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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 1,003 Documents
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Ethnoscience-Based Digital Comics to Improve Science Literacy of Fifth Grade Elementary School Students Gusti Ayu Gita Cemara; I Nyoman Jampel; I Made Candiasa
Jurnal Ilmiah Sekolah Dasar Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i1.110865

Abstract

Low scientific literacy among elementary school students, particularly in learning food chain concepts that are abstract in nature, indicates that science and social studies instruction has not yet effectively connected scientific concepts with students’ real-life experiences and local cultural contexts. This condition highlights the need for innovative learning media that are not only visually engaging but also contextual and meaningful. This study aimed to analyze, evaluate, and examine the effectiveness of ethnoscience-based digital comics in improving the scientific literacy of fifth-grade elementary school students. The study employed a development approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. Data were collected through expert reviews by material and media specialists, user assessments by teachers and students, classroom observations, and scientific literacy tests. Data analysis was conducted using descriptive statistics to determine the feasibility of the media, User Experience Questionnaire (UEQ) analysis to assess media usability, and inferential statistical analysis through a paired sample t-test, N-Gain calculation, and effect size to examine improvements in students’ scientific literacy. The results showed that the ethnoscience-based digital comic demonstrated a very high level of validity, was perceived as highly useful by users, and was proven to be effective in significantly improving students’ scientific literacy. These findings indicate that integrating ethnoscience into digital comics can concretize abstract science concepts and foster more contextual and meaningful learning experiences in elementary schools.
Blended Learning with the SDGs Life on Land–Based Forest Keeper Game to Develop Ecological Awareness of Pre-Service Elementary Teachers Hana lestari; Ima Rahmawati; Novi Yanthi; Alifa Ferhani
Jurnal Ilmiah Sekolah Dasar Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i1.110926

Abstract

Ecological awareness among prospective teachers remains suboptimal, particularly in bridging the gap between environmental knowledge and pro-environmental behavior. This study aims to examine the effectiveness of blended learning integrated with the Forest Guardian game in enhancing ecological awareness among prospective primary school teachers. The study employed a quantitative approach using a pre-experimental one-group pre-test and post-test design. The participants consisted of 155 students enrolled in an Environmental Education course. Data were collected using a 30-item ecological awareness questionnaire covering environmental knowledge, attitudes, and pro-environmental behavior, as well as an observation sheet to assess the implementation of learning activities. Data were analyzed using descriptive statistics and a paired sample t-test. The results indicate a significant improvement in students’ ecological awareness, with the mean score increasing from 59.5 in the pre-test to 83.5 in the post-test. The paired sample t-test revealed a significance value of p = 0.01 (p < 0.05), confirming the effectiveness of the intervention. The findings suggest that integrating face-to-face instruction, online learning, and game-based experiential activities fosters active engagement and meaningful understanding of environmental issues. This study implies that blended, simulation-supported learning can serve as an effective pedagogical approach to strengthen sustainability competencies in teacher education.
The Effectiveness of an Interactive Science E-Module Assisted Augmented Reality with a Contextual Teaching and Learning Approach in Enhancing Science Process Skills Among Elementary School Students Kadek Hengki Primayana; Putu Yulia Angga Dewi
Jurnal Ilmiah Sekolah Dasar Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i1.111377

Abstract

The low level of science process skills among elementary school students and the limited use of interactive and contextual learning media in science education. This study aims to analyze the effectiveness of implementing an interactive science e-module assisted by Augmented Reality with a Contextual Teaching and Learning approach in improving students’ science process skills. This research uses a quantitative approach with a quasi-experimental method and a pretest posttest control group design. The research subjects consist of an experimental group and a control group involving elementary school students. Data collection was conducted through a science process skills test in the form of a questionnaire administered before and after the treatment. The research instrument was tested for validity and reliability. Data were analyzed using an independent t-test with the help of SPSS software. The results show a significant difference between the experimental and control groups, indicating that the interactive e-module assisted by Augmented Reality with a Contextual Teaching and Learning approach is more effective in improving students’ science process skills. The conclusion of this study shows that the integration of Augmented Reality technology and a contextual approach can create a more interactive, meaningful, and student centered learning process. The implication of this study is the importance of developing digital learning media to support 21st century skills, particularly science process skills.
Unity 3D Augmented Reality Learning Media for Vehicle Component Recognition to Improve Students’ Learning Enthusiasm with Intellectual Disabilities Zinnurain; Ani Endriani; Haromain
Jurnal Ilmiah Sekolah Dasar Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i1.111578

