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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
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EFEKTIVITAS MODEL PROBLEM-BASED LEARNING (PBL) DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS VI SDN 001 BAGAN BATU KOTA Mutia Riau Mita; KMA Fauzi
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.v10i04.36844

Abstract

Penelitian ini bertujuan menganalisis efektivitas model Problem-Based Learning (PBL) berbasis pendekatan deep learning terhadap hasil belajar matematika siswa kelas VI di SDN 001 Bagan Batu Kota. Penelitian menggunakan quasi experimental design dengan Non-Equivalent Control Group Design, melibatkan dua kelas sebagai sampel dengan satu kelas eksperimen dan satu kelas kontrol, masing-masing berjumlah 24 siswa. Instrumen penelitian berupa pre-test dan post-test yang telah divalidasi. Analisis data meliputi statistik deskriptif, uji normalitas, uji homogenitas, perhitungan N-Gain, serta uji hipotesis menggunakan independent sample t-test. Hasil penelitian menunjukkan bahwa kelompok eksperimen mengalami peningkatan hasil belajar yang lebih tinggi dibandingkan kelompok kontrol, dengan nilai rata-rata N-Gain sebesar 0.615 (kategori Sedang), sedangkan kelompok kontrol hanya mencapai 0.286 (kategori Rendah). Uji t menunjukkan perbedaan signifikan antara kedua kelompok (p-value = 0.000). Temuan ini menegaskan bahwa penerapan model PBL berbasis deep learning efektif meningkatkan pemahaman konsep dan hasil belajar matematika siswa. Penelitian ini merekomendasikan penerapan model serupa pada materi lain dan penelitian lanjutan yang mengkaji variabel kemampuan berpikir tingkat tinggi.
INTEGRASI DEEP LEARNING DAN PEMBELAJARAN SOSIAL EMOSIONAL DALAM PENINGKATAN KOMPETENSI GURU SMK MUHAMMADIYAH LONG IKIS Nur Fatimah Azzahra; Anisa Rahmi Fakhriyana; Erna Yayuk
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.v10i04.36845

Abstract

This study explores the integration of deep learning and social-emotional learning (SEL) in enhancing teacher competence at SMK Muhammadiyah Long Ikis, an Islamic vocational school that emphasizes academic, moral, and emotional balance. The research was motivated by the limited systemic implementation of deep learning and SEL, as well as challenges teachers face in digital literacy, emotional regulation, and designing contextual learning. Using a descriptive qualitative approach with a case study design, data were collected through interviews, classroom observations, and document analysis involving school leaders and teachers from several vocational programs. Data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that although formal guidelines for integrating deep learning and SEL are absent, teachers have initiated reflective and contextual learning practices. Deep learning was evident in Informatics classes, where students engaged in problem-based tasks using keyboard shortcuts within real-world IT scenarios. SEL practices appeared in teachers’ empathetic communication and emotional check-ins, although not systematically embedded in lesson planning. The integration of both approaches contributed to improvements in pedagogical, professional, social, and personal competencies of teachers, particularly in reflective practice, communication skills, emotional regulation, and classroom interaction. The study concludes that effective integration requires institutional support, structured training, and operational guidelines to ensure sustainability. This research offers a culturally relevant model for integrating deep learning and SEL in vocational education settings. Keywords: deep learning, social emotional learning, teacher competences
Pendidikan Islam Dalam Konteks Kolonialisme dan Pasca-Kolonialisme mindani; Azizah Aryati; Titin Sumarni; Derna Wati; Jasrin Abito
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.v10i04.36849

Abstract

Islamic education in Indonesia has a long history closely linked to the nation's socio-political dynamics, from the era of Islamic kingdoms, colonialism, to the post-colonial era. During the Islamic kingdoms, education served as a center for preaching, moral formation, and the dissemination of knowledge. With the arrival of Dutch colonialism, the Islamic education system came under severe pressure due to secular policies and colonial political control that limited the role of Islamic institutions. Nevertheless, Islamic scholars and figures continued to play a crucial role in maintaining the identity and independence of Islamic education through Islamic boarding schools (pesantren) and madrasahs (Islamic boarding schools). Post-colonialism brought new challenges in the form of modernization and globalization, which demanded the integration of religious and general knowledge. Through a qualitative approach and literature review, this study aims to analyze the development of Islamic education from a historical perspective, focusing on the era of Islamic kingdoms, colonialism, and its transformation in the post-colonial era. The results show that Islamic education is highly adaptable to social and political change and contributes significantly to the formation of the character of the Indonesian nation.
ANALISIS MULTIDISIPLINER SOCIAL-POLITIK MADRASAH DI INDONESIA Rusmaeni; Iyayun Amalia; Wahyu Mulyadin; Ilham; Andy Abdillah Putra
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.v10i04.36852

