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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Ilmiah WUNY Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Pendidikan Matematika dan IPA Jurnal Pendidikan Indonesia Jurnal Pendidikan IPA Indonesia Jurnal Inspirasi Pendidikan SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED JPS Unimus JPGSDI Premiere Educandum REFLEKSI EDUKATIKA Jurnal Terapan Abdimas JURNAL IQRA´ Jurnal Abdimas BSI: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) Pendekar : Jurnal Pendidikan Berkarakter Cetta: Jurnal Ilmu Pendidikan Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Basicedu Journal of Education Technology International Journal of Elementary Education EDUKATIF : JURNAL ILMU PENDIDIKAN Pena Kreatif : Jurnal Pendidikan Jurnal Paedagogy Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Wawasan Pendidikan Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat PSEJ (Pancasakti Science Education Journal) Jurnal Cakrawala Pendas Kurikula Jurnal Pendidikan Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Jurnal Basicedu Jurnal Pengabdian Masyarakat Bangsa International Journal of Multidisciplinary Sciences Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar Pijar : Jurnal Penelitian Bidang Pendidikan dan Pembelajaran Jurnal PGSD Indonesia Jurnal Pendidikan IPA Indonesia PESHUM Jurnal Pendidikan Progresif Dialektika Jurnal Pendidikan Al Ibtida: Jurnal Pendidikan Guru MI
Setyo Eko Atmojo
Universitas PGRI Yogyakarta
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Pengaruh Program Literasi Iklim Terhadap Perilaku Ramah Lingkungan Siswa Kelas V SD Se-Gugus III Kasihan Bantul Fadya Dwi Kundaryanti Fadya; Setyo Eko Atmojo
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 4: Juni 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i4.16185

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya penanaman kesadaran lingkungan sejak dini kepada siswa sekolah dasar melalui program literasi iklim guna membentuk perilaku ramah lingkungan. Namun, pada kenyataannya perilaku ramah lingkungan siswa masih belum optimal sehingga diperlukan upaya melalui kegiatan literasi iklim di sekolah. Penelitian ini bertujuan untuk mengetahui pengaruh program literasi iklim terhadap perilaku ramah lingkungan siswa kelas V SD Se-Gugus III Kasihan Bantul. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survey dan desain penelitian ex post facto. Sampel dalam penelitian ini adalah seluruh siswa kelas V SD Se-Gugus III Kasihan Bantul yang berjumlah 142 siswa dengan teknik pengambilan sampel menggunakan proportionate random sampling. Teknik pengumpulan data dilakukan melalui angket, wawancara, dan dokumentasi. Analisis data menggunakan uji regresi linear sederhana setelah dilakukan uji prasyarat analisis. Hasil penelitian menunjukkan bahwa program literasi iklim berpengaruh secara signifikan terhadap perilaku ramah lingkungan siswa dengan nilai signifikansi 0,004 < 0,05 dan nilai koefisien determinasi sebesar 0,070 yang menunjukkan kontribusi pengaruh sebesar 7%. Dengan demikian dapat disimpulkan bahwa program literasi iklim memiliki pengaruh signifikan terhadap perilaku ramah lingkungan siswa kelas V SD Se-Gugus III Kasihan Bantul.
Efektivitas Pembelajaran Berbasis Proyek Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa SD dalam Pembelajaran Daur Ulang Sampah Handriana Naurah Ihram; Setyo Eko Atmojo
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 4: Juni 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i4.16372

