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 27,903 Documents
 2432   2433   2434   2435   2436 
UPAYA PENINGKATAN HASIL BELAJAR IPAS MELALUI PENERAPAN MODEL GROUP INVESTIGATION PADA MATERI KERAGAMAN BUDAYA DAN KEARIFAN LOKAL DI KELAS IV SD NEGERI 01 WELAHAN TAHUN AJARAN 2025 / 2026 Brilian Bagus Pramudya; Naura Giska Syafa Ramadhani; Nur Annisa, Khofifah; Fajar Hidayatulloh; Fahmi Nur Rohman; Aris Naeni Dwiyanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58963

Abstract

Upaya Meningkatkan Hasil Pembelajaran Menggunakan Model Group Investigation Mata Pelajaran IPAS Siswa Kelas IV SD Negeri 01 Welahan Tahun Ajaran 2025/2026. Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa pada mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di kelas IV SD Negeri 01 Welahan. Hal ini disebabkan oleh dominasi metode ceramah yang membuat siswa kurang terlibat aktif dalam proses penemuan konsep. Tujuan penelitian ini adalah untuk meningkatkan hasil belajar IPAS melalui penerapan model pembelajaran Group Investigation (GI). Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, di mana setiap siklus terdiri dari tahapan perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian adalah siswa kelas IV SD Negeri 01 Welahan tahun ajaran 2025/2026 yang berjumlah 37 siswa. Instrumen pengumpulan data meliputi tes evaluasi hasil belajar, lembar observasi aktivitas siswa, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan model Group Investigation secara signifikan dapat meningkatkan hasil belajar siswa. Hal ini dibuktikan dengan Peningkatan Ketuntasan Klasikal Pada kondisi awal (Pra Siklus) hanya sebesar 80%, meningkat menjadi 90% pada Siklus I, dan mencapai 95% pada Siklus II. Peningkatan Aktivitas Siswa: Siswa menjadi lebih aktif dalam berkolaborasi, melakukan investigasi mandiri, dan berani mempresentasikan hasil diskusi kelompok. Simpulan dari penelitian ini adalah model Group Investigation efektif dalam meningkatkan hasil belajar IPAS siswa kelas IV SD Negeri 01 Welahan. Model ini disarankan bagi pendidik sebagai alternatif untuk menciptakan suasana kelas yang kooperatif dan berbasis inkuiri. Berdasarkan hasil penelitian dapat disimpulkan bahwa model pembelajaran Group Investigation efektif digunakan untuk meningkatkan hasil belajar IPAS siswa kelas IV SD Negeri 01 Welahan.
PRINSIP-PRINSIP PENGEMBANGAN LITERASI DIGITAL DALAM PEMBELAJARAN Putri Rusnadi, Riska; Izza, Nur; Yusuf, Narda; Istiqama; Nawir, Muhammad; Muhajir
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 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.v11i03.58964

Abstract

Digital transformation in education demands that students possess not only technical skills but also comprehensive digital literacy encompassing cognitive, social, and ethical aspects. This study aims to examine the principles of digital literacy development in learning to serve as a guideline for educators in designing effective and relevant instruction. The research method employed is a qualitative approach with a library research design. Data analysis techniques were carried out using content analysis through the stages of data reduction, data display, and conclusion drawing. The research results formulate five main principles for digital literacy development, namely: (1) relevance to student needs and real-world contexts; (2) integration within the curriculum; (3) sustainability as a lifelong learning process; (4) the cultivation of digital ethics; and (5) student empowerment as active and creative subjects. Research conclusions indicate that the systematic application of these principles can result in more effective and adaptive learning processes, equipping students with 21st-century skills. However, successful implementation still faces challenges regarding educator competence and technological facilities, which need to be addressed through systematic efforts from various stakeholders.
EFEKTIVITAS MODEL REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP MOTIVASI DAN HASIL BELAJAR MATEMATIKA SISWA SEKOLAH DASAR: SYSTEMATIC LITERATURE REVIEW Putratawa, Tegar; Yeni Dwi Kurino; Dede Salim Nahdi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 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.v11i03.58965

