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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 16,226 Documents
 809   810   811   812   813 
MERAJUT KETERAMPILAN BERPIKIR KRITIS, KOLABORASI, DAN KETERAMPILAN SOSIAL SISWA SEKOLAH DASAR MENGGUNAKAN MODEL PEMBELAJARAN SINERGI Muhammad Rizqy Ramadhani; Akhmad Riandy Agusta
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 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.v10i03.31370

Abstract

This study aims to improve student activity, critical thinking skills, collaboration skills, social skills, and student learning outcomes. This type of research applies Classroom Action Research conducted in 3 meetings. The subjects of this study were 17 fifth-grade students of SDN Sungai Lakum 1. Research findings indicate that student activity has developed to be very active. Students' critical thinking skills, collaboration skills, and social skills have developed to be highly skilled. This has a positive effect on improving student learning outcomes so that they meet the completion criteria.
UPAYA MENGEMBANGKAN KETERAMPILAN BERPIKIR KRITIS, KOMUNIKASI DAN KARAKTER CITIZENSHIP SISWA SEKOLAH DASAR MELALUI IMPLEMENTASI MODEL PEMBELAJARAN BATIK Muhammad Fauzan Lavionda Arsyad; Akhmad Riandy Agusta
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 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.v10i03.31371

Abstract

This study aims to improve student activity, critical thinking skills, citizenship, communication, and learning outcomes in Pancasila Education at SDN Murung Sari 4. The identified problems included low student engagement and unsatisfactory learning outcomes due to monotonous teaching methods, limited interaction, and classroom conditions that did not support active student participation. To address these issues, the BATIK learning model was implemented, which combines Problem-Based Learning (PBL), Two Stay Two Stray (TSTS), and the Talking Stick method. This research employed a Classroom Action Research (CAR) design conducted over three meetings involving seven fifth-grade students in the even semester of the 2024/2025 academic year. Data collection techniques included observations of teacher and student activities, tests of critical thinking skills, citizenship, communication, and learning outcomes. Data were analyzed using qualitative descriptive and quantitative percentage techniques. The results showed that the implementation of the BATIK model successfully increased student activity from “less active” to “very active.” In addition, students' critical thinking, citizenship, and communication skills improved to the “good” and “very good” categories. Student learning outcomes also experienced continuous improvement in each meeting. Based on these results, the BATIK model is considered effective for enhancing student activity, skills, and learning outcomes, and is recommended as an innovative teaching strategy to support the implementation of the Merdeka Curriculum.
IMPLEMENTASI MATERI BILANGAN DAN ARITMATIKA TERHADAP PESERTA DIDIK DALAM KURIKULUM SEKOLAH DASAR DI KOTA MEDAN Meili, Maya; Safrida Napitupulu; Siti Khayroiyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 3 (2025): Volume 10 No3 September, 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.v10i3.31373

Abstract

This study is motivated by two main factors. First, based on the 2022 PISA results, Indonesia ranked 72 out of 79 countries in mathematics with a proficiency rate of only 12%, far below the OECD average of 69%. Second, the average mathematics scores of elementary school students are often below the national minimum standards. This gap indicates a mismatch between curriculum content and student learning outcomes, influenced by factors such as teaching approaches, teacher competence, and the availability of learning media, particularly those supporting the understanding of number and arithmetic concepts, which are fundamental in mathematics learning at the elementary school level. The purpose of this study is to examine the implementation of number and arithmetic materials in the elementary school curriculum in Medan City and analyze their impact on the learning process and student outcomes. This study uses a qualitative descriptive method with data collected through classroom observations, interviews with teachers and students, and analysis of learning documents from several elementary schools in Medan City, conducted both offline and online. Curriculum. The results show that the implementation of number and arithmetic materials is generally in accordance with Indonesia’s current Most schools have adopted the Independent Curriculum, while some still apply the K13 Curriculum in selected classes. Implementation in lower grades tends to use concrete learning media, while upper grades focus more on abstract numerical concepts. The main challenges encountered include the limited availability of media and teaching aids, especially in lower grades, and disparities in student abilities that require greater teacher attention to ensure that learning objectives are achieved.
NILAI BUDAYA DALAM TRADISI ARAK-ARAKAN PENGANTIN MELAYU PONTIANAK reren alfathia sahara; Dr. Gunta Wirawan; Lili Yanti, S.Pd., M.Pd
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 3 September 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.31374

