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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 14,725 Documents
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MENGGALI STRATEGI EFEKTIF DAN MENYIASATI TANTANGAN PEMBELAJARAN SBDP DI SEKOLAH DASAR Yunita Herlianti, Neni; Suprayitno; Istiqfaroh, Nurul; Rachmadyanti, Putri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.24629

Abstract

Seni, Budaya, dan Kerajinan (SBdP) di sekolah dasar berfungsi sebagai wadah untuk menumbuhkan kreativitas, ekspresi diri, dan kegembiraan dalam belajar. Studi ini mengeksplorasi bagaimana guru merencanakan, menerapkan, dan mengevaluasi instruksi SBdP yang disesuaikan dengan berbagai kebutuhan siswa. Dengan menggunakan pendekatan kualitatif deskriptif dengan triangulasi untuk pengumpulan data, studi ini mengungkap bahwa guru menerapkan pembelajaran terdiferensiasi dan Pembelajaran Berbasis Masalah (PBL) untuk mendorong partisipasi aktif siswa. Kegiatan pembelajaran disampaikan melalui proyek seni kontekstual yang terhubung dengan pengalaman hidup siswa. Meskipun menghadapi tantangan seperti keterbatasan fasilitas, penguasaan mata pelajaran yang tidak merata di antara guru, dan rendahnya kepercayaan diri siswa, para pendidik memainkan peran adaptif dan kreatif sebagai fasilitator. Selain itu, keterlibatan siswa dalam acara-acara seperti Festival Seni Siswa Nasional (FLS2N) dan kegiatan ekstrakurikuler yang berfokus pada seni mendukung pengembangan bakat dan apresiasi terhadap seni. Temuan studi ini diharapkan dapat memberikan wawasan dan menjadi referensi untuk meningkatkan praktik SBdP di sekolah dasar lainnya, memastikan pembelajaran tetap bermakna, menarik, dan responsif terhadap karakter unik siswa.
IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAME TOURNAMENT (TGT) BERBANTUAN MEDIA GAME EDUKASI QUIZ BERBASIS CANVA UNTUK MENINGKATKAN KEMAMPUAN KOGNITIF MATEMATIKA KELAS V MATERI PECAHAN CAMPURAN DI SD NAMIRA KRAKSAAN Desvita Sania Putri; Didit Yulian Kasdriyanto; Ryzca Siti Qomariyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume10 Nomor 2, Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i2.24631

Abstract

Based on observation is the lack of learning media and the absence of interactive media. So that students find it difficult to learn mathematics, students have decreased to learning outcomes. This study aims to find out how the implementation of the Cooperative Learning Model type Teams Game Tournament (TGT) assisted by Canva -based educational game media to improve the cognitive abilities of Mathematics Class V SD Namira Kraksaan. His research method uses Classroom Action Research (CAR) The subject of this study is class V with a number of Sisswa of 21 people. Actions given to research subjects to improve students' cognitive abilities in mathematics by applying the Game Tournament Teams (TGT) model that uses Canva -based educational game media.The results showed that the application of the Teams Game Tournament (TGT) learning model using Canva -based educational game media could improve student learning outcomes. This is indicated by an increase in the results of the value achieved each meeting. In the first cycle the first meeting was known to the completion of the completed student which was 42.5 % and the second meeting of the percentage of students was complete, namely 61.90 %. Whereas in the second cycle there was an increase in learning outcomes, namely the percentage of students complete, namely 85.71%. Based on the results of the research above it can be concluded that the TEAMS Game Tournament (TGT) model uses Canva -based educational game media to improve students' cognitive abilities.
PENERAPAN VARIASI MENGAJAR, KETERAMPILAN MENJELASKAN, SERTA MEMBUKA DAN MENUTUP PEMBELAJARAN SEBAGAI STRATEGI PENINGKATAN KUALITAS PEMBELAJARAN ABAD 21 DI SEKOLAH DASAR Rabbiah Al Adawiyah; Ranggita Dwi Syahla; Silfa Ayu Prastika; Vera Arefanda; Zulfadewina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume10 Nomor 2, Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i2.24632

