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All Journal International Journal of Evaluation and Research in Education (IJERE) Mimbar PGSD Undiksha Jurnal Infinity Jurnal Pendidikan Dasar Nusantara Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika Pedagogia: Jurnal Pendidikan Jurnal Elemen Journal of Medives Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) JPK (Jurnal Pancasila dan Kewarganegaraan) Indonesian Journal of Science and Mathematics Education ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Formatif: Jurnal Ilmiah Pendidikan MIPA Jurnal Basicedu Journal of Educational Research and Evaluation EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pendidikan Edutama SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Edunesia : jurnal Ilmiah Pendidikan Indonesian Journal of Cultural and Community Development Jurnal Pengabdian dan Peningkatan Mutu Masyarakat (JANAYU) Fitrah: Journal of Islamic Education TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Indonesian Journal of Education Methods Development Indonesian Journal of Innovation Studies Proceedings of The ICECRS Procedia of Social Sciences and Humanities Journal of Islamic and Muhammadiyah Studies Jurnal Basicedu Jurnal Pendidikan Dasar PERMANA : Jurnal Perpajakan, Manajemen, dan Akuntansi Jurnal Pendidikan dan Pengabdian Masyarakat Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Inquest Journal Emergent: Journal of Educational Discoveries and Lifelong Learning (EJEDL) Jurnal Pendidikan Guru Sekolah Dasar Journal of Social Comunity Services Teaching, Learning, and Development Jurnal Infinity Konstruktivisme : Jurnal Pendidikan dan Pembelajaran IJIE Edu Komputika Journal Journal of Higher Education and Academic Advancement Academia Open Al Ibtida: Jurnal Pendidikan Guru MI
Mahardika Darmawan Kusuma Wardana
Jurusan PGSD Universitas Muhammadiyah Sidoarjo
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Teacher Social Competence and Parent Satisfaction Correlation in Primary Schools: Korelasi Antara Kompetensi Sosial Guru dan Kepuasan Orang Tua di Sekolah Dasar silvia putri ramadhani; ), Mahardika Darmawan Kusuma Wardana
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12348

Abstract

General Background: Teacher professionalism in primary education includes social competence that supports communication and collaboration with parents as key stakeholders. Specific Background: Classroom teachers are expected to interact effectively with families, yet parental satisfaction is often shaped by direct service experiences rather than internal professional practices. Knowledge Gap: Previous studies rarely examine the direct quantitative association between teachers’ social competence and parent satisfaction at the elementary level. Aims: This study analyzes the relationship between classroom teachers’ social competence and parents’ satisfaction in a public primary school context. Results: Using a quantitative correlational design with Spearman Rank analysis involving 15 parents and internal teacher assessments, the correlation coefficient was 0.280 (p = 0.285), indicating a positive but weak and statistically insignificant relationship. Descriptive findings show teachers demonstrate adequate communication, collaboration, and parental involvement, while satisfaction is primarily shaped by personal communication, attention to children, and classroom services. Novelty: The study provides direct measurement of the correlation between social competence dimensions and parental perceptions within a specific elementary school setting. Implications: Findings suggest that professional development should prioritize visible, parent-centered communication practices alongside internal collaboration to align teacher competence with stakeholder expectations. Keywords :  Teacher Social Competence, Parent Satisfaction, Elementary School, Spearman Rank, Educational Service Quality Key Findings Highlights: Parents reported high approval of classroom interaction and information clarity Professional networking participation remained limited among educators Statistical association between measured variables categorized as low
Project-Based Teaching Modules for Character Formation: A Case Study of the Pancasila Student Profile Program in Elementary School: Modul Pembelajaran Berbasis Proyek untuk Pembentukan Karakter: Studi Kasus Program Profil Siswa Pancasila di Sekolah Dasar Novia Ramadhani Budianingsih; Mahardika Darmawan Kusuma Wardana
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12349

