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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
 458   459   460   461   462 
Differentiated Learning to Facilitate Interest in Mathematics Learning in Elementary School Pariang Sonang Siregar; Firman Santosa; Shindy Lestari; Rindi Genesa Hatika
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.v14i1.102399

Abstract

Low interest in mathematics among elementary students affects the optimization of their learning outcomes and mathematical skills. This condition requires learning that accommodates diverse student characteristics, including differentiated instruction. This study aims to analyze students’ responses to the implementation of differentiated learning in improving interest in learning mathematics. The study employed a mixed methods approach with a convergent parallel design, which simultaneously integrated quantitative and qualitative data. The research subjects involved 25 elementary school students. Quantitative data were collected through a mathematics learning interest questionnaire based on differentiated learning, while qualitative data were obtained through in depth interviews with student representatives based on gender, mathematical cognitive level, learning interest, and learning style. Quantitative data were analyzed using one way ANOVA, while qualitative data were analyzed through thematic analysis. The results showed that the implementation of differentiated learning had a significant effect on increasing students’ interest in learning mathematics. The qualitative findings strengthen the results by showing students’ positive responses to learning adapted to their needs, characteristics, and learning preferences. This study concludes that differentiated instruction creates more meaningful, adaptive, and inclusive mathematics learning while supporting students’ mathematical knowledge and skills. The implication is that teachers need to design flexible, student-centered, and responsive learning to address diverse learning needs.
Open-Ended Learning Model Assisted by Student Worksheets on Creative Thinking Skills Osco Parmonangan Sijabat; Injen Pardamean Butar-Butar
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.v13i3.102545

Abstract

Mathematics learning ideally employs interactive approaches to cultivate students’ critical and creative thinking skills. However, students’ creative thinking abilities remain relatively low due to monotonous instructional practices that do not provide sufficient opportunities for them to explore and develop their ideas freely. This study aims to examine the effectiveness of the Open-Ended learning model integrated with student worksheets in enhancing learners’ creative thinking skills. The research employed a quasi-experimental method using a non-equivalent pretest–posttest control group design. The sample was selected through cluster random sampling, and data were collected using a creative thinking skills test, which was analyzed through descriptive and inferential statistical techniques. The findings indicate that students who learned through the Open-Ended model supported by student worksheets demonstrated better improvement in creative thinking compared to those who received conventional instruction. The implementation of this model was shown to encourage students to think more actively, generate diverse solutions, and build confidence in expressing new ideas. The implications of this study highlight the importance of adopting open and challenging instructional strategies to foster students’ creativity and higher-order thinking skills more effectively.
The Effect of Discovery Learning Models on Students’ Scientific Literacy Skills Ni Ketut Erna Muliastrini; Putu Bayu Ariska Putra Gotama
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.v13i3.102643

Abstract

Learning activities in the current era should implement a contextual approach that aligns with students’ real-life experiences. However, students still face difficulties in understanding and applying scientific concepts to everyday situations. This study aims to analyze the effect of implementing the Discovery Learning model on improving students’ scientific literacy skills. The research employed a quasi-experimental design with a pretest-posttest control group approach. The participants consisted of a group of students divided into experimental and control classes. Data were collected through a scientific literacy test and observation sheets developed based on scientific literacy indicators and validated by experts. The data were analyzed quantitatively and descriptively by comparing the learning outcomes between the two groups. The findings reveal that the implementation of the Discovery Learning model has a positive and significant effect on students’ scientific literacy skills. Students who engaged in this model demonstrated improved conceptual understanding, the ability to relate knowledge to everyday phenomena, and enhanced critical thinking and problem-solving skills. The implications of this study suggest that the Discovery Learning model can serve as an effective instructional strategy to improve the quality of science education, strengthen 21st-century skills, and foster active, contextual, and student-centered learning experiences.
Metaverse in the Play; A Strategy for Early Childhood Educators Habibat Bolanle ABDULKAREEM; Akeem Omowunmi RAHEEM; Jamiu Babatunde Bello,; Shamsudeen Shola IBRAHIM; Rukayat Adetoun ABDULKAREEM
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.v13i3.103008

