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Mimbar PGSD Undiksha
Published by Universitas Pendidikan Ganesha
ISSN : 26144727     EISSN : 26144735     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 20 Documents
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Search results for , issue "Vol. 13 No. 2 (2025): July" : 20 Documents clear
How Do I Manage Emotions and Develop Social Interaction? Emotional Literacy Representation of Elementary Students Apriliya, Seni; Nailiah, Indah Mafazatin
MIMBAR PGSD Undiksha Vol. 13 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i2.70006

Abstract

Limited reports studying emotional literacy of students were found, especially research about the ability to manage emotions and developing social interactions therefore triggered this research to be conducted. Hence, this report’s objective is to describe emotional literacy of elementary school students’ abilities in managing emotion and developing social interactions during learning activity. This research utilized qualitative approach by classroom ethnography method. The research participants were students and teachers at an elementary school in Tasikmalaya city. Data collection were gathered by observations, interviews, and documentations. Thematic data analysis was conducted by referring to emotional literacy from Steiner i.e. data reduction, data presentation, and drawing conclusion. Results of this research shown that students were able to express emotions such as happiness, anger, sadness, and being annoyed productively; most of the students express their emotions being experienced spontaneously, self-harmed and others around, some of the students were not able yet developing their social interactions; some of the students tend to have low self-confident and seldom having interaction optimally during learning process. Therefore, emotional literacy of the students, especially the ability in managing emotions and developing social interactions were not adequate yet. The implication shown that at the elementary school being investigated, massive education based on emotional literacy still not being conducted yet, hence it was recommended to conduct emotional literacy education through habituation or integrated learning activity in the school.
SCIENCE PROJECTS FOR INTROVERTED STUDENTS: HOW DO THEY IMPACT SELF-CONFIDENCE? Muhammad Nizaar; Haifaturrahmah; Rahman, Nanang; Nursina
MIMBAR PGSD Undiksha Vol. 13 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i2.90204

Abstract

Introverted students often face challenges in project-based learning, particularly in building self-confidence, which is crucial for academic success. This study aimed to improve the self-confidence of introverted elementary school students through specially designed science-based project activities. The project was tailored to encourage active participation among introverted students. A quasi-experimental one-group pretest-posttest design was applied, involving 22 elementary school students. Data collection methods included questionnaires, observation sheets, and documentation. Self-confidence was assessed based on six indicators: optimism, self-efficacy, rationality, objectivity, responsibility, and courage to undertake projects. Data analysis was conducted using a paired sample t-test. The results revealed that science-based project activities significantly enhanced students’ self-confidence (p-value = 0.015). Students showed improved confidence in trying new activities, collaborating in groups, and expressing emotions. These findings indicate that project-based learning can effectively support the emotional and social development of introverted students. Specific tasks included setting time limits, encouraging exploration of new activities, conducting group work, and expressing emotions after learning sessions. This study emphasizes the importance of inclusive learning designs that provide equal opportunities for introverted and extroverted students to collaborate. It recommends adapting traditional science-based projects to align with the unique characteristics of diverse classrooms. Such adjustments enable all students to actively participate and benefit from project-based learning. Overall, the findings highlight the role of project-based learning as an effective strategy to foster self-confidence and holistic development in introverted students, while ensuring equitable participation in collaborative learning environments.
Evaluation Evaluating the Duration and Intensity of MathQuest Game Use in Mathematics Learning: A Comparative Study of Elementary Students’ Engagement and Participation Alfiana Sahraini; Syaharuddin; Vera Mandailina
MIMBAR PGSD Undiksha Vol. 13 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i2.92548

Abstract

The problem underlying this study is the suboptimal use of instructional duration in enhancing student engagement and participation, particularly in the context of game-based learning. Moreover, there is a lack of research that specifically examines the impact of short-duration differences on student engagement patterns, both individually and in groups. Therefore, this study aims to compare the levels of student engagement and participation in mathematics learning based on differences in duration and intensity of MathQuest game usage. This study employed a quantitative approach with an experimental design. The research subjects were 49 sixth-grade elementary school students divided into two groups, namely Class A and Class B. Data were collected using observation sheets and pre-test and post-test instruments developed based on validated indicators of student engagement (X1) and participation (X2). The collected data were analyzed using descriptive statistics and the Independent Sample t-test to determine the significance of differences between the two groups. The analysis results showed significance values for individual engagement (0.977), group engagement (0.084), individual participation (0.834), group participation (0.834), and participation within the group (0.145), all of which were greater than 0.05, indicating no significant differences in the average levels of engagement and participation between students in Class A and Class B, both individually and in groups. Although there were slight variations in mean scores and standard deviations, these differences were not substantial enough to influence the conclusions of the study.
Application of the CIRC Model to Elementary School Students' Reading Comprehension Skills Yuliastri, Ni Nyoman Ayu; Putrayasa, Ida Bagus; Sanjaya, Dewa Bagus
MIMBAR PGSD Undiksha Vol. 13 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i2.92969