Abstract

General Background: The implementation of the Merdeka Curriculum in Indonesia emphasizes character education through the Pancasila Student Profile Strengthening Project (P5) in elementary schools. Specific Background: Teaching modules function as key instructional tools that guide teachers in organizing project-based learning activities integrating collaboration, caring, and sharing values. Knowledge Gap: Empirical evidence describing how teachers practically implement these modules to cultivate mutual cooperation in real classroom contexts remains limited. Aims: This study analyzes the implementation of teacher teaching modules in the P5 mutual cooperation project at SDN Ketajen 1 using a qualitative case study. Results: Data from observation, interviews, and documentation indicate that learning activities were interactive, inspiring, enjoyable, challenging, and motivating, with high implementation scores across indicators, while small-group projects such as ecoprint facilitated communication, collaboration, empathy, and active participation, although some students remained passive. Novelty: The study provides a contextual description of module-based project learning that systematically integrates social character values through structured classroom practices. Implications: Findings offer practical guidance for teachers and schools to design student-centered modules and professional development programs that strengthen character formation and meaningful learning within elementary education. Keywords: Teaching Modules, P5 Project, Mutual Cooperation, Character Education, Elementary School Key Findings Highlights: Small-group projects fostered peer support and shared responsibility Classroom activities recorded consistently high implementation indicators above ninety percent Structured lesson design encouraged initiative and independent problem solving
Differentiated Teaching Strategies for Diverse Learners in Elementary Classrooms: Strategi Pengajaran yang Disesuaikan untuk Siswa Beragam di Kelas Sekolah Dasar Helda Destiana Sabila Rosyid; Mahardika darmawan kusuma Wardana
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12352

Abstract

General Background: Elementary classrooms frequently face learning disparities caused by uniform instructional practices that overlook individual differences. Specific Background: At SD Negeri Larangan, teachers encounter varied student readiness, interests, and learning styles, requiring adaptive classroom approaches. Knowledge Gap: Previous studies often discuss differentiated teaching conceptually, yet limited research documents its concrete implementation in primary school contexts. Aims: This study explores the planning, implementation, and evaluation of teaching strategies applied by a Grade V teacher using a descriptive qualitative design. Results: Data from observation, interviews, and documentation reveal strategies centered on learning style adaptation (visual, auditory, kinesthetic), varied access to materials, creative activities, and individualized guidance, with learning style alignment recorded as the most frequently applied approach and associated with higher student engagement and participation. Novelty: The study provides field-based evidence that links differentiation principles to practical classroom actions across content, process, and product. Implications: Findings offer actionable guidance for teachers and school leaders to design inclusive, responsive, and student-centered instruction in elementary education while supporting policy and professional development planning. Keywords: Differentiated Instruction, Teaching Strategies, Elementary Education, Learning Styles, Qualitative Study Key Findings Highlights: Adaptation to visual, auditory, and kinesthetic preferences dominated classroom practice Creative tasks and flexible material access supported varied participation patterns Individual mentoring addressed heterogeneous readiness levels among pupils
Picture Word Card Media in Early Grade Reading Achievement: Kartu Kata Gambar sebagai Media dalam Pencapaian Membaca pada Tingkat Awal Risa Wati; Mahardika Darmawan Kusuma Wardana
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12537

Abstract

General Background: Early reading skills constitute a fundamental component of language development in elementary education. Specific Background: Many first-grade students still experience difficulties in recognizing letters, forming syllables, and reading simple words fluently in Indonesian language classes. Knowledge Gap: Although various visual learning media have been introduced, the structured use of picture word card media in supporting beginning reading skills requires further empirical description at the elementary level. Aims: This study aims to examine the implementation of picture word card media and to analyze its role in improving first-grade students’ beginning reading skills. Results: Using a quantitative approach with reading tests as the primary instrument, the findings indicate measurable improvement in students’ abilities to recognize letters, read syllables, and construct simple words after the application of picture word cards in classroom learning. The visual association between images and words facilitates students’ comprehension and participation during learning activities. Novelty: The study provides contextual empirical evidence on the application of picture word card media in first-grade Indonesian language instruction. Implications: The findings offer practical guidance for elementary teachers in designing visually supported literacy instruction to strengthen foundational reading competence. Keywords: Picture Word Cards, Beginning Reading, Early Literacy, Indonesian Language Learning, Elementary School Key Findings Highlights: Visual-word association supports letter and syllable recognition in first-grade learners. Structured classroom implementation increases student participation during literacy activities. Measurable score progression appears after systematic media application.
INTEGRATING VALUES-ORIENTED DEEP LEARNING TO PROMOTE GLOBAL CITIZENSHIP ATTITUDES AMONG PRIMARY LEARNERS: MENGINTEGRASIKAN PEMBELAJARAN DALAM (DEEP LEARNING) BERORIENTASI NILAI UNTUK MENINGKATKAN SIKAP KEBANGSAAN GLOBAL DI KALANGAN SISWA SEKOLAH DASAR Risma Inayatur Amaliyah; Muhlasin Amrullah; Mahardika Darmawan Kusuma Wardana
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7277

