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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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The Predict-Observe-Explain Based E-Module on Area and Circumference of Two-Dimentional Shape’s for Fourth Grade Students Putri Chandranathasya; Sastra Agustika, Gusti Ngurah; Chindytia
Jurnal Ilmiah Sekolah Dasar Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v9i2.93410

Abstract

This study addresses issues related to mathematics learning, specifically on the topic of the area and perimeter of flat shapes, which can enhance students' understanding and interest in learning mathematics. The purpose of this study is to develop the design and development of a Predict-Observe-Explain (POE) based E-Module product, assess the quality of the E-Module through expert evaluation, individual tests, and small group tests, and determine the effectiveness of the Predict-Observe-Explain-based E-Module media. This research uses the ADDIE development model (Analyze, Design, Development, Implementation, Evaluation), and data collection is carried out through interviews, questionnaires, and tests. The data analysis techniques used are descriptive quantitative analysis and inferential statistics. The results of the study show that the Predict-Observe-Explain based E-Module developed using Canva can be accessed through Google Drive. The assessment from content experts resulted in a score of 97.7%, instructional design experts 90%, and media experts 92.3%. The individual test, involving three students, scored 97.5%, while the small group test, involving nine students, scored 94.4%, both falling in the very good category. The t-test results showed a value of 21.70, which is greater than the t-table value of 2.052 at a 5% significance level with 27 degrees of freedom, thus rejecting H0 and accepting H1, indicating that the average post-test score of students is higher than the average in the KKTP, which is 87.86. Therefore, the Predict-Observe-Explain based E-Module has proven to be effective for teaching the topic of Area and Circumference of Two-Dimentional Shape’ss to fourth-grade students.
Enhancing Project-Based Learning through Digital E-Modules in Elementary Schools Haryanti, Yuyun Dwi Haryanti; I Gusti Agung Ayu Wulandari; Ni Ketut Desia Tristiantari; Ani Rosidah; Devi Afriyuni Yonanda; Minnatul Maula
Jurnal Ilmiah Sekolah Dasar Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v9i2.93786

Abstract

The development of technology in the world of education requires innovation in learning, one of which is the use of project-based digital teaching modules in elementary schools. Project-based learning, commonly called Project-Based Learning, has been shown to improve students' critical thinking skills, creativity, and collaboration. However, the implementation of project-based learning still faces obstacles, such as limited digital learning resources that suit the needs of teachers and student learning characteristics. This research aims to identify the need for the development of project-based digital teaching modules that can increase student engagement and understanding in the learning process. This research is qualitative descriptive with a needs analysis approach. Data collection through interviews, observations, and questionnaires to teachers and students in elementary schools involved 100 participants. Data analysis techniques through the process of data collection, data reduction, data presentation, conclusion drawn, and verification. The results of the study show that teachers need digital teaching modules that are interactive, easy to use, and support students' critical and collaborative thinking skills. Students are more motivated when using digital-based learning media that is challenging and engaging. The conclusion of this study emphasizes that the development of project-based digital teaching modules must pay attention to the needs of teachers and students, and be supported by adequate facilities and infrastructure in schools. These findings are the basis for the development of project-based digital teaching modules that are relevant to 21st century learning needs.
Optimizing Elementary Student Learning Outcomes through Differentiated Instruction Based on Learning Styles Ariesta, Freddy Widya
Jurnal Ilmiah Sekolah Dasar Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v9i2.94754

Abstract

This study examines how differentiated instruction based on learning styles can help optimize elementary school students' learning outcomes in IPAS subjects. Through a quasi-experimental method with a pretest-post-test control group design, the study involved 49 grade V students who were divided into experimental and control groups. Students' learning styles were identified using the VARK (Visual, Auditory, Read/Write, Kinesthetics) instrument, then the appropriate learning strategies were applied. The results showed that students in the experimental group experienced significantly higher learning outcomes than the control group. The paired sample T-test resulted in a significance value of <0.001, and the N-gain score reached 0.719 (high category). In addition, the distribution of learning outcomes improvement showed that most experimental group students were in the high improvement category. This finding shows that when students learn according to the way of learning that they understand best, the results are much more optimal. Differentiated instruction is proven to not only improve students' grades but also help them learn more comfortably and meaningfully. This research confirms that differentiated instruction based on students' learning styles is essential for improving learning outcomes in elementary education.
Virtual Adventure: A Digital Fun Book Utilizing Problem-Based Learning in IPAS for Fifth Grade Subject on Ecosystems Harmony Ni Putu Metha Metha; Anak Agung Gede Agung; Komang Alit Wahyuni
Jurnal Ilmiah Sekolah Dasar Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v9i2.95276

