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Pendas : Jurnah Ilmiah Pendidikan Dasar
Published by Universitas Pasundan
ISSN : 24772143     EISSN : 25486950     DOI : 10.23969
Core Subject : Education,
Other
Pendas : Jurnah Ilmiah Pendidikan Dasar is a journal published twice a year, namely in June and December that aims to be a forum for scientific publications to pour ideas and studies complemented with the results of research related to primary school education. To achieve this, basic education journals will selectively disseminate ideas and studies complemented by quality research results related to basic education, develop an education center to the elementary-school that can produce innovative, creative and original work and tested in the field of education and learning elementary School to be disseminated and implemented for improving the quality of primary-to-national education at the national, regional and international levels.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 447 Documents
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Search results for , issue "Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025" : 447 Documents clear
ANALISIS IMPLEMENTASI EVALUASI FORMATIF PADA PEMBELAJARAN IPA SMP BERBASIS DISCOVERY LEARNING Rahmi Nur Salamah; Hendro Prasetyono
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34289

Abstract

21st-century education requires students not only to understand theoretical concepts but also to think critically, creatively, and scientifically. Science learning at the junior high school level plays a strategic role in developing foundational scientific knowledge and process skills. However, conventional teacher-centered learning remains prevalent, limiting active student engagement. This study aims to analyze the implementation of the Discovery Learning method and formative evaluation in science learning, examining its effectiveness, challenges, and supporting factors. A qualitative descriptive approach was employed, collecting data through semi-structured interviews and direct classroom observation. Participants included two science teachers, one school principal, and two students at SMPN 2 Purwakarta. Data were analyzed through reduction, presentation, and conclusion drawing, with source triangulation to ensure validity. Findings indicate that Discovery Learning enhances conceptual understanding, learning motivation, critical thinking skills, and student collaboration. Formative evaluation focused on learning processes enables teachers to authentically assess students’ scientific abilities, while students feel more appreciated and motivated. Key supporting factors include teachers acting as facilitators, students’ enthusiasm, and supportive school policies. Challenges identified include limited time, laboratory resources, and teacher adaptation to the new method. In conclusion, Discovery Learning is effective in creating meaningful, student-centered science learning, but requires adequate teacher training and facilities for optimal implementation.
Implementasi Proyek pada Kurikulum Merdeka dalam Perspektif Progresivisme Taufiq, A. Muhammad Haerul; Ismail
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34303

Abstract

Kurikulum memiliki peran penting dalam mengarahkan jalannya pendidikan dan perlu diperbarui agar selalu relevan dengan perkembangan masyarakat. Tantangan abad ke-21 serta era Society 5.0 menuntut hadirnya generasi yang kritis, kreatif, kolaboratif, dan adaptif dalam menghadapi dinamika global. Namun, pendidikan di Indonesia masih menghadapi sejumlah persoalan, seperti perubahan kurikulum yang tidak konsisten, rendahnya kompetensi guru, dan keterbatasan sarana prasarana. Artikel ini bertujuan menelaah relevansi filsafat progresivisme dengan implementasi Kurikulum Merdeka, khususnya melalui pendekatan pembelajaran berbasis proyek. Penelitian menggunakan metode kualitatif deskriptif dengan kajian pustaka, yang mencakup artikel jurnal ilmiah sebagai sumber primer dan dokumen resmi pemerintah sebagai sumber sekunder. Data dianalisis secara logis dan sistematis sesuai dengan fokus kajian. Hasil penelitian menunjukkan bahwa Kurikulum Merdeka selaras dengan prinsip progresivisme yang digagas John Dewey, yaitu pembelajaran yang demokratis, fleksibel, serta berpusat pada peserta didik. Model pembelajaran berbasis proyek terbukti mendorong siswa berpikir kritis, kreatif, kolaboratif, sekaligus menghasilkan karya nyata. Meski demikian, implementasinya masih terkendala faktor struktural dan kultural. Oleh karena itu, peningkatan kompetensi guru, pemerataan fasilitas pendidikan, dan konsistensi kebijakan merupakan langkah penting untuk memastikan prinsip progresivisme terwujud dalam Kurikulum Merdeka, sehingga pendidikan yang adaptif dan relevan dengan tuntutan abad ke-21 dapat tercapai.
EFEKTIVITAS METODE SAS (STRUKTURAL ANALITIK SINTETIK) DALAM MENINGKATKAN KEMAMPUAN MENULIS PERMULAAN SISWA KELAS 1 SDN REJOSARI 02 PADA PEMBELAJARAN BAHASA INDONESIA : Penelitian Kuantitatif One Group Pretest Posttest Ady gunawan; Duwi Nuvitalia
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34304

