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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 15,076 Documents
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STRATEGI PBL-GREEN UNTUK MENINGKATKAN LITERASI SAINS, KETERAMPILAN METAKOGNITIF, DAN SIKAP PEDULI LINGKUNGAN PESERTA DIDIK DALAM PEMBELAJARAN BIOLOGI Kadir, St. Fatima; Muarifah, Muarifah; Muhiddin Palennari
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.v10i4.36610

Abstract

Biology learning in the 21st century faces challenges in enhancing students’ scientific literacy, metacognitive skills, and environmental awareness. Problem-Based Learning (PBL) and the Reading-Questioning-Answering (RQA) strategy have proven effective in empowering cognitive and metacognitive abilities; however, they have not explicitly integrated environmental education and ecolo-gical character formation. This article aims to synthesize relevant literature and introduce an innovative strategy called PBL-GREEN as an extension of PBL-RQA. The method employed is a literature study analyzing national and international journals and books related to PBL, RQA, scientific literacy, metacognition, and environmental education. PBL-GREEN integrates five key stages: Guided Rea-ding, Raising Questions-Answering, Exploring Problems, Environmental Action, and Nurturing Attitudes. This strategy has the potential to enhance scientific literacy through guided scientific reading, foster metacognitive skills through ques-tioning and reflection, and cultivate environmental care through real actions and ecological character development. Therefore, PBL-GREEN offers an integrative approach that connects knowledge, skills, and environment-based learning.
Model Pembelajaran SENTRIS (Student Engagment, Exploration, Nurturing Thinking, Transformation, Reflection Innovation, Synergy) Untuk Meningkatkan Partisipasi Peserta Didik Pada Pembelajaran Sains Taufiq, A. Muhammad Haerul; Kadir, St. Fatima; Palennari, Muhiddin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 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.v10i04.36623

Abstract

Science education plays a crucial role in developing students' scientific thinkingskills and critical, creative, and innovative character. However, science learning inschools is still dominated by conventional, teacher-centered approaches, resultingin low student participation and engagement. Several learning models, such asInquiry Learning, Problem-Based Learning, and Discovery Learning, have beenimplemented, but they have not been able to comprehensively integrate emotionalengagement, reflection, and social collaboration. To address this, the CENTRIS(Student Engagement, Exploration, Nurturing Thinking, Transformation, Reflection,Innovation, Synergy) Learning Model was developed, emphasizing seven stages ofcontinuous learning. This model is oriented towards student-centered learning,facilitating active student involvement, exploration, reflection, innovation, and socialsynergy in science learning. This article was written using a literature study methodthrough analysis of various journals, books, and related articles. The results of thestudy indicate that the CENTRIS model can increase students' active participation,creativity, and scientific understanding, making science learning more meaningful,reflective, and collaborative.
SINERGI PROFESIONALISME GURU DALAM MEMAJUKAN MUTU PENDIDIKAN DI ERA KEPEMIMPINAN KEPALA SEKOLAH DAN MERDEKA BELAJAR : STUDI KASUS SD MUHAMMADIYAH PATI Ana Nur Aini; Anam Sutopo; Sofyan Anif
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36625

Abstract

This study aims to explore the collaboration between principal leadership and teacher professionalism in improving the quality of education in the Merdeka Belajar era at the elementary school level. The basis of this research is the persistent gap between the expectations of national education policy and actual implementation in the field, particularly regarding the role of the principal and teacher professional skills. This research used a qualitative approach with a descriptive case study method at Muhammadiyah Elementary School in Pati, which has successfully implemented the collaborative principle. Data collection methods included participant observation, semi-structured interviews, and documentation analysis. The research findings indicate that transformational, collaborative, and visionary principal leadership can foster teacher professionalism through strengthening learning communities, ongoing training, and reflective communication. Effective collaboration contributes significantly to improving the quality of education, as evidenced by teacher enthusiasm, innovation in teaching, and improved student learning outcomes. This study emphasizes the importance of integrating innovative leadership styles and teacher professional development as a foundation for achieving the Merdeka Belajar goals. Practical and policy recommendations are proposed to strengthen the development of learning communities and the principal's role as a learning leader.
AN ANALYSIS OF MATHEMATICAL LEARNING DIFFICULTIES BASED ON THE THEORY OF WANDINI AND ODA IN SOLVING FRACTION OPERATION PROBLEMS AMONG FIFTH-GRADE STUDENTS AT SD NEGERI MORKEPEK: AN ANALYSIS OF MATHEMATICAL LEARNING DIFFICULTIES BASED ON THE THEORY OF WANDINI AND ODA IN SOLVING FRACTION OPERATION PROBLEMS AMONG FIFTH-GRADE STUDENTS AT SD NEGERI MORKEPEK Hendry, Dedy; Susanto, Dimas Kurniawan Budi Susanto; Ma’sum, Chandra Ali Ma’sum; Apriyanto, Indra Apriyanto; Rozi, Fahrur Rozi; Ellianawati, Ellianawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 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.v10i04.36644

