Jurnal Ilmiah Sekolah Dasar
Jurnal Ilmiah Sekolah Dasar (JISD) adalah jurnal ilmiah yang diterbitkan oleh jurusan Pendidikan Guru Sekolah Dasar Fakultas Ilmu Pendidikan Universitas Pendidikan ganesha. Jurnal ini bertujuan untuk mewadahi artikel-artikel hasil penelitian dan hasil pengabdian masyarakat dibidang pendidikan dan pembelajaran di Sekolah Dasar. Pada akhirnya Jurnal ini dapat memberikan deskripsi tentang perkembangan ilmu pengetahuan dan teknologi di bidang pendidikan dasar bagi masyarakat akademik. Jurnal ini terbit 4 kali setahun (Februari, Mei, Agustus, November).
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<![CDATA[Improving the Concept Understanding of Mixed Fractions Calculation Operations Using the Jigsaw Method Assisted by Trimino Media ]]>
<![CDATA[Eliza Dwi Cahyanti]]>;
<![CDATA[Nurafni]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i1.66540
<![CDATA[This research is to analyze the significant influence of understanding the material concept of calculating mixed fraction operations using the Jigsaw method assisted by Trimino media. This research uses a nonequivalent control group design and quantitative quasi-experimental methodology. Participants in this research were all 50 class IV students from two classes. Simple random sampling was used for the sampling process, and obtained 25 students as a class who were given treatment in the form of the Jigsaw method with trimino media, and 25 students as a class who were given treatment in the form of the conventional method. Pretest and posttest worksheets with essay questions are the testing format used in this research. The test was carried out twice, once before and once after. Meetings were held eight times for this research: once for the pretest, six times for the Jigsaw technique using trimino media, and once for the posttest. The instrumentation of this research consists of tests, observations, and documentation. The t-test, which had previously been tested for homogeneity and normality, was used in the data analysis procedure. The results of the research show that there is a significant influence on students' conceptual understanding in classes that apply the Jigsaw method assisted by Trimino media, with a significance level of 5%. The t-test hypothesis test shows that H0 is rejected and H1 is accepted if t-count (6.211) > t-table (2.011). This shows that the use of the Jigsaw method assisted by Trimino media in solving mathematical problems has a good influence on the knowledge of class IV students in the material of understanding mixed fraction calculation operations.]]>
<![CDATA[The Impact of Augmented Reality in English Learning in Elementary Schools ]]>
<![CDATA[Rugaiyah]]>;
<![CDATA[Istiqamah Ardila]]>;
<![CDATA[Unan Yusmaniar Oktiawati]]>;
<![CDATA[Nanda Saputra]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i1.66710
<![CDATA[The role of language as the most important means of effective communication is universally recognized. In the context of education, students are expected to recognize the potential for acquiring English with the help of the media. Media is a tool for learning English. The use of media in learning English is minimal. The aim is to find out the results of applying augmented reality as a medium for learning English in elementary schools. The method in this research is mixed methods namely survey, observation, and documentation. The subjects of this study were a teacher and elementary school students in English subject. Data collection techniques, nonverbal in the form of pictures, assisted by recording techniques, with the listening method. Data collection instruments used questionnaires and interview sheets. Multimodal analysis techniques and interview results were collected, reduced, and concluded. The results of the study show that teachers can use learning media based on augmented reality in learning English well. There is an increase in student learning outcomes in English subjects after using augmented reality-based learning media. So, can be concluded that the increased satisfaction levels among educators and students, reflecting a more interesting and satisfying learning environment.]]>
<![CDATA[Examining the Mind Mapping Model in Mathematics Learning for Elementary School Students: Self-Efficacy and Motivation ]]>
<![CDATA[Novitasari Widyastuti]]>;
<![CDATA[Herwin]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i1.67080
<![CDATA[The challenges of student learning in the 4.0 era must be balanced with mastery of 21st century skills. Mastery of skills must be balanced with students' mental maturity. The mental maturity of student learning can be developed by applying an effective learning model. The mind mapping learning model has various advantages for shaping the maturity of students' thinking patterns. This research was conducted with the aim of examining the application of the mind mapping model for self-efficacy and student motivation. The research subjects were 10 grade IV elementary school students. This research method is a quasi-experimental study that compares pretest and posttest values. The data collection techniques used were observation and interview techniques, which were converted into a value of 1–100. Data analysis was carried out, both quantitatively and qualitatively. The results of the study showed that there was an increase in pretest self-efficacy to posttest 1 of 12.4 points, and an increase in posttest 1 to posttest 2 of 9.4 points. The results of observing student motivation at the pretest to posttest stage were 10.8 points, and a significant increase from the results of posttest 1 to posttest 2 was 23.6 points. The research findings are that the mind mapping model increases student self-efficacy, increases student motivation, and has significant advantages for elementary school students. An interesting finding is that students' mentality can be more stable with the application of mind mapping, with indications of independence, initiative, courage, and a change in perception of mathematics.]]>
<![CDATA[Edpuzzle-based Interactive Video Media on Basic Dance Movement Material to Improve Student Learning Outcomes ]]>
<![CDATA[Destia Hera Ramadani]]>;