Abstract

Reren Alfathia : Cultural Values in the Malay Wedding Procession Tradition of Pontianak. Thesis, ISBI Singkawang 2025. This study aims to describe the cultural values embedded in the traditional wedding procession (arak-arakan) of the Malay community in Pontianak. The research uses a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The results show that this tradition reflects various cultural values such as religious values, mutual cooperation and kinship, aesthetics, cultural identity, and educational values. These values are manifested in the procession, symbols, traditional attire, ceremonial rhymes (pantun antarbarang), and the active involvement of the community. The tradition not only serves as a wedding ceremony but also functions as a medium for cultural preservation and character education for the younger generation. Therefore, the Malay wedding procession tradition in Pontianak plays an important role in strengthening local cultural identity and enhancing social cohesion. Keywords : Cultural Values, procession traditions, Malay brides, Pontianak, local wisdom.
EFEKTIVITAS MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING DAN REALISTIC MATHEMATICS EDUCATION TERHADAP KEMAMPUAN BERHITUNG SISWA KELAS II Terinathe, Jullienchy Irenne; Airlanda, Gamaliel Septian
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 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.v10i03.31378

Abstract

Numeracy, a fundamental skill, is often inadequately developed in students, frequently attributable to the adoption of monotonous instructional methodologies. This study aimed to evaluate and compare the effectiveness of the Contextual Teaching and Learning (CTL) model against the Realistic Mathematics Education (RME) learning model in fostering students' numeracy skills. Employing a quasi-experimental design with a Nonequivalent Control Group, the research gathered data through standardized tests, classroom observations, and supplementary documentation. The findings unequivocally demonstrate that the CTL model significantly enhances students' numeracy skills when compared to the RME model, a conclusion substantiated by robust statistical analysis. Data analysis further indicates that learning models which emphasize the inherent connection between mathematical concepts and real-life scenarios, exemplified by the CTL model, are particularly effective in cultivating numeracy. Conversely, while the RME model also incorporates real-life contexts, it was found to be less efficacious in developing critical and logical thinking processes. Based on these results, this study advocates for the adoption and implementation of Contextual Teaching and Learning (CTL) as a highly effective instructional strategy for the early development of numeracy skills, specifically within the context of mathematics education at the elementary school level.
PENGARUH SARANA PEMBELAJARAN TERHADAP MOTIVASI INTRINSIK MELALUI PEMANFAATAN TIKTOK  DALAM PEMBELAJARAN DIGITAL MARKETING Siqi Astika Maulida; Dr. Shendy Andrie Wijaya; Dr. David K. Susilo, SET, MM
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 3 September 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.31384

