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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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IMPLEMENTASI MEDIA CERITA BERGAMBAR INTERAKTIF DALAM MENINGKATKAN KECERDASAN EMOSIONAL BAGI ANAK USIA DINI USIA 5 - 6 TAHUN Eka Wulandari; Mastikawati; Fitriah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 3 (2026): Volume 11 No. 3, September 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.v11i3.62198

Abstract

The rapid development of digital technology has significantly influenced the social and emotional development of early childhood, particularly due to increased exposure to digital devices that reduces direct social interaction. This condition requires teachers to employ engaging learning media capable of stimulating children's emotional intelligence. This study aimed to describe the implementation of interactive illustrated story media in improving the emotional intelligence of children aged 5–6 years at TK Negeri Pembina Muaro Jambi. The study employed a descriptive qualitative approach involving 15 children in Group B and one classroom teacher as research participants. Data were collected through observation, interviews, and documentation and analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that the implementation of interactive illustrated story media enhanced children's ability to recognize, understand, and regulate emotions, foster empathy, and improve social skills through storytelling activities involving active interaction between teachers and children. Observation results indicated that 9 children (80%) achieved the Developing as Expected category, 3 children (30%) reached the Very Well Developed category, 2 children (20%) were Beginning to Develop, and 1 child (10%) remained Not Yet Developed. Therefore, interactive illustrated story media can be considered an effective learning strategy for enhancing early childhood emotional intelligence through enjoyable, meaningful, and contextual learning experiences.
EPISTEMOLOGICAL FOUNDATIONS OF MOBILE-SENSOR-INTEGRATED PROJECT-BASED LEARNING IN SCIENCE EDUCATION: A SYSTEMATIC LITERATURE REVIEW FROM THE PHILOSOPHY OF SCIENCE AND EDUCATIONAL TECHNOLOGY Jaja Jamaludin
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.v11i03.62199

Abstract

The proliferation of smartphone-embedded sensors—accelerometers, gyroscopes, magnetometers, barometers, and GPS receivers—has catalyzed a fundamental reconfiguration of epistemic practices in science education. This Systematic Literature Review (SLR) examines the philosophical underpinnings of mobile-sensor-integrated Project-Based Learning (PjBL), interrogating how this pedagogical–technological convergence reconstitutes the epistemological architecture of knowledge production, validation, and dissemination in secondary and tertiary science classrooms. Following PRISMA 2020 guidelines (Page et al., 2021), 42 peer-reviewed studies published strictly between 2020 and 2026 were identified from Scopus, Web of Science, ERIC, and Google Scholar databases and subjected to critical thematic synthesis. Analysis reveals that sensor-integrated PjBL is epistemologically grounded in neo-constructivism, inquiry-based epistemology, experiential and embodied cognition theories, and connectivism—each reconstituted within the context of digital measurement technologies. Philosophically, mobile sensors function as theory-laden epistemic instruments that mediate between phenomenal reality and propositional knowledge, effectuating a paradigm shift from didactic transmission to empirical co-construction. From the philosophy of educational technology perspective, sensor-enabled PjBL reconfigures the human–tool–knowledge triad by positioning digital artifacts as active epistemic agents. Critical analysis identifies persistent research lacunae: the absence of validated epistemological belief instruments for sensor-based contexts, inadequate integration of philosophy of measurement with constructivist pedagogy, and limited cross-cultural replication in developing-country contexts. A novel integrative framework—the Empirical-Constructivist Epistemic Mediation (ECEM) model—is proposed, with direct implications for curriculum design under Outcome-Based Education frameworks.
PENINGKATAN KEAKTIFAN BELAJAR SISWA MELALUI PENERAPAN MODEL DISCOVERY LEARNING BERBANTUAN MEDIA INTERAKTIF KAHOOT! DALAM PEMBELAJARAN PPKn KELAS VII SMPN 12 MALANG Tauhid, Ahyan; Yulianti
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.v11i03.62200