<![CDATA[Atip Nurharini]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i1.67210
<![CDATA[The use of learning media is essential for learning to dance. But teachers still need to use the media to learn to dance. The lack of use of this learning media can affect the students’ learning outcomes, as the study aims to determine. This study aims to assess whether the development of interactive video media based on Edpuzzle, the primary dance movement material in art lessons, can improve student learning outcomes. This research method uses research and development. The model used is ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The source of this research data was obtained from observations, interviews, and questionnaires. The results showed that material experts' feasibility level of Edpuzzle-based interactive video media received a value of 81.25% with feasible criteria, and media experts obtained a value of 95% with very achievable criteria. So, the products developed in this study can be used in learning dance at SD Kota Semarang. Based on the results of media trials, it can improve student learning outcomes. The pre-test and post-test learning results of students in small-scale trials have an N-Gain value of 0.78 with high criteria. While in large-scale trials, get an N-Gain value of 0.77 with high criteria. This research implies that interactive video learning media based on Edpuzzle can improve dance students' learning outcomes. Besides, this media also helps students understand the material, making the learning process more effective.]]>
<![CDATA[Digital Storytelling Animation Media with Minimum Competency Assessment to Enhancing Students Folktales Reading Comprehension ]]>
<![CDATA[Faizah, Auliya Nurul]]>;
<![CDATA[Purwati, Panca Dewi]]>;
<![CDATA[Murtini, Tri]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i1.67243
<![CDATA[This research is motivated by observational data indicating the low learning outcomes of second-grade students in the competency of reading to folktales, which is attributed to the limited use of media in teaching. Therefore, this research aims to developed an instructional tool: digital animation storytelling media with Minimum Competency Assessment (MCA). The research method employed in this study was Research and Development (R&D), utilizing the ADDIE model. This study involved a class teacher and 26 learners in grade II of an Elementary School. The primary objective of this research was to analyze the feasibility and effectiveness of the digital animation storytelling media with MCA for the second-grade class in enhancing the competency of reading to folktales. Data were collected using a questionnaire to assess media feasibility and pretest-posttest questionnaires to measure the media's effectiveness. The results of the media feasibility assessment, based on the questionnaire, obtained a percentage of 90%, indicating "Very Feasible" according to content experts, while media experts rated it at 84%, indicating "Eligible." Regarding the effectiveness of the media, as assessed through pretest-posttest questionnaires, the N-Gain test revealed an average improvement of 0.48 on a small scale with an average difference of 22.5. Based on these findings, it can be concluded that the digital animation storytelling media with MCA for the second-grade class is not only suitable for instructional use but also effectively enhances students' learning outcomes in the competency of reading to folktales.]]>
<![CDATA[The Effectiveness of Virtual Tour Museums on Student Engagement in Social Studies Learning in Elementary Schools ]]>
<![CDATA[Ariesta, Freddy Widya]]>;
<![CDATA[Maftuh , Bunyamin]]>;
<![CDATA[Sapriya]]>;
<![CDATA[Syaodih , Ernawulan]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i1.67726
<![CDATA[During the era of digital transformation, the integration of technology into the field of education through teaching methods has become a necessity. This study aims to measure the effectiveness of museum virtual tour media on increasing student involvement in social studies learning in elementary schools. Research design uses quasi-experiment with pre-test and post-test control-group design. The research sample consisted of 64 students in the fifth grade. The dimensions and indicators used in the questionnaire are sourced from The Student Engagement in School Questionnaire (SESQ). The data used in this research comes from questionnaires, interviews, and documentation. The N-gain Score test was chosen to analyse the data, comparing the average scores between the experimental and control groups. The findings show that there is a disparity in the average engagement results between students who use virtual museum tour media and students who use traditional textbooks. The experimental class obtained an n-gain score of 0.683 which indicated an increase in student involvement in the high category, while the control class obtained an n-gain score of 0.193 which indicated an increase in student involvement in the low category. Thus, the use of virtual museum tour media is proven to be able to make a significant contribution in increasing student involvement, encouraging cultural appreciation, and strengthening students' sense of nationalism in elementary schools.]]>
<![CDATA[Interactive Game Learning Media Based on Canva on Five Sensory Materials for Grade IV Elementary School ]]>
<![CDATA[Vitasha Geushiria Aluintany]]>;
<![CDATA[Kurniana Bektiningsih]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i1.67894
