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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 13,524 Documents
 1038   1039   1040   1041   1042 
EFEKTIVITAS PENATAAN KOLEKSI BERDASARKAN BIDANG ILMU TERHADAP KEMUDAHAN AKSES INFORMASI DI PERPUSTAKAAN PASCASARJANA UNIVERSITAS NEGERI PADANG Indah mulya kurniawan; Marlini
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.v10i04.36447

Abstract

This study aims to assess the effectiveness of subject-based collection organization in facilitating information access at the Postgraduate Library of Universitas Negeri Padang. The Dewey Decimal Classification (DDC) system has been applied to all collections; however, the physical arrangement of shelves is organized according to academic disciplines such as Educational Technology, Educational Administration, Social Sciences, Mathematics and Natural Sciences, Indonesian Language, English Language, Physical Education, and Environmental Science. This research employs a qualitative method through a literature review of relevant national and international sources. The analysis reveals that subject-based shelving enhances the efficiency of locating materials, increases user satisfaction, and improves information retrieval. The integration between the DDC catalog and the physical shelf arrangement is a crucial factor in maintaining system effectiveness. The main challenges involve maintaining catalog metadata consistency and managing interdisciplinary collections, which require specific labeling strategies. Overall, this system is considered efficient and well-suited to the needs of postgraduate users who focus on thematic research. The study provides recommendations for academic libraries to develop a collection organization model that balances bibliographic standardization with physical accessibility for users.
PENGARUH FASILITAS BELAJAR, TEKNOLOGI INFORMASI, PERSEPSI KOMPETENSI PEDAGOGIK GURU, DAN MOTIVASI BELAJAR TERHADAP PERSEPSI HASIL BELAJAR SISWA DI SMPK XYZ JAKARTA BARAT Yules Gustaf Messa; Innocentius Bernarto
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.v10i04.36450

Abstract

This study aims to prove the influence of learning facilities, information technologyutilization, teachers' perceptions of pedagogical competence, and learningmotivation on students' perceptions of learning outcomes. The analysis resultsindicate that the standardized path coefficients (Standardized Path Coefficient) forlearning facilities (0.457), information technology (0.293), and learning motivation(0.158) are positive and significant in influencing students' perceptions of learningoutcomes. Meanwhile, the standardized path coefficient for teachers' perceivedpedagogical competence (-0.099) was found to have no significant positiveinfluence on students' perceptions of learning outcomes in the context of this study.These findings underscore the importance of optimizing facilities and technology, aswell as sustained efforts to cultivate student motivation, in shaping students' positiveperceptions of their achievements. Further implications are discussed for practicalrecommendations and future research.
PENGARUH MODEL STEM TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN IPA Sheila Shabrina Shabrina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In 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.v10i04.36454

