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All Journal Jurnal Daya Matematis Phinisi Integration Review Pendas : Jurnah Ilmiah Pendidikan Dasar SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Riset Pendidikan Dasar JKPD : Jurnal Kajian Pendidikan Dasar Jurnal Basicedu Jurnal Ilmiah Sekolah Dasar Celebes Education Review Kappa Journal Bina Gogik: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Jurnal Ilmiah Profesi Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pendidikan Dasar Perkhasa Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Alauddin Journal of Mathematics Education (AJME) Jurnal Tadris Matematika (JTMT) PTK: Jurnal Tindakan Kelas Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Jurnal Pendidikan Indonesia (Japendi) International Journal of Education and Humanities Jurnal Tadris Matematika (JTMT) Jurnal Elementaria Edukasia Journal of Community Service EDULEC Bina Gogik Elementary Journal of Education
Satriawati Satriawati
Universitas Megarezky, Makassar, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemistry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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The Effect of CPS-Oriented Digital Discovery Learning Media on Elementary Students’ Science Learning Outcomes Satriawati satriawati; Jusmawati; Eka Fitriana HS
Jurnal Ilmiah Sekolah Dasar Vol 10 No 2 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i2.112240

Abstract

The integration of digital learning media in elementary science education has become an essential need to create active, interactive learning environments and improve students’ understanding of scientific concepts. However, science learning still faces challenges due to the dominance of conventional approaches that provide limited opportunities for students to develop problem-solving skills and achieve optimal learning outcomes. This study aims to analyze the effect of implementing Creative Problem Solving (CPS)-oriented digital discovery learning media on elementary students’ science learning outcomes. This research employed a quantitative approach with a quasi-experimental design involving an experimental group and a control group. The research subjects were elementary school students selected through class sampling techniques. Data were collected using a science learning achievement test administered through pre-test and post-test procedures, with instruments that had undergone validation processes to ensure their validity and reliability. Data analysis was conducted using comparative statistical tests to identify differences in learning outcomes between the experimental and control groups. The results showed that the implementation of CPS-oriented digital discovery learning media produced higher improvements in students’ science learning outcomes compared with conventional learning approaches. The study concludes that CPS-oriented digital discovery learning media are effective in improving elementary students’ science learning outcomes. The implications of this study indicate that CPS-based digital media integration can serve as an innovative alternative for teachers in creating more active, meaningful science learning experiences while promoting students’ critical thinking and problem-solving skills.
Canva-Enhanced Directed Reading-Thinking Activity for Strengthening Elementary Students’ Learning Motivation: Evidence from a Digital Reading-Based Learning Intervention Satriawati; Dinda Claudia
Elementary Journal of Education Vol. 2 No. 1 (2026): Elementary Journal of Education
Publisher : Elementary Journal of Education

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Abstract

Background: Elementary reading instruction requires students not only to comprehend texts but also to sustain attention, interest, persistence, and active participation during learning. The integration of Directed Reading-Thinking Activity (DRTA) with Canva offers a visually supported reading environment that may strengthen these motivational dimensions. Aim: This study examined the relationship between Canva-enhanced DRTA and the learning motivation of Grade V elementary school students. Method: A quantitative ex post facto correlational design was used with 154 students from Classes VA, VB, and VC at UPT SPF SD Inpres Perumnas Antang III, Makassar, Indonesia. Data were collected through a learning motivation questionnaire, classroom observation, and documentation. The DRTA sequence included prediction, guided reading, questioning, evidence verification, and reflection supported by Canva-designed visual materials. Data analysis employed descriptive procedures and Pearson Product-Moment correlation at a significance level of .05. Results: The study reported a positive and statistically significant relationship between Canva-enhanced DRTA and students’ learning motivation. Classroom observations also indicated more focused attention, directed prediction, active reading, sustained engagement, participation, and learning effort during the learning process. However, the retained manuscript does not provide the numerical correlation coefficient, exact p value, or confidence interval. Conclusion: Canva-enhanced DRTA is positively associated with elementary students’ learning motivation when visual support is embedded within a structured reading-thinking process rather than used only as decorative media.
From Student Entrepreneurship to Sustainable Edupreneurship: A Humanistic–Ecosystem Perspective for Preparing Future Elementary School Teachers Satriawati; wahirah
Elementary Journal of Education Vol. 1 No. 2 (2025): Pillar PGSD: Elementary Journal of Education
Publisher : Elementary Journal of Education

