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[Analyzing the Influence of Digital Literacy and Pedagogical Knowledge on TPACK in Elementary School Teachers ]]>
<![CDATA[Veni Veronica Siregar]]>;
<![CDATA[Rajab]]>;
<![CDATA[Hermansyah]]>;
<![CDATA[Eva Ardinal]]>;
<![CDATA[Rully Hidayatullah]]>;
<![CDATA[Nurkhaerat Alimudin]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 3 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i3.53414
<![CDATA[The rapid development of technology requires the education sector to adapt digital literacy to make the learning process more relevant to 21st-century needs. However, many teachers have yet to master the Technological Pedagogical Content Knowledge (TPACK) framework, particularly in integrating technology into teaching practices. This study aims to analyze the influence of digital literacy on TPACK and the influence of pedagogical knowledge on TPACK among elementary school teachers. The research employs a quantitative method with an ex post facto design. A saturated sampling technique was used, involving all 35 elementary school teachers as respondents. Data were collected through structured questionnaires on digital literacy, pedagogical knowledge, and TPACK competencies. The data were then analyzed using multiple linear regression techniques. The results indicate that digital literacy has no significant influence on TPACK, with a significance value of 0.147. In contrast, pedagogical knowledge shows a significant influence on TPACK, with a significance value of 0.015. These findings suggest that while digital literacy is essential, pedagogical knowledge plays a more substantial role in improving teachers' ability to integrate technology into the learning process. In conclusion, enhancing pedagogical knowledge can strengthen teachers’ competencies in effectively utilizing technology in elementary school education.]]>
<![CDATA[Validating Educational Game Development to Foster Learning Motivation in Elementary School Students ]]>
<![CDATA[Shofie Putriningtyas]]>;
<![CDATA[Unik Ambarwati]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 3 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i3.62657
<![CDATA[One of the causes of low student learning motivation is the lack of engaging and need-based instructional media developed by teachers for specific subjects. Educational games can foster intrinsic motivation by stimulating students' curiosity, thereby supporting the teaching and learning process in formal educational environments. This study aims to analyze the validity of an educational game developed to enhance students' learning motivation through a validity test. The development process employed the Research and Development (R&D) model recommended by Borg and Gall. Data collection instruments included validation sheets from media, material, and language experts, a media usage guidebook, observation guidelines for media implementation in learning, interview guidelines for teachers and students, and a student motivation instrument. The data analysis technique used was descriptive quantitative analysis. The validity test results indicated that the media's validity level was categorized as good. The product quality category from the instrument experts showed a score of 0.785. Since the Cronbach's Alpha value was 0.785, which is greater than 0.60, it can be concluded that the reliability test was deemed reliable. Therefore, the educational game developed is considered feasible and effective for improving students' learning motivation in elementary schools.]]>
<![CDATA[Teacher’s Role: Implementation of Religious Character Education through the Habituation Method in Elementary School ]]>
<![CDATA[Ailula Mufidatus Solihah]]>;
<![CDATA[Ujang Sugara]]>;
<![CDATA[Anang Fathoni]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 3 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i3.63426
<![CDATA[Students' religious character is generally emphasized by PAI teachers, but in this case the class teacher has more awareness in forming character through habituation. This habit needs to be studied so that it can be an example for other schools in optimally forming religiosity. This research aims to analyze the implementation of religious character education through habituation in fourth grade elementary school students. This research uses a qualitative case study approach with the subjects being teachers, students and student guardians. Data collection was carried out through interviews, observation and documentation. The data analysis used is the Miles and Huberman model. The results of the research show that shaping students' religious character is the existence of habituation activities such as routine repetition and assistance in aqidah, morals and worship. Routine repetition of aqidah is carried out by praying before and after learning, and TPA activities. Implementation of routine repetition of worship is carried out by purifying and salat. Implementation of routine repetition of morals is carried out by behaving and speaking politely at all times and doing good deeds every Thursday. Implementation of aqidah assistance is carried out with cult guidance every Thursday morning and assistance in activities of believing in Allah and His Angels. Implementation of worship assistance is carried out with the practice of purification and assistance with congregational prayers such as sunnah and obligatory prayers as well as moral assistance including assistance in cultivating good character and counseling assistance.]]>
<![CDATA[The Impact of MERDEKA Path-Based Project Based Learning Model on Self-Efficacy in Primary School Mathematics Learning ]]>
<![CDATA[Anisa Khayati Nur Kafah]]>;
<![CDATA[Fery Muhamad Firdaus]]>;
<![CDATA[Irman Artobatama]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 3 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i3.67485
