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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 
Challange Challenge-Based Learning as a Pedagogical Catalyst for Literacy in Fifth Grade Elementary School Students Dewi Novi Yanti; Yunus Abidin; Dede Tri Kurniawan
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.v14i2.108098

Abstract

Reading literacy skills among elementary school students, specifically in understanding, interpreting, and evaluating information, remain suboptimal due to conventional teaching practices focused on one-way knowledge transfer. This study critically evaluates the effectiveness of Challenge-Based Learning (CBL) as a pedagogical catalyst for enhancing and synthesizing the literacy skills of fifth-grade elementary students. Employing a quantitative approach with a pre-experimental one-group pretest-posttest design, the study involved 27 students selected via purposive sampling. The research instrument comprised a literacy test covering literal, interpretive, and evaluative domains. Data were analyzed using descriptive statistics and a paired sample t-test. The results demonstrated a significant increase in the average literacy scores after the implementation of the CBL model (p < 0.05). These findings confirm that challenge-based learning stages effectively activate higher-order thinking processes and reflective student engagement. In conclusion, this study confirms that CBL serves as an effective transformative model for advancing critical literacy competencies. The practical implication suggests that educators should integrate real-world challenges into the curriculum to better prepare students for the information complexities of the 21st century.
Meaningful, Enjoyable, and Conscious Learning: Perspectives of Elementary School Teachers and Students in Makassar and Pulau Sembilan Nurwidyayanti; Andi Irwandi; Burhan; Achmad Fajar Muhammad
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.v14i2.108284

Abstract

Elementary school learning is still predominantly oriented toward academic achievement and content mastery, providing limited opportunities for students to experience meaningful, enjoyable, and conscious learning. This condition reflects a gap between the principles of deep learning, which emphasize cognitive, emotional, and reflective engagement, and classroom practices that remain largely teacher-centered and outcome-oriented. This study aims to analyze and explore the implementation of meaningful, enjoyable, and conscious learning from the perspectives of elementary school teachers and students as essential dimensions of deep learning. A qualitative phenomenological design was employed involving teachers and students from seven elementary schools. Data were collected through in-depth interviews, participant observation, and document analysis and analyzed using thematic analysis. The findings indicate that teachers implemented meaningful learning by connecting lessons with students’ real-life experiences, enjoyable learning through interactive and creative activities, and conscious learning through reflective practices that foster self-awareness and active participation. These integrated dimensions create a more engaging and holistic learning environment. This study concludes that meaningful, enjoyable, and conscious learning provides a strong pedagogical foundation for implementing deep learning and offers practical guidance for designing student-centered learning environments in elementary education.
Integrating Madurese Cultural and Religious–Sociological Perspectives into PGSD Discussions: A Giroux Critical Pedagogy Approach Iwan Kuswandi; Asmoni; M. Ridwan; Muhammad Hamka; Nurulshahidah binti Hamdan
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.v14i2.108300

Abstract

Local cultural wisdom has the potential to serve as a contextual learning resource for developing twenty-first-century competencies in higher education. However, its limited use has hindered the strengthening of cultural awareness and lecturers’ transformational competencies. This study aims to analyze the integration of Madurese cultural values into academic discussions and its contribution to culturally responsive learning and lecturers’ transformational competencies. A quantitative descriptive approach involving 45 lecturers was employed. Data were collected through a five-point Likert-scale questionnaire and documentation, then analyzed using means and standard deviations. The results showed that most dimensions of cultural integration were rated high, particularly theory contextualization, transformational project development, and the use of local culture-based media and learning resources. However, critical socio-cultural-religious analysis and critical dialogue were rated moderately high, indicating the need to strengthen reflective practices. The study concludes that integrating Madurese cultural values into academic discussions can strengthen culturally responsive learning and lecturers’ transformational competencies. These findings confirm that local wisdom can underpin contextual and reflective higher education oriented toward cultural identity and educational transformation.
Questioning Skills Application on Analytical and Creative Thinking Skills of Pre Service Teacher Widya Karmila Sari Achmad; Unga Utami; Nur Abidah Idrus
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.v14i2.109184

