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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
 460   461   462   463   464 
E Effectiveness of Using Wordless Picture Books to Develop Creative Thinking Abilities in Elementary School Students Nina Nurhasanah; Uswatun Hasanah; Iva Sarifah; Maey Muliyati; Insyirah Meizaluna A.P
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.v14i1.108975

Abstract

The limited variety of innovative teaching materials and the low level of students’ creative thinking skills remain key challenges in Pancasila Education. The use of wordless picture books is considered an alternative teaching material that can foster creativity through visual illustrations that provide space for imagination and open interpretation. This study aims to examine the effectiveness of wordless picture books in improving students’ creative thinking skills. The research employed a quantitative method with a quasi-experimental design using a one group pretest posttest approach. The subjects of the study consisted of 21 elementary school students. Data were collected using a creative thinking skills test and a questionnaire, with instruments in the form of essay questions based on creative thinking indicators and a questionnaire on students’ responses to the use of the teaching material. Data analysis was conducted using descriptive quantitative techniques and N-Gain analysis to measure improvement. The results indicate that the use of wordless picture books is effective in enhancing students’ creative thinking skills, as reflected in improvements in fluency, flexibility, originality, and elaboration. The study concludes that wordless picture books are an innovative teaching material capable of creating more active, meaningful, and student centered learning. The findings imply that visual illustration-based teaching materials can serve as a strategic alternative for developing creative thinking skills while supporting contextual learning relevant to students’ daily lives.
Identifying Misconceptions Among Elementary School Teachers in Implementing the TaRL Approach and Differentiated Instruction Candra Dewi Asih Pamungkas; Yunus Abidin; Dede Tri Kurniawan
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.v14i1.109068

Abstract

The implementation of the Merdeka Curriculum requires elementary school teachers to master the Teaching at the Right Level (TaRL) approach and differentiated instruction; however, classroom practices still reveal pedagogical ambiguities. This study aims to analyze and evaluate teachers’ misconceptions regarding these two approaches. A quantitative descriptive design was employed, involving 79 teachers as respondents. Data were collected using a diagnostic test instrument based on the Certainty Response Index (CRI) to identify teachers’ levels of understanding and confidence in the tested concepts, and were analyzed using descriptive quantitative techniques by categorizing responses into understanding, misconception, and lack of knowledge. The findings indicate that teachers experience significant misconceptions, particularly regarding the flexibility of student grouping in TaRL, which is often perceived as static classification, as well as conceptual overlap in process differentiation, where differentiated instruction is frequently misinterpreted as fully individualized teaching. Overall, teachers demonstrate adequate administrative understanding but encounter difficulties at the level of instructional implementation. This study concludes that teacher professional development programs need to shift from theoretical-administrative models toward practice-based clinical simulations, with implications for the importance of contextual and applicable training to bridge the gap between conceptual understanding and actual classroom practice.
Implementation of Canva Based Interactive Learning Media Using AI PROMPT to Increase Students' Learning Interest in the Material 'Hello It’s My Pet' for Grade 1 Elementary School English Subject Syal Sa Billa Intan Romadona; Endang Noerhartati; Vica Alverina Auria Santoso; Siti Azizah; Tjatursari Widiartin; Noviana Desiningrum
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.v14i1.109847

Abstract

Students’ low interest in learning English is caused by the use of conventional teaching methods and the lack of interactive and engaging learning media. This study aims to analyze the effectiveness of Canva based interactive learning media supported by PROMPT AI in improving students’ learning interest and learning outcomes on the topic of pet introduction in English learning. This research uses a descriptive qualitative approach involving 21 students as research subjects. Data collection techniques include observation, in depth interviews with teachers and students, and documentation of learning activities. Research instruments consist of observation guidelines, interview guidelines, and documentation sheets. Data were analyzed using triangulation techniques to ensure data validity through comparison of multiple sources. The results show that Canva-based learning media with PROMPT AI creates a more interactive, enjoyable, and meaningful learning environment. Students demonstrate increased engagement, motivation, and understanding of the learning material. Quantitative results indicate a significant improvement, where the average pretest score of 52% increased to 98.75% in the posttest, showing a learning improvement of 46.75%. This study concludes that Canva-based interactive media effectively improves the quality of English learning in elementary schools. Teachers can use Canva to create creative, engaging, student-centered, and technology-based learning.
The The GASING Method Based on Contextual Teaching and Learning in Improving Elementary Students’ Counting Automaticity Rani Tartillah; Yunus Abidin; Yusuf Tri Herlambang
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.v14i1.110088