Abstract

This study aims to analyze the effectiveness of the Realistic Mathematics Education (RME) model in improving elementary school students’ motivation and mathematics learning outcomes through a Systematic Literature Review (SLR) approach. This study was conducted by adapting the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The articles analyzed were obtained from Google Scholar, Garuda, and various national and international journals that are fully accessible. Article criteria included journal articles published between 2020 and 2026, discussing the application of Realistic Mathematics Education (RME) or Indonesian Realistic Mathematics Education (PMRI) in elementary school mathematics instruction, and focusing on learning motivation, learning outcomes, conceptual understanding, critical thinking skills, or mathematical problem-solving abilities. The selection process yielded 15 articles that met the inclusion criteria. The research findings indicate that the Realistic Mathematics Education (RME) model is effective in enhancing learning motivation, learning outcomes, conceptual understanding of mathematics, critical thinking skills, and problem-solving abilities among elementary school students. These improvements occurred because Realistic Mathematics Education (RME) instruction utilizes contextual problems closely related to students’ daily lives in the learning process. Based on the research results, it can be concluded that the RME model is an effective alternative for improving the quality of mathematics education in elementary schools.
IMPLEMENTASI PEMBELAJARAN BERBASIS BUDAYA LOKAL DALAM MEMBANGUN PEMAHAMAN STRUKTUR RUANG PESERTA DIDIK SEKOLAH DASAR Muznal Hadi Jamil; Mimi Efyanti; Lestari; Nanagusnita; Sumanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58969

Abstract

This study aims to examine the implementation of local culture-based learning in building elementary school students' understanding of spatial structure concepts. Spatial structure understanding is a fundamental competency in social studies education that allows students to recognize patterns of land use, settlement arrangement, and the relationship between humans and their environment. However, conventional teaching strategies that rely on textual explanation tend to make this material abstract and difficult for fifth-grade students to internalize, particularly in rural schools surrounded by rich but underutilized cultural resources. This research employed a pre-experimental method with a One Group Pretest-Posttest Design, involving 22 fifth-grade students of SDN 197/III Kemantan Kebalai as the research subjects. The local culture-based learning model integrated local traditions, traditional settlement patterns, customary land-use practices, and indigenous spatial knowledge of the Kerinci community into the social studies learning process. Data were collected through pretest and posttest instruments measuring students' conceptual understanding of spatial structure, then analyzed using a paired sample t-test and N-Gain score to determine the magnitude of improvement. The results indicated a statistically significant increase in students' posttest scores compared to the pretest scores, with the N-Gain score falling into the moderate-to-high category. These findings suggest that contextualizing geographic and spatial concepts through familiar local cultural elements enhances students' meaningful understanding, engagement, and retention of abstract spatial concepts. The study contributes empirical evidence supporting the integration of local wisdom into elementary social studies curricula and offers practical implications for teachers seeking contextual, culturally responsive pedagogical strategies in remote and culturally rich school settings.
STRATEGI SCAFFOLDING GURU DALAM PEMBELAJARAN MENULIS TEKS PUISI PADA SISWA KELAS VIII DI SMP ISLAM AL-AZHAR 52 KOTA BENGKULU Kumala Sari, Fega; Yumarni, Asmara; Aulia Sari, Wenny
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.v11i02.58970

Abstract

This study aims to analyze and describe the application of scaffolding strategies implemented by teachers in teaching eighth-grade students at SMP Islam Al-Azhar 52 in Bengkulu City to write poetry. The background of this study is based on the finding that many students still face cognitive and psychological barriers, particularly in expressing creative ideas and selecting appropriate vocabulary when writing poetry. This study employs a descriptive qualitative approach, with data collected through in-depth classroom observations, semi-structured interviews with the Indonesian language teacher, and a review of students’ written works. The results indicate that teachers implemented a systematic scaffolding strategy through three main stages: (1) providing motivation and modeling to offer a concrete example of high-quality poetry; (2) providing verbal scaffolding through guiding questions that stimulate students’ critical thinking skills; and (3) using visual media in the form of real objects and the surrounding environment to spark students’ imagination. The findings of this study indicate that scaffolding strategies are proven effective in minimizing writing anxiety, increasing students’ confidence in self-expression, and enriching the quality of diction and metaphors in the resulting poetic verses. Theoretically, this study confirms the relevance of the Zone of Proximal Development (ZPD) concept in language learning in schools, which can also serve as a reference for education practitioners in developing more adaptive and supportive writing instruction strategies.
PENDIDIKAN PEMBEBASAN PAULO FREIRE DAN KONSEP TARBIYAH DALAM ISLAM: SEBUAH STUDI KOMPARATIF Fera Ayu Lestariningtyas; Paradita Purnama; Siti Hotija; Siti Mahmudah Noorhayati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (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.v11i2.58971

