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All Journal Jurnal Studi Agama dan Masyarakat Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Elementary : Kajian Teori dan Hasil Penelitian Pendidikan Sekolah Dasar Parafrase: Jurnal Kajian Kebahasaan dan Kesastraan SASTRANESIA: Jurnal Program Studi Pendidikan Bahasa dan Sastra Indonesia COLLASE (Creative of Learning Students Elementary Education) JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Jurnal Onoma: Pendidikan, Bahasa, dan Sastra JPDI (Jurnal Pendidikan Dasar Indonesia) Jurnal Perseda : Jurnal Pendidikan Guru Sekolah Dasar Al-Isyraq: Jurnal Bimbingan, Penyuluhan, dan Konseling Islam Jurnal Pendidikan Dasar Perkhasa Community Empowerment Cokroaminoto Journal of Primary Education LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Procedia of Social Sciences and Humanities Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Journal of Language and Literature Studies Academia Open
Ahmad Nurefendi Fradana
Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sidoarjo
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Understanding the Role of the Environmental Arena and Community Social Structure in Stunting Prevention Education: Memahami Peran Arena Lingkungan dan Struktur Sosial Masyarakat dalam Pendidikan Pencegahan Stunting Nyoman Suwarta; Dwi Astutiek; Edi Dwi Riyanto; Ahmad Nurefendi Fradana; Joko Susilo; Yulia Mega Puspita
Academia Open Vol. 8 No. 2 (2023): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.8.2023.8667

Abstract

Indonesia is a country with the third highest incidence of stunting in Southeast Asia. Stunting has various negative impacts therefore it is important to prevent it through public education. This research aims to understand the role of the environmental arena and social structure of society in stunting prevention education. This research uses a qualitative method with a case study approach. The research analysis explains the problem of stunting through four environmental arenas and social structures that exist in communities in four cities or districts, including the educational, economic, cultural, and ideological arenas. By understanding the roots of the stunting problem identified through the environmental arena and social structure of society, we can identify effective methods for stunting prevention programs in the field, namely sustainable education based on local culture in all aspects of community life. Highlights : Interconnected Factors: The research explores how various environmental arenas and social structures intertwine to contribute to the prevalence of stunting. Local Cultural Context: Understanding the local cultural context is crucial for designing effective stunting prevention education programs. Sustainability and Community Engagement: Emphasizing sustainable education initiatives rooted in local culture ensures long-term engagement and effectiveness in combating stunting. Keywords : arena, education, economy, culture, ideology
Bridging Gaps in Government Policies for Inclusive Education in Indonesia: Menjembatani Kesenjangan dalam Kebijakan Pemerintah untuk Pendidikan Inklusif di Indonesia Nyoman Suwarta; Ahmad Nurefendi Fradana; Dwi Astutiek; Agus Salim; Joko Susilo; Bambang Koesbandriyo
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.10485

Abstract

Background: Inclusive education ensures equitable access for students with special needs, yet implementation in Indonesia faces challenges like limited resources, insufficient teacher training, and societal stigma. Knowledge Gap: While studies examine teacher attitudes and institutional challenges, the role of government policy remains underexplored. Aim: To analyze the implementation of government policies on inclusive education. Results: Qualitative analysis revealed gaps in training and funding, contrasting with successful policy instruments supporting inclusion. Novelty: This study identifies disparities between policy frameworks and their practical application. Implications: Collaborative efforts among stakeholders and enhanced cultural support are crucial for effective policy implementation and better educational outcomes. Highlights: Policy Implementation: Gaps exist between inclusive education policies and their practical application, particularly in teacher training and funding. Community Perspectives: Societal stigma toward students with special needs remains a critical barrier to inclusivity. Collaboration Required: A multi-stakeholder approach is essential to align policy objectives with ground-level execution and cultural integration. Keywords: Inclusive Education, Government Policy, Teacher Training, Societal Stigma, Resource Allocation
Artificial Intelligence Driven Literacy Practices in Early Language Education: Praktik Literasi yang Didorong oleh Kecerdasan Buatan dalam Pendidikan Bahasa Awal Ahmad Nurefendi Fradana; Nyoman Suwarta
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11438

