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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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SELF DISCLOSURE REMAJA AKHIR DALAM BERKOMUNIKASI TATAP MUKA DENGAN ORANG TUA Arta Sibarani, Bianca; Hutami Rahmawati, Dian
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60265

Abstract

The rapid development of artificial intelligence (AI) has created new opportunities for late adolescents to engage in self-disclosure, while communication with parents remains essential to their emotional and social development. This study examines how late adolescents engage in self-disclosure during face-to-face communication with their parents. Using a qualitative case study approach, data were collected through in-depth interviews with nine late adolescents aged 18–21 years from harmonious families and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that self-disclosure is selective, with adolescents more willing to discuss daily activities, academic matters, and friendships than personal feelings, romantic relationships, family conflicts, or future concerns. Self-disclosure was influenced by family culture, gender, personality, dyadic effects, communication media, and discussion topics. Family harmony fosters trust and psychological safety, encouraging adolescents to disclose information according to their comfort and the sensitivity of the topic.
PENGARUH KEMAMPUAN KONEKSI MATEMATIS DAN GROWTH MINDSET TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA Nabila, Tri; Hidayah, Nurina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60266

Abstract

Mathematical problem-solving ability is an important competence in mathematics learning because students are required to understand problems, plan strategies, carry out solutions, and review the results obtained. However, this ability remains a challenge because students tend to experience difficulties in solving word problems or problems that require deeper understanding. This study aims to determine the effect of mathematical connection ability and growth mindset on students’ mathematical problem-solving ability. This study used a quantitative approach with an ex post facto method. The sample consisted of 33 tenth-grade students of SMA Negeri 1 Pekalongan selected using cluster random sampling. Data were collected through tests and a questionnaire. Data analysis was conducted using prerequisite tests, simple linear regression, and multiple linear regression. The results showed that mathematical connection ability had a positive effect on mathematical problem-solving ability with a contribution of 22.2%. Growth mindset also had a positive effect with a contribution of 47.3%. Simultaneously, mathematical connection ability and growth mindset had a positive effect on mathematical problem-solving ability with a contribution of 50.1%. Thus, mathematical connection ability and growth mindset are factors that support students’ mathematical problem-solving ability.
PENGARUH PENERAPAN MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT (TGT) TERHADAP MOTIVASI BELAJAR PESERTA DIDIK PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM KELAS VIII DI SMP NEGERI 25 MAKASSAR Rina, Aspah; Mustamin; Raehana, Syarifa; Wahab, Abdul; Subaedah
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.v11i03.60268

Abstract

This study employed a quantitative approach using an ex post facto research design. The population consisted of 150 students, and a sample of 60 students was determined using the Slovin formula with a 10% margin of error. The objectives of this study were to determine: (1) the implementation of the Teams Games Tournament (TGT) learning model, (2) students' learning motivation, and (3) the effect of the implementation of the Teams Games Tournament (TGT) learning model on students' learning motivation in Islamic Religious Education among eighth-grade students at SMP Negeri 25 Makassar. Data were collected through Likert-scale questionnaires and documentation, and were analyzed using descriptive and inferential statistical methods. Inferential analysis was conducted using the partial t-test and the coefficient of determination (R²) with the assistance of SPSS version 26.The results of the study indicate that: (1) the implementation of the Teams Games Tournament (TGT) learning model is categorized as moderate, with the percentage of class presentation at 78.33%, team formation at 51.67%, games tournament at 66.67%, and rewards at 58.33%; (2) students’ learning motivation is also categorized as moderate, with a frequency distribution of 15% in the low category, 65% in the moderate category, and 20% in the high category; and (3) there is a significant effect of the Teams Games Tournament (TGT) learning model on students’ learning motivation, as evidenced by the partial test (t-test) results in which all variables obtained significance values of less than 0.05. Furthermore, the coefficient of determination test shows an R Square value of 88,3%, indicating that the TGT learning model contributes 88.3% to students’ learning motivation, while the remaining 11.7% is influenced by other factors not examined in this study.
EFEKTIVITAS LAYANAN KONSELING KELOMPOK TEKNIK COGNITIVE RESTRUCTURING TERHADAP PENINGKATAN PENERIMAAN DIRI MAHASISWA PERANTAUAN BIMBINGAN DAN KONSELING Zuria, Fahera; Kadafi, Asroful; Yula Wardani, Silvia
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.v11i03.60269

