cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota salatiga,
Jawa tengah
INDONESIA
Scholaria: Jurnal Pendidikan dan Kebudayaan
Published by Universitas Kristen Satya Wacana
ISSN : -     EISSN : -     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Scholaria: Jurnal Pendidikan dan Kebudayaan is a double blind-peer-reviewed journal managed by Program Studi Pendidikan Guru Sekolah Dasar (PGSD), Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Kristen Satya Wacana (UKSW) Salatiga cooperates with the Himpunan Dosen Pendidikan Guru Sekolah Dasar Indonesia presenting diverse themes, yet still within major themes in education. Particularly about the study of theoretical education and results of classroom action research, experimental research and development research in the development of education including sustainable professionalism. Scholaria: Jurnal Pendidikan dan Kebudayaan is published three times a year in January, May and September.
Arjuna Subject : -
Articles 456 Documents
 42   43   44   45   46 
TRADISI MAGERET PANDAN SEBAGAI INSPIRASI PEMBELAJARAN MENDALAM DAN PENGUATAN KETERAMPILAN ABAD KE-21 Harum Sunya Iswara; Pande Putu Yogi Arista Pratama
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 16 No 1 (2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2026.v16.i1.p62-74

Abstract

This study aimed to explore the educational values embedded in the Mageret Pandan tradition of Tenganan Pegringsingan Village, Bali, and its relevance to deep learning and 21st-century skills enhancement in elementary education. Employing a qualitative descriptive-ethnopedagogy approach, data were collected through observation, in-depth interviews with traditional leaders, participants, and teachers, as well as documentation during the Ngusaba Sambah ceremony. The findings revealed that the Mageret Pandan tradition embodies moral and educational values such as courage, self-control, sportsmanship, and social solidarity, which can be transformed into contextual learning resources. These values align with the principles of deep learning: mindful, meaningful, and joyful, while simultaneously fostering the 4Cs of 21st-century skills: critical thinking, creativity, collaboration, and communication. Post-ritual practices such as mecane, meboreh, and megibung strengthen reflective, empathic, and cooperative learning experiences. Thus, the Mageret Pandan tradition provides an integrative cultural model for implementing deep learning in primary education, bridging local wisdom with global educational competencies.
Implementasi Prinsip Sekolahnya Manusia Dalam Pembentukan Karakter Calon Guru Sekolah Dasar Faisal Sadam Murron Faisal; Dadang Sundawa; Intan Budi Komara
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 16 No 1 (2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2026.v16.i1.p22-30

Abstract

Teacher education at teacher training institutions is at a crossroads between the demands of technical professionalism and the crisis of dehumanization. This study aims to explore how the implementation of Munif Chatib's “Sekolahnya Manusia” (School of Humans) principle, translated as humanistic pedagogy, can shape the civic character of prospective elementary school teachers. This study uses mixed methods with an explanatory sequential design on 40 PGSD students who took the Citizenship Literacy course for eight meetings. Quantitative data (perception surveys) were collected first, followed by qualitative data collection using open-ended questionnaires, in-depth interviews, and observations to explain the quantitative findings. Descriptive quantitative and thematic qualitative data analysis showed that humanistic pedagogy, manifested through (1) the creation of a safe dialogical space, (2) autonomy-based task differentiation, and (3) contextual authentic assessment, contributed significantly to character development. The main findings of this study indicate that the application of humanistic pedagogy through safe dialogic spaces, autonomy-based task differentiation, and authentic assessment contributes to the development of prospective teachers' civic character. Increased empathy and responsibility emerged as the main character values that developed, reinforcing the importance of “humanizing” lectures in shaping prospective teachers who are well-rounded in terms of humanity
INTEGRASI KETERAMPILAN BERPIKIR SEJARAH DALAM KURIKULUM MERDEKA: ANALISIS KONSEPTUAL DAN IMPLEMENTASI DI SEKOLAH DASAR Mhd Asrian Syah; Dyah Kumalasari; Nur Amelia Devi; Nurul Ismi Lestari
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 16 No 1 (2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2026.v16.i1.p31-41

