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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 13,968 Documents
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THE EFFECT OF USING DIGITAL MIND MAPPING ON STUDENTS’ READING COMPREHENSION ABILITY AT SMPN 2 RAMBAH SAMO Syifa Aulia; Fadly Azhar; Mahdum
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.v11i01.43357

Abstract

This study aims to determine the effect of using digital mind mapping on students' reading comprehension ability in recount texts. This study uses a pre-experimental method with one group pre-test post-test. The research sample consisted of eighth-grade students at SMPN 2 Rambah Samo in the 2025/2026 academic year. The research instrument was a multiple-choice test consisting of 32 questions that had been tested for validity and reliability (Cronbach's Alpha = 0.974). The data were analyzed using normality tests, paired sample t-tests, and N-Gain. The results showed an increase in students' reading comprehension skills after using digital mind maps. The average pre-test score was 58.93, while the post-test score was 67.36. The Sig. value (two tails) was 0.000 < 0.05, so Ha was accepted. Thus, digital mind maps have a significant effect on students' reading comprehension ability.
ANALISIS IMPLEMENTASI MEDIA PEMBELAJARAN MATEMATIKA BERBASIS GAME EDUKASI SCRATCH DALAM MENGINTEGRASIKAN AKTIVITAS DEEP LEARNING DI SEKOLAH DASAR Michelle Miranda Elizabeth Matahelumual; Dian Anggraeni Maharbid
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.v11i01.43360

Abstract

This study aims to analyze the implementation of Scratch-based educational games in mathematics learning and how they integrate deep learning activities in elementary schools. Using a qualitative library research approach, this study reviews ten relevant national and international articles discussing Scratch media, mathematics learning, and deep learning frameworks. The findings show that Scratch effectively enhances students’ interest and engagement through interactive game-based learning. Scratch also strengthens conceptual understanding by providing visual and concrete representations that simplify abstract mathematical concepts. Furthermore, Scratch supports the development of higher-order thinking skills, including computational thinking, problem-solving, analysis, and metacognition. Collaborative learning is also encouraged as students interact, discuss, and work together in completing game challenges. Overall, the study concludes that Scratch is a highly potential digital learning medium that supports meaningful, reflective, and deep learning–oriented mathematics instruction in elementary schools.
PEMANFAATAN MEDIA KREATIF UNTUK MENINGKATKAN INOVASI GURU DALAM PEMBELAJARAN DIGITAL MELALUI PELATIHAN CANVA DI UPT SMP NEGERI 4 TAKALAR Zylfa Ummi Kalsum; Mutiara; Muhammad Nawir; Nasir
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.v11i01.43361

Abstract

The development of digital learning requires teachers to have the ability to innovate in developing creative and engaging learning media. This study aims to describe the use of creative media in improving teacher innovation in digital learning through Canva training at the UPT SMP Negeri 4 Takalar. The study used a descriptive qualitative approach with teachers who participated in the Canva training as subjects. Data collection techniques included observation, documentation of work results, and field notes during the activity. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results showed that the Canva training was able to improve creativity, digital literacy, and teacher confidence in designing visual-based learning media. Teachers were able to produce learning media in the form of posters, presentations, and digital infographics that were more engaging, interactive, and relevant to the teaching material. In addition, this training also encouraged a change in teachers' mindsets to be more adaptive to the use of technology in learning. Thus, the Canva training has proven effective in increasing teacher innovation in digital learning and needs to be implemented continuously to support the development of teacher professional competence.
PENGARUH PEMBELAJARAN PAI TERHADAP MOTIVASI BELAJAR PESERTA DIDIK Ekania Sausan Zahro; Fikri Najmuddin Abdullah; Habib Al Ridho; Alhidayah Rizki Putra; Kamarul Huda; Etnida Wahyuni Hasibuan; Raja Nurmalita; Ruth Sabrina Br Hasibuan; Sabrun Jamil
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.v11i01.43362

Abstract

A fresh look at how lessons in faith shape student drive begins with quiet reflection. Because inner spark matters more than rote effort when schoolwork feels meaningful, attention turns to classroom moments rooted in belief. One way into this idea comes from gathering insights found in published works rather than live surveys or tests. Pages from trusted authors those who write textbooks, peer-reviewed articles, government records are pieced together like fragments of a larger picture. What holds these pieces is a shared thread: education shaped by religious values may quietly feed a learner's will to keep going. Not every page says the same thing, yet patterns emerge where meaning sticks. Looking at earlier research and theory, the information was studied through careful sorting methods. Not just isolated ideas, but links emerged between how religious classes are taught and what drives students to learn. When lessons feel relevant, when they mean something real in daily life, attention grows stronger. Teachers showing consistency in values matters too it adds weight, makes things stick. Motivation rises because of inner drive, yes but also from outside encouragement shaped by respect. Something deeper forms alongside: a sense of purpose rooted in faith. Learning begins to look different not only tasks to finish, yet acts tied to growth and devotion. This shift does not happen overnight, still it shows up clearly in patterns found here. Religious education isn’t separate from overall development it quietly holds everything together. Its effect runs wide, touching willpower, mindset, even long-term direction in school life.
PENGGUNAAN KETAMIN DOSIS SUB-ANESTETIK INTRAVENA DALAM MENURUNKAN KONSUMSI OPIOID PASCA OPERASI PADA PASIEN FRAKTUR KLAVIKULA DENGAN ANESTESI UMUM Areta Feodora Effendi; M Rijal Abdillah S; Mirthanum Ruwindya; Rosmayana; Amalia Eka Putri; Betty Sunaryanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43366

