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[The Impact of Storyboard That Media on Students' Critical Thinking Skills in Social Sciences Subjects in Elementary Schools ]]>
<![CDATA[Susilawati]]>;
<![CDATA[Neng Ranti]]>;
<![CDATA[Muhammad Hanif]]>;
<![CDATA[Ita Rustiati Ridwan]]>;
<![CDATA[Nenden Sundari]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i2.58854
<![CDATA[In the current era of digital technology development, free-access design platforms can be used in education as an alternative technology-based learning medium. Researchers found that in elementary schools, social studies learning still used conventional methods such as lectures and very rarely used instructional media, so students were bored while studying. Therefore, this study aimed to analyze the effect of using Storyboard That media on students' critical thinking skills on the material of the Proclamation of Independence. This study used the Storyboard That website along with 5 essay questions with a cognitive level of C4-C6 (analyze, evaluate, create). This research is a Quasi-Experimental with Non-equivalent Control Group Design. The number of samples consisted of class VI A totaling 22 students as the control class and class VI B totaling 22 students as the experimental class. Data analysis techniques consisted of prerequisite tests of normality and homogeneity tests and Independent Sample T-tests. The Independent Sample T-test data results on the pretest data were 0.539 > 0.05 and the post-test. (2-tailed) of 0.000 <0.05. So, it can be concluded that there were significant differences in students' critical thinking skills between the experimental group that used Storyboard That media and the control class that only used conventional lecturing methods. It is proven that Storyboard That encourages students to think critically through various visualization stimuli. This implementation allows teachers to use it as appropriate social studies learning media to improve elementary school students' critical thinking skills.]]>
<![CDATA[Interactive Multimedia Based on Project Based Learning Model Using Articulate Storyline 3 Material for Fifth-Grade Elementary School ]]>
<![CDATA[I Wayan Darma]]>;
<![CDATA[I Gede Margunayasa]]>;
<![CDATA[Gusti Ayu Putu Sukma Trisna]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i2.59642
<![CDATA[This study addressed the need for more interactive media in the learning process, which has led to low student performance. The goal was to develop Project-Based Learning (PjBL) model-based Interactive Multimedia using Articulate Storyline 3 for Water Cycle material in Grade V Elementary School that is feasible, practical, and effective in enhancing student learning outcomes. The research followed the ADDIE model: 1) analysis, 2) design, 3) development, 4) implementation, and 5) evaluation. Subjects were Grade V students, and the focus was on their learning outcomes for the Water Cycle material. Data collection involved quantitative observation and tests using rating scale sheets and multiple-choice tests. Data analysis included average score analysis for feasibility and practicality and a correlated t-test for effectiveness. Results indicated that: (1) the average feasibility score of the media was 4.76, and the material test score was 4.63, both rated very high; (2) the average practicality test score was 4.70 by teachers and 4.97 by students, both rated very good; and (3) the significance value in the one-sample t-test was 0.000, showing the PjBL model-based Interactive Multimedia with Articulate Storyline 3 effectively improved student learning outcomes for the Water Cycle material in Grade V. Thus, the research concludes that Interactive Multimedia is feasible, practical, and effective in enhancing student learning outcomes for the Water Cycle material in Grade V Elementary School.]]>
<![CDATA[Ethnomathematics-based Fraction Number E-modules for Prospective Elementary School Teachers ]]>
<![CDATA[Rena Anriana]]>;
<![CDATA[Luluk Mauluah]]>;
<![CDATA[Woro Sri Hastuti]]>;
<![CDATA[Setiawan Edi Wibowo]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i2.63346
<![CDATA[Fractions are one of the materials that could be clearer to understand for students and prospective MI teacher students. Problems in understanding fractions often arise due to the need for more connection with everyday life. This research aims to develop ethnomathematics-based fractional number e-modules. This research type uses the ADDIE model, which is limited to the development stage. The subjects involved in this study were experts consisting of material experts and media experts, as well as twelve students in second-semester class A as small group test subjects. Data collection in the study was carried out through observation, interviews, and questionnaires with research instruments in the form of module validation sheets, response questionnaires, and test questions. The data obtained were then analyzed using qualitative descriptive and quantitative descriptive analysis. The results obtained from this development research are as follows: (1) the validity of the ethnomathematics-based fractional number e-module was declared valid with the results of the material expert review of 97.93% and the results of the media expert review of 96.66%, (2) the practicality of ethnomathematics-based fractional number e-module based on student responses is declared practical, namely with test results of 90.21% Based on these results, it can be concluded that the ethnomathematics-based fraction number e-module teaching materials developed are valid and practical qualifications.]]>
<![CDATA[The Grass Roots Curriculum Model in Basic Education through Self-Development Programs ]]>
<![CDATA[Atin, Sri]]>;
<![CDATA[Rokhimawan, Mohamad Agung]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i2.64488
