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All Journal SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED PIONIR: Jurnal Pendidikan JIP: Jurnal Ilmiah PGMI Pendas : Jurnah Ilmiah Pendidikan Dasar AR-RIAYAH : Jurnal Pendidikan Dasar Jurnal Ilmiah Pendidik Indonesia JS (Jurnal Sekolah) Jurnal Elementaria Edukasia UPEJ : Unnes Physics Education Journal
Ellianawati
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Religion Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN MULTISENSORI TERHADAP KEMAMPUAN MEMBACA PERMULAAN SISWA BERISIKO DISLEKSIA DI SEKOLAH DASAR Mulya Ade Irma Suryani; Ellianawati; Bambang Subali; Sungkowo Edy Mulyono
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51840

Abstract

Kemampuan membaca permulaan merupakan fondasi literasi yang menentukan keberhasilan akademik siswa sekolah dasar. Siswa berisiko disleksia menghadapi hambatan signifikan dalam penguasaan keterampilan membaca, khususnya pada aspek pengenalan huruf, kesadaran fonologis, decoding, dan kelancaran membaca. Model pembelajaran multisensori, yang mengintegrasikan modalitas visual, auditori, kinestetik, dan taktil, diyakini relevan sebagai respons pedagogis terhadap karakteristik pemrosesan informasi siswa berisiko disleksia. Artikel ini bertujuan untuk menganalisis tren penelitian, memetakan jaringan kata kunci bibliometrik, dan mengidentifikasi temuan utama serta research gap pada topik tersebut. Metode yang digunakan adalah studi literatur sistematis dikombinasikan dengan analisis bibliometrik berbasis metadata artikel dari database ilmiah Google Scholar, Scopus, ERIC, dan Dimensions, dengan rentang publikasi 2015–2025. Analisis jaringan kata kunci dilakukan menggunakan VOSviewer untuk pemetaan co-occurrence. Hasil analisis mengidentifikasi empat klaster tematik: (1) pembelajaran multisensori dan intervensi membaca; (2) membaca permulaan dan komponen fonologis; (3) disleksia dan pendidikan berkebutuhan khusus; serta (4) konteks sekolah dasar dan strategi pembelajaran. Temuan literatur menegaskan bahwa pendekatan multisensori efektif meningkatkan kesadaran fonologis, decoding, dan keterlibatan belajar siswa berisiko disleksia. Research gap teridentifikasi pada minimnya studi yang mengkontekstualisasikan pendekatan ini dalam kurikulum sekolah dasar Indonesia. Artikel ini berkontribusi pada pemetaan penelitian dan dasar konseptual intervensi membaca permulaan yang lebih inklusif di sekolah dasar.
PENGARUH PENDIDIKAN MULTIKULTURAL TERHADAP KETERAMPILAN SOSIAL DAN HASIL BELAJAR SISWA SEKOLAH DASAR Azizah, Geby; Mintarsih Arbarini; Bambang Subali; Ellianawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 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.v11i02.53099

Abstract

This study aims to systematically examine and synthesize the influence of multicultural education on students' social skills and learning outcomes at the elementary school level. Employing the Systematic Literature Review (SLR) method guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol, a comprehensive search was conducted across three major academic databases—Google Scholar, Garuda (Garba Rujukan Digital), and Scopus—covering publications from 2020 to 2026. From an initial pool of 312 articles identified, a rigorous screening process yielded 45 articles that met the inclusion criteria for final analysis. The synthesis results indicate that multicultural education implementation has a significant positive influence on students' social skills, particularly in the dimensions of tolerance, empathy, and prosocial behavior, with an average improvement rate of 72.4% across reviewed studies. Furthermore, students in multicultural learning environments demonstrated improved cognitive and affective learning outcomes, with a mean effect size of d = 0.74 (large effect), according to Cohen's (1988) classification. Among the models reviewed, Project-Based Learning aligned with P5 (Projek Penguatan Profil Pelajar Pancasila), local wisdom-based e-modules, and Social Reconstruction models emerged as the most effective pedagogical approaches. These findings underscore the urgent need for systematic integration of multicultural education within the Merdeka Curriculum framework at elementary schools across Indonesia.
KAJIAN LITERATUR TREND PENGGUNAAN MEDIA FLASHCARD UNTUK MENINGKATKAN HASIL BELAJAR SISWA SEKOLAH DASAR (2020-2025) Chusnullita, Fara; Ngabiyanto; Bambang Subali; Ellianawati; Muh Sholeh
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54092