<![CDATA[Merdeka Belajar is currently a primary goal in the learning process, driven by students' needs. Not only character, but students must also possess soft skills to face the challenges of the 21st century. Self-efficacy is important for students to have confidence and determination in performing tasks, making the learning process effective and positively impacting their learning outcomes. This study aims to analyze the impact of the MERDEKA path-based Project-based Learning (PjBL) model on self-efficacy in mathematics. This study employs a quasi-experimental design with a one-group pretest-posttest design, involving 22 students from the fourth grade as a saturated sample. The research instruments include a self-efficacy questionnaire and a test. Data analysis was conducted using descriptive analysis and Paired Sample t-Test. Prior to hypothesis testing, prerequisite tests including normality and homogeneity tests were performed. The results indicate that the implementation of the MERDEKA path-based PjBL model can improve students' self-efficacy compared to before the treatment. This is evident from the increase in the average score of students, from 62.09 before the treatment to 79.31 after the implementation of the MERDEKA path-based PjBL model. The t-test results show tcount ≥ ttable (17.422 > 2.05954), indicating that H0 is rejected and H1 is accepted. Therefore, it can be concluded that the MERDEKA path-based PjBL model has a positive impact on students' self-efficacy in fourth-grade primary school mathematics.]]>
<![CDATA[The Effect of Problem Based Learning Models and Auditory Learning Styles on Internship Learning Outcomes in Elementary Schools ]]>
<![CDATA[Safril Haskin]]>;
<![CDATA[Unik Ambar Wati]]>;
<![CDATA[Fery Muhamad Firdaus]]>;
<![CDATA[Ariefa Efianingrum]]>;
<![CDATA[Diana Peggy Putinella]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 3 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i3.68940
<![CDATA[Education in Indonesia faces the challenge of improving student learning outcomes through appropriate learning models and effective content delivery. This study aims to analyze the influence of Problem-Based Learning (PBL) and auditory learning styles on the critical thinking skills of elementary school students. The study employed a quantitative approach using a pre-experimental (non-design) method. Data were collected through multiple-choice tests to assess learning outcomes and questionnaires to identify students' auditory learning preferences. The sample consisted of 28 fifth-grade students. The findings revealed a significant impact of the PBL model on students with auditory learning styles in enhancing critical thinking skills. Hypothesis testing showed a probability value of 0.000 > α = 0.05, indicating a significant relationship between the learning model and student outcomes. The integration of PBL tailored to students' learning styles can effectively improve their conceptual understanding and critical thinking skills. The study concludes that implementing a problem-based learning model combined with an auditory learning style positively influences students' learning outcomes in civic education, particularly in developing critical thinking abilities in elementary school students.]]>
<![CDATA[The Effectiveness of Team Games Tournament in Improving Students’ Collaborative Abilities ]]>
<![CDATA[Norfadila B.]]>;
<![CDATA[Sekar Purbarini Kawuryan]]>;
<![CDATA[Bambang Saptono]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 3 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i3.69255
<![CDATA[The inappropriate application of learning models in the learning process often results in passive student engagement. This study aims to analyze the impact of the Team Games Tournament (TGT) cooperative learning model on students' collaboration skills in classes A6-22 and A7-22. The study employed a quasi-experimental design with a quantitative approach, categorized as experimental research. The population consisted of all students in class A6-22 (control group, 34 students) and A7-22 (experimental group, 33 students). Data collection techniques included validity tests, normality tests, homogeneity tests, and hypothesis testing using the independent sample t-test. The results indicated that the data were normally distributed and homogeneous, with a significant difference between the experimental and control groups. The average score in the experimental group was 61.15, while the control group scored 57.85. Based on the analysis, the null hypothesis (H₀) was rejected, and the alternative hypothesis (Hₐ) was accepted, indicating a significant positive effect of the Team Games Tournament (TGT) learning model on students' collaboration skills. Therefore, the TGT learning model is proven to be more effective than conventional teaching methods in enhancing students' collaboration abilities.]]>
<![CDATA[Measuring Learning Outcomes of Integer Arithmetic Operations through E-MoBil Media in Primary Education ]]>
<![CDATA[Yanuar Puji Rahayu]]>;
<![CDATA[Ariefa Efianingrum]]>;
<![CDATA[Unik Ambar Wati]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 3 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i3.69714
<![CDATA[The ability of Indonesian students to solve math exam questions, particularly in integer arithmetic operations, remains a challenge, indicating incomplete mastery of mathematical concepts. This study aims to test the construct validity and reliability of a learning outcome scale for integer arithmetic operations in AKM numeracy for fifth-grade elementary school students through the development of E-MoBil media based on Flip PDF Professional. The development method used follows Borg & Gall's model but focuses on nine key steps: information gathering, planning, initial product development, preliminary field testing, initial product revision, main field testing, product revision, operational field testing, and final product revision. The primary data collection instrument was a questionnaire, analyzed using confirmatory factor analysis with LISREL 8.80 software. The results show that the developed learning outcome scale meets the criteria for model fit, convergent validity, discriminant validity, and construct reliability. These findings demonstrate that the E-MoBil media developed using Flip PDF Professional is effective in enhancing students' understanding of integer arithmetic operations and is suitable for use in learning activities. This study provides significant contributions to the development of technology-based learning evaluation tools to improve elementary students' numeracy literacy.]]>
