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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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Enhancing Elementary Students’ Interest in Science Learning through Worldwall-Based Digital Learning Media Agustan Syamsuddin; Fahmi Hidayat; Nurlina
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.v9i3.102078

Abstract

This study addresses the persistent problem of low student interest in learning abstract science concepts, particularly changes in the state of matter, which often hinder elementary students’ understanding and engagement. The purpose of this research was to investigate the effect of Worldwall digital learning media on fourth-grade students’ interest in science learning. Using a quasi-experimental design, the study involved fourth-grade students from two elementary schools as research subjects. Data were collected through learning interest questionnaires and classroom observation sheets to capture both self-reported and behavioral engagement. The data were analyzed using descriptive statistics and inferential testing to determine the significance of differences between the experimental and control groups. The findings revealed that the integration of Worldwall significantly increased students’ interest and engagement in learning, as evidenced by higher posttest scores and more active participation during lessons. These results imply that interactive and gamified digital platforms such as Worldwall can serve as effective tools for enhancing motivation and supporting science learning in elementary settings, highlighting the importance of integrating technology-based instructional strategies into classroom practice.
Gender and Ethnicity in Social Studies Textbooks: Unveiling Bias in Educational Narratives Erna Mena Niman
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.v9i4.102197

Abstract

Social Studies textbooks within local cultural contexts often fail to adequately represent the diversity of knowledge, traditions, and social practices, which may limit students’ connection to their own cultural identities. This issue is important to examine because textbooks play a strategic role in shaping students’ social understanding, values, and perspectives. This study aims to analyze and explore gender and ethnic representations in elementary Social Studies textbooks and to identify forms of bias embedded within the content. This research employed a qualitative approach, with the research subject consisting of Social Studies textbooks used at the elementary school level. Data were collected through document analysis, using content analysis guidelines and discourse analysis frameworks as research instruments. Data analysis was conducted using content analysis to identify patterns, themes, and the frequency of gender and ethnic representations, as well as critical discourse analysis to examine how language constructs meaning, identity, and power relations. The findings reveal a dominance of male representation in leadership and innovation roles, while female characters are more frequently portrayed in domestic roles. In addition, ethnic minority groups tend to be marginalized within historical and social narratives. These results indicate that the language and narrative structures of the textbooks continue to reproduce social biases that shape students’ perceptions of gender and ethnic roles. Therefore, this study concludes that curriculum revision and the development of more inclusive, equitable, and representative Social Studies textbooks are necessary to support education that is sensitive to social and cultural diversity.
The Effect of Living Values Education Program (LVEP)-Based Sex Education Animation Videos on the Pancasila Profile of Elementary Students An-Nisa Apriani; Laila Rahmawati; Muchammad Ilham Rahmat Ramadhan; Emiliana; Serli Nur Cahyati; Siti Nur Hidayah
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.v9i4.102397

Abstract

Sex education plays a crucial role in fostering students’ understanding of gender, personal boundaries, and reproductive health, yet its implementation at the elementary level often remains limited due to the lack of appropriate and engaging instructional media. This condition highlights the need for innovative learning resources that are both pedagogically sound and value-oriented. This study aims to examine the effect of Living Values Education Program (LVEP)-based sex education animation videos on the development of the Pancasila Student Profile among elementary school students. The study employed a quasi-experimental method using a pretest–posttest control group design. The research population consisted of elementary school students, with samples selected through cluster random sampling involving students from grades II to VI, divided into experimental and control groups. The experimental group received instruction using LVEP-based sex education animation videos, while the control group was taught using static image media. Data were collected through structured observations, interviews, and questionnaires designed to assess indicators of the Pancasila Student Profile before, during, and after the intervention. The collected data were analyzed using a t-test at a significance level of 0.05. The findings indicate that the use of LVEP-based sex education animation videos has a statistically significant effect on enhancing students’ Pancasila Student Profile. These results suggest that value-based animated instructional media can serve as an effective pedagogical approach to support character education and holistic student development in elementary education.
Problem-Based Learning (PBL) Model and Learning Motivation In Improving Writing Skills of Elementary School Students Alami Fitria; Elfia Sukma; Adrias; Ulfia Rahmi; Syahrul Ramadhan; Trinindi Eriswan Fitri
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.v9i4.102564