Abstract

This study aims to analyze the effect of applying deep learning integrated with the values of QS. Al-Hujurat verses 9–13 on strengthening elementary school students' attitudes toward global diversity. The study uses a quantitative approach with a one-group pretest–posttest pre-experimental design. The research subjects consisted of 34 fifth-grade students at SDN Wonoplintahan 2. The research instrument was a global diversity attitude test that included indicators of empathy, tolerance, appreciation of differences, solidarity and cooperation, and global responsibility. The Shapiro–Wilk normality test, paired sample t-test, and Eta effect size were used to analyze the data. All analyses were conducted using SPSS 25. The results showed a significant increase in global diversity attitude scores after the intervention, with a large effect size and a significance value of 0.000 (<0.05). These results indicate that QS. Al-Hujurat can effectively and sustainably shape the global diversity attitudes of elementary school students.
Model-Eliciting Activities on Students' Mathematical Literacy by Reviewing Differences in Self-Regulated Learning Ika Nada Fajriyah; Mohammad Faizal Amir; Mahardika Darmawan Kusuma Wardana; Mohd Nazri Abdul Rahman
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.19683

Abstract

AbstractThe mathematical literacy of students is still relatively low. However, it remains a goal and a necessity to develop mathematical literacy as a fundamental skill for solving problems in various contexts, particularly in formulating, employing, and interpreting mathematics. Previous studies have proven that model-eliciting activities effectively enhance mathematical literacy. On the other hand, mathematical literacy is influenced by differences in self-regulated learning. Therefore, this study answers whether implementing model-eliciting activities regarding self-regulated learning differences affects students' mathematical literacy. This study employed a quasi-experimental non-equivalent pretest and posttest design that involved 55 fourth-grade primary students. Data collection used a mathematical literacy test and a self-regulated learning questionnaire. The levels of self-regulated learning were categorised as low, medium, and high. The data analysis was a two-way analysis of variance test followed by the Tukey test. The study showed that implementing model-eliciting activities by considering differences in self-regulated learning affected students' mathematical literacy. Another finding is that students with high self-regulated learning are better at mathematical literacy than those with low self-regulated learning.Keywords: model-eliciting activities, mathematical literacy, self-regulated learning. AbstrakLiterasi matematika siswa masih tergolong rendah, namun sampai saat ini masih menjadi tujuan dan kebutuhan sebagai keterampilan fundamental untuk menyelesaikan masalah dalam berbagai konteks khususnya dalam hal merumuskan, menggunakan, dan menafsirkan matematika. Peneliti-peneliti sebelumnya telah membuktikan model-eliciting activities efektif untuk meningkatkan literasi matematika. Disisi lain, literasi matematika dipengaruhi oleh perbedaan self-regulated learning. Oleh karena itu, penelitian menjawab rumusan masalah mengenai apakah implementasi model-eliciting activities dengan memperhatikan perbedaan self-regulated learning berpengaruh terhadap literasi matematika siswa. Penelitian ini menggunakan quasi eksperimental non-equivalent pretest dan posttest desain dengan melibatkan 55 siswa kelas empat sekolah dasar. Pengumpulan data menggunakan tes literasi matematika dan kuisioner self-regulated learning. Perbedaan tingkat self-regulated learning dikategorikan sebagai rendah, sedang, dan tinggi. Analisis data yang digunakan adalah uji analisis varians dua arah dan dilanjutkan uji Tukey. Temuan penelitian menunjukkan implementasi model-eliciting activities dengan memperhatikan perbedaan self-regulated learning berpengaruh terhadap literasi matematika siswa. Temuan lainnya adalah siswa yang memiliki self-regulated learning tinggi lebih baik dalam literasi matematika dibanding siswa yang memiliki self-regulated learning rendah.Keywords: model-eliciting activities, literasi matematika, self-regulated learning.
Clean Air Learning Module for Grade Five Students: Modul Pembelajaran Udara Bersih untuk Siswa Kelas Lima Nyugiantoro Nyugiantoro; Mahardika Darmawan Kusuma Wardana
Indonesian Journal of Education Methods Development Vol. 20 No. 3 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i2.994

