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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Prima Edukasia Dinamika Jurnal Pendidikan Dasar Al Ishlah Jurnal Pendidikan EDUHUMANIORA: Jurnal Pendidikan Dasar Journal of Teaching and Learning in Elementary Education Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) Tadbir Muwahhid Journal of Education and Instruction (JOEAI) Martabe : Jurnal Pengabdian Kepada Masyarakat JURNAL PENDIDIKAN TAMBUSAI Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu International Journal of Elementary Education Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Jurnal Dedikasi Pendidikan Jurnal Studi Guru dan Pembelajaran Abdi Dosen : Jurnal Pengabdian Pada Masyarakat Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Budimas : Jurnal Pengabdian Masyarakat Community Development Journal: Jurnal Pengabdian Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Innovation in Educational and Cultural Research Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Ilmiah Wahana Pendidikan Cokroaminoto Journal of Primary Education Continuous Education : Journal of Science and Research Action Research Literate (ARL) Empiricism Journal EduStream: Jurnal Pendidikan Dasar Indonesian Journal of Educational Development (IJED) Jurnal Kiprah Pendidikan Jurnal Basicedu Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Jurnal Pendidikan Indonesia (Japendi) CENDEKIA PENDIDIKAN Indonesian Journal of Education Research (IJoER) Mutiara: Multidiciplinary Scientifict Journal Jurnal Global Ilmiah Jurnal Pengabdian Masyarakat dan Riset Pendidikan IPSSJ Jurnal kiprah pendidikan An-naba : Jurnal Pendidikan dan Pengabdian Masyarakat Inovasi Kurikulum
Sri Dewi Nirmala
Universitas Terbuka
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The effectiveness of interasolve-book in improving learning independence and problem-solving skills of elementary school students Deni Syahyadi; Fery Muhammad Firdaus; Sri Dewi Nirmala
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 13 No. 2 (2024): April
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip-v13i2.p86-95

Abstract

This study aims to test the effectiveness of using an interasolve-book as a learning medium in improving learning independence and problem-solving skills in elementary school students. Interasolve-book is an interactive book designed to stimulate students' critical thinking and problem-solving skills through engaging and relevant activities. The research method used is quantitative with a quasi-experimental design. The research subjects consisted of grade V students at SDN Handayani and SDN Rancabakti, which were used as an experimental group using an interasolve-book and a control group using conventional textbooks. A questionnaire measures learning independence, while a test measures problem-solving ability. The results show that using an interasolve-book significantly improves students' learning independence and problem-solving ability compared to conventional textbooks. This can be seen from the average score of students' learning independence and problem-solving ability in the experimental group, which was higher than that of the control group. The conclusion is that an interasolve-book can be an effective alternative learning medium to improve elementary school students learning independence and problem-solving skills. The implication of this study is the need for the development and application of interasolve-book in learning in elementary schools to improve the quality of education.
MATHEMATICAL DISPOSITION ANALYSIS OF ELEMENTARY SCHOOL STUDENTS ON THEIR MATHEMATICAL PROBLEM-SOLVING SKILL Riandi Marisa; Yulia Santi; Ety Mukhlesi Yeni; Sri Dewi Nirmala
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 1 (2023): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i1.9588

Abstract

The role of students' attitudes (disposition) towards mathematics is an important element in solving their mathematical problems and must be maximized properly. Disposition has the following indicators such as self-confidence, flexibility, persistence, curiosity, reflecting, and applying it. This paper describes the elementary students' mathematical disposition profile toward their problem-solving skills. The research method uses qualitative-descriptive. Data were collected through questionnaires, observations, and interviews, which were subsequently analyzed by triangulation technique. The results indicate that there is a significant relationship between elementary school students' mathematical dispositions and their problem-solving skills. Students who achieve the "excellent" category of mathematical disposition indicators (mathematical disposition indicators score > 85%) have good problem[1]solving skills. Furthermore, students who are categorized as "less" (mathematical disposition indicators score < 60%) have problem-solving skills and need treatment. The analysis results that were obtained through questionnaires, observation, and confirmation with interviews indicate that the students' mathematical disposition skills in group A were categorized as excellent with disposition indicators of 95%. Students’ mathematical disposition in group B was categorized as quiet good with the students' mathematical disposition criteria of only 65%. In addition, students’ mathematical disposition in group C was categorized as less good because students' mathematical disposition skills appear only 65%.
PROBLEMATIKA RENDAHNYA KEMAMPUAN LITERASI SISWADI SEKOLAH DASAR Sri Dewi Nirmala
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 2 (2022): April
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v11i2.8851