Abstract

Self-acceptance is one of the important psychological aspects that supports students in adapting to academic and social life. Students who study outside their hometown often experience difficulties in adapting to a new environment, resulting in negative thoughts, low self-confidence, and poor self-acceptance. This study aimed to determine the effectiveness of group counseling using the cognitive restructuring technique in improving the self-acceptance of out-of-town students in the Guidance and Counseling Study Program at Universitas PGRI Madiun. This research employed a quantitative approach with a pre-experimental one-group pretest-posttest design. The participants consisted of eight out-of-town students selected through purposive sampling based on low and moderate self-acceptance levels. The instrument used was a self-acceptance scale developed from Hurlock's theory. Data were analyzed using descriptive statistics and the Wilcoxon Signed Rank Test. The results revealed that the average self-acceptance score increased from 60.75 on the pretest to 81.50 on the posttest. The Wilcoxon test produced an Asymp. Sig. (2-tailed) value of 0.012 (<0.05), indicating a significant improvement after the intervention. These findings demonstrate that group counseling with the cognitive restructuring technique is effective in improving self-acceptance among out-of-town students. Therefore, this counseling approach can be used as an alternative guidance and counseling service to help students develop more positive and adaptive self-acceptance
INTEGRASI STRATEGIS PEMBELAJARAN BERDIFERENSIASI DALAM KURIKULUM OPERASIONAL SATUAN PENDIDIKAN SEBAGAI UPAYA PERSONALISASI PENDIDIKAN DI SEKOLAH DASAR Ni Kadek Depi Dumaini; Gusti Ayu Nanik Ardhiani
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.v11i03.60272

Abstract

This research analyzes the synchronization of differentiated learning strategies within the School Operational Curriculum (KOSP) at the elementary school level to support educational personalization. Although Kurikulum Merdeka offers high flexibility, its implementation often remains trapped in administrative formalities. This study employs a qualitative descriptive-analytical approach, collecting data through in-depth interviews with principals and teachers, as well as KOSP documentation analysis. The results reveal a "decoupling" phenomenon, where KOSP documents integrate differentiated strategies only at a textual-macro level without reaching technical operational aspects. Currently, the KOSP provides only passive support and fails to offer legal protection for teachers to perform adaptive instructional innovations. Low managerial coherence and one-way communication between curriculum developers and practitioners act as the primary barriers. To synchronize these policies, this study proposes activating professional learning communities to reposition teachers as curriculum co-developers based on diagnostic assessment data. Ultimately, this transformation redefines the KOSP from a mere administrative artifact into a responsive managerial instrument that addresses student heterogeneity to achieve substantive educational equityThis research analyzes the synchronization of differentiated learning strategies within the School Operational Curriculum (KOSP) at the elementary school level to support educational personalization. Although Kurikulum Merdeka offers high flexibility, its implementation often remains trapped in administrative formalities. This study employs a qualitative descriptive-analytical approach, collecting data through in-depth interviews with principals and teachers, as well as KOSP documentation analysis. The results reveal a "decoupling" phenomenon, where KOSP documents integrate differentiated strategies only at a textual-macro level without reaching technical operational aspects. Currently, the KOSP provides only passive support and fails to offer legal protection for teachers to perform adaptive instructional innovations. Low managerial coherence and one-way communication between curriculum developers and practitioners act as the primary barriers. To synchronize these policies, this study proposes activating professional learning communities to reposition teachers as curriculum co-developers based on diagnostic assessment data. Ultimately, this transformation redefines the KOSP from a mere administrative artifact into a responsive managerial instrument that addresses student heterogeneity to achieve substantive educational equity
EKSPLORASI PERAN KELEKATAN (PARENTAL ATTACHMENT) TERHADAP KEMANDIRIAN BELAJAR SISWA GENERASI ALPHA: SEBUAH STUDI LITERATUR Gusti Ayu Nanik Ardhiani; Ni Kadek Depi Dumaini
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.v11i03.60274