Abstract

Clavicle fractures frequently require Open Reduction Internal Fixation (ORIF) under general anesthesia. Postoperative pain is commonly managed with opioids, which may cause adverse effects. Intravenous sub-anesthetic ketamine has been proposed as an opioid-sparing strategy through N-methyl-D-aspartate (NMDA) receptor blockade.  Objective to analyze the effectiveness of intravenous sub-anesthetic ketamine in reducing postoperative opioid consumption in clavicle fracture patients undergoing ORIF with general anesthesia using a Laryngeal Mask Airway (LMA). Methods this prospective descriptive observational study involved five ASA I–II patients who underwent ORIF for clavicle fracture under general anesthesia with LMA at RSUD Salatiga in 2025. All patients received 75 mg intravenous ketamine during induction as part of multimodal analgesia. Hemodynamic parameters, recovery profile, Numeric Rating Scale (NRS) pain scores, additional opioid requirements, and adverse effects were observed in the recovery room. Data were analyzed descriptively. Results all patients demonstrated stable intraoperative hemodynamics without respiratory complications. LMA insertion was successful on the first attempt in all cases. Postoperative pain scores ranged from NRS 2–4 (mild pain). None of the patients required additional opioid analgesics in the recovery room. No significant adverse effects such as hallucinations, agitation, or respiratory depression were observed. Conclusion intravenous sub-anesthetic ketamine 75 mg administered during induction effectively reduced postoperative opioid requirements and provided adequate analgesia in clavicle fracture patients undergoing ORIF with general anesthesia.
PENERAPAN PBL BERBANTUAN KARTU PERMAINAN TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA SMP Cintya, Yulyta; Nani Kurniati; Eka Kurniawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43372

Abstract

Low mathematical critical thinking skills remain a significant challenge in mathematics education. This study aims to determine the effect of the Problem Based Learning (PBL) model assisted by game card media on the mathematical critical thinking skills of eighth-grade students at SMPN 3 Mataram on the topic of the Pythagorean Theorem. This research employed a quantitative approach with a quasi-experimental design. The sample was selected using cluster random sampling, consisting of class VIII.2 as the experimental group and class VIII.3 as the control group. Data were collected through posttest instruments measuring four critical thinking indicators: interpretation, analysis, evaluation, and inference. The results showed that the experimental class achieved a higher mean score (73.96) compared to the control class (65.23). Hypothesis testing using the pooled variance t-test yielded tcount = 4.601 > ttable = 2.008, leading to the rejection of H0. Furthermore, an effect size of 1.289 was obtained, categorized as large. These findings conclude that the implementation of the PBL model assisted by game card media significantly affects and provides a strong positive impact on students' mathematical critical thinking skills.
Eksplorasi Efektivitas Siklus Perencanaan Berkelanjutan dalam Peningkatan Kemampuan Berhitung Siswa Kelas IV di SDN Tumih Muthoharoh, Tri; Irma; Suhaimi; Sulistiyana
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.v11i01.43376

Abstract

This study aims to assess the effectiveness of the PADC (Plan, Do, Check, Act) cycle, adapted from the Kemmis & McTaggart model, in improving the numeracy skills of fourth-grade students at Tumih Elementary School. The background of the problem indicates the low numeracy skills of students in the class and the urgency to find innovative learning approaches. The method used is Classroom Action Research (CAR), involving a series of interventions, observations, and interviews to identify positive shifts. The research findings significantly indicate a substantial improvement in students' numeracy skills. Concrete data shows that the average pre-test score of students was only 30, which then after repeated implementation of the PADC cycle, increased sharply to 70. This 40-point increase demonstrates the effectiveness of the PADC cycle in improving academic performance. Furthermore, the post-intervention condition also showed better material retention and increased student confidence. The conclusion of this study is that the PADC cycle has proven to be a highly effective framework for continuous learning improvement, not only significantly improving numeracy skills in fourth-grade students at Tumih Elementary School but also empowering teachers as adaptive change agents. This approach plays a crucial role in creating a more responsive and effective learning environment tailored to students' needs.
PENGEMBANGAN DESAIN PEMBELALAJARAN PECAHAN SENILAI BERBASIS THINK TALK WRITE DENGAN MEDIA LEGO S EBAGAI INOVASI PENINGKAT MOTIVASI BELAJAR Eka Wahyuni; Anna Rosyadah; Wahyudi
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.v10i04.43378

Abstract

This research aims to develop a learning design for equivalent fractions using the Think Talk Write (TTW) model integrated with animated video media and LEGO manipulatives to enhance elementary students’ learning motivation. This study employed a Research and Development (R&D) approach adapted from the 4D model, simplified into three stages: define, design, and develop. The product developed consists of an animated instructional video paired with LEGO as concrete manipulatives to support students’ conceptual understanding and active engagement in learning equivalent fractions. Data were collected through expert validation sheets, student response questionnaires, and qualitative feedback from trials. The validation results showed that the media obtained a score of 87% from media experts and 89% from material experts, with an average of 88%, categorized as highly feasible. Field testing conducted with Grade VI students at SD Negeri 1 Saban, Grobogan Regency, produced a student response percentage of 87%, also categorized as highly feasible. Students demonstrated increased motivation, enthusiasm, and active participation when learning through the combination of visual animations and hands-on LEGO activities. The findings indicate that the TTW-based learning design utilizing animated videos and LEGO is valid, practical, and effective in improving students’ motivation to learn mathematics, particularly in understanding equivalent fractions.

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