cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Acep Roni Hamdani
Contact Email
acepronihamdani@unpas.ac.id
Phone
+6287726846888
Journal Mail Official
jurnalilmiahpendas@unpas.ac.id
Editorial Address
Jl. Taman Sari No. 6-8 Bandung
Location
Kota bandung,
Jawa barat
INDONESIA
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 14,725 Documents
 1237   1238   1239   1240   1241 
IMPLEMENTASI METODE TEAM ASSISTED INDIVIDUALIZATION (TAI) DALAM PEMBELAJARAN MENULIS TEKS EKSPLANASI DI SEKOLAH DASAR Kristina Rita Ade Sarvita; Siti Halidjah; Rio Pranata
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40733

Abstract

The low level of students' explanatory text writing skills is reflected in the dominance of scores below 78 in student learning outcomes. This study aims to describe the implementation of the Team Assisted Individualization (TAI) method in teaching explanatory text writing at SDN 31 Pontianak Tenggara. This study uses a descriptive method with a qualitative approach. Data collection techniques consist of interviews and observations. The results of the survey indicate that implementing the TAI method in teaching explanatory text writing at SDN 31 Pontianak Tenggara can increase student involvement in explanatory text writing activities. Additionally, the TAI method can foster individual responsibility and encourage effective teamwork. This is proven by the fact that students are better able to analyze texts, utilize causal and chronological conjunctions appropriately, and produce more coherent writing. Therefore, the use of the TAI method in teaching explanatory texts has been proven to have a positive impact on improving students' writing skills at SDN 31 Pontianak Tenggara.
Pendidikan karakter Qur’ani: Analisis Kisah Nabi Ibrahim dalam QS. Al-Baqarah: 124-141 Perspektif Tafsir Al-Misbah Abdul Ghani; Zulhamdi; Muhammad Syahrial Razali Ibrahim
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 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.v11i01.40736

Abstract

Character education in contemporary Islamic education faces a persistent challenge of fragmentation between cognitive achievement, moral formation, and spiritual orientation. This article aims to examine QS. Al-Baqarah: 124–141 as a Qur’anic framework for character education pedagogy through the perspective of Tafsir Al-Misbah by M. Quraish Shihab, and to analyze its relevance for strengthening Islamic character education in modern contexts. This study employs a qualitative library research approach using thematic analysis grounded in the tafsir tarbawi framework. Primary data consist of the Qur’an and Tafsir Al-Misbah, while secondary data are drawn from reputable academic journals and scholarly works on character education and Islamic pedagogy. The analysis demonstrates that QS. Al-Baqarah: 124–141 does not merely present a collection of normative moral values, but articulates a coherent system of character education pedagogy operating through a staged and sustained process. The concept of imāmah functions as a pedagogical mechanism for character formation through moral testing; imāmah is positioned as moral leadership legitimized by proven integrity; prayer serves as an instrument of spiritual education that integrates reflective awareness and transcendental dependence within the educational process; and the emphasis on transgenerational continuity highlights the long-term orientation of Qur’anic character education. These findings indicate that the narrative of Prophet Ibrahim constitutes an integrative and process-oriented model of Qur’anic character pedagogy rather than a static moral exemplar. The novelty of this study lies in conceptualizing QS. Al-Baqarah: 124–141 as a Qur’anic character pedagogy framework grounded in prophetic leadership and transgenerational moral responsibility, moving beyond the conventional approach of moral value classification. This study contributes theoretically to Islamic character education by emphasizing pedagogical processes, moral leadership, and the sustainability of values in response to contemporary educational challenges.
OPTIMALISASI SUPERVISI AKADEMIK MELALUI PEMANFAATAN PLATFORM DIGITAL OBSERVASI PEMBELAJARAN Hasmitawati; Rasyani, Desinta; Elfisa, Yesi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 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.v11i01.40742

Abstract

This study aims to analyze concepts and implementation strategies for optimizing academic supervision through the use of a digital learning observation platform. The study employs a qualitative library research method by reviewing relevant scholarly sources, including journal articles, books, conference proceedings, and education policy documents. Data were analyzed using content analysis to identify major themes, recurring patterns, and to formulate an implementation framework for digital-based academic supervision. The findings indicate that digital platforms have the potential to improve the efficiency of supervision processes, strengthen the standardization of observation instruments, enhance the traceability of documentation, and support more evidence-based supervision practices. However, the literature also emphasizes that the effectiveness of digitalizing supervision is not determined solely by technology; it depends on the quality of feedback, consistency of follow-up actions, users’ digital literacy readiness, infrastructure support, a coaching-oriented organizational culture, and data governance. Based on the synthesis, this study proposes an implementation framework consisting of pre-implementation readiness, instrument design, observation execution, reflective feedback, and follow-up monitoring. The study recommends strengthening human resource capacity, simplifying procedures, ensuring technical support, and establishing clear data privacy SOPs so that digital platforms can genuinely optimize academic supervision and contribute to improving learning quality.
STRATEGI KEPALA SEKOLAH DALAM MENGATASI RESISTENSI GURU TERHADAP INOVASI PEMBELAJARAN DIGITAL Rasyani, Desinta; Hasmitawati; Eriyani, Elfa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 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.v11i01.40743

