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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 12,696 Documents
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PENDIDIKAN MODERASI BERAGAMA DI SMA NEGERI 5 DEPOK PERSPEKTIF SOSIAL-KONSTRUKTIVISME Renny Ariany; Akhmad Sodiq; Dimyati
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.v10i04.38355

Abstract

This study aims to explain the implementation of religious moderation education at SMA Negeri 5 Depok through the lens of socio-constructivism. It focuses on school policies related to religious moderation and the strategies employed by religious education teachers in transmitting these values to students. Using a qualitative descriptive approach based on Lev Vygotsky’s socio-constructivist theory, data were collected through interviews with the principal, vice principal for curriculum affairs, religious education teachers, and students, as well as documentation including questionnaires, the school’s official website, curriculum documents, textbooks, and relevant articles. The findings reveals that SMA Negeri 5 Depok integrates the principles of religious moderation into its vision, mission, and school activities within its diverse religious environment. Teachers apply constructive and reflective learning strategies that encourage critical thinking and connecting religious values with social contexts. The learning process incorporates discussions, presentations, and case studies on intolerance, radicalism, and interreligious conflict. Positive social interactions between teachers and students support the growth of tolerance and religious harmony. In conclusion, religious moderation at SMA Negeri 5 Depok is practiced not only in formal lessons but also across school culture, fostering inclusivity and respect for religious diversity.
ANALISIS HAMBATAN IMPLEMENTASI KURIKULUM MERDEKA: STUDI KASUS PEMAHAMAN DAN KETERAMPILAN DIGITAL GURU Fauziyah; Radeni Sukma Indra Dewi; Intan Sari Rufiana
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.v10i04.38378

Abstract

This study aims to analyze the barriers to the implementation of the Merdeka Curriculum and the role of elementary school teachers’ digital literacy using a Systematic Literature Review (SLR) approach. The review followed the PRISMA protocol and screened 312 articles from Scopus, Web of Science, ERIC, Google Scholar, and SINTA databases, resulting in 38 eligible articles for final analysis. The findings reveal four major themes hindering curriculum implementation: limited teachers’ curriculum literacy, low levels of digital literacy, a gap between instructional planning and classroom practice, and weak institutional and infrastructural support. The analysis also indicates that teachers’ understanding of learning outcomes, differentiation principles, and authentic assessment remains superficial, leading them to produce administrative teaching documents without internalizing the curriculum’s underlying philosophy. Low digital literacy further increases the complexity of these challenges, particularly regarding the use of pedagogical technologies, techno-anxiety, and limited access to digital devices in schools. In addition, a significant gap between lesson plan documentation and classroom implementation was identified, influenced by teachers’ pedagogical capacity and administrative workload. Limited institutional support, overly theoretical training, and unequal digital infrastructure serve as structural factors that reinforce these barriers. The synthesis of the SLR results emphasizes that successful implementation of the Merdeka Curriculum requires a systemic approach that integrates the strengthening of curriculum literacy, digital literacy, continuous professional development, as well as improvements in school facilities and evidence-based policy reforms to support instructional transformation in the Merdeka Belajar era.
PENGARUH MODEL INQUIRI BERBANTUAN ALAT MUSIK PIANIKA TERHADAP HASIL BELAJAR SISWA PADA PEMBELAJARAN SENI MUSIK KELAS IV UPT SPF SDN BAWAKARAENG 1 KOTA MAKASSAR Ulfani; Hikmawati Usman; Nurhaedah; Sultan Sahrir
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.v10i4.38386

Abstract

Music arts learning for grade IV at UPT SPF SDN Bawakaraeng 1 Makassar City still faces the challenge of low student learning outcomes due to difficulties in understanding the concept of pitch, rhythm, and pianica playing techniques, so an innovative pianica-assisted inquiry model is needed to improve psychomotor skills. This study aims to describe the application of the pianica-assisted inquiry model in music arts learning, analyze student learning outcomes, and test its effect on improving psychomotor learning outcomes for grade IV students. The research method used a quantitative approach with a quasi-experimental pretest-posttest control group design, involving 27 fourth grade students divided into experimental groups (14 students) and control groups (13 students), data were collected through observation and psychomotor tests, and analyzed with descriptive and inferential statistics (Shapiro-Wilk normality test, Levene's homogeneity, independent and paired t-test) using SPSS version 25. The results showed that the application of the pianica-assisted Inquiry model in the experimental group reached a very good category (average 86-100%) at the final meeting, while the control group remained low; the pretest learning outcomes of both groups were low (average 19.62-21.00, incapable category), but the experimental posttest increased significantly (average 41.64, 71.4% very capable) compared to the control (average 31.69, 61.5% capable). The hypothesis test confirmed a significant effect (Sig. 0.000 < 0.05; t-count -10.691) with a greater mean difference in the experiment (-20.643 vs -12.077). The conclusion states that the pianica-assisted Inquiry model is effective in improving students' musical arts learning outcomes.
TRANSFORMASI MEDIA PEMBELAJARAN DIGITAL DALAM PEMBELAJARAN BERBASIS KEARIFAN LOKAL DI SEKOLAH DASAR Mardhiyah Indah Sulistiyani, Inayatul; Hardoyono, Fajar
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.v10i04.38393

