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Elementary: Jurnal Ilmiah Pendidikan Dasar
Published by Institut Agama Islam Negeri Metro Lampung
ISSN : 24771384     EISSN : 25799282     DOI : -
Core Subject : Education,
Education
ournal published by the department of Madrasah Ibtidaiyah (Elementary School) Teacher Education, Faculty of Tarbiya and Teachers Training, State Islamic Institute Metro, Lampung. This is a biannually published journal. It is dedicated for experts, lecturers, teachers, practitioners and researchers to publish their academic works related to elementary education.
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Articles 179 Documents
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Potensi dan Tantangan Guru Sekolah Dasar dalam Pembelajaran Ilmu Pengetahuan Alam di Era Revolusi Industri 4.0: Tinjauan Literatur Syafaren, Alaniyah; Na’imah; Shaleh; Prasetyo, Sigit
Elementary: Jurnal Ilmiah Pendidikan Dasar Vol 11 No 2 (2025): Elementary: Jurnal Ilmiah Pendidikan Dasar
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/jx3fmb22

Abstract

Revolusi Industri 4.0 membawa perubahan signifikan dalam dunia pendidikan, khususnya pada peran dan kompetensi guru sekolah dasar. Guru sekolah dasar dituntut untuk melakukan inovasi pembelajaran menggunakan teknologi sehingga terdapat potensi sekaligus tantangan dalam menjalankan tugasnya. Penelitian ini bertujuan mengidentifikasi potensi dan tantangan guru Ilmu Pengetahuan Alam (IPA) Sekolah Dasar dalam mengintegrasikan teknologi pembelajaran di era Revolusi Industri 4.0. Penelitian menggunakan metode Systematic Literature Review dengan pedoman Preferred Reporting Items for Systematic Reviews and Meta-Analyses terhadap artikel nasional dan internasional yang dipublikasikan pada periode 2020–2025 dan dianalisis secara tematik. Hasil kajian menunjukkan bahwa potensi utama pemanfaatan teknologi digital dalam pembelajaran IPA meliputi penguatan kolaborasi profesional berbasis platform daring, pembelajaran berbasis proyek dan data, serta integrasi pedagogi science, technology, engginering, arts and mathematic dan computational thinking. Namun, guru masih menghadapi tantangan berupa kesenjangan kompetensi digital dan pedagogis, keterbatasan infrastruktur teknologi, tingginya beban kerja, minimnya pelatihan berkelanjutan, serta kurikulum dan kebijakan yang belum sepenuhnya mendukung integrasi teknologi. Hasil penelitian ini menegaskan bahwa pemanfaatan teknologi dalam pembelajaran IPA memerlukan dukungan sistemik melalui penguatan infrastruktur, pengembangan profesional guru berkelanjutan, dan kebijakan kurikulum yang selaras.
Peran Guru dalam Mengembangkan Higher Order Thingking Skills Siswa Sekolah Dasar: Pendekatan Epistemologi Fauziah, Nanda Nissa; Suciptaningsih, Oktaviani Adhi; Anggraini, Ade Eka; Rufiana, Intan Sari; Mardhatillah; Mashfufah, Aynin; Arifin, Slamet; Suyitno, Imam; Kusumaningrum, Shirly Rizki
Elementary: Jurnal Ilmiah Pendidikan Dasar Vol 11 No 2 (2025): Elementary: Jurnal Ilmiah Pendidikan Dasar
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/49fx4r78

Abstract

Kemampuan Higher Order Thinking Skills (HOTS) pada siswa sekolah dasar menjadi kompetensi krusial pada lingkup pendidikan. Hal ini dikarenakan sejumlah kegiatan pembelajaran pada tingkat sekolah dasar belum menyediakan wadah untuk siswa berpikir kritis, analitis, dan kreatif siswa. Kondisi tersebut membuktikan bahwa perkembangan HOTS tidak sebatas dipengaruhi oleh materi dan metode pembelajaran, namun turut didorong oleh kompetensi guru dalam memahami wawasan yang akan diajarkannya pada siswa di kelas. Penelitian ini ditujukan untuk mengkaji peran guru dalam membangun HOTS siswa sekolah dasar, implementasi pendekatan epistemologi dalam pendidikan dasar, dan integrasi epistemologi dalam pengembangan HOTS. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode Systematic Literature Review (SLR) yang merujuk pada kerangka Preferred Reporting Items for Systematic Reviewers and Meta Analyses (PRISMA). Terpilih sebanyak 8 artikel yang revelan dengan topik peran guru, epistemologi pembelajaran, dan HOTS. Kedelapan artikel tersebut dianalisis dengan mengidentifikasi tema berdasarkan pada indikator posisi siswa dalam proses belajar, orientasi guru terhadap sifat pengetahuan, serta bentuk interaksi pembelajaran yang menekankan dialog, refleksi, dan penalaran kritis.  Hasilnya, menunjukkan tiga tema utama yaitu: (1) guru berperan dalam membangun HOTS melalui strategi pembelajaran yang menekankan proses berpikir siswa; (2) implementasi pendekatan epistemologi sebagai dasar pengembangan HOTS di sekolah dasar melalui interpretasi  guru dalam memberikan pandangan terhadap pengetahuan sebagai sesuatu yang berhasil dibentuk dengan akal budi dan pengalaman belajar siswa; dan (3) integrasi epistemologi dalam variasi pendekatan pembelajaran melalui penerapan model inkuiri, diskusi pembelajaran yang dibantu oleh teknologi, serta interaksi belajar yang mendukung siswa untuk mempertanyakan, menilai, dan membentuk pengetahuan secara giat.
Pengaruh Model Pembelajaran Team Games Tournament terhadap Kemampuan Kolaborasi Siswa Sekolah Dasar Nafisa, Aliya; Wibowo, Sigit; Rinjani, Arum Dewi; Arum Limpad Pangesti
Elementary: Jurnal Ilmiah Pendidikan Dasar Vol 11 No 2 (2025): Elementary: Jurnal Ilmiah Pendidikan Dasar
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/bbqtsw41