Abstract

This study aims to assess the impact of the availability of learning facilities on students' intrinsic motivation, emphasizing the role played by the use of TikTok as a digital learning medium in the context of digital marketing. Learning facilities include essential infrastructure such as technological tools, internet access, and a supportive learning environment. This study applies a quantitative method with paths to investigate both direct and indirect relationships between various variables. The study population consisted of 79 12th-grade students at SMK Islam Bustanul Ulum Pakusari, selected through a purposive sampling technique. The study findings indicate that learning facilities have a significant impact on TikTok use (path coefficient = 0.628; p = 0.000). In addition, both learning facilities and TikTok use significantly influence students' intrinsic motivation, with coefficients of 0.377 (p = 0.007) and 0.478 (p = 0.001), respectively. Further mediation analysis revealed that TikTok effectively mediates the relationship between learning facilities and intrinsic motivation (coefficient = 0.300; p = 0.006). These findings emphasize the importance of interactive tools like TikTok in enhancing self-directed learning motivation and encourage educational institutions to integrate digital media into vocational learning strategies. Penelitian ini bertujuan untuk menilai dampak ketersediaan fasilitas pembelajaran terhadap motivasi intrinsik siswa, dengan menekankan peran yang dimainkan oleh penggunaan TikTok sebagai media pembelajaran digital dalam konteks pemasaran digital. Fasilitas pembelajaran mencakup infrastruktur penting seperti alat teknologi, akses internet, serta suasana belajar yang mendukung. Penelitian ini menerapkan metode kuantitatif dengan analisis jalur untuk menyelidiki hubungan baik yang langsung maupun tidak langsung antara berbagai variabel. Populasi penelitian terdiri dari 79 siswa kelas XII di SMK Islam Bustanul Ulum Pakusari yang dipilih melalui teknik purposive sampling. Temuan penelitian menunjukkan bahwa fasilitas pembelajaran memiliki dampak yang signifikan terhadap penggunaan TikTok (koefisien jalur = 0,628; p = 0,000). Selain itu, baik fasilitas pembelajaran maupun penggunaan TikTok secara signifikan memengaruhi motivasi intrinsik siswa, dengan koefisien masing-masing sebesar 0,377 (p = 0,007) dan 0,478 (p = 0,001). Analisis mediasi lebih lanjut mengungkapkan bahwa TikTok dengan efektif menjadi perantara dalam hubungan antara fasilitas pembelajaran dan motivasi intrinsik (koefisien = 0,300; p = 0,006). Temuan ini menekankan pentingnya alat interaktif seperti TikTok dalam meningkatkan motivasi belajar mandiri serta mendorong institusi pendidikan untuk mengintegrasikan media digital dalam strategi pembelajaran vokasional.
INTEGRASI MEANINGFUL LEARNING DAN JOYFUL LEARNING DALAM MENINGKATKAN KEMAMPUAN BERPIKIR DIVERGEN PADA PEMBELAJARAN PAI DI SMA Sukma Eka Wijaya; Nelson; Dina Hajja Ristianti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 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.v10i03.31395

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan antara pendekatan Meaningful Learning dan Joyful Learning terhadap kemampuan berpikir Divergen siswa dalam pembelajaran Pendidikan Agama Islam (PAI) di SMA Negeri 6 Lubuklinggau. Metode yang digunakan adalah pendekatan kuantitatif dengan desain survei korelasional. Data diperoleh melalui angket yang dianalisis menggunakan korelasi Pearson dan regresi berganda dengan bantuan SPSS 25. Hasil penelitian menunjukkan bahwa baik Meaningful Learning maupun Joyful Learning secara parsial dan simultan memiliki hubungan yang positif, kuat, dan signifikan terhadap kemampuan berpikir Divergen siswa. Nilai koefisien korelasi antara Meaningful Learning dan kemampuan berpikir Divergen sebesar 0,646, sedangkan Joyful Learning sebesar 0,635. Secara simultan, kedua pendekatan pembelajaran tersebut memiliki nilai koefisien korelasi berganda sebesar 0,721 dan R² sebesar 0,520, yang berarti 52% variasi kemampuan berpikir Divergen dapat dijelaskan oleh kedua variabel bebas tersebut. Hasil ini menunjukkan bahwa penerapan pembelajaran yang bermakna dan menyenangkan efektif dalam mendorong kreativitas dan kemampuan berpikir tingkat tinggi siswa dalam konteks pembelajaran PAI.
ANALISIS PEMBELAJARAN PBL PADA KEMAMPUAN BERPIKIR KRITIS DALAM PEMECAHAN MASALAH SISWA KELAS IV DI SDN SUKUN 2 MALANG Rabita, Olivia; Siti Halimatus Sakdiyah; Prihatin Sulistyowati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 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.v10i03.31397

