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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 27,903 Documents
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Strategi Guru dalam meningkatkan literasi membaca siswa kelas 2 melalui buku cerita bergambar di MI Terpadu Al-Madani Kaliampo Indahasya Ayunushofa; Faila Sufa
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.v11i02.55233

Abstract

Penelitian ini membahas Strategi guru dalam meningkatkan literasi membaca siswa kelas 2 melalui Buku Cerita Bergambar di MI Terpadu Al-Madani Kaliampo. Penelitian ini bertujuan untuk mendeskripsikan strategi guru dalam memanfaatkan buku cerita bergambar sebagai upaya meningkatkan literasi membaca siswa kelas 2 di MI Terpadu Al-Madani Kaliampo tahun ajaran 2025/2026. Selain itu, penelitian ini juga berupaya mengungkap faktor-faktor yang mendorong serta menghambat guru dalam melaksanakan strategi tersebut, beserta solusi yang diterapkan guna meningkatkan kemampuan literasi peserta didik melalui media visual. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian lapangan (field research). Sumber data terdiri atas data primer yang diperoleh dari informan utama, yaitu kepala madrasah, wali kelas 2, serta siswa kelas 2. Sementara itu, data sekunder diperoleh dari berbagai dokumen, hasil belajar siswa (LKPD), dan sumber tertulis yang relevan dengan fokus penelitian. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan atau verifikasi. Hasil penelitian menunjukkan bahwa: strategi guru dalam meningkatkan literasi membaca melalui buku cerita bergambar dilaksanakan melalui tiga tahap utama, yaitu perencanaan, pelaksanaan, dan evaluasi. Faktor Penghambat Strategi dalam Meningkatkan Literasi Membaca siswa kelas 2 melalui Buku cerita Bergambar meliputi Siswa yang kehilangan minat belajar dan sarana dan prasarana tidak mendukung. Faktor Pendorong Strategi Guru dalam Meningkatkan Literasi membaca Siswa kelas 2 meliputi Peneliti dan Guru Kelas yang Inovatif dan Kolaboratif, Kepala Madrasah yang Konsisten Melakukan Evaluasi Literasi, dan Antusiasme Tinggi dan Respons Aktif Siswa Berprestasi.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TAKE AND GIVE TERHADAP HASIL BELAJAR IPAS SISWA KELAS V SDI SANGING-SANGING KABUPATEN GOWA Andi Eki Meilani; Widya Karmila Sari Ahmad; Hikmawati Usman
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.v11i02.55236

Abstract

This research aims to determine the effect of applying the cooperative learning model of the Take and Give type on the learning outcomes of Natural and Social Sciences (IPAS) among fifth-grade students at SDI Sanging-Sanging, Gowa Regency. The background of this study is based on the relatively low learning achievement in IPAS, a subject that requires students to think critically, actively participate, and connect classroom concepts with real-life situations. The Take and Give learning model is considered effective in creating a fun learning environment, motivating students to participate actively, and fostering communication, collaboration, and individual responsibility. This study employed an experimental method with a quantitative approach using a One Group Pretest-Posttest Design. The population consisted of all 34 fifth-grade students at SDI Sanging-Sanging, with a saturated sampling technique so that the entire population was taken as the sample. Research instruments included observation sheets and learning achievement tests administered through pretests and posttests. Data were analyzed using descriptive statistics to describe students’ performance before and after treatment, and a t-test was conducted to examine the significance of differences in learning outcomes. The results revealed that the students’ average pretest score was 69.85, with the majority failing to meet the Minimum Mastery Criteria (KKM). After the implementation of the Take and Give learning model, the average posttest score increased to 87.35, with all students achieving mastery. The t-test results showed that the t-value (8.578) was higher than the t-table value (1.692), indicating a significant difference between pretest and posttest results. Therefore, the application of the cooperative learning model of the Take and Give type has a positive and significant effect on the improvement of IPAS learning outcomes among fifth-grade students at SDI Sanging-Sanging. The study concludes that the Take and Give model is feasible and effective to be applied in IPAS learning at the elementary school level, as it enhances not only academic achievement but also students’ collaboration, communication, and sense of responsibility. The findings are expected to serve as a reference for teachers in adopting varied instructional models and contribute to the development of more innovative teaching strategies to improve the quality of primary education.
PENDIDIKAN INKLUSI SEKOLAH DASAR : MEWUJUDKAN KESETARAAN BELAJAR BAGI SEMUA ANAK Maula, Febrie; Zahirah Ainurrahmah, Zalfa; Lutfiatus Sa'adah, Laily; Rahma safitri, Setiorini
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.v11i02.55242