Abstract

This article discusses the analysis of problems and factors caused by the low literacy skills of students, especially in elementary schools. The study described in this article used a descriptive analysis method based on qualitative data through the results of questionnaires, interviews, and observations. The study was conducted in six elementary schools thatimplemented the School Literacy Movement (GLS) in Sukabumi Regency West Java. The study also involved fourth-grade elementary students and their parents who are classified into three categories, namely students who have high, medium, and low Early Literacy Ability (KLA). The results of the study showed that the factors caused by the students’ low literacy skills were (1) the socio-economic conditions of the family, (2) communication and guidance to children at an early age, (3) communication and tutoring during the school period, (4) facilities/collection of reading books at home, (5) HP, computer, television facilities, (6) gender, (7) the relationship between family, school, and community, and (8) the use of strategies or models in learning toread. Based on these findings, it could be recommended that (1) the fulfillment of literacy support infrastructure, (2) intensive guidance, especially in reading activities at home, (3) increase of the GLS activities, and (4) use of reading learning models in the learning process in elementary schools.
KEEFEKTIFAN PENDEKATAN PEMBELAJARAN WHOLE LANGUAGE DAN PENDEKATAN KOMUNIKATIF TERHADAP KETERAMPILAN MEMBACA DAN MOTIVASI BELAJAR PESERTA DIDIK Ai Yusi Kurniawati; Sri Dewi Nirmala; Lidwina Sri Ardiasih
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 6 (2022): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/10.33578/jpfkip.v11i6.9129

Abstract

This article analyzes the differences between the pretest and post-test results of students' reading abilities, and analyzes the differences between students' reading skills and students’ learning motivation through the Whole Language learning approach and the communicative approach. The research method used is quasi-experimental with data analysis of paired sample t-test for pretest and post-test data and independent sample t-test. The results indicate that the use of the Whole Language learning approach is more effective than the communicative approach on students' reading skills and learning motivation. Thus, the application of the Whole Language learning approach is more recommended than the communicative approach on students' reading skills and learning motivation.
From habit to deep learning: teacher strategies for advancing elementary students’ reading literacy Sri Dewi Nirmala; Ryan Dwi Puspita; Sendi Ramdhani
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.v15i2.255-272

Abstract

Reading literacy is a fundamental competency in elementary education and a prerequisite for lifelong learning. However, literacy skills in Indonesia, particularly reading literacy, indicate that students still face challenges with higher-order literacy skills, especially in making inferences, evaluating texts, and engaging in reflective reading. This situation highlights the importance of refining teachers' strategies, promoting meaningful reading habits, and using technology to support literacy through a deep-learning approach. This study aims to analyze (1) the level of reading literacy among elementary students, (2) the influence of reading habits and teacher instructional strategies on literacy development, and (3) teachers’ efforts to enhance literacy through learning models, technology, and deep learning-based experiences. The study employed a descriptive quantitative approach involving 124 elementary school teachers from 17 provinces in Indonesia. Data were collected using structured questionnaires and observation sheets, and subsequently analyzed using descriptive statistics. The results indicate varied literacy levels among students that (1) 15% require special intervention, (2) 40% are at the basic level, (3) 25% are at the proficient level, and (4) 20% are at the advanced level. Reading habit programs were implemented consistently and had a positive impact. However, they remained routine and insufficient in fostering reflective and critical thinking skills. Teachers played an active role in integrating literacy into learning, although the instructional strategies used to enhance literacy remained limited in variety and innovation. Technology integration appeared in implementation and assessment, but was mostly limited to the planning stage. A gap exists between teacher strategies and student literacy achievement. To bridge this gap, literacy instruction should shift from routine practices to a deep-learning-based approach grounded in the principles of meaningfulness, awareness, and enjoyment, accompanied by systematic teacher capacity building and technology integration to support sustainable literacy development.
Pengaruh Model Pembelajaran Snowball Throwing Terhadap Motivasi Belajar dan Hasil Belajar IPA Siswa SD di Gugus Sartika Kecamatan Pasir Penyu Feni Karnita; Jesi Alexander Alim; Sri Dewi Nirmala
Jurnal Kiprah Pendidikan Vol. 5 No. 1 (2026): Jurnal Kiprah Pendidikan | January 2026
Publisher : Program Studi Pendididikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