<![CDATA[The Impact of School and Parent Collaboration in Curriculum Implementation in Elementary School Education ]]>
<![CDATA[Prihantini]]>;
<![CDATA[Jimmi Hasmar]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 3 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i3.69770
<![CDATA[The education curriculum emphasizes the importance of parental involvement in children’s learning processes. Active parental participation is expected to enhance the effectiveness of education through collaboration between schools and parents. However, many schools face challenges in involving parents due to social disparities. This study aims to analyze parents' backgrounds and describe the results of school-parent collaboration in supporting children's education. The research utilized a quantitative method with a questionnaire as the primary instrument, developed based on indicators of parental involvement. The study involved 165 elementary school students and their parents as research subjects. Data were analyzed using SPSS through averaging each indicator and interpreting the results. The findings reveal a significant relationship between school-parent collaboration and children’s educational improvement. Parents’ involvement tends to increase when they feel their presence at school is appreciated by school authorities. Furthermore, parental participation is higher when schools collaborate with parents to discuss issues related to their children and provide information about meetings, activities, and programs that require parental attendance. In conclusion, effective school-parent collaboration positively impacts children's education by fostering a supportive learning environment and enhancing learning outcomes.]]>
<![CDATA[Pancasila Student Profile Strengthening Project: Self-Efficacy and Its Influence on Primary School Students' Motivation to Engage in Citizenship Issues ]]>
<![CDATA[Muh Rifqienur Adiwardana]]>;
<![CDATA[Herwin]]>;
<![CDATA[Fathiyah Indah]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 3 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i3.70732
<![CDATA[Good self-efficacy is a key factor in enhancing students' motivation to engage in citizenship issues. This study aims to analyze the impact of students' self-efficacy, resulting from the Pancasila student profile strengthening project in primary schools, on students' motivation to engage in citizenship issues. This quantitative research employs a survey method. The population consists of fifth-grade primary school students, with all 45 students in this grade serving as the sample. Data were collected using a self-efficacy questionnaire developed based on the Pancasila student profile competencies and a student motivation questionnaire based on the characteristics of citizenship engagement. The data were analyzed using simple linear regression analysis. The results showed a regression coefficient significance of 0.00, and the regression equation Y = 0.347X + 36.968, indicating that students' motivation to engage in citizenship issues increases by 0.347 for each unit of self-efficacy. Self-efficacy contributed 24.1% to students' motivation to engage in citizenship issues. Based on these findings, it can be concluded that students' self-efficacy, derived from the Pancasila student profile strengthening project, positively influences their motivation to engage in citizenship issues.]]>
<![CDATA[Revolutionizing Elementary Math Learning: Exploring the Potential of Metaverse Technology Integration ]]>
<![CDATA[Loso Judijanto]]>;
<![CDATA[Guntur Arie Wibowo]]>;
<![CDATA[Syamsul Ghufron]]>;
<![CDATA[Nunung Suryana Jamin]]>;
<![CDATA[Abdul Rozak]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 3 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i3.70808
<![CDATA[The integration of metaverse technology in education continues to evolve, providing immersive learning experiences. However, its implementation in elementary mathematics education remains limited, resulting in low student engagement. This study aims to analyze the extent to which teachers utilize metaverse technology in teaching mathematics at the elementary level. Employing a quantitative approach, data were collected using questionnaires administered to teachers and gifted student supervisors. The findings reveal that teachers significantly recognize and utilize metaverse technology in mathematics instruction, positively influencing student engagement and creating more meaningful learning experiences. The perspectives of teachers and supervisors indicate that integrating metaverse technology supports more effective teaching practices. The data analysis shows a statistically significant difference between teachers’ and supervisors’ perspectives regarding the use of metaverse technology, particularly among individuals who have attended more than two related training sessions. However, no significant differences were found based on teaching experience with gifted students. This study concludes that metaverse technology holds great potential for integration into elementary mathematics education, promoting sustainable educational innovation. It can enhance students' interest and understanding of mathematical concepts through interactive and engaging learning environments.]]>