Abstract

The development of analytical and creative thinking skills is an essential competency in preparing pre service teachers to meet the demands of 21st century education. However, instructional practices in teacher education have not yet optimally fostered higher order thinking skills, highlighting the need for more effective pedagogical strategies. This study aims to analyze and evaluate the effect of the application of questioning skills on the analytical and creative thinking abilities of pre service teachers. The study employed a quasi-experimental non equivalent pretest posttest control group design involving pre-service teachers who were assigned to an experimental group and a control group. Data were collected using validated analytical thinking and creative thinking tests and were analyzed using Multivariate Analysis of Variance (MANOVA). The results revealed that the application of questioning skills had a significant effect on both analytical and creative thinking abilities. The intervention contributed 19.2% to the improvement of analytical thinking skills and 22.6% to creative thinking skills, indicating a greater effect on the development of creative thinking. These findings confirm that questioning skills constitute an effective pedagogical strategy for fostering higher order thinking skills. The study implies that systematically integrating questioning skills into teacher education programs can serve as a strategic approach to preparing reflective, adaptive, and innovative educators.
“Market Day” Learning Media in Implementing Contextual Learning in Elementary Schools Putri Ageng Yoga; Kukuh Andri Aka; Bagus Amirul Mukmin; Intan Mekar Sari
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.v14i2.109927

Abstract

Mathematics learning still tends to be abstract in elementary school so that it makes it difficult for students to understand the concept of arithmetic operations in a meaningful way. This condition shows the need for learning media innovation that is able to associate the material with the student's real-life context. This research aims to analyze the validity, practicality, and effectiveness of the "Market Day" learning media in supporting contextual learning on addition and subtraction of fractions up to 100,000. This research uses a research and analysis approach with the ADDIE model. The research subjects consist of students in class V and VI who are involved in field trials, as well as teachers as media users. Data was collected through student and teacher response questionnaires, as well as study results tests. Data analysis is carried out descriptively and inferentially to test the differences in learning outcomes between groups. Research results show that "Market Day" media meets valid, practical, and effective criteria in increasing student learning outcomes. This media is able to encourage the active involvement of students through contextual learning activities so that it helps students understand mathematical concepts more concretely. This finding indicates that the use of real activity-based learning media can be an alternative in improving the quality of mathematics learning in elementary schools. The development of similar media with more diverse contexts is recommended to expand the implementation of meaningful learning.
Innovation in Learning Media Based on the Related Word Mnemonic Method to Improve Javanese Script Comprehension in Fourth Grade MI Students Sutrisno Condro Apriyanto; Beti Istanti Suwandayani; Agus Tinus
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.v14i2.109940

Abstract

Learning Javanese script remains Javanese script learning remains challenging because its abstract and complex forms and sounds are difficult for students to understand and remember. Limited instructional variety further reduces learning motivation and achievement.This study aimed to develop and evaluate the validity, practicality, and effectiveness of learning media based on the related-word mnemonic method to improve students' understanding of Javanese script. A Research and Development (R&D) approach using the ADDIE model was employed. The effectiveness of the developed media was examined through a quasi-experimental study with a non-equivalent control group design involving 44 fourth-grade students, comprising 22 students in the experimental group and 22 in the control group. Data were collected using expert validation questionnaires, user response questionnaires, and pre-test and post-test achievement tests, and analyzed using descriptive and inferential statistics. The findings indicate that the developed media was highly valid based on expert evaluation, highly practical according to teachers and students, and effective in improving Javanese script comprehension compared with conventional instruction. The experimental group achieved a moderate increase in learning outcomes, whereas the control group showed a low increase. These findings demonstrate that visual associations through the mnemonic method can reduce students’ cognitive load when understanding complex symbolic materials. The developed media can serve as an effective learning alternative for improving Javanese script literacy while supporting cultural preservation through more meaningful learning.
Quick Response Codes in Busy Books: A Strategy to Engage in Geometry Learning for Elementary Students Zaid Zainal; Eva Salviana J.; Wawan Krismanto
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.v14i2.109966

Abstract

Learning engagement is a crucial factor in elementary mathematics education as it contributes to students' motivation, active participation, and learning achievement. However, geometry instruction is still predominantly supported by conventional learning media that have not been able to provide interactive and meaningful learning experiences. This study aims to analyze the needs and develop a QR Code-integrated busy book as a mathematics learning medium to facilitate students' learning engagement in three-dimensional geometry. The study employed a Research and Development (R&D) approach using the ADDIE model, involving 78 elementary school students, three teachers, and three expert validators. Data were collected through observations, interviews, needs analysis questionnaires, validation sheets, and practicality questionnaires, and were analyzed using qualitative and quantitative descriptive techniques. The findings indicate that both teachers and students require more interactive learning media to enhance learning engagement in geometry instruction. The developed product is a QR Code-integrated busy book that combines hands-on learning activities with access to digital learning materials. The validation results confirmed that the learning media met the required validity criteria, while the practicality test demonstrated that it was easy for both teachers and students to use. This study concludes that the QR Code-integrated busy book is a valid and practical learning medium for promoting students' learning engagement. The findings imply that integrating interactive printed media with digital technology offers an innovative alternative for creating mathematics learning environments that are more active, engaging, and student-centered.
Bridging Policy and Practice: Local Content Curriculum, Cina Benteng Culture, and Buddhist Values in an Indonesian Elementary School Sabar Marjoko; Sutadi
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.v14i2.110353