Abstract

General background: The integration of artificial intelligence (AI) into education has rapidly transformed learning environments, particularly in literacy education. Specific background: In primary schools, AI offers tools that support individualized learning and streamline instructional processes. Knowledge gap: However, limited research explores the sociocultural dynamics of AI-mediated literacy learning, especially in early education within Indonesian contexts. Aims: This study investigates the application of AI in reading and writing instruction at Muhammadiyah Primary School 1 Candi, Sidoarjo, through an educational ethnography and qualitative-descriptive approach. Results: Findings demonstrate that AI facilitates personalized literacy experiences, enhances student motivation, and improves instructional efficiency. Nonetheless, critical issues such as increased student dependency on automated systems, diminished verbal interaction, and the presence of cultural bias in AI-generated content were observed. Novelty: The study highlights the teacher’s evolving role not merely as a knowledge transmitter but as a facilitator of values and cultural mediator in AI-supported classrooms. Implications: It recommends the adoption of AI integration strategies that prioritize ethical awareness, cultural contextualization, and humanistic principles, contributing to the development of an inclusive and adaptive literacy education ecosystem for primary learners.Highlights: Highlights the sociocultural impacts of AI in early literacy. Reveals both benefits and ethical challenges of AI integration. Emphasizes the teacher’s role as a value-based content mediator. Keywords: Artificial Intelligence, Literacy Education, Primary School, Educational Ethnography, Language Learning
Inductive Method Improves Elementary Students Short Story Writing Performance: Metode Induktif Meningkatkan Kinerja Penulisan Cerpen Siswa Sekolah Dasar Nikmatu Qurota A'yun; Ahmad Nurefendi Fradana, M.Pd.
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12023

Abstract

General Background: Writing short stories is a complex language skill that requires the integration of imagination, narrative structure, and linguistic competence, yet many elementary students experience difficulties in expressing ideas in written form. Specific Background: Conventional teacher-centered instruction often limits students’ creative engagement, resulting in low achievement in short story composition. Knowledge Gap: Empirical evidence on structured student-centered approaches, particularly the inductive method, in elementary short story writing remains limited. Aims: This study aimed to examine the application of the inductive method in improving short story writing among fifth-grade elementary students. Results: Using a quantitative one-group pretest–posttest design with 17 participants, the average score increased from 69.7 before instruction to 86.5 after instruction, with a paired t-test yielding p = 0.000, indicating a statistically significant difference. Group discussions, contextual reading materials, and the teacher’s facilitative role supported students’ imagination and idea development. Novelty: The study demonstrates how an inductive, observation-to-generalization learning sequence can foster active participation and creative narrative construction in young learners. Implications: The inductive method offers a viable instructional alternative for language teachers seeking student-centered strategies to support creative writing development at the elementary level.Highlights: Students’ scores rose markedly after instructional treatment using an observation-based learning sequence. Collaborative discussion and contextual texts stimulated imagination and narrative development. Facilitator-oriented teaching supported active participation during the writing process. Keywords: Inductive Method; Short Story Writing; Elementary Education; Creative Writing; Student-Centered Learning
School Literacy Culture Cultivates Reading Interest in Primary Students: Budaya Literasi Sekolah Menumbuhkan Minat Membaca pada Siswa Sekolah Dasar Rizka Marela Nasir; Ahmad Nurefendi Fradana
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12069

