cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota denpasar,
Bali
INDONESIA
Mimbar PGSD Undiksha
Published by Universitas Pendidikan Ganesha
ISSN : 26144727     EISSN : 26144735     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 4,633 Documents
 459   460   461   462   463 
Exploration of Plane Geometry Concepts in the Transformation of the Surya Majapahit Symbol for Elementary Mathematics Learning Rachmalia Widya Andini; Neni Mariana
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.v13i3.103357

Abstract

The problem in elementary mathematics learning lies in the limited integration of local cultural values, which causes mathematical concepts to be perceived as abstract and less meaningful for students. This study aims to explore and analyze the integration of plane geometry concepts through the transformation of the Surya Majapahit symbol as a culture-based learning medium in elementary education. This research employs a descriptive qualitative approach involving elementary school students and teachers as research participants. Data were collected through classroom observations, document analysis, and semi structured interviews, using observation sheets, interview guides, and field notes as research instruments. The data were analyzed using thematic analysis to identify the relationships between cultural artifacts and geometric concepts. The results indicate that the Surya Majapahit symbol functions as an effective visual and cultural anchor in strengthening students’ understanding of geometric concepts, visual spatial reasoning, and learning engagement. The implications of this study suggest that integrating local cultural artifacts can serve as an alternative strategy for contextual and sustainable mathematics instruction, while simultaneously fostering cultural identity and enhancing the quality of meaningful learning in elementary education.
Implementation Natural and Social Sciences with a Language-Based Differentiated Approach to Improve Elementary School Student Learning Outcomes Midya Botty; Amir Hamzah; Ade Taufan; Nelly Patria; Thoriq; Amanda Maharani
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.v13i3.103389

Abstract

The lack of learning approaches that can accommodate students' individual needs, especially in terms of learning styles, interests, and language abilities, presents a challenge in improving the quality of education at the elementary school level. This study aims to analyze the implementation of IPAS (Science, Social Studies, and Arts) learning with a language based differentiated approach and explore its impact on the learning process and student achievement. The research uses a qualitative approach with a multisite study design, involving teachers and students as research subjects. Data were collected through observations, interviews, documentation, and formative assessments, with a focus on understanding students' needs. Data analysis was carried out through the stages of reduction, presentation, and interactive conclusion drawing. The implementation of this strategy enhanced students’ motivation, active participation, communication skills, and learning outcomes. Its success was supported by teachers’ competence and creativity, parental involvement, and adequate facilities. Challenges included limited preparation time, complex classroom management, and insufficient resources. Overall, IPAS learning with a differentiated language approach proved effective in improving learning quality, highlighting the need to strengthen teachers’ pedagogical capacity and provide better learning facilities.
Leader Member Exchange and Managerial Skills of Madrasah Heads: A Sequential Explanatory Mixed Methods Study on Elementary Madrasah Performance Sumaryati; Afra Pranata; Dadang; M. Nopri Arisandi Prayoga; Supriyadi; Noorseha Ayob
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.v14i1.103421

Abstract

Low madrasah performance is influenced by the quality of leadership relationships and the managerial skills of madrasah principals. This study aims to analyze the effect of Leader Member Exchange (LMX) and the managerial skills of madrasah principals on madrasah performance. The research employed a mixed-methods design with a sequential explanatory approach. The participants in the quantitative stage were madrasah teachers selected through a specific sampling technique. Data were collected using questionnaires and in depth interviews, with instruments in the form of Likert scales and interview guidelines. Quantitative data were analyzed using multiple regression, while qualitative data were analyzed thematically. The results show that LMX has a significant effect on madrasah performance (β = 0.684; p < 0.05), while the managerial skills of principals contribute positively but are not statistically significant in the partial test. Simultaneously, both variables significantly affect madrasah performance (F = 98.856; p < 0.001) with an R² value of 0.608, indicating that more than half of the variation in madrasah performance can be explained by these variables. The findings show that open, fair, and empathetic leadership enhances teachers’ trust, motivation, and engagement, while managerial consistency strengthens organizational effectiveness. Madrasah performance is shaped by the synergy between relational and managerial leadership, highlighting the need to strengthen principals’ emotional intelligence, participatory communication, and moral-spiritual values.
The Influence of Media-Assisted Problem Based Learning with Human Growth Ladder Board Media on Learning Outcomes in Elementary School Chaerani Rahma Putri; Ervina Eka Subekti; Ikha Listyarini
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.v13i3.103543