Abstract

This study aims to examine the role of parental attachment in fostering the learning independence of Generation Alpha students through a systematic literature review. It also identifies the factors that influence the relationship between parental attachment and learning independence and explores their implications for educational practices in the digital era. The study adopts a qualitative approach using the Systematic Literature Review (SLR) method based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The researchers collected data from reputable academic databases, including Scopus, Google Scholar, ScienceDirect, SpringerLink, ERIC, and Indonesian journals indexed in SINTA 2–4. The initial search identified 128 articles, from which the researchers selected 15 studies that met the inclusion criteria. The researchers then analyzed these studies using thematic analysis. The findings show that secure parental attachment provides a strong psychological foundation for developing students' emotional regulation, learning motivation, self-confidence, and self-regulated learning. The review also reveals that digital technology use, parenting practices, and family digital literacy influence the relationship between parental attachment and learning independence. In addition, the study introduces the concept of digital parenting attachment as an adaptive form of emotional bonding in the digital environment. Overall, the findings demonstrate that warm and responsive emotional relationships between parents and children remain the key factor in developing the learning independence of Generation Alpha students despite the rapid advancement of digital technology.
PENINGKATAN HASIL BELAJAR PESERTA DIDIK PADA PEMBELAJARAN IPAS MENGGUNAKAN MODEL KOOPERATIF TIPE COURSE REVIEW HORAY DI KELAS IV SDN 17 GUNUNG PANGILUN KOTA PADANG Muhammad Fathur Ardana; Arwin; Yesi Anita; Inggria Kharisma
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60275

Abstract

This study aims to describe the improvement of fourth-grade students’ learning outcomes in Natural and Social Sciences through the application of the Cooperative Learning model of the Course Review Horay (CRH) type at SDN 17 Gunung Pangilun, Padang City. The study was motivated by the low learning outcomes of student, where only 37% of 19 students reached the minimum mastery criteria in the first-semester daily assessment of the 2025/2026 academic year, caused by teacher-centered, monotonous, and less innovative learning practices. This research employed a Classroom Action Research design following the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection stages. The subjects were 18 fourth-grades student (9 boys and 9 girls) together with the classroom teacher as observer. Data were collected through test and non-test techniques, including teaching-module assessment sheets, teacher and student activity observation sheets, and learning-outcomes tests, then analyzed descriptively using a percentage formula. The result showed that the quality of the teaching module increased from 81.25% (good) in Cycle I to 95.81% (very good) in Cycle II; teacher activity increased from 78.40% to 95.45%; student activity increased from 82.81% to 95.45%; and student’ learning outcomes increased from an average score of 65.31 in Cycle I to 86.77 in Cycle II. These findings indicate that the application of the Course Review Horay model can effectively improve fourth-grade student’ learning outcomes, activeness, and confidence in the IPAS subject.  
PENGARUH DEEP LEARNING TERINTEGRASI THE POWER OF YET TERHADAP PEMBENTUKAN GROWTH MINDSET MURID KELAS VI SD NEGERI 4 PANCOR Riadatus Solihah; Lestarini, Yuniar; Husen, Imron; Soleha, Amalia
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.v11i03.60276

Abstract

This study aimed to determine the effect of implementing deep learning integrated with the power of yet principle on the development of the growth mindset of sixth-grade students at SD Negeri 4 Pancor. The study employed a quantitative approach using an experimental method with a one-group pretest-posttest design. The participants consisted of 29 students. Data were collected using a growth mindset questionnaire consisting of 15 items measured on a four point likert scale. The data were analyzed using the Shapiro-Wilk normality test, Levene’s homogeneity test, and hypothesis testing through a paired sample t-test. The results showed that both pretest and posttest data were normally distributed and homogeneous. The hypothesis test revealed that the calculated t-value (13.99) was higher than the t-table value (2.04) at a significance level of 0.05, indicating that H₁ was accepted and H₀ was rejected. These findings demonstrate that the implementation of deep learning integrated with the power of yet principle had a positive effect on students’ growth mindset development. Improvement was also evident from the comparison of pretest and posttest results, in which students’ growth mindset increased from the poor category to the very good category after the treatment. Therefore, deep learning integrated with the power of yet principle is effective in fostering the growth mindset of sixth-grade students at SD Negeri 4 Pancor.  
IMPLEMENTASI METODE PEMBELAJARAN NATURE LEARNING TERHADAP KEMAMPUAN MENULIS TEKS PIDATO SISWA KELAS VIII-2 SMP SWASTA RK MAKMUR (BUDI MURNI 4) MEDAN Stefani Br. Sihaloho, Sintya; Surip
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.v11i03.60278