Abstract

Arithmetic automaticity is an important foundation in elementary mathematics because it enables students to access arithmetic facts quickly and accurately, allowing them to focus on conceptual understanding and problem-solving. However, this ability remains relatively low because mathematics learning tends to be mechanical and provides limited contextual and meaningful learning experiences.This study aims to analyze the effectiveness of implementing the GASING (Gampang, Asyik, dan Menyenangkan) method integrated with the Contextual Teaching and Learning approach in improving elementary students’ counting automaticity, as well as to examine its effectiveness across schools with different accreditation levels. The study employed a quantitative approach using a quasi-experimental design with a pretest-posttest control group design. The sample consisted of 130 fourth-grade students from six elementary schools in Musi Banyuasin Regency, selected through purposive sampling. Research data were collected through the Mathematics Automaticity Test, classroom observations, and documentation, and were analyzed using N-Gain calculations, the Mann-Whitney test, and the Kruskal-Wallis test. The results indicate that learning through the GASING method integrated with Contextual Teaching and Learning produces significantly greater improvements in counting automaticity compared with conventional instruction and demonstrates consistent effectiveness across schools with different accreditation levels These findings indicate that integrating the GASING method and Contextual Teaching and Learning can effectively develop mathematical automaticity as a foundation for numeracy literacy and improve the quality of mathematics learning in elementary schools.
Problem Based Learning Model Based on Field Trips on Learning Outcomes in Science Learning Ni Kadek Dian Cahyani; I Gusti Ayu Tri Agustiana; Rendy Setyowahyudi
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.v14i1.110940

Abstract

Science and Natural Sciences (IPAS) learning still faces challenges, particularly low student learning outcomes caused by the suboptimal implementation of problem-based learning and the dominance of conventional, teacher-centered approaches. This study aims to examine the effect of a field trip-based Problem Based Learning model on students’ learning outcomes. This research employed a quasi-experimental design with a non-equivalent post-test only control group design. The subjects of the study involved fifth-grade elementary school students divided into experimental and control groups. Data were collected using an objective test to measure students’ learning outcomes. The data were analyzed using descriptive and inferential statistics through an independent sample t-test. The results showed that the t-value was higher than the t-table value at a 5% significance level, indicating a significant effect of the field trip-based Problem Based Learning model on students’ learning outcomes. These findings suggest that integrating problem-based learning with direct learning experiences outside the classroom enhances students’ conceptual understanding in a more meaningful way. The implication of this study is that this learning model can serve as an alternative innovative instructional strategy to improve learning outcomes and promote active student engagement in the learning process.
Improving Students' IPAS Learning Outcomes through a Mind Mapping-Assisted Collaborative Creativity Learning Model Ni Kadek Verawati; I Gusti Ayu Tri Agustiana; Rendy Setyowahyudi
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.v14i1.110941

Abstract

IPAS (Natural and Social Sciences) learning plays an important role in developing students’ abilities through observation, experimentation, and problem solving. Students’ learning outcomes are still not optimal because learning tends to be teacher centered, so students’ engagement, collaboration, and creativity have not developed maximally. This study aims to analyze and examine the effect of the collaborative creativity model assisted by mind mapping on students’ IPAS learning outcomes. This study uses a quantitative approach with a quasi experimental type and a non equivalent post-test only control group design. The research subjects consisted of 51 elementary school students selected through a random sampling technique. Data were collected using an objective test and analyzed using descriptive and inferential statistics with the help of SPSS. The analysis results show a significance value of 0.000 < 0.05, which confirms that the implementation of the collaborative creativity model assisted by mind mapping has a significant effect on improving students’ IPAS learning outcomes. The conclusion of this study is that the integration of a collaborative model and visual media is able to increase students’ active engagement, creativity, and conceptual understanding more optimally. The implication of this study shows that the collaborative creativity model assisted by mind mapping can be used as an alternative innovative learning strategy that is effective in improving the quality of IPAS learning in elementary schools and supporting the development of students’ 21st century skills.
E-LKPD Based on Problem-Based Learning on the Topic of Becoming Environmental Heroes for Fourth Grade Elementary School Students: - Ni Kadek Sutarmiasih; Dewa Gede Firstia Wirabrata; Ni Wayan Eka Widiastini
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.v14i1.111198

Abstract

This study was motivated by the limited use of technology-based teaching materials in science and social studies (IPAS) learning for fourth-grade elementary school students. The results of observations showed that learning activities were still dominated by the use of black-and-white printed modules that were less interactive and had not been able to optimally accommodate students' enthusiasm and learning needs. This condition affected students’ conceptual understanding, which was not yet optimal. The needs analysis showed that all students and teachers supported the development of electronic teaching materials that are more innovative, contextual, and problem-solving based. This study employed a Research and Development approach with a descriptive quantitative method using the ADDIE model, which consists of the stages of analyze, design, development, implementation, and evaluation. The research subjects included material experts, media experts, a fourth-grade teacher, students in individual trials, and students in small group trials. The object of this study was a Problem Based Learning-based e-worksheet (e-LKPD) on the topic Becoming Environmental Heroes. The results showed that the developed e-LKPD obtained very good qualifications from material experts and media experts. The practicality test also showed that teacher and student responses were in the very good category. Therefore, the Problem Based Learning-based e-LKPD was declared valid, practical, and feasible for use in elementary school IPAS learning. The implications of this study indicate that the e-LKPD has the potential to increase student engagement, support contextual learning, and assist teachers in optimizing the use of learning technology in elementary schools.
Developing Joyle Digital Media with Deep Learning Approach to Foster Collaboration and Communication in Primary Education Didi Franzhardi; Indianasari; Sefina Marantika
MIMBAR PGSD Undiksha Vol. 14 No. 2 (2026): July-INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v14i2.104094

