Articles
<![CDATA[Penerapan reinforcement reward dan punishment terhadap motivasi belajar siswa Sekolah Dasar ]]>
<![CDATA[Anne Historia]]>;
<![CDATA[Anggit Merliana]]>
<![CDATA[ COLLASE (Creative of Learning Students Elementary Education) Vol. 9 No. 1 (2026) ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/collase.v9i1.26163
<![CDATA[Pendidikan di sekolah dasar bukan hanya sebatas tempat yang bertujuan untuk pelaksanaan kegiatan transfer ilmu, lebih dari itu sekolah juga merupakan tempat untuk pembentukan karakter seorang peserta didik. Di dalam ranah pendidikan, salah satu hal yang penting untuk dimiliki adalah alat pendidikan. Alat pendidikan meliputi beberapa aspek salah satunya ganjaran dan hukuman yang bertujuan untuk menguatkan sikap dan karakter tertentu peserta didik selama pembelajaran berlangsung, dalam hal ini konteks yang diambil adalah aspek motivasi belajar siswa. Penelitian ini dilaksanakan dengan jenis penelitian kualitatif deskriptif dengan teknik analisis data Miles dan Huberman yang mana peneliti sebagai instrumen mengambil data, mengolah data, dan menyajikannya dengan uraian pemaparan. Hasil penelitian menunjukkan bahwa dengan adanya penerapan penguatan reward dan punishment selama pembelajaran dapat meningkatkan motivasi siswa, dengan syarat guru memberikan ganjaran atau hukuman disesuaikan dengan bentuk, prinsip, dan tujuan pemberian reward dan punishment. Kata Kunci: Motivasi Belajar, Reward dan Punishment, Sekolah Dasar.]]>
<![CDATA[Teacher competence in the use of music learning media in primary schools ]]>
<![CDATA[Resa Respati]]>;
<![CDATA[Anggit Merliana]]>;
<![CDATA[Riefki Fiestawa]]>;
<![CDATA[Rosarina Giyartini]]>;
<![CDATA[Nindi Citra Setia Dewi]]>
<![CDATA[ EduStream: Jurnal Pendidikan Dasar Vol 10 No 1 (2026): EduStream: Jurnal Pendidikan Dasar ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/eds.v10n1.p110-121
<![CDATA[Teacher competence is an important factor in optimizing the use of instructional media to create meaningful musical experiences for students, particularly among classroom teachers who do not have a formal educational background in music but are still responsible for teaching music. This study aims to analyze the influence of elementary school teachers’ competence on the use of music learning media. This research employs an explanatory quantitative approach involving a sample of 271 elementary school teachers from five regions in West Java Province, namely Tasikmalaya, Ciamis, Banjar, Garut, and Pangandaran, selected through stratified random sampling. Data were collected using a Likert-scale questionnaire (reliability α = 0.648 for teacher competence and α = 0.874 for media use) and analyzed using simple linear regression. The results indicate a positive and significant effect of teacher competence on the use of music learning media, with a significance value of 0.000 (< 0.05) and a coefficient of determination (R²) of 0.443. This finding shows that teacher competence explains 44.3% of the variation in the use of learning media. The higher the level of teacher competence, the more effective the use of instructional media becomes. Therefore, strengthening teachers’ professional and pedagogical competence is a key factor in improving the quality and effectiveness of music learning in elementary schools]]>
<![CDATA[Internalisasi Permainan Tradisional dalam Mewujudkan Cinta Tanah Air Di Sekolah Dasar SILN Bangkok ]]>
<![CDATA[Anggit Merliana]]>;
<![CDATA[Resa Respati]]>;
<![CDATA[Rosarina Giyartini]]>;
<![CDATA[Pidi Mohamad Setiadi]]>;
<![CDATA[Riefki Fiestawa]]>
<![CDATA[ Pengabdian Masyarakat Vol. 3 No. 1 (2026): Pengabdian Masyarakat (DIMASY) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Ilmu Pengetahuan Sosial, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/DIMASY.v3i1.116
<![CDATA[Pengabdian kepada masyarakat ini bertujuan menginternalisasikan nilai budaya dan cinta tanah air melalui permainan tradisional pada siswa Sekolah Indonesia Luar Negeri (SILN) Bangkok. Kegiatan ini dilatarbelakangi oleh menurunnya pengenalan budaya lokal di kalangan generasi muda diaspora akibat globalisasi. Program dilaksanakan melalui empat tahap, yaitu persiapan, pelaksanaan, evaluasi, dan tindak lanjut. Persiapan meliputi koordinasi dengan sekolah, penyusunan modul, dan penyiapan sarana. Pelaksanaan dilakukan melalui pengenalan dan praktik permainan tradisional yang memuat nilai kerjasama, sportivitas, dan cinta tanah air. Evaluasi dilakukan melalui observasi dan umpan balik siswa serta guru. Hasil kegiatan menunjukkan antusiasme dan partisipasi aktif siswa, serta pemahaman yang baik terhadap nilai budaya dan kebangsaan. Permainan tradisional terbukti efektif sebagai media pembelajaran yang kontekstual dan menyenangkan.]]>
