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Mimbar PGSD Undiksha
Published by Universitas Pendidikan Ganesha
ISSN : 26144727     EISSN : 26144735     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 4,577 Documents
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STEM and CRT Learning: A Sasambo-Based Comparative Analysis of Students’ Critical Thinking and Creativity Zabillah JR, Saskia Syalsa; Rahman, Nanang; Muhdar, Syafruddin
MIMBAR PGSD Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i1.91192

Abstract

Proficiency in critical and creative thinking are fundamental skills that students must have to face the challenges of the 21st century. This study compared the effectiveness of STEM (science, technology, engineering and mathematics) education and CRT based on Sasambo education in improving students' critical and creative thinking skills in elementary schools. This study used a quantitative approach with a quasi-experimental design and a pre-test-post-test control group. A total of 31 students participated in this study and were divided into two experimental groups. The first experiment used the STEM approach, while the second experiment used CRT based on Sasambo culture. Data was collected through an essay test that evaluated students' critical thinking (10 questions) and creative thinking (4 questions). In addition, descriptive statistics, homogeneity, normality, paired sample t-test, and N-Gain scores were used to evaluate students' improvement. This study shows that different learning approaches can have diverse impacts on students' cognitive skill development. STEM education proved to be more effective in improving critical thinking, while culture-based CRT was superior in encouraging students' creativity. The findings showed that STEM-based education significantly improved students' critical thinking skills more than CRT-based education. Conversely, CRT was more effective in improving students' creative thinking skills. This highlights the importance of integrating educational innovations with local customs to support the growth of students' critical thinking and creativity.
The Impact of Campus Teaching Programs on Elementary Students' Literacy Skills Runa Iqlima Nur Azizah; Yasinta Mahendra
MIMBAR PGSD Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i1.91212

Abstract

The Covid-19 pandemic has brought new challenges to the world of education, especially in relation to low literacy skills among students. Data from various international studies show that the literacy level of Indonesian students is still low. In the field, there are still many schools with inadequate literacy facilities and no structured literacy strengthening activities. The purpose of this study was to examine the impact of Kampus Mengajar on improving student literacy in elementary schools. This study used a method with a pre-experimental design, a one group pre-test and post-test model. The sampling technique in this study was a side-saturated technique with data collection techniques through pre-test, post-test, observation, interviews, and literature reviews. The results showed a p-value of 0.224 (p <0.05), which indicates a significant influence on students' literacy skills. Findings from interviews and observations showed improvements in three areas: library visits (from 15% to 60%), reading comprehension (from 35% to 80%), and letter recognition (from 10% to 55%). The study concluded that the Kampus Mengajar program showed a positive impact on student literacy and provided recommendations for the development of more effective education policies, especially in areas with difficulty in accessing quality education. The implications of this SLR study indicate that campus teaching programs have significant potential to improve students' literacy skills in elementary schools. The results of the study can provide insights for curriculum developers and educators to design more effective programs, as well as encourage collaboration between higher education institutions and elementary schools.
Elementary School Students' Mathematics Learning Motivation in the Context of Educational Management: A Cross-Sectional Study with Rasch Analysis Muhamad Suhardi; Mar'atus Sholihah; Rusi Rusmiati Aliyyah
MIMBAR PGSD Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i1.91478

Abstract

One element in educational process, that often becomes a concern is student learning motivation. This motivation includes internal and external drives that influence students' interests and abilities to be actively involved in the learning process. This study aims to investigate the learning motivation of 5th grade elementary school students in mathematics learning using Rasch model-based analysis. This study is a descriptive study with a cross-sectional design, involving 79 students as research subjects. Data were collected through a questionnaire designed to measure six main indicators of learning motivation, namely intrinsic value, achievement value, self-regulation, self-efficacy, utility value, and test anxiety. The results of the analysis showed that students' learning motivation was in the high category overall, with the Self-Efficacy (SE) indicator recording the highest score of 78%, followed by Utility Value (UV) of 73.5%. The self-regulation (SR) indicator showed a lower but still significant score of 70%. Rasch analysis showed that the questionnaire had a good level of reliability of 0.86 for items and 0.83 for respondents, as well as validity that was in accordance with the measurement model. These findings emphasize the importance of increasing students' self-confidence and supporting self-management in mathematics learning to improve learning motivation. The implications of these findings highlight the need to develop learning strategies that can strengthen students' self-confidence and reduce their anxiety during exams.
The Effectiveness of Educational Games in Mathematics Learning in Elementary Schools: A Systematic Literature Review Apriani, Dita Ayu; Yasinta Mahendra; Berta apriza
MIMBAR PGSD Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i1.91722

