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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Lentera Horizon: Indonesian Journal of Multidisciplinary
Sumanti
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HUBUNGAN LITERASI EKONOMI DENGAN PEMAHAMAN STRUKTUR EKONOMI NASIONAL PESERTA DIDIK SEKOLAH DASAR Opermadia, Suci; Irawanis, Susi; Surya Elita, Ade; Arios; Sumanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58785

Abstract

This study aims to analyze the relationship between economic literacy and the understanding of national economic structure among fourth-grade elementary school students at SDN 191/III Koto Cayo. The importance of economic literacy at the elementary school level is increasingly recognized as a foundation for building students' understanding of broader economic concepts, including the national economic structure. Despite its significance, research on economic literacy among elementary school students in rural areas remains limited. This study employed a quantitative correlational method involving 30 fourth-grade students as the research population and sample. Data were collected through instruments measuring economic literacy and understanding of national economic structure, both of which had been validated and declared reliable. The data were analyzed using Pearson Product Moment correlation. The results showed that the correlation coefficient (r) between economic literacy and understanding of national economic structure was 0.724, which is significant at p < 0.05. The coefficient of determination (r²) was 0.524, indicating that economic literacy explained 52.4% of the variance in students' understanding of national economic structure. These findings suggest a strong and statistically significant positive relationship between the two variables. The study concludes that improving economic literacy programs in elementary schools, especially in rural areas, is essential for enhancing students' comprehension of national economic concepts. Recommendations are provided for teachers, school administrators, and policymakers to integrate economic literacy content more systematically into the elementary school curriculum.
PENGARUH PEMANFAATAN GEOGRAPHIC INFORMATION SYSTEM (GIS) TERHADAP PEMAHAMAN PEMETAAN SOSIAL PESERTA DIDIK SEKOLAH DASAR Mitia Sismi; Marinda Siska; Leony; Serpadeni; Sumanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58934

Abstract

This study aims to analyze the effect of Geographic Information System (GIS) utilization on social mapping understanding among fifth-grade students at SDN 78/III Lubuk Nagodang. GIS is a digital map-based technology that enables interactive visualization, analysis, and interpretation of spatial data, thus having significant potential to enhance students' social mapping abilities. Social mapping understanding in the context of elementary education encompasses the ability to recognize population distribution, identify regional resources, and understand the relationship between geographical conditions and community social life. This study used a quantitative method with a quasi-experimental design in the form of a one group pre-test post-test design. The population and sample of the study were all 12 fifth-grade students at SDN 78/III Lubuk Nagodang, selected using a saturated sampling technique. The research instrument consisted of a social mapping understanding test comprising 25 validated and reliability-tested multiple-choice questions. Data analysis was conducted using a paired sample t-test to determine differences in understanding before and after the treatment. The results showed a positive and significant effect of GIS utilization on social mapping understanding, with t-count = 8.74 > t-table = 2.201 at a significance level of 0.05, and an increase in the average score from 58.33 to 82.50 (N-Gain = 0.58, moderate category). These findings imply that GIS integration in social studies learning has great potential to enhance the spatial literacy and social mapping understanding of elementary school students.
PERSEPSI PENDIDIK TERHADAP INTEGRASI MATERI EKONOMI DIGITAL DALAM PEMBELAJARAN IPS SEKOLAH DASAR Mitia Sismi; Marinda Siska; Leony; Serpadeni; Sumanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The growth of the digital economy has fundamentally reshaped patterns of consumption, transaction, and economic activity in society, including the younger generation who grow up as digital natives. This phenomenon demands renewal of Social Studies (IPS) learning content in elementary schools so that students gain a foundational understanding of the digital economy from an early age. The success of integrating this content largely depends on teachers' perceptions, since teachers play the central role in designing and implementing classroom instruction. This study aims to describe educators' perceptions of the integration of digital economy material into Social Studies learning in elementary school. The study employed a quantitative descriptive approach involving all eighteen teachers at SDN 76/III Lubuk Nagodang as respondents. Data were collected through a Likert-scale questionnaire measuring four indicators: conceptual understanding, perceived urgency of integration, competence readiness, and availability of learning resources, then analyzed descriptively using percentages and score-interpretation categories. The results show that most teachers hold a positive perception of the importance of integrating digital economy material into Social Studies learning, although the level of digital competence readiness and availability of learning resources remain in the moderately positive category. Teachers considered digital economy material relevant to students' daily lives, yet limited training and technological facilities remain the main obstacles to implementation. This study recommends continuous professional training, provision of contextual digital learning resources, and school-policy support to strengthen the integration of digital economy content within the elementary Social Studies curriculum.
ANALISIS PEMAHAMAN PESERTA DIDIK SEKOLAH DASAR TERHADAP DAMPAK URBANISASI DAN MIGRASI MELALUI PEMBELAJARAN IPS Robi Ade Putra; Novya Eka Suryani; Tosi Julyanda Putra; Yetni Pitri; Sumanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58941

