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Mimbar PGSD Undiksha
Published by Universitas Pendidikan Ganesha
ISSN : 26144727     EISSN : 26144735     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 4,633 Documents
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COMED (Counting Media) Learning Media to Enhance Learning Outcomes in the Topic of Adding Whole Numbers for Fifth-Grade Elementary School Students I Made Punia Darmika
MIMBAR PGSD Undiksha Vol. 14 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v14i1.97130

Abstract

Mathematics learning in elementary schools still faces challenges, particularly low student learning outcomes caused by the limited use of engaging and interactive instructional media, especially in the topic of whole number addition. This study aims to analyze the effectiveness of COMED (Counting Media) in improving students’ learning outcomes and mathematical problem-solving skills. This study employed a research and development approach using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of media experts, material experts, education practitioners, and fifth-grade elementary school students. Data were collected through observation, questionnaires, and learning outcome tests using validated instruments. The data were analyzed using Aiken’s formula for validity, percentage-based analysis for practicality, and a t-test for effectiveness after meeting prerequisite tests. The results showed that COMED has a very high level of validity and practicality and is effective in improving students’ learning outcomes. The use of this media helps students understand addition concepts more concretely and systematically. Therefore, COMED can be used as an innovative alternative in mathematics learning. The implications of this study indicate that the use of interactive, manipulative-based learning media can enhance the quality of instruction, promote active student engagement, and assist teachers in presenting mathematical concepts in a more contextual and meaningful way.
Education for Sustainable Development Approach to Improving Environmental Awareness in Elementary School Ecosystem Materials Ika Damayanti; Woro Sri Hastuti; Rashika Ardafa Sahila; Lutfiana Nurohmah
MIMBAR PGSD Undiksha Vol. 13 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i3.97859

Abstract

Increasingly complex environmental problems require strengthening environmental literacy since elementary school so that students have awareness and responsibility for ecosystem sustainability. This study aims to analyze the effectiveness of implementing the Education for Sustainable Development (ESD) approach in improving students' environmental literacy and environmental care character in science learning. This study used a quasi-experimental method with a pretest-posttest control group design. The study population was fifth-grade elementary school students with a sample of 58 students selected using cluster random sampling techniques, consisting of an experimental class implementing the ESD approach and a control class using the Problem-Based Learning (PBL) model. Data were collected through observation sheets of learning implementation and environmental literacy instruments, then analyzed using t-test and N-Gain. The results showed that learning with the ESD approach was implemented with a score of 95% which is categorized as very good, significantly increasing students' environmental literacy and environmental care character, and was more effective than the PBL model. These findings indicate that the ESD approach can be used as an effective learning strategy to instill awareness, responsibility, and environmentally friendly behavior from an early age, so that the implications can strengthen sustainable education at the elementary school level.
Elementary School Teacher Education Lecturers' Perception of Science Technology Engineering Arts and Mathematics (STEAM) in Elementary Science Learning Trivena; Hakpantria; Yeusi Rombe
MIMBAR PGSD Undiksha Vol. 13 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i3.98268

Abstract

STEAM based learning is viewed as a strategic approach in elementary education for fostering critical thinking, creativity, and problem-solving skills. However, its successful implementation is strongly influenced by educators’ perceptions and readiness as key instructional agents. This study aims to analyze PGSD lecturers’ perceptions regarding their knowledge, attitudes, and readiness to integrate STEAM into science learning, including constraints related to limited supporting facilities. A descriptive qualitative approach was employed, involving six permanent lecturers as research participants. Data were collected through in-depth interviews guided by an instrument that highlights aspects of STEAM-related knowledge, attitudes, and implementation readiness, and subsequently analyzed thematically. The findings indicate that the lecturers possess a solid understanding of STEAM concepts, its relevance to the Industrial Revolution 5.0, and its contribution to curriculum development. In terms of attitudes, all lecturers demonstrated positive views and conceptual readiness to implement STEAM as a means of strengthening 21st century skills. However, implementation in practice remains limited due to inadequate supporting facilities and insufficient institutional support. This study concludes that lecturers’ perceptions of STEAM fall within a positive category, although its implementation requires stronger reinforcement. The implications highlight the need for institutions to provide adequate learning facilities, expand professional development opportunities for lecturers, and design internal policies that systematically promote the integration of STEAM so that science learning can be carried out more effectively, innovatively, and sustainably.
An Investigation of Science Learning Difficulties Among Deaf Students in Inclusive Elementary Schools Made Wimas damayanti; Putu Nanci Riastini; Dewa Gede Firstia wirabrata
MIMBAR PGSD Undiksha Vol. 14 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v14i1.98629