Abstract

This study originates from the issue of low student learning outcomes, which are often influenced by conventional teaching practices that tend to be monotonous and the limited use of concrete media that can support conceptual understanding. The main objective of this research is to analyze the influence of the Problem-Based Learning (PBL) model assisted by the Human Growth Ladder Board media on improving elementary students’ learning outcomes. The study employed a pre-experimental approach using a single-group design in which students were engaged in PBL activities supported by simple concrete media designed to visualize human growth concepts more vividly. Data were collected through multiple-choice and open-ended learning achievement tests, as well as observation sheets to assess student engagement during the learning process. Data analysis was carried out statistically by testing distribution normality and identifying differences between pre- and post-learning outcomes. The findings reveal a meaningful improvement in student learning results after the implementation of the PBL model with the Human Growth Ladder Board media. This indicates that problem-based instruction supported by concrete media can strengthen conceptual understanding and enhance active student participation. The study implies the importance of implementing PBL continuously in conjunction with the development of more interactive and contextually relevant learning media to foster meaningful learning and promote higher-order thinking skills.
Project Based Learning Model with 3D Media to Improve Creative Thinking Skill in Elementary Schools Ikam Sri Zakiatuz; Endang Winarni; Abdul Muktadir; Debi Heryanto; Yusnia Yusnia
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.v14i1.103582

Abstract

The 21st-century education paradigm requires a transformation in learning that shifts focus from mere material mastery to the development of higher-order thinking skills, creativity, and innovation among students. This study employs a quantitative research design known as the Matching Only Pretest-Posttest Control Group Design. Data collection techniques involved administering pretest and posttest assessments. Preliminary analysis included tests for normality and homogeneity. Following these prerequisite tests, hypothesis analysis (inferential) was conducted, including N-Gain tests and correlation tests. The correlation analysis reveals that the sample size (N) is 27, with significant values observed: the significance level (two-tailed) for fluent thinking and flexibility is 0.000, for fluency and originality is also 0.000, and for flexibility and fluency 0.000, as well as for flexibility and originality, which is 0.000. Based on the decision-making criteria derived from these results, it can be concluded that there is a highly significant relationship between flexible thinking and original thinking skills. The implications of this research underscore the importance of implementing teaching models that stimulate and develop creative thinking abilities within educational environments through the use of 3D media. This approach is essential in preparing students to navigate the complexities of a rapidly changing world.
Embroidering Knowledge through Local Wisdom: A Case Study of Interdisciplinary Arts and Science Learning in Elementary Schools: English Maria Angelina Fransiska Mbari; Benjamin Regi; Yohanes Ehe Lawotan
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.v14i1.104069

Abstract

Interdisciplinary learning in elementary schools often faces challenges due to the separation of subjects, which limits teachers’ ability to connect knowledge across domains meaningfully. This study aims to explore the processes, perceptions, and meanings constructed by teachers in implementing interdisciplinary learning that integrates Arts and Natural and Social Sciences (IPAS) through local wisdom in elementary schools. This study uses a qualitative case study approach. Data were collected through in-depth interviews and observations with six elementary school teachers (three IPAS teachers and three Arts teachers), who were selected using purposive sampling based on their teaching experiences. Thematic analysis was used to analyze the collected data. The results revealed three interrelated themes that formed a transformative narrative. First, the existence of “walls of separation” from a fragmented curriculum that created pedagogical challenges. Second, the emergence of a “longing for bridges of collaboration” from teachers who desired more integrated and meaningful teaching practices. Finally, local wisdom was identified as an authentic and effective “bridge of knowledge,” enabling teachers to “weave” scientific concepts and artistic expressions into a culturally responsive pedagogy. This approach not only connects disciplines but also validates students' cultural identities by using their environment as a primary learning resource. The implications of this research highlight the potential of local wisdom as a foundation for curriculum innovation and teacher professional development to promote interdisciplinary, culturally grounded learning in schools.
Volleyball Underhand Passing Learning Model based on Teaching Games for Understanding (TGfU) for Elementary School Students Agus Parman; Ilham; Tri Bayu Norito; Ugi Nugraha; Hendri Munar; Alek Oktadinata
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.v14i1.104115

