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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 1,019 Documents
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Digital Chessboard Media Enhances Fifth-Grade Students' Learning Outcomes in LCM and GCF Dyah Triwahyuningtyas; Silvia Kholifatuz Zahroh; Sri Rahayu
Jurnal Ilmiah Sekolah Dasar Vol 10 No 2 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i2.111096

Abstract

Mathematics learning in elementary schools continues to face challenges in improving students’ conceptual understanding, particularly in the topics of Least Common Multiple (LCM) and Greatest Common Factor (GCF), due to the limited use of innovative learning media. This study aimed to analyze and examine the effectiveness of Digital Chessboard learning media in improving students’ mathematics learning outcomes on LCM and GCF topics. The study employed a quantitative approach using a quasi-experimental one-group pretest–posttest design. The participants were fifth-grade elementary school students. Data were collected through mathematics achievement tests administered before and after the intervention, as well as questionnaires to gather students’ and teachers’ responses using validated research instruments. Data were analyzed using descriptive statistics and normalized gain (N-Gain) analysis. The findings indicated that the implementation of Digital Chessboard learning media significantly improved students’ mathematics learning outcomes with a high level of learning improvement. Both students and teachers also reported highly positive responses, indicating that the media promoted more active, engaging, and meaningful learning experiences. The study concludes that Digital Chessboard learning media is effective for improving mathematics learning outcomes on LCM and GCF topics in elementary schools. The findings imply that game-based digital learning media can serve as an innovative alternative for teachers to enhance student engagement and support more interactive and effective mathematics instruction in elementary education.
EcoSains Inquiry Learning Model: Fostering Environmental Awareness among Elementary School Students Mahmud Alpusari; Mitha Dwi Anggriani; Guslinda Guslinda; Rifqa Gusmida Syahrun Barokah
Jurnal Ilmiah Sekolah Dasar Vol 10 No 2 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i2.111576

Abstract

Conventional teacher-centered learning is increasingly considered less relevant to the demands of 21st-century education, particularly in fostering elementary school students’ environmental awareness. This study examines the effect of the EcoSains inquiry learning model on elementary school students’ environmental awareness using a mixed methods approach with an explanatory sequential design. The quantitative phase employed a nonequivalent control group design involving 151 elementary school students. Data were analyzed using paired-samples t-tests, independent-samples t-tests, and effect size (Cohen’s d) calculations to determine the magnitude of the intervention effect. The qualitative phase involved interviews and classroom observations, and the data were analyzed using thematic analysis to explain and enrich the quantitative findings. The results indicated a significant difference between pretest and posttest scores in the experimental group (Sig. = 0.000 < 0.05), with mean scores increasing from 67.50 to 89.72. Furthermore, the independent-samples t-test revealed a significant difference in environmental awareness between students in the experimental and control groups (Sig. = 0.000 < 0.05), with a high effect size (d = 1.56). Qualitative findings showed that EcoSains inquiry learning encouraged students to be more attentive to environmental issues, actively engaged them in learning activities, and strengthened their understanding of the relationship between science concepts and real environmental contexts. Teachers also perceived this learning model as practical and effective in promoting students’ participation and environmental awareness. These findings suggest that EcoSains inquiry learning has strong potential to support environmental education in elementary schools.
Transforming Local Knowledge (LK) of Lemah Wangi to Improve Disaster Education for elementary School Students Sella Dwinanda; Sriyanto; Pratik Hari Yuwono; Lia Mareza
Jurnal Ilmiah Sekolah Dasar Vol 10 No 2 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i2.111757

Abstract

Disaster education in elementary schools faces persistent challenges, primarily because it lacks cultural relevance to students' experiences, especially in regions prone to natural disasters. This research examines the incorporation of local knowledge, notably the Merthi Bumi tradition, to enhance disaster education within elementary school settings. Data collection employed a descriptive qualitative methodology alongside an ethno-pedagogical framework, utilizing observation, in-depth interviews, and document analysis involving community leaders, educators, and school.  Data analysis was performed using NVivo 14, with application of open, axial, and selective coding techniques. The results reveal that the Merthi Bumi tradition embodies various cultural elements, including the harmony among humans, nature, and the divine; customary regulations aimed at safeguarding sacred sites and forests; expressions of gratitude; and the integration of experiential knowledge with sensory science. These components cultivate students' disaster mitigation behaviors through environmental stewardship, engagement in traditional practices, and culturally pertinent interpretations of disasters. This investigation demonstrates that the Merthi Bumi tradition provides valuable insights as an ethnopedagogical framework for enhancing culturally relevant, context-specific disaster education in elementary schools.
AI-Assisted Culturally Responsive Inquiry Learning as a Catalyst for Enhancing Teachers’ Digital Literacy Wachidatul Linda Yuhana; Raras Setyo Retno; Puguh Jayadi; Much Fuad Saifudin
Jurnal Ilmiah Sekolah Dasar Vol 10 No 2 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i2.112119

