Articles
<![CDATA[Improving Early Reading Skills in Elementary Students with the Structural Analytic Synthetic Method Based on Flashcards ]]>
<![CDATA[Erlin, Erlin]]>;
<![CDATA[Saptono, Bambang]]>
<![CDATA[ Jurnal Prima Edukasia Vol. 13 No. 1 (2025): January 2025 ]]>
Publisher : <![CDATA[Asosiasi Dosen PGSD dan Dikdas Indonesia ]]>
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DOI: 10.21831/jpe.v13i1.80980
<![CDATA[The low early reading skills of first-grade students at Rangkang 09 Elementary School, Bengkayang Regency, is a problem that requires immediate attention. Students' limited ability to recognize letters, form words, and understand simple texts hinders the development of their basic literacy. This study aims to improve early reading skills through the SAS (Structural Analytic Synthetic) method, which helps students understand both analytically and synthetically word structures. Using the classroom action research model by Kemmis & Taggart, implemented over two cycles, the study involved 30 first-grade students as participants. Data were collected through observations, reading tests, and documentation and analyzed using descriptive quantitative methods to measure changes in student reading ability. The finding shows that there is a significant improvement in student performance after two cycles which suggest that the SAS method is viable for early literacy instruction. Furthermore, the study underscores the role of teacher proficiency in the successful implementation of this method, emphasizing the need for targeted teacher training to maximize educational outcomes. This research contributes to the body of knowledge by highlighting the efficacy of the SAS method in enhancing early reading skills among primary students. These findings provide valuable insights for educators and policymakers to improve literacy rates through evidence-based instructional strategies.]]>
<![CDATA[Digital Literacy and its Impact on Reading Interest in Prospective Elementary School Teachers ]]>
<![CDATA[Haeroni, Ranita]]>;
<![CDATA[Saptono, Bambang]]>;
<![CDATA[Kawuryan, Sekar Purbarini]]>;
<![CDATA[Sayekti, Octavian Muning]]>
<![CDATA[ International Journal of Elementary Education Vol 7 No 3 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v7i3.61819
<![CDATA[The rapid development of technology in the 21st century requires that every individual is skilled in using digital devices, including in the world of education. The ease of accessing information through digital media should increase students' interest in reading. This study aims to analyze the effect of digital literacy on students' reading interest. The research method used is quantitative with survey research methods. The population in this study were all 6th semester students. Sampling in this study used a purposive sampling technique that found 44 students in total. The instrument uses a Likert scale type interval questionnaire. Data analysis techniques, namely descriptive test, normality test, linearity test, and research hypothesis testing using a simple linear regression test. The results of this study indicate that digital literacy has a significant influence on students' reading interest. This means that digital literacy has a strong influence on students' reading interest. Digital literacy also has a positive influence on reading interest, which means that the better the student's digital literacy, the better the student's reading interest. This is indicated by the results of the coefficient table which has a significant value of 0.000 < 0.05. So it can be concluded that there is an influence of digital literacy on students' reading interest.]]>
<![CDATA[Implementasi Falsafah Fagogoru dalam Meningkatkan Peduli Sosial dan Mengurangi Perilaku Bullying di SD Inpres Mabapura Halmahera Timur ]]>
<![CDATA[Ridwan, Yanti]]>;
<![CDATA[Saptono, Bambang]]>
<![CDATA[ Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 6 (2024) ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/obsesi.v8i6.6235
<![CDATA[Falsafah Fagogoru, sebagai falsafah lokal yang berasal dari budaya masyarakat Halmahera, menekankan nilai-nilai persaudaraan, gotong royong, dan kebersamaan. Nilai-nilai ini dianggap relevan dalam membentuk karakter siswa yang lebih peduli terhadap sesama serta mengurangi perilaku negatif seperti bullying. Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan bentuk-bentuk sosial pada siswa, mendeskripsikan bentuk-bentuk perilaku bullying pada siswa, mendeskripsikan bentuk falsafah fagogoru pada siswa, mendeskripsikan implementasi falsafah fagogoru dalam meningkatkan peduli sosial dan mengurangi perilaku bullying pada siswa SD Inpres Mabapura. Penelitian ini menggunakan jenis kualitatif dengan pendekatan deskriptif. Teknik pengumpulan data dalam penelitian ini menggunakan teknik observasi, wawancara, dan dokumentasi. Instrumen penelitian pada penelitian ini adalah wawancara terstruktur. Analisis data yang digunakan dalam penelitian ini adalah analisis data kualitatif. Subjek penelitian ini adalah siswa, guru, dan pihak terkait di SD Inpres Mabapura. Hasil penelitian menunjukkan bahwa, implementasi falsafah fagogoru dalam meningkatkan peduli sosial dan mengurangi perilaku bullying yang diterapkan oleh SD Inpres Mabapura berhasil meningkatkan peduli sosial dan mengurangi perilaku bullying pada siswa.]]>
<![CDATA[Pengaruh Kompetensi Manajerial dan Supervisi Klinis pada Kinerja Kepala Sekolah SD di Pedan ]]>
<![CDATA[Kristiyanti, Tri]]>;
<![CDATA[Saptono, Bambang]]>
<![CDATA[ Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 6 (2024) ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/obsesi.v%vi%i.6397