Abstract

Penelitian ini bertujuan untuk menganalisis integrasi keterampilan berpikir sejarah dalam Kurikulum Merdeka serta implementasinya pada pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di sekolah dasar. Penelitian menggunakan pendekatan kualitatif dengan metode analisis isi terhadap dokumen Capaian Pembelajaran (CP) IPAS Fase B dan C serta wawancara mendalam dengan guru. Hasil penelitian menunjukkan bahwa unsur berpikir sejarah telah tercermin secara konseptual dalam CP melalui elemen kemampuan memahami perubahan dan keberlanjutan, kronologi peristiwa, serta nilai-nilai sosial dari pengalaman masa lalu. Namun, implementasinya di tingkat kelas masih bersifat parsial dan belum terintegrasi secara sistematis dalam seluruh komponen pembelajaran. Modul ajar, buku teks, dan LKPD cenderung menekankan hafalan fakta dibandingkan penalaran historis, sementara strategi berbasis proyek lokal dan wawancara keluarga menunjukkan potensi besar dalam menumbuhkan kesadaran temporal dan empati historis. Hambatan utama terletak pada keterbatasan pemahaman guru, kesiapan pedagogis, dan minimnya media pembelajaran kontekstual. Meskipun demikian, Kurikulum Merdeka menyediakan peluang strategis melalui fleksibilitas kurikulum, ruang Projek Profil Pelajar Pancasila, serta kekayaan sejarah lokal untuk menguatkan keterampilan berpikir sejarah sejak dini.
DESAIN DAN PENGEMBANGAN MEDIA PEMBELAJARAN PUZZLE MATEMATIKA “PUMA” UNTUK MATERI PECAHAN SENILAI DI SEKOLAH DASAR Andrias Banu Pradipto; Tri Nova Hasti Yunianta
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 16 No 1 (2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2026.v16.i1.p1-12

Abstract

Pecahan Senilai pada pembelajaran Sekolah Dasar perlu disertai dengan menggunakan alat penyaji yang menarik dan tidak monoton terutama pada latihan soal, hal tersebut yang menjadi landasan penelitian untuk mengembangkan media pembelajaran board game yang dapat digunakan pada materi Pecahan Senilai. Penelitian ini bertujuan untuk mengembangkan media yang valid, praktis, dan efektif sebagai sarana latihan soal pada materi Pecahan Senilai. Penelitian ini menggunakan model pengembangan ADDIE yang terdiri dari tahapan Analyze, Design, Development, Implementation, dan Evaluation. Media ini merupakan modifikasi dan pengembangan dari permainan puzzle. Media ini diberi nama PUMA “Puzzle Matematika”, dan sudah diujicobakan terhadap 37 siswa kelas 5 SD Kanisius Gendongan Salatiga. Instrumen pengumpulan data dalam penelitian ini berupa instrumen validasi aspek media dan aspek materi, instrumen kepraktisan, instrumen pretest dan posttest, dan instrument pendapat siswa. Media permainan board game puzzle dinyatakan valid dari aspek ahli media dengan skor 90,88% dan valid dari aspek materi dengan skor 93,5%, keduanya masuk dalam kategori sangat baik. Hasil dari kepraktisan memperoleh skor 94,59% masuk dalam kategori sangat baik. Hasil tersebut menunjukkan bahwa media pembelajaran puzzle board game PUMA merupakan media yang valid, praktis, dan efektif untuk mengajarkan materi Pecahan Senilai di sekolah dasar.
DEVELOPING A CTL-BASED MANIPULATIVE WORKSHEET FOR FRACTION LEARNING IN GRADE 4 Nuba Sanzania; Unik Ambar Wati
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 16 No 1 (2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2026.v16.i1.p88-95

Abstract

Mathematics learning in elementary schools requires instructional materials that can connect abstract concepts with students’ real-life experiences. One of the common difficulties faced by students in learning fractions is understanding the part–whole relationship, which is often caused by limited use of manipulative media and teacher-centered instructional practices. This study aims to develop a Contextual Teaching and Learning (CTL)-based manipulative worksheet and to examine its effectiveness in improving elementary school students’ fraction learning outcomes. This study employed a Research and Development (R&D) method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The research subjects were 23 fourth-grade elementary school students. Data were collected through observations, documentation, and learning outcome tests in the form of pretest and posttest, which were administered at the evaluation stage to measure students’ learning improvement after the implementation of the worksheet. The results of the study indicate that the CTL-based manipulative worksheet was effective in improving students’ fraction learning outcomes. The average pretest score was 61.85, which increased to 81.70 in the posttest. The difference between pretest and posttest scores was 19.85 points, representing an improvement of 32.09%. In addition to improved learning outcomes, students demonstrated higher engagement during the learning process through manipulative activities and contextual discussions. In conclusion, the developed CTL-based manipulative worksheet is feasible and effective as an instructional material to support meaningful fraction learning in elementary schools.
Hubungan Hubungan Antara Faktor Internal dan Eksternal dengan Efikasi Diri PEserta Didik Sd dalam Pengembangan P5 Dinda Septiandini; M Luthfi Oktarianto
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 16 No 1 (2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2026.v16.i1.p96-105