Abstract

Deaf students face various difficulties in learning science, especially in understanding and remembering scientific terms, understanding abstract concepts, and receiving information verbally. The learning received still uses the lecture method without curriculum adjustments, with media limited to textbooks, pictures, LKPD, and videos from the internet That are not specifically designed. This study aims to describe learning difficulties and the factors that cause them in deaf students in science learning. The approach used is descriptive qualitative with interview, observation, and documentation techniques, and data analysis using triangulation. The results of the study indicate that the factors causing learning difficulties include monotonous learning methods, lack of appropriate learning media, low motivation to learn, differences in individual characteristics, limited parental support, lack of vocabulary or sign language equivalents for science terms, lack of inclusive learning planning, and no differentiated learning. This study provides an important picture of the obstacles experienced by deaf students in science learning and becomes the basis for developing more inclusive and effective learning strategies.
English E-Worksheets Based on Wizer.me for Elementary Students Dayu Retno Puspita; Philien Sophia; Rizki Zuliani
MIMBAR PGSD Undiksha Vol. 13 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i3.98802

Abstract

In 21st-century learning, technology integration plays a crucial role in supporting the development of learning tools such as student worksheets (LKPD), teaching materials, and interactive media to create innovative learning processes that align with the demands of the digital era. However, its implementation in practice remains suboptimal, as learning activities are often limited to conventional assignments without meaningful use of technology. This study aims to explore and develop interactive electronic worksheets supported by Wizer.me as a learning medium for English instruction among elementary school students. The research adopts a Research and Development (R&D) approach using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The validation process involved media and material experts, as well as student responses through a series of trial phases. Data were collected using questionnaires and analyzed through both quantitative and qualitative descriptive methods. The results indicate that the developed product achieved a very high level of feasibility based on expert assessments and positive student feedback. Overall, the interactive electronic worksheet assisted by Wizer.me proved effective in enhancing student engagement, motivation, and interest in learning English. The findings of this study highlight the importance of utilizing educational technology to strengthen interactive learning experiences and improve the quality of language learning in elementary education.
Students' Metacognitive Strategies in Science Learning: A Case Study in Elementary Schools Yuliana Wahyu; Kanisius Supardi; Gabariela Purnama Ningsi
MIMBAR PGSD Undiksha Vol. 13 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i3.99478

Abstract

One of the essential skills that needs to be developed in science learning is metacognition, which refers to students’ ability to be aware of, monitor, and direct their own thinking processes through the stages of planning, monitoring, evaluating, and reflecting during the learning process. However, in practice, current science learning has not been optimal in stimulating students’ metacognitive skills, as learning activities tend to focus more on conceptual mastery rather than on developing thinking awareness. This study aims to analyze the metacognitive strategies employed by fifth-grade students in science learning, encompassing those four aspects. Using a qualitative approach with a case study design, this research explores students’ learning experiences in depth. Data were collected through observation, interviews, and document analysis, and analyzed using thematic analysis to identify emerging patterns of metacognitive strategies. The findings indicate that students’ metacognitive abilities in planning and monitoring are still very low, while in evaluation, some students began to review the material but were not yet consistent in evaluating their learning strategies. In terms of reflection, both teachers and students demonstrated a moderate category. Overall, the results emphasize the importance of explicitly integrating metacognitive strategies into science learning to foster students’ learning awareness and independence.
Glocalization of Character Education Based on Keris Culture: Traditional Ecological Studies in Elementary Schools Ike Yuli Mestika Dewi; Nadi Suprapto; Neni Mariyana; Heru Subrata; Mohamad Suhaidi
MIMBAR PGSD Undiksha Vol. 13 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i3.101460

