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All Journal Jurnal Pendidikan Dasar Jurnal Pendidikan Indonesia Jurnal Ilmiah Pendidikan Dasar JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan Al Ishlah Jurnal Pendidikan Jurnal Basicedu International Journal of Elementary Education Jurnal Didaktika Dwija Indria Jurnal Pengabdian UNDIKMA DEDIKASI: Community Service Reports Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Journal of Professional Teacher Education Journal of Indonesian Social Studies Education Mimbar Sekolah Dasar
Fadhil Purnama Adi, Latifah Nur Afifah, Rukayah,
Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Sebelas Maret
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Nursing Physics Public Health Social Sciences Other

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Analisis Sistem Pendidikan dan Kurikulum Sekolah Dasar di Finlandia: Kajian Komparatif dengan Indonesia Ayu Nur Cahyani; Sri Marmoah; Fadhil Purnama Adi
Journal of Indonesian Social Studies Education Vol. 4 No. 1 (2026): Volume 4 Nomor 1 Maret 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian mengenai sistem pendidikan dan kurikulum sekolah dasar di Finlandia telah banyak dilakukan, namun sebagian besar kajian terdahulu hanya membahas Finlandia secara tersendiri tanpa membandingkannya secara sistematis dengan konteks negara berkembang seperti Indonesia. Celah inilah yang menjadi landasan artikel ini. Artikel ini bertujuan menganalisis sistem pendidikan dasar dan kurikulum sekolah dasar di Finlandia—khususnya variabel sistem pendidikan, kurikulum Peruskoulu, dan pendekatan pembelajaran—serta membandingkannya secara komparatif dengan sistem pendidikan dasar Indonesia. Metode yang digunakan adalah kajian literatur terhadap berbagai sumber akademik yang relevan. Kurikulum Peruskoulu menerapkan sistem struktur tunggal sembilan tahun dengan satu guru kelas selama enam tahun pertama. Kajian komparatif dengan Indonesia menunjukkan bahwa Kurikulum Merdeka memiliki keselarasan filosofis dengan kurikulum Finlandia, namun masih menghadapi tantangan dalam kualitas guru, pemerataan akses, dan konsistensi implementasi. Kajian ini diharapkan memberikan perspektif bagi pengembangan kebijakan kurikulum sekolah dasar di Indonesia.
The Effect of CLIS Learning Model on Students Product Creativity in States of Matter Topic Matsuri Matsuri; Idam Ragil Widianto Atmojo; Dwi Yuniasih Saputri; Roy Ardiansyah; Fadhil Purnama Adi; Michelle Eugene Zalika
Mimbar Sekolah Dasar Vol. 13 No. 1 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i1.53

Abstract

This study evaluates the effectiveness of the Children Learning in Science (CLIS) model in fostering students’ creativity in understanding changes in the states of matter. A quantitative approach with a quasi-experimental design was employed. The sample consisted of 54 fourth-grade students selected through cluster random sampling, with 27 students in the experimental group and 27 in the control group. Data were collected using validated written tests, with validity assessed through product-moment correlation and reliability measured using Cronbach’s Alpha. Normality, homogeneity, and baseline equivalence tests were conducted to ensure analytical accuracy. Data were analyzed using an independent sample t-test at a 0.05 significance level with SPSS version 23. The results indicate that the CLIS model significantly improves students’ creativity (p = 0.000 < 0.05; t = 6.953 > t-table = 2.006). The experimental group achieved higher post-test scores than the control group, suggesting that the CLIS model enhances creative thinking, independent problem-solving, and active participation. These findings confirm that the CLIS model is an effective alternative for teaching the science and social studies subject, particularly on changes in the states of matter. Theoretically, this study reinforces constructivist principles by demonstrating the model’s role in promoting creativity through active and meaningful learning.
The Relationship Between Learning Readiness and Scientific Reasoning Ability of Elementary School Students Dwi Yuniasih Saputri; Idam Ragil Widianto Atmojo; Matsuri Matsuri; Fadhil Purnama Adi; Roy Ardiansyah; Ria Widuri
Mimbar Sekolah Dasar Vol. 13 No. 1 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i1.59

Abstract

This study aims to examine the relationship between learning readiness and the scientific reasoning ability of Grade V students in public elementary schools in Laweyan District. The research problem is based on the fact that the scientific reasoning ability and learning readiness of elementary school-aged students are still underdeveloped. This research employed a quantitative method with a correlational design. The population of this study were all fifth-grade elementary school students in the Laweyan district, with a sample of 100 students taken by cluster random sampling. Data were collected using two techniques, namely a questionnaire to collect data on learning readiness and a written test to assess scientific reasoning ability. The data were analyzed using Pearson correlation analysis with the results of the coefficient value of 0.816, p < 0.001, and an R-square of 0.665. These results indicate a significant relationship between learning readiness and scientific reasoning ability. This finding implies that teachers can use the research results as a reference to develop learning strategies that not only focus on students' cognitive abilities but also focus on factors that influence scientific reasoning, one of which is learning readiness. Therefore, the cultivation of these abilities becomes more effective.
The Interaction between Project-Based Learning Models and Learning Creativity on Elementary School Students' Poetry Writing Skills Umi Azizah Fauzana; St Y Slamet; Fadhil Purnama Adi
International Journal of Elementary Education Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i2.94708

