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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang Etos : Jurnal Pengabdian Masyarakat Sosio-Didaktika: Social Science Education Journal Jurnal Cakrawala Pendas Jurnal Pengabdian Kolaborasi dan Inovasi IPTEKS Jurnal Elementaria Edukasia EduBase: Journal of Basic Education Eduprof
Indani Damayanti
Universitas Majalengka
Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN LITERASI SAINS SISWA KELAS V SEKOLAH DASAR Wulan Fitriani; Yuyu Yuliati; Indani Damayanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.7716

Abstract

This study was motivated by the insufficient science literacy skills of fifth-grade students at SDN Talaga Wetan III and SDN Banjaran. The purpose of this study was to determine the effect of the Problem-Based Learning (PBL) model on students' science literacy skills. The research method used was a quasi-experimental design with a non-equivalent pre-test and post-test control group design. This study was conducted in fifth grade elementary school during the 2025/2026 academic year with 25 students in the experimental class and 25 students in the control class as research subjects. The experimental class was given the Problem-Based Learning (PBL) model, while the control class was given the Direct Instruction model. Both groups were given pre-tests and post-tests using the same test instruments. The pre-test and post-test data were analyzed using SPSS Version 27. The results of the data analysis showed that the science literacy skills of the experimental class improved more significantly than those of the control class, which remained low. Thus, it can be concluded that there is a difference and influence of the Problem-Based Learning (PBL) model in the fifth grade of SDN Talaga Wetan III and SDN Banjaran. The implication for students is that the PBL learning model effectively enhances their science literacy skills during the learning process.
Strengthening social literacy among elementary students through the integration of sdgs into social studies instruction Ani Rosidah; Indani Damayanti; Siti Zazak Soraya
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 2 (2026): April
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i2.243-254

Abstract

This study examines the integration of Sustainable Development Goals (SDGs) values into Social Studies learning in elementary schools and its relation to the development of students’ social literacy. The research was conducted in three public elementary schools and involved twelve participants, consisting of three principals, six teachers, and three students. Using a qualitative case study design, data were collected through classroom observations, in-depth interviews, and document analysis. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing. The findings indicate that SDG values were integrated into Social Studies through (1) contextual discussions of local socio-environmental issues, (2) participatory learning activities such as group investigations and collaborative projects, and (3) guided critical reflection sessions. This integration was reflected in observable indicators of social literacy, including students’ ability to identify social and environmental problems in their surroundings, express reasoned opinions during classroom discussions, and participate in school-based environmental initiatives. The study contributes to a contextual description of SDGs integration practices in elementary Social Studies and clarifies their linkage to specific dimensions of students’ social literacy development.
DEVELOPMENT OF A PROJECT-BASED ARTS LEARNING MANAGEMENT MODEL TO FOSTER CREATIVE AND MEANINGFUL LEARNING IN ELEMENTARY SCHOOLS Indani Damayanti
Jurnal Cakrawala Pendas Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i4.15955

Abstract

Arts education in elementary schools plays a strategic role in fostering students' creativity, critical thinking, collaboration, and aesthetic appreciation. However, its implementation continues to face several challenges, including fragmented instructional planning, unsystematic learning management, and the limited availability of management models that effectively support project-based arts learning. This study aimed to develop a Project-Based Arts Learning Management Model that is valid, practical, and effective in promoting creative and meaningful learning in elementary schools. The study employed a Research and Development (R&D) approach using the Plomp development model, which consists of three phases: preliminary research, prototyping phase, and assessment phase. During the preliminary research phase, a needs analysis was conducted through classroom observations, semi-structured interviews, and document analysis. The prototyping phase involved designing the model, validating it through experts in educational management, arts education, and elementary education, and revising the prototype based on expert feedback. Subsequently, the assessment phase was carried out through a limited field trial to evaluate the model's validity, practicality, and effectiveness. Data were collected using validation sheets, questionnaires, classroom observations, and documentation, and were analyzed using descriptive quantitative and qualitative techniques. The findings indicate that the developed model satisfies the criteria of validity, practicality, and effectiveness in improving the quality of arts learning management and enhancing students' engagement throughout the learning process. The proposed model provides a systematic and innovative framework for elementary school teachers to manage arts learning while promoting meaningful learning experiences and fostering students' creativity.
PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KETERAMPILAN MENULIS PERMULAAN DI KELAS II SD Puadi, Nurul; Suhandi Saputra, Dudu; Damayanti, Indani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55512