Abstract

 The development of 21st century education requires teachers to master various innovative learning strategies to improve the quality of the teaching and learning process, especially at the elementary school level. This article aims to examine the application of teaching variations, explanation skills, and strategies for opening and closing learning as an effort to improve the quality of learning. Teaching variations are applied to create an interesting learning atmosphere and accommodate various student learning styles, while explanation skills function to clarify concepts through systematic, concrete, and contextual delivery. On the other hand, the strategy for opening learning plays a role in arousing student motivation, while closing learning helps students reflect and strengthen their understanding of the material. This study shows that the application of these three aspects consistently can increase active participation, conceptual understanding, and critical thinking skills of students. Therefore, strengthening teacher competence in applying teaching variations, explanation skills, and opening and closing learning effectively is very important to support the achievement of 21st century education goals in elementary schools.
PENGEMBANGAN MEDIA PEMBELAJARAN DIORASMART PADA MATA PELAJARAN GEOGRAFI DI SMA NEGERI 13 MAKASSAR Qadri, Muh. Nuzul; Febriati, Farida; Mawarni, Sella
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.24633

Abstract

Geography learning, especially on volcanism material, requires media that can help students visualize abstract concepts more realistically. However, limited time and learning media used by teachers only using maps, atlases, globes, and videos from Youtube make students tend to get bored in the learning process. Therefore, this study aims to develop Diorasmart learning media, a learning media that combines Android-based applications in the form of Smart Apps Creator (SAC) and 3-dimensional volcano dioramas. This study uses the ADDIE development model consisting of five stages: analysis, design, development, implementation, and evaluation. At the analysis stage, observations and needs questionnaires were conducted to determine students' difficulties in understanding volcanism material. At the design stage, the SAC application was designed with interactive animation features, educational videos, and quizzes, while the volcano diorama was developed to provide a real visual depiction. After going through the development stage, Diorasmart was tested for validity by material experts and media experts, and tested on students and teachers to measure its level of practicality and effectiveness. The results of the study indicate that Diorasmart has a high level of validity and is valid for use in geography learning. Teachers' and students' responses to this media are very positive, especially in terms of ease of use and visual appeal. In addition, student learning outcomes through pretest, posttest, and paired samples tests show that Diorasmart is effective in improving student understanding. Thus, Diorasmart can be an innovative solution in geography learning, especially in volcanism material, and has the potential to be further developed in other geography materials.
IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI DENGAN MODEL PROJECT BASED LEARNING PADA MATA PELAJARAN IPAS KELAS VI SEKOLAH DASAR Oktavia Nila Permata; Tri Sutrisno
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume10 Nomor 2, Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i2.24634

Abstract

The success of learning is determined by the teacher's ability to create relevant learning experiences that are in accordance with the diversity of potential and interests of students in the class. The purpose of this study was to describe the implementation of differentiated learning combined with the project based learning (PjBL) model on the material exploring the solar system in the subject of science for grade VI of SDN Wonokerso 1 Sragen. This study was conducted using a descriptive qualitative approach, where data were collected through direct observation, in-depth interviews, and documentation. The focus of this study was on three main stages of differentiated learning, namely the planning stage, the implementation stage, and the learning evaluation stage. The findings demonstrated that planning was carried out by analyzing students' individual learning needs, including learning styles, interests, and readiness levels as the basis for developing adaptive differentiation strategies. The PjBL model at the implementation stage provides a learning framework that encourages students to complete real projects through six structured phases that have been proven to increase student engagement, collaboration, and conceptual understanding. The evaluation stage was carried out formatively and summatively, including assessment of the process, project products, and learning reflections that were adjusted to the students' learning profiles. The main supporting factors were teacher readiness, student participation, and the availability of educational materials and media. In the meantime, the obstacles found included time constraints and gaps in ability between students. Overall, this approach has proven effective in encouraging student engagement, deepening conceptual understanding, and developing their critical thinking skills during science learning in a more meaningfully and contextually.
KONSEP PEMBELAJARAN MICRO LEARNING Nasywaa salamah; Aura Khairunnisa; Muhammad Farras Qoid Mufadhol; Lanardin; Septi Fitri Meilana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume 10 Nomor2, Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i2.24635