Abstract

This study analyzes the socio-political dynamics that shape the development of madrasahs in Indonesia through a multidisciplinary approach integrating sociology, political science, and public policy. The central problem of this research lies in the limited understanding of how social structures, cultural identities, and state policies collectively influence the governance, quality, and transformation of madrasahs in the contemporary era. The study aims to explain the social foundations of madrasah identity, examine political and policy factors affecting institutional management, and explore the modernization processes occurring within madrasah education amid global changes. Using a qualitative descriptive method supported by literature studies, document analysis, and thematic interpretation, this research identifies three major findings: (1) madrasahs function as cultural and social institutions rooted in community identity and religious values; (2) political dynamics, bureaucratic structures, and budget distribution significantly determine the operational effectiveness of madrasahs; and (3) modernization efforts including curriculum reform, digital integration, and capacity building position madrasahs as adaptive institutions capable of responding to global educational demands. The study concludes that the development of madrasahs in Indonesia is a complex interplay of social forces and political structures, requiring collaborative governance and continuous innovation to enhance competitiveness and strengthen their role within the national education system.
IMPLEMENTATION OF STEM EDUCATION IN DEVELOPING CRITICAL THINKING SKILLS IN JUNIOR HIGH SCHOOL STUDENTS: SYSTEMATIC LITERATURE REVIEW Layli Alifia Syamsiandari; Sri Wahyuni; Sri Rejeki Dwi Astuti; Siti Shofa Assyifa'ul Qulbi Barid
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.v10i04.36855

Abstract

This study examines the implementation of STEM education in enhancing critical thinking skills among junior high school students. The main issue addressed is the low level of students’ critical thinking ability. A Systematic Literature Review (SLR) following the PRISMA procedure was conducted, resulting in 13 relevant articles. The findings show that approaches such as PjBL-STEM, STEM-Design Thinking, flipped classroom, TPACK-STEM, and STEM-R effectively strengthen analysis, evidence evaluation, and problem-solving skills. STEM learning consistently improves students’ critical thinking despite challenges such as limited facilities and teacher readiness. The study concludes that STEM education is an effective strategy for developing critical thinking skills in junior high school students.
Pancasila vs Polarisasi: Pertarungan Nilai dalam Membentuk Sikap Toleransi Siswa Masa Kini Chrisandes Kurniawan Naikofi; Petrus Alexander Tamonob; Arianti Angelita Naitboho; Aply Rosyanti Halla; Ferawati Bana; Fadil Mas’ud; Rahyudi Dwiputra
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.v10i04.36861

Abstract

This study investigates the tension between the foundational values of Pancasila and the growing trend of sociopolitical polarization among today’s students. It seeks to explore how the core principles of Pancasila such as unity, tolerance, and social justice shape students’ attitudes in real-life interactions, especially within environments increasingly influenced by digital communication. The research examines how digital media algorithms, ideological segmentation, and identity-based online communities contribute to the formation of polarized perspectives among students. These digital dynamics often intensify emotional responses, reinforce echo chambers, and create fragmented spaces of interaction that challenge the implementation of Pancasila in everyday life. Using a qualitative descriptive design, this study employs interviews, observations, and document analysis conducted in several Indonesian schools. The findings reveal that although students possess a strong conceptual understanding of Pancasila, their practical application of tolerance and mutual respect is frequently disrupted by polarized narratives circulating both online and offline. Social media interactions, in particular, expose students to misinformation, provocative content, and identity-based conflicts that shape how they perceive others. The study highlights the importance of revitalizing Pancasila education by integrating digital literacy skills and dialogic learning. Digital literacy enables students to critically evaluate online information, recognize bias, and navigate algorithm-driven content, while dialogic learning encourages reflective conversations that promote empathy and ethical awareness. Ultimately, the research concludes that Pancasila education must adapt to the realities of the digital era in order to foster resilient, tolerant, and socially responsible young citizens.
PENDIDIKAN MULTIKULTURAL SEBAGAI UPAYA PEMBENTUKAN KARAKTER BANGSA YANG INKLUSIF: PENDIDIKAN MULTIKULTURAL Miranti May Nggadu; Metriana Mailani; Moraldi Mozes Taniu; "vicki" "takene"; Wisley Ejandro Koebanu
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.v10i04.36863

