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INDONESIA
Jurnal Ilmiah Sekolah Dasar
Published by Universitas Pendidikan Ganesha
ISSN : 25793276     EISSN : 25496174     DOI : -
Core Subject : Education,
Education
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).
Arjuna Subject : -
Articles 20 Documents
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Search results for , issue "Vol 8 No 4 (2024): November" : 20 Documents clear
The Mathematical Reasoning Ability of Highly-Skilled Primary School Students in the Context of Eco-Mathematics Dwimartin Bella Hapsari Bella; Feny Rita Fiantika Feny
Jurnal Ilmiah Sekolah Dasar Vol 8 No 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v8i4.76905

Abstract

Mathematical reasoning is one of the essential skills in mathematics learning; however, many students still struggle to apply it, particularly in real-life contexts. This study aims to describe the extent to which fifth-grade students (V-B) can apply mathematical reasoning in solving multiplication problems presented within an eco-mathematics context. Furthermore, this study seeks to highlight the relationship between mathematics and eco-mathematics (economy, culture, and objects of mathematics), which can be utilized as a learning resource in teaching decimal number multiplication. This research employs a qualitative method with an exploratory descriptive approach to provide an in-depth and structured description of the findings from the written test on students' mathematical reasoning abilities. Data collection techniques include a written mathematical reasoning test, interviews, observations, and documentation. Data analysis is conducted through credibility testing, dependability testing, transferability testing, and confirmability testing. The findings indicate that students with high mathematical ability actively engage in answering questions during classroom learning and are able to explore their reasoning skills by discovering new concepts. Thus, the eco-mathematics approach can serve as an effective instructional strategy to enhance students' mathematical reasoning skills in understanding decimal number multiplication.
Categorization of Self-regulated Learning in Pancasila Education Learning at Elementary School Erma Fitri Astuti; Rahayu Condro Murti
Jurnal Ilmiah Sekolah Dasar Vol 8 No 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v8i4.80464

Abstract

Self-regulated learning is a form of character. The character of self-regulated learning of elementary school students can be formed through Pancasila Education. This study aims to describe self-regulated learning in Pancasila Education learning of fifth grade elementary school students. This research is descriptive type with quantitative approach. The research method used in this study is the survey method. Data collection was done with a self-regulated learning questionnaire instrument. The self-regulated learning instrument in this study has 20 questions with 6 indicators, independence from others, have self-confidence, discipline behavior, has a sense of responsibility, behave on their own initiative, do a self-control. The instrument used has been tested for validity and reliability. The reliability test with Cronbach's alpha obtained a score of 0.873. Data was collected using a 1-5 Likert scale questionnaire. Data were analyzed descriptively which included 6 indicators with categories of very good, good, enough, less, and very less. The results showed that the overall average of students' self-regulated learning in Pancasila Education was 67% which was obtained from 29 students who filled out the self-regulated learning questionnaire. It is concluded that the self-regulated learning of fifth grade students of the elementary school is in the good category. However, there are differences in independence in each indicator. This means that students' learning independence in Pancasila Education needs to be improved again, so that each indicator in self-regulated learning can be achieved well.
Student Responses to Tolitoli Local Language Learning Hasia Marto; Karmila Risa Rahmawati Karmila; Dewi Angraini Insiano; Nurul Anisha
Jurnal Ilmiah Sekolah Dasar Vol 8 No 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v8i4.80887

Abstract

Students' response to Tolitoli local language learning is one of the important aspects that affect the effectiveness and success of the learning process. In this context, student responses include various attitudes, behaviors and student responses to Tolitoli local language learning. the purpose of this study was to determine student responses in understanding and responding to Tolitoli local language learning which includes students' reactions, attitudes, and feelings towards the material taught and the teaching methods used by teachers during the learning process. This research method uses a mix method, namely qualitative and quantitative approaches with the research subject as many as 39 respondents of grade IV elementary school students. The data collection techniques used were observation, interviews and documentation studies, as well as distributing questionnaires. Data were analyzed using qualitative methods including data collection, data reduction, data presentation, and conclusion drawing. The quantitative method used descriptive statistics. The results of the questionnaire analysis showed a positive response from students to Tolitoli local language learning, with the majority of students expressing satisfaction and understanding the material well. The results of data description concluded that Tolitoli local language learning is very satisfying, although there are some aspects that need to be improved.
Polya's Approach to Analyze Students' Errors in HOTS Mathematics’ Story Problems: Case Study in Elementary Schools Dewi Rahmawati Noer Jannah; Gunarhadi; Riyadi
Jurnal Ilmiah Sekolah Dasar Vol 8 No 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v8i4.84327