<![CDATA[Mengidentifikasi Kebutuhan Pengembangan Modul Ajar Apresiasi Puisi di SD ]]>
<![CDATA[Elfa Rahmawati]]>;
<![CDATA[Seni Apriliya]]>;
<![CDATA[Anggit Merliana]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 3 (2024): Edisi September 2024 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v9i3.1323
<![CDATA[Teaching modules by several educators in class IV elementary schools in poetry appreciation learning has not used a specific learning model. However, it still uses a general learning model. So this research was carried out to identify and analyze for teaching modules, then it will be developed into poetry appreciation learning in fourth grade elementary school. The method used is descriptive qualitative. The subjects in this research are educators and Indonesian teaching modules. The research was conducted in February-March 2024 at two elementary schools in Tasikmalaya City. Researchers collected data by carrying out observation, interviews and content analysis of teaching modules. Data analysis using the Miles and Huberman model involves three main stages: data reduction, data display, and drawing conclusions. The research results show that: (1) the components in the teaching module used are not in accordance with the components in the Badan Standar Kurikulum dan Asesmen Pendidikan Nomor 003/H/KR/2022; (2) there is no learning model specifically for learning poetry appreciation; and (3) in teaching poetry appreciation, educators have not yet aimed at appreciating the content of poetry. From the research results, it is necessary to develop a poetry appreciation teaching module using a special model. Therefore, researchers suggest that when creating teaching modules you should pay attention to the components in the teaching module, the learning model used, the material to be studied, and the needs required by students so that learning is in accordance with the objectives to be achieved and learning becomes more effective and efficient.]]>
<![CDATA[Persepsi Guru Sekolah Dasar terhadap Penggunaan Media Angklung dalam Pembelajaran Seni Musik ]]>
<![CDATA[Aninnafidz Ahmad Naufal]]>;
<![CDATA[Resa Respati]]>;
<![CDATA[Anggit Merliana]]>
<![CDATA[ JURNAL ARMADA PENDIDIKAN Vol 3 No 4 (2025): JURNAL ARMADA PENDIDIKAN ]]>
Publisher : <![CDATA[Kilau Publishing ]]>
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DOI: 10.60041/jap.v3i4.230
<![CDATA[Music education in elementary schools emphasizes the development of students' personalities through contextual and meaningful musical experiences. One way to provide meaningful musical experiences is through the use of instructional media, such as the angklung. This study aims to examine elementary school teachers' perceptions of the use of angklung as a learning medium in music education. The study employs a quantitative approach using a descriptive survey method. A total of 123 elementary school teachers in Cidahu District, Kuningan Regency, were selected as the sample. Data were collected using a questionnaire instrument, and the data analysis technique used was descriptive analysis. The results of the study indicate that the majority of teachers' perceptions fall into the good category (70%), while a smaller portion fall into the fairly good category (30%). This suggests that teachers possess positive knowledge, feelings, attitudes, judgments, habits, and tendencies toward the use of angklung as an instructional medium. Based on these findings, it is recommended that training and mentoring be provided to teachers to enhance their understanding and implementation of angklung as a medium for teaching music in elementary schools.]]>
<![CDATA[ANALISIS EKSTRAKURIKULER PRAMUKA DALAM PEMBENTUKAN KARAKTER DISIPLIN SISWA SEKOLAH DASAR ]]>
<![CDATA[Nurlaila]]>;
<![CDATA[Anggit Merliana]]>;
<![CDATA[Riefki Fiestawa]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release ]]>
Publisher : <![CDATA[STKIP Subang ]]>
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DOI: 10.36989/didaktik.v12i02.13403