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

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Snowball Throwing terhadap motivasi dan hasil belajar Ilmu Pengetahuan Alam (IPA) siswa sekolah dasar di Gugus Sartika Kecamatan Pasir Penyu. Pendekatan yang digunakan adalah kuantitatif dengan desain eksperimen semu (quasi experiment) tipe pretest-posttest control group design. Sampel terdiri dari dua kelas, yaitu kelas eksperimen yang menggunakan model Snowball Throwing dan kelas kontrol yang menggunakan pembelajaran konvensional. Hasil penelitian menunjukkan bahwa model Snowball Throwing berpengaruh signifikan terhadap motivasi dan hasil belajar siswa. Motivasi belajar meningkat sebesar 15,8 poin (23,46%), sedangkan hasil belajar IPA meningkat sebesar 56,74 poin (177,9%). Uji ANOVA dua arah membuktikan adanya perbedaan signifikan antara kedua kelas. Dengan demikian, model Snowball Throwing efektif dalam meningkatkan motivasi serta hasil belajar IPA siswa sekolah dasar.
Transformasi Pembelajaran Membaca Permulaan melalui Metode Struktur Analitik Sintetik untuk Mengembangkan kemampuan Berpikir Kritis Siswa Sekolah Dasar Nina Herlina; Mohamad Yunus; Sri Dewi Nirmala
Cokroaminoto Journal of Primary Education Vol. 9 No. 2 (2026): April - Juni 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/cjpe.9.2.2026.8745

Abstract

Rendahnya kemampuan membaca permulaan peserta didik kelas I sekolah dasar masih menjadi permasalahan penting, terutama dalam aspek membaca lancar, mengenali hubungan huruf dan bunyi, membaca suku kata dan kata sederhana, serta memahami makna kalimat. Kondisi tersebut dapat berdampak pada kemampuan peserta didik dalam mengikuti pembelajaran pada jenjang berikutnya. Selain itu, pembelajaran membaca permulaan juga perlu diarahkan untuk mengembangkan kemampuan berpikir kritis sejak dini. Oleh karena itu, diperlukan metode pembelajaran yang sesuai dengan karakteristik peserta didik kelas awal, salah satunya melalui penerapan Metode Struktur Analitik Sintetik (SAS). Penelitian ini bertujuan untuk menganalisis pengaruh penerapan Metode SAS terhadap kemampuan membaca permulaan dan berpikir kritis peserta didik kelas I Sekolah Dasar di Kecamatan Parung, Kabupaten Bogor. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu tipe non equivalent control group design. Sampel penelitian dipilih menggunakan teknik purposive sampling dengan melibatkan 114 peserta didik kelas I dari SDN Parung 02 dan SDN Waru Jaya sebagai kelompok eksperimen dan kelompok kontrol. Instrumen penelitian terdiri atas tes objektif kemampuan membaca permulaan sebanyak 20 butir dan tes berpikir kritis sebanyak 6 butir. Analisis data menggunakan uji Mann-Whitney dan uji Hotelling’s T². Hasil penelitian menunjukkan bahwa Metode SAS berpengaruh signifikan terhadap kemampuan membaca permulaan dengan nilai Z = -4,8357 dan Sig. = 0,000, serta berpengaruh signifikan terhadap kemampuan berpikir kritis dengan nilai Z = -3,093 dan Sig. = 0,002. Hasil uji simultan juga menunjukkan nilai Sig. = 0,000. Dengan demikian, Metode SAS efektif dalam meningkatkan kemampuan membaca permulaan sekaligus mengembangkan kemampuan berpikir kritis peserta didik kelas I sekolah dasar.
Pengembangan Bahan Ajar Interaktif BerbantuanCanva Terintegrasi Pembelajaran Matematika Berbasis Masalah Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar Nurhalimah Nurhalimah; Amprasto Amprasto; Sri Dewi Nirmala
Jurnal Pendidikan Indonesia Vol. 6 No. 10 (2025): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i10.2971