Abstract

Penelitian ini bertujuan untuk meningkatkan keaktifan belajar siswa melalui penerapan model Discovery Learning berbantuan media interaktif Kahoot! dalam pembelajaran PPKn kelas VII SMP Negeri 12 Malang. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, dimana setiap siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 32 siswa kelas VII H SMP Negeri 12 Malang. Teknik pengumpulan data dilakukan melalui observasi, angket, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan model Discovery Learning berbantuan Kahoot mampu meningkatkan keaktifan belajar siswa. Persentase keaktifan belajar siswa pada pra tindakan sebesar 48% dengan kategori cukup aktif, meningkat menjadi 72% pada siklus I dengan kategori aktif, dan kembali meningkat menjadi 86% pada siklus II dengan kategori sangat aktif. Selain itu, hasil angket respons siswa menunjukkan persentase sebesar 88% dengan kategori sangat positif. Peningkatan keaktifan belajar terlihat dari meningkatnya perhatian siswa, keberanian menjawab pertanyaan, antusiasme mengikuti pembelajaran, dan keterlibatan aktif selama proses pembelajaran berlangsung. Dengan demikian, penerapan model Discovery Learning berbantuan Kahoot efektif dalam meningkatkan keaktifan belajar siswa pada pembelajaran PPKn.
UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA MURID KELAS 5 MELALUI PENDEKATAN TARL ( TEACHING AT THE RIGHT LEVEL) BERBASIS GAMES Nila Nurlita, Nia; Rahayu Sesanti, Nyamik; Ali Yasin, Mochammad
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.v11i03.62201

Abstract

This Classroom Action Research (CAR) was initiated by the low mathematics learning outcomes and the passive learning attitudes of fifth-grade students at SD Negeri Tanjungrejo 01. Ideally, mathematics instruction should be active, meaningful, and student-centered. This study aimed to improve students' active engagement and mathematics learning outcomes through the implementation of a game-based Teaching at the Right Level (TaRL) approach. The research method followed the CAR design proposed by Kemmis and McTaggart, conducted over two cycles. Each cycle comprised planning, action, observation, and reflection phases, with an allocation of 3 lesson periods (JP) per meeting. The subjects of this study were 25 fifth-grade students at SD Negeri Tanjungrejo 01. Data collection techniques included learning outcome tests, student activity observation sheets, and documentation. The initial diagnostic assessment (pre-cycle) revealed that 11 students scored below the Learning Objectives Fulfillment Criteria (KKTP). Following the implementation of the actions up to cycle II by integrating the game-based TaRL approach, the learning atmosphere became considerably more conducive, students participated more actively, and their mathematics learning outcomes improved significantly at the end of the cycle, leaving only 2 students scoring below the KKTP. Based on these findings, it can be concluded that the implementation of the game-based TaRL approach is proven effective in enhancing the active engagement and mathematics learning outcomes of fifth-grade students. Keywords: Mathematics Learning Outcomes, TaRL Approach, Games, Student Engagement.
PENGARUH PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN LITERASI SAINS SISWA SEKOLAH DASAR Wulandari, Ika; Anggoro, Subuh; Dyah Purwandari, Ristiana; Gunawan
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.v11i03.62202

Abstract

Indonesia's education still faces serious challenges in developing 21st-century skills, as reflected in the 2022 PISA results, where Indonesia ranked 69th out of 80 countries with reading, mathematics, and science scores below the OECD average. At SD Negeri 2 Darmayasa, Pejawaran, Banjarnegara, 60% of fifth-grade students struggled to understand the water cycle due to its abstract nature and the limited use of contextual, visualized learning media. This study aimed to examine the effect of the Science, Technology, Engineering, and Mathematics (STEM) approach on elementary students' critical thinking and science literacy. A quantitative approach with a Quasi-Experimental Nonequivalent Control Group Design was employed, involving 31 fifth-grade students from two schools in Gugus Sudirman selected through cluster random sampling: 19 students as the experimental group, taught using STEM through Project-Based Learning on the water cycle, and 12 students as the control group, taught conventionally. Data were collected through essay tests and analyzed using independent sample t-tests and Pearson correlation with SPSS 25. Results showed that the STEM approach had a significant effect on both critical thinking (p = 0.000, mean difference = 14.82) and science literacy (p = 0.000, mean difference = 20.67). However, the correlation between critical thinking and science literacy in the experimental group was positive but weak and not statistically significant (r = 0.413, p = 0.079). These findings suggest that STEM effectively enhances critical thinking and science literacy separately, although their development does not necessarily occur in parallel within individual students.
ANALISIS PRAKTIK KEPEMIMPINAN KEPALA SEKOLAH DALAM MENJAGA KEBERLANJUTAN MUTU PENDIDIKAN DI TENGAH KETERBATASAN SUMBER DAYA Angga Yuniarto; Enung Hasanah
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.v11i03.62203