Abstract

Low learning outcomes in ecosystem material are due to limited variation in media and methods, emphasizing the need for interactive, problem-based learning innovations. This study aims to develop, evaluate the feasibility, and assess the effectiveness of a virtual adventure-based digital fun book based on Problem-Based Learning. Employing a Research and Development approach, the study adopts the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). Research subjects include experts in Development and Design, content, instructional design, learning media, and 21 fifth-grade students. Data were collected using Likert-scale questionnaires and multiple-choice tests, then analyzed with descriptive and inferential statistics. The findings indicate that the developed media demonstrates excellent quality (scores >90%) based on expert validation and product trials. Furthermore, the t-test results (tcalculated = 2.041 > ttable = 1.724) confirm a statistically significant improvement in learning outcomes. In conclusion, the virtual adventure-based digital fun book using PBL effectively boosts student motivation, engagement, and learning outcomes in ecosystem topics. This media serves as an alternative for interactive, contextual learning that fosters critical thinking and can be adapted for other topics within the Merdeka Curriculum.
The Gasing Method with the Traditional Game-Based Mong-Mongan Approach on the Mathematics Learning Outcomes of Third Grade Elementary School Students Komang Ratna Sariningsih; Desak Putu Parmiti; I Kadek Edi Yudiana
Jurnal Ilmiah Sekolah Dasar Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v9i2.96608

Abstract

This study is motivated by the low mathematics learning outcomes among students and their difficulty in understanding fundamental mathematical concepts. The purpose of this research is to examine the effect of the Gasing method combined with the traditional number-based game mong-mongan on improving mathematics learning outcomes in elementary school students. A quasi-experimental design was employed, using a non-equivalent control group design. The research sample consisted of two third-grade classes selected purposively: one as the experimental group and the other as the control group. Data were collected through a mathematics achievement test and analyzed using an independent t-test. The results revealed a significant difference in learning outcomes between students taught using the Gasing method integrated with traditional games and those taught using conventional methods. The findings indicate that the Gasing method, when integrated with local cultural games, is more effective in enhancing students' mathematics achievement. These results highlight the importance of innovative, culturally responsive teaching strategies that provide meaningful and enjoyable learning experiences for students.
Culturally Responsive Teaching Approach: Does it Could Enhance Elementary Students’ Creative Thinking Skills in Mathematics Learning? Annisa Nurramadhani; Yuyun Elizabeth Patras; Resyi Abdul Ghani; Rista Chamelia Anggraeni; Arin Fajar Sisworo
Jurnal Ilmiah Sekolah Dasar Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v9i2.97250

Abstract

The low level of students' mathematical ability requires a transformation of learning that emphasizes contextual understanding and application, one of which is through the integration of local wisdom into culturally responsive teaching.Assessment The research aim is to investigate how culturally responsive teaching (CRT) approach could enhance students’ creative thinking skills in elementary school. The method that is used is quantitative, quasi-experimental design with 52 fifth-grader students as subject, 26 students in each class. The classes are devided into experimental class (with CRT approach) and control class (without CRT approach). The creative thinking of students is tested by the 10 essays wit four aspects, namely fluency, flexibility, originality, and elaboration. Data were analyze by RASCH model approach to described person ability and differential item functioning to describe is there any influence between creative thinking and students’ ethnicity. The results show that students’ creative thinking in experimental class is improve rather than in control class. However, the fluency and flexibility aspect of students is well improved rather than originality and elaboration aspect which needs improvement. The students’ ethnicity has influence to their creative thinking, which other ethnicity outside Sundanese has high fluctuation in positive way. It could be concluded that culturally responsive teaching (CRT) can enhance students’ creative thinking skills and students’ ethnicity or cultural background influence their creative thinking skills.
Identification of Numeracy Literacy Strategies in Elementary Schools: Implementation of Merdeka Curriculum Wiryanto; Suryanti; M. Gita Primaniarta
Jurnal Ilmiah Sekolah Dasar Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v9i3.82874

Abstract

Strengthening 21st-century skills through numeracy literacy strategies is an essential requirement for realizing a student-centered learning process. The main challenge underlying this study is the inadequate integration of numeracy within instructional practices, which has hindered the optimal development of students’ competencies, particularly their problem-solving abilities. This research aims to analyze the implementation of numeracy literacy within the new learning paradigm and to explore its contribution to the development of student competencies. A qualitative approach using a phenomenological method was employed to examine the authentic experiences of teachers and students. The research subjects consisted of teachers and students from several elementary schools that apply a curriculum aligned with the Pancasila Student Profile. Data were collected through observations, interviews, and documentation, then analyzed using source triangulation and technique triangulation to ensure the validity of the findings. The results indicate that numeracy literacy plays a significant role in enhancing the quality of students’ competencies, encompassing both cognitive and socio-emotional aspects. Curriculum implementation facilitates the mapping of students’ abilities across six developmental phases through diagnostic assessments, which serve as the foundation for instructional planning. The study concludes that numeracy literacy programs are capable of strengthening students’ physical, social, affective, and academic competencies in a comprehensive manner. The implication of this research is the need for developing learning designs that are more integrative, adaptive, and sustainable in order to effectively support the achievement of 21st-century competencies.
Enhancing Students’ Literacy and Numeracy through Learning Model Based on the Panca Pramana Cycle I Gede Astawan; Ni Made Dyan Anggreni; Rohmatullah
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.v9i4.89314