Abstract

This study aims to analyze the level of understanding of fifth-grade students at SDN 157/III Pendung Mudik regarding the impacts of urbanization and migration through Social Studies (IPS) learning. Urbanization and migration are massive social phenomena currently occurring in Indonesia, making it important to examine elementary school students' understanding of the impacts of these phenomena to build strong social literacy from an early age. This research used a quantitative descriptive approach with the research subjects being all 13 fifth-grade students at SDN 157/III Pendung Mudik, selected using a saturated sampling technique. The research instrument consisted of an understanding test comprising 30 multiple-choice questions covering the aspects of knowledge, comprehension, and application of urbanization and migration concepts in social life contexts. The instrument was validated by experts and has a Cronbach's Alpha reliability coefficient of 0.86. Data analysis was conducted descriptively and quantitatively through mean calculations, frequency distributions, and percentage achievement of each indicator. The results showed that the average understanding score of students regarding the impacts of urbanization and migration was 72.18, classified as fairly good. The highest understanding was achieved in the aspect of basic knowledge of urbanization and migration concepts (78.46), while the application aspect in real-life contexts showed the lowest achievement (65.38). These findings imply the need to strengthen IPS learning that is more contextual, based on real experiences, and using learning resources relevant to urbanization and migration phenomena in the students' surrounding environment.
IMPLEMENTASI PEMBELAJARAN BERBASIS PROYEK UNTUK MENUMBUHKAN PEMAHAMAN PEMBANGUNAN BERKELANJUTAN PADA PESERTA DIDIK SEKOLAH DASAR Robi Ade Putra; Novya Eka Suryani; Tosi Julyanda Putra; Yetni Pitri; Sumanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58946

Abstract

Sustainable development has become one of the pressing global challenges that must be instilled from an early age so that the younger generation develops awareness of and responsibility toward the future of the environment, society, and economy. Elementary school is a strategic stage for cultivating such understanding, yet textual and less contextual instruction often fails to build meaningful sustainability awareness among students. Project Based Learning (PjBL) is believed to be an approach capable of providing authentic learning experiences, enabling students not only to cognitively understand the concept of sustainable development but also to internalize its values through real action. This study aims to describe the implementation of project-based learning in fostering understanding of sustainable development among fifth-grade students at SDN 157/III Pendung Mudik. The study employed a qualitative descriptive approach involving 13 fifth-grade students as research subjects. Data were collected through participatory observation, semi-structured interviews, and documentation during the implementation of an environment- and sustainability-themed project, then analyzed using data reduction, data display, and conclusion-drawing techniques. The results show that project-based learning was able to enhance students' understanding of sustainable development concepts, marked by increased active participation, critical thinking ability, collaboration, and concern for environmental and social issues around them. Nevertheless, several obstacles were found, including limited time allocation, limited project-supporting facilities, and variation in students' ability to work in groups. This study recommends strengthening teacher facilitation and providing contextual learning resources to optimize the implementation of sustainability-themed project-based learning in elementary schools.
ANALISIS IMPLEMENTASI PENDIDIKAN EKONOMI HIJAU DALAM PEMBELAJARAN IPS SEKOLAH DASAR Muznal Hadi Jamil; Mimi Efyanti; Lestari; Nanagusnita; Sumanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58960

