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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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Who Benefits from Gamification? The Role of Web-Based Board Games in Fostering Pancasila Values among Elementary Learners Ida Bagus Made Wisnu Parta Wisnu; Ida Ayu Putu Purnami; Ida Ayu Kartika Maharani
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.v9i4.103296

Abstract

Strengthening Pancasila values in elementary school students requires innovative learning approaches that enhance motivation, engagement, and meaningful character development. However, character education practices remain largely conventional and lack contextual learning experiences for students. This study aims to analyze and examine the effectiveness of web-based digital board games as a gamification medium for internalizing Pancasila values among elementary school students. The study employed a quantitative approach using a quasi-experimental design. The research subjects consisted of 162 elementary school students grouped according to learning achievement levels. Data were collected through pretests, posttests, and records of game achievement as instruments to measure learning outcomes and value internalization. Data analysis was conducted using statistical software, employing paired-samples t-tests to compare pre- and post-intervention results, Pearson correlation to examine the relationship between initial ability and final outcomes, and one-way ANOVA followed by Tukey HSD post hoc tests to identify differences in achievement across groups. The results indicate that web-based digital board games are effective in enhancing the internalization of Pancasila values, with the most optimal impact observed among students with moderate ability levels. These findings suggest that web-based gamification has significant potential to support character education. Practically, the results provide guidance for teachers to adapt gamification strategies based on students’ ability profiles in order to strengthen Pancasila education in elementary schools.
Teacher Evaluation and Challenges in the School Literacy Movement: Implications for Improving Literacy Culture in Elementary Schools Novi Putriani Sukamto; Tri Murwaningsih; Chumdari
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.v9i4.103334

Abstract

The literacy gap between urban areas and areas with limited resources emphasizes the urgency of evaluating the Gerakan Literasi Sekolah (GLS) in the context of basic education. Literacy, as an essential 21st-century skill, plays a strategic role in developing students' critical, creative, and adaptive thinking skills. This study aims to describe the effectiveness of GLS implementation in several elementary schools using the CIPP (Context, Input, Process, Product) evaluation model. A qualitative approach was used with in-depth interviews, participant observation, and documentation studies involving teachers, principals, parents, and community leaders. Data were analyzed through stages of data reduction, categorization, thematic interpretation, and source triangulation to ensure the validity of the findings. The results indicate adequate policy support, teacher creativity in utilizing local resources, and increased student participation and interest in reading. However, limited literacy facilities, variety of reading materials, access to technology, and educators' digital competencies are major challenges in the sustainability of the program. This study emphasizes the importance of integrated interventions through strengthening literacy infrastructure, increasing technology-based teacher capacity, diversifying reading materials, and active community involvement. The practical implications lead to the development of an adaptive GLS model that can be replicated across primary school contexts to narrow the national literacy gap.
Improving Science Learning Outcomes and Student Activeness through the Cooperative Group Investigation Model Sri Mardiyanti; Asrofah; Anita Chandra Dewi Sagala
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.v9i4.103343

Abstract

Low student learning engagement results in suboptimal science learning outcomes. This condition indicates the need for the implementation of a learning model that is able to encourage active student involvement in the learning process. This study aims to determine the effectiveness of the Group Investigation cooperative learning model in improving science learning engagement and outcomes in the subject of force. The study used a quantitative approach with a quasi-experimental plan. The research subjects were elementary school students selected through a sampling technique based on class groups. Data collection was carried out through learning outcome tests, learning engagement questionnaires, observations of student activities, and documentation. The research instruments were test sheets, questionnaires, and observation sheets that had gone through a validation process. Data were analyzed using inferential statistical techniques to test differences in learning outcomes. The results showed that the implementation of the Group Investigation Cooperative Learning model was able to increase learning engagement and provide better learning outcomes in the cognitive, affective, and psychomotor domains compared to conventional learning. In addition, student learning engagement made a positive contribution to improving science learning outcomes. Thus, the Group Investigation learning model effectively creates more interactive and meaningful science learning. The implications of this research show that the model can be used as an alternative learning strategy to improve student activity and learning outcomes in science learning in elementary schools.
The Role of Academic Supervision with Coaching Techniques in Developing Pedagogical Competence: A Case Study in Elementary School Teachers Novi Puspitasari; Tri Murwaningsih; Fadhil Purnama Adi
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.v9i4.103356