Abstract

Physical education learning often focuses solely on mastering techniques without engaging students in understanding the concepts of the game, resulting in low participation and limited comprehension of the learning activities. This study aims to develop a Student Worksheet (LKPD) based on the Teaching Games for Understanding (TGfU) learning model for the underhand passing technique in volleyball for elementary school students. The research was conducted at SDN 80/I Muara Bulian, Batanghari Regency, Jambi Province. The study employed a research and development (R&D) approach using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. Expert validation results indicated a very high level of feasibility, with an average score of 4.3 or 86%. The small-group trial achieved an average score of 4.27 or 85.3%, while the large-group trial obtained 4.25 or 85%, both categorized as very good. Teacher and student responses were also very positive, at 88% and 86.6%, respectively. These findings demonstrate that the developed LKPD is not only valid in content but also practical and effective in supporting the learning process. It is concluded that the TGfU-based LKPD is a feasible and innovative learning medium that enhances conceptual understanding, underhand passing skills, and students’ learning motivation. The implications of this study suggest that TGfU-based LKPD can serve as an alternative learning medium that promotes active, contextual, and enjoyable physical education learning in elementary schools.
Differences in Creative Thinking Abilities and Learning Interest Using the Mnemonic Learning Model Ida Ermiana; Asri Fauzi; Lalu Hamdian Affandi; Nur Hasanah; Aisa Nikmah Rahmatih; Sutrisna Jumhari
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.v13i3.104197

Abstract

Low levels of creative thinking skills and learning interest often hinder students in understanding and retaining learning concepts. Learning should not merely focus on memorizing information but also stimulate students’ imagination to generate new and meaningful ideas. This study aims to examine the effect of the mnemonic learning model on elementary students’ creative thinking skills and learning interest compared to direct instruction. The research employed a quasi-experimental method with a non-equivalent control group design. The population consisted of 84 students, and 56 students were selected as the sample, divided into experimental and control groups. Research instruments included a creative thinking skills test and a learning interest questionnaire. Data analysis was initiated with assumption testing, including normality, homogeneity of variance, and Box’s M test, followed by MANOVA and ANOVA. The results showed that all assumptions were fulfilled, indicating that multivariate analysis was appropriate to conduct. The MANOVA test revealed a significant simultaneous difference between the experimental and control groups on both variables. Furthermore, the ANOVA results indicated a significant effect of the mnemonic model on both creative thinking skills and learning interest. Therefore, the mnemonic learning model is proven effective in enhancing students’ creative thinking skills and learning interest in elementary education. The findings imply the importance of implementing mnemonic-based learning across various subjects to support more engaging, enjoyable, and creativity-oriented learning experiences for students.
The Influence of Learning Community, Teacher Work Motivation, and Academic Supervision on the Learning Quality of Elementary Schools in Bergas District Ahmad Farian Listianto; Nurkolis; Endang Wuryandini
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.v13i3.105269

Abstract

This study aims to examine the influence of learning communities, teacher work motivation, and academic supervision on the quality of learning in elementary schools, both partially and simultaneously. The research employed a quantitative approach with a correlational research design. The study population consisted of 259 elementary school teachers, and a sample of 157 teachers was selected using proportional random sampling. Data were collected through Likert-scale questionnaires and analyzed using descriptive statistics, prerequisite tests (normality, multicollinearity, heteroscedasticity, and linearity), and hypothesis testing through simple and multiple linear regression analyses. The findings show that learning communities significantly influence learning quality with a coefficient of 0.546 and a contribution of 25.2%. Teacher work motivation has a significant influence of 0.776 with a contribution of 56.3%, while academic supervision significantly affects learning quality with a coefficient of 0.658 and a contribution of 40.9%. Simultaneously, the three variables exert a significant influence on learning quality, as reflected in the regression equation Ŷ = −25.594 + 0.250X₁ + 0.574X₂ + 0.412X₃ and a coefficient of determination of 0.844 or 84.4%. The study concludes that learning communities, teacher work motivation, and academic supervision have significant effects on the quality of learning in elementary schools, both individually and collectively. It is recommended that school principals strengthen collaborative cultures through teacher learning communities, enhance work motivation through recognition and supportive work environments, and optimize continuous academic supervision to improve learning quality.
Beyond Coding Blocks: Unveiling Elementary Teachers’ Navigation of LOTS and HOTS in Computational Thinking Classrooms Rafika Putri; Muhammad Rusli; Julien Chintya; Halani Felda Sunbanu; Alse Ona Sabat; Dyen Erni Lakapu; Nurul Mahruzah Yulia
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.v14i1.107343