Abstract

Pembelajaran abad ke-21 menempatkan keterampilan kolaborasi sebagai kompetensi penting yang perlu dikembangkan sejak jenjang sekolah dasar, sejalan dengan tuntutan global dan nasional dalam penguatan Profil Pelajar Pancasila. Namun, pembelajaran di kelas masih didominasi oleh guru sehingga interaksi antarsiswa dan kemampuan kolaborasi belum optimal. Tujuan penelitian ini untuk mengetahui pengaruh model pembelajaran Teams Games Tournament terhadap kemampuan kolaborasi siswa sekolah dasar. Penelitian ini menggunakan pendekatan kuantitatif dengan desain Matching Pretest–Posttest Control Group Design. Subjek penelitian adalah siswa kelas 6 SDIT Al-Hikmah  Bence Blitar yang dibagi menjadi kelas eksperimen dan kelas kontrol. Data dikumpulkan menggunakan angket skala Likert dan dianalisis menggunakan  Uji Wilcoxon Signed Rank dan Mann–Whitney U. Hasil uji Wilcoxon Signed Rank menunjukkan perubahan pada kelas eksperimen, terjadi peningkatan kemampuan kolaborasi pada kelas eksperimen (Z= 3,595; p < 0,05), sementara kelas kontrol tidak menunjukkan perubahan yang berarti (Z= –0,57; p > 0,05). Hasil uji Mann–Whitney U menunjukkan bahwa kelas eksperimen lebih baik daripada kelas kontrol, terdapat perbedaan skor posttest yang signifikan antara kelas eksperimen dan kelas kontrol (U = 108,000; Z = –2,504; p < 0,05). Temuan ini menegaskan bahwa penerapan model Teams Games Tournament memberikan pengaruh positif terhadap kemampuan kolaborasi siswa, khususnya pada indikator partisipasi, keterampilan sosial, pengelolaan tim, dan akuntabilitas. Kemampuan tersebut tercermin dalam salah satu dimensi Profil Pelajar Pancasila yaitu gotong royong. Hasil penelitian ini memberikan kontribusi empiris bahwa model Teams Games Tournament efektif untuk mengembangkan keterampilan kolaborasi siswa sekolah dasar.
Pengembangan Media Pembelajaran Ilmu Pengetahuan Alam Sekolah Dasar Berbasis Canva Interaktif Terintegrasi Nilai Religius Mudzakir, Khairul; Saariah
Elementary: Jurnal Ilmiah Pendidikan Dasar Vol 11 No 2 (2025): Elementary: Jurnal Ilmiah Pendidikan Dasar
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/7snqf605