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Background: Higher education institutions increasingly position entrepreneurship as a humanistic learning process that develops creativity, resilience, and social responsibility among future elementary school teachers. Although Student Entrepreneurship Programs are widely implemented, their role in fostering sustainable edupreneurship within teacher education remains insufficiently examined. Aims: This study critically investigates how Student Entrepreneurship Programs support the transition from student entrepreneurship to sustainable edupreneurship through a humanistic–ecosystem perspective. Methods: A qualitative critical literature review was conducted by synthesizing Scopus-indexed studies, policy documents, and international reports published between 2020 and 2025. Thematic analysis was used to identify patterns related to competence development, motivation, sustainability challenges, and ecosystem support. Results: The findings indicate that entrepreneurship programs strengthen entrepreneurial competence, creative agency, and self-efficacy among future teachers. However, sustainable edupreneurial practice remains constrained by limited mentoring continuity, weak institutional alignment, and insufficient ecosystem integration beyond short-term program participation. Conclusion: The study concludes that sustainable edupreneurship emerges when entrepreneurship education is framed as a humanistic developmental process embedded within supportive educational ecosystems. Long-term institutional commitment, pedagogical integration, and ecosystem coherence are essential to transform individual competence into enduring professional practice. Repositioning entrepreneurship within teacher education therefore enables future elementary school teachers to function as socially responsive edupreneurs who sustain innovation beyond university programs.
Co-Authors A. Alfiani Damayanti A. Alfiani Damayanti A. Muh Ali Abdul Malik Iskandar Abdul Rahman Abdullah Alfiani Damayanti Aprilia Elsa Faridha Ardillah Abu Bidala, Apif Cayati Cayati Cayati Cayati Cayati Cayati Datu Dewi, Nursita Dinda Claudia Eka Fitriana Eka Fitriana H. S. Eka Fitriana HS Eka Fitriana HS Eka Fitriana HS Eka Fitriana HS Eka Fitriana HS Elisabet Armin Farhan, M. Fasbir Rusaji Absar, Nur Fitriana HS, Eka Goin, Etti Selpiana Gunawan, Main Indra Hafsyah Hafsyah Harsuci Ramadhani Hijrawatil Aswat Ira Ramdhany Irman R Irman Rahim Irman Rahim - Rahim Irwan R Jalal Jusmawati Jusmawati Jusmawati Kamsinah Khaedar, Muh. Khaerun Nisa Tayibu Leny Indriany Mangopo, Melki Mardhiah Mardhiah Mariam, Ivon Merry Merry Muh. Khaedar Muh. Reski Salemuddin Muh. Reski Salemuddin Muhammad yusuf Muhammad Yusuf Mujahida, Nur Aenatul Muktazah Adila Muliana, Sri Nur Ainaya Mutiah Alfatiha Nur Fasbir Rusaji Absar Nurdin Arsyad Nurhadifah Amaliyah Nurul Fasya Candita Panji Bayu Astra, Nurcholis Perawati Bte Abustang Pratiwi Pujilestari Alam Rahma Nur Rano Karno Rayen Septi Arwita Ruslimin Rustiani S Sabillah, Bellona Mardhatillah Sartika Syam Silvayani Lebang Panggalo Siti Nurul Haliza Sri Wahyuni Suharti, Suharti Syamsul Alam Syamsul Alam Syamsul Alam, Syamsul Waddi Fatimah wahirah Wahyu Saputra Yulmianthi Pongnupa'