Abstract

In the swiftly changing field of education and training, micro learning has emerged as a key strategy that caters to the demand for more adaptable, effective, and learner-focused teaching methods. Micro learning involves delivering educational material in concise, focused segments aimed at specific learning objectives and usually achievable in a brief timeframe. This approach resonates with modern cognitive science theories, which indicate that shorter, targeted learning experiences can enhance knowledge retention and student engagement. By leveraging digital platforms and diverse multimedia formats, including videos, podcasts, infographics, and interactive quizzes, micro learning increases accessibility and provides customized learning pathways tailored to individual preferences and styles. This article explores the fundamental concepts of micro learning, its theoretical frameworks, and its advantages in comparison to conventional long-form educational methods. Additionally, the paper addresses the practical application of micro learning in both educational and corporate environments, the technological resources that support it, and the various challenges that educators and organizations may encounter during its implementation. Recommendations for enhancing the effectiveness of micro learning initiatives are also included. By thoroughly examining the concepts and practices of micro learning, this study enhances our understanding of its influence on the future of education and professional growth.  
REKONSTRUKSI TUGAS DAN PERAN GURU DALAM MANAJEMEN KURIKULUM PENDIDIKAN ISLAM UNTUK MEMBANGUN PENDIDIKAN BERKELANJUTAN BERBASIS SDGS DI ERA MODERN M. Yusril Ihza Mahendra Assagaf
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.24636

Abstract

The problem in this research is the urgency of reconstructing the duties and roles of teachers in the management of Islamic Education curriculum to be able to integrate sustainability values based on Sustainable Development Goals (SDGs) in the modern era.The objective of this research is to formulate the new role of teachers as planners, developers, implementers, and evaluators of the Islamic Education curriculum that is adaptive to global challenges.This research uses the library research method with a qualitative approach, examining primary and secondary literature through content analysis and thematic analysis.The research results indicate that Islamic Education teachers must transform into agents of change who not only teach religious values normatively but also internalize the principles of justice, sustainability, trustworthiness, and global peace in their teaching.Effective strategies include the development of project-based learning, continuous training, inter-institutional collaboration, and the strengthening of educational policies.The conclusion of this research is that the reconstruction of teachers' roles in managing the SDGs-based Islamic Education curriculum is a strategic step towards realizing prophetic Islamic education, relevant to global dynamics, and actively contributing to building a sustainable society.
PENINGKATAN HASIL BELAJAR PESERTA DIDIK PADA PEMBELAJARAN PENDIDIKAN PANCASILA MENGGUNAKAN MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA BOOK CREATOR DI KELAS IV SDN 13 BATU GADANG KOTA PADANG Risa Permata Sari; Rafhi Febryan Putera
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.24640

Abstract

This research is motivated by the low learning outcomes of students in Pancasila Education learning. This study aims to describe how to improve student learning outcomes in Pancasila Education learning using the Problem Based Learning model Assisted by Book Creator Media in Class IV SDN 13 Batu Gadang, Padang City. This type of research is classroom action research (CAR) which uses qualitative and quantitative approaches. The research was conducted in two cycles, where cycle I consisted of 2 meetings and cycle II consisted of 1 meeting. Each cycle includes four stages, namely planning, implementation, observation, and reflection. The subjects in this study were teachers and students of class IV SDN 28 13 Batu Gadang, Padang City, totaling 10 people, consisting of 13 male students and 13 female students. Data from the study were obtained from the assessment of the Teaching Module, the implementation process, and learning outcomes. Data collection techniques used observation, tests, and non-tests. The results of the study showed an increase. This can be seen from the average results of the Teaching Module Assessment cycle I which was 89.58% (B), increasing in cycle II to 95.83% (SB). This can also be seen from the average results of teacher activities in cycle I which were 85.71% (B), increasing in cycle II to 92.85% (SB). In student activities, the average cycle I was 85.71% (B), increasing in cycle II to 92.85%. Furthermore, in the learning outcomes of students in cycle I, an average of 70.56% (C) was obtained, increasing in cycle II to 82.78% (B). Thus, it can be concluded that the Problem Based Learning model assisted by Book Creator media can improve student learning outcomes in Pancasila Education learning in Class IV SDN 13 Batu Gadang, Padang City. Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik pada pembelajaran Pendidikan Pancasila. Penelitian ini bertujuan untuk mendeskripsikan bagaimana peningkatan hasil belajar peserta didik pada pembelajaran Pendidikan Pancasila menggunakan model Problem Based Learning Berbantuan Media Book Creator di Kelas IV SDN 13 Batu Gadang Kota Padang. Jenis penelitian ini merupakan penelitian tindakan kelas (PTK) yang menggunakan pendekatan kualitatif dan kuantitatif. Penelitian dilaksanakan dalam dua siklus, dimana siklus I terdiri dari 2 kali pertemuan dan siklus II terdiri dari 1 kali pertemuan. Di setiap siklus tersebut meliputi empat tahap yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek dalam penelitian ini adalah guru dan peserta didik kelas IV SDN 28 13 Batu Gadang Kota Padang yang berjumlah 10 orang, yang terdiri dari 13 orang peserta didik laki-laki dan 13 orang peserta didik perempuan. Data dari penelitian diperoleh dari penilaian Modul Ajar, proses pelaksanaan, dan hasil belajar. Teknik pengumpulan data menggunakan observasi, tes, dan non tes. Hasil penelitian menunjukkan adanya peningkatan. Hal ini dapat dilihat dari rata-rata hasil Penilaian Modul Ajar siklus I adalah 89,58% (B), meningkat pada siklus II menjadi 95,83% (SB). Ini juga terlihat pada rata-rata hasil aktivitas guru siklus I adalah 85,71% (B), meningkat pada siklus II menjadi 92,85% (SB). Pada aktivitas peserta didik didapat rata-rata siklus I adalah 85,71% (B), meningkat pada siklus II menjadi 92,85%. Selanjutnya pada hasil belajar peserta didik siklus I diperoleh rata-rata 70,56% (C), meningkat pada siklus II menjadi 82,78% (B). dengan demikian, dapat disimpulkan bahwa model Problem Based Learning berbantuan media Book Creator dapat meningkatkan hasil belajar peserta didik pada pembelajaran Pendidikan Pancasila di Kelas IV SDN 13 Batu Gadang Kota Padang.
PENGARUH TEKNIK SUPERVISI AKADEMIK KELOMPOK, TEKNIK SUPERVISI AKADEMIK INDIVIDU TERHADAP KOMPETENSI PEDAGOGIK GURU SEKOLAH DASAR SE KECAMATAN PATIMPENG KABUPATEN BONE Lisa Amalia; Arismunandar; Wahira
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.24646