Abstract

Technological advancement has reduced writing skills due to dependence on the internet, AI, and ChatGPT. This study aims to examine the effect of Problem-Based Learning (PBL) and learning motivation on elementary students’ writing skills. This study uses a quantitative research method using a quasi-experimental design. The population of this study was all 165 sixth-grade elementary school students. The sample selection in this study used a non-probability sampling technique with a sample size of 37 students. The data collection method used questionnaires and tests. The instruments used in this study were learning motivation questionnaires and tests. The technique used to analyze the data was inferential statistics. The results of this study indicate that the Problem-Based Learning (PBL) learning model has a significant effect on elementary school students' writing skills. The experimental group outperformed the control group in explanatory writing skills (p = 0.004 < 0.05). Highly motivated students in the experimental class achieved higher scores than those in the control class. Learning motivation also had a significant effect on writing skills (p = 0.029 < 0.05). It is concluded that PBL and learning motivation improve students’ writing skills.
The “DICVER” Learning Model to Improve Elementary School Students Scientific Thinking Skills Kadek Dewi Wahyuni Andari; Widodo Ari
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.v9i4.102742

Abstract

Scientific thinking skills are essential competencies that need to be developed from the elementary level to enable students to understand scientific concepts deeply and critically. This study aims to examine the extent to which the “DICVER” learning model can enhance elementary school students’ scientific thinking skills. The DICVER model was developed and implemented in science learning, designed based on Kuhn’s indicators of scientific thinking and linked to competencies in scientific literacy. Through the scientific method, the model fosters an understanding of science not only as a means to verify facts and theories but also as a way to build awareness of the Nature of Science. This research employed a quantitative approach using a one-group pretest–posttest design. The sample consisted of 27 elementary school students, with a scientific thinking test used as the research instrument. The collected data were analyzed using a paired sample t-test at a 0.05 significance level. The findings revealed a significant difference in students’ scientific thinking skills before and after the implementation of the DICVER model, with a t-test value of -6.331. These results emphasize that scientific thinking, rooted in the nature of science and its systematic process of evidence-based reasoning, can be effectively improved through structured learning. Thus, the DICVER model contributes significantly to fostering students’ scientific thinking skills in science education.
Augmented Reality Learning Media Based on Understanding by Design: Improving Elementary School Students’ Attitudes of Tolerance Sartika Ayu; Yessy Yanita Sari
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.v9i4.102997

Abstract

Mutual respect among elementary school students remains low, indicated by a lack of appreciation for differences and the emergence of behaviors that do not reflect tolerance. This study aimed to develop and evaluate the effectiveness of augmented reality learning media based on understanding by design in enhancing students’ tolerance attitudes. The research employed a research and development (R&D) method using the ADDIE model and involved 30 fourth-grade students as participants. Data were collected qualitatively through observations, interviews, expert validation, and student response questionnaires, and quantitatively through validation tests, normality tests, and paired sample t-tests. The results indicated that the learning media were feasible, practical, and effective, with expert validation scores for language, content, and media each above 4.3 on a 5-point scale. Students demonstrated active engagement and improved understanding of tolerance values, while the paired t-test showed a significant increase from pre-test to post-test. The media also provided an interactive, enjoyable learning experience that students could access independently. In conclusion, the use of augmented reality learning media based on understanding by design is proven effective in enhancing students’ tolerance attitudes and represents an innovative strategy applicable in character education. The study’s implications suggest that integrating appropriate technology and pedagogy supports the internalization of tolerance values and fosters a young generation that is adaptive and appreciative of diversity.
The Discovery Learning Model on Photosynthesis Topic on Learning Outcomes and Self-Regulation of Fourth Grade Elementary School Students Fitria Ayu Wulandari; Candra Utama; Lilik Bintartik
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.v9i4.103128

Abstract

Elementary learning is expected to promote active engagement, comprehensive understanding, and self-regulation. However, students’ engagement remains suboptimal, understanding of science topics, especially photosynthesis is limited, and independent learning skills are not yet well developed. This study aims to test the effectiveness of the discovery learning model in improving student learning outcomes and self-regulation, both partially and simultaneously. This study used a quantitative approach with a quasi-experimental type and a nonequivalent control group design. The research subjects consisted of elementary school students divided into experimental and control groups. Data were collected through learning outcome tests and self-regulation questionnaires that met validity and reliability criteria. Data analysis was carried out through prerequisite tests, equivalence tests, and hypothesis tests using nonparametric and multivariate statistical techniques supported by data visualization. The results showed that the discovery learning model was more effective in improving student learning outcomes and self-regulation compared to the jigsaw cooperative learning model, both partially and simultaneously. Thus, it can be concluded that discovery learning makes a positive contribution to improving the quality of learning. The implications of this research indicate that teachers need to optimize the use of discovery learning models as a strategic alternative to encourage active involvement, conceptual understanding, and student learning independence in elementary schools.
Interactive Augmented Reality Digital Comics to Enhance Understanding of Thayyibah Sentences in Elementary Schools Ani Nur Aeni; Liyra Aulia Azzahra; Indira Aliya Rosmaida; Nurie Yanti Permatasari
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.v9i4.103207

