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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 17,078 Documents
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PERAN GURU IPS DALAM MENUMBUHKAN SIKAP TOLERANSI SISWA DI SMPN 4 TAROGONG KIDUL
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 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.v11i02.45008

Abstract

This study aims to describe and analyze the role of Social Studies (IPS) teachers in fostering students’ tolerance attitudes at SMPN 4 Tarogong Kidul. The background of this study is based on the observation that some students still show low levels of tolerance, such as forming groups based on similar backgrounds, lack of respect for differences, and the presence of stereotypes in social interactions at school. This research employs a qualitative method with a literature study approach. Data were collected from various sources, including books, scientific journals, and previous studies relevant to the research topic. Data collection was conducted through content analysis, while data analysis involved reviewing, categorizing, and interpreting information based on the research themes. The findings indicate that Social Studies teachers play a strategic role in fostering students’ tolerance through various learning strategies, such as group discussions, problem-based learning, and contextual approaches. In addition, inclusive and democratic pedagogical interactions contribute to the development of mutual respect among students. Supporting factors include a conducive school environment, a curriculum that promotes character education, and teachers’ competence in managing the learning process. Meanwhile, inhibiting factors include external environmental influences, limited teaching methods, and students’ low awareness of the importance of tolerance. In conclusion, Social Studies teachers have a crucial role in shaping students’ character, particularly in fostering tolerance through integrated and meaningful learning processes.
PENGEMBANGAN MEDIA INTERAKTIF BERBASIS POWERPOINT UNTUK MENINGKATKAN HASIL BELAJAR SISWA MATERI IPAS KELAS III DI SD
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 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.v11i02.45012

Abstract

This study aims to develop an interactive PowerPoint-based learning media for Natural and Social Sciences (IPAS)  at  third-grade elementary school and to examine its validity and effectiveness in improving students’ learning outcomes. This research employed a Research and Development (R&D) method using a simplified Borg and Gall model. The subjects of this study were 29 third-grade students of SDN Merjosari 1 Malang. Data were collected through expert validation questionnaires, teacher and student response questionnaires, and learning outcome tests in the form of pretest and posttest. The results showed that the developed media achieved a high level of validity, with material expert validation at 93%, media expert at 96%, and language expert at 80%, categorized as valid to highly valid. The trial results indicated that the teacher response reached 94% (very good category), while student responses reached 80% (good category). Furthermore, the implementation of the interactive PowerPoint-based media effectively improved students’ learning outcomes, as indicated by the increase in posttest scores compared to pretest scores. In addition, the media enhanced students’ motivation, engagement, and participation in the learning process. In conclusion, the developed interactive PowerPoint-based learning media is valid, effective, and feasible for use in IPAS learning at the elementary school level.
KEEFEKTIFAN MODEL PROBLEM BASED LEARNING BERBANTU MEDIA BIG BOOK TERHADAP HASIL BELAJAR PESERTA DIDIK PADA MATERI IPAS BAGIAN TUBUH TUMBUHAN KELAS IV SD NEGERI 04 JATINGARANG PEMALANG
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 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.v11i02.45015

Abstract

This study investigated the effectiveness of Problem Based Learning (PBL) supported by Big Book media to improve fourth-grade students’ IPAS learning outcomes on plant body parts at SD Negeri 04 Jatingarang, Pemalang. Using a one-group pretest–posttest design with 18 students, data were collected through cognitive tests and observations of affective and psychomotor domains across three meetings. Results showed the mean score increased from 54.17 to 87.66 with an N-gain of 67.60% (moderately effective), while mastery learning rose from 25% to 62.5%. Affective and psychomotor scores also improved (76.67 → 90.00 → 96.67). Overall, PBL with Big Book media effectively enhanced learning outcomes and supported students’ attitudes and skills.
ENHANCING CIVIC COMPETENCE IN PRIMARY EDUCATION THROUGH AN INNOVATIVE CIVIC LEARNING MODEL
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 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.v11i02.45016