Abstract

The development of digital technology in education requires teachers to possess digital literacy competencies that support innovative, contextual, and culturally responsive learning. However, the integration of technology into learning practices still faces challenges, particularly in combining technological advancement with pedagogical approaches that consider students’ cultural backgrounds and learning needs. This study aims to analyze teachers’ responses toward digital literacy in the implementation of the Inquiry Model integrated with Culturally Responsive Teaching (I-CRT) assisted by Artificial Intelligence (AI) in elementary school learning. This study employed a quantitative approach with a descriptive research design. The research subjects involved elementary school teachers teaching at the upper grade level. Data were collected through a digital literacy questionnaire developed based on indicators of teachers’ digital literacy competencies. The research instrument was examined through validity and reliability testing, while the collected data were analyzed using descriptive statistics to describe the level of teachers’ digital literacy. The results showed that teachers’ responses toward digital literacy in the implementation of the AI-assisted I-CRT model were categorized as good. These findings indicate that teachers’ digital literacy has developed multidimensionally, particularly in utilizing technology, managing digital information, and applying technology to support contextual learning.
The Effect of CPS-Oriented Digital Discovery Learning Media on Elementary Students’ Science Learning Outcomes Satriawati satriawati; Jusmawati; Eka Fitriana HS
Jurnal Ilmiah Sekolah Dasar Vol 10 No 2 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i2.112240

Abstract

The integration of digital learning media in elementary science education has become an essential need to create active, interactive learning environments and improve students’ understanding of scientific concepts. However, science learning still faces challenges due to the dominance of conventional approaches that provide limited opportunities for students to develop problem-solving skills and achieve optimal learning outcomes. This study aims to analyze the effect of implementing Creative Problem Solving (CPS)-oriented digital discovery learning media on elementary students’ science learning outcomes. This research employed a quantitative approach with a quasi-experimental design involving an experimental group and a control group. The research subjects were elementary school students selected through class sampling techniques. Data were collected using a science learning achievement test administered through pre-test and post-test procedures, with instruments that had undergone validation processes to ensure their validity and reliability. Data analysis was conducted using comparative statistical tests to identify differences in learning outcomes between the experimental and control groups. The results showed that the implementation of CPS-oriented digital discovery learning media produced higher improvements in students’ science learning outcomes compared with conventional learning approaches. The study concludes that CPS-oriented digital discovery learning media are effective in improving elementary students’ science learning outcomes. The implications of this study indicate that CPS-based digital media integration can serve as an innovative alternative for teachers in creating more active, meaningful science learning experiences while promoting students’ critical thinking and problem-solving skills.
P-IKADKA Model on Learning Outcomes of Appreciating Local Literature Smong in Fifth Grade Elementary School Students Afiqa Aulia Aminah; Seni Apriliya; Elan Elan
Jurnal Ilmiah Sekolah Dasar Vol 10 No 2 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i2.112939

Abstract

Literary appreciation learning in elementary schools still tends to focus on theoretical aspects and has not connected literary works with students’ real-life contexts. In fact, local literary appreciation containing disaster mitigation values is important to develop disaster awareness while preserving local wisdom from an early age. This study aims to analyze the effectiveness of the P-IKADKA learning model in improving disaster mitigation knowledge through the appreciation of Smong local literature. The study employed a quantitative experimental approach using a quasi-experimental nonequivalent control group design. The participants were elementary school students in Ciawi District, while the research subjects consisted of 34 students from two elementary schools divided into an experimental class and a control class with 17 students each. Instrument validity and reliability tests were conducted in different schools involving 32 students. Data were collected through tests using pretest and posttest instruments and analyzed using descriptive statistics, Wilcoxon tests, and paired sample t-tests. The findings showed that the P-IKADKA model improved students’ disaster mitigation knowledge and their ability to understand objective literary elements. Smong literary learning also helped students connect local cultural values with disaster preparedness. Therefore, the P-IKADKA model is effective for local wisdom-based literary appreciation learning. This study implies that literary learning can strengthen disaster mitigation literacy in elementary schools.
The The Relationship between Meaningful Learning and Critical Thinking Skills among Fifth-Grade Elementary School Students Nugraha Widya Wisista; Sri Marmoah; Ayyas Yahya; Sukarno
Jurnal Ilmiah Sekolah Dasar Vol 10 No 2 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i2.113980