Abstract

The purpose of this study was to determine the difficulties in learning mathematics and the factors that cause difficulties in learning mathematics based on Wandini and Oda's theory in solving problems on fraction arithmetic operations in grade V students of Morkepek Elementary School. This study used a descriptive qualitative approach. This study used data collection techniques with interview and documentation studies. The results of this study are 1). Difficulties in learning mathematics in using facts, namely students have difficulty in translating fraction story problems into solutions according to symbols or fraction numbers correctly. 2). Difficulties in learning mathematics in using concepts, namely students are unable to master the prerequisite concepts of fraction arithmetic operations regarding determining the LCM. 3). Difficulties in using principles, namely students have difficulty in connecting fraction concepts into appropriate calculation relations. 4). Difficulties in using skills, namely students are unable to solve problems according to fraction calculation procedures.
PENGEMBANGAN MEDIA PEMBELAJARAN STEP BOX “TAMAM” UNTUK KEMAMPUAN MEMBACA PERMULAAN SISWA KELAS I SDN BERENG MALAKA Dehen Kampili; Nurul Hikmsh Kartini; Esti Aryani Safithry
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.v10i4.36689

Abstract

This study aims to develop, assess the feasibility, and test the effectiveness of the Step Box “TAMAM” (Tau Mambasa) learning media in improving the early reading skills of first-grade elementary school students. The media was developed using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The results of the needs analysis indicate that students experience difficulties in early reading due to the limited availability of engaging, interactive media that aligns with the stages of early literacy development. The Step Box “TAMAM” media was designed in four levels—letters, syllables, words, and sentences—to facilitate structured, multisensory learning. Validation by language experts and media experts showed that the media is highly feasible, with high ratings in material quality, language use, visual appearance, and ease of use. Effectiveness testing using a pretest–posttest design demonstrated a significant improvement in students’ reading abilities, with an average N-Gain of 0.739 (high category). All students showed improvement, with 35.7% falling into the high category and 64.3% into the medium category. Thus, the Step Box “TAMAM” media is effective, engaging, and can serve as an innovative alternative for early reading instruction in elementary schools
PERAN MEDIA DIGITAL DALAM MENINGKATKAN EFEKTIVITAS KOMUNIKASI LINTAS BUDAYA PADA KOMUNITAS MULTINASIONAL DI INDONESIA Ayu Souterya Alkatiri; Nadia Naema Sisilia Yuniati Lodo; Kristiana Lipat Samon; Mali, Maria Muliani; Mas’ud, Fadil; Benu, Alfret
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.v10i04.36695

Abstract

This article explores the role of digital media in enhancing the efficiency of intercultural communication within multinational communities in Indonesia. Drawing on a literature review of various journals, academic books, and research reports, the study highlights that platforms such as Zoom, WhatsApp, Google Workspace, and social media significantly improve communication speed, expand access to information, and foster intercultural collaboration. Despite these advantages, several challenges persist, including cultural misunderstandings, limited digital literacy, and difficulties in interpreting nonverbal cues. The effectiveness of intercultural communication through digital media largely depends on users’ communication competence, cultural sensitivity, and their ability to utilize technology effectively. Therefore, strengthening education and training in digital communication is essential to promote harmonious interactions within multinational communities.
PERAN GURU SEBAGAI AGEN PERUBAHAN DALAM MEMBANGUN KESADARAN SOSIAL DAN LINGKUNGAN PESERTA DIDIK DI SEKOLAH DASAR Erna; Nadia Mustopa; M.Taufik Hidayat; Syakira Eka Windari; Riesti Yulvianti; Monalisa; Dine Trio Ratnasari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 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.v10i04.36697