<![CDATA[The self-development program that is implemented in madrasas is motivated by various moral and ethical issues: such as bullying, fights, lack of manners, and even criminal acts that are rife today. This study aims to analyze the implementation the curriculum model grassroots through self-development programs in madrasas. This study uses a descriptive qualitative research method with a phenomenological approach with a case study type. To obtain research data, researchers used non-participant observation techniques, structured interviews, and documentation. The data sources in this study were the head of the madrasah, the deputy head of curriculum, and teachers. The data selection technique uses a purposive sampling technique. This research's data analysis technique uses triangulation of data sources. The results of the research findings indicate that the self-development program is carried out in madrasas in stages: (1) bullying and lack of manners are identified; (2) Madrasas review the programs that have been implemented; (3) Madrasas propose various types of programs; (4) Self-development programs at madrasah ibtidaiyah can overcome bullying and lack of manners; (5) The self-development program has been well implemented including programs this tahfid camp, Ramadan Ceria, Qoilulah, Rihlah, Outschool, Tasmi' Parade, Pioneer Class, and Home Visit. The grassroots curriculum model has been well implemented through self-development programs in madrasas. In the future, a more accurate and measurable evaluation of the implemented self-development program will be carried out.]]>
<![CDATA[Interactive Learning Multimedia Articulate Storyline as an Alternative Media to Improve Elementary Students’ Critical Thinking Skills ]]>
<![CDATA[Alanise Moriska]]>;
<![CDATA[Muhammad Hanif]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i2.65310
<![CDATA[Due to the lack of use of learning media in the mathematics learning process, students become passive and uninterested in participating in the learning process. The monotonous learning process causes students' critical thinking abilities to be weak and underdeveloped. Therefore this research aims to analyze the influence of learning activities using Articulate Storyline interactive learning multimedia on analytical and critical thinking skills in sixth-grade elementary school students. This research employed a quantitative approach with experimental research methods (Quasi-Experimental). The type of sampling used was the purposive sampling technique. The research instrument utilized nine HOTS-type description test questions. Data were analyzed through several tests, including normality, homogeneity, and hypothesis tests. In hypothesis testing, the Independent Sample T-Test was used, and a Sig (2-tailed) value of (0.033 < 0.05) was attained, so it was inferred that there was a difference between students who were taught using Articulate Storyline interactive learning multimedia and students who were taught using conventional learning media. The Paired Sample T-test in the experimental class also obtained a significance value of 0.000 < 0.05, suggesting a significant difference in the average test scores before and after treatment. It could be concluded that using Articulate Storyline interactive learning multimedia influenced sixth-grade elementary school students' analytical and critical thinking skills. This research implies that teachers can use Articulate Storyline interactive learning multimedia to improve students' critical thinking analysis and evaluation skills in mathematics learning.]]>
<![CDATA[Increase Reading Comprehension and Critical Thinking through Reading Stories ]]>
<![CDATA[Marwan]]>;
<![CDATA[Fery Muhamad Firdaus]]>;
<![CDATA[Ida Wuri Handayani]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i2.66783
<![CDATA[The successful implementation of the teacher's learning process in Indonesian language lessons in elementary schools depends on students' understanding of basic reading and critical thinking skills. The aim of the research is to develop teaching modules in developing students' reading and critical thinking skills (DRTA) models in improving reading and critical thinking from the fourth grade elementary school students. This research was conducted using a descriptive methodology with a combination of development and research (R&D) approaches using the ADDIE design. In carrying out this research, data collection techniques were used which included defining the early stages of module development and prototype design, as well as preparing the module draft. Data collection through interviews, observation, documentation, and literature studies. The data analysis technique used is descriptive statistical analysis technique and inferential statistical analysis of research findings showing a significant increase in various fields among grade 4 students with a total of 25 students. In particular, there was a significant improvement in their ability to initial reading ability material and think critically by applying DRTA. Thus the DRTA model can improve the ability to think, read, understand and think critically.]]>
<![CDATA[Game-Based Learning Model with Baamboozle Media Based on Artificial Intelligence Increases Student Engagement and Learning Outcomes ]]>
<![CDATA[Mega Ega Wardani]]>;
<![CDATA[Siti Maryatul Kiptiyah]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i2.67141