Abstract

This study was motivated by the low early writing ability of first-grade students at SDN Rejosari 02 Semarang City, particularly in arranging syllables into complete sentences. The low writing ability was caused by the use of less effective and monotonous learning methods, which made students less interested in writing activities. To address this problem, the Structural Analytic Synthetic (SAS) method was applied, which is in line with linguistic principles that decompose sentences into words, syllables, and letters. The purpose of this research was to determine the effectiveness of the SAS method in improving students’ early writing skills. This study used a quantitative approach with a one-group pretest–posttest design. The research subjects were all 28 first-grade students. Data were collected through tests (pretest and posttest), observation, and documentation. The results of the Wilcoxon Signed Rank Test showed that the significance value was 0.05 with Zhitung (4.62) > Ztabel (1.96), indicating that H1 was accepted. This means that there was a significant effect of applying the SAS method on students’ early writing skills. The N-gain score obtained an average of 0.81, categorized as very effective. Students’ learning outcomes increased significantly, with the average pretest score of 37.5 rising to 88.04 on the posttest, and learning mastery improved from 0% to 100%. Therefore, the SAS method is effective in enhancing students’ early writing skills.
STUDI KASUS IMPLEMENTASI PROBLEM BASED LEARNING DALAM EVALUASI PEMBELAJARAN MATEMATIKA DI SD Euis Nurseha; Prasetyono, Hendo
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34311

Abstract

Penelitian ini bertujuan untuk mengeksplorasi penerapan Problem Based Learning (PBL) dalam evaluasi pembelajaran Matematika di sekolah dasar. Menggunakan pendekatan kualitatif dengan metode wawancara dan observasi kelas, penelitian ini melibatkan guru, siswa, dan kepala sekolah sebagai partisipan utama. Tujuan penelitian adalah untuk menganalisis proses implementasi PBL, dampaknya terhadap pemahaman dan sikap siswa, serta bentuk evaluasi, tantangan, dan dukungan sekolah dalam penerapannya. Hasil penelitian menunjukkan bahwa PBL mengubah model pembelajaran konvensional yang berpusat pada guru menjadi pembelajaran berpusat pada siswa melalui pemecahan masalah kontekstual, kerja kelompok, serta refleksi. Guru berperan sebagai fasilitator yang membimbing siswa menemukan konsep Matematika melalui pengalaman belajar nyata. Temuan menunjukkan bahwa PBL meningkatkan kemampuan berpikir kritis, kreativitas, komunikasi, dan pemecahan masalah siswa. Meski demikian, tantangan seperti keterbatasan waktu, perbedaan kemampuan siswa, dan kesulitan dalam merancang masalah kontekstual masih menjadi kendala dalam pelaksanaan. Dukungan sekolah dalam bentuk pelatihan guru, penyediaan media pembelajaran, serta supervisi berkelanjutan terbukti berpengaruh positif terhadap keberhasilan PBL. Evaluasi dilakukan secara menyeluruh mencakup proses, sikap, dan hasil belajar. Secara keseluruhan, PBL terbukti efektif dalam meningkatkan pemahaman konsep Matematika, mendorong partisipasi aktif dan kolaboratif siswa, serta mengembangkan kompetensi abad ke-21 yang mendukung pembelajaran mandiri dan reflektif.
Orientasi Baru dalam Pedagogik: Transformasi Paradigma Pendidikan Abad ke-21 Alfiani Nur Julia; Rugaiyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.33319