Abstract

The poetry writing ability of elementary students remains relatively low in structure, diction, and poetic expression. This condition indicates that conventional learning approaches have not provided sufficient space for creative exploration and expressive development. This gap highlights the need for a contextual, participatory, and creativity-oriented learning model. This study aims to analyze the interaction effect between the Project-Based Learning model and learning creativity on students' poetry writing skills. The research employed a 2x2 factorial quasi-experimental design, involving two groups: the experimental group received project-based instruction, while the control group followed conventional learning. Data were collected through a poetry writing test and a creativity questionnaire. The population in this study were all grade VI students elementary school. The sample selection used cluster random sampling so that two schools were selected as samples, namely the experimental class with 26 students and the control class with 23 students. Data collection was carried out through a poetry writing skills test and a learning creativity questionnaire. The results of the t-test showed a significant difference between the experimental and control groups with a higher difference in score increase in the PjBL group. The results of the N-Gain calculation showed that the experimental group reached the medium category, while the control group was in the low category. The results of the two-way ANOVA test showed that the learning model, learning creativity, and the interaction of the two had a significant influence on poetry writing skills.  
Improving Students' Reading Comprehension Skills through the Implementation of Project-Based Learning Models and Learning Motivation Tenni; St Y Slamet; Fadhil Purnama Adi; Kartika Christy Suryandari
International Journal of Elementary Education Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i2.95052

Abstract

Low reading ability is caused by a lack of effectiveness in using innovative learning models. For students who have low abilities, this will have a negative impact in the future. This study aims to analyze the influence of the Project-Based Learning (PjBL) model and learning motivation on the reading comprehension ability of grade V elementary school students. The research method used was a pseudo-experiment with a pretest-posttest control group design. The research sample was taken using the purposive sampling technique consisting of 37 students in the experimental group and 37 students in the control group. The data collection technique in this study uses test results, namely pretest and postest. The data analysis techniques include descriptive and inferential statistics with hypothesis testing using an independent t-test. The results showed that the average post-test score in the experimental group was 84.19, while in the control group it was 78.46. The results of the hypothesis test showed that the p-value was 0.0010 < 0.05, which indicated that there was a significant difference in reading comprehension skills between students in the experimental group and the control group. Based on the results of the study, it can be concluded that the Project-Based Learning (PjBL) model has a significant influence on the reading comprehension skills of grade V elementary school students. The implications of this study show that the use of the PjBL model in learning can be an effective strategy to improve students' reading comprehension skills in elementary school.
Co-Authors Abid Nasrullah Adelia Anisa Aditya Nur Rahmawati Agung Setyo Pamungkas Ahmad Baihaqi Alfi Nisrina Nur Ahlina Annisa Nur Khasanah Annisa Rahma Pradesiwi Ayu Fitria Ayu Nur Cahyani Chumdari Chumdari Chumdari Chumdari Damasa Fida Anggra Dewi Dania Nurfitriani Dinar Mahardhika Pratiwi Eska Asanti Faradila Putri Tazkhiya Febriyanti Sari Dewi Gilang Mahendrati Hadi Mulyono Hadi Mulyono Hadi Mulyono Hadiyah Hadiyah Haniifah Alyaa Azmiira Rosyid Hasan Mahfud Idam Ragil Widianto Atmojo Idam Ragil Widianto Atmojo Idam Ragil Widianto Atmojo Idam Ragil Widianto Atmojo Idam Ragil Widianto Atmojo Idam Ragil Widianto Atmojo Intan Kustyarini Ira Wati Subandi Jenni Yarinap Karsono Karsono Kartika Christy Suryandari Khikmawati Khikmawati Lathifah Lathifah Liliana Maharani Matsuri . Michelle Eugene Zalika Milenia Suci Rachmawati Moh Salimi Munawar Sodiq Neni Vila Prawardhani Neo Fanda Bintang Purnalyta Nisa Bastrian Novi Puspitasari Nurul Hidayatun Nafiah Peduk Rintayati Peduk Rintayati Prisna Dwi Herfiani Qory Khafidhoh Ayunta Radite Argha Pramudya Sakti Retno Winarni Ria Widuri Rofi Muhammad Fajar Roy Ardiansyah Roy Ardiansyah Roy Ardiansyah Roy Ardiansyah Roy Ardiansyah Rukayah Rukayah Sajidan Saputri, Dwi Yuniasih Sari Ilham Wardani Septi Yulisetiani Shinta Ayu Maulana Siti Istiyati Siti Istiyati Siti Istiyati Siti Istiyati Istiyati Sri Marmoah St Y Slamet Sukarno Sukarno Tenni Tri Murwaningsih Tri Yuda Bekti Pamungkas Umi Azizah Fauzana Winarno Yoda Hari Kristiawan Zalsabilla Sekar Fiqhanna Aranti Zumrotu Ningmah