Abstract

One of the major challenges in the learning process, including in Islamic Religious Education (IRE), is the decline in students’ ethical and moral behavior accompanied by low learning motivation. This condition is further exacerbated by the limited integration of educational technology, resulting in monotonous learning experiences that are less relevant to the characteristics of today’s digital generation. This study aims to analyze and develop an interactive digital comic media based on Augmented Reality (AR) to enhance elementary school students’ understanding and application of thayyibah expressions. The study employed a Design and Development (D&D) research method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The research subjects involved elementary school students and an Islamic Religious Education teacher. Data were collected through observations, questionnaires, and documentation, using expert validation sheets and user response questionnaires as research instruments. Data analysis was conducted using quantitative methods to determine the validity level of the developed media and qualitative analysis to examine feedback from students and teachers. The results indicate that the AR-based digital comic media demonstrates a very high level of feasibility in both content and media aspects and effectively increases students’ interest and engagement in learning. This study concludes that the use of AR-based digital comic media represents an innovative solution for Islamic Religious Education learning, not only in improving students’ cognitive outcomes but also in fostering moral values and strengthening learning motivation at the elementary school level.
Revitalizing Paper-Based Writing Activities to Enchance Elementary Students’ Literacy Skills in the Digital Era Magdalena Chori Rahmawati; Pricilla Anindyta; Murniati Agustian; M. Francine Avanti Samino
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.v9i4.103220

Abstract

Literacy skills form the foundation of students’ academic and social success, encompassing reading, writing, and comprehension abilities. Handwriting serves not only as a mechanical skill but also as a cognitive and neuromotor process that enhances comprehension, concentration, and memory. This study examines the influence of structured handwriting activities on paper on the literacy skills of 4th- and 5th-grade elementary students. A quantitative quasi-experimental pretest-posttest control group design was employed with 2,293 participants from 53 elementary schools. The experimental group practiced structured handwriting using the Ayo Menulis module, while the control group participated in literacy activities without handwriting emphasis. A literacy test measuring reading, writing, and listening skills was validated by experts and its reliability confirmed through Cronbach’s Alpha. Data were analyzed using parametric (Paired and Independent T-Tests) and non-parametric (Wilcoxon, Mann-Whitney) tests according to data distribution. Results showed that 81% of schools demonstrated significant improvement in literacy skills, and 66% showed significant differences between experimental and control groups. These findings affirm that handwriting-based activities effectively enhance advanced literacy skills and reinforce the cognitive importance of graphomotor processes in learning. The study recommends incorporating handwriting practice into literacy instruction to foster holistic literacy development.
A Psychoeducational Application on Sexual Education to Prevent Child Sexual Abuse in Elementary School Murfiah Dewi Wulandari; Ika Candra Sayekti; Muhammad Mus'ab; Oktadella Maulida Nur Isnaindita; Alfiah Sri Murni Wulandari
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.v9i4.103228

Abstract

Child sexual abuse (CSA) is a global issue that threatens children’s safety and psychological development. Many elementary school students still have limited knowledge and skills to protect themselves, while sex education is often considered a sensitive topic in various social and cultural contexts. This study aims to develop and test the effectiveness of a psychoeducational digital application as a sex education medium to improve children’s self protection skills. This research employed the ADDIE development model and involved elementary school teachers and students as research participants selected through purposive sampling. Data were collected using expert validation sheets, the System Usability Scale (SUS) questionnaire, black box testing sheets, and the What If Situations Test (WIST III) instrument. Data were analyzed using descriptive statistics, paired samples t-test, and N-Gain scores. The results show that the developed psychoeducational digital application integrates behavioral skills training in recognizing, refusing, and reporting unsafe situations. The application was considered valid, had good usability, and all functions operated properly. In addition, the use of the application significantly improved students’ self protection skills. In conclusion, the psychoeducational digital application is effective in improving children’s self-protection skills against sexual abuse. The implication is that this application can be utilized as an innovative learning medium to support children’s sex education both at school and at home.

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