<![CDATA[Scouting extracurricular activities are additional activities conducted outside regular class hours and are mandatory in every school. Their purpose is to help students develop good disciplinary character. The importance of strengthening disciplinary character values is based on the fact that many deviant behaviors contrary to disciplinary norms are currently occurring, such as arriving late to school, not wearing uniforms according to school regulations, and not completing assignments on time. Therefore, this study aims to determine the role of scouting activities in shaping the disciplinary character of elementary school students. This research uses a qualitative approach with a descriptive method, and data were collected through a literature study. The results of the study indicate that scouting extracurricular activities have a positive impact on the development of students’ disciplinary character. This is because scouting activities are considered interesting, making it easier for students to be trained and habituated to discipline through these activities. Thus, it can be concluded that scouting extracurricular activities play an important role in shaping the disciplinary character of elementary school students.]]>
<![CDATA[ANALISIS KEBUTUHAN PENGEMBANGAN MEDIA POP-UP BOOK BERBASIS BUDAYA LOKAL PADA PEMBELAJARAN IPS MATERI KEBERAGAMAN BUDAYA KELAS IV SEKOLAH DASAR ]]>
<![CDATA[Indri Kurniawati]]>;
<![CDATA[Pidi Mohamad Setiadi]]>;
<![CDATA[Anggit Merliana]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish ]]>
Publisher : <![CDATA[STKIP Subang ]]>
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DOI: 10.36989/didaktik.v12i02.14812
<![CDATA[Social Studies (IPS) instruction in elementary school plays a crucial role in shaping students’ understanding of the nation’s cultural diversity. However, in practice, the effectiveness of such instruction is still hindered by a lack of concrete and contextual learning materials, causing students to struggle with visualizing abstract cultural concepts. This study aims to identify the needs and potential for developing pop-up book learning materials based on local culture for the cultural diversity curriculum in fourth-grade elementary school. This study employs a Research and Development (R&D) approach using the 4D model; this article focuses on the definition (define) stage. Data collection was conducted through observations and interviews with teachers, followed by qualitative descriptive analysis to describe the learning conditions and user needs. The results of the analysis in the define stage indicate that social studies learning is still dominated by the lecture method with limited use of media and does not yet optimally represent local culture. This results in learning that is less interactive and fails to help students understand cultural concepts concretely. Meanwhile, fourth-grade students in the concrete operational stage require visual, tangible, and interactive learning materials. These findings indicate a gap between current learning conditions and students’ needs, highlighting the need for practical, engaging, and contextually relevant materials. Therefore, pop-up books based on local culture are considered a promising solution for enhancing students’ engagement, understanding, and appreciation of cultural diversity.]]>
<![CDATA[ANALISIS KEBUTUHAN PENGEMBANGAN MEDIA PEMBELAJARAN ULAR TANGGA BERBASIS KESADARAN BUDAYA ALAT MUSIK TRADISIONAL JAWA BARAT PADA PEMBELAJARAN IPS DI SEKOLAH DASAR ]]>
<![CDATA[Riyani]]>;
<![CDATA[Pidi Mohamad Setiadi]]>;
<![CDATA[Anggit Merliana]]>
<![CDATA[ Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release ]]>
Publisher : <![CDATA[STKIP Subang ]]>
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DOI: 10.36989/didaktik.v12i02.14820
<![CDATA[Social Studies learning on cultural diversity plays an important role in fostering cultural awareness among elementary school students. However, the introduction of local culture, particularly the traditional musical instruments of West Java, has not been optimal due to the dominance of textbook-based instruction and lecture methods, as well as the limited availability of engaging and contextual learning media. This condition results in students having fewer meaningful learning experiences in recognizing and understanding their local culture. This study aims to analyze the need for learning media on cultural diversity materials to foster students’ cultural awareness of West Javanese traditional musical instruments in elementary schools. The study employed a Research and Development (R&D) approach using the 4D model, limited to the define stage. Data were collected through teacher interviews, curriculum analysis, student characteristics analysis, and learning needs analysis. The findings revealed that teachers require learning media capable of presenting cultural materials in a concrete and engaging manner that is aligned with the characteristics of elementary school students at the concrete operational stage. In addition, learning media that integrate local culture, particularly West Javanese traditional musical instruments, remain limited. Based on the needs analysis, game-based learning media were considered appropriate for development as they can provide active and enjoyable learning experiences. Therefore, a snake and ladder learning media based on cultural awareness of West Javanese traditional musical instruments is considered a potential alternative for Social Studies learning that meets the needs of both teachers and students.]]>