Abstract

General Background: Low reading engagement among primary school learners remains a persistent educational concern, as reading underpins academic success and lifelong learning. Specific Background: Literacy culture in schools extends beyond basic reading and writing to include accessing, interpreting, and producing information, supported by structured activities such as classroom reading corners and routine reading sessions. Knowledge Gap: Despite widespread literacy initiatives, there is limited phenomenological evidence describing how school-based literacy culture is experienced by stakeholders and how it relates to students’ reading interest. Aims: This study aimed to describe the implementation of literacy culture in fostering reading interest among primary school students. Results: Using a qualitative phenomenological approach involving principals, teachers, and third-grade students, findings indicate that literacy culture manifests through three stages—habituation, development, and learning—supported by daily shared reading activities lasting approximately 10–15 minutes and the provision of attractive reading corners and relevant books. These practices were associated with observable enthusiasm, routine reading behavior, and increased participation in literacy activities. Novelty: The study offers an experiential account of literacy culture implementation within a classroom context, highlighting the integration of environmental design, habitual practice, and instructional support. Implications: Establishing consistent literacy routines and accessible reading environments may support sustained student engagement with texts and contribute to broader educational quality improvement in primary schools. Highlights: Structured stages of literacy practice shape sustained student reading habits. Daily shared reading sessions generate observable enthusiasm toward texts. Accessible classroom book spaces encourage voluntary engagement with printed materials. Keywords: Literacy Culture; Reading Interest; Primary Education; Reading Corner; Phenomenological Study
Multiple Choice Item Analysis in Indonesian Language Under Merdeka Curriculum: Analisis Soal Pilihan Ganda dalam Bahasa Indonesia Berdasarkan Kurikulum Merdeka Nafiatuz Zukhruffah; Ahmad Nurefendi Fradana
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12130

Abstract

General Background: Rapid developments in science and technology require continuous innovation in Indonesia’s education system, including the implementation of the Merdeka Curriculum, which emphasizes flexible learning and competency-based assessment. Specific Background: In elementary education, multiple-choice tests in Indonesian language subjects play a crucial role in evaluating students’ comprehension, communication skills, and language structure mastery. Knowledge Gap: However, the quality of test items often varies, and systematic qualitative analysis of item characteristics aligned with the Merdeka Curriculum remains limited. Aims: This study aims to analyze the characteristics and quality of Indonesian language multiple-choice items for fifth-grade elementary students within the Merdeka Curriculum framework. Results: Using a qualitative phenomenological approach through questionnaires and teacher interviews, the findings indicate that most items generally function adequately but require minor revisions to improve validity, reliability, difficulty balance, discrimination power, and distractor performance, while clearer language and alignment with learning objectives are essential. Novelty: The study provides a comprehensive qualitative examination integrating cognitive level analysis, construction, language clarity, and alignment with the Pancasila Student Profile within a real school context. Implications: The results suggest that careful item construction and systematic analysis can produce more representative assessment instruments that measure students’ competencies holistically and support curriculum goals. Highlights: Most questions were acceptable but needed refinement to meet measurement standards. Language clarity and alignment with learning objectives were critical issues identified. Cognitive level distribution indicated the need for more higher-order thinking tasks. Keywords:Merdeka Curriculum; Multiple Choice Test; Item Analysis; Indonesian Language Education; Elementary Assessment
Communicative Language Teaching for Elementary Students Speaking Skill Development: Pengajaran Bahasa Komunikatif untuk Siswa Sekolah Dasar Pengembangan Keterampilan Berbicara febrianti masrum bidhiana; Ahmad Nurefendi Fradana
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12419