Abstract

This study aims to determine the effect of the STEM (Science, Technology, Engineering, and Mathematics) learning model on students’ critical thinking skills in science learning for fifth-grade elementary students. This research is motivated by the low critical thinking skills of students, which are indicated by learning activities that are still conventional and teacher-centered. The method used in this study is a quasi-experimental method with a nonequivalent control group design. The research subjects consisted of two classes: the experimental class, which used the STEM model, and the control class, which used conventional learning. Data were collected through a critical thinking test developed based on Facione’s indicators, including interpretation, analysis, evaluation, inference, explanation, and self-regulation. The data obtained were analyzed descriptively and inferentially using the Mann–Whitney test to examine the difference in the improvement of critical thinking skills between the two classes. The results showed a significant improvement in students’ critical thinking skills after the implementation of the STEM learning model. The average posttest score of the experimental class was higher than that of the control class, with an increase from 52.4 to 75.6. This improvement covered all critical thinking indicators, particularly in the aspects of analysis and inference. Based on these findings, it can be concluded that the application of the STEM model has a positive effect on improving students’ critical thinking skills in science learning, making it an innovative alternative to enhance the quality of 21st-century learning in elementary schools. Keywords: STEM model, critical thinking skills, elementary school students. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran STEM (Science, Technology, Engineering, and Mathematics) terhadap keterampilan berpikir kritis siswa pada pembelajaran IPA di kelas V Sekolah Dasar. Penelitian ini dilatarbelakangi oleh rendahnya keterampilan berpikir kritis siswa yang ditunjukkan melalui pembelajaran yang masih bersifat konvensional dan berpusat pada guru. Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen dengan desain nonequivalent control group design. Subjek penelitian terdiri dari dua kelas, yaitu kelas eksperimen yang menggunakan model STEM dan kelas kontrol yang menggunakan pembelajaran konvensional. Teknik pengumpulan data dilakukan melalui tes berpikir kritis yang dikembangkan berdasarkan indikator Facione, meliputi interpretasi, analisis, evaluasi, inferensi, penjelasan, dan pengaturan diri. Data yang diperoleh dianalisis secara deskriptif dan inferensial menggunakan uji Mann-Whitney untuk melihat perbedaan peningkatan keterampilan berpikir kritis antara kedua kelas. Hasil penelitian menunjukkan bahwa terdapat peningkatan yang signifikan pada keterampilan berpikir kritis siswa setelah diterapkannya model pembelajaran STEM. Rata-rata nilai posttest kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol, dengan peningkatan rata-rata dari 52,4 menjadi 75,6. Peningkatan tersebut mencakup seluruh indikator berpikir kritis, terutama pada aspek analisis dan inferensi. Berdasarkan hasil tersebut, dapat disimpulkan bahwa penerapan model STEM berpengaruh positif terhadap peningkatan keterampilan berpikir kritis siswa pada pembelajaran IPA, sehingga model ini dapat dijadikan alternatif inovatif dalam upaya meningkatkan kualitas pembelajaran abad ke-21 di sekolah dasar. Kata kunci: Model STEM, keterampilan berpikir kritis, siswa sekolah dasar
STRATEGI SUPERVISI KOLABORATIF BERBASIS LESSON STUDY DALAM MENINGKATKAN KOMPETENSI DAN KINERJA GURU SDI SDN CANGKRINGMALANG II Ratna Makhsumah; Ceria Azizah; Khusnul Setiya Anzasari; M. Furqon Wahyudi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36456

Abstract

This research aims to improve the competence and performance of teachers at SDN Cangkringmalang II. The background of this research departs from the discovery of teachers' challenges in designing learning, managing classes, implementing active methods, and evaluating learning outcomes effectively, while the supervision that runs tends to be administrative and has less impact on learning practices. This research uses a qualitative approach with data collection techniques in the form of observation, interviews, questionnaires, and documentation. The supervision model developed integrates the plan do see cycle, classroom observation, collective reflection, and continuous follow-up as a collaborative and contextual coaching framework. The results of the study show that the application of collaborative supervision based on lesson studies is able to improve teachers' pedagogic and professional competence, encourage more structured, creative, and student-centered learning practices, and strengthen a reflective culture and cooperation between teachers. In addition, this model produces an adaptive supervision follow-up mechanism so that it is able to answer the need to improve the quality of learning in a sustainable manner. Thus, a collaborative supervision strategy based on lesson study can be an effective alternative in improving teacher performance and learning quality in elementary schools, and is worthy of being used as a reference for other educational units
HASIL BELAJAR MATERI PENGURANGAN SISWA KELAS IV SD INPRES MADAWAT MELALUI PEMBELAJARAN PROBLEM BASED LEARNING BERBANTUAN MEDIA PAPI PENGURANGAN Marianus Mena Rewa; Frederiksen N. Sini Timba; Maria Helvina
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.v10i04.36465