Abstract

Students with intellectual disabilities often experience difficulties in understanding concepts comprehensively, especially those that are abstract. This is caused by the limited use of innovative and interactive learning media. This study aims to develop and examine the effectiveness of Unity 3D based augmented reality learning media in increasing the learning enthusiasm of students with intellectual disabilities. This study employs a Research and Development (R&D) method using the ADDIE model, which is limited to the implementation stage. The research subjects consisted of 31 students and 2 teachers. Data collection techniques included needs analysis, expert validation, and teacher and student response questionnaires using validation sheets and Likert-scale-based instruments. Data were analyzed using descriptive quantitative methods. The results indicate that the developed media falls into the “very feasible” category based on media expert validation (92%) and material expert validation (90%), and received very positive responses from students (86%) and teachers (91%). The conclusion of this study confirms that the Unity 3D based augmented reality learning media is feasible and effective in enhancing students’ learning enthusiasm and engagement. The implication of this study suggests that augmented reality can serve as a strategic alternative in inclusive learning to provide more concrete, interactive, and meaningful learning experiences.
IPAS Learning Transformation: A Development Study of Portfolio-Based Mind Mapping to Enhance Critical Thinking Christina Switaningsih handayani; Ngatmini; Joko Siswanto
Jurnal Ilmiah Sekolah Dasar Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i1.111787

Abstract

Science and Social Studies (IPAS) learning in primary schools plays an important role in helping students understand natural and social phenomena contextually. However, in practice, learning is still dominated by conventional approaches that emphasize memorization, which limits the development of critical thinking skills. This study aims to analyze the validity, practicality, and effectiveness of a portfolio-based mind mapping learning model in enhancing students’ critical thinking skills. This research is a development study using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects included content experts, media experts, education practitioners, and primary school students as product users. Data were collected through questionnaires and tests, with instruments consisting of validation sheets, response questionnaires, and critical thinking skill tests. Data were analyzed using quantitative descriptive, qualitative descriptive, and inferential statistical techniques. The results show that the developed learning model has a very high level of validity, with scores ranging from 90% to 94%, and is proven to be practical and effective based on statistical test results indicating a significant improvement in students’ critical thinking skills. Therefore, the portfolio-based mind mapping learning model is feasible as an innovative alternative in IPAS learning. The implication of this study is that the developed model can support teachers in creating learning environments that foster students’ critical thinking skills.
Sign Language-Based Visualization of Science Terminology: A Science Literacy Solution for Deaf Students Made Mahaputra; Putu Nanci Riastini; I Wayan Ardana
Jurnal Ilmiah Sekolah Dasar Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i1.112048

Abstract

This research is driven by the significant barriers deaf students face in understanding abstract science terminology and the lack of sign language-based learning resources. The primary objective of this study is to design the interface, analyze the level of content validity, and analyze user responses to the SIBIPA website as a translation tool for Grade IV Science terminology. The research method employed is Research and Development (R&D) using the ADDIE model development design. Research subjects involved two content experts, two media experts, three educational practitioners, and nine deaf students. Data were collected via validation sheets and questionnaires, then analyzed using the Gregory technique and descriptive percentage statistics. Results indicate that the SIBIPA website possesses very high content validity, achieving a Gregory coefficient of 1.00. Practicality levels based on teacher responses reached 95.8% and student responses reached 96.3%, both categorized as very practical. The implication of these findings is the provision of adaptive visual information accessibility to support science literacy for deaf students in inclusive environments. In conclusion, the SIBIPA website is a valid and highly practical learning resource innovation for facilitating the understanding of science concepts in elementary education.
An American Sign Language Translation Website for Fourth Grade Elementary Science Terminology (TARI) Ida Ayu Mayun Wulantari; Riastini Putu Nanci; Utami Ketut Herya
Jurnal Ilmiah Sekolah Dasar Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i1.112053

Abstract

Science learning for deaf students in inclusive elementary schools continues to face significant challenges, particularly in understanding scientific terminology that is abstract and dominated by English loanwords. The limited availability of science terminology equivalents in Indonesian Sign Language systems restricts deaf students’ access to scientific knowledge. This study aimed to develop and evaluate an American Sign Language (ASL) translation website for fourth-grade elementary school science terminology, entitled the Terminology ASL Resource Initiative (TARI). The research employed a Research and Development approach using the ADDIE model, implemented up to the development stage. Participants included science content experts, digital learning media experts, teachers, and students. Data were collected through user readiness checklists based on the Technology Readiness Index (TRI) 2.0, expert validation instruments, and user response questionnaires. The results indicate that user readiness was categorized as very high, content validity achieved a very high level, and the website demonstrated excellent practicality according to both teachers and students. These findings suggest that the TARI website is a valid and practical digital learning resource that supports inclusive science education by improving accessibility and facilitating the understanding of scientific terminology for deaf students at the elementary school level.
Primary School Teachers’ Readiness for Inclusive Education Implementation: A Multidimensional Analysis of Competence, Self-Efficacy, and Instructional Challenges Apsarendra Putra; Kadek Suranata; Ni Kadek Septiari
Jurnal Ilmiah Sekolah Dasar Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v9i4.112893

