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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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THE EFFECT OF PRINCIPAL’S LEADERSHIP AND SCHOOL CULTURE ON STUDENT CHARACTER MEDIATED BY GUIDANCE AND COUNSELING SERVICE EFFECTIVENESS AT MTSS AT-TAQWA SETU Yusriyah, Khaerunnisa; Oktarina, Nina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62697

Abstract

The prevalence of caracter violations, particularly verbal and physical bullying, remains a critical challenge in Islamic junior high school environments, including MTsS At-Taqwa Setu, where 21 cases were documented within a single semester. This research aimed to analyze the direct effects of the principal's role and school culture on students character, as well as their indirect effects mediated through the effectiveness of guidance and counseling services. Employing a quantitative explanatory design, this study surveyed a sample of 193 active students selected via proportionate stratified random sampling from a total population of 371 students. Data were collected using structured questionnaires using a Likert scale and analyzed using Structural Equation Modeling based on Partial Least Squares (SEM-PLS 4.0). Descriptive findings indicated that the principal’s role, school culture, guidance and counseling effectiveness, and student character were all perceived in the good category. The structural model analysis revealed that the principal's role and school culture both exerted significant positive direct effects on student character and guidance and counseling service effectiveness. Furthermore, guidance and counseling effectiveness significantly and positively influenced student character. Importantly, the results confirmed that guidance and counseling service effectiveness serves as a significant mediating variable that bridges and strengthens the impact of both the principal's role and school culture on student character development.
PENGARUH PEMANFAATAN ARTIFICIAL INTELLIGENCE ( AI ) TERHADAP MOTIVASI DAN HASIL BELAJAR SISWA PADA SMAN 1 KUPANG TENGAH Jasmine Gabriella Bait; Yewang, Markus Umbu Kalola; Butar-Butar, Agustina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62704

Abstract

Digital technology, particularly artificial intelligence, has revolutionized education by making learning more accessible and enhancing understanding. This technology enables students to access a wealth of information and personalized learning experiences, while also breaking down geographic and socioeconomic barriers. However, if misused or over-relied upon, these tools can foster dependency and hinder the development of critical thinking skills. Therefore, it is crucial to balance the integration of technology with traditional teaching methods to maximize benefits and minimize potential drawbacks. Consequently, research is needed to examine the extent to which the use of artificial intelligence (AI) affects student motivation and learning outcomes at SMAN 1 Kupang Tengah. This study employs a quantitative approach with a causal-associative research design. The study population consists of 209 Grade XI students at SMAN 1 Kupang Tengah, with a sample of 137 students selected using Simple Random Sampling based on Slovin's formula. Data collection involved distributing questionnaires to measure the variables of AI usage and learning motivation, alongside the documentation of student grades to obtain data on academic outcomes. Data analysis was conducted using validity tests, reliability tests, prerequisite analysis tests, simple linear regression analysis, t-tests, and the coefficient of determination, utilizing SPSS version 27 software. The research findings indicate that the use of Artificial Intelligence (AI) has a positive and significant impact on students' learning motivation and academic outcomes. Appropriate use of AI can boost enthusiasm for learning, facilitate the understanding of material, expand access to learning resources, and support improved academic performance. Consequently, the research hypothesis is accepted, demonstrating that more effective use of Artificial Intelligence (AI) in learning activities correlates with higher levels of student learning motivation and better academic outcomes. This study is expected to serve as a reference for schools and educators in developing innovative, technology-based learning and in encouraging students to utilize AI wisely, critically, and responsibly.
PENERAPAN MODEL DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA SEKOLAH DASAR Muhammad Fahri Rizqi; Ani Rosidah; Ari Yanto
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.v11i03.62705

Abstract

This study aims to describe the application of the Discovery Learning model in social studies learning in fifth grade elementary school to improve students' critical thinking skills. The research approach used is descriptive qualitative with a sample of one class consisting of 13 students, using data collection techniques in the form of observation, interviews, and documentation of student worksheets. The results show that the application of Discovery Learning increases student activity in exploring, discussing, and analyzing the causes and effects of social and cultural phenomena. Students are able to formulate critical questions, connect concepts with everyday experiences, and make simple inferences and recommendations. The stages of identification, exploration, data processing, and reflection systematically encourage metacognition and self-evaluation, which are indicators of advanced critical thinking. The obstacles found include time constraints, teacher readiness, and learning tools, which require adjustments in classroom management and school support. Overall, this study confirms that the application of the Discovery Learning model is effective in improving critical thinking skills in social studies learning in elementary schools, while also providing practical contributions for teachers in designing more constructive, reflective, and discovery-oriented learning. These findings are expected to form the basis for the development of learning strategies that further foster critical thinking skills.
PENINGKATAN KEMAMPUAN BELAJAR DAN PEMECAHAN MASALAH MELALUI EKSPERIMEN DAN KARYA SAINS ANAK KELOMPOK B PAUD TERPADU ‘AISYIYAH KALIWATES Mariska Sri Ugita, Putri; Khoiriyah; Dwi Ambarsari, Ferdina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62706