Abstract

General Background: Speaking skill constitutes a central component of Indonesian language learning in elementary education as it supports students’ confidence, interaction, and meaningful communication. Specific Background: Classroom observations revealed that many students remained passive and hesitant to express ideas orally despite existing instructional strategies. Knowledge Gap: Prior studies mostly emphasized isolated techniques or regional language contexts, with limited examination of communicative approaches in Indonesian language classrooms at the elementary level. Aims: This study analyzes supporting and inhibiting factors in implementing Communicative Language Teaching and evaluates its role in developing students’ speaking abilities. Results: Using a descriptive qualitative design with observation, interviews, and documentation, findings show increased student participation, courage, fluency, and appropriate intonation. Teacher creativity, varied learning media, contextual materials, and positive feedback acted as key supports, while limited time, low confidence, and uneven participation emerged as barriers. Novelty: The study provides a contextual analysis of classroom-based communicative practices combined with identification of practical enablers and constraints. Implications: The findings recommend interactive tasks, group discussions, and contextual media integration to foster communicative competence and active engagement in elementary language instruction. Keywords: Communicative Language Teaching, Speaking Skills, Elementary Education, Indonesian Language Learning, Classroom Interaction Key Findings Highlights: Learners displayed greater oral participation and confidence during tasks Contextual materials and varied media supported active engagement Psychological barriers and time constraints limited equal involvement
STRATEGI GURU MENGGUNAKAN MODEL MIND MAPPING UNTUK MENGATASI KESULITAN MENULIS PADA SISWA SEKOLAH DASAR Nur Hendra Subekti; Ahmad Nurefendi Fradana
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.v6i3.10569

Abstract

This study aims to describe teachers’ strategies in using the Mind Mapping model to address writing difficulties among second-grade elementary school students, employing a descriptive qualitative approach conducted at SD Negeri Waung, Krembung Subdistrict, Sidoarjo Regency, with one teacher and six students as research subjects. Data collection was conducted through observation, interviews, and documentation, and analyzed through the stages of data reduction, data presentation, and conclusion drawing using triangulation techniques to ensure data validity. The results of the study indicate that students experience difficulties in starting their writing, developing ideas, and constructing sentences in a coherent manner, However, after implementing mind mapping, there was a noticeable improvement in writing skills, as evidenced by more focused ideas, more coherent sentence structure, and increased student confidence in writing. It can therefore be concluded that the use of mind mapping helps students organize their ideas before putting them into writing; consequently, teachers are encouraged to continue using this method in writing instruction. However, after implementing Mind Mapping, an improvement in writing skills was observed, characterized by more focused ideas, more coherent sentence structure, and increased student confidence in writing. It can therefore be concluded that the use of Mind Mapping helps students organize their ideas before putting them into writing; consequently, teachers are advised to utilize this model consistently in writing instruction. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan strategi guru dalam menggunakan model Mind Mapping untuk mengatasi kesulitan menulis pada siswa kelas II sekolah dasar dengan pendekatan kualitatif deskriptif yang dilaksanakan di SD Negeri Waung, Kecamatan Krembung, Kabupaten Sidoarjo, dengan subjek penelitian satu orang guru dan enam siswa, pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, serta dianalisis melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan dengan teknik triangulasi untuk menjamin keabsahan data, hasil penelitian menunjukkan bahwa siswa mengalami kesulitan dalam memulai tulisan, mengembangkan ide, dan menyusun kalimat secara runtut, namun setelah penerapan Mind Mapping terlihat adanya peningkatan kemampuan menulis yang ditandai dengan ide yang lebih terarah, susunan kalimat yang lebih runtut, serta meningkatnya kepercayaan diri siswa dalam menulis, sehingga dapat disimpulkan bahwa penggunaan Mind Mapping mampu membantu siswa dalam mengorganisasi gagasan sebelum dituangkan ke dalam tulisan, oleh karena itu guru disarankan untuk memanfaatkan model ini secara berkelanjutan dalam pembelajaran menulis.  
Penerapan Metode PQ4R untuk Meningkatkan Pemahaman Membaca Siswa Sekolah Dasar Rachel Ananda Anastasya Putri; Ahmad Nurefendi Fradana
JPDI (Jurnal Pendidikan Dasar Indonesia) Vol 11, No 1 (2026): VOLUME 11 NUMBER 1 JANUARY 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpdi.v11i1.7300

