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All Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Alpita Noviyanti
Universitas Pendidikan Indonesia
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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PERAN PEMBELAJARAN SENI MUSIK DALAM MENINGKATKAN PERKEMBANGAN KOGNITIF DAN KARAKTER SISWA SEKOLAH DASAR Alpita Noviyanti; Nabila Wanda Yusela; Nabila Zahratun Nisa; Rufaidah Muti’ah; Sabrina Jelita; Teten Ginanjar Rahayu
Jurnal Review Pendidikan dan Pengajaran Vol. 9 No. 2 (2026): Vol. 9 No. 2 Tahun 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v9i2.58767

Abstract

Pembelajaran seni musik di sekolah dasar memiliki peran penting dalam mendukung perkembangan kognitif dan pembentukan karakter siswa. Namun, dalam praktiknya pembelajaran seni musik masih sering dipandang sebagai mata pelajaran pelengkap sehingga pemanfaatannya belum optimal. Penelitian ini bertujuan untuk menganalisis peran pembelajaran seni musik dalam meningkatkan perkembangan kognitif dan karakter siswa sekolah dasar serta mengkaji keterkaitan kedua aspek tersebut dalam proses pembelajaran yang terpadu. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan mengumpulkan artikel melalui database Google Scholar dan Crossref menggunakan bantuan aplikasi Publish or Perish (PoP). Proses seleksi dilakukan melalui tahap identifikasi, screening, dan evaluasi teks lengkap sehingga diperoleh sembilan artikel yang sesuai dengan kriteria penelitian. Hasil penelitian menunjukkan bahwa pembelajaran seni musik mampu meningkatkan daya ingat, konsentrasi, kreativitas, kemampuan berpikir kritis, dan pemecahan masalah siswa. Selain itu, pembelajaran seni musik juga berperan dalam membentuk karakter seperti disiplin, tanggung jawab, kerjasama, toleransi, percaya diri, dan kemampuan mengelola emosi. Oleh karena itu, pembelajaran seni musik perlu dioptimalkan melalui strategi yang inovatif dan kontekstual agar mampu mendukung perkembangan siswa secara holistik sesuai dengan tuntutan pendidikan abad ke-21.
SYSTEMATIC LITERATURE REVIEW: ANALISIS PEMAHAMAN DAN MISKONSEPSI ENERGI POTENSIAL GRAVITASI PADA PESERTA DIDIK SEKOLAH DASAR Alpita Noviyanti; Febby Deca Lestari; Afridha Laily Alindra
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14038

Abstract

Understanding the concept of gravitational potential energy in elementary school science education is crucial for helping students grasp the relationship between force, motion, and energy in everyday life. However, various studies indicate that students still struggle to understand the concept of gravitational potential energy and often hold misconceptions. This study aims to analyze students’ level of understanding of the concept of gravitational potential energy, identify the forms of misconceptions that occur, analyze the factors causing learning difficulties, and examine effective learning strategies to help students understand the concept of gravitational potential energy. This study employed the Systematic Literature Review (SLR) method, adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Data sources were obtained from Google Scholar, Garuda, and SINTA, covering publications from 2021 to 2025. The results of the study indicate that students’ low level of understanding is influenced by a lack of variety in teaching methods, minimal use of concrete materials, and a lack of active student engagement in the learning process. In addition, misconceptions frequently arise regarding the relationship between an object’s mass, gravitational force, and potential energy. Learning strategies such as the use of teaching aids, laboratory experiments, problem-based learning, collaborative learning, and environment-based learning have proven effective in improving elementary school students’ understanding of the concept of gravitational potential energy. Therefore, teachers need to implement innovative, interactive, and contextual science instruction to make learning more meaningful and enhance students’ conceptual understanding.
Co-Authors Afridha Laily Alindra Febby Deca Lestari Nabila Wanda Yusela Nabila Zahratun Nisa Rufaidah Muti’ah Sabrina Jelita Teten Ginanjar Rahayu