.
DESAIN AKTIVITAS TRADISI LARUNGAN TELAGA NGEBEL TERINTEGRASI PROJECT BASED LEARNING UNTUK MENANAMKAN NILAI GOTONG ROYONG SISWA KELAS V SEKOLAH DASAR I Ishe Trianjari, Ling; Metalin Ika Puspita, Ari; Suryani, Titik; Afiah Septiana, Nisaul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49725

Abstract

This study aims to produce a design for the Larungan Telaga Ngebel tradition activity integrated with Project Based Learning to instill the value of mutual cooperation in fifth-grade elementary school students and to describe the values ​​of mutual cooperation that emerge during the learning process. This study uses the Design Research method with the stages of preparing for the experiment, experimenting in the classroom, and retrospective analysis. The research subjects consisted of 6 fifth-grade students of SD Negeri 1 Ngebel in the pilot experiment stage and 15 fifth-grade students of SD Negeri 1 Tranjang in the teaching experiment stage. Data collection techniques were carried out through observation, interviews, and documentation. The results of the study indicate that the design for the Larungan Telaga Ngebel tradition activity integrated with Project Based Learning was successfully developed through 11 activities according to the syntax of Project Based Learning. The developed learning design is able to facilitate the instillation of mutual cooperation values ​​in the form of coordination skills, working together, fostering harmonious social relationships, fostering empathy, and sharing in groups. Thus, the developed activity design is suitable for use as an alternative learning to instill the value of mutual cooperation based on local traditions in elementary schools.
PENGEMBANGAN E-BOOK NOBULA (NORMA BUDAYA LOKAL) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PADA PEMBELAJARAN PANCASILA KELAS V SEKOLAH DASAR Fatma Nuzulla, Anisa; Metalin Ika Puspita, Ari; Nurjanah, Ainin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50244

Abstract

This research was conducted because of the encouragement in the implementation of Pancasila Education learning in Elementary Schools which is often conceptual and abstract and the integration of local culture is still limited, resulting in low critical thinking skills of students. The purpose of this study is to develop valid, practical, and effective digital teaching materials in the form of NOBULA e-books (Local Cultural Norms) to improve the critical thinking skills of fifth grade students of SDN Ngadiluwih I. This study uses the Research and Development (R&D) method with the ADDIE model which includes Analysis, Design, Development, Implementation, Evaluation. The research subjects were 53 fifth grade students divided into 27 experimental class students and 26 control class students. Data collection instruments included validation sheets, user questionnaires, and critical thinking test questions. The results of the validity test by material experts were 82%, teaching materials 90%, and test questions 89%, all validity test results included the very valid category. The practicality test by user responses, students was 82% and teachers 98% which showed very practical criteria. Furthermore, the t-test showed a significant difference between the two classes (0.029 < 0.050). The N-Gain value of 59.21% for the experimental class and 49.94% for the control class proved that the experimental class was quite effective. The effect size calculation of 0.61 is considered quite effective. Thus, it can be concluded that the NOBULA e-book improves critical thinking skills in elementary school students
Co-Authors Achmad Zaini Afiah Septiana, Nisaul Agus Budi Santosa Agustin, Kartika Putri Agustina, Olida Diah Alfi Muhimmah, Hitta Andhani, Bercha Wahyudi Ayulea Annam, Muhammad Ariani, Puput Arianti, Rosmalinda Eka Arryant , Radhif Audina, Selly Eka Augustia, Amanda Diskafrida Baihaqi, Ahmad Rizal Budi Purwoko Chesta Briliant Nayottama, Orniga Chusniyah, Nafidatul Dellarosa, Maretha Dwiyani, Eryka Endang Setiyowati Fa'urachmad, Setyo Irman Fatma Nuzulla, Anisa Febrianto, Rohmat Febriyanti, Olivia Dwi Femita Adelina Fie Dzikry, Lataniya Firdasari, Agnes Fitri, Hidayatul Ganes Gunansyah Gunasyah, Ganes Habibie, Ramadhan Kurnia Hasan, Wilujeng Dewi Latiifah Hasasah, Nadiatul Helda Kusuma Wardani, Helda Kusuma Hendrik Pandu Paksi, Hendrik Pandu Herlina, Siti Huda, Muhammad Nur I Ishe Trianjari, Ling Irwanaputri, Naisyifa Zahra Istiq'faroh, Nurul Istiq’faroh, Nurul Junita, Fitri Karimullah, Muhammad Reza Kartikasari, Angelina Dwi Keisha Z, Nurlalita Koes, Mahabillah Kustiyaningsih, Ira Dwi Listiana, Dicky MEY PRATIWI Mintohari, Mintohari Mochamad Nursalim Muhimmah, Hitta Alfi Nailatul, Ghaziyah Nanda William Nasution Nasution Neni Mariana Ningrum, Fiki Surya Novitasari, Laily Nura Aziza, Ella Rahma Nurjanah, Ainin Oktafia, Alifatus PANDU PAKSI, HENDRIK Pujiyati, Lilik Putri, Vivien Harianika Rachmadani, Febilia Ceril RACHMADYANTI, PUTRI Rahmadhanti, Karina Oktavia Rahmatika, Tyas Rahmiati, Devi Ramadhani, Alifia Yoranika Rina Indriani Rina Rahmawati, Rina Riski, Yunia Tiara Safitri, Furi Sri Rahayu Wulan Setyowati, Raden Roro Nanik Siswanto, Bambang Edi Solihin, Annas Subekti, Catur Pamungkas Hari Syanis, Putri Fiisyatil Huludah As Titik Suryani Tsani, Adinda Farichatus Tupriya Udin Syaefudin Saud Udin Syaefudin Saud, Udin Syaefudin Umami, Siti Riska Vicky Dwi Wicaksono Vismania S. Damaianti, Vismania S. Wahida, Siska Nur Wahyu Nurmalasari WAHYU SUKARTININGSIH Wijoyanto, Danang Windarti, Wiwik Wiryanto Wiryanto Yudi Basuki Zaenal Abidin Zahra, Naurah Salsabila Az Zya, Riefqya Wifdhama