Abstract

Learning and problem-solving skills are crucial components of early childhood cognitive development that need to be stimulated through concrete, active, and enjoyable learning experiences. Preliminary observations of Group B at the ‘Aisyiyah Kaliwates Integrated Early Childhood Education Center indicated that the children’s learning and problem-solving skills remain low. The children tend to lack focus, get bored easily, and are not yet able to fully grasp cause-and-effect relationships, as learning is still dominated by the use of magazines and worksheets. This study aims to enhance children’s learning and problem-solving skills through experimental activities and science projects. The study employed a Classroom Action Research approach conducted over two cycles with 15 children aged 5–6 years as research subjects. Data collection techniques included observation, documentation, and assessment of children’s projects, while data analysis utilized quantitative descriptive methods. The results showed an improvement in children’s learning and problem-solving skills in each cycle. In Cycle I, the class average reached 76, falling into the “Developing as Expected” category, and 47% of the children scored above 80. In Cycle II, the improvement was optimal, with the class average reaching 85 and all children (100%) scoring above 80. The children appeared more active, focused, and confident, and were able to understand cause-and-effect relationships through the rainbow water experiment activity, water rockets, Light Up Planets, and Sun Catchers. Research findings indicate that science experiments and science projects are effective learning strategies for enhancing early childhood learning and problem-solving skills through concrete, exploration-based learning experiences.
ANALISIS IMPLEMENTASI MEDIA PEMBELAJARAN DALAM MENDUKUNG PROSES PEMBELAJARAN DI KELAS IV SDN 7 METRO PUSAT Rahayu Sekarningrum, Dwi; Widya Utami, Astri; Puspita, Dea; Aulia, Marsya
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Released
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62707

Abstract

Learning media serve as an essential component in supporting effective learning processes in elementary schools. However, their implementation is influenced by several factors, including teachers' planning, school support, the availability of learning facilities, and students' characteristics. This study aimed to analyze the implementation of learning media in supporting the learning process in the fourth grade of SD Negeri 7 Metro Pusat. This study employed a descriptive qualitative approach. The participants consisted of the school principal, one fourth-grade teacher, and four fourth-grade students who were purposively selected as the research participants. Data were gathered through semi-structured interviews and documentation and analyzed through data reduction, data display, and conclusion drawing. The results showed that the use of learning media had been planned during the preparation of teaching modules and adjusted to the learning objectives and characteristics of the subject matter. Teachers integrated both concrete and digital media into classroom instruction, while the school supported their implementation through the provision of learning facilities, teacher training, and academic supervision. The main challenges included the limited availability of digital learning media and differences in students' participation during classroom activities. Effective implementation of learning media requires teacher readiness, school support, and the appropriate use of learning media based on instructional needs.
PENGGUNAAN MEDIA FLIPBOOK BERGAMBAR DALAM MEMBACA PERMULAAN PADA SISWA KELAS III SDN KELAYAN SELATAN 8 BANJARMASIN Dwi Nurdhini; Noor Indah Wulandari
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.v11i03.62708

Abstract

Beginning reading is the initial stage for children in elementary school so that students can learn fluently. This research was motivated by third-grade students at SDN Kelayan Selatan 8 Banjarmasin who still experience difficulties in beginning reading, such as difficulty combining letters into syllables, reading letter-by-letter, and distinguishing letters with similar shapes such as “b” and “d”. One cause is the lack of interesting learning media in the teaching and learning process. This research aims to describe the use of illustrated flipbook media in beginning reading and students’ experiences of using it. This research uses a qualitative approach with a descriptive method. Data collection was carried out by triangulation through observation, in-depth interviews, and documentation. The primary data sources are the homeroom teacher and third-grade students of SDN Kelayan Selatan 8 Banjarmasin. Data analysis includes data reduction, data presentation, and drawing conclusions. The results show that the illustrated flipbook media used is a non-digital visual media in the form of an A5-sized desk calendar developed using Canva. The media has two vertical panels: the left panel contains concrete picture illustrations, and the right panel contains syllable spelling text and complete sentences. The media is used through four systematic stages: picture recognition, spelling syllables, reading complete sentences, and evaluation by matching pictures and text. Students’ learning experience shows a positive change, namely increased enthusiasm, motivation, focus, and courage in trying to read. The illustrated flipbook media proved most effective when used in a small group or individual learning context.
PERSEPSI GURU TERHADAP PENGGUNAAN MODUL AJAR DALAM PEMBELAJARAN DI SMP NEGERI 18 PEKANBARU Hadriyani, Siti; Jesica, Gita; Ridho, M. Rasyid; Nugraha, Gusnadi; Alfiandra, M. Diki; Simarmata, Eka Santi; Bakar, Abu; Darmawan, M. Ikhsan; Hambali
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.v11i03.62709