Abstract

Elementary school students still struggle to achieve literacy and numeracy competencies, requiring effective learning innovations. One approach that can be used is the Panca Pramana learning cycle-based learning model, which is applied to local philosophy and emphasizes an active and meaningful learning process. This study aims to analyze the differences in literacy and numeracy skills between students who participate in learning with the Panca Pramana learning cycle-based learning model and students who participate in learning with conventional learning models. This study uses a quasi-experimental approach with a control group design and an experimental group that are given a pretest and posttest. The research subjects are elementary school students selected through group random sampling techniques, resulting in one class as the experimental group and one class as the control group. The research data consist of literacy and numeracy skills collected through validated literacy and numeracy tests. Data analysis was carried out through descriptive analysis and inferential analysis using multivariate tests. The results of the study indicate that there are significant differences in literacy and numeracy skills, both partially and simultaneously, between students who participate in learning with the Panca Pramana learning cycle-based learning model and students who participate in conventional learning. These findings indicate that the Panca Pramana learning cycle-based learning model is effective in improving students' literacy and numeracy skills. The implications of this research emphasize the importance of integrating local philosophical values into learning innovations as a strategy to improve learning quality and support the more meaningful development of students' basic competencies.
Digital Map Based on Project Based Learning Material on Ethnic and Cultural Diversity in Indonesia Ni Made Feby Trisna Dewi; Anak Agung Gede Agung; Didith Pramunditya Ambara
Jurnal Ilmiah Sekolah Dasar Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v9i3.92503

Abstract

Student learning outcomes in social studies frequently remain low because the material is perceived as difficult and dominated by memorization, resulting in limited conceptual understanding. Learning media that lack interactivity and contextual relevance also contribute to students’ low engagement during lessons. This study aims to analyze, develop, and evaluate the effectiveness of a Project-Based Learning–based digital map to enhance students’ understanding of ethnic and cultural diversity in Indonesia. This research employed the ADDIE development model, encompassing analysis, design, development, implementation, and evaluation stages. The subjects consisted of 25 grade V students, while the data were collected through tests and questionnaires using validated instruments. Data analysis involved descriptive quantitative techniques and an inferential paired-sample t-test to determine the effectiveness of the developed media. The findings conceptually indicate that the digital map supports deeper learning by helping students construct knowledge through exploration and problem-solving activities embedded in project-based learning tasks. The study concludes that a digital map designed through a PjBL approach can effectively improve conceptual mastery of ethnic and cultural diversity while fostering student engagement. This research implies that technology-based learning media should be increasingly integrated into instructional practices to support interactive, student-centered learning.
Numerical Literacy and Math Self-Concept: Children-Friendly Learning in Inclusive Elementary Schools Danuri; Padrul Jana; Bahtiyar Heru Susanto; Averos Iswanda
Jurnal Ilmiah Sekolah Dasar Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v9i3.93413

Abstract

Numerical literacy refers to the knowledge and ability to use various numbers and basic mathematical symbols to solve problems, while math self-concept means the assessment of students’ skills, abilities, enjoyment, and interest in the subject. However, children with special needs (ABK) and normal students in inclusive Elementary Schools are yet to sufficiently acquire learning that accommodates literacy and math’s self-concept. This causes a need for the implementation of a children-friendly learning process. Therefore, this study aimed to identify the factors influencing the numeracy level and math self-concept, and also explore the obstacles in implementing children-friendly learning in order to facilitate students’ abilities. A qualitative method was applied because of in-depth data exploration regarding children with special needs, while the utilized instruments include tests, questionnaires, and interviews. Both the data collected and the analysis are qualitative, which are obtained through excavation, identification, and description. Consequently, this paper was able to (1) describe the factors influencing the numeracy level and math self-concept in inclusive Elementary Schools, (2) explore the barriers to implementing children-friendly learning, and (3) identify the relationship between students’ numeracy and math self- concept. It can be concluded that effective teaching strategies and a supportive learning environment are essential for improving numeracy and mathematics self-concept among students in inclusive settings.

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