Abstract

The Merdeka Curriculum is an educational initiative that aims to provide greater flexibility and relevance in the learning process. However, the successful implementation of the Merdeka Curriculum from a pedagogical perspective requires careful preparation from various aspects. This study aims to analyze the readiness of the Merdeka Curriculum implementation from a pedagogical perspective using the literature study research method. Through analyzing various articles, reports, and related literature, this study identifies key factors that influence the readiness of the Merdeka Curriculum implementation, such as teacher readiness, educational infrastructure, and support from the government and related stakeholders. The results of the analysis show that despite the efforts made to improve the readiness of the Merdeka Curriculum implementation in the pedagogical aspect, there are still a number of challenges that need to be addressed. education. Keywords: Independent Curriculum, Pedagogical Perspective
English English Azmi Muhammad Ilyas; Sri Dewi Nirmala; Zaynab Bolanle Raji-Ellams
EduStream: Jurnal Pendidikan Dasar Vol 9 No 2 (2025): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v9n2.p128-140

Abstract

A decline in elementary student’s self-efficacy has become increasingly visible in recent years, which caused learning loss and reduced student’s confidence in completing academic tasks independently. Strengthening self-efficacy is essential because it influences participation, persistence, and achievement. This study investigates the effectiveness of the Discovery Learning model in improving student’s self-efficacy in elementary science learning. A descriptive qualitative approach supported by descriptive quantitative data was employed, involving 47 sixth-grade students across three learning sessions designed according to the Discovery Learning stages. Data were collected through participatory classroom observation, a Likert-scale self-efficacy questionnaire administered before and after learning, unstructured interviews, and field notes. Observation results showed a progressive increase in self-efficacy across learning stages, particularly during phases requiring investigation, discussion, verification, and presentation. Questionnaire results indicated an average improvement of 23 percentage points across five self-efficacy indicators, with the highest gains in social interaction ability and willingness to take risks. Interview data confirmed that students felt more confident due to meaningful field experiences, peer support, and opportunities to present findings. Triangulated data suggest that Discovery Learning effectively enhances elementary student’s self-efficacy by providing direct and socially interactive learning experiences. These findings highlight the potential of Discovery Learning as a pedagogical model to reinforce confidence and independence in science learning.
PENGUATAN KOMPETENSI GURU MELALUI LESSON STUDY SEBAGAI UPAYA TRANSFORMASI PEMBELAJARAN Sri Dewi Nirmala; Kristanti Ambar Puspitasari; Puryati Puryati; Riandi Marisa; Heri Wahyudi; Gina Damayanti; Sufina Siti Zulfa
JMM (Jurnal Masyarakat Mandiri) Vol 9, No 5 (2025): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v9i5.34566

