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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal PAJAR (Pendidikan dan Pengajaran) Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal PGSD: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Tadbir Muwahhid JURNAL INOVASI EDUKASI JURNAL CERDAS PROKLAMATOR JURNAL MUARA PENDIDIKAN JURNAL TUNAS PENDIDIKAN Gudang Jurnal Multidisiplin Ilmu
Yantoro
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STRATEGI GURU DALAM MENGIMPLEMENTASIKAN PENDEKATAN PEMBELAJARAN MENDALAM PADA PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR Qibtiah, Maria; Yantoro; Sholeh, Muhammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.38475

Abstract

This study aims to describe teachers’ strategies in implementing deep learning approaches in mathematics learning at the elementary school level. Deep learning emphasizes conceptual understanding, critical thinking, and meaningful student engagement, which contrasts with traditional memorization-oriented learning. This research explores how teachers design learning experiences, select instructional methods, utilize media, and facilitate classroom interactions to build deeper mathematical comprehension. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation in an elementary school classroom. The results show that teachers implement several strategies such as contextual problem-based learning, the use of manipulatives, structured inquiry, reflective questioning, and collaborative discussions. These strategies encourage students to connect concepts, explore ideas actively, and construct meaning from learning experiences. The study concludes that implementing deep learning strategies supports students in developing stronger conceptual understanding and more independent thinking in mathematics learning.
ANALYSIS OF TEACHER'S ABILITY IN APPLYING MIKIR ELEMENTS IN ACTIVE LEARNING AT HIGH CLASSES IN THE PRIMARY SCHOOL Yantoro
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 4 No. 2 (2020): March
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v4i2.7963

Abstract

The purpose of this research is to identify teachers’ ability in applying active learning with the elements of MIKIR (Experiencing, Interaction, Communication, and Reflection). This research used a descriptive qualitative approach. The research took place at Mendalo Elementary School 211/IX. The subjects of the research were high-class teachers (Class IV, V, and VI). Data were collected through observation, interviews, and documentation. The data were analyzed using data reduction techniques, data display, and data verification. The results showed that the high-class teachers had applied the elements of MIKIR in active learning. The ability of each teacher varied due to differences in vision and work ethic, the seriousness of the teacher in participating in active learning training applying the MIKIR elements, and the seriousness of the teacher in following up on the results of training and mentoring conducted by the principal. This study concluded that teachers have applied active learning using the MIKIR elements, but the quality of implementation must be improved in order to fully develop students’ potential.
PROFIL KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA OPERASI HITUNG BILANGAN CACAH BERDASARKAN NEWMAN'S ERROR ANALYSIS DI KELAS III SDN 55/I SRIDADI MUARA BULIAN Cynthia Negara, Melanie; Yantoro; Faisal Hidayat, Akhmad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 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.v11i01.42624

Abstract

This research is motivated by the fact that students still find difficulties in solving word problems involving whole numbers. Based on the results of the Mathematics Daily Test 2 (UH-2) in grade III of SD Negeri 55/I Sridadi, out of 27 students, 13 students (48.1%) obtained scores below the Minimum Completion Criteria (KKM) of 68. These results indicate that almost half of the students have not been able to solve word problems well. This study aims to describe the types of student errors and determine the most dominant error stages based on Newman's Error Analysis (NEA). The study was conducted in the even semester of the 2025/2026 academic year with a quantitative descriptive approach using a survey method. The research subjects were 23 grade III students. Primary data were obtained through written tests consisting of two tests, while secondary data were in the form of teacher interviews and documentation. The results of the study showed that in the first test (addition and subtraction), the percentage of errors was reading 21.74%, comprehension 34.78%, transformation 30.43%, process skill 78.26%, and encoding 78.26%, respectively. In the second test (multiplication and division), the percentage of errors was reading 4.35%, comprehension 47.83%, transformation 47.83%, process skill 65.22%, and encoding 60.87%. The most dominant error stage in both tests was process skill error. These findings indicate that students still have difficulty in carrying out calculation procedures correctly, even though some have been able to read and understand the questions quite well.
Synergy of Pedagogical Content Knowledge, Digital Literacy, and Instructional Design Skills in Preparing Quality Elementary Teachers for Impactful Learning Sundahry; Syahrial; Yantoro; Destrinelli
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.14412

Abstract

This study examines how Pedagogical Content Knowledge (PCK), digital literacy, and instructional design skills synergistically influence perceived impactful learning among elementary teacher education students. A sequential explanatory mixed-methods design was employed: quantitative data from 222 students via surveys, followed by qualitative data from 15 students through focus group interviews. Quantitative results show PCK and instructional design skills collectively explain 70% of variance in impactful learning, with balanced and strong effects, while digital literacy functions as a supporting enabler rather than primary determinant. Qualitative findings identify six facilitating factors, eight barriers, and seven moderators that contextualize competency integration patterns. The study proposes three conceptual frameworks Synergistic Competency Framework, Grade Responsive Pedagogy Framework, and Pedagogy Primacy Framework integrated within the Subject-Specific Deep Learning Pedagogy (SSDLP) model, which positions PCK as the foundational layer for technology-enhanced instruction. Conclusions emphasize that impactful learning emerges when pedagogical foundations precede technological integration, with field experience and intrinsic motivation as critical catalysts. Teacher education programs should prioritize systematic PCK development, positioning digital literacy as complementary infrastructure.
Co-Authors Ahmad Syarif Alirmansyah Amalia, Anindyta Laila Anissa, Anissa Fitrah Armanta Sembiring Cynthia Negara, Melanie Destrinelli Destrinelly Desy Rosmalinda Dzulqadri, Abraar Eka - Sastrawati Eka Putri, Andi Gusmaulia ekasastrawati Endah Yunita Faizal Chan Fajarli Febby Rahma Putri Hadiyanto Isaura Sherly Pamela KHOIRUNNISA Maryono Mawaddah Mawaddah, Mawaddah Mayang Ismaya Megawati Muhammad Sholeh MUHAMMAD SHOLEH Muslimah Nadia Nadila Hardiyanti Nindya Pratiwi Noni Agustin Noviyanti, Silvina Octa Juliska, Landia Qibtiah, Maria Ramona Saputri Rizky Ade Kurniawan Rosidah Sasmita, Cici Septa Sabbihisma Setia Wati, Setia Wati Sidauruk, Christia Desiana Silvina Noviyanti Siti Mutia Rusmana Sri Marmoah Suci Hayati Suratno Syahrial Syaiful Ulfa Husnah Zahyuni, Violita