Abstract

This study aims to examine the simultaneous relationship between internal and external factors and the self-efficacy of elementary school students in developing the Pancasila Student Profile Strengthening Project (P5). This study uses a correlational research design with a quantitative approach. The research subjects consisted of 125 fourth-grade students from five public elementary schools in Malang City, selected using cluster random sampling. Data collection techniques were conducted through interviews and the completion of validated questionnaires. Data analysis was performed using prerequisite tests and hypothesis testing through multiple linear regression analysis with the help of IBM SPSS for Windows software. The research findings show that internal and external factors together have a significant relationship with student self-efficacy, as indicated by a significance value (<0.001) < 0.05. The Adjusted R Square value of 0.257 indicates that the simultaneous contribution of internal and external factors to self-efficacy is 25.7%. These results confirm that the synergy between individual readiness and environmental support is very important in building students' confidence to complete the P5 project optimally.
Analysis of The Needs For Local Wisdom-Based Literacy Learning Media in Gunungkidul Ragil Dian Purnama Putri; Prahita Filma Ayuningtyas; Tri Lestari
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 16 No 2 (2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2026.v16.i2.p176-183

Abstract

This study aimed to analyze the needs for local wisdom-based reading and writing literacy learning media in SD Negeri Bulu Playen, Gunungkidul. The study employed a descriptive qualitative approach involving the principal, fifth-grade teacher, librarian, computer laboratory staff, and fifth-grade students as research subjects. Data were collected through observations, interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, while data validity was ensured through source triangulation and technique triangulation. The results showed that reading and writing literacy activities had been routinely implemented through various approaches, such as 15–30-minute literacy sessions, use of the library and classroom reading corners, Chromebook-assisted literacy activities, and book identification activities. However, the implementation of literacy activities had not been supported by learning media that suited students’ characteristics and the local cultural context. The needs analysis revealed that the required learning media included printed media in the form of regional profile books, folklore, and local tradition stories; audio-visual media in the form of videos about geographical conditions, local traditions, and traditional food-making processes; and interactive media containing educational games and local wisdom-based exercises. The development of local wisdom-based learning media is expected to improve students’ reading and writing literacy skills, motivation to learn, and appreciation of local culture.
EFEKTIVITAS METODE GASING UNTUK MENINGKATKAN PEMAHAMAN KONSEP PERKALIAN DAN PEMBAGIAN BILANGAN BULAT Yenni Buknoni; Wahyudin Wahyudin; Sandi Budi Iriawan
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 16 No 2 (2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2026.v16.i2.p194-203

Abstract

This study aims to determine the effectiveness of the GASING method in improving the conceptual understanding of multiplication and division of integers among seventh-grade students at SMP Negeri 3 Kota Kupang. The study employed a quasi-experimental design with a pretest-posttest control group design. The research subjects consisted of 62 students divided into an experimental group (31 students of class VII-A) taught using the GASING method and a control group (31 students of class VII-J) taught using direct instruction. Data were collected using a conceptual understanding test.  Data analysis used descriptive statistics, normality test, homogeneity test, and independent sample t-test with the assistance of SPSS. The findings of this study demonstrate that the GASING method is proven effective in improving students’ conceptual understanding of multiplication and division of integers. This is evidenced by the mean N-gain of the experimental group of 0.83 (high category), which is higher than the control group of 0.63 (moderate category). The independent sample t-test showed a value of t = 3.879 with a significance of 0.001 (p<0.05). Cohen’s d effect size of 0.985 indicates a very large practical impact. It is concluded that the GASING method is more effective in improving conceptual understanding of multiplication and division of integers compared to direct instruction.
INTEGRASI SOCIAL EMOTIONAL LEARNING BERBASIS PEDAGOGY OF LOVE UNTUK MEMBANGUN IKLIM EMOSIONAL KELAS Devi Aulia Oktaviani
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 16 No 2 (2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2026.v16.i2.p126-136

