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).
Articles
936 Documents
<![CDATA[Culture-Based Discovery Learning and its Impact on Mathematical Critical Thinking Skills ]]>
<![CDATA[Ady Akbar]]>;
<![CDATA[Tatang Herman]]>;
<![CDATA[Didi Suryadi]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 7 No 3 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v7i3.59921
<![CDATA[Complex life patterns in the 21st century require humans to master certain competencies and skills to adapt to life. Critical thinking ability is one of the important abilities to be mastered by today's students. This study aims to analyze the influence of culture-based discovery learning model learning. This type of research is quasi-experimental research. A total of 55 elementary schools and fifth-grade students were involved in this study. The experimental class consisting of 27 students was given treatment in the form of culture-based discovery learning, while the control class, which consisted of 28 students, was given conventional learning. Research data collection was carried out by giving tests of critical thinking skills in mathematics to two post-learning classes. Data analysis was carried out through descriptive data analysis and inference analysis through two independent sample t-tests with a significance level of 5%. The results showed significant differences in critical thinking skills between students taught through the culture-based discovery learning model and those taught through conventional learning models. The average critical thinking ability of students taught through the culture-based discovery learning model is higher than that of students taught through conventional learning models. It was concluded that the application of culture-based discovery learning can improve the critical thinking skills of elementary school students.]]>
<![CDATA[Measuring Changes of Students Conceptual Understanding of Literacy and Numeracy in Natural Science by Using Rasch Model ]]>
<![CDATA[Ghullam Hamdu]]>;
<![CDATA[Deni Hadiana]]>;
<![CDATA[Novi Sylvia]]>;
<![CDATA[Icha Apipatunnisa]]>;
<![CDATA[Ade Yulianto]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 7 No 3 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v7i3.59943
<![CDATA[The low literacy and numeracy abilities of Indonesian students based on the PISA encourage assessment policies based on literacy and numeracy. This study aims to analyze the feasibility of the items developed and changes in students' understanding of concepts after implementing literacy and numeracy-based learning processes on science subject matter topics related to education for sustainable development. The research method used in this research is the one-group pretest-posttest-design experimental method. Concerning the one-group pretest-posttest-design experimental method, the sample in this study was one whole class. Data was collected through a test instrument for students' conceptual understanding of science subjects. Raw data from students' grades were processed using the Rasch Model analysis. Through Rasch's analysis, the pattern of changes in students' conceptual understanding abilities was identified by comparing the response patterns of problem difficulty and students' abilities. The research results show that the items developed in the test instrument are appropriate for measuring students' abilities. Literacy and numeracy-based learning can improve students' understanding of concepts. Seven out of 53 students were identified as having decreased abilities. Student misconceptions cause it, the types of questions developed, student internal factors, and the teaching materials used. This analysis estimates the effectiveness of educational innovations and student ability in detail.]]>
<![CDATA[Virtual Laboratory-Based Physics Learning "PhET Simulation" to Improve Student Learning Activities ]]>
<![CDATA[Dedi Holden Simbolon]]>;
<![CDATA[Eka Kartika Silalahi]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 7 No 3 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v7i3.61001
<![CDATA[The rapid development of information technology in the digital era must be utilized optimally to improve the quality of learning Physics. The use of virtual laboratories can replace real laboratories as a means of proving theories, laws, and concepts of physics. This study aims to analyze the use of virtual media in the form of PhET simulation as an alternative to real experiments (reels). This type of research is an experiment) by providing treatment in the form of learning. The research subjects were Quality University students divided into 2 classes, namely the experimental class (2A23), totaling 32 students, and the control class (2B22), consisting of 33 students. Data collection techniques used research instruments, namely learning achievement tests and observations. Hypothesis testing in this study used a 2-way analysis of variance (Two Way Anova) on the univariance General Linear Model (GLM) with the SPSS 21 program. From the results of the study, there was a significant difference between the learning outcomes of Science Physics and the level of student activity in class compared to classes taught using a conventional method, so there is a significant interaction between learning methods and activity levels on student learning outcomes in Science Physics. It was concluded that using virtual laboratory learning methods based on PhET simulation, especially on fluid material, affected student learning outcomes.]]>
<![CDATA[A Kvisoft Flipbook Maker-Assisted E-Book to Increase Students' Interest In Elementary Schools ]]>
<![CDATA[Amanda Hiralda]]>;
<![CDATA[Zulherman]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 7 No 3 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v7i3.61193
<![CDATA[Students' interest in studying science subjects with material on Earth and the Universe in sixth class is still low. It is caused by various factors, one of which is the media of teaching materials that are still conventional. This research aims to develop media in ebooks assisted by Kvisoft Flipbook Maker. This research uses the R&D (Research and Development) method with the ADDIE model. The research subjects consisted of material validators, media validators, language validators, and 62 class VI students. Data collection techniques in this study using observation and tests. The instrument used in this study was a questionnaire given to the validator and a pretest and posttest given to students. Data analysis was carried out in a quantitative descriptive manner. The results of the research are the validation of media experts in a 92% very feasible category, material experts in a 99% very feasible category, and linguists in an 86.15% very feasible category. The results showed that ebook development was very good, so there was an increase in learning outcomes with ebook teaching materials assisted by Kvisoft Flipbook Maker. This research proves that this research contributes to increasing the interest of elementary school students.]]>
<![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.]]>