<![CDATA[Problems in the IPAS learning is students easily get bored with media that is monotonous and lacking in variety, resulting in a lack of student interest in paying attention to the material being presented by the teacher. So, teachers must create more interesting methods in the learning process so that students are more motivated in improving learning outcomes. This study aims to develop interactive game learning media on the five sensory materials for 4th grade of elementary school. This research is included in development research using the Borg and Gall model which only has up to 8 stages, because it is adjusted to the needs and time of the research. The subjects of this study consisted of fourth grade students and fourth grade teachers, a team of expert validators and researchers. Data collection methods are by observation, tests, questionnaires, and interviews. Data analysis techniques use initial data analysis, product analysis, and final data analysis. The research results obtained were the media expert validation test of 85% (feasible), the material expert validation test of 83.5% (feasible), and the results of the effectiveness test showed that in the before and after values there was an increase in the average knowledge value. So, Canva-based interactive learning media has good qualifications, is feasible and effective for use in carrying out the learning process.]]>
<![CDATA[The Impact of Differentiated Learning in the Merdeka Belajar Curriculum on Elementary School Literacy as the Object of the Kampus Mengajar Program ]]>
<![CDATA[Bagus Adi Wijaya]]>;
<![CDATA[Wantini]]>;
<![CDATA[Djamaluddin Perawironegoro]]>;
<![CDATA[Betty Mauli Rosa Bustam]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i1.68107
<![CDATA[The Merdeka Belajar curriculum emphasizes students' freedom to determine the course of learning according to their interests, needs and potential. However, it must be acknowledged that each student has a different understanding and ability in studying Islam. This research aims to analyze differentiated learning in elementary schools with the Teaching Campus program. This type of research is a quasi-experiment with a one-group pre-test and post-test design. The research subjects were 19 elementary schools. The instrument used is an essay test consisting of 15 items. Data analysis used an independent T-test assisted by IBM SPSS 25. The results of the research showed that there were differences in literacy outcomes using differentiated learning. The differentiated learning model in the Merdeka Belajar curriculum can increase literacy. Elementary schools that follow this learning model show significant improvements in literacy understanding, active participation in learning, and high learning motivation. The differentiated learning model effectively increases literacy in Elementary Schools with the Teaching Campus Program. This model can provide each student with a more relevant, exciting and practical learning experience by accommodating individual differences.]]>
<![CDATA[Enhancing Problem-Solving Skills and Spirit of Mutual Cooperation in Mathematics Learning through Teaching at the Right Level Approach ]]>
<![CDATA[Farid Bashirudin Yusuf]]>;
<![CDATA[Fery Muhamad Firdaus]]>;
<![CDATA[Kadir]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i1.68232
<![CDATA[The importance of learning mathematics is inversely proportional to the fact that using conventional learning methods causes low problem-solving abilities and the spirit of cooperation among students. Another problem encountered was that students still needed help solving problems related to flat figures, and only a few students had a spirit of cooperation during group work. This research aims to identify and analyze the impact of implementing the TaRL approach in improving students' problem-solving skills, the spirit of cooperation, and social interaction in mathematics learning. This research is a qualitative descriptive study. This research was conducted on 27 fourth-grade elementary school students. Data collection techniques in this research used research instruments in the form of interviews, observation, questionnaires, and documentation. This data analysis technique uses the Miles and Huberman (1994) method. The research results show a significant increase in mathematics learning. Applying the TaRL approach has resulted in a significant increase in first and second-cycle scores, especially at the intermediate knowledge level, which increased from 68.57% to 72.33%, and at the high level, which increased from 73.00% to 76.00%. In addition, there was a significant increase in the students' spirit of cooperation, with the "very good" category increasing from 7.41% to 22.22%. It shows that the TaRL approach positively impacts learning outcomes and a collaborative spirit in the classroom. The TaRL approach effectively strengthened students' problem-solving skills and cooperation spirit.]]>
<![CDATA[E-book Based on Project Based Learning Assisted by Kvisoft Flipbook Maker Blended Learning in Elementary Schools ]]>
<![CDATA[Desyandri]]>;
<![CDATA[Feby Kharisna]]>;
<![CDATA[Risda Amini]]>;
<![CDATA[Yeni Erita]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i1.68407
<![CDATA[Blended learning is one innovation that can improve access to learning for large groups of students and their beliefs about how effective the learning environment is. Blended Learning combined with the book will make learning more interesting for students. This research aims to produce valid, practical, and effective using the R&D method and ADDIE models. The validation test was carried out in three stages, the first validation test by expert lecturers and practitioners obtained an average score of 92.75 in the very valid category. Second, in the validation stage, FGD participants obtained an average score of 90 with a very valid category. Third, the small group test validation stage obtained an average value of 89 with a very valid category. The practicality test was carried out in two stages. First, the practicality test of the teacher response questionnaire obtained an average score of 91 in the very practical category. Second, the practicality test of the student response questionnaire obtained an average score of 81 in the very practical category. The effectiveness test was carried out in two stages. First, testing the effectiveness of student activities obtained an average score of 84 in the very active category. The two effectiveness tests of student learning outcomes obtained an average score of 90 in the very effective category. From the researchers' findings, it can be concluded that e-book-based Project Based Learning help Kvisoft Flipbook Maker Blended Learning in elementary schools is very valid, practical, and effective for use in learning in elementary schools.]]>
