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[The Impact of Differentiated Learning in the Merdeka Belajar Curriculum on Elementary School Literacy as the Object of the Kampus Mengajar Program ]]>
<![CDATA[Bagus Adi Wijaya]]>;
<![CDATA[Wantini]]>;
<![CDATA[Djamaluddin Perawironegoro]]>;
<![CDATA[Betty Mauli Rosa Bustam]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i1.68107
<![CDATA[The Merdeka Belajar curriculum emphasizes students' freedom to determine the course of learning according to their interests, needs and potential. However, it must be acknowledged that each student has a different understanding and ability in studying Islam. This research aims to analyze differentiated learning in elementary schools with the Teaching Campus program. This type of research is a quasi-experiment with a one-group pre-test and post-test design. The research subjects were 19 elementary schools. The instrument used is an essay test consisting of 15 items. Data analysis used an independent T-test assisted by IBM SPSS 25. The results of the research showed that there were differences in literacy outcomes using differentiated learning. The differentiated learning model in the Merdeka Belajar curriculum can increase literacy. Elementary schools that follow this learning model show significant improvements in literacy understanding, active participation in learning, and high learning motivation. The differentiated learning model effectively increases literacy in Elementary Schools with the Teaching Campus Program. This model can provide each student with a more relevant, exciting and practical learning experience by accommodating individual differences.]]>
<![CDATA[Teachers' Perceptions of Research Culturalization in Elementary Schools ]]>
<![CDATA[Novi Sylvia]]>;
<![CDATA[Deni Hadiana]]>;
<![CDATA[Yuyun Libriyanti]]>;
<![CDATA[AM Saifullah Aldeia]]>;
<![CDATA[Evi Sopandi]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i2.68212
<![CDATA[Research culture is fundamental in developing educational practices in schools that are based on proven knowledge and data. Culturalization at the elementary school level is the foundation for developing a research culture at the higher school level. Teachers' perceptions can provide benchmarks for research culturalization practices in schools as the ultimate base of a research-based mindset. This research aims to analyze research culturalization as perceived by teachers in elementary schools. The method used is descriptive qualitative with a questionnaire that measures teachers' perception towards fifteen aspects of research Culturalization. Data analysis from 379 teachers of local elementary schools shows that: (1) the percentage of teachers' perceptions regarding knowledge of research culture is 57% just starting; (2) the percentage of teacher perceptions related to understanding is 55% just starting; and (3) the percentage of teacher perceptions related to practice is 69% just starting. These results indicate that the culturalization of research based on teacher perceptions is at a will-do level regarding knowledge, understanding, and practice indicators. Teachers' perceptions are alike in knowledge and understanding and higher in practice. These findings conclude an awareness and enthusiasm of research culturalization significance that should be supported by all stakeholders involved, such as the government, teachers, leaders, and other educators involved in the schools. These findings also provide challenges for policies and practices that align with research culturalization indicators in elementary schools.]]>
<![CDATA[Enhancing Problem-Solving Skills and Spirit of Mutual Cooperation in Mathematics Learning through Teaching at the Right Level Approach ]]>
<![CDATA[Farid Bashirudin Yusuf]]>;
<![CDATA[Fery Muhamad Firdaus]]>;
<![CDATA[Kadir]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i1.68232
<![CDATA[The importance of learning mathematics is inversely proportional to the fact that using conventional learning methods causes low problem-solving abilities and the spirit of cooperation among students. Another problem encountered was that students still needed help solving problems related to flat figures, and only a few students had a spirit of cooperation during group work. This research aims to identify and analyze the impact of implementing the TaRL approach in improving students' problem-solving skills, the spirit of cooperation, and social interaction in mathematics learning. This research is a qualitative descriptive study. This research was conducted on 27 fourth-grade elementary school students. Data collection techniques in this research used research instruments in the form of interviews, observation, questionnaires, and documentation. This data analysis technique uses the Miles and Huberman (1994) method. The research results show a significant increase in mathematics learning. Applying the TaRL approach has resulted in a significant increase in first and second-cycle scores, especially at the intermediate knowledge level, which increased from 68.57% to 72.33%, and at the high level, which increased from 73.00% to 76.00%. In addition, there was a significant increase in the students' spirit of cooperation, with the "very good" category increasing from 7.41% to 22.22%. It shows that the TaRL approach positively impacts learning outcomes and a collaborative spirit in the classroom. The TaRL approach effectively strengthened students' problem-solving skills and cooperation spirit.]]>
<![CDATA[The Role of Emotional Intelligence in Improving Student Self-Efficacy ]]>
<![CDATA[Galuh Mentari Putri]]>;
<![CDATA[Sekar Purbarini Kawuryan]]>;
<![CDATA[Bambang Saptono]]>;
<![CDATA[Zeva Adi Fianto]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i2.68257