Abstract

Teachers’ pedagogical competence remains a challenge in improving the quality of learning in elementary education. Limited reflective practices and insufficient professional support often hinder teachers from developing sustainable instructional strategies.This study aims to analyze the implementation of coaching-based academic supervision in strengthening teachers’ pedagogical competence in primary education. The study employed a qualitative approach with a case study design involving a school principal and fifth-grade teachers who participated in the supervision process. Data were collected through in-depth interviews, participant observation, and document analysis using interview guidelines, observation sheets, and supervision documents as research instruments. The collected data were analyzed using the interactive analysis model proposed by Miles, Huberman, and Saldana, which includes data condensation, data display, and conclusion drawing. The findings indicate that coaching-based academic supervision is implemented through systematic planning, collaborative supervision, and follow-up actions aimed at strengthening teachers’ pedagogical competence. Despite challenges such as limited time, varying teacher understanding, and institutional support, this supervision approach contributes to improving teachers’ professional development and learning qualityt.
Acehnese Language Learning Materials through Animated Videos to Enhance Literacy and Cultural Identity Among Elementary Students Inas Ghina; Rahil Helmi; Wita Dwi Payana; Miftahul Husna
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.v9i4.103418

Abstract

The limited availability of engaging learning media and the lack of contextual teaching materials lead to low student interest and engagement in regional language learning. This study aims to develop animated video-based Acehnese language learning materials to improve literacy skills and strengthen the cultural identity of elementary school students. This study uses a research and development approach with the Four-D model. The research subjects involved elementary school students and language and education experts as validators. Data collection was conducted through interviews, validation questionnaires, practicality questionnaires, and learning outcome tests. The research instruments consisted of media, language, and culture validation sheets and test kits. Data were analyzed descriptively based on the validation results, user responses, and student learning outcomes. The results showed that the developed animated video-based Acehnese language learning materials were deemed valid, practical, and effective in supporting the learning process. These findings suggest that the integration of culture-based digital media can be an effective learning strategy in improving regional language literacy while strengthening students' cultural identity. The implications of this study emphasize the importance of utilizing innovative technology-based learning media to support regional language revitalization and encourage teachers to develop more contextual and engaging learning.
The Gamifying Learning: The Power of Edu-Monopoly to Spark Students’ Interest - a Meta-Analysis AS Almunawwarah; Firmansyah
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.v9i4.104463

Abstract

Learning interest is a crucial factor in the instructional process, as it directly influences students’ engagement and learning outcomes. However, classroom learning is still often dominated by conventional methods that are less effective in fostering students’ learning interest. One alternative instructional medium that has been widely developed to address this issue is the edu-monopoly educational game. This study aims to systematically analyze and synthesize the effectiveness of edu-monopoly as an educational game medium in enhancing students’ learning interest through a meta-analysis approach. The study employed a meta-analytic design following the PRISMA 2020 guidelines. Research articles were identified through the Google Scholar database covering publications from 2017 to 2025 using the Publish or Perish application with the keywords “instructional media,” “monopoly,” and “learning interest.” Of the 707 articles initially identified, five studies met the inclusion criteria by providing complete statistical data, including means, standard deviations, sample sizes for experimental and control groups, and effect size measures. Data analysis was conducted using JASP software version 0.95.2.0. The results of the meta-analysis indicate that the use of Edu-monopoly has a positive effect on improving students’ learning interest, with variations in effect sizes across studies but no strong evidence of publication bias. These findings imply that Edu-monopoly is a relevant and effective educational game medium for supporting more engaging learning environments and enhancing students’ learning interest.  
The Effect of Teacher Activator Education Program on Pancasila-Based IPAS Learning Implementation at Elementary School Nurul Kusumaningrum Nurul; E. Kus Eddy Sartono
Jurnal Ilmiah Sekolah Dasar Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i1.104934

Abstract

This study is motivated by the limited integration of strengthening the Profil Pelajar Pancasila character within Science (IPA) learning. It aims to analyze the effect of the Teacher Driving Education Program through the Appreciative Inquiry BAGJA approach on strengthening the Profil Pelajar Pancasila and science learning outcomes. The study employs a quantitative approach with a quasi-experimental design using a pretest–posttest control group design, involving primary school students divided into experimental and control groups. Data were collected using a Likert-scale questionnaire to measure the dimensions of the Profil Pelajar Pancasila and a science achievement test, and were analyzed using an independent samples t-test. The results indicate that the BAGJA approach is significantly more effective than conventional learning in improving science learning outcomes and strengthening the Profil Pelajar Pancasila, demonstrating a strong intervention effect in the experimental group. Therefore, the BAGJA approach can serve as a strategic alternative in developing science learning that not only enhances academic achievement but also reinforces students’ character development in primary education.
Cultural Literacy Learning to Improve Elementary School Students' Understanding of Local Culture Mursalim; Desti Rahayu; Alman; Ahmad Yulianto; Asrul
Jurnal Ilmiah Sekolah Dasar Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i1.106168