Abstract

Penelitian ini bertujuan untuk mengkaji integrasi Social Emotional Learning (SEL) dalam kerangka Pedagogy of Love pada pembelajaran sekolah dasar serta kontribusinya terhadap pengembangan kompetensi sosial-emosional peserta didik. Penelitian ini menggunakan pendekatan mixed methods dengan desain explanatory sequential. Penelitian dilaksanakan di salah satu sekolah dasar di Karawang dengan subjek kuantitatif sebanyak 30 peserta didik kelas IV yang dipilih menggunakan teknik sampling jenuh. Subjek kualitatif terdiri atas satu guru kelas dan beberapa peserta didik yang dipilih secara purposive berdasarkan kategori peningkatan kompetensi SEL tinggi, sedang, dan rendah. Data kuantitatif dikumpulkan melalui angket SEL jenjang sekolah dasar yang diberikan pada tahap pre-test dan post-test, sedangkan data kualitatif diperoleh melalui observasi pembelajaran dan wawancara semi-terstruktur. Data kuantitatif dianalisis menggunakan statistik deskriptif dan uji perbedaan pre-test–post-test, sedangkan data kualitatif dianalisis melalui analisis tematik. Hasil penelitian menunjukkan bahwa integrasi SEL dalam Pedagogy of Love mendukung pengembangan kompetensi sosial-emosional peserta didik, terutama pada dimensi kesadaran sosial dan keterampilan berelasi. Praktik pembelajaran yang didasarkan pada relasi guru–peserta didik yang empatik, menghargai, peduli, dan suportif mampu menciptakan iklim emosional kelas yang aman, inklusif, dan responsif. Temuan ini menegaskan pentingnya pedagogi relasional dalam memperkuat internalisasi nilai-nilai sosial-emosional secara bermakna. Penelitian ini berkontribusi pada pengembangan kajian SEL dengan memosisikan Pedagogy of Love sebagai kerangka pedagogis yang relevan bagi pendidikan dasar.
Formulasi Kerangka Penalaran Pedagogis dalam Desain Alur Pembelajaran Literasi Digital Sekolah Dasar Ikwan Wahyudi; Swastoko Galuh Wibowo; Linda Kharisma Cahyawati
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 16 No 2 (2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2026.v16.i2.p137-148

Abstract

Penelitian ini bertujuan untuk merumuskan kerangka penalaran pedagogis untuk memandu desain alur pembelajaran literasi digital di sekolah dasar. Penelitian ini mengugnakan pendekatan kualitatif konseptual berdasarkan theory synthesis, yang melibatkan identifikasi konsep kunci, analisis hubungan antar konsep, integrasi konseptual, dan perumusan kerangka alur pembelajaran yang koheren berasal dari literatur tentang literasi digital, penalaran pedagogis, dan teori belajar. Temuan menunjukkan bahwa pembelajaran literasi digital di sekolah dasar membutuhkan penalaran pedagogis eksplisit yang secara progresif membimbing peserta didik dari kesadaran awal hingga regulasi diri dalam praktik digital. Hasil sintesis teoretis, alur pembelajaran BUBULAN yang terstruktur dirumuskan sebagai kerangka penalaran pedagogis yang memposisikan alur pembelajaran sebagai pengorganisir perkembangan penalaran peserta didik. Kerangka ini mengkonseptualisasikan literasi digital sebagai proses penalaran progresif dan reflektif yang mengintegrasikan dimensi kognitif, afektif, dan etis. Studi ini memberikan perspektif baru dengan mendefinisikan ulang urutan pembelajaran sebagai representasi eksplisit dari penalaran pedagogis, menawarkan landasan teoritis untuk desain pembelajaran literasi digital yang bermakna, bertanggung jawab, dan responsif terhadap perkembangan di pendidikan dasar.

Page 45 of 46 | Total Record : 456

 42   43   44   45   46 

Filter by Year

2014 2026


Reset
Filter By Issues
All Issue Vol 16 No 2 (2026) Vol 16 No 1 (2026) Vol 15 No 3 (2025) Vol 15 No 2 (2025) Vol 15 No 1 (2025) Vol 14 No 01 (2024) Vol 14 No 3 (2024) Vol 14 No 2 (2024) Vol 13 No 3 (2023): September 2023 Vol 13 No 2 (2023): Mei 2023 Vol 13 No 1 (2023) Vol 12 No 3 (2022) Vol 12 No 2 (2022) Vol 12 No 1 (2022) Vol 11 No 3 (2021) Vol 11 No 2 (2021) Vol 11 No 1 (2021) Vol 10 No 3 (2020) Vol 10 No 2 (2020) Vol 10 No 1 (2020) Vol 9 No 3 (2019) Vol 9 No 2 (2019) Vol 9 No 1 (2019) Vol 8 No 3 (2018) Vol 8 No 2 (2018) Vol 8 No 1 (2018) Vol 7 No 3 (2017) Vol 7, No 3 (2017) Vol 7 No 2 (2017) Vol 7, No 2 (2017) Vol 7 No 1 (2017) Vol 7, No 1 (2017) Vol 6, No 3 (2016) Vol 6 No 3 (2016) Vol 6, No 2 (2016) Vol 6 No 2 (2016) Vol 6, No 1 (2016) Vol 6 No 1 (2016) Vol 5 No 3 (2015) Vol 5, No 3 (2015) Vol 5 No 2 (2015) Vol 5, No 2 (2015) Vol 5, No 1 (2015) Vol 5 No 1 (2015) Vol 4 No 3 (2014) Vol 4, No 3 (2014) More Issue