<![CDATA[This study analyzes the influence of emotional intelligence on students' self-efficacy in an educational context. This research highlights the importance of good emotion management to maximize emotional intelligence, which impacts the ability to follow lessons and self-management in educational settings, especially in facing academic demands and life in the 21st century. This quantitative study involved 52 respondents who filled out a Google Form questionnaire. The instrument used consisted of 40 items measuring emotional intelligence and self-efficacy scales. The prerequisite tests included normality, linearity, and multicollinearity tests, while data analysis techniques employed regression with Pearson product-moment correlation approach. The results showed that emotional intelligence significantly affects students' self-efficacy, with a regression coefficient of 0.740 and a determination coefficient of 0.538. The significance of 0.000 (<0.05) indicates that emotional intelligence influences self-efficacy by 53.80%, while the remaining 46.20% is influenced by other variables not examined. This study concludes that emotional intelligence is important in enhancing students' self-efficacy, making it essential to develop it within the educational context. The implications of these findings emphasize the need for educational strategies that can enhance emotional intelligence to support academic success and students' personal development.]]>
<![CDATA[Online-based Literacy Test Instruments for Evaluating Prospective Elementary School Teachers’ Science Competencies ]]>
<![CDATA[Wiyoko, Tri]]>;
<![CDATA[Wulandari, Titis]]>;
<![CDATA[Irhas, Muhammad]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i2.68342
<![CDATA[The Minimum Competency Assessment is used to measure school performance based on literacy and numeracy. In this regard, it is necessary for prospective elementary school student educators to train and master scientific literacy competencies. This research aims to produce an online-based literacy test instrument for assessing the science competency of elementary school teacher education students. This type of research is research and development. The procedure for developing literacy test instruments uses the 4D model (Define, Design, Development and Discussion). This research involved 3 validators and empirical test subjects consisting of 30 Prospective Elementary School Teachers. Data collection uses needs analysis sheets, language validation sheets, materials and graphics. Next, empirical validity is carried out using the Quest program to determine the level of difficulty (Thresholds) and suitability of the items (Outfit-t). The results of the test question instrument validation show that 89.5% of the material validation is in the very good category, 92% of the language validator is in the very good category, 96.5% of the graphic validator is in the very good category. The distribution of questions that have been developed shows that students' ability to identify scientific issues is 66% in the medium category, 65% in explaining scientific phenomena is in the medium category and the ability to use scientific evidence is 45% in the very low category. So the test question instrument developed meets the validity of the material, language, graphics and empirical validity, so it is suitable to be used to measure students' scientific literacy competency.]]>
<![CDATA[Elementary School Students' Learning Styles: Perspective of Creative Thinking Skills ]]>
<![CDATA[Nur Hidayah]]>;
<![CDATA[Gunarhadi]]>;
<![CDATA[Karsono]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i2.68385
<![CDATA[Learning styles can help students enhance their creative thinking abilities. However, the teacher did not modify the learning style during the learning process, therefore students’ creative thinking abilities did not meet expectations. This study aims to analyze elementary school children's learning styles from the standpoint of creative thinking skills. This is a descriptive quantitative research approach using a survey study design. The sample for this research was fourth-grade elementary school students. The tools used to collect data included tests, questionnaires, and observations. Descriptive statistics were used to analyze the data. According to the findings of this study, children with a visual learning style have high levels of creative thinking. As a result, this study reveals that every kid may develop creative thinking abilities ideally with learning that can adjust to individuals' learning styles. The findings of this study may help to improve students' creative thinking skills and serve as one of the answers for teachers in selecting learning models or approaches based on students' learning styles. Future studies should evaluate the efficacy of strategies or models for improving pupils' creative talents. Aside from that, it is feasible to create media, models, and textbooks to help primary school children strengthen their creative thinking skills.]]>
<![CDATA[E-book Based on Project Based Learning Assisted by Kvisoft Flipbook Maker Blended Learning in Elementary Schools ]]>
<![CDATA[Desyandri]]>;
<![CDATA[Feby Kharisna]]>;
<![CDATA[Risda Amini]]>;
<![CDATA[Yeni Erita]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i1.68407
<![CDATA[Blended learning is one innovation that can improve access to learning for large groups of students and their beliefs about how effective the learning environment is. Blended Learning combined with the book will make learning more interesting for students. This research aims to produce valid, practical, and effective using the R&D method and ADDIE models. The validation test was carried out in three stages, the first validation test by expert lecturers and practitioners obtained an average score of 92.75 in the very valid category. Second, in the validation stage, FGD participants obtained an average score of 90 with a very valid category. Third, the small group test validation stage obtained an average value of 89 with a very valid category. The practicality test was carried out in two stages. First, the practicality test of the teacher response questionnaire obtained an average score of 91 in the very practical category. Second, the practicality test of the student response questionnaire obtained an average score of 81 in the very practical category. The effectiveness test was carried out in two stages. First, testing the effectiveness of student activities obtained an average score of 84 in the very active category. The two effectiveness tests of student learning outcomes obtained an average score of 90 in the very effective category. From the researchers' findings, it can be concluded that e-book-based Project Based Learning help Kvisoft Flipbook Maker Blended Learning in elementary schools is very valid, practical, and effective for use in learning in elementary schools.]]>