Abstract

This study aims to examine school leadership in maintaining the sustainability of educational quality in schools with limited resources and low carrying capacity. Sustainable educational quality is a significant challenge for schools facing limited resources, both in terms of funding, student numbers, and work environment conditions. In this context, the principal's leadership plays a strategic role in directing school management, building a work culture, and ensuring the sustainability of educational quality improvement programs. This study used a qualitative approach with a case study design. Data were collected through in-depth interviews with the principal, senior teachers, and junior teachers, as well as group discussions with the PCM Elementary and Secondary Education Council (Majelis Dikdasmen PCM) to explore the dynamics of the work environment and perceptions of school leadership practices. Data analysis was conducted using the Miles and Huberman interactive analysis model, which includes data reduction, data presentation, and continuous drawing and verification of conclusions to obtain valid and credible findings. The results indicate that the principal's leadership does not fully reflect the characteristics of transformational leadership. The principal still focuses more on administrative and operational tasks, while the visionary, inspirational, and empowering roles of teachers have not been optimally implemented. This situation has resulted in the failure to create a positive and collaborative work environment and hinders the sustainability of educational quality amidst limited resources. This study confirms that strengthening the transformational leadership of principals is a key factor in maintaining the sustainability of educational quality in schools with limited resources and low support capacity. It can also serve as a basis for formulating more adaptive and sustainable principal development policies and school management strategies.
PENERAPAN MODEL PROBLEM BASED LEARNING BERBASIS LITERASI SAINS UNTUK MENINGKATKAN PEMAHAMAN KONDISI GEOGRAFIS INDONESIA KELAS 5 SD Yulianti Farida; Lilik Sri Hariani; Dwi Ma`rifatika
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.v11i03.62204

Abstract

Science learning on the topic of Indonesia's geographical conditions in elementary schools still faces problems, including teacher-centered learning, low student engagement, limited conceptual understanding, and low science literacy. This study aimed to describe the implementation of the Problem-Based Learning (PBL) model based on science literacy and to improve fifth-grade students' understanding of Indonesia's geographical conditions. This study employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, evaluation, and reflection. The subjects were 17 fifth-grade students of SDN Gadang 2 Malang in the 2025/2026 academic year. Data were collected through written tests and observation sheets, then analyzed descriptively using the average score and classical mastery percentage. The results showed that the implementation of PBL based on science literacy improved students' understanding of Indonesia's geographical conditions. The average score increased from 74.6 in Cycle I to 92.5 in Cycle II, while classical mastery increased from 82.4% to 100%. The learning process also encouraged students to actively analyze contextual problems, explain geographical phenomena scientifically, and relate learning concepts to everyday life. Thus, the application of the Problem-Based Learning model based on science literacy can be an effective alternative for improving students' conceptual understanding and science literacy in IPAS learning at the elementary school level.
PENGARUH PENERAPAN APLIKASI SAMSAT DIGITAL NASIONAL DAN SANKSI PERPAJAKAN TERHADAP KEPATUHAN WAJIB PAJAK KENDARAAN BERMOTOR Aida Asma, Nur; Arniati; Zulaeha, Sitti
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.v11i03.62205