Abstract

The implementation of character education in primary schools often lacks contextual relevance, relying on normative frameworks that do not connect learning to students’ cultural identity. This study aims to analyze the effectiveness of integrating keris culture and traditional ecological knowledge into character education through a glocal pedagogical approach. This quantitative survey involved 70 primary school students as the sample. Data were collected using a 20-item Likert-scale questionnaire and analyzed descriptively based on percentages. The results indicate high levels of agreement among students on indicators such as respect for culture (77.1%), environmental awareness (71.4%), and curiosity about traditions (74.3%), demonstrating strong internalization of character values through culturally embedded learning experiences. The findings confirm that integrating cultural heritage and traditional ecological knowledge can enhance character value internalization, particularly in respect for culture, environmental awareness, and curiosity about traditions. Furthermore, the glocal approach enables universal values such as honesty, responsibility, and collaboration to acquire deeper meaning when linked to local cultural experiences. The implications suggest that culture-based character education is not only effective in shaping students’ ethics and cultural identity but also relevant in promoting social and ecological sustainability in a global era.
Improving Speaking Skills Through Role-Playing Activities Based on Fairy Tales Rike Komala Sari; Yusi Puji Pamusti; Dede Endang Mascita; Mudopar
MIMBAR PGSD Undiksha Vol. 13 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i3.101526

Abstract

Learning processes that remain dominated by teacher-centered instruction often limit students’ opportunities to engage in active verbal interaction, resulting in underdeveloped speaking abilities. This condition highlights the need for more exploratory and participatory learning approaches that allow students to construct oral communication meaningfully. This study aims to analyze the effectiveness of a storytelling-based role-playing activity using character masks in enhancing students’ speaking skills. The research employed a quasi-experimental method with a one-group pre-test–post-test design involving 21 elementary students as research subjects. Data were collected through a speaking performance test, classroom observations, and documentation, with instruments validated through content validation by expert judgment. Data were analyzed using descriptive statistics, paired sample t-test, and N-Gain analysis. The findings indicate that the role-playing activity substantially improved students’ speaking performance, as reflected in a significant score increase from pre-test to post-test, categorized as highly effective based on the N-Gain value. These results imply that storytelling-based role play can serve as a relevant pedagogical strategy to strengthen students’ speaking proficiency while simultaneously promoting greater engagement in the learning process.
Development of a Series Image-Based Scrapbook Learning Media on the Topic of Various Norms in My Life for Fifth-Grade Elementary School Students Aprilia Enggar Ratnasari; Fajar Surya Hutama; Nindya Nurdianasari; Ratna Hidayah; Ervan Prasetyo
MIMBAR PGSD Undiksha Vol. 14 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v14i1.102115

Abstract

The limited variation of instructional media in Pancasila Education at the elementary school level has contributed to low learning outcomes and limited student engagement. This study aims to develop and evaluate the validity, practicality, and effectiveness of a series image-based scrapbook learning media. The study employed a Research and Development (R&D) approach using the Borg and Gall development model. The research subjects consisted of students divided into experimental and control groups, supported by a limited-scale trial. Data were collected through observation, interviews, expert validation, tests, questionnaires, and documentation using relevant instruments. Data analysis was conducted through validity assessment, practicality evaluation, and effectiveness testing using comparative analysis. The findings indicate that the developed media demonstrates a high level of validity, is effective in improving learning outcomes, and is practical for use in the learning process. Therefore, the series picture-based scrapbook learning media has implications as an innovative alternative that can be utilized by teachers to create more engaging, contextual, and student-centered learning experiences.
The Influence of Ice Breaking on The Motivation and Learning Outcomes of First Grade Students Perawati Bte Abustang; Nurhadifah Amaliyah; Muh. Khaedar; Rosmiati
MIMBAR PGSD Undiksha Vol. 13 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i3.102339

Abstract

Early grade Indonesian language learning continues to face challenges, particularly low student participation and learning achievement caused by the use of monotonous and less varied instructional methods. This study aims to analyze the effect of implementing ice breaking on improving students’ motivation and learning outcomes in first grade Indonesian language learning. The research employed a pre-experimental design with purposive sampling, involving first grade students as the study subjects. Data were collected through observation sheets, questionnaires, achievement tests, and documentation, while data analysis was conducted using descriptive statistics and a paired samples test through SPSS version 21. The findings indicate an increase in students’ motivation and learning outcomes after the implementation of ice breaking, as reflected in the shift of motivation categories from low in the pre-test to high and very high in the post test. Hypothesis testing showed a significance value of 0.000 < 0.05, confirming that ice breaking has a significant effect on learning outcomes. The study concludes that ice breaking is an innovative instructional strategy capable of creating a more active, enjoyable, and conducive learning environment, thereby positively influencing students’ motivation and academic achievement. The implications of this study highlight that ice breaking can be applied as a supportive approach in early-grade Indonesian language learning to strengthen students’ thinking processes, comprehension, and active participation.

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