<![CDATA[The rise of students who have low learning outcomes and student engagement. Low mathematics learning outcomes are caused by models or learning media that are unsuitable for use in learning. This research aims to test the effectiveness of using the Game-Based Learning learning model with the assistance of Baamboozle media on Student Engagement and student learning outcomes. The research method used in this research is a quasi-experiment with a one-group pre-test and post-test design. The total sample for this research was 27 third-grade elementary school students. Data collection methods in this research are observation, questionnaires, and tests. The instrument used to collect data is test questions. Data analysis techniques use inferential statistics. The research results, namely the post-test results, show that all students completed the KKM. The t-test results showed differences in the pre-test and post-test after using the Game-Based Learning learning model with Baamboozle media. The results of questionnaires and teacher observations show that Student Engagement has increased. It was concluded that the Game-Based Learning learning model using Baamboozle media effectively improved learning outcomes and Student Engagement in mathematics content.]]>
<![CDATA[Rolling Ball Media on the Writing Skills Rhyme for Fifth Grade Students of Elementary School ]]>
<![CDATA[Sulrifka Tunnisa]]>;
<![CDATA[Supartinah]]>;
<![CDATA[Setiawan Edi Wibowo]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i2.67449
<![CDATA[In the world of education, creating a learning environment that inspires and motivates students is an important task of a teacher. One way that can be used to achieve this goal is by utilizing learning media. This research aims to analyze students' pantun writing skills in a study Pre-Eksperimental Design by design One Group Pretest-Posttest Design. This research process involves preparation, implementation and data analysis stages related to rhyme writing skills and student responses. The subjects of this research were 20 fifth grade students, who received special treatment using media Rolling Ball to measure the effectiveness of this media on the development of their pantun writing skills. The required data is collected through observation and tests. The results of data analysis using the methoddescriptive and inferential statistics. Pretest exam 0.07 and the posttest value of 0.28 is greater than the alpha value of 0.05, this shows that the pretest value and posttest data are normally distributed. The homogeneity test using the t test obtained a value of -8.529 with a 2-tailed sig of 0.000, greater than the alpha value of 0.05, so it can be concluded that there is a difference in the average pretest and posttest rhyme writing skills after using media treatment Roling Ball.]]>
<![CDATA[Word Bank: Learning Media on Poetry Writing Materials for Fourth Grade of Elementary School ]]>
<![CDATA[Alfianita Ayu Larasati]]>;
<![CDATA[Ali Mustadi]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i2.67640
<![CDATA[Students benefit from writing poetry because they can express their feelings at the time through beautiful words in the form of poetry. Writing poetry in learning can be packaged using learning media. Learning media is extremely beneficial to the learning process. Students will understand the material provided by the teacher more easily if they use learning media. Therefore, this research aims to produce the learning media product "Word Bank" to improve the ability to write poetry in fourth grade elementary school. This study applied the Hannafin and Peck model of Research and Development. In this study, 15 students of IV grade were used as research subjects. Observation, interviews, questionnaires, and documentation were used as research instruments. Interactive analysis techniques and presentations were used in data analysis techniques. According to the research findings, “Word Bank” learning media has a “very high” feasibility level. The results of the initial trial, which was conducted on 5 students, were classified as “very high” based on the acquisition of the two scores obtained. Students’ pretest and post-test scores in the experimental class showed a t-count of -8.817 with df 18 and Sig. (2-tailed) of 0.000. Thus, the results of the t-test for the pretest and post-test values of the experimental class show that the value of Sig. (2-tailed) 0.000 < 0.05 (5%). Can be concluded that there is a significant difference in ability wrote poetry.]]>
<![CDATA[Teachers' Perceptions of Research Culturalization in Elementary Schools ]]>
<![CDATA[Novi Sylvia]]>;
<![CDATA[Deni Hadiana]]>;
<![CDATA[Yuyun Libriyanti]]>;
<![CDATA[AM Saifullah Aldeia]]>;
<![CDATA[Evi Sopandi]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i2.68212
<![CDATA[Research culture is fundamental in developing educational practices in schools that are based on proven knowledge and data. Culturalization at the elementary school level is the foundation for developing a research culture at the higher school level. Teachers' perceptions can provide benchmarks for research culturalization practices in schools as the ultimate base of a research-based mindset. This research aims to analyze research culturalization as perceived by teachers in elementary schools. The method used is descriptive qualitative with a questionnaire that measures teachers' perception towards fifteen aspects of research Culturalization. Data analysis from 379 teachers of local elementary schools shows that: (1) the percentage of teachers' perceptions regarding knowledge of research culture is 57% just starting; (2) the percentage of teacher perceptions related to understanding is 55% just starting; and (3) the percentage of teacher perceptions related to practice is 69% just starting. These results indicate that the culturalization of research based on teacher perceptions is at a will-do level regarding knowledge, understanding, and practice indicators. Teachers' perceptions are alike in knowledge and understanding and higher in practice. These findings conclude an awareness and enthusiasm of research culturalization significance that should be supported by all stakeholders involved, such as the government, teachers, leaders, and other educators involved in the schools. These findings also provide challenges for policies and practices that align with research culturalization indicators in elementary schools.]]>
