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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 256 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.
Realistic mathematics education module integrated with problem-based learning: Fostering learning interest and mathematics achievement Nasikhun Amin; Lingga Nico Pradana; Ivayuni Listiani
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 15 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v15i1.25190

Abstract

Despite growing interest in digital learning modules for mathematics instruction, few studies have examined how integrating realistic mathematics education and problem-based learning within a single e-module shapes students' learning interest and achievement, particularly in data processing. While realistic mathematics education grounds abstract concepts in contextual problems and problem-based learning strengthens engagement through authentic tasks, empirical evidence on their combined effect within a digital format remains scarce. This study examined the effect of learning interest on mathematics achievement among fifth-grade students learning through such an e-module. A quantitative correlational design was employed with 26 fifth-grade participants. Data were collected via a learning interest questionnaire and a mathematics achievement test, then analyzed using the Shapiro-Wilk test, linearity test, Pearson correlation, and simple linear regression. Results showed a positive, statistically significant effect of learning interest on achievement (p < 0.01), with learning interest explaining 27.9% of the variance, while other factors likely accounted for the remainder. These findings suggest that integrating realistic mathematics education with problem-based learning in a digital module can foster learning interest and improve mathematics achievement, offering practical implications for designing contextual, problem-oriented digital learning materials.
Developing Edumatika.id: An Interactive Web-Based e-Worksheet to Enhance Elementary Students' Mathematics Learning Outcomes Budi Setiawan; Lingga Nico Pradana; Hendra Erik Rudyanto
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 15 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v15i1.25272

Abstract

Despite the growing use of digital tools in elementary mathematics education, most existing electronic worksheets remain limited to static content and lack interactivity, immediate feedback, and support for independent home-based learning. This study aimed to develop and evaluate Edumatika.id, a web-based interactive mathematics e-Worksheet designed to enhance the mathematical competence of Grade II elementary school students. A Research and Development (R&D) approach was employed using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The product was validated by two material experts and two media experts, then tested through one-to-one evaluation (n = 3), small-group evaluation (n = 5), and a field trial (n = 11) involving Grade II elementary school students. During the field trial, students used the platform independently at home for one week under parental supervision. Expert validation showed high feasibility, with average scores of 83.50% (material experts) and 89.00% (media experts). Practicality testing yielded consistently favorable results: 87.88% (one-to-one), 78.86% (small-group), and 87.50% (field trial). Parents reported an overall positive perception of home implementation (78.45%), particularly regarding parental support (81.82%) and student motivation (80.00%), though independent learning (73.81%) scored comparatively lower. Students' mean mathematics achievement improved from 7.00 (pretest) to 8.18 (posttest), with 81.8% of students showing gains. Edumatika.id distinguishes itself from prior e-Worksheets by integrating interactive materials, three-dimensional visualizations, game-based exercises, immediate formative feedback, and cross-device accessibility within a single platform. These findings indicate that Edumatika.id is a valid, practical, and promising medium for supporting elementary mathematics learning both at school and at home.
Exploring teachers' perspectives on digital media utilization for innovative science and social studies learning in elementary schools Sabrina Budi; Ivayuni Listiani; Candra Dewi; Endang Sri Maruti; Wasilatul Murtafiah
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 15 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v15i1.25324

Abstract

This study explores teachers' perspectives on the use of digital media as an innovation in IPAS (Science and Social Studies) learning in elementary schools. The development of digital technology has accelerated the transformation of learning processes; however, its implementation at the elementary school level still faces various challenges, particularly in schools with limited infrastructure. Employing a descriptive qualitative approach, this study was conducted at SDN Nglanduk 01 through in-depth interviews with the principal and four teachers, complemented by classroom observation. Data were analyzed thematically through data reduction, data display, and conclusion drawing. The findings indicate that teachers hold predominantly positive perspectives toward digital media use, viewing it as an effective tool for enhancing student enthusiasm and motivation in IPAS learning. Teachers have utilized various digital tools, including PowerPoint presentations, instructional videos, Google Classroom, and EduCode. The primary challenges encountered include unstable internet connectivity and limited technological devices. In response, teachers demonstrated adaptive and innovative attitudes through participation in technical training and self-directed learning. These findings carry significant implications for policy development: systematic digital competency programs and equitable technology infrastructure are essential prerequisites for sustainable integration of digital media in elementary IPAS learning.
The effect of steam learning based on project-based learning (pjbl) assisted by assemblr edu on elementary school students' creative thinking skills Rezki Ungki Yanna Opsari; Parji; Marheny Lukitasari
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 15 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v15i1.25370

Abstract

Creative thinking is one of the essential 21st-century skills that should be developed in elementary school students to enhance problem-solving abilities and generate innovative ideas. However, preliminary observations in Grade V of SDN Sugihwaras 2 indicated that students' creative thinking skills were still relatively low. This study aimed to examine the effect of Science, Technology, Engineering, Arts, and Mathematics (STEAM) learning based on Project-Based Learning (PjBL) assisted by Assemblr Edu on students' creative thinking skills. A quantitative pre-experimental method with a One-Group Pretest–Posttest Design was employed. The participants were 20 fifth-grade students selected through purposive sampling. Data were collected using a creative thinking test covering fluency, flexibility, originality, and elaboration. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the Paired Sample t-test. The findings indicate that STEAM-based Project-Based Learning (PjBL) assisted by Assemblr Edu effectively enhanced elementary school students' creative thinking skills. The integration of project-based activities with immersive augmented reality learning experiences encouraged students to generate original ideas, explore multiple problem-solving strategies, and elaborate their ideas more creatively. These results support the view that authentic, technology-enhanced STEAM learning environments foster higher-order thinking and creativity in elementary education.

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