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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Global Journal Basic Education Journal of Pedagogy and Education Science Jurnal Pendidikan Dasar dan Keguruan Elementary of Teacher Education Journal
Sayidiman
Universitas Negeri Makassar
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGARUH PEMBELAJARAN BERDIFERENSIASI BERBASIS PROJECT BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA KELAS V DI UPT SPF SD INPRES KARUNRUNG Ainun Jumriatillah; Sayidiman; Abdul Rahman
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, 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.v10i4.37030

Abstract

This study was motivated by the low creative thinking abilities of students in Mathematics. The research aimed to describe the implementation of differentiated learning based on Project Based Learning (PjBL), students’ creative thinking abilities, and the effect of this approach on fifth-grade students at UPT SPF SD Inpres Karunrung. The study used a quantitative approach with a Quasi-Experimental Nonequivalent Posttest-Only Control Design involving 42 students. Data were collected through observations and pretest–posttest assessments.The observations showed an improvement in learning implementation from the good to the very good category. In the experimental class, pretest scores were in the less creative category, while posttest scores increased to the highly creative category. The Shapiro–Wilk normality test indicated that the data were normally distributed, and the One-Tailed Independent Sample T-Test revealed a significant difference between the experimental and control classes. Thus, differentiated learning based on PjBL positively influenced students’ creative thinking abilities.
Development of Picture Storybooks to Improve Elementary School Students' Reading Literacy Sayidiman; Al. Dina Syarila Rasya
Global Journal Basic Education Vol. 5 No. 1 (2026): February
Publisher : Sains Global Institut, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35458/gjp.v5i2.5120

Abstract

This study aims to examine the development of illustrated storybooks as learning media to improve reading literacy among elementary school students. The research employed a literature review approach by analyzing various scientific journals, books, and relevant academic sources related to reading literacy, learning media, and illustrated storybooks in elementary education. Data were collected through documentation of various literature sources and analyzed using descriptive qualitative methods. The findings indicate that the use of illustrated storybooks can enhance students’ reading interest, reading comprehension, learning motivation, and language skills. Illustrated storybooks also help students understand learning materials more concretely through the combination of text and engaging visual illustrations. Furthermore, the development of illustrated storybooks that are aligned with the characteristics of elementary school students can create a more enjoyable and interactive learning environment. Therefore, the development of illustrated storybooks is considered a suitable learning medium to support the improvement of literacy culture in elementary schools.
Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw Untuk Meningkatkan Kemampuan Kerjasama Siswa di Kelas IV UPT SPF SDN 124 Batuasang Kecamatan Herlang Kabupaten Bulukumba: Kecamatan Herlang Kabupaten Bulukumba Sayidiman; Hartoto; Resqi zulfikar
ETEDU : Elementary of Teacher Education Vol 1 No 2 (2025): Juni 2025
Publisher : PT Ininnawa Paramacitra Edukasi

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

Abstract

Penelitian ini bertujuan untuk meningkatkan kerjasama siswa kelas IV melalui penerapan model pembelajaran kooperatif tipe jigsaw di UPT SPF SDN 124 Batuasang. Jenis penelitian ini adalah penelitian tindakan kelas (classroom action research) yang dilakukan dalam tahapan siklus meliputi tahap perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian Tindakan Kelas ini adalah guru dan siswa kelas IV UPT SPF SDN 124 Batuasang yang berjumlah 15 orang. Instrumen pengumpulan data dalam penelitian ini menggunakan lembar observasi, pedoman wawancara, dan catatan lapangan. Observasi dilakukan oleh dua pengamat yang telah disamakan persepsinya terlebih dahulu. Validitas yang digunakan adalah validitas internal credibility yang dilakukan dengan cara triangulasi dan member check. Data hasil penelitian dianalisis secara deskriptif kualitatif. Penelitian ini menunjukkan bahwa penerapan model kooperaif tipe jigsaw dapat meningkatkan kerjasama siswa. Pada siklus 1 kerjasama siswa dalam kategori cukup dengan indikator hanya satu sampai tiga siswa yang aktif di kelompok. Kategori cukup perlu peningkatan ke dalam kategori baik, maka pada siklus 2 semua aspek kerjasama muncul yaitu komunikasi, memberikan sumbangan ide, menghargai kontribusi, mendorong partisipasi dan tidak mendominasi kelompok. Penelitian ini dapat ditarik kesimpulan bahwa penerapan model pembelajaran kooperatif tipe jigsaw kepada siswa dapat meningkatkan kemampuan kerjasama mereka.
Assessing Prospective Teachers' Readiness: An Integrative Study of Teaching Methods and the Achievement of 21st Century Competencies in the Primary Teacher Education Department Hardianto Rahman; Sayidiman; Muhammad Irfan; Afdhal Fatawuri Syamsuddin; Yusnadi
Jurnal Pendidikan Dasar dan Keguruan Vol 11 No 01 (2026): Volume 11 Nomor 1 2026
Publisher : Universitas Islam Ahmad dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jpdk.v11i01.4450

