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All Journal BASIS (BAHASA DAN SASTRA INGGRIS) Pendas : Jurnah Ilmiah Pendidikan Dasar Qalam: Jurnal Ilmu Kependidikan Elementa: Jurnal Pendidikan Guru Sekolah Dasar Indonesian Journal of Primary Science Education (IJPSE) Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar (JP3D) ENLIT Lentera: Jurnal Ilmiah Kependidikan Jurnal Krisnadana Jurnal Inovasi Pendidikan dan Pembelajaran INTELEKTUAL: JURNAL ILMIAH MULTIDISIPLIN MAHASISWA DAN AKADEMISI Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif JOURNAL SULTRA ELEMENTARY SCHOOL Proceeding International Conference on Digital Education and Social Science
Wulida Makhtuna
Universitas PGRI Kalimantan
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Nursing Public Health Social Sciences Other

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THE IMPLEMENTATION OF ONLINE LEARNING IN ELEMENTARY SCHOOL OF SOUTH KALIMANTAN PROVINCE DURING COVID-19 Dina Huriaty; Rahidatul Laila Agustina; Hajjah Rafia Hajjah Rafia; Wulida Makhtuna; Hidayatul Adha Yanie; Lindawati Lindawati; Rizki Aulia Rahmah; Rizky Malia
Proceeding International Conference on Digital Education and Social Science Vol. 1 No. 1 (2022): Proceeding International Conference on Digital Education and Social Science 202
Publisher : Asosiasi Pengelola Publikasi Ilmiah (APPI) PT PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55506/icdess.v1i1.7

Abstract

This study aims to describe the implementation of online learning in elementary schools in South Kalimantan which includes planning, implementation, evaluation, and supervision. This research was a descriptive research. The samples of this study were 4 principals, 8 teachers, 180 students in elementary schools in three districts/cities in South Kalimantan. Data collection instruments were documentation and questionnaires and the data were analyzed using quantitative and qualitative data analysis techniques. The results of research on each component studied were as follows. (1) Planning: the preparation in online learning is carried out by the principal by providing directions to teachers, staff, students and parents so that they can prepare applications for teaching and learning activities and other tools that support online learning. (2) Implementation: school principals monitor teacher performance in face-to-face online learning at schools. The teachers make various assessments in each class, at the end of each material for class III and at the end of the month for class V, while students state that they are ready with applications for online learning. Applications that are often used by teachers are WhatsApp and Google Classroom. (3) Assessment: the principals ask for cooperation of teachers, students and parents. Teachers assess online learning outcomes with multiple-choice tests that are carried out every semester through PTS (Middle Semester Assessment) and PAS (Final Semester Assessment). (4) Supervision: the principals carry out teacher performance evaluations so that the implementation of online learning goes well. If there are obstacles, a solution will be arranged to resolve the problem.
Implementasi Pendekatan Neurosains pada Pembelajaran IPS untuk Menumbuhkan Sikap Sosial Siswa Sekolah Dasar Arina Wulandari; Muhammad Arifin; Wulida Makhtuna
Jurnal Ilmiah Multidisiplin Mahasiswa dan Akademisi Vol. 2 No. 4 (2026)
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/intelektual.v2i4.863

Abstract

This study aims to describe the implementation of the neuroscience approach in Social Studies (IPS) learning and its impact on elementary school students’ social attitudes. This research employed a qualitative descriptive method. The participants included the principal, a fifth-grade teacher, and students at SDN 2 Loktabat Selatan Banjarbaru. Data were collected through observation, interviews, and documentation, and analyzed using the Miles, Huberman, and Saldaña interactive model. The results show that the neuroscience-based learning approach was implemented through structured lesson planning, active learning activities such as group discussions, visual media use, brain gym activities, and reflection sessions. The learning process created an engaging and enjoyable classroom atmosphere that increased students’ participation and interaction. The findings also reveal positive improvements in students’ social attitudes, including cooperation, responsibility, empathy, tolerance, discipline, and communication skills. Supporting factors include teacher competence, school support, and students’ active characteristics, while inhibiting factors include limited time allocation, inadequate learning facilities, and uneven understanding of neuroscience concepts among teachers. Overall, the neuroscience approach proved effective in improving the quality of Social Studies learning and fostering students’ social attitudes in elementary education.
Sosialisasi Pemanfaatan Media Pembelajaran Digital dalam Pembelajaran IPS Sekolah Dasar untuk Menghadapi Era Pendidikan Abad ke-21 Arina Wulandari; Muhammad Arifin; Wulida Makhtuna; Dodit Enggar Wibowo
Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif Vol 2 No 2 (2026)
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jampi.v2i2.892