Abstract

The transformation of digital learning media has emerged as a central focus in Indonesia’s educational landscape, particularly at the elementary school level. This study aims to examine the implementation of digital learning media grounded in local wisdom as a strategic effort to enhance learning effectiveness. A qualitative research design was employed, utilizing data collection techniques such as interviews, observations, and document analysis in selected elementary schools that integrate local wisdom into their instructional practices. The findings reveal that the use of digital media incorporating elements of local wisdom not only increases students’ interest and motivation but also contributes significantly to strengthening their cultural identity. Furthermore, the data indicate that 75% of students reported higher levels of engagement when digital learning media were used effectively in the classroom. The study also highlights that teachers who have received adequate training in the use of digital technologies demonstrate greater proficiency in adapting instructional materials to reflect local cultural values. Overall, the transformation of digital learning media is expected to serve as a promising approach for improving the quality of elementary education while simultaneously preserving local wisdom in the face of rapid globalization.
IMPLEMENTASI GAYA MENGAJAR DEMOKRATIS OLEH GURU KELAS DALAM MENCIPTAKAN LINGKUNGAN BELAJAR YANG INKLUSIF Popi Suranti; Ahsin Takiyudin Haniah; Harsono; Masduki
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.v10i4.38399

Abstract

The implementation of inclusive education in elementary schools requires pedagogical practices that are able to accommodate the diversity of students’ characteristics, learning needs, and social backgrounds. In this context, a democratic teaching style is considered a relevant approach because it provides opportunities for students to actively participate, express their opinions, and take part in classroom decision-making processes. However, its implementation in Indonesian elementary schools still faces various challenges, particularly related to teachers’ awareness, school support, and understanding of the principles of inclusivity. This study was conducted to examine how classroom teachers at SD Negeri Karangsari implement a democratic teaching style and how this practice contributes to the creation of an inclusive learning environment. The objectives of this study are to describe in depth the forms of implementation of a democratic teaching style by classroom teachers, identify strategies used to support inclusivity, and analyze its impact on students’ participation and engagement in the learning process. This study also aims to reveal the supporting and inhibiting factors that affect the effectiveness of implementing a democratic approach in elementary schools. The research employed a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with teachers, the school principal, and students, as well as document analysis such as lesson plans and learning records. Informants were selected using purposive sampling, while data analysis followed the Miles, Huberman, and Saldaña model through data reduction, data display, and conclusion drawing. Data validity was ensured through technique triangulation, source triangulation, and member checking. The results indicate that teachers apply a democratic teaching style by providing opportunities for students to express opinions, implementing dialogue-based learning, making joint decisions, and using differentiated instruction to meet diverse learning needs. The findings also show that the application of a democratic teaching style contributes significantly to creating an inclusive learning environment, as indicated by increased student participation, self-confidence, harmonious interactions, and the creation of an open and mutually respectful classroom atmosphere. In addition, school support, positive emotional relationships between teachers and students, and a collaborative classroom culture were identified as key factors that strengthen this practice. Meanwhile, time constraints, large class sizes, and variations in individual needs remain challenges that require further solutions. Overall, this study confirms that a democratic teaching style is a strategic approach to strengthening the implementation of inclusive education at the elementary school level.
INTEGRASI TEKNOLOGI DALAM PEMBELAJARAN: KAJIAN PEDAGOGI UNTUK MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS Ade Syarifudin; Nurdin; Sururi; Ady Akbar
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.v10i04.38401

Abstract

The integration of technology in learning has increasingly developed as an instructional strategy that supports the mastery of 21st-century skills, particularly critical thinking skills. Although research on the use of educational technology continues to grow, there remains a need for studies that synthesize how technology is pedagogically integrated to develop learners’ critical thinking skills. This study aims to conduct a systematic review of research examining strategies for integrating technology in learning to enhance critical thinking skills. The method employed is a systematic review guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Articles were retrieved from the Scopus, Web of Science, and Google Scholar databases, covering publications from 2020 to 2025. Through a rigorous selection process, 12 articles met the inclusion criteria and were qualitatively analyzed. The findings indicate that technology integration is effective in fostering critical thinking skills when implemented through pedagogically structured learning activities, such as problem-based learning, inquiry-based learning, collaboration, and reflection. Technologies that support visualization, simulation, interaction, and discussion encourage learners to engage in higher-order cognitive processes, including analysis, evaluation, and decision-making. However, the effectiveness of technology integration is strongly influenced by instructional design, the role of educators, and the implementation context. This review emphasizes that technology does not automatically enhance critical thinking skills but requires appropriate pedagogical integration to achieve meaningful learning outcomes.
MENINGKATKAN KEMAMPUAN LITERASI DENGAN PENDEKATAN TEORI VYGOTSKY ANAK SEKOLAH DASAR Dian Aditya Suryani; Fauzi
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.v10i04.38404