Abstract

This article aims to examine the role of inclusive education in elementary schools in realizing learning equality for all children, especially children with special needs (ABK). The study used a Systematic Literature Review (SLR) approach by examining various relevant articles published between 2021 and 2026 through academic databases such as Google Scholar and Publish or Perish. Articles were selected based on their thematic relevance and then analyzed thematically to identify the implementation of inclusive education, the obstacles encountered, the learning strategies used, and their impact on learning equality. The study results indicate that inclusive education has been implemented in elementary schools, but its implementation is still suboptimal due to limited teacher competency, limited facilities and infrastructure, lack of training, and the persistence of a less accepting attitude towards ABK. Nevertheless, strategies such as differentiated learning, instilling empathy and tolerance, and support from special needs teachers have been proven to help create a more equitable learning environment. Thus, inclusive education plays a crucial role in providing equal learning opportunities for all students.
ANALISIS PENGGUNAAN “KANTONG BILANGAN” SEBAGAI ALTERNATIF MEDIA PEMBELAJARAN MATEMATIKA DI SDN TAMANSARI Khosnul Khotimah; Firdaus Ainul Yaqin; Farich Purwantoro
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.v11i02.55243

Abstract

This research is motivated by the fact that mathematics learning often faces obstacles in terms of students' low conceptual understanding due to the abstract nature of the material and the minimal use of concrete and interactive learning media. This condition also occurs at Taman Sari Elementary School, where students experience difficulties in understanding number operations. This study aims to analyze the use of the "bag of numbers" media as an alternative mathematics learning tool to improve students' conceptual understanding, activeness, and learning motivation. This study uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The results show that the use of the "bag of numbers" media can improve the understanding of the concept of number operations in a more concrete and systematic manner. In addition, this media also increases student activeness in learning through direct involvement in practical activities. Student learning motivation has increased, marked by enthusiasm and active participation in learning activities. On the other hand, there are several obstacles such as time constraints and differences in student abilities, but these can be overcome through adaptive learning strategies. This research contributes to providing an alternative, simple, effective learning media and strengthening the concrete experience-based learning approach in elementary school mathematics.
MENGEMBANGKAN KREATIVITAS DAN BAHASA EKSPRESIF MENGGUNAKAN MODEL PROJECT BASED LEARNING, TALKING STICK DENGAN MEDIA BIG BOOK PADA ANAK KELOMPOK B Kamiliya, Gina; Cinantya, Celia
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 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.v11i02.55246

Abstract

This study was motivated by the low levels of learning activity, creativity, and expressive language skills among Group B children at TK Hidayah Banjarmasin Timur. The study aimed to analyze the improvement of these aspects through the implementation of Project Based Learning (PjBL), the Talking Stick model, and Big Book media. This Classroom Action Research was conducted in four meetings consisting of planning, action, observation, and reflection stages. The participants were 15 children. Data were collected through observation, interviews, and documentation and analyzed qualitatively and quantitatively. The results showed improvements in all observed aspects. By the fourth meeting, learning activity reached 100%, creativity reached 100%, and expressive language skills reached 93% in the Very Well Developed category. Therefore, the combination of PjBL, Talking Stick, and Big Book media effectively improved children's learning activity, creativity, and expressive language skills.
PENGEMBANGAN STORYBOARD APLIKASI SAKUPINTAR UNTUK MENDUKUNG PEMBELAJARAN LITERASI KEUANGAN SISWA Agnisa Widayanti; Gayatria Oktalina; Jaya, Fitra; Yati, Yati; kadarisman, kadarisman
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.v11i02.55252

Abstract

This study aimed to develop the storyboard of the Saku Pintar application as an initial design for an Artificial Intelligence (AI)-based personal financial management application to support financial literacy. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of the analysis, design, development, and validation stages. A needs analysis was conducted through interviews with teachers and students of MA Plus Al-Fattah Blora to identify user requirements for a financial management application and financial literacy learning. The developed storyboard integrates several key features, including transaction recording, savings planning (dream goals), learning cards, and AI-based personalized recommendations. The feasibility of the storyboard was evaluated by subject matter experts, media experts, and prospective users. The validation results indicated that the storyboard achieved feasibility scores of 94% from subject matter experts, 96% from media experts, and 92% from users, with an overall average score of 94%, which falls into the “highly feasible” category. The findings suggest that the Saku Pintar application storyboard is highly suitable as a foundation for developing an application that supports financial literacy and personal financial management.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERINTEGRASI PEMBELAJARAN SOSIAL EMOSIONAL UNTUK MENINGKATKAN MINAT BELAJAR DAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA Prasetya, Ahmad Dika; Sutarto; Sabrun
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.v11i02.55254

Abstract

This classroom action research aimed to improve students' learning interest and mathematical communication skills through the implementation of the Jigsaw cooperative learning model integrated with Social Emotional Learning (SEL). The study was conducted in two cycles involving Grade VIII students of SMP Negeri Satu Atap 1 Keruak in the 2025/2026 academic year. Each cycle consisted of planning, action, observation, and reflection stages. Data were collected through learning interest questionnaires, mathematical communication skills tests, observation sheets of student activities, and observation sheets of teacher activities. The results showed a significant improvement in students' learning interest and mathematical communication skills after the implementation of the Jigsaw cooperative learning model integrated with SEL. Students' learning interest increased from 28.3% in the pre-cycle stage to 69.23% in Cycle I and reached 86.8% in Cycle II. Meanwhile, students' mathematical communication skills improved from an average score of 25.8 in the pre-cycle stage to 57.4 in Cycle I and 80.6 in Cycle II, with classical mastery reaching 80.65%. These findings indicate that the implementation of the Jigsaw cooperative learning model integrated with Social Emotional Learning is effective in enhancing students' learning interest and mathematical communication skills in mathematics learning.
PENGARUH PEMBELAJARAN BERDIFERENSIASI TERHADAP HASIL BELAJAR SISWA PADA PEMBELAJARAN PANCASILA DI KELAS III B SD NEGERI 060922 MEDAN SUNGGAL Pasaribu, Sarmauli; Patri Janson Silaban; Heka Maya Sari Sembiring; Regina Sipayung; Juliana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 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.v11i02.55258

