Articles
<![CDATA[The Ability of Prospective Elementary School Teachers in Developing Civics Learning Modules in Elementary Schools ]]>
<![CDATA[Kasim, Indri Rahmawati]]>;
<![CDATA[Kawuryan, Sekar Purbarini]]>;
<![CDATA[Saptono, Bambang]]>;
<![CDATA[Fathurrohman]]>;
<![CDATA[Adiwardana, Muh Rifqienur]]>;
<![CDATA[Herawati, Yuli]]>
<![CDATA[ International Journal of Elementary Education Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v8i1.68471
<![CDATA[The curriculum serves as the objective to guide education. Teaching modules are designs or instructional tools that are based on the curriculum and are used to meet established competency standards. It underscores the importance for educators to use teaching modules when developing lessons. The aims of this study is to analyze the ability of students enrolled in an elementary teacher education program to develop a Civics teaching module for elementary schools. This research is of a qualitative descriptive type, with data collection methods including observation, questionnaires, and documentation, employed in this qualitative study. The subjects in this study are 47 sixth-semester students from class 6E, comprising 7 male students and 40 female students from 12 groups selected based on their ability to develop teaching modules categorized as very good, good, fair, and less good. The research instrument uses an interval scale questionnaire of the Likert scale type. The results of PGSD students' ability in developing curriculum-based teaching modules were obtained after calculating each group's score based on the assessment rubric for each component. The overall percentage result is 80.70%, which falls into the "Good" category. Based on the research results, it can be concluded that the majority of students have good abilities in developing Civic Education teaching modules in elementary schools according to the indicators of the Free Curriculum teaching modules.]]>
<![CDATA[The Mentimeter Media-Assisted Problem-Solving Model on Elementary School Students' Creativity and Learning Outcomes ]]>
<![CDATA[Sare, Claudion Kanigia]]>;
<![CDATA[Saptono, Bambang]]>;
<![CDATA[Handayani, Mella Indra]]>;
<![CDATA[Anggriani, Mitha Dwi]]>
<![CDATA[ International Journal of Elementary Education Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v8i2.78210
<![CDATA[Indonesian language education in elementary schools requires innovative pedagogical interventions due to major challenges such as student disengagement, suboptimal learning outcomes, and a lack of creativity development. This research aims to analyze the effect of differences in student learning outcomes between those taught using problem solving assisted by mentimeter media and using an expository approach in learning Indonesian. This research uses a quasi-experimental design with a non-equivalent control group design. The research population consisted of all fifth grade students at elementary schools in Sewon Bantul, with a sample of 87 students selected using a purposive cluster random sampling technique. The sample was divided into two groups: the experimental group (44 students) who used the problem-solving learning strategy assisted by Mentimeter media, and the control group (41 students) who used an expository approach. The research instrument used was a test, and data analysis was carried out using descriptive analysis and inferential statistical analysis using the paired sample t-test and the independent sample t-test. The results of the research show that the use of problem-solving learning strategies assisted by mentimeter media has a significant influence on increasing student creativity (0.000 < 0.05) and student learning outcomes (0.000 < 0.05). Apart from that, there are significant differences in creativity and learning outcomes between groups of students taught with problem solving assisted by Mentimeter media and an expository approach to learning Indonesian (0.000 < 0.05).]]>
<![CDATA[The Influence of Self-Regulated Learning on Learning Outcomes Moderated by The Flipped Classroom Model in Basic Mathematics Concept Lectures for Prospective Elementary School Teachers ]]>
<![CDATA[Putri, Irni Rachmawati]]>;
<![CDATA[Wuryandani, Wuri]]>;
<![CDATA[Saptono, Bambang]]>;
<![CDATA[Prananto, Irfan Wahyu]]>
<![CDATA[ Tarbawi : Jurnal Ilmu Pendidikan Vol. 20 No. 1 (2024): Tarbawi : Jurnal Ilmu Pendidikan ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci ]]>
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DOI: 10.32939/tarbawi.v20i1.4420
<![CDATA[Self-regulated learning skills are very important for students to be able to plan, monitor, and evaluate learning independently so that they can achieve optimal academic abilities. Basic mathematical concepts are difficult to understand and require optimal learning readiness. Flipped classroom is a learning model that encourages students' SLR to achieve optimal learning outcomes. This study aimed to analyze the effect of SLR on learning outcomes moderated by flipped classrooms. The research uses a quantitative approach by applying linear regression and moderation regression data analysis techniques. The subjects of this study were 38 people, 7 of whom were male students and 31 female students, with each subject in the age range of 16-18 years, who acted as class D PGSD students, Yogyakarta State University, Class of 2024. The results showed that the effect of SLR on the learning outcomes of PGSD students in introductory mathematics concept lectures was only 1.2%. However, suppose SLR is applied to the practice of flipped classroom learning. In that case, it can moderate the effect of the SLR variable on the learning outcomes of basic mathematics concepts of number concepts by up to 43.3%. This concludes that the SLR of students will significantly affect the existence of learning practices designed with the flipped classroom model. Thus, implementing the flipped classroom substantially moderates the effect of SLR on the learning outcomes of elementary school teacher candidates in introductory mathematics concept lectures. Keywords: Self-regulated Learning, Learning Outcomes, Flipped Classroom]]>
<![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[Yanti Ridwan]]>;
<![CDATA[Bambang Saptono]]>
<![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[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.]]>