Abstract

Hasil belajar matematika siswa kelas IV SD Inpres Madawat masih berada pada kategori rendah yang disebabkan oleh beberapa faktor, seperti minat belajar siswa yang rendah, penggunaan model pembelajaran yang berpusat pada guru, serta kurangnya penggunaan media pembelajaran yang bervariasi dan menarik sehingga menyebabkan banyak siswa mengalami kesulitan memahani operasi hitung khususnya pada materi operasi pengurangan dengan angka besar. Penelitian ini bertujuan untuk mengetahui pengaruh model Problem Based Learning (PBL) berbantuan media Papi Pengurangan terhadap hasil belajar siswa kelas IV SD Inpres Madawat. Penelitian ini menggunakan metode deskriptif kuantitatif dengan desain one group pretest-postest. Teknik pengumpulan data menggunakan tes dan observasi dengan instrumen penelitian berupa soal tes dan lembar observasi. Teknik analisis data menggunakan statistik deskriptif. Hasil Penelitian menunjukkan hasil prestest diperoleh 5 atau 33,33% siswa yang mendapatkan nilai di atas KKM sedangkan 10 atau 66,7% siswa belum mencapai KKM. Selanjutnya pada posttest diperoleh 15 atau 80% siswa mendapatkan nilai di atas KKM sedangkan 3 atau 20% siswa belum mencapai KKM. Hasil ini menunjukan bahwa adanya perubahan hasil belajar materi pengurangan siswa kelas IV SD Inpres Madawat melalui pembelajaran Problem Based Learning (PBL) berbantuan media papi pengurangan yaitu sebagian besar siswa telah memahami operasi hitung pengurangan dengan baik, meskipun masih terdapat beberapa siswa yang memerlukan pendampingan tambahan agar mencapai hasil belajar yang optimal. Maka dapat disimpulkan bahwa model Problem Based Learning (PBL) berbantuan media papi pengurangan berpengaruh terhadap hasil belajar matematika materi pengurangan siswa kelas IV SD Inpres Madawat.
INTEGRASI PEMBELAJARAN BERBICARA MELALUI PENDEKATAN DEEP LEARNING BERBASIS CERITA RAKYAT BONE PADA SISWA KELAS VII SMP NEGERI 1 BENGO: Studi pada Siswa Kelas VII SMP Negeri 1 Bengo Jasmin; Andi Srimularahmah; Muhammad Asdar
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.v10i04.36468

Abstract

Studi kualitatif ini meneliti tantangan yang dihadapi siswa kelas VII di SMP Negeri 1 Bengo dalam mengembangkan keterampilan berbicara, khususnya dalam konteks pengajaran bahasa tradisional yang sering kurang menarik dan relevan secara budaya. Penelitian ini bertujuan untuk mengintegrasikan pendekatan deep learning berbasis cerita rakyat Bone guna meningkatkan kemampuan komunikasi lisan siswa, mendorong pemahaman yang lebih mendalam dan partisipasi aktif. Menggunakan metodologi studi kasus, penelitian melibatkan 30 peserta yang dipilih melalui sampling purposif, dengan memanfaatkan wawancara semi-terstruktur, observasi kelas, dan jurnal reflektif untuk mengumpulkan data selama enam bulan. Analisis tematik diterapkan untuk mengidentifikasi pola dalam pengalaman siswa, mengungkap tema seperti peningkatan motivasi melalui narasi budaya dan peningkatan kefasihan dalam bercerita. Temuan menunjukkan bahwa integrasi deep learning dengan cerita rakyat Bone secara signifikan meningkatkan kepercayaan diri dan kreativitas siswa dalam berbicara, dengan peserta menunjukkan keterampilan narasi dan kesadaran budaya yang lebih baik. Hasil ini menyarankan bahwa strategi deep learning yang tertanam budaya dapat secara efektif mengatasi kesenjangan keterampilan berbicara di lingkungan sekolah menengah pertama, mempromosikan pendidikan bahasa yang lebih imersif dan bermakna.
Pembelajaran Dialogis untuk Pembelajaran Mendalam melalui Proyek Cerita Bergambar Jataka Relief Borobudur di Sekolah Dasar Elisabeth Lis; Akbar Al Masjid; Ana Fitrotun Nisa; Berliana Henu Cahyani
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.v10i04.36475