Abstract

The implementation of Problem-Based Learning (PBL) has been attempted in fourth-grade social studies at SDN Sukun 2 Malang as a response to global demands for critical thinking and problem-solving abilities. This research aims to comprehensively describe the PBL implementation process, analyze the development of students' critical thinking skills, and identify the supporting and hindering factors in the implementation of PBL and the development of fourth-grade students' critical thinking skills at SDN Sukun 2 Malang in solving social studies problems. This research used a qualitative approach with an analytical descriptive design, with 27 fourth-grade B students as subjects. The research instruments included observation sheets, interview guides, and documentation. Data were analyzed using the Miles and Huberman model, and data validity was checked through triangulation techniques. Research findings indicate that PBL implementation proceeded through stages of providing contextual problems, group collaboration, discussion and problem-solving, product creation (slogan), and process performance assessment, with the teacher acting as a facilitator and motivator. The application of PBL in the classroom was supported by the active role of the teacher, the availability of learning facilities, and student enthusiasm in group work. PBL in the classroom successfully encouraged students to be more active, critical thinkers, and collaborative, although it still faced challenges requiring further adaptation and habituation.
MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA DENGAN MODEL PRATAMA PADA MUATAN MATEMATIKA KELAS IV SDN SUNGAI MIAI 1 BANJARMASIN Apriliani, Rosa Fitra; Prastitasari, Herti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 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.v10i03.31404

Abstract

Low activity and learning outcomes in mathematics are due to the lecture-based learning method, which prevents students from interpreting learning problems. The solution is to use the PRATAMA model. This study aims to describe teacher activities and analyze the increase in student activity and learning outcomes. A qualitative research study of the type Classroom Action Research was conducted with four meetings. The subjects of the study were fourth-grade students at Sungai Miai 1 Elementary School in Banjarmasin, totaling 12 students in the 2024/2025 school year. Qualitative data was obtained through observations of teacher and student activities. Quantitative data was obtained through classical percentages of activity and student learning outcomes obtained from group and individual tests. Data analysis took the form of descriptions, tables, and graphs. The results showed that teacher activity increased from a score of 29 to a score of 41, meeting the "Very Active" criteria. Student activity increased from 25% to 83%, meeting the "Almost All Students are Very Active" criteria. This increase impacted student learning outcomes in the affective, cognitive, and psychomotor domains. Based on these results, using the PRATAMA model can improve student activity and learning outcomes. Teachers and other researchers can use this research as a reference for learning models that improve student learning activities and outcomes.
PENGARUH MODEL GROUP INVESTIGATION (GI) BERBASIS CASE METHOD TERHADAP KETERAMPILAN KOLABORASI DAN PEMECAHAN MASALAH Herlinda Oktavi Nayla; Ririn Andriani Kumala Dewi; Kiki Fatkhiyani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 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.v10i03.31406

Abstract

This study originated from the recognition that students lacked sufficient exposure to collaborative learning environments and had limited experience in structured problem-solving. The research set out to analyze the impact of implementing the Group Investigation model, combined with the Case Method approach, on enhancing students’ teamwork and problem-resolution capabilities. A true experimental method was applied, utilizing a pretest-posttest control group design, and the research was conducted at MI Miftahul Ulum 2 Kaplongan Lor. The participants included 40 students, evenly assigned to experimental and control groups. Data collection instruments included essay-based assessments to gauge problem-solving and closed-format questionnaires to measure collaboration. Analysis through independent samples t-tests revealed meaningful distinctions between the two groups in both areas, as indicated by an Asymp. Sig. (2-tailed) value of 0.000. The R² value of 0.462 suggests that 46.2 percent of the variance in problem-solving improvement could be linked to the intervention. These results demonstrate that the Group Investigation learning strategy, when integrated with the Case Method, is effective in significantly strengthening both collaborative and problem-solving skills among students.

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