Abstract

This community service program aimed to improve elementary school teachers' knowledge and competence in utilizing digital learning media for Social Studies (IPS) instruction to meet the demands of 21st-century education. The activity was conducted at SDN 5 Sungai Besar Banjarbaru and involved 15 teachers as participants. The implementation consisted of preparation, socialization sessions, demonstrations of digital learning media, interactive discussions, mentoring, and evaluation. The training materials covered the concept of digital learning, the importance of teachers' digital literacy, the utilization of digital media in Social Studies learning, and practical demonstrations using several digital platforms, including Canva, Quizizz, Google Forms, Google Maps, and YouTube Edu. The program evaluation employed a participant response questionnaire to measure teachers' understanding and readiness after participating in the activity. The evaluation results indicated an average participant satisfaction score of 91%, categorized as excellent. The highest score was obtained for the perceived benefits of the program (95%), while teachers' readiness to implement digital learning media reached 87%. The discussion session also revealed several challenges, including limited time, insufficient experience in using digital applications, and the lack of appropriate digital learning resources for Social Studies instruction. Nevertheless, the socialization program successfully enhanced teachers' knowledge, motivation, and confidence in integrating technology into classroom learning. This activity contributed positively to strengthening teachers' digital competence and served as an initial step toward implementing more innovative, interactive, contextual, and technology-based Social Studies learning in elementary schools. Continuous practical training and mentoring are recommended to ensure the sustainable integration of digital learning media into classroom practice.
Menilai Dampak Program Pembelajaran Sosial-Emosional terhadap Prestasi Akademik dan Kesejahteraan Siswa Sekolah Dasar Firman Aziz; Jumainah Jumainah; Wulida Makhtuna
Jurnal Krisnadana Vol 4 No 1 (2024): Jurnal Krisnadana – September 2024
Publisher : Yayasan Sinergi Widya Nusantara (Sidyanusa)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58982/krisnadana.v4i1.789

Abstract

Pembelajaran sosial-emosional (Social-Emotional Learning/SEL) telah menjadi elemen penting dalam pendidikan modern untuk meningkatkan kesejahteraan siswa dan mendukung pencapaian akademik. Namun, implementasi SEL di sekolah dasar di Indonesia masih menghadapi berbagai tantangan, termasuk keterbatasan pemahaman guru, kurangnya dukungan dari orang tua, serta minimnya integrasi dalam kurikulum akademik. Penelitian ini bertujuan untuk mengeksplorasi dampak program SEL terhadap kesejahteraan emosional dan prestasi akademik siswa sekolah dasar dengan pendekatan kualitatif berbasis studi kasus. Data dikumpulkan melalui wawancara mendalam, observasi kelas, dan analisis dokumentasi dari 10 siswa, 5 guru, dan 5 orang tua di dua sekolah dasar. Hasil penelitian menunjukkan bahwa siswa yang mengikuti program SEL mengalami peningkatan dalam kesadaran emosional, keterampilan sosial, serta kemampuan mengelola stres akademik. Selain itu, program ini berkontribusi terhadap peningkatan motivasi belajar, kedisiplinan, dan partisipasi siswa dalam kelas. Namun, tantangan dalam implementasi masih ditemukan, terutama dalam hal pelatihan guru dan integrasi program dalam kurikulum. Oleh karena itu, diperlukan kebijakan pendidikan yang lebih mendukung untuk memastikan keberlanjutan program SEL dalam sistem pendidikan dasar di Indonesia.
Pelaksanaan Pendidikan Karakter Religius melalui Program Sekolah Kelas Tahfidz Al-Qur’an di SD Negeri 3 Sungai Ulin Hj. Jumainah; Dodiet Enggar Wibowo; Wulida Makhtuna
Jurnal Inovasi Pendidikan Dan Pembelajaran Vol. 1 No. 2 (2025): Juni
Publisher : Arfah BHMS Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63980/eduvasi.v1i2.67

Abstract

This study aims to (1) describe and explain the implementation of religious character education through the Tahfidz Al-Qur’an class program at SD Negeri 3 Sungai Ulin in terms of planning, implementation, and evaluation; and (2) identify the supporting and inhibiting factors in the implementation of the program. This research employed a qualitative case study approach. The research subjects included the school principal, Tahfidz teachers, and students. Data collection techniques involved interviews, observations, and documentation. Data were analyzed using the Miles and Huberman model. The findings revealed that religious character education was integrated into the curriculum through a well-structured planning process, effective teaching strategies, and continuous evaluation based on religious character indicators. Supporting factors included school leadership commitment and parental involvement, while inhibiting factors involved limited instructional time and infrastructure constraints.
STUDI KOMPARATIF KEMAMPUAN MENULIS TEKS NARASI ANTARA MURID PEMAIN DAN NON-PEMAIN ROBLOX KELAS IV SD IT ROBBANI KOTA BANJARBARU Aldila Aulia; Wulida Makhtuna
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63093