Abstract

Mathematics as one of the basic subjects, has a crucial role in students' cognitive development. However, students often find it difficult to interpret abstract mathematical concepts. The main purpose of this systematic literature review is to examine in depth the effectiveness of using educational games in mathematics learning in elementary schools. The research method used in this article is the Systematic Literature Review (SLR) with the Prisma approach. The results of the study show that during the 2020-2024 period, the integration of educational games in mathematics learning made a positive contribution to students' cognitive development. Educational games not only develop students' academic achievements in the short term, but also help them improve their critical thinking skills, collaboration, and creativity that are useful for life. Based on the results and discussion, it can be concluded that the use of educational games has proven to be effective in mathematics learning in elementary schools. Educational games are able to change the perspective of mathematics learning from being initially difficult to being easier. Therefore, it is recommended for educators to use educational games appropriately in the learning process in the classroom, especially mathematics learning. The implications of this study will provide a comprehensive synthesis of evidence and direct future research on how educational games affect mathematics learning.
The Effectiveness of Flashcard Media in Enhancing Science Learning Outcomes among Elementary School Students Puri Anjar Wati; Yasinta Mahendra
MIMBAR PGSD Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i1.91831

Abstract

Natural Science (IPA) education in elementary schools continues to face challenges, particularly the low academic achievement of students in understanding and retaining scientific concepts. This study aims to explore the impact of flashcard use on elementary students' science learning outcomes. The research adopts a Systematic Literature Review (SLR) method. The subjects of this study include elementary school students from various previously conducted studies. Data were collected through the analysis of documents and scholarly articles discussing the effectiveness of flashcards in learning. Data analysis was carried out using a qualitative descriptive approach to identify patterns of findings from different sources. The results indicate that the use of flashcards, both digital and conventional, significantly improves students’ conceptual understanding and learning outcomes. The implementation of this media encouraged more students to reach or even exceed the Minimum Competency Criteria (KKM). Beyond its positive impact on academic performance, flashcards also prove effective in supporting both individual and group learning, enhancing vocabulary acquisition, and creating a more interactive and enjoyable learning experience. Based on these findings, the study confirms that flashcards are an effective instructional tool for improving the quality of science education in elementary schools. The implication is that the integration of flashcards into teaching strategies should be considered as an innovative effort to strengthen science education at the elementary level.
The Effectiveness of Using Audio-Visual Media in Pancasila Education Learning in Elementary Schools Arwanda, Zalva; Junaidi
MIMBAR PGSD Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i1.91848

Abstract

Pancasila Education is a subject that plays an important role in shaping the character and personality of elementary school students. However, in practice, Pancasila learning is often perceived as uninteresting and monotonous, making it difficult for students to understand and internalize its values. This study aims to analyze the effectiveness of using audio-visual media in Pancasila Education at the elementary school level through a systematic literature review approach. The method used is a Systematic Literature Review (SLR) with the PRISMA approach, involving an analysis of 10 research articles published between 2020 and 2024. The findings indicate that the use of audio-visual media has a positive impact on the Pancasila Education learning process. This media has been proven to enhance learning outcomes, motivation, interest, student engagement, and critical thinking skills. Thus, it can be concluded that audio-visual media is effective in supporting Pancasila Education at the elementary school level. These findings have important implications for developing more relevant learning strategies tailored to students' needs and characteristics in the digital era. Therefore, it is recommended that teachers and education policymakers begin to optimally integrate audio-visual media into Pancasila Education to improve the quality of education and foster national values from an early age.
Improving Problem-Solving Skills through the Implementation of PBL-Based IPAS Instructional Videos Ni Putu Kaori Candra Devi; Maria Goreti Rini Kristiantari; Komang Sujendra Diputra
MIMBAR PGSD Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i1.92166

Abstract

The low problem-solving ability of students in understanding economic activity concepts, along with the lack of relevance between the material and real-life contexts, poses a challenge in teaching Science and Social Studies (IPAS) at the elementary school level. To address this issue, this study developed a Problem-Based Learning (PBL)-based instructional video that connects the material with local wisdom. The study employed a Research and Development (R&D) method using the ADDIE model, involving 38 fourth-grade elementary students, subject matter experts, design experts, and instructional media experts. Data were collected through validation questionnaires, student comprehension tests, and observations. The data analysis techniques used included quantitative descriptive analysis to assess media validity and a t-test to measure its effectiveness. The results showed that the PBL-based instructional video had a very high level of validity, with an average rating above 90%. Furthermore, the t-test results indicated a significant difference between students’ pre-test and post-test scores (tvalue = 9.620 > ttable = 1.687), demonstrating its effectiveness in improving students’ problem-solving skills. In conclusion, the integration of PBL with instructional video has proven to be an innovative solution in IPAS learning, helping students understand economic concepts through real-life contexts and local wisdom, as well as enhancing their critical thinking skills.
The Optimizing Differentiated Learning in Elementary Schools: An Experimental Study of the CIRC Method for Children with Reading Difficulties Novianti, Ranti; Yunus, Melor MD; Sriyanti, Sisca; Santoso, Yoga Budhi; Purnamasari, Ica; Nadiyah, Salma; Ana Fatimatuzzahra
MIMBAR PGSD Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i1.92236