Abstract

The transformation of pedagogical paradigms is a response to the changing times, marked by technological advancements, the demand for 21st-century competencies, and an increasing awareness of the need for more humanistic learning approaches. This study aims to examine the new orientations in pedagogy through a systematic review of 30 national and international scholarly journals published over a ten-year period (2015–2025). The Systematic Literature Review (SLR) method is employed to identify key themes such as the shifting role of teachers, technology integration, authentic assessment, project-based learning, and character development. The findings indicate that contemporary pedagogy requires a comprehensive transformation in curriculum design, learning strategies, and assessment systems. Furthermore, learning must be contextualized to remain relevant to both local and global needs, while fostering the development of reflective, adaptive, and competitive students. Thus, the new orientation in pedagogy addresses not only the technical aspects of instruction but also reflects a transformative, inclusive, and sustainable vision of education.
PEMANFAATAN QUIZIZZ DALAM DIGITAL GAME BASED LEARNING PADA MATA PELAJARAN BAHASA INGGRIS KELAS 5 SD NEGERI CIPONDOH 2 KOTA TANGERANG Nanda Citra Kumarani; Dayu Retno Puspita; Asih Rosnaningsih
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.33425

Abstract

The Use of Quizizz in Digital Game-Based Learning in English Lessons for Grade 5 Students at SDN Cipondoh 2 in Tangerang City. This study describes the use of the Quizizz application for Digital Game-Based Learning in fifth-grade English classes at SDN Cipondoh 2, Tangerang City. The research background highlights a problem of low student interest and enthusiasm in learning English due to the use of conventional teaching methods. This study uses a descriptive qualitative approach with the researcher as the key instrument and was conducted at SDN Cipondoh 2, Tangerang City. Data was collected through triangulation techniques, including interviews, observations, and documentation, focusing on extracting meaning from objective conditions in the field. The subject of this study was the fifth-grade English teacher.The results show that using Quizizz as a Digital Game-Based Learning tool successfully created a more interactive, engaging, and enjoyable learning atmosphere. The advantage of Quizizz is that it functions not only as an evaluation tool but also as an interactive learning medium. Its ease of access and features allow students to focus on the material. The study also identified a weakness: for students who were slow to understand or master the educational game, the teacher adjusted the method by presenting simplified, easy-to-understand material relevant to daily life and using concrete examples.
PENGGUNAAN MEDIA PEMBELAJARAN POWERPOINT INTERAKTIF DALAM MENINGKATKAN HASIL BELAJAR SISWA MATERI MELIHAT KARENA CAHAYA, MENDENGAR KARENA BUNYI KELAS V SDN 2 KEDARPAN Dyah Ayu Setianti; Yuliansyah Bintaro, Tri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.33693

Abstract

This study aims to improve the learning outcomes of fifth-grade students through the use of interactive PowerPoint media in the subject of Natural and Social Sciences (IPAS), specifically on the topic of “Seeing Because of Light, Hearing Because of Sound” at SDN 2 Kedarpan. The problem underlying this research was the low student achievement, where only 36% of students reached the minimum mastery criteria, while 64% had not achieved it due to teacher-centered learning and limited use of media. To address this issue, a Classroom Action Research (CAR) was conducted using the Kemmis and McTaggart model consisting of planning, action, observation, and reflection, carried out in two cycles. The research subjects were 25 students, consisting of 18 boys and 7 girls. Data collection techniques included observation, tests, and documentation, while instruments used were observation sheets, pretests, and posttests. The results showed a significant improvement in students’ cognitive, affective, and psychomotor domains. In the first cycle, only 64% of students achieved mastery, while in the second cycle, more than 80% of students successfully reached the minimum criteria. These findings indicate that interactive PowerPoint media not only helped increase student motivation and participation but also contributed positively to learning outcomes. Therefore, interactive PowerPoint can be considered an effective alternative media to improve the quality of learning in elementary schools.
PENGARUH MODEL GAME BASED LEARNING BERBANTUAN APLIKASI KAHOOT TERHADAP MOTIVASI BELAJAR MATEMATIKA SISWA KELAS VII SMP NEGERI 27 MEDAN Ria Agustina; Ade Andriani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.33966