Abstract

The transition toward a sustainable economy has placed green economy education as an urgent agenda in basic education, including social studies (IPS) learning in elementary schools. This qualitative study analyzes the implementation of green economy education within IPS learning for fifth-grade students at SDN 197/III Kemantan Kebalai, involving 22 students as research subjects. The study employed a descriptive qualitative case study design, with data collected through classroom observation, semi-structured interviews with the class teacher and students, and documentation of lesson plans and student worksheets. Data were analyzed using the interactive model of Miles and Huberman, comprising data condensation, data display, and conclusion drawing/verification, with credibility ensured through source and technique triangulation. The findings indicate that green economy values, such as saving resources, reducing waste, reusing materials, and appreciating local economic activities that consider environmental sustainability, have been integrated into IPS learning through contextual themes, project-based tasks, and classroom discussion, although the integration remains largely incidental rather than systematically planned within the curriculum. Students demonstrated growing awareness of environmentally friendly economic behavior, yet limited teaching media, minimal teacher training on green economy concepts, and time constraints within the thematic curriculum were identified as major obstacles. The study concludes that green economy education can be meaningfully implemented in elementary IPS learning through contextual, experience-based strategies, but requires stronger curriculum support, teacher capacity building, and locally relevant teaching materials to sustain students' environmental and economic literacy.
IMPLEMENTASI PEMBELAJARAN BERBASIS BUDAYA LOKAL DALAM MEMBANGUN PEMAHAMAN STRUKTUR RUANG PESERTA DIDIK SEKOLAH DASAR Muznal Hadi Jamil; Mimi Efyanti; Lestari; Nanagusnita; Sumanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58969

Abstract

This study aims to examine the implementation of local culture-based learning in building elementary school students' understanding of spatial structure concepts. Spatial structure understanding is a fundamental competency in social studies education that allows students to recognize patterns of land use, settlement arrangement, and the relationship between humans and their environment. However, conventional teaching strategies that rely on textual explanation tend to make this material abstract and difficult for fifth-grade students to internalize, particularly in rural schools surrounded by rich but underutilized cultural resources. This research employed a pre-experimental method with a One Group Pretest-Posttest Design, involving 22 fifth-grade students of SDN 197/III Kemantan Kebalai as the research subjects. The local culture-based learning model integrated local traditions, traditional settlement patterns, customary land-use practices, and indigenous spatial knowledge of the Kerinci community into the social studies learning process. Data were collected through pretest and posttest instruments measuring students' conceptual understanding of spatial structure, then analyzed using a paired sample t-test and N-Gain score to determine the magnitude of improvement. The results indicated a statistically significant increase in students' posttest scores compared to the pretest scores, with the N-Gain score falling into the moderate-to-high category. These findings suggest that contextualizing geographic and spatial concepts through familiar local cultural elements enhances students' meaningful understanding, engagement, and retention of abstract spatial concepts. The study contributes empirical evidence supporting the integration of local wisdom into elementary social studies curricula and offers practical implications for teachers seeking contextual, culturally responsive pedagogical strategies in remote and culturally rich school settings.
ANALISIS INTEGRASI BUDAYA LOKAL DALAM PEMBELAJARAN IPS UNTUK MENGEMBANGKAN PEMAHAMAN KERUANGAN PESERTA DIDIK SEKOLAH DASAR Lindradika; Emidayati; Despira Erlita; Desi Surya Yeni; Sumanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58977

Abstract

This study examines how the integration of local culture into Social Studies (IPS) learning can develop the spatial understanding of fourth-grade elementary school students. Spatial understanding, an essential component of geographic and social literacy, is often taught abstractly and disconnected from students' lived environment, resulting in low engagement and superficial mastery of spatial concepts. Using a mixed methods sequential explanatory design, this research was conducted at SDN 122/III Mukai Tengah, involving 32 fourth-grade students as participants. Quantitative data were collected through pretest and posttest instruments measuring spatial-thinking indicators (location, distance and scale, direction, and spatial relationships), while qualitative data were gathered through classroom observation, semi-structured interviews with the teacher and students, and document analysis of lesson plans and student worksheets. Local cultural elements, such as traditional settlement patterns, customary land boundaries, oral history, and regional folklore, were embedded into IPS instructional activities, including community mapping and traditional-village model projects. The findings indicate a meaningful increase in students' spatial-thinking scores after the intervention, accompanied by qualitative evidence of stronger contextual engagement, more concrete mental mapping of the local environment, and growing appreciation of local cultural identity. The discussion highlights how culturally contextualized, place-based instruction bridges abstract spatial concepts with students' everyday spatial experience, consistent with constructivist and place-based education theory. The study concludes that integrating local culture into IPS learning is an effective pedagogical strategy for strengthening elementary students' spatial understanding while simultaneously reinforcing cultural identity, and recommends its wider adoption supported by adequate teacher training and contextual teaching materials.
PENGARUH PENGGUNAAN MEDIA INFOGRAFIS TERHADAP PEMAHAMAN KERJA SAMA EKONOMI INTERNASIONAL PESERTA DIDIK SEKOLAH DASAR Lindradika; Emidayati; Despira Erlita; Desi Surya Yeni; sumanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58981