Abstract

Critical thinking is an essential 21st-century competency that should be developed from primary education. Although Meaningful Learning supports meaningful learning and higher-order thinking, students’ critical thinking skills remain underdeveloped. Therefore, this study aims to analyze the relationship between the Meaningful Learning approach and elementary school students' critical thinking skills. This study employed a quantitative approach with a correlational research design involving elementary school students as the research participants. Data were collected using a Meaningful Learning questionnaire and a critical thinking skills test developed based on Ennis's FRISCO framework. The data were analyzed using descriptive statistics and correlation analysis after fulfilling the required assumption tests. The findings revealed that students' Meaningful Learning level was categorized as moderate, while their critical thinking skills were categorized as fairly critical. Furthermore, the correlation analysis indicated that there was no significant relationship between Meaningful Learning and students' critical thinking skills. These findings suggest that the development of critical thinking skills is influenced by multiple interacting factors rather than relying solely on a single instructional approach. The study implies that enhancing students' critical thinking skills requires the integration of Mindful Learning, Meaningful Learning, and Joyful Learning, supported by instructional strategies that promote problem solving, reflection, and higher-order thinking activities to create more meaningful and effective learning experiences in primary education.
Flipbook Learning Media Based on Problem Based Learning to Improve Science Learning Outcomes of Fifth Grade Elementary School Students Jessica Nazua; I Made Citra Wibawa; Gede Wira Bayu
Jurnal Ilmiah Sekolah Dasar Vol 10 No 2 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i2.114097

Abstract

Low science literacy and lack of students' understanding of science, both theoretically and practically, cause low social studies learning outcomes for students. This condition shows the need for innovation in the learning process so that students can easily understand abstract concepts. This study aims to develop a flipbook learning media based on problems-based learning of social studies subjects for grade V elementary school students and test its effectiveness in improving student learning outcomes. This research is a Research and Development (R&D) research, and the development model used in this research is ADDIE. Data was collected through expert validation sheets, teacher and student questionnaires, and student pretest and posttest questions. Data analysis included validity test, normality test using Shapiro-Wilk test, and paired sample t-test. The results of the study show that the learning media developed meets the criteria of valid, practical, and effective use in science learning. Learning media received a very good response from teachers and students because it was interesting, easy, and helpful in understanding the material. In addition, the use of learning media is able to significantly improve students' social studies learning outcomes. Thus, problem-based flipbook learning media is suitable for use as an innovative learning medium in elementary schools. The implications of this study show that the use of digital learning media can support the learning process more actively and meaningfully.
Exploration of Students' Experiences in the One-Day Storytelling Movement Nurul Fauziyah; Idam Ragil Widianto Atmojo; Septi Yulisetiani
Jurnal Ilmiah Sekolah Dasar Vol 10 No 2 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i2.114650

Abstract

Elementary school students often experience difficulties in speaking in front of the class due to learning processes that have not fully provided meaningful learning experiences and have limited student active involvement during classroom activities. This study aims to analyze the meaning of learning experiences, explore students’ feelings, and identify students’ involvement in the “One Day Storytelling Movement” activity. This research employed a qualitative approach with a descriptive phenomenological design. The research subjects were selected through purposive sampling involving elementary school students who participated in the “One Day Storytelling Movement” activity. Data were collected through observation, in-depth interviews, and documentation using observation guidelines and interview protocols as research instruments. The data were analyzed using phenomenological analysis techniques through the stages of data reduction, theme categorization, interpretation of experiential meanings, and conclusion drawing. The results revealed that the “One Day Storytelling Movement” was able to create meaningful learning experiences by strengthening students’ cognitive, emotional, and social aspects. Students demonstrated positive responses, including feelings of enjoyment, enthusiasm, confidence, and active involvement in the learning process through behavioral, emotional, and cognitive engagement. The study concludes that experience-based storytelling activities can serve as an effective learning strategy to enhance students’ active participation and communication skills. The implication of this study emphasizes the importance of systematically integrating storytelling activities into elementary education as an effort to create an interactive, supportive learning environment that promotes students’ holistic development.

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