<![CDATA[ANALISIS KETERPADUAN PEMBELAJARAN DALAM PEMBUATAN MODUL AJAR IPAS KELAS V SEKOLAH DASAR ]]>
<![CDATA[Alfiyah Maulani]]>;
<![CDATA[Anggit Merliana]]>
<![CDATA[ Jurnal Binagogik Vol. 11 No. 2 (2024): JURNAL BINAGOGIK ]]>
Publisher : <![CDATA[LPPM Universitas Cipta Mandiri ]]>
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<![CDATA[The independent curriculum is an alternative curriculum used post-endemic in the face of learning setbacks which provides freedom with the term "Freedom to Learn" in the implementation of learning that involves the entire school community. The independent curriculum was created to develop the needs and potential of students. Regarding integrated learning, this independent curriculum is not like the 2013 curriculum which links several concepts to scientific disciplines or what is usually called thematic. This independent curriculum is also reminiscent of the 2006 Education Unit Level Curriculum (KTSP), where learning disciplines are separate. This research aims to provide an overview of the preparation of good and correct learning planning. Learning planning in the independent curriculum is known as teaching modules. The research uses the Library Research (Library Study) method and teaching module documents to support analysis. There are components that need to be considered when creating a teaching module. Based on the analysis, there is no written integration in the implementation of science and science learning in elementary schools. Apart from that, the completeness of the learning support in the teaching module is incomplete. There are several other analyzes regarding the suitability of the Teaching Module Components in measuring the level of student success. However, the teaching module can be said to be appropriate if used with fifth grade elementary school students because it is appropriate to learning outcomes. The advantages and disadvantages contained in the teaching module can be evaluated by the teacher, so that learning objectives can be achieved optimally.]]>
<![CDATA[From Ethnocultural Knowledge to Systems Thinking: Mapping Global Research on Ethno-ESD in Elementary Education ]]>
<![CDATA[Ahmad Mulyadiprana]]>;
<![CDATA[Ghullam Hamdu]]>;
<![CDATA[Anggit Merliana]]>;
<![CDATA[Srie Mulyati]]>;
<![CDATA[Ade Yulianto]]>;
<![CDATA[Rifqy Muhammad Hamzah]]>
<![CDATA[ Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS) ]]>
Publisher : <![CDATA[LPPM Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jk.v12i3.22094
<![CDATA[This study aims to analyze global research trends, thematic evolution, and research characteristics related to Ethno-ESD and systems thinking in elementary education using a bibliometric approach. The study employed bibliometric analysis using Biblioshiny within the Bibliometrix package in RStudio. A total of 44 documents published between 2017 and 2026 were retrieved from the Scopus database and analyzed, representing 33 sources. The analysis focused on publication trends, authorship patterns, citation metrics, and thematic mapping based on keyword co-occurrence. Thematic analysis was conducted to identify and interpret recurring themes and patterns across research topics and keywords. The findings revealed an annual growth rate of 8.01%, indicating increasing scholarly interest in the topic. The dominant motor themes were sustainable development, education, and learning, suggesting that sustainability-oriented educational practices remain central to current research. The collaboration index indicated a moderate level of international research collaboration. These findings suggest that research on Ethno-ESD and systems thinking in elementary education is evolving toward interdisciplinary and sustainability-focused learning approaches. This study contributes to the identification of future research directions and provides a scientific basis for integrating local wisdom and systems thinking into sustainable elementary education practices.]]>