Abstract

General background: Teaching modules are essential learning tools in elementary classrooms because they provide structured content and guided exercises. Specific background: Many learning materials still lack engaging design and thematic integration needed for curriculum implementation, particularly for the topic “Clean Air for Health.” Knowledge gap: Limited studies describe the development of multi-subject thematic modules aligned with the Merdeka Belajar curriculum for grade five. Aims: This study presents the development of a teaching module on clean air designed to support thematic learning across civics, Indonesian language, science, social studies, mathematics, arts, and physical education. Results: The module consists of 49 pages containing explanations, illustrated stories, activities, and practice questions organized into three subthemes. The design process includes layout development using CorelDraw and content structuring based on competency mapping. Novelty: The module integrates multiple subjects in a visually appealing format that promotes student interest and supports curriculum alignment. Implications: This product can serve as a practical reference for teachers developing thematic learning materials in elementary schools. Highlights• Multi-subject thematic module• Clean air learning content• Curriculum-aligned design Keywords: Teaching Module, Thematic Learning, Elementary Education, Clean Air, Curriculum Design
Combining the Concept of Plane Figures in the Game of Engklek through a Motion-Based Ethnomathematics Approach Mahardika Darmawan Kusuma Wardana; Mochamad Nashrullah; Mochamad Alim Ahaddin
International Journal on Integrated Education Vol. 9 No. 3 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i3.5760

Abstract

Learning about flat shapes in elementary school is often conveyed thru images, definitions, and formulas that are not yet fully connected to the real experiences of the students. The game of hopscotch offers a cultural context as well as a concrete learning space because its playing pattern is composed of various geometric shapes and is played thru physical activity. This article aims to explain how the concept of flat shapes can be integrated with the game of hopscotch thru ethnomathematics, game-based learning, and movement-based learning approaches. The article is composed using a conceptual review of selected studies with DOIs that are available online. The synthesis results show that the hopscotch squares can be used to introduce squares, rectangles, triangles, semicircles, symmetry, congruence, perimeter, area, and composite shapes. Activities such as throwing the gaco, jumping, measuring squares, comparing shapes, and explaining game strategies allow students to connect visual representations, body movements, language, and mathematical symbols. This integration not only concretizes geometric concepts but also strengthens mathematical communication, collaboration, sportsmanship, and appreciation for local culture. Thus, the game of engklek can be developed into a contextual, active, and meaningful flat geometry learning environment, both in the form of direct play and interactive digital media.
Artificial Intelligence Based Educational Game Design for Literacy and Numeracy Skills in Elementary School Mathematics Learning Fitria Nur Hasanah; Fitria Eka Wulandari; Mahardika Darmawan Kusuma Wardana; Clarisa Seliya Tamara
Edu Komputika Journal Vol. 13 No. 1 (2026): Edu Komputika Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukom.v13i1.49228

Abstract

Low literacy and numeracy achievement among elementary school students, particularly in mathematics learning, indicates the need for innovative learning media capable of providing adaptive and engaging learning experiences. Therefore, this study aims to design and evaluate an Artificial Intelligence (AI) based educational game for plane geometry learning to improve elementary school students' literacy and numeracy skills. The study employed the Research and Development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. The developed product is an AI based Monopoly educational game that integrates adaptive question generation, automatic feedback, and learning analytics to adjust the difficulty level according to students' performance. The game was validated by two media experts and two mathematics education experts before being implemented in learning. The trial involved 25 fifth-grade students at Muhammadiyah 1 Labschool Umsida Elementary School. Data were collected through expert validation, classroom observation, and literacy and numeracy pretests and posttests. The validation results indicated that the developed game was highly feasible for classroom use. During implementation, students demonstrated high enthusiasm and active engagement in learning activities. The average pretest score increased from 65.64 to 80.16 in the posttest. The data met the normality assumption (pretest = 0.253; posttest = 0.567; p > 0.05). Furthermore, the Paired Sample t-test revealed a significant improvement in students' literacy and numeracy skills (p = 0.000), while the average N-Gain score of 40.07% indicated a moderate level of effectiveness. These findings demonstrate that the proposed AI based educational game is a feasible and effective learning medium for enhancing elementary students' literacy and numeracy skills while supporting Sustainable Development Goal 4 on Quality Education.
Innovation in Developing Creative Games Using Recycled Materials to Enhance Teachers' Understanding at KB-TK Aisyiyah 25 Wage: Implementation of SDG 4 Quality Education Arifin Mado; Luluk Iffatur Rocmah; Mahardika Darmawan Kusuma Wardana
International Journal on Integrated Education Vol. 9 No. 3 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i3.5785