Abstract

This study aims to describe the implementation of the Nature Learning method on the speech writing skills of grade VIII-2 students at RK Makmur Private Junior High School (Budi Murni 4) Medan, and to identify various obstacles faced by teachers in the implementation process. The approach used in this study was descriptive qualitative. The primary data sources were collected through writing tests, in-depth interviews, activity observations, and student response questionnaires. The results indicate that the implementation of the Nature Learning method was carried out systematically through three main stages: introduction, main topic, and closing. This method has been proven to significantly increase active engagement and motivation, and facilitate students' independent discovery and development of ideas based on direct observations in the school environment. However, several obstacles to its implementation were encountered, such as managing student focus outside of class, variations in individual abilities in developing ideas, and limited time allocation. Teachers addressed these obstacles by providing intensive guidance, implementing a student group system for discussion, and managing time more effectively. In conclusion, the Nature Learning method contributes positively and is highly suitable as an alternative, enjoyable, contextual learning option to improve students' speech writing skills.
PEMANFAATAN ARTIFICIAL INTELLIGENCE (AI) SEBAGAI ASISTEN GURU DALAM PERENCANAAN PEMBELAJARAN IPS DI SEKOLAH DASAR: PELUANG DAN TANTANGAN IMPLEMENTASI I Nyoman Sudirman; Dwi Yanti, Ni Kadek Mila; Ni Kadek Ela Wahyuni; Agung Ayu Diah Kesuma Dewi; Ni Kadek Hindrayani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 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.v11i03.60280

Abstract

Perkembangan Artificial Intelligence (AI) telah membawa perubahan yang signifikandalam dunia pendidikan, termasuk dalam perencanaan pembelajaran di sekolahdasar. Pemanfaatan AI sebagai asisten guru memberikan peluang untukmeningkatkan efektivitas dan efisiensi penyusunan perangkat pembelajaran,khususnya pada mata pelajaran Ilmu Pengetahuan Sosial (IPS). Artikel ini bertujuan untuk mengkaji pemanfaatan Artificial Intelligence (AI) sebagai asisten guru dalam perencanaan pembelajaran IPS di sekolah dasar serta menganalisis peluang dan tantangan implementasinya. Penelitian ini menggunakan metode studi literatur.Data diperoleh melalui pengkajian berbagai jurnal ilmiah, yang relevan mengenai penerapan AI dalam dunia pendidikan. Hasil kajian menunjukkan bahwa AI mampu membantu guru dalam menyusun tujuan pembelajaran, modul ajar, bahan ajar, media pembelajaran, Lembar Kerja Peserta Didik (LKPD), dan instrumen asesmen sesuai dengan karakteristik peserta didik. Selain itu, AI memberikan peluang berupa peningkatan efisiensi kerja guru, pengembangan media pembelajaran yang lebih inovatif dan interaktif, serta penyediaan pengalaman belajar yang lebih kontekstual. Namun, implementasi AI juga menghadapi berbagai tantangan, antara lain masih beragamnya kompetensi digital guru, potensi ketergantungan terhadap teknologi, serta persepsi bahwa AI dapat menggantikan peran guru. Oleh karena itu, pemanfaatan AI perlu dilakukan secara bijaksana dengan tetap menempatkan guru sebagai pengambil keputusan utama dalam proses pembelajaran sehingga AI berfungsi sebagai pendukung profesionalisme guru dalam meningkatkan kualitas perencanaan pembelajaran IPS di sekolah dasar.

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