Abstract

This study aims to describe the application of the PQ4R (Preview, Question, Read, Reflect, Recite, Review) method in improving elementary school students' reading comprehension skills. The study was conducted descriptively qualitatively with subjects of teachers and fifth grade students of SD Muhammadiyah 5 Porong. Data were collected through observation, interviews, and documentation. The results showed that the systematic application of the PQ4R method can increase student engagement, strengthen memory, and help them understand the contents of the reading better. Each stage in the PQ4R method plays an important role in encouraging critical and reflective thinking. In addition, there was an increase in student learning motivation, the ability to formulate questions, and convey reading summaries independently. Thus, PQ4R has proven effective as an Indonesian language learning strategy to improve reading comprehension skills at the elementary school level.
Habituasi Literasi Dasar untuk Meningkatkan Minat Baca Siswa Sekolah Dasar Ayyu Lailuki Azma; Ahmad Nurefendi Fradana
JPDI (Jurnal Pendidikan Dasar Indonesia) Vol 10, No 3 (2025): VOLUME 10 NUMBER 3 SEPTEMBER 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpdi.v10i3.7138

Abstract

This study aims to obtain information related to the implementation of the School Literacy Movement (GLS) at SD Muhammadiyah 1 Krian, Krian District, Sidoarjo Regency. The ability to understand reading plays an important role for students in obtaining and processing information, sharpening their intellect, and enriching their insights. Therefore, the habituation of literacy activities needs to be applied early to students. This study used a qualitative approach with participants consisting of 1 homeroom teacher and 10 grade 5 students. Data collection techniques were conducted through observation, in-depth interviews and documentation. The collected data were analyzed using thematic analysis techniques to identify patterns and themes that emerged from the interviews and observations. The results showed that the implementation of literacy habituation in the school runs quite well through routine reading activities before learning, the provision of reading corners in the classroom, and the active involvement of teachers and students in literacy activities. However, some obstacles were found, such as the lack of parental involvement in supporting literacy activities at home and the limited availability of varied reading materials. The school continues to develop a more effective and sustainable literacy program to support an improved literacy culture in the school environment.
Co-Authors Agus Salim Agus Salim Akbar Wiguna Amalia, Haidar Ananta, Galuh Nela Andriyanto Andriyanto Annabila, Pramesti Sintia Annisa Sakinah Mahabillah Imanellya Annisa Sakinah Mahabillah Imanellya Astutiek, Dwi Aulia, Nur Fikah Afi Ayyu Lailuki Azma Bambang Koesbandriyo Bambang Kusbandrijo Chumairoh, Ayu Angelie Wardatul Dwi Astutiek Edi Dwi Riyanto Ermawati Zulikhatin Nuroh Evin Dwi Amalinda Faradina, Zulfiya febrianti masrum bidhiana Feri Tirtoni Fradana, Ahmad Nuefendi Fradana Gunanjar, Nibras Ali Hasanah, Reysniah Uswatun islamiya, khoridatul Izza Mauli Avrianty Joko Susanto Joko Susilo Joko Susilo Julyanti Fransisca Khusnah, Deva Amirotul Koesbandriyo, Bambang Lady Lailatun Nabila Laily, Risha Dwi Nur Mudhiyyan Ningrum, Sulistian Munadzifah, Munadzifah Nafiatuz Zukhruffah Nikmatu Qurota A'yun Nisrina Hisanah Nur Hendra Subekti Nuraimy, Fani Rizkia Nyoman Suwarta Puspita, Yulia Mega Putri Cindra, Devi Putri, Arinda Salsabila Putri, Sindy Olivia Rachel Ananda Anastasya Putri Ratih Sellavia Rizka Marela Nasir safitri, Balqis Sari, Shintia Dwi Puspita Sellavia, Ratih Sotlikova, Rimajon Urifah, I'in Dewi Vina Aruni Lathifah Yulia Mega Puspita Zuhriyah, Nurul Aisah Lailatuz