Abstract

Students’ difficulties in reading comprehension remain a critical issue that hinders effective learning processes. Reading comprehension is an essential skill that must be developed to support academic success. This study aims to examine the effectiveness of the Cooperative Integrated Reading and Composition (CIRC) model on students’ reading comprehension skills in relation to their reading interest. A quasi-experimental design was employed with a population of 155 students. Data were collected through reading comprehension tests and reading interest questionnaires, and analyzed using Two-Way ANOVA by level. The results revealed that: (1) there was a significant difference in reading comprehension between students in the experimental class and those in the control class; (2) a difference was found between the two classes among students with high reading interest; (3) a difference was also found among students with low reading interest; and (4) there was an interaction between the CIRC learning model and students’ reading interest in influencing reading comprehension. The findings conclude that the CIRC model is effective in enhancing reading comprehension, especially when students' reading interest is taken into account. These results imply the importance of selecting appropriate instructional models that align with students’ characteristics to optimize their reading comprehension skills.
Animated Mind-Mapping Media Based on Interactive Learning to Improve Digital Literacy and Collaboration Skills of Fifth Grade Elementary School Students Aprilia, Komang Ayu; Widiana, I Wayan; Bayu, Gede Wira
MIMBAR PGSD Undiksha Vol. 13 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i2.93521

Abstract

This study was motivated by the low digital literacy and collaboration skills of fifth grade students. This research aims to develop learning media in the form of mind mapping animation based on interactive learning to improve digital literacy and collaboration skills of fifth grade students. The research uses the ADDIE model (analysis, design, development, implementation, evaluation). The subject of this research is animated mind mapping media based on interactive learning. The objects in this study are aspects of validity, practicality and effectiveness. The data collection method is questionnaire. The instrument to collect data is a questionnaire. The data analysis method used is the t-test formula. The results showed that: (1) the results of the validity of the material expert obtained a validity index of 0.98333, while the results of the validity of the media expert obtained a validity index of 0.97222, these results have very good qualifications, (2) the level of achievement of student responses obtained a score of 90.95% with very good qualifications, (3) the results of the correlated t-test showed a significance (2-tailed) of 0.000 or p < 0.05 so that the interactive learning-based mind mapping animation was effective in improving digital literacy and collaboration skills of grade V elementary school students. The implication of this research is the creation of interactive mind mapping animation learning media and provides insight for the development of innovative methods.
Contextual-Based Interactive Learning Video Media to Improve Science Learning Outcomes of Grade VI Elementary School Students Sariwedani, Ni Made Galuh; Werang, Basilius Redan; Sudarma, I Komang
MIMBAR PGSD Undiksha Vol. 13 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i2.93717

Abstract

In the process of learning science in elementary schools, teachers often have difficulty in delivering learning materials due to the lack of availability of supporting learning media. As a result, during the learning process, students become bored, unfocused, and do not understand the contents of the material. This has an impact on student learning outcomes that are not optimal. The purpose of this study is to create interactive video learning media based on contextual science subjects that are valid and practical. The type of research used is development research with the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The methods used to collect data are observation, interviews, documentation, questionnaires, and tests. The research instrument is a questionnaire. The data analysis technique is quantitative descriptive analysis. The results of this study indicate that the feasibility test of media and material experts obtained very feasible criteria with an average value of 95%. The results of the teacher's practicality test obtained a score of 99.09% with a very practical qualification. The results of this study obtained a tcount of 15.169 with a significance level of 5% is 1.703, so that tcount> ttable. Based on the research that has been conducted, it is concluded that there is a significant influence of Contextual-Based Interactive Learning Video Media on the science learning outcomes of grade VI Elementary School students.
Interactive Multimedia Based on Augmented Reality for Photosynthesis Material to Improve Science Learning Outcomes of Fourth Grade Elementary School Students Sri Asmini, Ni Ketut; Rati, Ni Wayan; Paramartha, Wayan Eka
MIMBAR PGSD Undiksha Vol. 13 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i2.93922