Abstract

Cultural literacy-based learning plays an essential role in primary education as it fosters students’ understanding of local cultural values, practices, and identity. This study aims to analyze the effect of cultural literacy learning on improving elementary students’ understanding of local culture. The study used a quantitative method with a pretest–posttest control group quasi-experimental design, involved 62 fifth-grade elementary school students. The experimental group received cultural literacy-based learning, while the control group followed conventional instruction. The research instrument consisted of five essay items that were validated by experts and tested empirically, with reliability confirmed through a Cronbach’s Alpha value of 0.74. Data were analyzed using the Shapiro-Wilk test, independent samples t-test, and N-gain analysis. The findings indicate that both groups experienced an improvement in their understanding of local culture; however, the increase in the experimental group was substantially higher. The average score of the experimental group rose from 74.5 on the pretest to 91.4 on the posttest, while the control group increased from 68.2 to 76.5. The independent samples t-test produced a significance value of 0.000 (p < 0.05), confirming a significant difference between the two groups. The N-gain score of 0.77 (high category) further demonstrates that cultural literacy learning was more effective than conventional methods in enhancing students’ cultural understanding.  
A Research and Development Study on Interactive Learning Media for Students with Special Needs in Inclusive Elementary Schools Sucipto; Moh. Mahfud Effendi; Yuni Pantiwati
Jurnal Ilmiah Sekolah Dasar Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i1.106175

Abstract

The problem in this study is the limited use of interactive learning media for students with special needs (ABK), resulting in learning being still dominated by conventional media that are less suitable for their learning characteristics. This condition leads to low levels of interest, engagement, and understanding among students, especially in abstract topics such as the Solar System. This study aims to develop and test the feasibility of interactive learning media for students with special needs on the Solar System topic in inclusive elementary schools. This research uses the Research and Development (R&D) method with the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. Data were collected through observation, interviews, expert validation questionnaires (covering content, language, media, and special education aspects), and product trials. Data analysis was conducted using descriptive quantitative methods with feasibility percentages. The results show that the developed media is categorized as highly feasible based on expert validation scores ranging from 78.13% to 100%, and received very good responses in both small and large group trials with achievement levels of 90% to 98%. The conclusion of this study indicates that the developed interactive learning media is valid, practical, and effective for students with special needs because it can improve students’ interest, engagement, and learning comprehension. The implication is that this media serves as an innovative alternative for teachers in creating more adaptive and inclusive learning that is in accordance with the needs of students with special needs.
Koding Life: An Interactive Learning Media Innovation for Learning in Facilitating Students' Computational Thinking Ayik Oktafia; Mardiana; Supianto
Jurnal Ilmiah Sekolah Dasar Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i1.106423

Abstract

Digital change in education necessitates the enhancement of digital literacy and computational thinking (CT) from primary education; however, learning practices in Indonesia remain predominantly conventional, with teachers exhibiting poor ICT proficiency. This circumstance renders coding education abstract and devoid of supportive digital resources tailored to student characteristics. This study seeks to create and evaluate the viability of the Koding LIFE digital learning media as a computational thinking-based coding educational resource for elementary school pupils. The study employs the Research and Development (R&D) approach, encompassing: (1) a preliminary investigation via observation and interviews to ascertain the needs of teachers and students; (2) the creation of visual-based interactive media; and (3) validation by experts and practicality assessment by teachers and students. The research participants were two media specialists, two material specialists, three educators, and sixteen students. Data were gathered by observation, interviews, and questionnaires, thereafter evaluated both qualitatively and quantitatively in a descriptive manner. The study's findings reveal that classroom learning is deficient in digital media integration, educators lack the capability to create coding media, and pupils require visual aids to comprehend algorithmic principles. The validation from media experts resulted in an average score of 3.67 (Very Feasible), whilst material experts assigned a score of 3.80 (Very Feasible). Assessments of teacher practicality and student feasibility demonstrated that the media was user-friendly, entertaining, and facilitated comprehension of CT principles. These findings hold significant implications for enhancing digital ecosystems in schools and creating pertinent coding resources for elementary education.

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