Abstract

The gap between local-content curriculum policies and their implementation has limited the strengthening of cultural identity, character development, and graduate quality. Local cultural and religious values have also not been systematically integrated into instructional design and practice. This study aimed to analyze the development, implementation, challenges, and impacts of the local content curriculum on student competencies and graduate quality. This research employed a qualitative approach with an intrinsic case study design. Data were collected through interviews, observations, and documentation, while questionnaires were used as supporting data to enrich qualitative findings. Data analysis was conducted using the interactive model with source and technique triangulation to ensure data credibility. The findings reveal that local content curriculum development remains predominantly top-down and has not been fully aligned with regulatory mandates and socio cultural contexts. Curriculum implementation has not optimally integrated local cultural values and Buddhist teachings into learning planning, implementation, and evaluation. The main challenges include limited teacher competence, insufficient learning resources, and gaps in understanding curriculum regulations. This study concludes that contextual curriculum repositioning, strengthening curriculum design, enhancing teacher capacity, and integrating cultural values are essential strategies to develop a local content curriculum that supports global competencies while preserving local identity and character development. The findings imply that sustainable collaboration among educational stakeholders is required to create a more relevant, adaptive, and culturally responsive curriculum framework.
Development of E-Comic Media on the Human Digestive System to Improve Learning Outcomes of Grade V Primary School Students Aprilia Diva Anggarawati; Albertus Hartana
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.v14i2.111276

Abstract

Technological developments in today's world of education are rapid and innovative, as is the use of learning media by educators in the development of education in the digital age. This study aims to develop e-comic media on the human digestive system to improve the learning outcomes of fifth-grade primary school students. This study uses the Research and Development (R&D) method with the ADDIE model: Analyse, Design, Develop, Implement, Evaluate. The subjects of this study involved subject matter experts, media experts, two fifth-grade teachers, and 22 fifth-grade students State Elementary School. Data collection was conducted using analysis questionnaires and interviews with fifth-grade teachers. Data analysis was performed using qualitative and quantitative techniques. The results showed that 1) the development of e-comic media for fifth-grade elementary school students on the human digestive system was carried out by following the ADDIE stages: Analyse, Design, Develop, Implement, Evaluate. 2) The quality of the e-comic media was assessed by subject matter experts, media experts, and fifth-grade teachers as very good and suitable for testing according to the experts' suggestions. The application of e-comic learning media had an effect on student learning outcomes, with an increase from pretest scores to posttest scores, representing a 54% increase in learning outcomes. Thus, it can be concluded that e-comic media for fifth-grade elementary school students on the human digestive system can improve learning outcomes and is suitable for use in continuous learning.
Integrating Local Culture into E-booklet to Strengthen Contextual Learning in Elementary School Candra Sapta Ramadan; Mahpudin; Yuyun Dwi Haryanti
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.v14i2.112387

Abstract

The rapid advancement of digital education requires instructional materials that are contextual, student-centered, and capable of connecting learning experiences with students’ socio-cultural environments. However, instructional materials used in elementary schools are still predominantly general in nature and provide limited opportunities for students to relate scientific concepts to their local cultural contexts, resulting in less meaningful learning experiences. This study aimed to analyze the need for developing a local culture-based e-booklet as a supplementary instructional material to strengthen contextual learning in Integrated Science and Social Studies (IPAS). The study employed a descriptive quantitative research design involving 22 elementary school teachers and 203 fourth-grade students selected through purposive sampling. Data were collected using four-point Likert-scale questionnaires and analyzed through descriptive statistical techniques using percentage calculations and need-level categorization. The findings revealed a strong demand for the proposed instructional material, with 77.3% of teachers expressing strong agreement and 22.7% agreeing with its development, while 93.1% of students provided positive responses, consisting of 43.8% strongly agreeing and 49.3% agreeing. These findings indicate that integrating local culture into digital instructional materials has considerable potential to support contextual, meaningful, and culturally responsive learning. Therefore, the development of a local culture-based e-booklet is considered essential as a supplementary learning resource that integrates pedagogical, cultural, and digital dimensions to enhance learning quality in elementary education.

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