Article Per Year (5 Year)
p-Index From 2021 - 2026
3.883
P-Index
This Author published in this journals
All Journal JURNAL PENDIDIKAN DASAR SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Mimbar Sekolah Dasar EDUHUMANIORA: Jurnal Pendidikan Dasar Numeracy : Jurnal Ilmiah Pendidikan Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) Theorems (The Original Research of Mathematics) Jurnal Ilmiah Pendidikan dan Pembelajaran Proceedings of The ICECRS Jurnal Cakrawala Pendas Jurnal Pendidikan Dasar Buletin Ilmiah Pendidikan Journal of Information System, Technology and Engineering Jurnal Elementaria Edukasia Profesi Pendidikan Dasar Lensa Pendas Al Ibtida: Jurnal Pendidikan Guru MI
Saputra, Dudu Suhandi
Universitas Majalengka
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 37 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 37 Documents
Search

 1   2   3   4 
TEACHERS' PERSPECTIVES ON OBSTACLES AND SOLUTION STRATEGIES IN MATHEMATICS TEACHING IN INCLUSIVE ELEMENTARY SCHOOL CLASSES Susilo Hadi; Reza Rachmadtullah; Dudu Suhandi Saputra; Budi Febriyanto
Jurnal Cakrawala Pendas Vol. 9 No. 4 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v9i4.6384

Abstract

This study aims to identify the challenges faced by teachers in teaching mathematics in inclusive elementary school classrooms and the solution strategies implemented to overcome these challenges. Teaching mathematics in inclusive classrooms involves students with diverse abilities, including students with special needs, which complicates the learning process. The research method used was descriptive qualitative, with data collected through in-depth interviews and observations of several teachers teaching in inclusive elementary school classrooms. The results indicate that the main challenges faced by teachers include differences in academic ability levels among students, limited resources, complex classroom management, difficulties in managing the behavior of students with special needs, and a lack of adequate training and support for teachers. Teachers face challenges in adapting teaching materials and teaching methods to meet the diverse needs of students, which impacts learning effectiveness. Furthermore, limited access to appropriate tools and technology is also a hindering factor. To overcome these challenges, teachers implement various solution strategies, such as using more flexible teaching methods and collaborating with support staff and specialists to provide more attention to students with special needs.
ROLE PLAYING-ASSISTED PBL MODEL TO IMPROVE STUDENT UNDERSTANDING IN GRADE V OF ELEMENTARY SCHOOL Iip Miftahudin; Devi Afriyuni Yonanda; Dudu Suhandi Saputra; Beti Istanti Suwandayani; Cucun Sutinah
Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i3.13453

Abstract

This study aims to examine the effectiveness of the Problem Based Learning (PBL) model combined with the Role Playing method in improving students’ understanding of civic education content in fifth-grade elementary classes. The study was motivated by the low student engagement and learning outcomes in Civic Education (PKn), which is still predominantly delivered through lectures. PBL encourages real-world problem-solving, while Role Playing allows students to experience civic roles firsthand through simulation.A qualitative approach with a case study design was used. The participants were 17 fifth-grade students at SD IT Tazkia Insani. Data were collected through observation, interviews, and documentation. The findings revealed that the integration of PBL and Role Playing created a more engaging, student-centered learning environment. Students became more confident, collaborative, and critical in their thinking. Most importantly, students’ understanding of the topic “Duties and Roles of Mayors and Regents” significantly improved, both conceptually and in practical application.These results indicate that Civic Education is more effective when learning involves active participation and real-life context. The PBL model assisted by Role Playing is recommended as a strategy to enhance elementary students’ comprehension of civic concepts and promote character education.
MULTILITERACY EDUKIT IN ELEMENTARY SCHOOLS: PERCEIVED USEFULNESS, EASE OF USE, CURRICULUM FIT, SCHOOL SUPPORT, AND BEHAVIORAL INTENTION IN INDONESIA–MALAYSIA Indra Suhendra; Tatat Hartati; Muhammad Ikhwan Nugraha; Ira Rengganis; Effy Mulyasari; Dudu Suhandi Saputra
Jurnal Cakrawala Pendas Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i1.16688