Abstract

This study aims to analyze how the integration of dialogic learning and immersive learning within a Project Based Learning (PjBL) framework, using illustrated Jataka stories from the Borobudur Temple reliefs, can improve creativity, literacy skills, and understanding of moral values ​​​​of elementary school students. The background of this study lies in the low level of higher-order thinking skills (HOTS) among Indonesian students and the need for a contextual and adaptive learning approach to the challenges of the 21st century. Jataka reliefs were chosen as a learning resource rich in moral values ​​​​and narrative visuals, so that they are relevant to the characteristics of students at the concrete operational stage. This study used a qualitative approach with a case study design involving Phase B students at Kanisius Wanurejo Borobudur Elementary School. Data collection techniques included participant observation, semi-structured interviews, and student reflection journals. Data analysis followed the Miles & Huberman model, which includes data reduction, data presentation, and conclusion drawing. The findings indicate that the integration of dialogic learning, immersive learning, and PjBL provides students with opportunities to think critically, express ideas, collaborate, and develop deeper moral understanding. The use of illustrated stories has been shown to be effective in enhancing imagination, improving literacy skills, and connecting concepts to real-life experiences. These findings confirm that local culture-based learning through the Jataka narrative project is an innovative and effective approach to fostering creativity, literacy, and character development in elementary school students.
ANALISIS PENINGKATAN HASIL BELAJAR SISWA MELALUI MODEL PROBLEM BASED LEARNING PADA MATERI MENGENAL ENERGI DI KELAS III SD NEGERI 2 KARANG ANYAR LANGSA Raudhahtul Jannah Zulfikar; Kms. Muhammad Amin Fauzi
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.v10i04.36476

Abstract

Pembelajaran pada jenjang sekolah dasar menuntut pendekatan yang mampu meningkatkan keterlibatan siswa serta membantu mereka memahami konsep secara bermakna. Pada materi mengenal energi di kelas III SD Negeri 2 Karang Anyar Langsa, siswa menunjukkan keterbatasan pemahaman akibat pembelajaran yang cenderung berpusat pada guru dan kurang memberikan pengalaman langsung. Penelitian ini bertujuan menganalisis peningkatan hasil belajar siswa melalui penerapan model Problem Based Learning (PBL) yang dirancang untuk melibatkan siswa dalam kegiatan penyelidikan, diskusi kelompok, dan pemecahan masalah berbasis fenomena nyata. Penelitian menggunakan pendekatan kuantitatif dengan desain one group pretest–posttest, melibatkan 20 siswa sebagai sampel melalui teknik total sampling. Pengumpulan data dilakukan menggunakan tes hasil belajar, sedangkan aktivitas belajar diamati melalui lembar observasi. Analisis dilakukan menggunakan uji Paired Sample T-Test setelah data diuji normalitasnya untuk memastikan kelayakan uji parametrik. Hasil penelitian menunjukkan peningkatan rata-rata nilai siswa dari 65,70 pada pretest menjadi 78,70 pada posttest, dengan nilai signifikansi 0,000 < 0,05, yang menandakan adanya pengaruh signifikan penerapan PBL terhadap hasil belajar. Selain peningkatan nilai, aktivitas belajar siswa juga menunjukkan perkembangan positif melalui peningkatan keaktifan, keberanian berdiskusi, dan kemampuan bekerja sama. Integrasi kearifan lokal Aceh dalam pembelajaran turut mendukung pemahaman siswa terhadap penerapan energi dalam kehidupan sehari-hari. Temuan ini menegaskan bahwa PBL efektif digunakan sebagai model pembelajaran alternatif untuk meningkatkan hasil belajar dan keterampilan ilmiah siswa pada mata pelajaran IPAS.
INTEGRASI KONTEKS LOKAL DALAM PEMBELAJARAN IPS: ANALISIS KESIAPAN GURU DAN LITERASI SOSIAL-BUDAYA SISWA KELAS V SDN BANYUAJUH 3 Hanifah Muslimah; Andika Siswoyo
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.v10i04.36478