Abstract

Elementary education remains dominated by teacher-centered approaches, limiting students’ opportunities to interact, collaborate, and develop communication skills. Therefore, interactive digital learning media are needed to support the development of twenty-first-century competencies. This study aimed to analyze learning needs and develop Joyle, a deep learning-based digital learning medium designed to foster collaboration and communication skills among primary school students. The study employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, and Disseminate). The participants consisted of 30 primary school students. Data were collected through observations, interviews, and documentation using observation sheets, interview guides, and documentation records as research instruments. The data were analyzed using descriptive qualitative and quantitative techniques. The findings indicate that Joyle was successfully developed by integrating teacher and student login features, flexible instructional materials, and interactive collaboration and communication menus. The implementation of the media enhanced students' engagement in learning activities, promoted more effective peer communication, and created a more collaborative and enjoyable learning environment. This study concludes that Joyle, developed based on a deep learning approach, is a valid and practical digital learning medium for strengthening students' collaboration and communication skills. The findings imply that integrating deep learning-based digital media into classroom instruction offers an innovative alternative for supporting the implementation of the Merdeka Curriculum while fostering the development of essential twenty-first-century competencies in primary education.
Integrating Discovery Learning and Deep Learning to Asses Critical Thinking and Problem Solving skill in Elementary Students Mewa Zabeta; Ratnasari; Nikmah Nurvicalesti
MIMBAR PGSD Undiksha Vol. 14 No. 2 (2026): July-INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v14i2.107039

Abstract

Low levels of students' critical thinking and problem solving skills remain a major challenge in mathematics learning, as instructional practices continue to emphasize rote memorization rather than providing sufficient opportunities for independent exploration. This study aimed to analyze students' critical thinking and problem solving skills through the implementation of Discovery Learning integrated with a Deep Learning approach. A quantitative descriptive research design was employed involving 25 fifth grade elementary school students. Data were collected through validated essay tests, classroom observations, and interviews, and were analyzed using descriptive statistics supported by qualitative data analysis. The findings revealed that students' critical thinking and problem solving skills were generally classified as moderate, with an overall achievement of 57%. In the critical thinking domain, the inference indicator achieved the highest score (63%), while in the problem solving domain, problem identification obtained the highest achievement (65%). The study concludes that integrating Discovery Learning with a Deep Learning approach effectively supports the development of students' critical thinking and problem solving skills by promoting active, exploratory, and student centered learning. These findings imply that the integration of both approaches can serve as an alternative instructional strategy to strengthen Higher Order Thinking Skills (HOTS) and numeracy literacy while providing practical guidance for teachers in designing more adaptive, contextual, and meaningful mathematics learning experiences at the elementary school level.
Deep Learning Approach (Mindful, Joyful, and Meaningful Learning) in Elementary School Science Education: A Systematic Literature Review Anggit Grahito Wicaksono; Jumanto Jumanto; Viera Nur Khalifah
MIMBAR PGSD Undiksha Vol. 14 No. 2 (2026): July-INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v14i2.107823

Abstract

Science education in Indonesia faces fundamental challenges, as evidenced by the 2018 PISA results which ranked the country 70th out of 79 nations. This situation indicates the urgent need for innovative pedagogical approaches to overcome the limitations of conventional teaching methods. This study aims to analyze the implementation and impact of integrating the Deep Learning approach comprising Mindful, Joyful, and Meaningful Learning in elementary school science education. The research employed a systematic literature review (SLR) methodology following the PRISMA protocol, analyzing 16 articles published between 2020 and 2025 sourced from Google Scholar, Scopus, ERIC, and SpringerLink databases. The findings reveal that effective implementation follows a sequential and synergistic strategy: Mindful Learning establishes cognitive readiness through mindfulness practices and metacognitive reflection; Joyful Learning enhances emotional engagement through gamification and interactive activities; while Meaningful Learning ensures contextual relevance through problem-based and project-based learning. The impact of this integration is multidimensional in nature, encompassing significant improvements in students' conceptual understanding, strengthening of critical thinking skills, enhancement of learning motivation, and development of socio-emotional competencies including collaboration and self-regulation abilities. The study concludes that the integration of these three approaches creates a transformative and holistic pedagogical framework for revitalizing elementary science education. The general implications of these findings provide a conceptual foundation for developing more meaningful learning practices and serve as a reference for formulating educational policies oriented toward sustainable improvement of science learning quality.

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