Abstract

The multiliteracy Edukit integrates reading, writing, critical thinking, and authentic production into a single elementary classroom session. Purpose: To compare Indonesian and Malaysian elementary teachers’ perceptions across five acceptance dimensions: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Curriculum Fit (CF), School Support (SS), and Behavioral intention (BI). Methods: A comparative survey of 30 teachers (Indonesia n=15; Malaysia n=15) used a validated 22 item, five point Likert questionnaire; per dimension reliability was adequate (α≥0.70). Mann–Whitney tests were applied to each indicator with effect size r reported. Results: Indonesian teachers scored higher across all dimensions, with 17 of 22 indicators significantly different (p<0.05). PEOU was the strongest discriminator (r≈0.60), followed by CF (r≈0.52), and SS showed the smallest difference (r≈0.32). The findings indicate that curriculum context and institutional support shape teachers’ acceptance of Edukit. Conclusion: Acceptance was driven by ease of use, curriculum alignment, and school support. Implementation strategies must align with the characteristics of Indonesia’s Kurikulum Merdeka and Malaysia’s KSSR. Implications: Strengthening training, aligning teaching/assessment artefacts, and ensuring access to simple materials are necessary to sustain adoption. Limitations: small, perception based sample; future studies should expand the sample and assess the impact on student outcomes.
Implementation of Teaching Materials Containing Majalengka Local Wisdom to Improve Ecoliteracy in Elementary Schools Devi Afriyuni Yonanda; Dudu Suhandi Saputra; Irma Sofiasyari; Islahuddin Islahuddin; Devita Cahyani Nugraheny
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 2 (2024): October 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i2.17086

Abstract

AbstractThe environment is a precious resource that requires maintenance and preservation. Nonetheless, awareness regarding the significance of environmental conservation requires enhancement, particularly among elementary school students. This quasi-experimental research aimed to enhance the eco-literacy of elementary school students. This study's subjects were purposively selected elementary school students from Majalengka Regency. The research data consisted of both test and non-test instruments. Subsequent to data collection, it was analyzed utilizing a qualitative method with inductive techniques and a quantitative method employing statistical tests. The findings indicated a substantial enhancement in eco-literacy among the experimental group relative to the control group. The results demonstrate that utilizing teaching materials grounded in local wisdom can effectively enhance elementary students' comprehension and awareness of environmental issues. This study significantly contributes to the advancement of environmental education in Indonesia by highlighting the necessity of incorporating and integrating local values into eco-literacy instruction in elementary schools.Keywords: teaching materials, local wisdom, ecoliteracy.AbstrakLingkungan merupakan sumber daya yang sangat berharga yang perlu dipelihara dan dilestarikan. Meskipun demikian, kesadaran akan pentingnya pelestarian lingkungan perlu ditingkatkan, khususnya di kalangan siswa sekolah dasar. Penelitian kuasi-eksperimental ini bertujuan untuk meningkatkan literasi ekologi siswa sekolah dasar. Subjek penelitian ini adalah siswa sekolah dasar yang dipilih secara purposif di Kabupaten Majalengka. Data penelitian terdiri dari instrumen tes dan non-tes. Setelah data terkumpul, data dianalisis menggunakan metode kualitatif dengan teknik induktif dan metode kuantitatif dengan menggunakan uji statistik. Temuan penelitian menunjukkan peningkatan yang substansial dalam literasi ekologi di antara kelompok eksperimen dibandingkan dengan kelompok kontrol. Hasil penelitian menunjukkan bahwa penggunaan bahan ajar yang didasarkan pada kearifan lokal dapat secara efektif meningkatkan pemahaman dan kesadaran siswa sekolah dasar tentang isu-isu lingkungan. Penelitian ini memberikan kontribusi yang signifikan terhadap kemajuan pendidikan lingkungan di Indonesia dengan menyoroti perlunya menggabungkan dan mengintegrasikan nilai-nilai lokal ke dalam pengajaran literasi ekologi di sekolah dasar.Kata kunci: bahan ajar, kearifan lokal, literasi ekologi.
PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KETERAMPILAN MENULIS PERMULAAN DI KELAS II SD Puadi, Nurul; Suhandi Saputra, Dudu; Damayanti, Indani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55512

Abstract

This study was motivated by the low early writing skills of elementary school students, as indicated by difficulties in using capital letters, punctuation marks, letter completeness, handwriting neatness, and constructing simple sentences. The purpose of this study was to determine the effect of the Problem Based Learning (PBL) model on the early writing skills of second-grade students at SDN Jatipamor 1. This study employed a quantitative approach using a quasi-experimental research method with a nonequivalent control group design. The research sample consisted of 24 students in Class II B as the experimental group and 20 students in Class II A as the control group, selected through purposive sampling. The research instrument was an early writing skills test administered through pretests and posttests. Data were analyzed using descriptive and inferential statistics, including normality tests, homogeneity tests, and the Independent Sample t-Test. The results showed that the mean score of the experimental group increased from 57.97 on the pretest to 75.34 on the posttest, while the control group increased from 52.32 to 56.19. The Independent Sample t-Test revealed a significance value (2-tailed) of < 0.001, indicating that H₀ was rejected and Hₐ was accepted. Therefore, the Problem-Based Learning model had a significant effect on the early writing skills of second-grade students at SDN Jatipamor 1. The Problem-Based Learning model can be considered an effective instructional approach for improving elementary school students' early writing skills.
PENGARUH MODEL SQ3R TERHADAP KEMAMPUAN MEMBACA KRITIS TEKS FABEL SISWA KELAS V SD Rohmaniatul Hidayah, Syifa; Suhandi Saputra, Dudu; Mahpudin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58972

