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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 15,076 Documents
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REDESAIN JURNAL SISWA BERBASIS GAMIFIKASI Rasona Pooza Hayati; Bernadus Wahyudi Joko Santoso; Haryadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35169

Abstract

ABSTRACT This study aims to describe the concept of a redesigned gamified daily journal as an innovation in language learning and character formation that aligns with the characteristics of Generation Alpha. The background of this research stems from the growing dependence of children on digital technology and online games, which has reduced reflective habits and weakened character values in primary education. The study employs a descriptive qualitative approach with a conceptual study design, involving analytical synthesis of theories and previous studies on gamification, reflective journals, character education, and 21st-century learning. The findings reveal that integrating game elements such as points, levels, challenges, badges, and feedback into daily journals can enhance students’ intrinsic motivation, reflective awareness, and collaboration between teachers, students, and parents. The redesigned journal transforms routine reflection into a more engaging, contextual, and meaningful experience, bridging character habituation and language learning with children’s digital culture. The study concludes that the gamified daily journal has strong potential as an innovative educational medium to strengthen character education while improving students’ motivation and literacy skills in the digital era. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan konsep redesain jurnal harian berbasis gamifikasi sebagai inovasi pembelajaran bahasa sekaligus sarana pembentukan karakter yang relevan dengan karakteristik Generasi Alpha. Latar belakang penelitian ini berangkat dari fenomena meningkatnya ketergantungan anak terhadap dunia digital dan permainan daring yang berdampak pada menurunnya kebiasaan reflektif dan nilai-nilai karakter di sekolah dasar. Pendekatan yang digunakan adalah kualitatif deskriptif dengan rancangan studi konseptual, melalui analisis sintesis terhadap teori dan hasil penelitian terdahulu yang berkaitan dengan gamifikasi, jurnal refleksi, pendidikan karakter, dan pembelajaran abad ke-21. Hasil kajian menunjukkan bahwa penerapan elemen permainan seperti poin, level, tantangan, lencana, dan umpan balik dalam jurnal harian dapat meningkatkan motivasi intrinsik, kesadaran reflektif, serta kolaborasi antara guru, siswa, dan orang tua. Redesain jurnal ini menjadikan aktivitas refleksi lebih menyenangkan, kontekstual, dan bermakna, sehingga pembiasaan karakter dan pembelajaran bahasa dapat berjalan sejalan dengan dunia digital anak. Implikasi penelitian ini menegaskan bahwa jurnal harian berbasis gamifikasi berpotensi menjadi media inovatif dalam memperkuat pendidikan karakter sekaligus meningkatkan motivasi dan keterampilan literasi peserta didik di era digital.
GAMBARAN OPTIMISME SISWA DALAM MENGHADAPI MASA DEPAN BERDASARKAN STATUS SOSIAL EKONOMI Restu Kurnia Putri; Indah Sukmawati; Netrawati; Dina Sukma
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 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.v10i04.35176

Abstract

Optimisme merupakan salah satu aspek penting dalam membentuk kesejahteraan psikologis siswa. Namun, tidak semua siswa memiliki optimisme yang tinggi, salah satunya dipengaruhi oleh faktor status sosial ekonomi keluarga. Siswa dengan status sosial ekonomi rendah cenderung memiliki keterbatasan dalam mengakses pendidikan, dukungan emosional, sehingga berdampak pada rendahnya optimisme terhadap masa depan. Penelitian ini bertujuan untuk mendeskripsikan optimisme siswa dalam menghadapi masa depan berdasarkan status sosial ekonomi yang dilihat dari pengeluaran per kapita di SMP Negeri 2 Kubung. Penelitian ini menggunakan metode kuantitatif dengan jenis deskriptif. Populasi penelitian berjumlah 285 siswa dan didapatkan sampel 167 siswa yang ditentukan melalui teknik stratified random sampling berdasarkan status sosial ekonomi. Pengumpulan data dilakukan menggunakan kuesioner dengan model skala likert yang disusun berdasarkan dimensi optimisme yang telah diuji validitas dan reliabilitasnya. Hasil penelitian menunjukkan siswa dengan status sosial ekonomi di bawah rata-rata memiliki optimisme dalam menghadapi masa depan berada pada kategori tinggi, sedangkan siswa dengan status sosial ekonomi di atas rata-rata berada pada kategori sedang. Hal ini menjelaskan siswa dengan status sosial ekonomi di bawah rata-rata mempunyai pola pikir yang lebih gigih, tidak mudah menyerah dan memiliki motivasi belajar yang lebih tinggi dibandingkan siswa dengan status sosial ekonomi di atas rata-rata.
STUDI DESKRIPTIF STRATEGI GURU MIPA (MATEMATIKA, FISIKA, KIMIA, BIOLOGI) DALAM IMPLEMENTASI METODE DRILL UNTUK MENINGKATKAN PENGUASAAN KONSEP DI SMA Handayani, Dwi; Hendro Prasetyono
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35196