Abstract

This study investigates the effectiveness of an innovative civic learning model in enhancing civic competence among primary school students. Civic competence, encompassing knowledge, skills, and dispositions, is essential for preparing students to become active and responsible citizens in the 21st century. A quasi-experimental design with a non-equivalent control group was employed, involving 40 students divided into an experimental group (n = 20) and a control group (n = 20). Data were collected through pre-test and post-test instruments measuring civic knowledge, civic skills, and civic dispositions. The results revealed a significant improvement in students’ civic competence in the experimental group compared to the control group (p < 0.05), with a large effect size. The findings indicate that the innovative civic learning model, which emphasizes student-centered, collaborative, and contextual learning, is more effective than conventional teaching methods. The model successfully facilitated active engagement, critical thinking, and the internalization of civic values among students. This study contributes to the literature by providing empirical evidence on the role of instructional innovation in civic education at the primary level. It also offers practical implications for educators and policymakers to design more effective and relevant civic learning practices.
PERSEPSI GURU TENTANG KURIKULUM DEEP LEARNING PADA MATA PELAJARAN ILMU PENGETAHUAN ALAM DI MI HIDAYATUL ISLAM
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 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.v11i02.45018

Abstract

Science learning at MI Hidayatul Islam Gembong is still largely teacher-centered and reflects differences in teachers’ understanding of deep learning concepts. This condition affects student engagement, which has not yet been optimal in developing a deeper understanding of the material. This study aims to explore teachers’ perceptions of the implementation of the Deep Learning Curriculum in science learning. A descriptive qualitative approach with a field research design was employed. The participants consisted of principal , science teachers from grades IV, V, and VI. Data were collected through observation, interviews, and documentation, and then analyzed through data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the Deep Learning Curriculum has brought changes to classroom practices. Students became more active in discussions, questioning, and problem-solving activities. In addition, they showed a better understanding of scientific concepts and were able to relate them to everyday life. The learning process also became more meaningful and contributed to the improvement of students’ critical thinking skills and learning motivation. However, several challenges were still encountered, including differences in teachers’ understanding, limited instructional time, inadequate facilities, and diverse student characteristics. Therefore, efforts to improve teacher competence and provide adequate learning support are needed to ensure that the implementation of the Deep Learning Curriculum can run more effectively and in line with the intended learning objectives.
PENGARUH GAMIFIKASI TERHADAP SELF-REGULATED LEARNING PADA PEMBELAJARAN MATEMATIKA KELAS V SD
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 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.v11i02.45019

Abstract

This study focuses on students' lack of self-regulated learning (SRL) abilities in mathematics learning, particularly in the topic of whole numbers up to 1,000,000. Teacher-centered learning reduces student engagement and hinders proper participation in the learning process. Students must be able to manage their learning progress independently. Therefore, the implementation of gamification is crucial to encourage student engagement and independence in the learning process. This study aims to examine the effect of gamification implementation on self-regulated learning (SRL) of fifth-grade elementary school students. The method used in this study is a quantitative approach with a pre-experimental design, namely a one-group pretest-posttest design. The study was conducted on fifth-grade students of SDN Nagasari II. Data collection techniques were carried out through pretests and posttests using SRL questionnaires. The results of the study showed a substantial effect of gamification on students' self-regulated learning (SRL), with a significance value (Sig.) of 0.000 <0.05. This indicates the acceptance of the alternative hypothesis (H1). Thus, the implementation of gamification in mathematics learning has shown effectiveness in improving students' self-regulated learning.
PENINGKATAN HASIL BELAJAR PESERTA DIDIK MENGGUNAKAN MODEL TEAM GAMES TOURNAMENT BERBANTUAN BAAMBOOZLE PADA MATERI KELILING BANGUN DATAR DI KELAS VA SDN 18 KAMPUNG BARU KOTA PADANG
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 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.v11i02.45020

Abstract

This study is motivated by the low learning outcomes of fifth-grade students (class VA) at SD Negeri 18 Kampung Baru, Padang City, which are caused by the suboptimal implementation of innovative learning models by teachers, learning that is not yet game-based and less challenging, the absence of group-based learning, and teacher-centered instruction that makes the learning process less enjoyable for students. This study aims to describe the improvement of students’ learning outcomes in the topic of Plane Figure Perimeter through the implementation of the Team Games Tournament model assisted by Baamboozle. The method used in this study is Classroom Action Research (CAR) with qualitative and quantitative approaches conducted in two cycles, consisting of planning, implementation, observation, and reflection stages. The results show an improvement in mathematics learning outcomes from cycle I to cycle II, where the average score of lesson module assessment in cycle I was 93.74 (Very Good) and increased to 98.43 (Very Good) in cycle II, the teacher’s implementation aspect score in cycle I was 83.92 (Good) and increased to 96.42 (Very Good) in cycle II, and students’ learning outcomes in cycle I with average scores of attitude 75.61 (Fair), skills 77.62 (Fair), and knowledge 75.60 (Fair) improved in cycle II to average scores of attitude 85.17 (Good), skills 86.10 (Good), and knowledge 86.29 (Good). Thus, it can be concluded that the implementation of the Team Games Tournament model assisted by Baamboozle is effective in improving students’ learning outcomes on the topic of Plane Figure Perimeter in class VA at SD Negeri 18 Kampung Baru, Padang City
ERROR ANALYSIS OF COUNTABLE AND UNCOUNTABLE NOUNS ON PROCEDURE TEXT WRITING AT THE TENTH GRADE STUDENTS OF SMAS HKBP SIDORAME MEDAN
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 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.v11i02.45022