Abstract

The low learning outcomes of students in Pancasila Education indicate that the learning process has not fully accommodated students' diverse learning needs. This study aimed to determine the effect of differentiated learning on students' learning outcomes in Pancasila Education on the topic “Different is Beautiful” in Class III B of SD Negeri 060922 Medan Sunggal for the 2025/2026 academic year. The study employed a quantitative approach using a pre-experimental method with a One-Group Pretest-Posttest Design. The population and sample consisted of 21 students of Class III B. Data were collected through tests and questionnaires. The research instruments were tested for validity and reliability using SPSS version 25. Data analysis techniques included normality testing, product moment correlation, coefficient of determination, and t-test. The results showed that the average pretest score was 52.57, while the average posttest score increased to 83.52 after the implementation of differentiated learning. The correlation coefficient obtained was 0.945, indicating a very strong relationship. The coefficient of determination (R²) was 0.894, meaning that differentiated learning contributed 89.4% to students’ learning outcomes. Furthermore, the t-test results showed that tcount = 12.636 > ttable = 2.093 with a significance value of 0.000 < 0.05. Therefore, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It can be concluded that differentiated learning has a significant positive effect on students’ learning outcomes in Pancasila Education.
PENINGKATAN KEAKTIFAN BELAJAR IPS MELALUI METODE DISKUSI KELOMPOK PADA MATERI "JEJAK SANG PAHLAWAN" DI KELAS VI SEKOLAH DASAR Lina Safira; Derajati, Allia Ayu; Vita Khofifah; Aulia, Rahma Nisa’ul; Febrianto, Priyono Tri
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.v11i02.55263

Abstract

Social Studies (IPS) learning, particularly on the topic of the nation’s historical struggles, specifically “The Trace of Heroes” in sixth-grade elementary school, still faces challenges in the form of low student engagement, which is mainly caused by teacher-centered instructional approaches that emphasize memorization, resulting in passive participation and difficulties in connecting heroic values with contemporary life contexts. This study aims to evaluate the effectiveness of the group discussion method in improving student engagement across visual, verbal, mental, and emotional aspects. This research employs a Systematic Literature Review (SLR) approach based on PRISMA guidelines, using data sources from Google Scholar to analyze trends in the implementation of group discussion methods during the period 2021–2026, where an initial 300 articles were identified and subsequently screened and assessed for eligibility, resulting in 25 articles that met the criteria for further analysis. The findings indicate that the structured implementation of group discussions can create a more interactive learning environment and significantly enhance student engagement, particularly when supported by audio-visual media and problem-based questions that effectively stimulate active participation. Therefore, this study provides recommendations for educators to optimize collaborative learning strategies in order to improve students’ civic competence and deepen their understanding of historical content).
IMPLEMENTASI NILAI TRILOGI UKHUWAH KH. ACHMAD SHIDDIQ PADA MATA PELAJARAN PPKn DALAM MEMBENTUK KARAKTER PERSAUDARAAN SISWA DI SMP ISLAM MENARA AL-FATTAH Fikri Cahyono, Erik; Andrie Djatmiko, Andreas
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 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.v11i02.55264

Abstract

This study explores the implementation of KH. Achmad Shiddiq's Trilogy of Ukhuwah values in shaping the brotherhood character amidst the sociological complexity of students at SMP Islam Menara Al-Fattah. The sharp heterogeneity, encompassing residence status differences, family social stratification, and the existence of inclusive students, demands precise pedagogical intervention within the Pancasila and Civic Education (PPKn) subject. Utilizing a qualitative approach with a descriptive case study design, the researcher acted directly as the key instrument and practitioner (participant-as-observer). Data collection was conducted through active participant observation, in-depth interviews, and document review, subsequently analyzed using the interactive model of Miles, Huberman, and Saldana. The findings indicate that the integration of the Trilogy of Ukhuwah successfully constructed Thomas Lickona's three character dimensions. Ukhuwah Islamiyah fostered moral knowing through humanistic conflict resolution; Ukhuwah Wathaniyah shaped the moral feeling of equality via heterogeneous group discussions; and Ukhuwah Basyariyah triggered moral action through peer-tutoring practices for inclusive students. Primary obstacles, including early adolescent egocentrism and the permissive tradition of ghosob, were effectively mitigated through the educator's persuasive approach, affective mentoring in a micro-scale class, and the students' theological homogeneity.

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