Abstract

This study aims to develop innovative creative games based on recycled materials as learning media that support teachers' understanding of sustainable education, particularly Sustainable Development Goal (SDG) 4 on Quality Education, at KB-TK Aisyiyah 25 Wage. The study employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The analysis stage showed that most teachers had limited experience in utilizing recycled materials as educational play tools. The products developed included a number board, a smart syllable wheel, and three-language labels made from recycled materials. Field implementation showed that 95% of teachers considered the tools easy to use and engaging, while the children demonstrated high enthusiasm during learning activities. The final evaluation indicated an average 42% increase in teachers' understanding of sustainable learning media. These findings demonstrate that recycled-material-based games can provide effective and economical learning media while fostering teachers' awareness of environmentally responsible approaches in early childhood education.
Co-Authors Adilah Hidayatun Nisaa'ul Ulaa Ainiya Rahma Septiarini Alfianita, Vinny Amrullah, Muchlasin Andhita, Krisna Anggraeni, Uswatin Anjarsari, Maulinda Arifin Mado Arifin Mado Asmoro , Cindy Cinthiya Deramerisca Aulia, Jihan Ilmia Aurellia, Farah Ayuningtyas, Ilfia Nur Bajang Asrin Cahyani, Nafisa Fitri Clarisa Seliya Tamara Desi Arisandi Devi Usfuriah Dian Aprilia, Dian Diana Rahmasari Diana, Dwi Alvinah Nur Efliriani, Aisyah Amdalina Eva Roesmadayanti Putri Fajar Muharram Fajriyah, Ika Nada Febriyanti, Indah Nur Firdaus, Firyalita Sarah Fitria Eka Wulandari Fitria Nur Hasanah Helda Destiana Sabila Rosyid Hendri Hermawan Hendri Hermawan Hesty Dian Prasetyaningrum Ida Bagus Kade Gunayasa Ika Nada Fajriyah Ikawati Ikawati Ikawati, Ikawati Ilfia Nur Ayuningtyas Indradewa, Rhian Indrakurniawan, Machful Indri Salsabila Isna Fauziyah Nurroini JANNAH, MIFTAKUL Kemil Wachidah Khizanatul Hikmah Kukuh Sinduwiatmo Kusuma Wardhani, Dhita Lalu Hamdian Affandi Liantika Permatasari Luluk Iffatur Rocmah Machful Indra Kurniawan Mado, Arifin Maharani, Asita Salsabilla Masfufah, Hanem Maulida, Khurin In Mawaddah, Mira Mega Alvin Rifdayanti Meliasari, Wa Ode Mochamad Alim Ahaddin Mochamad Nashrullah Mochamad Nursalim Mochamad Rizal Yulianto Mohammad Faizal Amir Mohd Nazri Abdul Rahman Muhammad Alvan Rizki Muhammad Irfan Jazuli Muhammad Rusli Muhlasin Amrullah Munadi Munadi Nia Laily Rahmawati NISA`, GITSA ZAHROTUN Novia Ramadhani Budianingsih Nur Lailatul Khasanah NurDini, Umi Nazila Nurul Mahruzah Yulia Nyugiantoro Nyugiantoro Paramitha, Winda Paramitha Paryontri, Ramon Ananda Permatasari, Liantika Rafika Putri Rahma Hijri Zulafa Rahman, Mohd Nazri Abdul Rahmania Sri Untari Redani Zaenha, Mochamad Abdi Ria Alfian Rizkya Putri Ria Wulandari Risa Wati Risma Inayatur Amaliyah Rismawati, Diah Rizka Qonita Rizky Alfiyah Arifin Rochmaeni, Fitriani Setya Kirana Romadhon, Nurul Isnaini Romla, Siti Rosyida, Nelly Kholifatur Ruci Arizanda Rahayu SALSABILA, AURA RAFIQA Salshabila , Irdiana Septi Sari, Della Barokah Satrio Sudarso Setyawan, Atim Alfin silvia putri ramadhani Sofannah, Iin Arifatus Suci Wulan Dari Syafruddin Syafruddin Uyun, Luluk Muflikhatul Widianata, Risha Agustina Widyastuti Widyastuti Wiwit Hariyanto Yosa, Nabhila Yulianti, Mila