Abstract

Early childhood education (ECE) plays a vital role in supporting children’s holistic development, yet traditional teaching methods often fail to meet diverse learning needs in today’s digital era. The main challenge lies in effectively integrating technology to enhance children’s engagement, creativity, and social interaction. This study explores the potential of the Metaverse as an innovative platform for early childhood education, examining how immersive, interactive virtual environments can enhance cognitive, social, and emotional development. Specifically, the research adopted a qualitative exploratory design involving 20 early childhood educators drawn from selected nursery schools. Data were collected through semi-structured interviews and focus group discussions, and were analysed thematically to generate insights into educators’ perceptions and experiences. Findings reveal that Metaverse platforms can support diverse learning styles, facilitate playful and collaborative teaching methods, and provide opportunities for personalized learning that go beyond the limits of traditional classrooms. The study concludes that Metaverse technology offers transformative possibilities for enhancing teaching and learning in early childhood education. The implications suggest that policymakers, curriculum developers, and educators should consider strategic adoption of Metaverse tools, while further research is needed to optimize their integration and address ethical and developmental concerns.
The Development of Augmented Reality Based Science Learning Media on Water Cycle Material for Grade V Elementary School Eliya Rochmah; Alifsyam Islamulmuflikhun; Nugraha Permana Putra
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.v13i3.103040

Abstract

The limited use of interactive technology in science learning and the reliance on media that accommodate only a single learning style result in low student motivation and insufficient conceptual understanding. These challenges highlight the need for innovative multimedia learning tools that can offer immersive and adaptive learning experiences. This study aims to analyze, develop, and evaluate the feasibility of an Augmented Reality (AR) based learning media for elementary science education, as well as to examine user responses after implementing the media. The research employed a Research and Development (R&D) approach using the ADDIE model, restricted to the implementation stage. The study involved nine fifth-grade students in a small-scale trial. Data were collected through expert validation, questionnaires, interviews, and documentation, and were analyzed using qualitative descriptive and quantitative techniques. The findings indicate that the AR-based learning media is highly feasible, supported by a material expert validation score of 95.80% and a media expert score of 97.65%. User responses also fall into the excellent category with a score of 92.59%. Conceptually, the results demonstrate that integrating Augmented Reality can enhance students’ motivation, engagement, and conceptual understanding in science learning. The study implies the importance of incorporating immersive interactive technologies into learning processes and encourages the development of similar media for broader educational contexts.
The Impact of Teacher Competency Management Development on Educational Effectiveness in Elementary Schools Ratnawati Susanto
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.v13i3.103102

Abstract

The low effectiveness of educational management negatively affects learning quality in elementary schools, creating an urgent need to evaluate the impact of teacher competency development programs on school performance. This study aims to analyze the effect of teacher competency development on the effectiveness of educational management. This research employs a quantitative survey design. The sample consisted of 250 elementary school teachers. Data were collected using closed-ended questionnaires based on teacher competency indicators (pedagogical, professional, social, and personal) and educational management effectiveness indicators (planning, organizing, implementing, and evaluating). Data analysis was conducted using descriptive statistics with SPSS version 29.0, multiple linear regression, and Structural Equation Modeling Partial Least Square (SEM-PLS). The results indicate that teacher competency significantly influences educational management effectiveness, contributing 56–64%. Professional competency was the most dominant in the organizing aspect (β = 0.32; p = 0.000), followed by personal, pedagogical, and social competencies. Implementation had the highest R² value (0.64), while evaluation had the lowest R² (0.56), yet remained significant. In conclusion, sustainable and practice-oriented teacher competency development plays a crucial role in enhancing learning quality and educational management effectiveness. The study implies that teacher development programs based on mentoring, collaboration, and school leadership support strengthen overall education quality.
Contextual Environment-Based Science Learning: Contribution of Local Learning Resources, Student Activeness, Teacher Academic Leadership, and School Culture Djoko Sri Bimo; Fadloli; Cicilia Clara Devi Anggraini
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.v14i1.103229