Abstract

This study aims to examine and analyze the effect of the implementation of the National Digital Samsat Application (SIGNAL) and taxation sanctions on motor vehicle taxpayer compliance in Makassar City. A quantitative associative approach was used. The population consisted of motor vehicle taxpayers registered at Samsat Makassar, and a sample of 100 respondents was determined using the Slovin formula and simple random sampling technique. Data were collected through a hybrid questionnaire, distributed both online and offline, using a five-point Likert scale, and analyzed using multiple linear regression with the assistance of SPSS version 27. The results show that the implementation of the SIGNAL application has a positive and significant effect on motor vehicle taxpayer compliance, indicated by a t-count value of 5.626 (> 1.984) with a significance value of 0.001 (< 0.05). Taxation sanctions also have a positive and significant effect on taxpayer compliance, with a t-count value of 8.911 (> 1.984) and a significance value of 0.001 (< 0.05). The coefficient of determination shows that both variables jointly explain 48.2% of the variance in taxpayer compliance. These findings indicate that the better the implementation of the SIGNAL application and the stricter the enforcement of taxation sanctions, the higher the level of motor vehicle taxpayer compliance.
GAME-BASED LEARNING (GBL) AND TRADITIONAL TEACHING METHODS IN ENHANCING ENGLISH GRAMMAR RETENTION Suci Ramadhani, Andi; Anwar Korompot, Chairil; Rayhana Sofyan, Ryan
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.v11i03.62206

Abstract

This study aimed to compare the effectiveness of Game-Based Learning (GBL) and Traditional Teaching Methods (TTM) in enhancing English grammar retention among eighth-grade students at SMP Negeri 1 Makassar. A quantitative approach with a quasi-experimental design was employed, specifically the Non-equivalent Control Group Design. The sample consisted of 79 students selected through random cluster sampling: 42 students in the experimental group (VIII.5) and 37 students in the control group (VIII.6). Data were collected through pre-tests and delayed post-tests administered two weeks after the intervention.and analyzed using descriptive statistics and independent-samples t-tests. The findings revealed that both methods contributed positively to students' grammar retention; however, Game-Based Learning produced significantly greater improvement. The experimental group's mean score increased from 37.26 to 74.17, compared to the control group's increase from 34.32 to 60.68. The independent-samples t-test yielded a significant difference (t = 3.280, p = 0.002 < 0.05), indicating that Game-Based Learning produced significantly greater improvement than Traditional Teaching Methods in enhancing grammar retention. The superior outcomes of the GBL group were attributed to the interactive, student-centered, and engaging nature of game-based activities implemented through the Baamboozle platform, which fostered motivation, active participation, and repeated contextual grammar practice. It is concluded that Game-Based Learning is more effective than Traditional Teaching Methods in enhancing English grammar retention among junior high school students.
KONFLIK BATIN PADA TOKOH UTAMA WIGATI DALAM NOVEL KHILMA ANIS KAJIAN PSIKOLOGI SASTRA Zainuddin, Ach; Salamet; Wahedi, Slamet
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.v11i03.62207

Abstract

This study aims to analyze the inner conflict experienced by the main character, Wigati, in a novel written by Khilma Anis using a literary psychology approach. This research employs a qualitative descriptive method. The data source of this study is a novel by Khilma Anis that features Wigati as the main character, while the research data consist of words, sentences, dialogues, and narrative passages that indicate the character’s inner conflicts. The data were collected through reading and note-taking techniques by carefully examining the novel and identifying sections related to the inner conflict of the main character. The collected data were analyzed through the stages of data reduction, data presentation, and conclusion drawing based on the concepts of literary psychology. The findings reveal that Wigati experiences several forms of inner conflict, including conflict between personal desires and social expectations, conflict between feelings and moral values, conflict between hopes and reality, and conflict in decision-making. These conflicts reflect the complex psychological dynamics of the character and play an important role in shaping the character’s development throughout the storyline. Through the inner conflicts experienced, Wigati demonstrates a process of self-reflection in facing various life problems.

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