Abstract

This study discusses Paulo Freire’s liberating education and the concept of tarbiyah in Islam through a literature review approach. The main focus of this paper is to compare the philosophical foundations, objectives, methods, role of educators, and orientation toward social transformation of the two concepts. The findings indicate that Freire’s liberating education emphasizes dialogue, critical consciousness, and social praxis to resist dehumanization, while tarbiyah emphasizes the holistic development of human potential based on tawhid, morality, and the goal of forming the insan kamil. Although they differ in their ontological foundations and ultimate goals, both share common ground in their efforts to humanize human beings, reject oppressive education, and promote dignified social change. The integration of both concepts is relevant to contemporary Islamic education, as it can present an educational model that is critical, dialogical, spiritual, and transformative.
PENGARUH MODEL SQ3R TERHADAP KEMAMPUAN MEMBACA KRITIS TEKS FABEL SISWA KELAS V SD Rohmaniatul Hidayah, Syifa; Suhandi Saputra, Dudu; Mahpudin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58972

Abstract

Critical reading ability is an essential skill that should be developed in elementary school, particularly in understanding fable texts that are rich in conflict, cause-and-effect relationships, and moral messages. Reading instruction, however, has generally remained focused on literal comprehension, so students' ability to interpret, analyze, and evaluate texts has not developed optimally. This study aims to determine the effect of the SQ3R model (Survey, Question, Read, Recite, Review) on the critical reading ability of fifth-grade students on fable texts. The study used a quasi-experimental method with a non-equivalent control group design, involving 44 fifth-grade students of SDN Cigasong 1 divided into an experimental class (SQ3R model) and a control class (Direct Instruction model), each consisting of 22 students. Data were collected through multiple-choice and essay tests and analyzed using the Paired Sample t-Test and Independent Sample t-Test with IBM SPSS Statistics version 30. The results show that the experimental class's pretest mean score of 54.27 increased to 86.86 on the posttest, while the control class only increased from 48.68 to 51.59. The Paired Sample t-Test produced a significance value of 0.000 (< 0.05), indicating a significant effect of the SQ3R model on critical reading ability. The Independent Sample t-Test also showed a significance value of 0.000 (< 0.05), confirming a significant difference between the experimental and control classes. Thus, the SQ3R model proved more effective than the Direct Instruction model in improving fifth-grade students' critical reading ability on fable texts.
ANALISIS INTEGRASI BUDAYA LOKAL DALAM PEMBELAJARAN IPS UNTUK MENGEMBANGKAN PEMAHAMAN KERUANGAN PESERTA DIDIK SEKOLAH DASAR Lindradika; Emidayati; Despira Erlita; Desi Surya Yeni; Sumanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 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.v11i03.58977

Abstract

This study examines how the integration of local culture into Social Studies (IPS) learning can develop the spatial understanding of fourth-grade elementary school students. Spatial understanding, an essential component of geographic and social literacy, is often taught abstractly and disconnected from students' lived environment, resulting in low engagement and superficial mastery of spatial concepts. Using a mixed methods sequential explanatory design, this research was conducted at SDN 122/III Mukai Tengah, involving 32 fourth-grade students as participants. Quantitative data were collected through pretest and posttest instruments measuring spatial-thinking indicators (location, distance and scale, direction, and spatial relationships), while qualitative data were gathered through classroom observation, semi-structured interviews with the teacher and students, and document analysis of lesson plans and student worksheets. Local cultural elements, such as traditional settlement patterns, customary land boundaries, oral history, and regional folklore, were embedded into IPS instructional activities, including community mapping and traditional-village model projects. The findings indicate a meaningful increase in students' spatial-thinking scores after the intervention, accompanied by qualitative evidence of stronger contextual engagement, more concrete mental mapping of the local environment, and growing appreciation of local cultural identity. The discussion highlights how culturally contextualized, place-based instruction bridges abstract spatial concepts with students' everyday spatial experience, consistent with constructivist and place-based education theory. The study concludes that integrating local culture into IPS learning is an effective pedagogical strategy for strengthening elementary students' spatial understanding while simultaneously reinforcing cultural identity, and recommends its wider adoption supported by adequate teacher training and contextual teaching materials.
PENGARUH PENGGUNAAN MEDIA INFOGRAFIS TERHADAP PEMAHAMAN KERJA SAMA EKONOMI INTERNASIONAL PESERTA DIDIK SEKOLAH DASAR Lindradika; Emidayati; Despira Erlita; Desi Surya Yeni; sumanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58981