Abstract

The research is grounded in the importance of utilizing the environment as a natural laboratory and its connection to the socio-cultural context of primary school students. This study aims to analyze the contribution of contextual science learning based on the local environment to improve learning outcomes through four key variables: local learning resources, student activeness, academic leadership of teachers, and school culture. This study employed a mixed-method approach with a sequential explanatory design. The population consisted of fifth-grade students and science teachers at public elementary schools. A purposive sampling technique was used to select six representative schools. Quantitative instruments included a Likert-scale questionnaire, while qualitative instruments comprised in-depth interviews, observations, and documentation. The findings revealed that all four variables positively contributed to the effectiveness of environment-based science learning. Local learning resources enhanced content relevance, student activeness promoted cognitive engagement, academic leadership fostered instructional innovation, and school culture supported a conducive learning environment. These findings underscore the importance of integrating pedagogical elements with local contextual values in science education. In conclusion, contextual science learning supported by holistic school components significantly improves both the process and outcomes of science learning at the elementary level. The implications of this study offer valuable input for curriculum development and teacher training programs grounded in local potential.
Digital Literacy: Learning Culture in the Era of Revolution 5.0 Islamic Primary School Rina Rahmi; Maya Agustina; Tengku Hafinda; Suzana
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.v14i1.103232

Abstract

Literacy is an important requirement in the fifth industrial revolution to ensure lifelong learning independence in the information and digital age. To that end, this study aims to examine Digital Literacy: Learning Culture in the 5.0 Revolution Era of Islamic Elementary Schools. The subjects of this study are school principals, head teachers, teachers, and students of Islamic Elementary Schools (SRI). This study employs a qualitative approach using the Grounded Theory method. Data collection techniques include observation, interviews, and documentation. Data analysis techniques utilize data triangulation. The results of the study indicate that the literacy culture implemented by SRI has a positive impact on students' cognitive development, both in terms of digital skills and the learning process. Learning that utilizes digital technology has revolutionized traditional learning methods by opening new opportunities for students to hone their skills and knowledge. Additionally, students' ability to find, evaluate, and create information through digital means has become increasingly crucial in today's digital age. Through guidance from teachers and digital literacy programs, students are taught to independently seek information using a critical approach. Students are trained to evaluate information based on its source, validity, and reliability. Furthermore, the ability to create digital content such as presentations and videos is also part of developing 21st-century skills.
The Role of Professionalism of Islamic Religious Education Teachers in Building a Religious School Environment at Integrated Islamic Elementary Schools Zuhri; Nasution Nasution; Amini; Taubatul Adzkiya; Farah Damia Mohd Nasir
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.v14i1.103263

Abstract

The problem in this study departs from the suboptimal role of Islamic Religious Education (PAI) teachers in building a religious school environment and supporting the development of students with noble character. This study aims to analyze the role of PAI teachers' professionalism, which includes pedagogic competence, moral integrity, and spiritual leadership in shaping a religious school culture. This type of research is qualitative, using a case study design that involves eight research subjects, including PAI teachers, principals, and students. Data was collected through in-depth interviews, participatory observations, and documentation, then analyzed using thematic analysis, which included data reduction, data presentation, and conclusion. The results of the study show that the professionalism of PAI teachers has an essential role in fostering religious culture through example, worship habits, and synergy with parents and the school community. Teachers not only play the role of conveying material, but also as moral and spiritual role models who consistently instill Islamic values in students' daily lives. The conclusion of this study confirms that teacher professionalism, combined with ethical and spiritual dimensions, can form a sustainable model of religious character education. Implicitly, the results of this study highlight the importance of professional teacher training based on spiritual values, the strengthening of school and family collaboration, and Islamic education policies that emphasize integrating faith, ethics, and social responsibility into school learning practices.
Development of E-Modules Building a Civilized Society as Learning Media for IPAS Class IV in Elementary School Dinda Meyshevicha Sundeyani; Erik Aditia Ismaya; F. Shoufika Hilyana
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.v14i1.103331

Abstract

The limited availability of interactive learning media based on local wisdom that integrates civilized values remains a challenge in science and environmental studies (IPAS) learning at the elementary school level. This study aims to develop and analyze the feasibility of an e-module entitled “Building a Civilized Society” as a learning medium for elementary school students. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The research subjects involved elementary school students who participated in both limited and large-scale trials. Data were collected through observation, interviews, questionnaires, and documentation, involving material experts, media experts, teachers, and students as respondents. The data were analyzed using qualitative and quantitative descriptive methods to evaluate the feasibility of the developed product. The findings indicate that the e-module demonstrates a high level of feasibility based on expert validation and receives positive responses from both teachers and students. Furthermore, the e-module is effective in enhancing students’ understanding and engagement in the learning process. Therefore, this local wisdom-based e-module has implications as an innovative, contextual, and meaningful digital learning medium that supports effective learning.

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