Abstract

This study aims to examine the effect of using infographic media on elementary school students' understanding of international economic cooperation. The material on international economic cooperation is conceptually abstract for fourth-grade students because it involves unfamiliar terms such as bilateral, multilateral, and regional cooperation, as well as international economic institutions, which are difficult for children at the concrete-operational stage to visualize without adequate visual support. This research employed a quantitative approach with a quasi-experimental, one-group pretest-posttest design. The study was conducted at SDN 122/III Mukai Tengah, involving all 32 fourth-grade students selected through total sampling. Data were collected using a validated and reliable achievement test administered before and after the implementation of infographic-based learning. Data were analyzed using normality testing followed by a paired sample t-test and N-Gain score calculation to determine the magnitude of the intervention's effect. The results showed a significant increase in the mean score from 58.75 in the pretest to 82.34 in the posttest, with a paired sample t-test result of t = 15.672 and Sig. (2-tailed) = 0.000 (p < 0.05), indicating that the difference is statistically significant. The average N-Gain score of 0.58 falls into the moderate-effectiveness category. These findings indicate that infographic media, which combines visual and verbal elements in line with dual coding theory, effectively reduces cognitive load and enhances elementary students' comprehension of abstract social studies concepts. This study contributes empirical evidence supporting the integration of infographic media as an alternative instructional tool in elementary-level social studies education.
KEBIJAKAN FISKAL, MONETER, DAN STRUKTUR DISTRIBUSI KEKUASAAN DAN EKONOMI PADA RUANG Sumanti; Fitria Nilda; Syatria Hasni; Yustina; Elmasi Tri Oktaviani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59977

Abstract

Indonesia's membership in BRICS reflects an effort to expand economic cooperation amid the transition toward a more multipolar global economic order. This article examines the prospects and challenges of Indonesia's BRICS membership for the national economy. The study employs a qualitative approach through a literature review of scholarly works on BRICS, the Global South, international political economy, and global trade. The findings indicate that BRICS may enhance market access, investment opportunities, and Indonesia's bargaining position in global economic governance. However, challenges remain, including geopolitical dynamics, economic competition among member states, and the need to strengthen domestic competitiveness. The benefits of BRICS membership will largely depend on Indonesia's ability to adapt its economic policies and improve national capacity in a changing international economic environment.
Co-Authors adam, Pasrun Apriani, Eni Arios Budiatmin, Bobpy Deka Darmayanti Desi Surya Yeni Despira Erlita Efriza, Devia Elmasi Tri Oktaviani Emidayati ENDRI ENDRI ERLINA Fitria Nilda Gusmal Hendra Halimatul Mahmudah Hariki Fitrah Irawanis, Susi Ismayani, Lilis KARTINI Leony Lestari Lindradika Makkulau, Andi Runis * Marinda Siska Maulita, Cut Eliza Mimi Efyanti Mitia Sismi Mujiati Muslihin Mutia Ismail Muznal Hadi Jamil Nanagusnita Novi Zaini Novya Eka Suryani Opermadia, Suci Rahmi Novalita Rambang Muharramsyah Rambang Muharramsyah Ricilia, Selma Robi Ade Putra Serpadeni Surya Elita, Ade Syatria Hasni Tosi Julyanda Putra WAHYUDI WAHYUNI Yenti Mala, Silfia Yetni Pitri Yusnawati Yustina