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model Game Based Learning (GBL) berbantuan aplikasi Kahoot terhadap motivasi belajar matematika siswa kelas VII SMP Negeri 27 Medan. Latar belakang penelitian berangkat dari rendahnya motivasi belajar siswa, khususnya pada materi data dan diagram. Berdasarkan observasi awal, siswa kurang bersemangat mengikuti pembelajaran konvensional yang cenderung monoton. Hal ini berdampak pada rendahnya keterlibatan siswa dalam proses belajar. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain pretest-posttest control group. Populasi penelitian mencakup seluruh siswa kelas VII SMP Negeri 27 Medan tahun ajaran 2024/2025. Sampel terdiri dari dua kelas yang dipilih secara acak, yaitu kelas eksperimen dan kelas kontrol. Kelas eksperimen (29 siswa) diajar dengan model GBL berbantuan Kahoot, sedangkan kelas kontrol (29 siswa) diajar dengan pembelajaran konvensional. Instrumen penelitian berupa angket motivasi belajar. Analisis data dilakukan melalui uji normalitas, homogenitas, dan uji-t pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa motivasi belajar siswa kelas eksperimen lebih tinggi dengan rata-rata 85,87 dibandingkan kelas kontrol dengan rata-rata 78,98; diperoleh nilai uji t = 2,968 > = 1,67252 dan nilai Sig. (1-tailed) = 0,002, sehingga terdapat pengaruh positif dan signifikan model Game Based Learning berbantuan Kahoot terhadap motivasi belajar matematika siswa. Hal ini membuktikan bahwa integrasi aplikasi Kahoot dalam pembelajaran mampu menciptakan suasana yang interaktif, kompetitif, dan menyenangkan sehingga berpengaruh positif terhadap motivasi belajar siswa.
PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS WEB MELALUI GOOGLE SITES PADA PEMBELAJARAN IPAS DI KELAS IV SEKOLAH DASAR Pradika Alim Zulemil; Fikhen Tri Wulandari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.33971

Abstract

This research develops interactive web-based learning media using Google Sites for the Natural and Social Sciences (IPAS) subject in grade IV elementary schools to support the implementation of the Kurikulum Merdeka. The research employed a Research and Development (R&D) method with the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. Learning needs were identified through observation, interviews, and questionnaires in six elementary schools in Padang. The media was designed with visual displays, audiovisual elements, and interactive quizzes. Expert validation of content, language, and media reached an average of 94% (very valid). Practicality tests in three schools, involving teachers and students, achieved averages of 93.3% and 90.9% (very practical). Effectiveness testing using the N-Gain formula yielded an average score of 0.51 (moderately effective) and increased student mastery from 32–39% to 82–91%. These results confirm that Google Sites–based media effectively enhances students’ understanding and engagement, making it a feasible and innovative alternative for IPAS learning in the Kurikulum Merdeka framework.
ANALISIS METODE OUTDOOR LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SIWA PADA MATA PELAJARAN KESENIAN KELAS III MI MA’HAD AL-ZAYTUN Anisa Fitriani; Dede Indra Setiabudi; Dewi Utami
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.33972

Abstract

This study aims to analyze the implementation of the Outdoor Learning method in art education for third-grade students at MI Ma’had Al-Zaytun to enhance critical thinking skills. Outdoor Learning integrates the surrounding environment as a contextual learning medium, offering authentic and multisensory experiences. A descriptive qualitative approach was employed, utilizing observation, interviews, and documentation as data collection techniques. The participants consisted of two teachers and six third-grade students selected purposively. The findings reveal that Outdoor Learning effectively improves students’ critical thinking skills through activities such as observation, analysis, reflection, discussion, and creative expression in art projects. Beyond cognitive gains, students also benefited socially and emotionally by developing collaboration, communication, and self-confidence. However, several challenges were identified, including unpredictable weather, limited facilities, and classroom management in outdoor settings. Despite these obstacles, supporting factors such as the school’s natural environment, students’ enthusiasm, and teachers’ active facilitation contributed significantly to the success of the method. Overall, the study concludes that Outdoor Learning is a relevant and effective instructional approach in art education to foster 21st-century competencies, particularly critical thinking. Keywords: Outdoor Learning, Critical Thinking, Art Education, Elementary School

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