Abstract

ABSTRACT A strong conceptual understanding of science (Mathematics, Physics, Chemistry, and Biology) is essential for high school students. However, many students struggle to translate theoretical understanding into practical problem-solving skills. Drills are often used to reinforce skills, but their implementation by science teachers varies, and their effectiveness in improving conceptual mastery requires further elaboration, beyond memorization. This study aims to describe the strategies employed by high school STEM teachers in implementing the drill method, to identify variations in its execution, and to analyze teacher’s perceptions of the method’s role in enhancing student’s conceptual understanding. A qualitative descriptive approach was adopted in this research. Data were collected through questionnaires administered to STEM subject teachers as the study’s participants. The data were analyzed using procedures involving data collection, data presentation, and conclusion drawing. The drill strategies most commonly implemented by STEM teachers include varied problem sets that target conceptual understanding (rather than mere calculations), immediate feedback, and the use of technology for adaptive practice. Teachers tend to incorporate drill activities during the final phase of instruction. It was found that teachers who successfully linked drill exercises to real-world contexts demonstrated more significant improvements in their students’ conceptual mastery. The main challenges include preventing student boredom and avoiding an excessive focus on speed at the expense of understanding. The findings of this study suggest the need for professional development programs for STEM teachers that focus on innovative and contextually integrated drill strategies. Keywords: Science Teacher Strategy, Drill Method, Conceptual Mastery ABSTRAK Penguasaan konsep yang kuat dalam mata pelajaran MIPA (Matematika, Fisika, Kimia, Biologi) merupakan hal yang penting bagi siswa SMA. Namun, banyak siswa kesulitan mengubah pemahaman teoretis menjadi kemampuan memecahkan masalah praktis. Metode drill (latihan berulang) sering digunakan untuk memperkuat keterampilan, tetapi penerapannya oleh guru MIPA bervariasi dan efektivitasnya dalam meningkatkan penguasaan konsep perlu dideskripsikan lebih lanjut, bukan hanya sebagai penghafalan. Penelitian ini bertujuan untuk mendeskripsikan strategi yang digunakan oleh guru MIPA di SMA dalam mengimplementasikan metode drill, mengidentifikasi variasi pelaksanaannya, serta menganalisis persepsi mereka terkait peran metode ini dalam meningkatkan penguasaan konsep siswa. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Data dikumpulkan melalui angket penelitian yang diberikan kepada guru mata pelajaran MIPA sebagai subjek penelitian. Analisis data dilakukan dengan teknik pengumpulan data, penyajian data, dan penarikan kesimpulan. Strategi drill yang paling sering diimplementasikan guru MIPA meliputi variasi soal yang menargetkan pemahaman konsep (bukan hanya perhitungan), umpan balik segera, dan penggunaan teknologi untuk latihan adaptif. Guru cenderung mengintegrasikan drill pada tahap akhir pembelajaran. Ditemukan bahwa guru yang berhasil mengaitkan drill dengan konteks dunia nyata menunjukkan peningkatan penguasaan konsep yang lebih signifikan pada siswanya. Tantangan utamanya adalah menghindari kebosanan siswa dan fokus pada kecepatan daripada pemahaman. Implikasi penelitian ini menyarankan perlunya pelatihan profesional bagi guru MIPA mengenai strategi drill yang inovatif dan terintegrasi secara kontekstual. Kata Kunci: Strategi Guru MIPA, Metode Drill, Penguasaan Konsep
ANALISIS PENGARUH PENDEKATAN PEMBELAJARAN TEACHING AT THE RIGHT LEVEL (TARL) TERHADAP HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN FIQIH Andi Wahyumulianti; Sri Mulianah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35197