Abstract

Pembelajaran Ilmu Pengetahuan Alam (IPA) sebaiknya bukan hanya menekankan aspek kognitif saja, tetapi juga harus menyentuh nilai religius. Media pembelajaran berbasis teknologi Canva interaktif diperlukan untuk menjembatani penyampaian materi IPA sekaligus menumbuhkan nilai religius siswa. Penelitian ini bertujuan mengembangkan media pembelajaran IPA sekolah dasar berbasis Canva interaktif terintegrasi nilai religius. Pengembangan dilakukan menggunakan model ADDIE yang meliputi tahap analyze, design, development, implementation, dan evaluation. Subjek penelitian terdiri dari 26 siswa kelas II sekolah dasar. Data dikumpulkan melalui angket, observasi, dan dokumentasi, kemudian dianalisis menggunakan teknik analisis deskriptif kuantitatif dan kualitatif. Analisis deskriptif kuantitatif digunakan pada hasil angket untuk menghitung skor penilaian Skala Likert dan mengubahnya menjadi persentase kelayakan media. Sementara analisis deskriptif kualitatif digunakan untuk menelaah hasil observasi, hasil penilaian angket komentar dari ahli media, ahli materi dan respon siswa. Penggunaan kedua teknik ini bertujuan memberikan penilaian yang lebih menyeluruh terhadap kualitas media Canva interaktif yang dikembangkan. Hasil angket ahli media menunjukkan persentase sebesar 85%, ahli materi sebesar 90%, dan respon siswa sebesar 95%. Hal tersebut menunjukan media Canva interaktif memperoleh kategori sangat layak digunakan sebagai pendukung pembelajaran IPA pada materi cuaca yang terintegrasi dengan nilai religius. Media ini dinilai memiliki tampilan visual yang menarik, interaktif, serta penyajian materi yang sesuai dengan kurikulum dan karakteristik siswa. Integrasi kisah Nabi Nuh a.s pada materi cuaca mampu memperkuat nilai religius dan memberikan pengalaman belajar bermakna. Oleh karena itu, media canva interaktif layak digunakan sebagai alternatif media pembelajaran IPA yang mendukung pengembangan karakter religius siswa.
Development of a Project-Based Assessment Instrument for Critical Thinking and Patriotism Values in Elementary Schools Muhamad Rifai; Ali Mustadi
Elementary: Jurnal Ilmiah Pendidikan Dasar Vol 12 No 1 (2026): Elementary: Jurnal Ilmiah Pendidikan Dasar
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/elementary/v12.i1.12599

Abstract

Conventional assessment practices in elementary schools often separate cognitive evaluation from character development, thereby limiting the measurement of students' competencies in a holistic manner. This study addresses the need for an authentic assessment instrument that integrates critical thinking skills and patriotism values within Pancasila Education. The study aimed to develop a project-based assessment instrument that is feasible, practical, and effective for fifth-grade students. Using the 4D Research and Development model (Define, Design, Develop, and Disseminate), the study involved validation by content and assessment experts, practicality questionnaires administered to teachers and students, and a quasi-experimental Nonequivalent Control Group Design. The participants consisted of fifth-grade students at SD N 1 Kadipiro, divided into an experimental group (n = 28) and a control group (n = 32), with a total of 60 participants. Data were analyzed using t-tests, N-gain analysis, and ANCOVA. The results indicated a high level of feasibility, with content expert validation reaching 90% and assessment expert validation reaching 97%. The instrument was also found to be highly practical based on user responses. ANCOVA results revealed significant differences between the experimental and control groups in terms of critical thinking skills (F(1, 57) = 196.13, p < 0.001) and patriotism values (F(1, 57) = 444.44, p < 0.001), with the experimental group demonstrating better outcomes than the control group. In conclusion, the developed project-based assessment instrument is feasible, practical, and highly effective, providing an innovative solution for implementing comprehensive and authentic assessment in elementary education.
Development of a BRIGHT Curriculum-Based Interactive Video Learning Website to Promote Diversity Competence Abyena Hafza; Uni Ambar Wati; Juliana Sagala
Elementary: Jurnal Ilmiah Pendidikan Dasar Vol 12 No 1 (2026): Elementary: Jurnal Ilmiah Pendidikan Dasar
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/elementary/v12.i1.12966

Abstract

Conventional diversity learning in elementary schools is often supported by digital media that primarily deliver content without providing a structured pedagogical framework to systematically develop students' diversity competence. Consequently, students' active participation and meaningful understanding of diversity values remain limited. To address this gap, this study aimed to develop an interactive video learning website based on the BRIGHT Curriculum, a framework designed to strengthen diversity competence through the integration of Belonging, Respect, Inclusion, Global Awareness, Harmony, and Tolerance. This study employed a Research and Development (R&D) approach using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation phases. The product was validated by one content expert and one media expert and was pilot-tested with 18 fourth-grade elementary school students. Data were collected through observations, expert validation sheets, teacher and student feedback questionnaires, and learning outcome tests. The results showed that the interactive video website achieved a validity score of 86,25% and a practicality score of 95,13%, both categorized as very good. The effectiveness test yielded an N-Gain score of 0,54, indicating a moderate improvement in students' learning outcomes. Additionally, student responses reached 99,44%, reflecting a very high level of acceptance of the developed media. These findings indicate that the interactive video website is valid, practical, and effective in supporting Pancasila education through engaging, interactive, and context-based learning experiences in elementary schools.
Classroom Teacher Strategies for Addressing Disruptive Behavior in an Islamic Elementary School Thomas Wira Jaya; Firma Andrian
Elementary: Jurnal Ilmiah Pendidikan Dasar Vol 12 No 1 (2026): Elementary: Jurnal Ilmiah Pendidikan Dasar
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/elementary/v.12.i1.13023