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran Project-Based Learning (PjBL) terhadap keterampilan berpikir kritis siswa kelas 5 SD pada materi daur ulang sampah. Jenis penelitian ini adalah quasi experimental dengan desain Non-equivalent Control Group Design. Sampel penelitian terdiri dari kelas VA sebagai kelompok eksperimen dan kelas VB sebagai kelompok kontrol di SDN 1 Kracak. Instrumen penelitian menggunakan tes (pretest dan posttest) serta angket respon siswa. Hasil penelitian menunjukkan bahwa penggunaan model PjBL memberikan respon positif yang sangat tinggi dari siswa mencapai 90,53%. Namun, analisis statistik menunjukkan bahwa peningkatan keterampilan berpikir kritis belum mencapai perbedaan yang signifikan secara angka dibanding kelas kontrol, yang dipengaruhi oleh kendala waktu dan proses adaptasi siswa terhadap kerja kelompok acak. Meskipun demikian, model PjBL terbukti efektif dalam meningkatkan keterlibatan aktif dan antusiasme siswa dalam praktik nyata pengelolaan lingkungan. Keywords: PjBL, Berpikir Kritis, Daur Ulang Sampah, IPA SD.
Developing Disaster Literacy through STEM-Ethnoscience Integration: Evidence from Primary School Contexts Setyo Eko Atmojo; Rina Dyah Rahmawati
International Journal of Multidisciplinary Sciences Vol. 4 No. 2 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/ijms.v4i2.5350

Abstract

Disaster literacy is an essential competency for primary school students, particularly in disaster-prone regions; however, it is often not optimally integrated into classroom learning. This study aims to examine the effectiveness of integrating STEM (Science, Technology, Engineering, and Mathematics) with ethnoscience to enhance disaster literacy among primary school students. The research employed a quasi-experimental design involving elementary students selected through purposive sampling. Data were collected through tests, questionnaires, and observations to measure students’ knowledge, awareness, and preparedness related to disaster risk. The main statistical analyses used were the t-test and N-gain to compare disaster literacy between groups. The learning intervention integrated local wisdom (ethnoscience) into problem-oriented STEM activities relevant to students’ real-life contexts. The results showed a significant difference in disaster literacy between the experimental and control groups, with t (58) = 3.27 and p = 0.002 (p < 0.05). The experimental group demonstrated higher improvement (N-gain = 0.62; moderate category) compared to the control group (N-gain = 0.29; low category). These findings indicate that STEM-ethnoscience learning significantly improves students’ disaster literacy. This approach also provides a meaningful and culturally relevant framework for disaster education. In conclusion, the STEM-ethnoscience approach is an effective and innovative pedagogical strategy for enhancing disaster awareness and preparedness in primary education.
STUDENTS’ PERCEPTIONS OF GAME-BASED LEARNING IN MATHEMATICS AT THE PRIMARY LEVEL Rachmawati, Sofi Dian; Diyah Nur Arafah, Diyah Nur Arafah; Ahimsa Putri Justitia, Ahimsa Putri Justitia; Muhammad Syahrul, Muhammad Syahrul; Atmojo, Setyo Eko
Dialektika Jurnal Pendidikan Vol. 10 No. 1 (2026): DIALEKTIKA: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58436/dfkip.v10i1.2649

Abstract

This study investigates primary school students' perceptions of game-based learning (GBL) in mathematics, focusing on fractions and basic geometry taught through interactive digital games including Kahoot!, Prodigy Math, and a locally adapted platform, Math Adventure. Employing a quantitative survey design, data were collected from 30 Grade 4 students (aged 9–11 years) at SD Negeri Sonosewu, Bantul, Central Java, Indonesia, using a validated 25-item Likert-scale questionnaire (five dimensions: enjoyment and engagement, perceived usefulness, ease of use, motivation to learn, and mathematical understanding; Cronbach α = .912). Descriptive statistics showed an overall mean perception score of 4.37 (SD = 0.51) out of 5, classified as very positive. All five dimensions exceeded a mean of 4.20, with motivation to learn recording the highest score (M = 4.53, SD = 0.44). Independent-samples t-tests revealed no statistically significant gender differences across all dimensions (p > .05), indicating that GBL is equally well received by both male and female learners. Pearson correlation and multiple regression analyses demonstrated that motivation to learn (β = .512, p < .001) and ease of use (β = .341, p = .014) jointly explained 62.3% of the variance in overall perception (R² = .623, F = 22.87, p < .001). Findings suggest that carefully designed GBL environments can meaningfully foster positive attitudes and motivational dispositions toward mathematics in the early grades. Implications for instructional design, teacher professional development, and curriculum integration in Indonesian primary education are discussed.
A SYSTEMATIC LITERATURE REVIEW ON PROJECT-BASED LEARNING IN PRIMARY EDUCATION Atmojo, Setyo Eko; Hana Arikah, Hana Arikah; Aryan Trisna Wibisono, Aryan Trisna Wibisono; Noor Muktiningrum, Noor Muktiningrum; Alifah Nisa Azzahra, Alifah Nisa Azzahra; Estri Mariana, Estri Mariana
Dialektika Jurnal Pendidikan Vol. 10 No. 1 (2026): DIALEKTIKA: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58436/dfkip.v10i1.2650