<![CDATA[Penelitian ini bertujuan untuk menganalisis pengaruh kompetensi kepala sekolah terhadap kualitas pengelolaan pendidikan di tingkat sekolah dasar. Pendekatan kuantitatif dengan metode analisis statistik digunakan untuk menguji pengaruh kompetensi manajerial dan supervisi klinis terhadap kinerja kepala sekolah. Data dikumpulkan melalui instrumen yang valid dengan sampel acak. Hasil menunjukkan kompetensi manajerial memiliki pengaruh positif signifikan terhadap kinerja, sedangkan supervisi klinis efektif meningkatkan mutu pembelajaran melalui pembinaan guru. Secara simultan, kompetensi manajerial dan supervisi klinis menyumbang 94,8% terhadap kinerja kepala sekolah, sementara 5,2% dipengaruhi oleh faktor lain. Studi ini memberikan landasan empiris bagi perbaikan kebijakan pendidikan dan pengembangan kepala sekolah, menegaskan pentingnya penguatan kompetensi manajerial dan supervisi klinis untuk menciptakan pendidikan berkualita]]>
<![CDATA[The Challenges of Implementing the Independent Curriculum in Indonesian Language Learning in Elementary School High Classes ]]>
<![CDATA[Setiawan Edi Wibowo]]>;
<![CDATA[Bambang Saptono]]>;
<![CDATA[Agung Hastomo]]>;
<![CDATA[Herwin]]>;
<![CDATA[Amalia Rizki Ardiansyah]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 7 No 3 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v7i3.59167
<![CDATA[The confusion in the independent curriculum started from the teachers' need to understand the learning outcomes set by the government. It also impacts their multiple interpretations of the preparation of learning tools and their embodiment in their respective classes. Therefore, this study aims to analyze the application of the independent curriculum in higher grades, especially in implementing the project-based learning model in Indonesian subjects. This research is a phenomenological qualitative research. The research subjects were selected based on purposive considerations. The selection of informants used knowledge and competency criteria related to the application of project-based learning to the prototype curriculum in driving schools in Yogyakarta. Data collection techniques used are observation and documentation. At the same time, the data analysis technique uses qualitative-interactive analysis techniques. The results of this study indicate that the problem of implementing the independent curriculum in the upper grades of elementary schools is the problem of the flow of learning objectives that occurs in the adaptation of teachers from implementing the 2013 curriculum to an independent curriculum. Several problems in implementing the independent curriculum in Indonesian language learning in elementary school high grades, namely problems in aspects of the flow of learning objectives, problems in learning scenarios, and problems in student worksheets.]]>
<![CDATA[Perceptions of Elementary School Teacher Education Students on the Use of Wordwall Interactive Media as a Quiz ]]>
<![CDATA[Zeva Adi Fianto]]>;
<![CDATA[Sekar Purbarini Kawuryan]]>;
<![CDATA[Bambang Saptono]]>;
<![CDATA[Mujinem]]>;
<![CDATA[Galuh Mentari Putri]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i1.65492
<![CDATA[The use of interactive media in learning activities provides new innovations in the world of education. This study aims to analyze the perceptions of PGSD students on the use of Wordwall interactive media as quizzes in elementary school social studies education courses. This research is a quantitative type with 50 PGSD (Elementary School Teacher Education). The research method used in this research is the survey method. Data was collected using a 1-5 Likert scale questionnaire. Questionnaires were distributed to students via the Google form. The data obtained from the study were then analyzed using a Likert scale and the results were converted into a student perception classification table. The results of the analysis of the questionnaire distributed to PGSD students showed that the perceptions of PGSD students regarding the use of Wordwall interactive media as quizzes in elementary school social studies education courses were in the "agree" category. So that future learning can take advantage of Wordwall interactive media. Based on the results of the questionnaire distributed to students, the conclusion that can be drawn is that the use of interactive teaching media such as Wordwall as quizzes can increase students' motivation, learning outcomes, enthusiasm and learning achievements. Because the use of Wordwall interactive media has an attractive appearance, is easy to use and at the end of the quiz work a value rating will appear automatically. So that it can stimulate students to compete to get the maximum value.]]>
<![CDATA[The Role of Emotional Intelligence in Improving Student Self-Efficacy ]]>
<![CDATA[Galuh Mentari Putri]]>;
<![CDATA[Sekar Purbarini Kawuryan]]>;
<![CDATA[Bambang Saptono]]>;
<![CDATA[Zeva Adi Fianto]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i2.68257