Abstract

Critical reading ability is an essential skill that should be developed in elementary school, particularly in understanding fable texts that are rich in conflict, cause-and-effect relationships, and moral messages. Reading instruction, however, has generally remained focused on literal comprehension, so students' ability to interpret, analyze, and evaluate texts has not developed optimally. This study aims to determine the effect of the SQ3R model (Survey, Question, Read, Recite, Review) on the critical reading ability of fifth-grade students on fable texts. The study used a quasi-experimental method with a non-equivalent control group design, involving 44 fifth-grade students of SDN Cigasong 1 divided into an experimental class (SQ3R model) and a control class (Direct Instruction model), each consisting of 22 students. Data were collected through multiple-choice and essay tests and analyzed using the Paired Sample t-Test and Independent Sample t-Test with IBM SPSS Statistics version 30. The results show that the experimental class's pretest mean score of 54.27 increased to 86.86 on the posttest, while the control class only increased from 48.68 to 51.59. The Paired Sample t-Test produced a significance value of 0.000 (< 0.05), indicating a significant effect of the SQ3R model on critical reading ability. The Independent Sample t-Test also showed a significance value of 0.000 (< 0.05), confirming a significant difference between the experimental and control classes. Thus, the SQ3R model proved more effective than the Direct Instruction model in improving fifth-grade students' critical reading ability on fable texts.
EFEKTIVITAS MEDIA PEMBELAJARAN MULTIMODAL DALAM MENINGKATKAN KETERAMPILAN MEMBACA KRITIS SISWA SEKOLAH DASAR: A SYSTEMATIC LITERATURE REVIEW Nur Khoiriyah, Anazwa; Dwi Puspitasari, Wina; Suhandi Saputra, Dudu
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64844

Abstract

The integration of technology in education has encouraged the development of multimodal learning media that combines various forms of representation, such as text, images, audio, and interactive elements. This type of media has the potential to support elementary school reading instruction by providing more engaging and meaningful learning experiences. This study aims to analyze the use of multimodal learning media in elementary school reading instruction, including the types of media developed and their impacts on students’ reading abilities. This study employed a Systematic Literature Review (SLR) method based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The data were obtained from fifteen scientific articles published in national and international journals between 2020 and 2026. The selected articles were analyzed based on research characteristics, media types, research methods, and main findings. The results indicate that the most commonly used multimodal learning media include interactive e-books, digital storytelling, interactive multimedia, digital storybooks, digital picture books, and digital audio storybooks. The implementation of these media positively contributes to students’ reading literacy, reading comprehension, learning motivation, engagement, and critical thinking skills. However, studies specifically focusing on the development of multimodal media to improve critical reading skills remain limited. Therefore, the development of story-based multimodal media provides an opportunity to support more interactive reading instruction and foster higher-order thinking skills among elementary school students.
Co-Authors Agung Pramujiono Agus Rofi’i Ani Rosidah Budi Febriyanto Cucun Sutinah Dadan Arif Hidayat De&#039;tiar Purnama Dede Salim Nahdi Devi Afriyuni Yonanda Dwi Puspitasari, Wina Effy Mulyasari Eka Nurhidayat Febriyanto, Budi Febriyanto, Budi Firmansyah Firmansyah Gita Risda Garnisya Haryanti, Yuyun Dwi Huda, Desiska Nurul I Wayan Lasmawan I&#039;malul Ikhsan Iip Miftahudin Indani Damayanti Indra Suhendra Ira Rengganis Irma Sofiasyari Islahuddin Islahuddin Islahuddin, Islahuddin Mahpudin Mahpudin Muhammad Ikhwan Nugraha Mutaqin, Agin Hamdan Neneng Siti Aisah Nugraheny, Devita Cahyani Nur Khoiriyah, Anazwa Puadi, Nurul Ramadhani, Fauziah Aulia Regiana Nurman, Rachael Reza Rachmadtullah Reza Rachmadtullah Rofi’i, Agus Rohmaniatul Hidayah, Syifa Rosidah, Ani Susilo Hadi Susilo, Sigit Vebrianto Suwandayani, Beti Istanti Tatang Herman, Tatang Tatat Hartati Tita Mulyati, Tita Turmudi Wahyudin Wulandari Juwita Agustina Yeni dwi Kurino Yonanda, Devi Afriyuni Yuliati, Yuyu Yuliawati Yuyu Yulianti Yuyu Yuliati Yuyu Yuliati Zakiyah, Ghina