Abstract

The Teaching at the Right Level (TaRL) approach is a learning strategy that adapts the learning process to students’ actual abilities rather than their grade levels. This study aims to determine the correlation between the implementation of the TaRL approach and the improvement of student learning outcomes in the subject of Fiqh at MAN Pinrang. This research is a quantitative study using a quasi-experimental method with a pre-test–post-test design. The study involved 36 eleventh-grade students as research subjects. The research instrument consisted of a test administered before and after the intervention. Data were analyzed using the paired sample t-test to assess the significance of learning outcome improvements. The results showed a significant positive correlation between the implementation of the TaRL approach and students’ learning achievements. This was indicated by the post-test average score of 83.67, which was higher than the pre-test average of 55.39, with a significance level of p = 0.000 < 0.05. These findings suggest that the TaRL approach is an effective solution to address student learning disparities and improve the quality of Fiqh instruction.
PENGARUH APLIKASI PADLET BERBASIS VIDEO PEMBELAJARAN TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS V SDN 1 SYAMTALIRA BAYU Intan Wahyuni; Misrina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 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.v10i04.35202

Abstract

The low ability to understand students' mathematical concepts, one of the causes of which is the lack of use of interesting and varied learning media. The purpose of this study was to determine the effect of using the Padlet application based on learning videos on the ability to understand mathematical concepts of fifth grade students of SDN 1 Syamtalira Bayu. This study used a quantitative approach with a quasi-experimental design. The sample consisted of 41 students divided into two groups: the experimental class using the Padlet application, and the control class using conventional learning methods. The instruments used were pretest and posttest. The results showed that the average posttest score of students in the experimental class was higher (84.5) than the control class (71.90). However, based on the t-test statistical test, a significance value of 0.425 (> 0.05) was obtained, indicating that the difference was not statistically significant. This means that although on average there was an increase in learning outcomes, there was no statistically significant effect between the use of the Padlet application based on learning videos and the improvement of students' mathematical concept understanding abilities. This study shows that the Padlet application can be a fun and interesting alternative media for students in understanding mathematical concepts. The novelty of this study lies in the use of video-based Padlet which is rarely applied at the elementary school level, especially in mathematics learning.
IMPLEMENTASI PROGRAM TADARUS KELAS V DI SDN TEMBONG 2 Azye Albar Bachtiar; M Taufik; Istinganatul Ngiwiyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 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.v10i04.35205

Abstract

This study aims to describe the implementation of the Al-Qur’an tadarus program for fifth-grade students at SDN Tembong 2. The tadarus program is one of the religious activities carried out regularly as part of fostering religious habits in the elementary school environment. This study uses a qualitative approach with a descriptive method. Data collection techniques were conducted through observation, interviews, and documentation with fifth-grade teachers as well as several students involved in tadarus activities. The results of the study indicate that the implementation of the tadarus program is conducted every morning before teaching and learning activities begin, with a duration of approximately 15–20 minutes. Teachers act as guides and supervisors of the activities, while students take turns reading the Al-Qur’an in small groups. This program received positive responses from students and teachers and was considered capable of improving the ability to read the Qur’an, strengthening religious character, and creating a conducive classroom atmosphere full of spiritual values. However, some challenges faced in the implementation of the program include differences in students' Qur’an reading abilities and time constraints. Nevertheless, improvement efforts continue through intensive guidance and grouping students based on their abilities. Thus, the tadarus program at SDN Tembong 2 has been proven to have a positive impact on the formation of students' character and religious habits, and it is worthy of further development and serving as a model of good practice for other elementary schools.
TRANSFORMASI KEPEMIMPINAN KIAI BERBASIS SERVANT LEADERSHIP : STRATEGI MEMBANGUN SOLIDARITAS DAN TIME WORK SANTRI Badrul Mudarris; Jazilurrahman
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35206

Abstract

This article aims to describe and provide a deeper understanding of the Transformation of Kiai Leadership Based on Servant Leadership: A Strategy for Building Students’ Solidarity and Teamwork. To obtain research data, a qualitative approach with a case study method was employed. The study was conducted at Pondok Pesantren Subulus Salam Pajarakan Probolinggo from June to September 2025. Data collection techniques included participant observation, in-depth interviews, and documentation. Meanwhile, data analysis followed the Miles and Huberman model, which consists of data collection, data reduction, data display, and conclusion drawing. The research findings indicate that Transformation of Kiai Leadership Based on Servant Leadership: A Strategy for Building Students’ Solidarity and Teamwork at Pondok Pesantren Subulus Salam Pajarakan Probolinggo is implemented through transformative leadership, collective leadership, competence in Islamic religious education, spiritual guidance, and the exemplary role model of the kiai.
HUBUNGAN PENDIDIKAN NILAI KEJUJURAN DAN MOTIVASI BELAJAR TERHADAP PRESTASI SISWA PADA MATA PELAJARAN PKN DI SEKOLAH MENENGAH PERTAMA Melva Adelia Manurung; Yakobus Ndona; Daulat Saragi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35207