Abstract

This study aims to examine the effect of using infographic media on elementary school students' understanding of international economic cooperation. The material on international economic cooperation is conceptually abstract for fourth-grade students because it involves unfamiliar terms such as bilateral, multilateral, and regional cooperation, as well as international economic institutions, which are difficult for children at the concrete-operational stage to visualize without adequate visual support. This research employed a quantitative approach with a quasi-experimental, one-group pretest-posttest design. The study was conducted at SDN 122/III Mukai Tengah, involving all 32 fourth-grade students selected through total sampling. Data were collected using a validated and reliable achievement test administered before and after the implementation of infographic-based learning. Data were analyzed using normality testing followed by a paired sample t-test and N-Gain score calculation to determine the magnitude of the intervention's effect. The results showed a significant increase in the mean score from 58.75 in the pretest to 82.34 in the posttest, with a paired sample t-test result of t = 15.672 and Sig. (2-tailed) = 0.000 (p < 0.05), indicating that the difference is statistically significant. The average N-Gain score of 0.58 falls into the moderate-effectiveness category. These findings indicate that infographic media, which combines visual and verbal elements in line with dual coding theory, effectively reduces cognitive load and enhances elementary students' comprehension of abstract social studies concepts. This study contributes empirical evidence supporting the integration of infographic media as an alternative instructional tool in elementary-level social studies education.
HUBUNGAN BUDAYA ORGANISASI DAN EFIKASI DIRI DENGAN KINERJA GURU DI KECAMATAN SUKAMAKMUR KABUPATEN BOGOR Marantika, Mira; Tita Rosita; Yuyun Elisabeth Patras
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58982

Abstract

This study aims to examine the relationship between organizational culture and self-efficacy with teacher performance. The background of this research is based on the essential role of teachers in improving the quality of education, which is influenced by various internal and external factors. A positive organizational culture can create a conducive work environment, while high self-efficacy encourages teachers to be more confident in carrying out their professional duties. This research employed a quantitative approach using a survey method. The sample consisted of elementary school teachers in the Sukamakmur District, Bogor Regency, selected through random sampling. The instruments used included questionnaires on organizational culture and self-efficacy, as well as a teacher performance assessment sheet. The collected data were analyzed using multiple regression analysis. The results showed that there was a significant relationship between organizational culture and teacher performance, but significant relationship between self-efficacy and teacher performance. However, organizational culture and self-efficacy together contributed significantly to improving teacher performance. These findings indicate that strengthening organizational culture and enhancing teachers’ self-efficacy are important factors in efforts to improve the professionalism and performance of educators. Keywords: organizational culture, self-efficacy, teacher performance

Page 2434 of 2791 | Total Record : 27903

 2432   2433   2434   2435   2436 

Filter by Year

2016 2026


Reset
Filter By Issues
All Issue Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Public Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Released Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release Vol. 11 No. 03 (2026): Volume 11 No. 03 September 2026 Research Edition Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release 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 Produce Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Press Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026. Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish Vol. 11 No. 3 (2026): Volume 11 No.3 September, 2026. Vol. 11 No. 3 (2026): Volume 11 No. 3, September 2026 Vol. 11 No. 1 (2026): Volume 11 No.1, Maret 2026. Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Press Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Process Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Order Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 In Process Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Terbit Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Published Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 In Press Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Build 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 In Press Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 t Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Progres Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Build 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. 01 (2025): Volume 10 No. 01 Maret 2025 In Process Vol. 10 No. 01 (2025): Volume 10 No. 01 Maret 2025 In Press. Vol. 10 No. 01 (2025): Volume 10, Nomor 01, Maret 2025 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): Volume 10 No. 2 Juni 2025 Vol. 10 No. 2 (2025): Volume10 Nomor 2, Juni 2025 Vol. 10 No. 2 (2025): Volume 10 Nomor2, Juni 2025 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. 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. 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 Desember 2023 Vol. 8 No. 03 (2023): Volume 08 No. 3 September 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