Abstract

Disruptive behavior during lessons not only disrupts the learning atmosphere but also hinders student development. This study aims to examine the strategies employed by the class teacher to address student disruptive behavior and to identify the underlying factors—considering gender differences—among third-grade students (Class III D) at Madrasah Ibtidaiyah Negeri (MIN) 2 Metro. A descriptive qualitative approach was used, involving ten informants. Data were collected through interviews, observation, and documentation, while data validity was verified via triangulation of techniques, sources, and time. All data were analyzed through the stages of reduction, presentation, and conclusion drawing. The results indicate that the teacher employs preventive strategies—such as establishing classroom rules—to preemptively curb disruptive behavior, as well as reactive strategies—including reprimands, seat reassignments, physical and verbal punishments, and adjustments to teaching methods—when such behavior occurs. Student disruptive behavior is influenced by internal factors (e.g., hyperactivity, susceptibility to being easily bored, a need for attention, curiosity, and academic difficulties) and external factors (e.g., classroom dynamics and peer influence). Furthermore, male students exhibit higher levels of disruptive behavior across all categories compared to female students. The study concludes that the management of disruptive behavior among Class III D students at MIN 2 Metro remains reactive and focused on situational control.
Development of GeoGebra-Based Mathematics Learning Media for Elementary School Students Samsul Bahri; Uni Ambar Wati; Evy Nur Rochmah
Elementary: Jurnal Ilmiah Pendidikan Dasar Vol 12 No 1 (2026): Elementary: Jurnal Ilmiah Pendidikan Dasar
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/elementary/v12.i1.13628

Abstract

Mathematics learning on triangle material in elementary schools still faces various challenges because geometric concepts are often abstract, and the learning process remains insufficiently interactive. These conditions affect students’ conceptual understanding and engagement during the learning process. Therefore, instructional media capable of presenting geometric concepts in a concrete and interactive manner are needed. This study aimed to develop GeoGebra-based learning media on triangle topics using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The novelty of this study lies in the integration of GeoGebra with a Deep Learning approach that emphasizes concept exploration, active student engagement, and the development of critical and creative thinking skills through the real-time manipulation of geometric objects objects. The research subjects consisted of 21 fifth-grade elementary school students. The validation process involved two media experts and two subject-matter experts. Data were collected through questionnaires, observations, and documentation, while data analysis employed descriptive percentage analysis. The findings revealed that the media expert validation score reached 88% and the material expert validation score reached 83%, both of which were categorized as highly valid. In addition, student responses reached 91%, indicating that the learning media were highly practical. These findings demonstrate that the developed learning media are feasible for supporting more interactive, visual, and meaningful mathematics learning on triangle material in elementary schools.
Developing an Islamic Integrative Science and Religious Curriculum: Case of Sekolah Dasar Islam Terpadu Al-Uswah Ufie Islachah; Nadlir; Aning Wida Yanti
Elementary: Jurnal Ilmiah Pendidikan Dasar Vol 12 No 1 (2026): Elementary: Jurnal Ilmiah Pendidikan Dasar
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/elementary/v12.i1.13646

Abstract

The integration of science and religion synthesizes empirical knowledge and faith-based values ​​in education. While studies on Islamic-based integrative curriculum have grown, several prior investigations have comprehensively examined the entire curriculum development cycle encompassing planning, implementation, and evaluation, as well as facilitating and hindering factors for both Science Learning and Islamic Religious Education within a single integrated Islamic elementary school through an in-depth case study. This research addresses that gap by examining the implementation of an Islamic-based integrative curriculum at SD Islam Terpadu Al-Uswah Surabaya, Indonesia. Employing a qualitative case study design, data were collected from eight purposively selected participants using in-depth interviews, classroom observations, and document analysis. Data were analyzed using the interactive model developed by Miles, Huberman, and Saldaña, while data credibility was ensured through source and technique triangulation, member checking, and researcher reflexivity. The research findings indicate that: (1) the curriculum is systematically designed through collaborative planning between Science and Islamic Religious Education teachers, formally integrating tawhid (monotheism) and moral values ​​into learning competencies within the framework of the Kurikulum Merdeka (Independent Curriculum); (2) instruction is contextual, reflective, and interactive, addressing scientific phenomena alongside Quranic verses; (3) facilitating factors include institutional commitment, teacher collaboration, and a religious school culture, whereas primary obstacles include time constraints, a scarcity of integrative resources, and uneven cross-disciplinary teacher readiness; and (4) holistic evaluation encompasses cognitive, affective, psychomotor, and spiritual dimensions. These findings offer a replicable integrative curriculum model designed to enhance academic competence while fostering religious character development in Islamic primary education.

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