Abstract

Abstrak: Guru berperan strategis dalam meningkatkan mutu pendidikan yang tidak tergantikan oleh teknologi. Salah satu kompetensi penting adalah kemampuan menyelenggarakan pembelajaran yang mendidik dan relevan dengan kebutuhan siswa. Pembelajaran berdiferensiasi merupakan pendekatan esensial untuk menjawab keragaman siswa, namun implementasinya masih menghadapi kendala. Kegiatan PkM ini bertujuan mendampingi guru sekolah dasar dalam mengimplementasikan pembelajaran berdiferensiasi melalui lesson study. Kegiatan dilaksanakan pada Maret - Juni 2025 dengan melibatkan 25 guru kelas dan guru mata pelajaran. Pendekatan Participatory Rural Appraisal (PRA) digunakan melalui tiga tahap: perencanaan berbasis analisis kebutuhan, pelaksanaan melalui sosialisasi dan pendampingan, serta evaluasi dan tindak lanjut, berdasarkan tahapan Lesson Study yakni Plan, Do, dan See. Hasil pendampingan menunjukkan 80% guru meningkat pemahamannya mengenai pembelajaran berdiferensiasi, 75% mampu merancang perangkat pembelajaran berdiferensiasi, 70% mampu menerapkan strategi kolaboratif, dan 65% mampu menggunakan asesmen autentik. Lesson study terbukti efektif meningkatkan kompetensi guru, keterampilan refleksi, dan budaya kolaborasi. Kegiatan ini diharapkan menjadi model penguatan kompetensi guru untuk mewujudkan pembelajaran adaptif dan inklusif di sekolah dasar, dengan tindak lanjut pada penguatan diferensiasi yang terintegrasi pembelajaran mendalam.Abstract: Teachers play a strategic role in improving the quality of education that cannot be replaced by technology. One important competency is the ability to organize educational learning that is relevant to students' needs. Differentiated learning is an essential approach to addressing student diversity, but its implementation still faces obstacles. This Community Service Program aims to assist elementary school teachers in implementing differentiated learning through lesson study. The activity was carried out from March to June 2025, involving 25 classroom teachers and subject teachers. The Participatory Rural Appraisal (PRA) approach was used in three stages: needs analysis-based planning, implementation through socialization and mentoring, and evaluation and follow-up, based on the Lesson Study stages of Plan, Do, and See. The results of the assistance showed that 80% of teachers improved their understanding of differentiated learning, 75% were able to design differentiated learning tools, 70% were able to apply collaborative strategies, and 65% were able to use authentic assessments. Lesson study proved to be effective in improving teacher competence, reflection skills, and a culture of collaboration. This activity is expected to become a model for strengthening teacher competencies to realize adaptive and inclusive learning in elementary schools, with follow-up on strengthening integrated differentiation and deep learning.
Co-Authors Achmad Noerkhaerin Putra Afriani Afriani Ai Herlina Ai Yusi Kurniawati Ai Yusi Kurniawati Amalia Sapriati Amprasto Amprasto Anggy Giri Prawiyogi apriyanti, dini Ardiasih, Lidwina Sri Artanti, Yuli Asrofi, M. Danar Astri Dwi Jayanti Suhandoko Azmi Muhammad Ilyas B. Musthafa Bachtiar Bachtiar Bachtiar Bachtiar Damayanti, Gina Darojat , Ojat Deni Syahyadi Devi Yusanti Dwi Fajariyanto, Septian Eddy Noviana Elly Agustina Eneng Yuliana Ety Mukhlesiyeni Feni Karnita Fery Muhammad Firdaus Fery Muhammad Firdaus Firdaus, Fery Muhamad Fitri Indriyani Fitria Amastini Fitriyana, Ida Gina Damayanti Handayani, Ifti Hartingsih, Hartingsih Hartiningsih Hartiningsih Heri Wahyudi Hidayat, Andi Reza I. Isfarudi Ida Fitriyana Indriana Viantho Indriyani, Fitri Isfarudi Isfarudi Isfarudi Isti Rokhiyah Iwan Setiawan Izhar Izhar, Izhar Jesi Alexander Alim Jodi, Sutriyana Juhana Juhana Juhana, Juhana Jumsinah Jumsinah Kasful Anwar Khoerunnisa, Adinda Kristanti Ambar Puspitasari Lia Masliah Lidwina Sri Ardiasih Lilis Lisnawati Lilis Lisnawati Maman Rumanta Masliah, Lia Mohamad Yunus, Mohamad Mujiono Mujiono Muna, Siti Umamah Naili Musthafa, B Nazmudindireja, Mohamad Gagan Ni Wayan Ratih Nina Herlina Nina Nina Ning Listiarini, Dian Novi Andri Nurcahyono Nugraheti Sismulyasih SB, Nugraheti Sismulyasih Nurhalimah Nurhalimah Nurul Hidayati Ojat Darojat Ong, Eng Tek Otang Kurniaman Panggabean, Donwil Pannen, Paulina PUJI LESTARI Purnama, Yanternopa Puryati Puryati Puryati Puryati, Puryati Puspitasari, Kristanti Ambar Qudri, Afdhal R. Rahman Rasmitadila, Rasmitadila Ratna Sari Dewi Razali, Fazilah binti Rhini Fatmasari Riandi Marisa Rio Teguh Setyono Rokhiyah, Isti Rusdiyanto, Edi Ryan Dwi Puspita Ryan Dwi Puspita Sari, Eva Liana Sari, Furi Livia Sembiring, Maximus Gorky Sendi Ramdhani Shine Pintor Siolemba Patiro Siti Julaeha, Siti Sofianti, Gina Subuh Anggoro Suciati Suciati Sufina Siti Zulfa Sugiarti, Nani Sugilar, Sugilar Suhandoko, Astri Dwi Jayanti Suhemah, Suhemah Sulistian, Fisarita Syahyadi, Deni Sylvia Sylvia Thoe, Ng Khar Tia Naga, Meiristy Tian Belawati, Tian Tita Rosita Topuh, Jelpris Ucu Rahayu Umriyatin Viantho, Indriana Wakhudin Widya Rizky Pratiwi, Widya Rizky Winingrum Astari Yulia Santi Yuliana, Eneng Zasmita, Indah Zaynab Bolanle Raji-Ellams Zubaedah