Abstract

ABSTRACT This study explores the integration of local context in social studies (IPS) learning at Grade V of SDN Banyuajuh 3, Bangkalan, Madura, with a focus on teacher readiness and its implications for students’ socio-cultural literacy. Using a qualitative descriptive approach with single-case study design, data were collected through four classroom observations, a semi-structured interview with the homeroom teacher, and document analysis. Findings indicate that while the teacher expresses strong support for contextual learning stating, “If there is teaching material that supports it, I highly encourage it” actual classroom practice remains textbook-driven and disconnected from students’ local realities (e.g., fishing and trading activities). Students show limited ability to relate academic concepts to their daily social environment. This gap is not due to teacher resistance, but to the lack of context-responsive teaching materials. The study concludes that teacher readiness is a critical asset for innovation, and the development of CRT based e-modules holds high potential for successful implementation. This research serves as a needs analysis for future development studies in culturally responsive elementary education. Keywords: local context integration, social studies learning, socio-cultural literacy ABSTRAK Penelitian ini mengkaji integrasi konteks lokal dalam pembelajaran Ilmu Pengetahuan Sosial (IPS) di kelas V SDN Banyuajuh 3, Bangkalan, Madura, dengan fokus pada kesiapan guru dan implikasinya terhadap literasi sosial-budaya siswa. Menggunakan pendekatan kualitatif deskriptif dan desain studi kasus tunggal, data dikumpulkan melalui observasi kelas, wawancara semi-terstruktur dengan wali kelas, serta analisis dokumen. Temuan menunjukkan bahwa meskipun guru menyatakan dukungan penuh terhadap pembelajaran kontekstual dengan pernyataan: “Kalau ada bahan ajar yang mendukung, saya sangat menganjurkannya” praktik di kelas masih sangat bergantung pada buku teks nasional dan terlepas dari realitas lokal siswa (misalnya: kegiatan nelayan dan perdagangan). Siswa memiliki kemampuan terbatas dalam menghubungkan konsep akademis dengan lingkungan sosial sehari-hari. Kesenjangan ini bukan disebabkan oleh penolakan guru, melainkan oleh tidak tersedianya bahan ajar yang responsif konteks. Penelitian menyimpulkan bahwa kesiapan guru merupakan aset penting untuk inovasi, dan pengembangan e-modul berbasis Culturally Responsive Teaching (CRT) memiliki potensi tinggi untuk diimplementasikan. Hasil penelitian ini dapat menjadi analisis kebutuhan bagi penelitian pengembangan selanjutnya di bidang pendidikan dasar responsif budaya. Kata Kunci: pembelajaran IPS, integrasi konteks lokal, literasi sosial-budaya
MASA DEPAN PENDIDIKAN: MEMBANGUN LITERASI AI DAN KETERAMPILAN SOSIAL DALAM KURIKULUM Syarif Hermawan; Tutuk Ningsih
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.v10i04.36480

Abstract

Artificial intelligence literacy (AI literacy) is defined as the ability of individuals to understand the working principles of AI, how to use it, its impact on life, as well as the skill of operating AI technology responsibly in the context of daily life. AI has great potential to revolutionize education by automating administrative tasks such as assessment and feedback, while supporting curriculum and content development through technologies such as virtual reality and web-based platforms. AI can also aid in the development of students' social skills by providing teachers with a clear picture of which subjects need to be reevaluated. By leveraging AI technology, we can unlock the potential for significant innovation and advancement in the education system. In this future, the use of artificial intelligence will enable a personalized and adaptive approach to learning.

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