Abstract

This research was motivated by the widespread digital interaction of children through the Roblox gaming platform in primary school environments, which is suspected to affect students' narrative text writing skills. This study aims to determine the difference in narrative text writing ability between Roblox player and non-player students in grade IV SD IT Robbani Banjarbaru City. The research method used was a comparative quantitative approach (ex post facto). The research sample consisted of 35 students determined through a purposive sampling technique based on the results of a screening questionnaire on Roblox playing habits that met high validity and reliability criteria (r = 0.938), divided into active players (n = 15) and non-players (n = 20). Data on narrative text writing ability were collected through a narrative writing test using an assessment rubric covering five linguistic aspects (content, organization, vocabulary, language use, mechanics) validated by two experts. Data analysis used the Independent Samples t-Test parametric test with a separated variance approach (Equal Variances Not Assumed) via SPSS. Inferential test results showed a Sig. (2-tailed) value of 0.132 (p > 0.05), so H0 was accepted. Descriptively, the average score of the Roblox player group (73.00) was slightly higher than that of the non-player group (68.75). Based on the results, it can be concluded that there is no significant difference in narrative text writing ability between Roblox player and non-player students in grade IV SD IT Robbani Banjarbaru City.
PERAN BUDAYA SEKOLAH DALAM MEMBENTUK KARAKTER RELIGIUS SISWA KELAS III DI SD IT ROBBANI BANJARBARU Astuti Kusuma Dewi; Wulida Makhtuna
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 3 (2026): Volume 11 No. 3, September 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63357

Abstract

Strengthening religious character at the elementary school level is an essential component of developing students’ personalities based on moral and religious values. One effort that schools can undertake is developing a school culture manifested through habituation, role modelling, and continuously implemented religious activities. This study aims to analyse the implementation of school culture and its contribution to developing the religious character of third-grade students at SD IT Robbani Banjarbaru. This study employed a descriptive qualitative approach involving the principal, third-grade teachers, and students as research participants. Data were collected through observation, semi-structured interviews, and documentation. The data were subsequently analysed through data reduction, data presentation, and conclusion drawing, while source and technique triangulation were applied to ensure data credibility. The findings indicate that a religious school culture was developed through greeting and shaking hands with teachers, performing congregational prayers, and regularly reciting the Qur’an. These practices functioned not merely as school routines but also as a means of internalising religious values through habituation and teacher role modelling. Students’ religious character was reflected in their respect for teachers, courteous behaviour, discipline in performing religious practices, and growing appreciation of the Qur’an. Therefore, school culture plays a strategic role in developing students’ religious character through a consistent, supportive, and religiously grounded educational environment.
ANALISIS KESULITAN MEMBACA PADA SISWA KELAS IIIA SDN PENGARON 2 Devia Novrisalianti; Wulida Makhtuna
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63411

Abstract

This research is motivated by the fact that several third-grade students of class IIIA at SDN Pengaron 2 still experience reading difficulties, characterized by their inability to read fluently, errors in pronouncing words, and difficulties in understanding the content of simple texts, which affect the learning process. This study aims to analyze the forms of reading difficulties, identify the factors causing these difficulties, and describe teachers’ efforts in overcoming reading difficulties among students in class IIIA at SDN Pengaron 2. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of three students who experienced reading difficulties and one third-grade teacher. Data were collected through observation and interviews, then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing, with validity testing conducted through triangulation. The results showed that students experienced difficulties in recognizing and pronouncing words, reading fluently, understanding reading content, and using punctuation and intonation appropriately. These difficulties were influenced by internal factors, including low interest and motivation in reading, and external factors, including limited reading practice at home and inadequate support from the learning environment. Teachers addressed these difficulties through individual reading guidance, repeated reading exercises, and assistance tailored to students’ abilities. It is concluded that addressing reading difficulties requires collaboration among teachers, parents, and the learning environment to support the improvement of students’ reading abilities.
Co-Authors Agustina, Rahidatul Laila Aldila Aulia Arina Wulandari Arina Wulandari Arina Wulandari Astuti Kusuma Dewi Devia Novrisalianti Dina Huriaty Dodiet Enggar Wibowo Dodit Enggar Wibowo Enggar Wibowo, Dodiet Firman Aziz Hajjah Rafia Hajjah Rafia Hidayatul Adha Yanie Hidya Maulida, Hidya Ida Rusdiana Jumainah Lindawati Lindawati Mashud Maulidya Muhammad Arifin MUHAMMAD ARIFIN Norliani Norliani Norliani Norliani Norliani, Norliani Rizki Aulia Rahmah Rizky Malia