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan antara pendidikan nilai kejujuran dan motivasi belajar terhadap prestasi siswa pada mata pelajaran Pendidikan Kewarganegaraan (PKN) di sekolah menengah. Pendidikan nilai kejujuran dipandang sebagai faktor penting dalam pembentukan karakter siswa, sementara motivasi belajar merupakan dorongan internal maupun eksternal yang memengaruhi keberhasilan akademik. Metode penelitian yang digunakan adalah kuantitatif dengan desain korelasional. Populasi dalam penelitian ini adalah siswa sekolah menengah, dengan sampel yang ditentukan melalui teknik purposive sampling. Instrumen penelitian berupa angket pendidikan nilai kejujuran dan motivasi belajar, sedangkan data prestasi siswa diperoleh dari nilai rapor mata pelajaran PKN. Analisis data menggunakan uji korelasi ganda untuk mengetahui kekuatan dan arah hubungan antarvariabel. Hasil penelitian menunjukkan bahwa terdapat hubungan positif dan signifikan antara pendidikan nilai kejujuran dengan prestasi belajar siswa, serta antara motivasi belajar dengan prestasi siswa. Secara simultan, pendidikan nilai kejujuran dan motivasi belajar berkontribusi signifikan terhadap pencapaian prestasi siswa pada mata pelajaran PKN. Temuan ini menegaskan bahwa pendidikan karakter dan dorongan belajar yang kuat berperan penting dalam meningkatkan kualitas hasil belajar siswa.
PENGEMBANGAN BAHAN AJAR FLIPBOOK BERBASIS PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS V PADA MATERI IPAS Nur Faridatus Solehah; Tri Suminar; Tri Joko Raharjo
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.35208

Abstract

This study aims to develop and evaluate the effectiveness of a digital Flipbook teaching material based on Problem Based Learning (PBL) to improve the critical thinking skills of fifth-grade students at SDN Pesantren and SDN Ngadirgo 02, Semarang. The research employed a Research and Development (R&D) method using a simplified version of the Borg & Gall model in eight stages. The results showed a significant improvement in students’ critical thinking skills, with the average posttest score reaching 78.98, compared to the pretest score of 53.70. The N-Gain scores were 0.46 in Class A and 0.48 in Class B, both categorized as moderate. The product was deemed highly feasible based on expert validation: language expert (95%), media expert (96%), content expert (95%), and teaching practitioner (93%). Therefore, the PBL-based Flipbook was proven to be effective in enhancing students’ critical thinking skills in IPAS learning.
PENGARUH MODEL PEMBELAJARAN INQUIRY BASED LEARNING (IBL) DAN KECERDASAN EMOSIONAL TERHADAP HASIL BELAJAR SISWA KELAS X PADA MATA PELAJARAN EKONOMI DI SMA NEGERI 6 PADANG Raudhatul Jannah; Jimi Ronald; Mona Amelia
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35209

Abstract

This study aims to analyze the effect of the Inquiry Based Learning (IBL) model and emotional intelligence on the learning outcomes of grade X students in the Economics subject at SMA Negeri 6 Padang. The type of research used was quantitative with a quasi-experimental design. The research sample consisted of 60 students divided into two groups: 30 students in the experimental class taught using the IBL model and 30 students in the control class taught using the Direct Instruction model. The research instruments included an emotional intelligence questionnaire and a learning achievement test, which were then analyzed through validity tests, reliability tests, difficulty and discrimination index, normality and homogeneity tests, as well as two-way ANOVA using SPSS version 25. The findings of this study indicate that: (1) students taught with the IBL model achieved higher learning outcomes compared to those taught with Direct Instruction (tcount 8.706 > ttable 1.667); (2) students with high emotional intelligence taught with IBL obtained better results compared to Direct Instruction (tcount 7.905 > ttable 1.697); (3) students with low emotional intelligence also achieved higher results through IBL compared to Direct Instruction (tcount 4.215 > ttable 1.697); and (4) there was a significant interaction between the learning model and emotional intelligence on students’ learning outcomes (sig. 0.053 < α = 0.05). Thus, it can be concluded that the IBL model is more effective than Direct Instruction in improving students’ Economics learning outcomes, both for those with high and low emotional intelligence, and that the interaction of these variables significantly influences students’ academic achievement.

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