Abstract

Reading difficulties, especially among students with dyslexia, pose a serious obstacle to the development of academic and social competencies. This study examines the effectiveness of the Cooperative Integrated Reading and Composition (CIRC) method in improving the reading comprehension of students with reading difficulties in a differentiated learning context. This study uses a quantitative approach with a one-group pretest-posttest pre-experimental design. The sample consisted of 11 fourth and fifth-grade students identified as having dyslexia through teacher assessments and initial observations. Data were collected using reading comprehension tests at pretest and posttest, as well as observations of the intervention process. Data analysis was conducted using the Wilcoxon test to determine statistical differences in scores. The results showed an increase in the average score from 15.2 to 25 after the implementation of the CIRC method. The Asymp. Sig. (2-tailed) of 0.003 (<0.05) indicates a statistically significant improvement. The conclusion of this study confirms that CIRC can create a collaborative and inclusive learning environment that contributes to increased student engagement and confidence in reading. Implications suggest that CIRC is recommended as an effective differentiated learning strategy for students with reading difficulties in elementary school.
Interactive Multimedia Educational Games Based on Problem-Based Learning (PBL) for Ecosystem Material to Enhance Student Learning Motivation Kadek Ayu Wahyuni; I Made Citra Wibawa; Kade Sathya Gita Rismawan
MIMBAR PGSD Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i1.92271

Abstract

Low learning motivation among elementary school students is often influenced by the limited use of interactive and contextual learning media. This study aims to design and develop interactive multimedia in the form of an educational game based on Problem-Based Learning (PBL), examine the validity of the developed product, analyze the practicality of the media within the learning context, and assess its effectiveness in improving students' learning motivation. This research is a type of Research and Development (R&D) utilizing the ADDIE development model and a One Group Pretest-Posttest experimental design. The study involved 24 elementary school students as research subjects. Data were collected through interviews, observations, and questionnaires using validated instruments. The data were analyzed using qualitative and quantitative descriptive analysis techniques. The results show that: (1) interactive multimedia in the form of a PBL-based educational game was successfully developed and meets the criteria for feasible learning media; (2) the content validity scores ranged from 0.875 to 1.00 (very high category), while media validity scores ranged from 0.625 to 1.00 (high to very high category); (3) the practicality of the media was rated 4.80 by teachers and 5.00 by students (very good category); and (4) the media’s effectiveness yielded a significance value of < 0.001, indicating a statistically significant increase in students' learning motivation between the pretest and posttest. These findings affirm that integrating interactive multimedia based on PBL into the learning process can foster a more engaging, creative, and meaningful learning experience, making it a promising innovative strategy to enhance elementary students’ learning motivation.
The Effectiveness of Using the Make-A- Match Learning Model in Improving Mathematics Learning Outcomes in Elementary Schools: A Systematic Literature Review Savitriana, Hani; Berta Apriza; Darwanto
MIMBAR PGSD Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i1.92313

Abstract

Mathematics learning at the elementary school level plays a crucial role in developing students’ logical thinking, analytical skills, and problem-solving abilities to prepare them for future challenges. This study aims to analyze the effectiveness of the Make a Match learning method in enhancing mathematics learning outcomes through a systematic literature review approach. The method employed is a Systematic Literature Review (SLR) that analyzes various relevant empirical studies. The results indicate that the implementation of the Make a Match model significantly improves student motivation, active participation, and academic achievement in mathematics, as reflected in the increased average scores and mastery levels. The citation distribution shows fluctuations, peaking at 55% in 2021 and declining to 7% in 2024, despite the number of publications reaching 273 articles in 2024, indicating high research productivity and potential for increased citation impact in the future. The findings suggest that the Make a Match learning model can serve as an innovative alternative to optimize mathematics learning processes in elementary schools while supporting the development of 21st-century skills among students. Therefore, the Make a Match model is recommended as an effective strategy to improve mathematics learning outcomes at the elementary education level.

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