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh teknik supervisi akademik kelompok dan teknik supervisi akademik individu terhadap kompetensi pedagogik guru sekolah dasar se-Kecamatan Patimpeng, Kabupaten Bone. Latar belakang penelitian ini didasari oleh pentingnya peningkatan profesionalisme guru dalam proses pembelajaran. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei. Populasi penelitian berjumlah 104 guru, dengan sampel sebanyak 84 guru yang dipilih menggunakan teknik simple random sampling. Data dikumpulkan melalui angket dan dianalisis dengan regresi linear berganda. Hasil penelitian menunjukkan bahwa: (1) teknik supervisi akademik kelompok (X1) berpengaruh secara signifikan terhadap kompetensi pedagogik (Y) guru, dengan nilai koefisien 0,531, nilai t hitung 8,956, dan signifikansi 9.69E-14; (2) teknik supervisi akademik individu (X2) juga berpengaruh signifikan terhadap kompetensi pedagogik (Y), dengan koefisien 0,490, nilai t hitung 8,122, dan signifikansi 4.32E-12; (3) secara simultan, X1 dan X2 memberikan pengaruh yang signifikan terhadap Y, dengan nilai R Square sebesar 0,695 dan nilai F hitung sebesar 92,181 pada taraf signifikansi < 0,001. Temuan ini mengindikasikan bahwa teknik supervisi akademik kelompok dan individu secara bersama-sama berkontribusi sebesar 69,5% terhadap peningkatan kompetensi pedagogik guru.
FAKTOR-FAKTOR YANG MEMPENGARUHI KINERJA GURU: KOMPENSASI, MOTIVASI KERJA DAN LINGKUNGAN KERJA DI MI MIFTAHUL HUDA TEGALSAMBI TAHUNAN JEPARA Rohmah; Sukarman; Nurmala Fadhilah Jaya
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.24649

Abstract

This study aims to analyze the factors that influence teacher performance, namely compensation, work motivation, and work environment at MI Miftahul Huda Tegalsambi Tahunan Jepara. Teacher performance is a key factor in the success of education, so it is important to understand the aspects that support it. This research uses a qualitative approach of case study type with data collection techniques through observation, interviews, and documentation. The results show that adequate compensation, high levels of work motivation and a conducive work environment have a positive influence on improving teacher performance. The findings provide strategic recommendations for policy makers and school management in an effort to improve the quality of education in a sustainable manner.

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