Abstract

Inclusive education in primary schools still faces challenges, particularly in school readiness to provide comprehensive inclusive services. The gap between policy and practice also limits optimal support for students with special needs.This study aims to critically analyze and evaluate the level of primary school readiness in implementing inclusive education based on established indicators. This research employed a quantitative approach with a descriptive evaluative design. The research subjects consisted of 1 principal and 6 teachers, while the instrument trial involved 10 respondents. Data were collected through observation, questionnaires, and documentation using structured observation sheets and survey instruments. Data analysis was conducted using quantitative descriptive statistics with percentage techniques. The findings indicate that the level of school readiness in implementing inclusive education is categorized as moderate, with 73.3% of the indicators fulfilled, while 26.7% remain unmet. These results suggest that although most components have been established, several critical aspects still require improvement, particularly in infrastructure provision, teacher competence, and institutional policy support. In conclusion, primary school readiness in implementing inclusive education has not yet reached an optimal level and requires strategic interventions to achieve ideal standards. The implications of this study highlight the urgency of strengthening policies, enhancing teacher competencies, and providing adequate facilities to support sustainable and high-quality inclusive education.
Multicultural Values and Identity of Students through the Bhineka Edu Cultural Learning Platform: James A. Banks Perspective on Character Education Siti Hawa; Dinie Anggraeni Dewi; Yeni Yuniarti; Nissa Aulia Belistiana Utami
Jurnal Ilmiah Sekolah Dasar Vol 10 No 2 (2026): INPRESS-MAY
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i2.107552

Abstract

Indonesia’s cultural diversity is essential for developing multicultural character from elementary school. However, digital technology has not been optimally used to contextualize character education. This reflects the limited availability of integrative multicultural learning media. This study aims to analyze the role of the Bhineka Edu cultural learning platform in supporting the internalization of multicultural character values among elementary school students. This study employed a qualitative approach using a case study design. The research participants consisted of teachers and elementary school students who utilized Bhineka Edu in thematic learning and Pancasila Education focusing on cultural diversity topics. Data were collected through classroom observations, visual documentation of the platform and learning activities, and field notes. The data were analyzed thematically through data reduction, data display, and conclusion drawing, with data validity ensured through source and technique triangulation. The findings reveal that Bhineka Edu presents Indonesian culture comprehensively through features on traditional clothing, traditional houses, traditional weapons, local foods, as well as traditional games and sports supported by interactive visualizations. The implementation of the platform promotes active student engagement, facilitates reflective classroom discussions, and fosters values of tolerance, empathy, togetherness, sportsmanship, and national identity. This study concludes that Bhineka Edu functions as an effective pedagogical medium for strengthening multicultural character education in elementary schools.
Elementary School Teachers’ Readiness to Implement Coding and Artificial Intelligence Curriculum Parulian Silalahi; Yang Agita Rindri; Charlota Agripina
Jurnal Ilmiah Sekolah Dasar Vol 10 No 2 (2026): INPRESS-MAY
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i2.108312

Abstract

The rapid development of digital technology is driving the integration of coding and artificial intelligence (AI) learning as essential competencies in elementary school education. This study aims to analyze elementary school teachers' readiness to implement coding and AI curricula by examining five key factors: digital competence, digital pedagogical competence, attitudes toward technology, training experience, and external support. This study used a quantitative approach with a survey method involving 645 elementary school teachers in Bangka Regency. Data were collected using a validated questionnaire consisting of 40 Likert-scale statements and analyzed using descriptive statistics and multiple linear regression. The results showed that the level of teacher readiness was in the moderate category (mean = 3.04). The attitude toward technology dimension received the highest score, while training experience received the lowest score. The results of the regression analysis showed that digital competence was the most dominant factor influencing teacher readiness, followed by digital pedagogical competence, training experience, attitudes toward technology, and external support (p < 0.05). These findings indicate that although teachers have positive perceptions of coding and AI learning, their pedagogical and technical capabilities are still inadequate for optimal implementation. Therefore, systematic professional development programs, improved digital infrastructure, and ongoing institutional support are needed to strengthen teachers' readiness to integrate coding and AI in elementary schools.

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