Abstract

Integrating computational thinking in elementary education requires teachers to design programming-based learning that promotes HOTS, although its implementation still faces various challenges.This study aims to analyze elementary school teachers’ understanding and perceptions of HOTS and Lower-Order Thinking Skills (LOTS) within programming-based learning contexts. This study employed a qualitative approach involving 40 elementary school teachers selected purposively. Data were collected through a Likert-scale questionnaire and semi-structured in-depth interviews as the primary instruments. Data analysis was conducted using a six-phase thematic analysis to identify patterns and meanings emerging from the data. The findings reveal that teachers demonstrate a high level of conceptual understanding of HOTS/LOTS and strong competence in designing HOTS-oriented assessments. Nevertheless, moderate challenges persist, particularly related to time constraints, student readiness, and resource limitations. On the other hand, systemic support is perceived to be very high and serves as a key enabling factor in strengthening teachers’ readiness. This study concludes that integrating HOTS into programming learning requires a supportive educational ecosystem, strengthened by continuous professional development, authentic assessment, and professional learning communities.

Page 461 of 464 | Total Record : 4633

 459   460   461   462   463 

Filter by Year

2013 2026


Reset
Filter By Issues
All Issue Vol. 14 No. 2 (2026): July-INPRESS Vol. 14 No. 1 (2026): April Vol. 13 No. 3 (2025): October Vol. 13 No. 2 (2025): July Vol. 13 No. 1 (2025): April Vol. 12 No. 3 (2024): October Vol. 12 No. 2 (2024): July Vol. 12 No. 1 (2024): April Vol. 11 No. 3 (2023): October Vol. 11 No. 2 (2023): July Vol. 11 No. 1 (2023): April Vol. 10 No. 3 (2022): October Vol. 10 No. 2 (2022): July Vol. 10 No. 1 (2022): April Vol 10, No 1 (2022): April Vol. 9 No. 3 (2021): October Vol 9, No 3 (2021): Oktober Vol 9, No 2 (2021): Juli Vol 9, No 2 (2021) Vol. 9 No. 2 (2021): July Vol 9, No 1 (2021): April Vol. 9 No. 1 (2021): April Vol 9, No 1 (2021) Vol 8, No 3 (2020): Oktober Vol 8, No 3 (2020) Vol. 8 No. 3 (2020): Oktober Vol 8, No 2 (2020) Vol 8, No 2 (2020): Juli Vol. 8 No. 2 (2020): Juli Vol 8, No 1 (2020) Vol. 8 No. 1 (2020): April Vol 8, No 1 (2020): April Vol. 7 No. 3 (2019): October Vol 7, No 3 (2019) Vol 7, No 3 (2019): Oktober Vol 7, No 2 (2019): Juli Vol. 7 No. 2 (2019): July Vol 7, No 2 (2019) Vol 7, No 1 (2019) Vol 7, No 1 (2019): April Vol. 7 No. 1 (2019): April Vol 6, No 3 (2018): Oktober Vol. 6 No. 3 (2018): Oktober Vol 6, No 3 (2018) Vol. 6 No. 2 (2018): July Vol 6, No 2 (2018): Juli Vol 6, No 2 (2018) Vol 6, No 1 (2018) Vol. 6 No. 1 (2018): April Vol 6, No 1 (2018): April Vol 5, No 3 (2017): Oktober Vol. 5 No. 3 (2017): Oktober Vol 5, No 3 (2017) Vol 5, No 2 (2017) Vol. 5 No. 2 (2017): Juli Vol 5, No 2 (2017): Juli Vol. 5 No. 1 (2017): April Vol 5, No 1 (2017): April Vol. 4 No. 3 (2016): Oktober Vol 4, No 3 (2016): Oktober Vol 4, No 3 (2016) Vol 4, No 2 (2016) Vol. 4 No. 2 (2016): Juli Vol 4, No 2 (2016): Juli Vol 4, No 1 (2016): Vol. 4 No. 1 (2016): April Vol 4, No 1 (2016): April Vol. 3 No. 1 (2015): Vol. 3 No. 1 (2015) Vol 3, No 1 (2015): Vol. 2 No. 1 (2014): Vol. 2 No. 1 (2014) Vol 2, No 1 (2014): Vol 1, No 1 (2013) Vol. 1 No. 1 (2013) More Issue