<![CDATA[This study analyzes the influence of emotional intelligence on students' self-efficacy in an educational context. This research highlights the importance of good emotion management to maximize emotional intelligence, which impacts the ability to follow lessons and self-management in educational settings, especially in facing academic demands and life in the 21st century. This quantitative study involved 52 respondents who filled out a Google Form questionnaire. The instrument used consisted of 40 items measuring emotional intelligence and self-efficacy scales. The prerequisite tests included normality, linearity, and multicollinearity tests, while data analysis techniques employed regression with Pearson product-moment correlation approach. The results showed that emotional intelligence significantly affects students' self-efficacy, with a regression coefficient of 0.740 and a determination coefficient of 0.538. The significance of 0.000 (<0.05) indicates that emotional intelligence influences self-efficacy by 53.80%, while the remaining 46.20% is influenced by other variables not examined. This study concludes that emotional intelligence is important in enhancing students' self-efficacy, making it essential to develop it within the educational context. The implications of these findings emphasize the need for educational strategies that can enhance emotional intelligence to support academic success and students' personal development.]]>
<![CDATA[The Effectiveness of Team Games Tournament in Improving Students’ Collaborative Abilities ]]>
<![CDATA[Norfadila B.]]>;
<![CDATA[Sekar Purbarini Kawuryan]]>;
<![CDATA[Bambang Saptono]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 3 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i3.69255
<![CDATA[The inappropriate application of learning models in the learning process often results in passive student engagement. This study aims to analyze the impact of the Team Games Tournament (TGT) cooperative learning model on students' collaboration skills in classes A6-22 and A7-22. The study employed a quasi-experimental design with a quantitative approach, categorized as experimental research. The population consisted of all students in class A6-22 (control group, 34 students) and A7-22 (experimental group, 33 students). Data collection techniques included validity tests, normality tests, homogeneity tests, and hypothesis testing using the independent sample t-test. The results indicated that the data were normally distributed and homogeneous, with a significant difference between the experimental and control groups. The average score in the experimental group was 61.15, while the control group scored 57.85. Based on the analysis, the null hypothesis (H₀) was rejected, and the alternative hypothesis (Hₐ) was accepted, indicating a significant positive effect of the Team Games Tournament (TGT) learning model on students' collaboration skills. Therefore, the TGT learning model is proven to be more effective than conventional teaching methods in enhancing students' collaboration abilities.]]>
<![CDATA[The Reflective Reading Corner: Enhancing Literacy and Critical Thinking in Elementary Schools ]]>
<![CDATA[Triastuti Dian Anggraeni]]>;
<![CDATA[Banu Setyo Adi]]>;
<![CDATA[Bambang Saptono]]>;
<![CDATA[Marwan]]>;
<![CDATA[Agus Herwanto]]>;
<![CDATA[Agung Prihatmojo]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 3 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i3.77025
<![CDATA[One of the primary challenges in achieving equitable education quality at the elementary school level is students' low reading literacy skills. This study aims to analyze the effectiveness of reading corners in improving students' literacy and critical thinking skills. The research employed a qualitative design with data collected through interviews, observations, and documentation. The research instruments included tests and documentation. Data collection involved interviews with teachers and students, observations of reading corner activities, and documentation of literacy programs conducted by the school. Data analysis was carried out using thematic analysis to identify patterns and relevant categories. The findings revealed that reading corners effectively enhance students' literacy and critical thinking skills. Students who regularly visited the reading corner were more active in literacy activities, demonstrated higher reading interest, and showed improved critical thinking abilities during learning sessions. Teachers also played a crucial role in managing the reading corner and creating supportive literacy activities. The study concludes that reading corners are an effective tool for improving literacy and critical thinking skills in elementary students. Therefore, schools and teachers are encouraged to continuously develop reading corners to achieve broader positive impacts on student learning outcomes.]]>
<![CDATA[How Can STEM Approaches Improve Students' Critical Thinking Skills and Communication Skills? ]]>
<![CDATA[Gea Ade Rizky]]>;
<![CDATA[Bambang Saptono]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 4 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v10i4.12596
<![CDATA[This study aims to analyze the influence of the STEM approach on critical thinking skills and communication skills in mathematics subjects of grade V elementary school students. The research method used was a quasi-experimental design with a pretest-posttest control group design. Sampling used the purposive sampling technique in elementary schools in Yogyakarta City, Indonesia. The instruments used to collect data were test questions and observation sheets. The data normality test used Shapiro-Wilk, while the univariate homogeneity test used Levene's. The data were analyzed by paired t-test and independent t-test. The results of the study showed that the STEM approach had a positive and significant effect on the critical thinking ability and communication skills of grade V elementary school students. These results were theoretical and empirical evidence that the STEM approach had conceptual and practical implications in developing students' critical thinking skills and communication skills.]]>