Abstract

This research aims to describe the role of the teacher as an agent of change in building social and environmental awareness among students in elementary schools. The study uses a descriptive qualitative approach. The research location is SDN 3 Guradog, Lebak Regency, Banten. The research was conducted for approximately two months, including one month for data collection and one month for data processing. The population and sample of this study are the class teacher and fourth-grade students of SDN 3 Guradog. Data collection techniques included observation, which was conducted to directly observe the teacher's role as an agent of change in building social and environmental awareness among students , and interviews, which were conducted to determine the teacher's role in applying and building social awareness through the implementation of Social Studies (IPS) learning. The discussion results indicate that teachers have a very important role as agents of social change in society. The teacher is a central figure in the world of education, having a significant influence in transferring knowledge, values, and relevant skills. School is a place to build students' social awareness of the surrounding environment , and social awareness is the ability to read and understand the social circumstances around them. The conclusion of this observation is to find out the changes that exist within the scope of the teacher in conducting IPS learning, with the teacher acting as an agent of change. Keyword: Teacher; Agent of Change; Social Awareness; Environment; Elementary School. (;))
ANALISIS INTEGRATIF PRINSIP DAN PENDEKATAN PENGEMBANGAN KURIKULUM DALAM REFORMASI PENDIDIKAN NASIONAL Ziyanah Walidah; Amelia Veviani; Sri Rahmawati; Muhammad Zid; Wini Mustikarani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36718

Abstract

The Merdeka Curriculum represents a major educational reform in Indonesia designed to enhance learning quality through curriculum flexibility, authentic assessment, and the strengthening of the Pancasila Student Profile. This study aims to analyze the underlying principles and approaches in the development of the Merdeka Curriculum as well as the key challenges encountered during its implementation in schools. Employing a literature review method, this research synthesizes policy documents, scholarly articles, and relevant theoretical sources through thematic analysis. The findings indicate that the Merdeka Curriculum offers a more adaptive and learner-oriented framework that aligns with the demands of the 21st century and contemporary global developments. The curriculum provides greater autonomy for teachers and schools, encourages project-based learning, and places a strong emphasis on character development. However, the results also reveal several persistent obstacles, including limited teacher readiness to act as curriculum designers, disparities in technological and digital infrastructure across regions, and inconsistent application of authentic assessment practices. These challenges hinder the full realization of learning transformation as intended by the curriculum. Therefore, future educational reform efforts must prioritize continuous teacher professional development, equitable distribution of educational resources, and the cultivation of an innovative school culture. Strengthening these aspects is essential to ensure that the Merdeka Curriculum can be implemented effectively and that the Pancasila Student Profile can be achieved consistently across diverse educational settings in Indonesia.
MODEL KEPEMIMPINAN ADAPTIF DAN PARTISIPATIS KEPALA SEKOLAH DALAM LEMBAGA SEKOLAH Fauzan, Moch.FikriF; Abdul Malik Romadhon; Machdum Bachtiar; Eneng Muslihah
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.v10i4.36725

Abstract

This study explores the roles of adaptive and participative leadership of school principals and their correlation in improving educational quality Adaptive leadership plays a central role in addressing policy dynamics, societal changes, and the increasingly complex needs of students by emphasizing vision, collaboration, and a culture of continuous learning Meanwhile, participative leadership focuses on involving teachers, staff, students, and parents in decision-making, planning, and school program implementation, thereby fostering a democratic, inclusive, and collaborative environment The findings indicate that adaptive leadership functions as a macro strategy for managing change, while participative leadership serves as a micro strategy to ensure the active participation of all stakeholders Both leadership models are integrative and complementary, creating innovative, democratic, and competitive schools capable of responding to the challenges of the disruption era
IMPLEMENTASI PEMBELAJARAN BERBASIS CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MENUMBUHKAN KEAKTIFAN PESERTA DIDIK KELAS V DI MADRASAH IBTIDAIYAH Khoiru Mutiya; Murtono
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10, Nomor 01 Maret 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.v10i01.36727

Abstract

Active learning is an important aspect of learning. However, IPAS learning at Madrasah Ibtidaiyah still shows low student involvement, especially when the material is not associated with real experiences. The research aims to describe the application of the Contextual Teaching and Learning (CTL) approach to foster the activeness of class V students. The results of the study showed that the application of CTL through environmental observation, group discussions, and simple investigations was able to increase the courage to ask questions, involvement in discussions, and students' ability to relate the material to real situations. Learning is also in line with the seven components of CTL including constructivism, questioning, discovery, learning community, modeling, reflection, and authentic assessment so that the learning process becomes more meaningful. Strengthening teacher competence and adjusting the implementation of CTL to the characteristics of students at Madrasah Ibtidaiyah is recommended for optimizing its implementation.

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