Abstract

Numerous elementary school students encounter significant challenges in understanding and solving Higher Order Thinking Skills (HOTS) story problems, particularly in the area of fractions, which require analytical and critical thinking. This study aims to analyze the types of errors made by students when addressing HOTS story problems, with a focus on the differences between Field Dependent (FD) and Field Independent (FI) cognitive styles. The Polya approach is utilized as a framework to comprehend how each step in problem-solving is executed by the students. This research employs a qualitative method with a case study design, involving four fifth-grade students selected through purposive sampling techniques. Data collection is conducted through tests, in-depth interviews, and documentation, which are subsequently analyzed using interactive analysis techniques. The findings indicate that students with a FD cognitive style frequently struggle with understanding the problems and formulating appropriate solution plans, while FI students tend to perform better in these stages but still face challenges in verification and constructing accurate final answers. The findings of this research indicate that students with a Field Dependent (FD) cognitive style tend to struggle with understanding problems and formulating solutions, while those with a Field Independent (FI) style perform better in these stages but still encounter challenges in verifying and accurately organizing their final answers.
Inquiry Learning-based Natural and Social Sciences Student Worksheet to Grow Elementary School Students’ Critical Thinking Skills Ridwan Jusuf; Asri S Tamalene; Ratna Sari Dewi
Jurnal Ilmiah Sekolah Dasar Vol 8 No 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v8i4.84504

Abstract

The student worksheets of Natural and Social Sciences developed by teachers are not yet based on learning models that can encourage students to solve problems, resulting in weak and underdeveloped critical thinking skills of students, student activities tend to be more note-taking, and learning activities tend to be dominated by memorization to master knowledge. This study aims to develop a Student Worksheet of Natural and Social Sciences based on inquiry learning to foster critical thinking skills in elementary school students. This research method uses the 4-D model development research method. Data collection techniques use validation sheets, student and teacher response questionnaires, and test questions. Validation sheets are used to obtain data on the validity of Student Worksheets, questionnaires are used to record teacher and student responses to the practicality of Student Worksheets, and Tests are used to measure students' critical thinking skills. The data analysis technique used is descriptive data analysis techniques. The results of the validation of Student Worksheets show that the average percentage of material and media expert validators is in the very valid category. At the same time, the responses of teachers and students are in the convenient category. The worksheets for students of natural and social sciences based on inquiry learning that was developed have also proven to be effective in developing critical thinking skills in elementary school students, as evidenced by the significant difference in the average value of students' critical thinking skills between the experimental class and the control class.
Exploration of Students' Difficulties and Teachers' Solutions in Narrative Writing Learning in Elementary Schools Sri wulan Anggraeni; Dadang Sunendar; Isah Cahyani
Jurnal Ilmiah Sekolah Dasar Vol 8 No 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v8i4.84982

Abstract

This study reveals that many students struggle with narrative writing, particularly in terms of word choice, theme, and grammar, while the solutions provided by teachers often do not meet individual needs. The aim of this study is to identify students' preferences, challenges, and solutions in narrative writing. A descriptive-qualitative approach was employed, involving 166 fifth-grade students from an elementary school as subjects. Data were collected through observation, semi-structured interviews with teachers, and questionnaires c filled out by students and then analyzed thematically, focusing on difficulties in idea development, vocabulary usage, writing structure, and the solutions offered by teachers. The results show that although students have a high interest in writing stories, they face difficulties in creating a coherent storyline and in developing characters and settings. Other major challenges include vocabulary use and grammar comprehension. Students' preference for group writing and gamification elements indicates great potential for increasing their motivation and engagement. Strategies such as group brainstorming and the use of visual aids have proven effective in helping students design better storylines, enhance creativity, and overcome limitations in narrative structure. In conclusion, collaborative approaches, gamification, and interactive technology can effectively improve students' narrative writing skills by addressing their individual preferences and challenges.
Platform Merdeka Mengajar (PMM): Transformation of Strengthening Principal Supervision in Teacher Work Effectiveness and Achievement Motivation Iis Nurasiah; Din Azwar Uswatun; Deden Sumiarsaf; Umi Kalsom Takrif
Jurnal Ilmiah Sekolah Dasar Vol 8 No 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v8i4.85200

Abstract

Problems related to teacher work effectiveness and achievement motivation remain a persistent challenge in the field of education, especially given the crucial role of school principals in conducting supervision. The optimal performance of both teachers and school principals serves as one of the key indicators of successful educational policy implementation. This study aims to analyze the influence of the Merdeka Mengajar Platform (PMM) in strengthening school principal supervision on teacher work effectiveness, and its correlation with teacher self-efficacy. A quantitative approach was employed using a survey method. The sample consisted of 106 teachers selected from a total population of 150, determined using the Slovin formula with a 5% margin of error. The research instrument was a questionnaire, with data analyzed through descriptive and inferential statistics. The results revealed three main findings: (1) there is a positive and significant relationship between principal supervision through PMM and teacher work effectiveness (r = 0.565); (2) there is a positive and significant relationship between self-efficacy and teacher work effectiveness (r = 0.595); and (3) there is a positive and significant joint relationship between principal supervision and teacher self-efficacy with teacher work effectiveness (r = 0.680). These findings suggest that the integration of digital platforms into supervisory practices can serve as an effective strategy to enhance teacher performance, particularly when supported by strong self-efficacy.
Exploitation of Social Media in Education: Building or Destroying Equality Sahrona; Maesaroh Lubis; Dodo Martado
Jurnal Ilmiah Sekolah Dasar Vol 8 No 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v8i4.85692