Abstract

Studi ini mengkaji peran pendidikan multikultural dalam membentuk karakter bangsa yang inklusif dalam konteks keberagaman budaya, etnis, agama, dan bahasa Indonesia. Dengan pendekatan tinjauan pustaka, penelitian ini menganalisis perspektif teoretis, artikel akademis, dan dokumen kebijakan terkait pendidikan multikultural dan pembentukan karakter. Temuan penelitian menunjukkan bahwa pendidikan multikultural berkontribusi signifikan terhadap pengembangan toleransi, empati, keadilan sosial, dan penghormatan terhadap martabat manusia di kalangan siswa. Integrasi nilai-nilai multikultural ke dalam kurikulum dan lingkungan belajar memperkuat pemahaman dan apresiasi peserta didik terhadap keberagaman, sehingga mendukung pembangunan masyarakat yang demokratis dan harmonis. Studi ini juga menyoroti beberapa tantangan dalam penerapan pendidikan multikultural, seperti kompetensi guru yang terbatas, materi pembelajaran yang responsif terhadap budaya, dan bias yang masih ada di lingkungan sekolah. Oleh karena itu, implementasi yang efektif membutuhkan pelatihan guru, kebijakan sekolah yang inklusif, dan reformasi kurikulum yang mendorong responsivitas budaya. Penelitian ini menyimpulkan bahwa pendidikan multikultural penting untuk memperkuat karakter berbasis Pancasila dan merekomendasikan studi empiris lebih lanjut untuk mengevaluasi penerapan praktisnya di sekolah-sekolah Indonesia.
LAPORAN PELAKSANAAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING YANG DIMODIFIKASI BERBASIS DIFERENSIASI DAN TPACK PADA MATERI RANTAI MAKANAN DAN JARING-JARING MAKANAN SISWA KELAS V Pandi Fajar Kurniawan; Muhammad Amin Fauzi
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.v10i4.36866

Abstract

The purpose of this study is to describe the implementation of the Modified Problem Based Learning (PBL) Learning Model with the Differentiation and TPACK approaches in the Natural and Social Sciences (IPAS) subject in Grade V of SD Negeri 2 Bandar Sakti. The implementation procedure of this model includes five PBL syntaxes applied in 3 meetings, using process and product differentiation to serve learning styles (Visual, Audio Visual, Kinesthetic) and student learning readiness. The results of the implementation show that the application of this modified PBL Model has succeeded in significantly improving students' conceptual understanding of Food Chains and Food Webs, which is seen from the average increase in summative assessment scores of 15 points from the diagnostic assessment. In addition, the use of Role Play and Gallery Walk activities has proven very effective in motivating students and encouraging creativity in presenting their work. The conclusion of this report is that the modified PBL Model, which is integrated with differentiation and TPACK, is an innovative and interactive learning design that is effective in achieving learning objectives and developing students' 21st-century skills.
IMPLEMENTASI PENGELOLAAN FILANTROPI ISLAM DI MADRASAH IBTIDAIYAH MA’ARIF NU 1 LANGGONGSARI Fina Latifatunnida
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.v10i04.36868

Abstract

Islamic philanthropy is an essential instrument in strengthening socio-religious values within educational institutions, including madrasahs at the basic level. This study aims to describe the implementation, supporting factors, and inhibiting factors of Islamic philanthropy management at MI Ma’arif NU 1 Langgongsari. Employing a qualitative descriptive method, data were collected through interviews, observations, and document analysis involving school leaders, teachers, school committee members, and program coordinators. The findings reveal that philanthropic activities are carried out through structured programs such as weekly infaq collection, zakat fitrah management, and class-based social assistance initiatives. The primary supporting factors include a strong religious culture, institutional commitment, and community involvement, whereas inhibiting factors consist of limited digital reporting systems, uneven student participation, and the absence of formal written standard operating procedures. This study demonstrates that well-managed philanthropic practices contribute significantly to students’ character development and strengthen the school's social solidarity ecosystem. The implications highlight the need for governance refinement and digitalization to enhance transparency and sustainability in school-based Islamic philanthropy
Penerapan Knowledge Management System (KMS) untuk Meningkatkan Kompetensi Guru di Era Digital: Kajian Tinjauan Pustaka Muhammad Abdul Khalim Ashshiddiq; Alda Siti Aldawiyah; Akhmad Ramli; Bahrani
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.v10i04.36878

Abstract

Dalam era digital yang serba cepat, guru dihadapkan pada tantangan besar untuk menguasai berbagai teknologi dan pendekatan baru dalam proses pembelajaran. Penelitian ini mengkaji peran dan efektivitas Knowledge Management System (KMS) dalam meningkatkan kompetensi guru pada era digital. Melalui studi pustaka, makalah ini mensintesis bukti mengenai manfaat KMS, hambatan implementasi, dan faktor pendukungnya. Temuan menunjukkan KMS dapat mendukung kompetensi pedagogik, profesional, sosial, dan kepribadian guru jika didukung oleh kepemimpinan yang kuat, infrastruktur teknologi yang memadai, dan budaya kolaboratif. Rekomendasi mencakup integrasi KMS dalam pengembangan profesional guru, dukungan kebijakan, serta mekanisme insentif.

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