<![CDATA[Character Scale for Assessing Discipline and Learning Responsibilities Character in Elementary School ]]>
<![CDATA[Maria Sumunaringtyas]]>;
<![CDATA[Tiara Faniska D]]>;
<![CDATA[Edi Istiyono]]>;
<![CDATA[Farida Agus Setiawati]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i2.69078
<![CDATA[Assessment is an important process in the learning series that needs to be carried out as well as possible using clear and high-quality instruments. Assessment of the character of discipline and responsibility in one elementary school was only carried out based on teacher observations. This can indirectly make the assessment subjective from the teacher's perspective only. This research aims to produce a collection of instruments for assessing the character of discipline and responsibility in the form of a quality self-scale. This type of research is development research carried out using the development instrument stage. The number of items developed in this research was 20 statements. After being analyzed using CFA, a total of 14 statements were obtained which can be used to measure discipline and responsibility character. The data collection technique used in this research used a validation sheet and a self-scale with a 5-category Likert. Validity is calculated using the Aikens formula and produces a high score. Meanwhile, the estimated reliability of this instrument was calculated using Composite Reliability, producing a number >0.7, which means the instrument has high reliability. Proof of validity and reliability has been fulfilled so that the instrument can be used in assessing discipline and responsibility character. Through a valid and reliable instrument, more accurate measurement data will be obtained, and objectivity in character assessment will be guaranteed. The research implications are in the self-scale which can be used as a balance in latent character assessment.]]>
<![CDATA[Innovation of Differentiated Flipsains Integrated with STEAM and Tri-N in Increasing Creativity of Elementary School Students ]]>
<![CDATA[Endah Krisnajati]]>;
<![CDATA[Ana Fitrotun Nisa]]>;
<![CDATA[Heri Maria Zulfiati]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i2.69931
<![CDATA[Creativity is one of the skills that a person must have in order to survive in this era of uncertainty. Creativity needs to be developed from an early age, including in elementary school learning. This research aims to develop science flipbook media (flipsains) based on differentiated learning integrated with STEAM and Tri-N approaches in increasing elementary school students' creativity. This research uses a development research method with ADDIE stages: analysis, design, development, implementation, and evaluation. The subjects studied in this research were fourth grade elementary school students, totalling 17 students in the limited trial and 56 students in extensive trial. Data collection techniques in this research were carried out using observation, interviews and questionnaires. The analysis technique for this research was carried out using qualitative and quantitative descriptive methods. The results of this research show that flipsains media was produced with characteristics based on differentiated learning which was designed with an initial assessment, equipped with various kinds of videos and various projects. Flipsains was also developed according to elements of the STEAM approach and the Tri-N Method. The validation results show that the flipsains developed is said to be valid with validation results of 90.2% with very feasible criteria. The developed flipsains has also proven to be effective in increasing elementary school students' creativity as evidenced by the increase in observation scores of students' creativity skills in limited trials and extensive trials.]]>
<![CDATA[The Effectiveness of Lexicon Card Media Assisted by Minimum Competency Assessment on Students’ Learning Comprehension ]]>
<![CDATA[Mia Rahmaniar Zumarnis]]>;
<![CDATA[Panca Dewi Purwati]]>;
<![CDATA[Trimurtini]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v8i2.70587
<![CDATA[The low student learning outcomes in Indonesian language learning content in class IV are caused by teachers tending to use lecture methods, which causes students to become bored. This research aims to analyze the effectiveness of lexicon card media assisted by minimal competency assessment on students' understanding compared to conventional methods. The method used in this research uses a Quasi Experiment type with a Non-equivalent Control Group research design. The methods used to collect data are interviews, observation, documentation and tests. The instruments used to collect data were questionnaires and test questions. The population of this study was 111 students. The sampling technique used is Nonprobability Sampling. The data analysis technique used is quantitative descriptive analysis and inferential statistics. The results of research on the use of lexicon card media assisted by minimum competency assessments can improve student learning outcomes. The results of the student understanding test increased from the pretest to the post-test, and the average of the experimental class was higher than the control class. It was concluded that the effectiveness of lexicon card media assisted by minimum competency assessments in understanding the ideas of narrative texts had an influence in improving student learning outcomes compared to conventional methods.]]>