Abstract

This study aims to improve the literacy skills of elementary school students through the application of Vygotsky's theory, which emphasizes the importance of social interaction, gradual assistance, and collaborative activities in the learning process. The background of this study stems from initial findings that the literacy skills of students at MI Ma'arif 02 Bajing Kulon are still low, as evidenced by their difficulty in understanding reading content, determining main ideas, and composing coherent writing. To address these issues, this study used a classroom action research method with two cycles, which included the stages of planning, implementation, observation, and reflection. In each cycle, teachers applied small group-based learning strategies, provided gradual guidance, used trigger questions, and conducted collaborative reading and writing activities so that students could receive support according to their ability levels. The results of the study indicate that Vygotsky's theory approach has a significant positive impact on improving students' literacy skills. Before the intervention, the average literacy score of students was 62.4 with a completion rate of 32%. After the intervention in cycle I, the average score increased to 71.5 with a completion rate of 60%. In cycle II, the average score increased again to 81.2 with a mastery level of 88%. In addition to the increase in scores, observations also noted more positive changes in learning behavior, such as students' courage in reading, improved discussion skills, and independence in writing summaries. These findings confirm that support provided through social interaction and gradual guidance can help students move from their actual abilities to their potential abilities. Thus, Vygotsky's theory approach has proven effective in improving literacy skills while encouraging social development and self-confidence in elementary school students.
ANALISIS KEBERLANJUTAN PROGRAM KTB (KAMPUNG TANGGUH BENCANA) DALAM MENGHADAPI BENCANA DI KEMANTREN JETIS DAN KEMANTREN UMBULHARJO KOTA YOGYAKARTA Elizabhet Ortarita Minto Ariwati; Arif Rianto Budi Nugroho; Eko Teguh Paripurno; Johan Danu Prasetya; Yohana Noradika Maharani
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.v10i04.38411

Abstract

Indonesia is a disaster-prone country that requires strengthening community capacity as a key strategy for disaster risk reduction. The Disaster Resilient Village Program (Kampung Tangguh Bencana – KTB) was developed as a community-based disaster management initiative to enhance preparedness, program sustainability, and community self-reliance. This study aimed to analyze the level of community participation, program sustainability, and community independence in the implementation of the KTB Program in Jetis and Umbulharjo Subdistricts, Yogyakarta City. A mixed-methods approach was employed, combining quantitative and qualitative methods. Quantitative data were collected through questionnaires administered to 761 respondents and analyzed using a Likert scale, while qualitative data were obtained through in-depth interviews, participatory observation, and documentation involving officials from the Regional Disaster Management Agency (BPBD), disaster management facilitators, KTB leaders and members, volunteer communities, and non-KTB residents. The results indicate that community participation in both subdistricts was high and corresponded to the partnership level of participation based on Arnstein’s ladder. The sustainability analysis revealed that all KTBs were categorized as sustainable to self-reliant, with mean scores ranging from 4.20 to 4.33, and none were classified as vulnerable. Several villages namely Badran, Penumping, Tahunan, and Tempel Wirogunan demonstrated higher levels of self-reliance, supported by routine activities, innovative local funding mechanisms, and well-developed organizational capacity. Nevertheless, challenges remain, particularly related to leadership regeneration, fluctuations in community participation during non-disaster periods, and technical dependence on BPBD for large-scale activities. This study highlights the importance of strengthening institutional capacity and providing continuous facilitation to ensure the long-term and equitable self-reliance of Disaster Resilient Villages.
Strategi Business Communication dalam Memperkuat Corporate Image PT Dahana pada Industri Tambang, Minyak dan Gas Fauriana, Tafuzi; Amiruddin Saleh, MS; Hamzah
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.v10i04.38420

Abstract

This study explores business communication strategies for sustaining public trust in strategic industries, focusing on PT Dahana in the explosives sector. It analyzes PT Dahana’s practices using Excellence Theory, emphasizing the two-way symmetrical model, and identifies supporting and inhibiting factors. A qualitative method employed observation, interviews, and documentation. Findings reveal two-way communication via cross-unit coordination, interactive digital media, and responsiveness/transparency, fostering stakeholder relationships and issue management. PT Dahana’s strategy aligns with an effective symmetrical model enhancing public engagement. Recommendations: boost digital capacity, promote open internal culture, and expand accessible educational content.
EFEKTIVITAS TEACHY APP DALAM MENINGKATKAN KETERAMPILAN ARGUMENTASI SISWA PADA PEMBELAJARAN PENDIDIKAN PANCASILA: One Group Pretest–Posttest Permana, Haikal; Camellia, Camellia
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.v10i04.38434

Abstract

Technological developments require educators to utilize digital media that can support 21st-century skills, especially critical thinking skills. This study aims to determine the effectiveness of the Teachy App in improving students' critical thinking and argumentation skills. The method used is a One Group Pretest–Posttest design with a quantitative approach. Students were given a pretest, received treatment through the use of the Teachy App, and then underwent a posttest. Data analysis used the N-Gain and Wilcoxon tests. The results showed an average N-Gain value of 0.64 (moderate category), and a Wilcoxon significance value of 0.00 <0.05, indicating a significant increase after treatment. Thus, the Teachy App is proven effective as an interactive learning medium that improves students' critical thinking and argumentation skills and is relevant to support 21st-century competencies.

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