Abstract

This study aims to analyze the development, characteristics, impacts, and challenges of implementing Project Based Learning (PjBL) in primary education. The method used is a Systematic Literature Review (SLR) employing the PRISMA approach through an analysis of 25 articles from national and international journals spanning the years 2016–2026. The results of the study indicate that the use of PjBL has increased significantly and is widely applied across various subjects. PjBL has been proven to improve learning outcomes as well as 21st-century skills such as critical thinking, creativity, communication, and collaboration. However, its implementation still faces challenges such as time constraints, teacher readiness, and supporting resources. Therefore, optimal planning and support are necessary to ensure the effective implementation of PjBL.
IMPLEMENTATION OF CHARACTER EDUCATION THROUGH CHILD- FRIENDLY SCHOOL PROGRAMS Vika Ardian, Vika Ardian; Khoirunnisa, Khoirunnisa; Muhammad Abel Ramadhan, Muhammad Abel Ramadhan; Ida Afi Ratna Sari, Ida Afi Ratna Sari; Riska Ardi Widyanti, Riska Ardi Widyanti; Atmojo, Setyo Eko
Dialektika Jurnal Pendidikan Vol. 10 No. 1 (2026): DIALEKTIKA: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58436/dfkip.v10i1.2652

Abstract

This study aims to analyze character education practices in schools with child-friendly policies. The method used was descriptive qualitative with a short sentence. The results of interviews and observations yielded phenomenological results. Data collection techniques were conducted through interviews, observations, and documentation using source triangulation involving the principal, teachers, and students. The research results show that the implementation of Child-Friendly School-based character education has been carried out through various programs such as fostering discipline, religous activities, strengthening social values, and creating a safe and comfrotable learning environment for students. Furthermore, the active participation of all school members significantly supports the program`s success. However, several obstacles remain, sucg as limited supporting facilities and a lack of consistency in policy implementation. Therefore, it can be concluded that the practice of character education through the Child-Friendly School policy has a positive impact on the formation of student attitudes and behavior.
EXPLORING TEACHERS' STRATEGIES IN IMPLEMENTING DIFFERENTIATED INSTRUCTION IN PRIMARY SCHOOLS Maulina Dwi Yahya, Maulina Dwi Yahya; Novia Diah Ayu Perdana, Novia Diah Ayu Perdana; Inas Arifah Nurmala Sutanta, Inas Arifah Nurmala Sutanta; Azizah Putri Arseti, Azizah Putri Arseti; Adelia Dian Giendra Wahyu Wardani, Adelia Dian Giendra Wahyu Wardani; Atmojo, Setyo Eko
Dialektika Jurnal Pendidikan Vol. 10 No. 1 (2026): DIALEKTIKA: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58436/dfkip.v10i1.2653