Abstract

This study aims to synthesize findings from the literature on principals’ strategies for addressing teachers’ resistance to digital learning innovations. Using a library research method with a narrative literature review approach, the study extracted evidence from 20 articles comprising qualitative case studies, multiple case studies, literature reviews, and systematic literature reviews. The data were analyzed through thematic coding to map key resistance factors and the leadership strategies most frequently recommended. The synthesis indicates that teachers’ resistance to digital innovation is an ecosystem-level phenomenon closely related to schools’ limited capacity. Dominant barriers include limited budgets and technological infrastructure, gaps in teachers’ and stakeholders’ digital literacy, organizational cultural resistance and conventional mindsets, uneven readiness for implementation accompanied by weak digital mentoring/supervision, and psychological factors such as fear, lack of understanding, and change fatigue. Effective principal strategies are multi-component, encompassing continuous professional development (e.g., training, coaching, mentoring, and learning communities), provision of infrastructure and technical support, visionary or transformational leadership with participatory and empathetic change communication, strengthened stakeholder collaboration, and data-driven monitoring and evaluation (e.g., using LMS data) to support continuous improvement. These findings underscore the need for adaptive, collaborative, and support-oriented digital change leadership to reduce teachers’ resistance and sustain digital learning innovation.
PENINGKATAN HASIL BELAJARSISWA DENGAN MENERAPKAN MODEL PEMBELAJARAN INKUIRI PADA SISWA KELAS IV SD KRISTEN NYAMA Lellolsair, Elsi; Septory, Jekriel
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40746

Abstract

The low learning outcomes of elementary school students remain a common problem in the learning process. This condition is generally caused by the use of instructional models that do not actively engage students, resulting in passive learning and limited conceptual understanding. One instructional model that has the potential to enhance students’ activeness and critical thinking skills is the inquiry-based learning model. This study aimed to improve the learning outcomes of fourth-grade elementary school students through the implementation of an inquiry-based learning model. This study employed Classroom Action Research conducted in two cycles. Each cycle consisted of planning, action implementation, observation, and reflection stages. The research participants were fourth-grade elementary school students. Data were collected through learning outcome tests to measure students’ cognitive achievement and observation sheets to assess student activity during the learning process. The results indicated that the implementation of the inquiry-based learning model improved students’ learning outcomes in each cycle, both in terms of learning mastery and student engagement. Therefore, the inquiry-based learning model is effective in improving the learning outcomes of fourth-grade elementary school students.
STUDI SYSTEMATIC LITERATURE REVIEW TENTANG KOMPETENSI GURU SD DALAM PENGAJARAN LITERASI KEUANGAN UNTUK WILAYAH 3T Mohamad Muklisin; Panca Dewi Purwati; Ilfa, Farah Nur Anina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40752

Abstract

Literasi finansial adalah pondasi penting untuk kesejahteraan individu dan masyarakat, namun implementasinya di Sekolah Dasar, khususnya di daerah tertinggal seperti kepulauan, terkendala oleh rendahnya kesiapan guru. Berdasarkan metode Systematic Literature Review (SLR) terhadap 20 artikel terpilih, penelitian ini mengkonfirmasi bahwa kesiapan guru merupakan tantangan utama yang ditandai oleh lemahnya penguasaan konten materi keuangan dan keyakinan diri (self-efficacy) dalam mengajar. Hasil kajian menyimpulkan bahwa solusi efektif terletak pada Teacher Professional Development (TPD) yang terstruktur, berkelanjutan, dan berfokus pada pendalaman konten serta pendekatan pedagogis integratif-kontekstual, yang didukung oleh kebijakan sistemik untuk memperkuat kapasitas guru sebagai agen utama literasi finansial.
Pengaruh Pendekatan Realistic Mathematics Education (RME) Terhadap Kemampuan Pemecahan Masalah Matematis Peserta Didik Kelas IV Sekolah Dasar Novianti, Vita; Alif Luthvi Azizah; Miranda Abung; Frida Destini
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40757

