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Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran
Published by Universitas PGRI Madiun
ISSN : 20885350     EISSN : 25285173     DOI : -
Core Subject : Education,
Education
PREMIERE EDUCANDUM: Jurnal Pendidikan Dasar dan Pembelajaran is a scientific journal that aims to communicate research results of professors, teachers, practitioners, and scientists in the field of basic education covering the fields of basic teaching in elementary, Applied science and analytical-critical studies in the field of basic education. Target readers of the journal are professors, students, teachers and practitioners of basic science education. Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran has ISSN: 2088-5350 (Print) & ISSN: 2528-5173 (Online) and accredited 'S3' Grade by RISTEKDIKTI (Ministry of Research, Technology and Higher Education, Republic of Indonesia).
Arjuna Subject : -
Articles 252 Documents
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Implementing interactive videos based on local cultural values to enhance character education among elementary school students Muhammad Yusnan; Munirah; Anin Asnidar; Farisatma; Agusalim; Fahril Ramadhani
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 14 No. 2 (2024)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v14i2.22262

Abstract

Implementation of interactive videos based on local cultural values in elementary school character education is essential in face of rapid technological advancement. Interactive videos not only help students understand and appreciate their own cultural heritage, but also introduce them to important character values embedded in local traditions and customs. These values play a crucial role in shaping students’ identity, integrity, and personality. Study aims to apply interactive videos grounded in local cultural values to support character education in elementary school students. A quantitative approach was used, involving a survey of 21 students to evaluate key aspects of character development. Data collected through questionnaires were analyzed statistically to provide an objective overview and to inform the development of effective character education policies. Findings indicate that the use of interactive videos had a positive impact on students’ character development, particularly in the areas of cooperation and environmental awareness, which were mostly rated as "Very Good." Improvements were also observed in students' integrity and their understanding of local cultural values. However, a small number of students still fell into the "Poor" and "Very Poor" categories, highlighting the need for continued efforts to strengthen character education and ensure more consistent development across all students.
Linking thought and text: The relationship between critical thinking and reading performance Rengganis Siwi Amumpuni; Rudi Hartono; Dwi Rukmini; Rahayu Puji Haryanti
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 14 No. 1 (2024)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v14i1.22400

Abstract

The purpose of this study was to determine whether or not there is a correlation between the critical thinking skills of students and the level of reading comprehension that they demonstrate. To examine this relationship, the researchers employed a reading comprehension test adapted from the TOEFL proficiency framework alongside a critical thinking assessment. The data were evaluated using Pearson's Product-Moment Correlation, which demonstrated that there is a relationship between the two variables that is statistically significant. The results demonstrated a strong positive correlation between students’ levels of critical thinking and their reading comprehension scores. Moreover, students with high critical thinking abilities had significantly enhanced performance on the reading comprehension assessment relative to their peers with low critical thinking capabilities. These findings suggest that critical thinking plays a crucial role in the process of understanding written texts and may have meaningful implications for students’ academic development, particularly in the context of language learning.

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