Abstract

Learning problems in IPAS (Natural and Social Sciences) for fourth-grade students are still dominated by conventional teaching methods and limited interactive learning media, which negatively affect students’ learning outcomes. This study aims to develop, validate, evaluate the practicality, and examine the effectiveness of interactive multimedia based on Augmented Reality (AR) on photosynthesis material to enhance students’ learning outcomes. This research is a type of research and development (R&D) using the ADDIE model. The subjects involved were 13 fourth-grade students for the effectiveness test, 2 teachers for practicality testing, and 2 experts as validators. Data were collected through validation questionnaires, practicality questionnaires, and multiple-choice tests to measure learning outcomes. The data were analyzed using descriptive qualitative and quantitative techniques. The results showed that the AR-based interactive multimedia was declared valid by media experts (3.75) and content experts (3.80), highly practical by teachers (4.00) and students (3.88), and effective in improving learning outcomes with a significance value of 0.000 < 0.05. The findings conclude that AR-based multimedia is a valid, practical, and effective innovation for enhancing students’ IPAS learning outcomes. Its implication suggests potential for broader application in digital-based elementary school learning.
Goal-Free Evaluation Approach in Providing Feedback on The Motivation and Learning Outcomes of P of Grade IV Students Setiawidiantari, Ketut Dian; Gede Wira Bayu; I Wayan Ardana
MIMBAR PGSD Undiksha Vol. 13 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i2.94112

Abstract

Student motivation and learning outcomes are often influenced by the learning methods and feedback provided by the teacher. Conventional approaches tend to focus on achieving the final goal, thus ignoring the overall student learning process. This study aims to describe the effect of the Goal Free Evaluation (GFE) approach in providing feedback on the learning motivation and PPKn learning outcomes of fourth grade elementary school students. This study used a quasi-experimental design with a nonequivalent control group pretest-posttest design. The subjects of the study were fourth grade elementary school students who were divided into two groups, namely the experimental class using the GFE approach and the control class using the conventional method. Data were collected through learning outcome tests and motivation questionnaires. Data analysis was carried out by comparing the average scores between the two groups. The results showed that the average motivation score in the experimental class was higher (17.83) than the control class (15.14), and the learning outcomes of students in the experimental class were also higher (82.67) than the control class (81.21). The conclusion of this study shows that the GFE approach has a positive effect on increasing student motivation and learning outcomes. The implication is that this approach can be applied as an alternative to improve the quality of learning and evaluation in schools.
Enhancing Elementary Students’ Empathetic Awareness through the “Moraka” Candi Jiwa Animated Video Dewi, Sinta Maria; Yuyun Dwi Haryanti; Hesti Widiastuti; Tarpan Suparman; Harmawati
MIMBAR PGSD Undiksha Vol. 13 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i2.94389

Abstract

A lack of empathy can negatively impact children's moral and social development in the future. To address this issue, innovative instructional strategies and media are required to foster empathy values from an early age in primary education. This study aims to develop and evaluate the effectiveness of animated video media based on local storytelling to enhance elementary students’ empathetic awareness. The research employed a Research and Development (R&D) approach using the Borg and Gall model. The participants were fifth-grade elementary school students. Data were collected through expert validation, observation, and pretest–posttest assessments, using validation sheets and empathy awareness tests as instruments. The data were analyzed using descriptive and inferential statistics. The expert validation results indicated that the developed animated media is highly suitable for use in learning, in terms of content accuracy, language clarity, visual presentation, and character value integration. The effectiveness test showed a significant improvement in students’ empathy awareness, with a significance value of 0.000 < 0.005. These findings demonstrate that the animated video media is not only effective in fostering empathy but also in integrating local cultural values into character education. The study implies the importance of developing digital learning media that is both contextual and culturally grounded as an alternative approach to strengthening character education at the primary level.
The Effect of Flipbook Media on Improving Critical Thinking Skills of Grade 5 IPAS Students Octaviana, Shitta; Widiyono, Aan; Muzakki, Muhammad Alie
MIMBAR PGSD Undiksha Vol. 13 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i2.94819

Abstract

Many teachers have not implemented the use of digital media, there are many digital media that can be used to support students' critical thinking skills, one of which is the use of flipbook media. This study aims to evaluate the effectiveness of flipbook media in improving elementary school students' critical thinking skills in Natural and Social Sciences (IPAS) subjects. This study uses a mixed method approach that combines quantitative data from pretests and posttests as well as qualitative data from learning observations and interviews with teachers. The results showed that the use of flipbooks significantly improved students' critical thinking skills, especially in terms of analyzing information and drawing logical conclusions. In addition, students also showed increased involvement in the learning process and a deeper understanding of IPAS concepts. Although some technical obstacles were found in the implementation, flipbooks have proven to be an effective and innovative learning medium. Therefore, its use is recommended to be integrated into IPAS learning in elementary schools to support the continuous improvement of critical thinking skills.

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