Abstract

The low level of students’ mathematical problem-solving ability at SD Negeri 6 Metro Timur constituted the main issue in this study. This research aimed to determine the effect of the Realistic Mathematics Education (RME) approach on students’ mathematical problem-solving abilities, and to examine the differences in mathematical problem-solving abilities between students who received learning through the Realistic Mathematics Education (RME) approach and those who received learning through the scientific approach. This study employed a quasi-experimental method with a non-equivalent control group design. The research sample consisted of students from classes IVA and IVB, which were assigned as the control and experimental groups and selected using a purposive sampling technique. Data were collected using test and non-test techniques. The data obtained were analyzed using simple linear regression and an Independent Sample t-test. The results of the simple linear regression test showed that the Realistic Mathematics Education (RME) approach and the scientific approach influenced students’ mathematical problem-solving abilities by 66% and 61%. This finding is further supported by the results of the Independent Sample T-test indicated a significant difference in mathematical problem-solving abilities between students who received learning through the Realistic Mathematics Education (RME) approach and those who received learning through the scientific approach. Keywords: Mathematics, Problem-Solving, Realistic Mathematics Education
EFEKTIVITAS MEDIA POWER POINT INTERAKTIF DALAM MENINGKATKAN PRESTASI BELAJAR IPAS SISWA KELAS III SEKOLAH DASAR Widyorini, Septy; Hermawan Wahyu Setiadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40758

Abstract

This study aims to: 1) determine the differences in students’ learning achievement in IPAS between the use of interactive PowerPoint media and picture media among third-grade students at SD Muhammadiyah Ambarbinangun, and 2) examine the effectiveness of interactive PowerPoint–based learning media on the IPAS learning achievement of third-grade students at SD Muhammadiyah Ambarbinangun. This study employed a quantitative approach with a quasi-experimental design of the nonequivalent control group type. The research was conducted at SD Muhammadiyah Ambarbinangun by involving two classes, namely class III A as the control group using picture media and class III B as the experimental group using interactive PowerPoint media. Data were collected through pretest and posttest using test instruments developed based on IPAS learning indicators. The data were analyzed using descriptive statistics to identify students’ initial and final learning achievement, followed by prerequisite analysis and a t-test to determine differences in learning achievement between the two groups. The results of the study indicate that: 1) there is a difference in IPAS learning achievement between students who used interactive PowerPoint media and those who used picture media. The mean posttest score of the experimental group was higher (80.00) than that of the control group (67.89), with a significance value of 0.014 < 0.05; and 2) interactive PowerPoint media are proven to be effective in improving IPAS learning achievement, as indicated by an N-Gain score of 0.68 in the moderate category. Therefore, the use of interactive PowerPoint media effectively improves the IPAS learning achievement of third-grade students.
PENGEMBANGAN PERMAINAN ROBOT PINTAR UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KOMPUTASIONAL PADA PEMBELAJARAN KODING DAN KECERDASAN ARTIFISIAL Popon Siti Fauziah; Ririn Widiyasari; Muhamad Sofian Hadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40763

Abstract

Computational thinking is an essential competency as it supports the development of problem-solving skills and fosters critical thinking required in the digital era. Furthermore, the government has integrated Coding and Artificial Intelligence learning into the educational curriculum, which includes learning outcomes related to computational thinking. However, the urgency of developing computational thinking is not aligned with students’ current abilities, which remain at a low level. This study aims to: (1) describe the product development process, (2) assess the feasibility of the product, and (3) examine the product’s effectiveness in improving computational thinking skills. The research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The analysis phase involved identifying needs, the design phase utilized Canva, the development phase included product creation and validation by material and media experts, the implementation phase conducted product trials, and the evaluation phase determined the feasibility of the Smart Robot game. The results indicated that the Smart Robot game is feasible (valid, practical, and effective) with a validity percentage of 83.61% (very valid), practicality of 86% (very practical), and an N-gain of 0.47 (medium category). The use of the Smart Robot in Coding and Artificial Intelligence learning effectively enhances students’ computational thinking skills.
PENGEMBANGAN e-LKPD BERBASIS PROJECT BASED LEARNING (PjBL) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI ASAM BASA Shinta Nissa Mutia; M. Naswir; Isra Miharti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 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.v11i01.40767

Abstract

This research aims to determine the process of developing e-LKPD based on Project Based Learning (PjBL) to improve students' critical thinking skills on acid-base materials, as well as to determine the feasibility and student response to the developed e-LKPD. This research uses the Lee & Owens development model. The research instruments used were interview guidelines and questionnaires. The developed product was validated by media experts and content experts, evaluated by chemistry teachers, and subsequently tested on a small group. The data analysis techniques used are qualitative data analysis and quantitative data analysis. Based on the results of media expert validation, the average score obtained was 4.53 with a "Very Feasible" category. The results of material expert validation yielded an average score of 4.26 with a "Very Feasible" category. Based on teacher assessment, the average score was 4.73 with a "Very Feasible" category. And student responses in the small group test yielded a percentage of 90.26% with a "Very Good" category. Based on the development and research results, it can be concluded that the e-LKPD teaching material based on Project Based Learning (PjBL) to improve students' critical thinking skills on acid-base material is considered highly suitable for use in chemistry learning.