Abstract

In this study, the problem encountered was the incorrect use of countable and uncountable nouns in procedural texts written by 10th-grade students at SMAS HKBP Sidorame Medan. Students often had difficulty distinguishing between these two types of nouns, especially in using quantifiers and forming plurals. The purpose of this study was to identify the types of errors made by students and determine which errors occurred most frequently. This study referred to the Error Analysis theory proposed by (Dulay, H., Burt, M. and Krashen, 2013). The errors were classified into four categories: omission, addition, misformation, and misordering. The research used a qualitative descriptive approach. Data were collected from students’ procedural texts and analyzed based on the error classification. The results showed that out of 100 identified errors, misformation was the most frequent error, accounting for 37%. This was followed by addition errors (29%), omission (21%), and misordering (13%). In addition, errors in using uncountable nouns were higher (70%) than countable nouns (30%). These findings indicate that students still face difficulties in understanding and applying the rules of countable and uncountable nouns. The dominance of misformation errors shows that students do not fully understand noun forms in English grammar. Therefore, teaching countable and uncountable nouns needs more attention and a structured approach to improve students’ grammatical accuracy in writing.
EFEKTIVITAS MODEL TPS (THINK PAIR SHARE) UNTUK MENINGKATKAN HASIL BELAJAR DAN KEMAMPUAN KOMUNIKASI SISWA PADA MATERI KLASIFIKASI MAKHLUK HIDUP Ivana; Andri Wahyu Wijayadi; Asriana Kibtiyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 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.v11i02.45023

Abstract

This study aims to assess the effectiveness of implementing the Think Pair Share (TPS) cooperative learning model and analyze improvements in student learning outcomes and communication skills on the subject of classification of living things. The study employed a quantitative approach with a quasi-experimental method using a one-group pretest-posttest design. Subjects were all seventh-grade students of SMPN III Wonosalam in the 2025/2026 academic year. Learning outcome data were collected through pretests and posttests, while student communication skills were measured through pretests and posttests using questionnaires. Data analysis used a paired sample t-test. The results showed a significant improvement in student learning outcomes and communication skills after implementing the TPS model. The average posttest learning outcome score was 74.96, higher than the pretest score of 45.01. Students' communication skills also improved, with a posttest score of 88.59 compared to the pretest score of 30.93. The significance value (Sig. > 0.05) indicates that the implementation of the TPS model significantly impacted learning outcomes and communication skills. These findings demonstrate that the TPS learning model can improve students' understanding of the material and their communication skills. This model can be an alternative learning strategy that is innovative, interactive, and supports students' activeness and social skills in the learning process.
PENGARUH MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR IPAS SISWA KELAS III SE-GUGUS II KASIHAN BANTUL YOGYAKARTA TAHUN PELAJARAN 2025-2026
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 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.v11i02.45024

Abstract

This study aims to determine: (1) students’ learning motivation, (2) learning achievement, and (3) the significant effect of learning motivation on IPAS learning achievement among third-grade students of elementary schools in Cluster II Kasihan, Bantul, in the 2025/2026 academic year. This research employed a quantitative survey method. The population consisted of 141 students, with a sample of 103 students selected using proportional random sampling. Data were collected through questionnaires, tests, documentation, and interviews. Data analysis used simple regression after prerequisite tests, including normality and linearity tests. The results showed that: (1) the mean score of learning motivation was 103.39, categorized as high (44.7%), (2) the mean score of learning achievement was 72.70, categorized as moderate, and (3) there was a positive and significant effect of learning motivation on learning achievement (t = 8.297; p < 0.05). The R² value of 0.405 indicates that learning motivation contributed 40.5% to learning achievement, while the remaining 59.5% was influenced by other factors. Keywords: Learning Motivation, Learning Achievement, IPAS

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