Abstract

In elementary school, differentiated learning is an effective method of addressing student diversity. By using this strategy, learning content, processes, and products can be tailored to students' needs, interests, and learning readiness. It has the ability to significantly improve student motivation, engagement, and learning outcomes. The purpose of this study is to find and explain the methods used by teachers to implement differentiated learning in the classroom. Qualitative case studies are used through classroom observations, in-depth interviews, and thematic analysis. Research shows that the successful implementation of this strategy is greatly influenced by institutional support, teachers' abilities, and effective time and class management. These findings reinforce the importance of ongoing training and strategic support from schools and governments to maximize the implementation of these strategies to achieve inclusive and high-quality education. These results suggest that the application of differentiated learning can improve students' learning processes and outcomes, although this faces challenges such as time constraints and variations in students' abilities.
CHALLENGES IN INTEGRATING DIGITAL LITERACY IN ELEMENTARY EDUCATION : A QUALITATIVE STUDY Niken Dwi Lestari, Niken Dwi Lestari; Ayu Dwi Astuti, Ayu Dwi Astuti; Anggi Putri Oktavia, Anggi Putri Oktavia; Vania Belinda Ines Nabilah, Vania Belinda Ines Nabilah; Ari Nur Fadilah, Ari Nur Fadilah; Atmojo, Setyo Eko
Dialektika Jurnal Pendidikan Vol. 10 No. 1 (2026): DIALEKTIKA: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58436/dfkip.v10i1.2654

Abstract

This study aims to explore the challenges in integrating digital literacy in elementary education at SDN Jaban. The research uses a qualitative approach with a phenomenological design to understand teachers' experiences in implementing digital literacy in the classroom. Data were collected through semi-structured interviews involving five teachers. The findings indicate several main challenges, including limited technological infrastructure, differences in teachers' digital competence, and the absence of structured digital literacy materials. Despite these limitations, teachers show adaptive efforts by utilizing simple digital media such as videos and online quizzes, as well as collaborating with fellow teachers. The results of thematic analysis reveal that teachers are in a transitional phase toward digital learning and require institutional support in the form of training and facilities. This study suggests the need for structured programs and continuous professional development to support effective digital literacy integration in elementary schools
Pendampingan Integrasi Pendidikan Bencana ke dalam Kurikulum Merdeka Bagi Guru Sekolah Dasar Setyo Eko Atmojo; Rina Dyah Rahmawati
Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Vol. 5 No. 3 (2025): Mei 2025 - Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat
Publisher : Indonesian Scientific Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59395/altifani.v5i3.698

Abstract

Pendidikan kebencanaan menjadi aspek penting dalam membangun kesiapsiagaan sejak dini, khususnya di tingkat sekolah dasar. Kegiatan pengabdian ini bertujuan mendampingi guru-guru SD dalam mengintegrasikan materi pendidikan bencana ke dalam Kurikulum Merdeka. Metode yang digunakan adalah pelatihan, pendampingan intensif, dan pembuatan modul ajar berbasis projek. Hasil kegiatan menunjukkan adanya peningkatan pemahaman guru sebesar 85% tentang konsep dasar mitigasi bencana, serta peningkatan keterampilan dalam mengembangkan pembelajaran kontekstual berbasis bencana sebesar 78%, berdasarkan hasil pre-test dan post-test yang diikuti oleh 30 guru dari 5 sekolah dasar. Pendampingan ini diharapkan memperkuat kapasitas sekolah dasar dalam membangun budaya sadar bencana.
Edukasi Mitigasi Bencana Gempa Bumi Melalui Pelatihan Berbasis SETS Bagi Siswa Sekolah Dasar Setyo Eko Atmojo; Rina Dyah Rahmawati
Jurnal Pengabdian Masyarakat Bangsa Vol. 4 No. 2 (2026): April
Publisher : Amirul Bangun Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59837/jpmba.v4i2.4247