Page 1239 of 1473 | Total Record : 14725

 1237   1238   1239   1240   1241 

Filter by Year

2016 2026


Reset
Filter By Issues
All Issue Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Press Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Produce Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release Vol. 11 No. 1 (2026): Volume 11 No.1, Maret 2026. Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Order Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Press Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Process Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Terbit Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 In Press Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Published Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 In Process Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Build Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Build Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Progres Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Press Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 t Vol. 10 No. 01 (2025): Volume 10 No. 01 Maret 2025 In Press. Vol. 10 No. 01 (2025): Volume 10 No. 01 Maret 2025 In Process Vol. 10 No. 01 (2025): Volume 10, Nomor 01 Maret 2025 Vol. 10 No. 01 (2025): Volume 10, Nomor 01, Maret 2025 Vol. 10 No. 01 (2025): Volume 10, Nomor 01 Maret 2025 in progress Vol. 10 No. 03 (2025): Volume 10 No. 3 September 2025 In Order Vol. 10 No. 02` (2025): Volume 10 No. 2 Juni 2024 In Built Vol. 10 No. 01 (2025): Volume 10 Nomor 1, Maret 2025 Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025. Vol. 10 No. 3 (2025): Volume 10 No3 September, 2025 Vol. 10 No. 2 (2025): Volume10 Nomor 2, Juni 2025 Vol. 10 No. 2 (2025): Volume 10 Nomor2, Juni 2025 Vol. 10 No. 2 (2025): Volume 10 No. 2 Juni 2025 Vol. 9 No. 04 (2024): Volume 09, No. 04 Desember 2024 Vol. 9 No. 04 (2024): Volume 09 No. 04 Desember 2024 Press Vol. 9 No. 04 (2024): Volume 09 No. 04 Desember 2024 Vol. 9 No. 04 (2024): Volume 09, Nomor 04, Desember 2024 Vol. 9 No. 04 (2024): Volume 09 No. 04, Desember 2024. Vol. 9 No. 04 (2024): Volume 09 No. 04 December 2024 In Press. Vol. 9 No. 03 (2024): Volume 09, Nomor 03, September 2024 In Progres Vol. 9 No. 03 (2024): Volume 09 No. 03 September 2024 Vol. 9 No. 01 (2024): Volume 09 No. 01 Maret 2024 Vol. 9 No. 4 (2024): Volume 09 No. 04 Desember 2024 In Press Vol. 9 No. 3 (2024): Volume 09 No. 03 September 2024. Vol. 9 No. 3 (2024): Volume 09, No. 03, September 2024 Vol. 9 No. 3 (2024): Volume 09 No. 03 September 2024 Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024 Vol. 8 No. 02 (2023): Volume 08 No 02, September 2023 Vol. 8 No. 01 (2023): Volume 08 No. 01 Juni 2023 Vol. 8 No. 01 (2023): Volume 08 No. 01 Maret 2023 Vol. 8 No. 1 (2023): Volume 08, Nomor 01, Juni 2023 Vol. 8 No. 03 (2023): Volume 08 No. 3 September 2023 Vol. 8 No. 03 (2023): Volume 08 No. 3 Desember 2023 Vol. 7 No. 2 (2022): Volume 07, Nomor 02, Desember 2022 Vol. 7 No. 1 (2022): Volume 7 Nomor 1 Juni 2022 Vol. 6 No. 2 (2021): Volume 6 Nomor 2 Desember 2021 Vol. 6 No. 1 (2021): Volume 6 Nomor 1 Juni 2021 Vol. 5 No. 2 (2020): Volume 5 Nomor 2 Desember 2020 Vol. 5 No. 1 (2020): Volume 5 Nomor 1 Juni 2020 Vol. 4 No. 2 (2019): Volume 4 Nomor 2 Desember 2019 Vol. 4 No. 1 (2019): Volume 4 Nomor 1 Juni 2019 Vol. 3 No. 2 (2018): Volume 3 Nomor 2 Desember 2018 Vol. 3 No. 1 (2018): Volume 3 Nomor 1 Juni 2018 Vol. 2 No. 2 (2017): Volume 2 Nomor 2 Desember 2017 Vol. 2 No. 1 (2017): Volume 2 Nomor 1 Juni 2017 Vol. 1 No. 1 (2016): Volume 1 Nomor 1 Desember 2016 More Issue