Abstract

Social media has become an integral part of modern life and has a complex impact on various aspects of life, including education, health, psychology, and the economy. However, vulnerable groups that experience digital access and literacy gaps are often disproportionately affected. This research aims to explore in depth the impact of social media on vulnerable groups in the context of digital inequality. This type of research is qualitative descriptive with a literature study approach. The subjects in this study are in the form of relevant secondary data sources, such as scientific journals, institutional reports, and reliable articles. The data collection technique is carried out through literature review, while the data analysis uses thematic analysis to identify the main patterns and themes of social media impact. The results show that social media has positive potential in increasing educational participation and access to information, but it also poses risks such as exposure to negative content, mental health disorders, and strengthening the digital divide, especially in individuals from low economic groups and with limited digital literacy. The conclusion of this study emphasizes the importance of systematic interventions in the form of strengthening digital literacy, equitable access to technology, and inclusive content regulation. The implications of the results of this study encourage the need for strategic policies to ensure safe, equitable, and empowering use of social media in supporting education and the welfare of the community at large.
The AI-Based Interactive Module: Elementary School Teacher Solution to Reduce Work Stress in the Era of Education 5.0 Kartyka Nababan; Dina Mariana Siregar; Wilce Anna Cahya Kuendo; Wildayanti Baluntu; Astrid Padri Said; Wanselvina Gulo
Jurnal Ilmiah Sekolah Dasar Vol 8 No 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v8i4.85902

Abstract

Intervensi teknologi secara masif dalam dunia pembelajaran merupakan ciri utama era Education 5.0. Tingginya keterlibatan teknologi di bidang pendidikan, yang tidak diimbangi dengan keterampilan teknologi yang memadai, serta beban kerja guru sekolah dasar yang tinggi, memicu peningkatan stres kerja. Penelitian ini bertujuan untuk menguji efektivitas pelatihan dan adopsi platform berbasis web yang terintegrasi dengan modul interaktif berbasis kecerdasan buatan dan kelas daring dalam menurunkan tingkat stres kerja guru. Penelitian ini menggunakan metode eksperimen dengan analisis deskriptif kuantitatif. Subjek penelitian terdiri dari guru sekolah dasar yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui survei menggunakan instrumen kuesioner stres kerja berbentuk skala Likert. Data ordinal yang diperoleh dikonversi menjadi data interval menggunakan Model Rasch, dan dianalisis melalui pemetaan person serta perhitungan N-Gain untuk mengukur efektivitas intervensi. Hasil penelitian menunjukkan nilai efektivitas sebesar 0,95 yang mengindikasikan tingkat keberhasilan tinggi dalam menurunkan stres kerja guru. Analisis Peta Person menunjukkan bahwa stres kerja paling banyak dipengaruhi oleh tugas tambahan di luar kelas. Guru perempuan berusia 45–50 tahun tercatat sebagai kelompok dengan tingkat stres kerja tertinggi. Temuan ini mengimplikasikan pentingnya dukungan teknologi yang adaptif dan pelatihan berkelanjutan dalam upaya mengelola stres kerja guru di era digital.
Examining Science Learning Motivation in Elementary School Students: A Cross-Sectional Study with Rasch Analysis Fathia Azzahra; Rohmani
Jurnal Ilmiah Sekolah Dasar Vol 8 No 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v8i4.86269

Abstract

Learning motivation is a key factor in students' academic success, particularly in science education at the elementary school level. However, variations in students' motivation levels indicate the need for further analysis to understand the factors influencing it. This study aims to investigate the learning motivation of fifth-grade elementary school students in science education using Rasch model-based analysis. This research employs a descriptive study with a cross-sectional design, involving 73 students as research subjects. Data were collected through a questionnaire designed to measure four key indicators of learning motivation: self-efficacy, interest and enjoyment, connection to daily life, and cross-cultural interactions. The analysis results indicate that, overall, students' learning motivation falls within the high category, with the cross-cultural interactions (CCI) indicator recording the highest score at 80%, followed by interest and enjoyment (IE) at 75%. The self-efficacy (SE) and connection to daily life (CDL) indicators scored slightly lower but remained in the high category, at 70% each. Rasch analysis confirmed that the questionnaire demonstrated excellent reliability (0.91 for items and 0.83 for respondents) and validity aligned with the measurement model. These findings suggest that learning approaches that enhance cross-cultural interactions and student interest can serve as effective strategies for improving motivation in science education.

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