Abstract

The transformation of education in the 21st century requires prospective teachers to have competencies that are adaptive to the changing times, such as critical thinking, creativity, collaboration, communication, and digital literacy. This study aims to 1) analyze the relationship between the teaching methods applied in the primary teacher education Department at Universitas Negeri Makassar (UNM) and the achievement of prospective teacher students' competencies in 21st-century skills; 2) identify the dominant learning paradigm and its impact on 21st-century skills; 3) map the level of student competency achievement in 21st-century skills and identify the factors that support and hinder the achievement of 21st-century skills. The research method used was a combination of quantitative and qualitative research (mixed method), with data collection using surveys and interviews, selected and implemented with consistency and accuracy. Quantitative data were analyzed using statistical techniques, while qualitative data were analyzed using thematic analysis. The research sample consisted of 250 students and 35 lecturers. The results of this study reveal that: the majority of the students teacher are at an intermediate level of competence in 21st-century skills; only a small proportion have reached an advanced level, and almost none have reached an expert level; there are variations in achievement between indicators; teaching methods and learning paradigms play a significant role in supporting or limiting these achievements; emotional support, self-reflection, and technology integration are aspects that need to be strengthened.
Enhancing Music Notation Reading in Teachers Through Kodály Method and Technological Integration Hikmawati Usman; Andi Ichsan; Sayidiman; Hotimah; Nurfaizah A. P
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Article in Press - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001672

Abstract

This study aims to explore the application of the Kodály method in improving music notation reading skills among in-service and pre-service music teachers, as well as the challenges encountered in its implementation. The research method employed is a Systematic Literature Review (SLR), which involved 22 studies that met the inclusion criteria from a pool of 414 articles selected via a Scopus database search using the keywords “Kodaly”, “teacher music skill”, “teacher music learning”, “music literacy”, “notation learning”, “Pre-service music teachers”, “Music teaching methods”, “Music teacher training”, and “Music education curriculum”. The selection process was based on publication year criteria (2015 to 2025) and relevance to the research topic. All selected articles possessed an active DOI and were available for free download via the Scopus database using the Watase.web.id tool. From the screening process, 237 articles were removed for not meeting the criteria, and a further 98 articles were excluded as they were not classified as Q1, Q2, Q3, or Q4 journals. Following the screening, 22 articles were assessed for eligibility and included in the systematic review. The results indicate that the application of the Kodály method is effective in enhancing music notation reading skills through its sound-based, kinesthetic, and music theory approaches. However, the primary challenges in implementation were identified as a lack of adequate teacher training and limited resources in many schools. Technology and project-based approaches were found to enrich the learning experience, making the instruction more interactive and relevant to contemporary developments. This study affirms the importance of continuous training and technology integration to strengthen the teaching of the Kodály method within music education contexts.
Co-Authors Abdul Rahman Afdhal Fatawuri Syamsuddin Ainun Jumriatillah Al. Dina Syarila Rasya Andi Ichsan Hardianto Rahman Hartoto Hotimah Muhammad Irfan Nurfaizah A. P Resqi zulfikar Usman, Hikmawati Yusnadi