Abstract

The dynamics of today's education world demand the adaptation of practical yet effective learning media in improving students' cognitive achievements. In line with this, this study aims to map the trend of flashcard media use in improving elementary school (SD) student learning outcomes in the period 2020 to 2025. This study uses the Systematic Literature Review (SLR) method with primary data sources obtained from the CrossRef database through Publish or Perish (PoP) software resulting in 1,000 articles and continued with a bibliometric analysis process using Microsoft Excel and VOSviewer. Based on a strict screening process using inclusion and exclusion criteria compiled in the PRISMA framework, 28 relevant scientific articles were found for in-depth analysis. The review results show that in the past five years, flashcard media has remained the primary choice for teachers due to its applicability, both in conventional physical formats and simple digital multimedia-based formats. This media has been consistently proven to improve student learning outcomes, especially in literacy and numeracy mastery, and is effective in triggering motivation and active engagement in the classroom. In conclusion, flashcards are a highly adaptive and relevant learning tool for elementary school students, with current innovations emphasizing the development of engaging visual designs and easy media access to support more meaningful learning.
RESEARCH TRENDS ON THE DEVELOPMENT OG AUGMENTED REALITY (AR)-BASED INTERACTIVE LEARNING MATERIALS TO IMPROVE LEARNING OUTCOMES FOR ELEMENTARY SCHOOL: A BIBLIOMETRIK ANALYSIS (2022-2026) Damayanti, Aulia; Nuni Widiarti; Bambang Subali; Ellianawati; Tri Joko Raharjo
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54188

Abstract

The rapid development of digital technology has had an impact on the learning system in primary schools and increased pupils’ screen time. Currently, teachers in Indonesia still lack adequate digital competence, which is one of the factors affecting pupils’ learning outcomes. This study aims to analyse research trends regarding the development of Augmented Reality (AR)-based interactive learning media to improve the learning outcomes of primary school students using a bibliometric approach. Data were obtained from 37 documents indexed in the Scopus database from 2022-2026. Data analysis was conducted using the Scopus Analyze feature and VOSviewer software. The results indicate a significant increase in the number of publications, particularly between 2023 and 2025. Indonesia is the country contributing the most publications. Social Sciences is the dominant field of study. Keyword co-occurrence analysis identified three main clusters related to the implementation of AR in learning, the effectiveness of AR technology use, and the impact of AR on learning outcomes. Furthermore, overlay visualisations indicate a shift in research trends towards the use of technology in learning and the application of Augmented Reality in primary schools. Overall, these findings suggest that research on Augmented Reality in primary education continues to evolve and still offers ample opportunities for future studies within different educational contexts.
IMPLEMENTATION OF AUGMENTED REALITY (AR) PRIMARY SCHOOL STUDENTS SCIENCE LEARNING : A SYSTEMATIC LITERATURE Hariratul Mahya, Berlian; Ngabianto; Ellianawati; Subali, Bambang; Sholeh, Muh.; Kurniawan, Edi; Joko Raharjo, Tri
PIONIR: JURNAL PENDIDIKAN Vol 15 No 2 (2026): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v15i2.34745

Abstract

Primary science education fosters critical, analytical, and reflective thinking, though students frequently struggle with abstract concepts. To address this urgent issue, this study investigates publication trends and the overall efficacy of Augmented Reality (AR) from 2022 to 2025. Following a PRISMA-guided Systematic Literature Review (SLR) approach, the research scope was strictly limited to English peer-reviewed articles indexed in Scopus (Q2–Q3) and SINTA 2. Out of 1,000 records screened from the Google Scholar and Scopus databases, 23 met the inclusion criteria and were thoroughly analyzed using Publish or Perish, Microsoft Excel, and VOSviewer. Results show a publication surge peaking in 2025, with Semarang State University emerging as the top institutional contributor. Bibliometric mapping successfully identified two major research clusters: learning outcome evaluation metrics and advanced technology integration modes. While 3D AR visualizations effectively enhance student engagement and cognitive retention, a deeper synthesis uncovers critical barriers, including hardware gaps, low teacher technological readiness, and a lack of longitudinal studies. The distinct novelty of this study lies in its chronological overview of post-pandemic digital acceleration in elementary education, providing a strategic framework for immersive 21st-century curriculum design. Keywords: Augmented Reality, Learning Outcomes, and Science Education
Co-Authors Agustiana, Nina Alifia Rohmah Auli Damayanti Azizah, Geby Azzahra Fitriana, Shanas Bambang Subali Barokah Isdaryanti Budhi, Setiawan Chusnullita, Fara Decky Avrilianda Desi Utami Dina Larasati Dinita, Daniar Rahmah Dona Febri Enjelina Doni Hutagalung Dwi Lestari, Fitriana Edi Kurniawan Edi Kurniawan Edi Waluyo Edy Mulyono , Sungkowo Eka Mardiana Erna S, Natalia Fahrur Rozi Fahrur Rozi Gilang Eko Setyo Suharjono Harianingsih Hariratul Mahya, Berlian Intan Khoirun Nisa Isna Rachma Nirmala Langlang Handayani Manfaatun Nisa Mayasari , Fenta Mintarsih Arbarini Muh Sholeh Muh. Sholeh Muhammad Abdul Malik Mulya Ade Irma Suryani Murbangun Nuswowati Nadzifa, Riska Nailil Muna Asshalikha Ngabianto Ngabiyanto Nihayati, Zaizatun Nuni Widiarti Nur'aeni, Amellia Putri Nurhalimah, Umi Prasetya Ariyani, Nila Risma Ayunda Putri Sholihul Huda Sinaga, Ruth Silvia Sudarmin Sungkowo Edy Mulyono Tri Joko Raharjo Wahyu Lestari Wasino Wiwi Isnaeni Yuli Kurniawati Sugiyo Pranoto, Yuli Kurniawati Sugiyo