Abstract

This study aims to describe teachers’ perceptions of the use of teaching modules in the learning process at SMP Negeri 18 Pekanbaru. The research employed a qualitative descriptive approach. Data were collected through semi-structured interviews with teachers who were directly involved in the development and implementation of teaching modules. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The findings indicate that teachers generally have positive perceptions of the use of teaching modules in the learning process. Teaching modules are perceived as helpful in aligning learning activities with learning objectives, instructional materials, and students’ needs. In addition, the use of teaching modules contributes to teachers’ understanding of students’ individual needs and encourages greater student participation in classroom learning. However, several challenges remain, including limited supporting facilities, large class sizes, and the uneven distribution of training and socialization regarding the use of teaching modules. Teachers also expressed the need for enhanced training opportunities and stronger support from schools, parents, and educational authorities to optimize the implementation of teaching modules.
PENGGUNAAN BUKU DIGITAL UNTUK MENINGKATKAN KEMAMPUAN BAHASA ANAK USIA 4-5 TAHUN DENGAN METODE STRUKTURAL ANALITIK SINTETIK (SAS) DI KOBER FAJAR MULIA Damayanti, May; Hizriyani, Rina; Maulana, M. Azka
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.v11i3.62710

Abstract

Language development is a fundamental aspect of early childhood development. Preliminary observations at Kober Fajar Mulia indicated that the language skills of children aged 4-5 years were still at the Beginning to Develop level, highlighting the need for innovative learning approaches to optimally stimulate language development. This study aimed to examine the effect of using digital books integrated with the Structural Analytic Synthetic (SAS) method on the language skills of children aged 4-5 years. A quantitative approach with a quasi-experimental method and a pretest-posttest control group design was employed. The participants consisted of 20 children divided into an experimental group and a control group. Data were collected using a validated and reliable observation sheet and analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, N-Gain analysis, and the Independent Samples t-test. The results showed that the experimental group achieved an N-Gain score of 0.601 (moderate category), while the control group obtained an N-Gain score of 0.037 (low category). The Independent Samples t-test yielded a significance value of p < 0.001, indicating a statistically significant difference between the two groups. Therefore, the use of digital books integrated with the Structural Analytic Synthetic (SAS) method significantly improved the language skills of children aged 4-5 years.
ANALYSIS STUDENTS' CRITICAL THINKING THROUGH AI-BASED SYNTAX Maria Rosa Mistika Sato; Annisa Suci, Nur; Hidayah Tullah. S, Nur; Rampeng
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.v11i03.62711

Abstract

Important concerns regarding the calibre of students' writing and thinking have been brought up by the quick use of artificial intelligence (AI) techniques in higher education. When utilised thoughtfully and purposefully, AI-based syntactic tools like huge language model helpers can act as beneficial scaffolds for the development of critical thinking rather than acting as a shortcut for copying and pasting. study looks at how students in the English Education Study Program strengthen their critical thinking skills in relation to the use of AI-based syntax. design was used. The 2022 and 2023 cohorts, twenty-four students took part in semi-structured interviews, classroom observations, and document analysis of their writing assignments. The interactive model of data reduction, display, and conclusion drawing was used to analyse the data. The results show three main trends: students who used AI passively showed little metacognitive awareness; students who engaged analytically with AI-generated syntax showed stronger argument organization and sentence-level precision; and students who were guided to compare, evaluate, and revise AI outputs developed more reflective writing habits. The study comes to the conclusion that while AI-based syntactic tools do not automatically generate critical thinking, they can enhance students' reasoning, revision, and language assessment skills when integrated into structured educational activities. The pedagogical ramifications are examined for instructors who want to use AI as a tool for academic literacy rather than as a substitute for hard work.
Pengaruh Pendekatan Pembelajaran Deep Learning terhadap Motivasi Belajar Matematika pada Siswa Kelas IV di SDK Santo Yoseph 4 Kupang Maria Flaviana Seran; Mbuik, Heryon Bernard; Koli, Radka Bodkova
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.v11i03.62713

Abstract

Mathematics learning in elementary schools is frequently characterized by low student motivation due to teacher-centered instructional practices and limited opportunities for meaningful engagement. This study aimed to examine the effect of the Deep Learning instructional approach on fourth-grade students' motivation to learn mathematics at SDK Santo Yoseph 4 Kupang. A quantitative approach employing a quasi-experimental method with a One-Group Pretest–Posttest Design was adopted. The participants consisted of 29 fourth-grade students selected through total sampling. Data were collected using a 20-item mathematics learning motivation questionnaire based on six indicators of learning motivation and analyzed using descriptive and inferential statistics with IBM SPSS Statistics version 22. The descriptive findings revealed that the mean motivation score increased from 56.66 on the pretest to 71.55 on the posttest, indicating an improvement from the "Good" category to the "Very Good" category. Furthermore, the posttest results demonstrated a more homogeneous distribution of students' motivation scores than the pretest. Inferential analysis confirmed a statistically significant difference between the pretest and posttest scores, indicating that the implementation of the Deep Learning approach had a positive and significant effect on students' mathematics learning motivation. These findings suggest that the Deep Learning approach promotes active engagement, meaningful learning experiences, and higher learning motivation among elementary school students. Therefore, this instructional approach can be considered an effective alternative for improving mathematics learning motivation in primary education.

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