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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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A Pedagogical Innovation Framework for Creativity: Developing a Regional-Potential-Oriented Community-Based Learning Model Amri Dhimas Maulana; Aim Abdulkarim; Enok Maryani; Erlina Wiyanarti; Salman Alparis Sormin; Ahmad Syariful Jamil; Mohamed Saddik
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.v10i2.111604

Abstract

Social Studies learning in rural contexts remains largely abstract and disconnected from students’ real-life experiences, limiting their engagement and creativity development. This study aimed to develop a regional-potential-oriented community-based learning (CBL) model for Social Studies education that leverages local coffee potential to enhance students’ creativity in rural contexts. This study employed a Research and Development (R&D) approach based on Borg and Gall, focusing on three main stages: research and information collecting, planning, and developing a preliminary product. The model was validated through expert judgment involving learning model specialists, subject-matter experts, practitioner teachers, and community representatives, followed by a Focus Group Discussion (FGD) to refine the model and its supporting components. Data were analyzed using qualitative descriptive techniques to interpret findings from the preliminary study, expert validation, and FGD, and quantitative descriptive analysis to evaluate the model’s validity and feasibility, as the study had not yet proceeded to the effectiveness testing stage. The findings indicate that the developed learning model is pedagogically coherent, contextually relevant, and practically feasible to implement within the existing Social Studies curriculum. Overall, this study contributes a validated and context-responsive pedagogical model that advances creativity-oriented Social Studies instruction through Community-Based Learning grounded in regional potential.
Scientific Approach Assisted by Three-Dimensional Puzzle Media on The Interest and Achievement of Mathematics Learning of Grade V Elementary School Students Misrini; I Made Ardana; I Nengah Suastika
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.v10i2.111971

Abstract

Low learning interest and mathematics achievement among elementary school students remain critical issues, particularly in abstract topics such as geometric nets. This condition indicates that conventional instructional practices have not optimally fostered students’ cognitive engagement and affective involvement simultaneously. This study aims to analyze and examine the effect of a Scientific Approach assisted by three-dimensional puzzle media on students’ learning interest and mathematics achievement. A quasi-experimental design employing a non-equivalent pretest–posttest control group design was implemented. Data were collected through a learning interest questionnaire and an achievement test, and were analyzed using descriptive and inferential statistics, including MANOVA and ANOVA. The findings reveal that the implementation of the Scientific Approach supported by three-dimensional puzzle media significantly enhances and simultaneously influences both learning interest and mathematics achievement. The integration of scientific inquiry processes with concrete manipulative media promotes active engagement, strengthens conceptual understanding, and facilitates meaningful learning experiences. These findings underscore the importance of interactive and exploratory instructional strategies in improving the quality of mathematics learning at the elementary school level.
Digital Responsibility Profile and Online Interaction Awareness of Elementary School Students in the Artificial Intelligence Era Kukuh Andri Aka; 'Alia Nur Husna Afandi
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.v10i2.112804

Abstract

The development of digital technology and artificial intelligence has made elementary school students increasingly interact with information, digital content, and other users in online spaces. However, children’s familiarity with technology does not necessarily indicate their ability to act responsibly, verify information, respect digital works, and maintain ethical online interactions. This study aims to analyze the profile of digital responsibility and online interaction awareness among elementary school students in the artificial intelligence era and to compare their achievement based on gender. This study employed a descriptive-comparative survey design involving 75 elementary school students from grades 4, 5, and 6. Data were collected using a closed-ended questionnaire consisting of 14 statements covering two main aspects: digital responsibility and online interaction awareness. The content validity of the instrument was examined using Aiken’s V, while internal consistency was analyzed using Cronbach’s Alpha. The data were analyzed descriptively using mean scores, standard deviations, and percentage achievement, while gender-based differences were tested using the Mann–Whitney U test. The findings indicate that students demonstrated stronger online interaction awareness than digital responsibility. The results also reveal gender-based differences, with female students tending to show higher digital responsibility and online interaction awareness than male students. This study concludes that digital character education in elementary schools should be strengthened.

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