Abstract

This study was motivated by the low early writing skills of elementary school students, as indicated by difficulties in using capital letters, punctuation marks, letter completeness, handwriting neatness, and constructing simple sentences. The purpose of this study was to determine the effect of the Problem Based Learning (PBL) model on the early writing skills of second-grade students at SDN Jatipamor 1. This study employed a quantitative approach using a quasi-experimental research method with a nonequivalent control group design. The research sample consisted of 24 students in Class II B as the experimental group and 20 students in Class II A as the control group, selected through purposive sampling. The research instrument was an early writing skills test administered through pretests and posttests. Data were analyzed using descriptive and inferential statistics, including normality tests, homogeneity tests, and the Independent Sample t-Test. The results showed that the mean score of the experimental group increased from 57.97 on the pretest to 75.34 on the posttest, while the control group increased from 52.32 to 56.19. The Independent Sample t-Test revealed a significance value (2-tailed) of < 0.001, indicating that H₀ was rejected and Hₐ was accepted. Therefore, the Problem-Based Learning model had a significant effect on the early writing skills of second-grade students at SDN Jatipamor 1. The Problem-Based Learning model can be considered an effective instructional approach for improving elementary school students' early writing skills.
ANALISIS LITERATUR SISTEMATIS TENTANG PENGGUNAAN BUKU CERITA FABEL BERBASIS MULTIMODE UNTUK MENINGKATKAN KETERAMPILAN MEMBACA KREATIF TEKS FABEL PADA SISWA SEKOLAH DASAR Zhian Nurajijah; Dudu Suhandi Saputra; Indani Damayanti
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.v11i03.62192

Abstract

Creative reading skills are essential in Indonesian language learning at the elementary school level as they involve students’ abilities to comprehend, interpret, and develop ideas based on texts. This study aims to analyze research trends and the effectiveness of using multimodal fable storybooks in improving students’ creative reading skills of fable texts in elementary schools. This study employed a Systematic Literature Review (SLR) method based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines through the stages of identification, screening, eligibility, and inclusion. Literature searches were conducted using Google Scholar and Scopus databases, resulting in 15 selected articles for further analysis. The findings reveal that previous studies were predominantly conducted using the Research and Development (R&D) method with 4D and ADDIE development models. The developed media included flipbooks, digital books, e-books, and pop-up books that integrated text, images, audio, and interactive elements. The synthesis results indicate that multimodal fable storybooks effectively support students’ creative reading skills by improving text comprehension, reading engagement, interpretation, and creative responses toward stories.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE ROUND ROBIN BERBANTUAN KARTU TOPIK TERHADAP KETERAMPILAN BERBICARA SISWA KELAS III SEKOLAH DASAR Sely Mulyasari; Dede Salim Nahdi; Indani Damayanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Released
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63740

Abstract

Speaking skill is an important language competency for elementary school students, yet it remains relatively low, marked by students' reluctance to speak in front of the class, difficulty in organizing ideas coherently, and limited vocabulary. This study aims to examine the effect of the Round Robin cooperative learning model assisted by topic cards on the speaking skills of third-grade elementary school students. A quantitative approach with a quasi-experimental, nonequivalent control group design was used, involving 47 students divided into an experimental group (23 students) and a control group (24 students). Data were collected through a speaking performance test assessed with a rubric, administered as pretest and posttest. The Shapiro-Wilk normality test showed all data were normally distributed (Sig. > 0.05), and Levene's homogeneity test showed homogeneous variance (Sig. > 0.05), so the analysis proceeded with a t-test. The independent samples t-test on posttest data showed a significant difference between the experimental and control groups (t = 8.109; Sig. = 0.000), with the experimental group's mean N-Gain of 0.775 (high category) compared to the control group's 0.371 (moderate category). Cohen's d of 2.366 indicated a large effect. It is concluded that the Round Robin cooperative learning model assisted by topic cards has a significant and effective influence on improving the speaking skills of third-grade elementary school students.
Co-Authors Al Ghozali, Muhammad Iqbal Ani Rosidah Arie Rahman Atim Suparman Deasyanti, Deasyanti Dede Salim Nahdi Diana Lestari, Diana Dudu Suhandi Saputra Dz, Abdus Salam Haryanti, Yuyun Dwi Islahuddin Islahuddin Mahpudin Mahpudin Mehir, Saefudaullah Muhammad Iqbal Al Ghozali Murni Winarsih Mustoip, Sofyan Puadi, Nurul Rafa Diak Intifada Rudi, Rudi Akmal Saputra, Dudu Suhandi Sely Mulyasari Siti Zazak Soraya Wulan Fitriani Yeye Sukmaya Yonanda, Devi Afriyuni Yuliati, Yuyu Yuyu Yuliati Zhian Nurajijah