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pengetahuan dan kesiapsiagaan siswa sekolah dasar terhadap bencana gempa bumi melalui pelatihan kebencanaan berbasis pendekatan SETS (Science, Environment, Technology, and Society). Metode yang digunakan meliputi penyuluhan, simulasi evakuasi, serta pemanfaatan media pembelajaran interaktif yang sesuai dengan karakteristik siswa. Kegiatan dilaksanakan melalui tahapan identifikasi kebutuhan, pelaksanaan pelatihan, dan evaluasi pemahaman siswa menggunakan pre-test dan post-test. Hasil kegiatan menunjukkan adanya peningkatan yang signifikan pada aspek pengetahuan, sikap, dan keterampilan siswa setelah mengikuti kegiatan pelatihan. Hasil pelatihan menunjukkan bahwa pengetahuan siswa meningkat dari 52,55% menjadi 86,75%, sikap dari 55,25% menjadi 88,45%, dan keterampilan dari 45,15% menjadi 82,75%. Pendekatan SETS membantu siswa memahami keterkaitan antara ilmu pengetahuan, lingkungan sekitar, teknologi, dan kehidupan sosial dalam konteks kebencanaan. Dengan demikian, pelatihan ini efektif dalam membentuk sikap tanggap bencana sejak dini pada siswa sekolah dasar.
Co-Authors A. Rusilowati Aa Rahmawati Adelia Dian Giendra Wahyu Wardani, Adelia Dian Giendra Wahyu Wardani Ahimsa Putri Justitia, Ahimsa Putri Justitia Alifah Nisa Azzahra, Alifah Nisa Azzahra Ananda, Puspita Dwi Anggi Putri Oktavia, Anggi Putri Oktavia Anggriani, Mitha Dwi Anggriyanto, Nurhidayat Ahmad Anindya, Agista Putri Anwar Senen Ardiansyah, A. Ari Kusuma Wardana Ari Nur Fadilah, Ari Nur Fadilah Aryan Trisna Wibisono, Aryan Trisna Wibisono Ayu Dwi Astuti, Ayu Dwi Astuti Azizah Putri Arseti, Azizah Putri Arseti Azizah, Novarinda Nurul Baroroh Iskhamdhanah Beny Dwi Lukitoaji Diyah Nur Arafah, Diyah Nur Arafah Dwiningrum, S. I. A. Dyan Anggreni, Ni Made Elsa Isafriana Estri Mariana, Estri Mariana Fadya Dwi Kundaryanti Fadya Faiz Noormiyanto Hana Arikah, Hana Arikah Handriana Naurah Ihram Hanifah Nuryani HARYANTO Haryanto , Haryanto Haryanto Haryanto Haryanto Haryanto I Gede Astawan Ida Afi Ratna Sari, Ida Afi Ratna Sari Inas Arifah Nurmala Sutanta, Inas Arifah Nurmala Sutanta Istiqomah, Dewi Khoirunnisa Khoirunnisa Kurniawati, Ferina Kurniawati, Resta Wahyu Lukitoaji, B. D. Lukitoaji, Beny Dwi M. Rafli N.J Maulina Dwi Yahya, Maulina Dwi Yahya Meiwatizal Trihastuti Mugiyatmi, Mugiyatmi Muhammad Abel Ramadhan, Muhammad Abel Ramadhan Muhammad Galih Saputra Muhammad Syahrul, Muhammad Syahrul Muhtarom, T. Muryani, Endah Mut, Agustina Fitriyani Niken Dwi Lestari, Niken Dwi Lestari Ningsih, Tri Noor Muktiningrum, Noor Muktiningrum Novia Diah Ayu Perdana, Novia Diah Ayu Perdana Nurhidayat Ahmad Anggriyanto Oktaviani, Risma Pratiwi Pujiastuti Rachmawati, Sofi Dian Ratri, Marlena Andika Rina Dyah Rahmawati Rina Dyah Rahmawati Riska Ardi Widyanti, Riska Ardi Widyanti Rosy Alya Fatmah Ruswanto Setyaningsih, Ninis Skotnicka, M. Skotnicka, Michalina Sri Haryati Suci Irsya Pratiwi Sulistiani Sulistiani, Sulistiani Supartinah Syafaroh, Syafaus Taufik Muhtarom Taufik Muhtarom Vania Belinda Ines Nabilah, Vania Belinda Ines Nabilah Vika Ardian, Vika Ardian Wahyu Kurniawati Wahyu Kurniawati Widha Permata Sari Windi Fitriani Yopi Malagola