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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 Effectiveness of Social-Emotional Learning (SEL) on Collaboration and Teamwork Skills among Elementary School Students Anita Widyaningrum; Agung Hastomo; Wuri Wuryandani
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.v10i1.106756

Abstract

Low levels of collaboration in elementary classrooms marked by student passivity, unequal participation, and limited social emotional engagement indicate that learning practices have tended to prioritize cognitive outcomes over essential 21st-century collaboration skills, prompting this study to empirically examine the effect of Social-Emotional Learning (SEL) on strengthening students’ teamwork abilities using a pretest–posttest control group experimental design and a collaboration skills questionnaire analyzed through descriptive statistics, normality and homogeneity tests, independent sample t-tests, and N-Gain analysis. The findings demonstrated that students in the SEL-based learning group showed significantly greater improvement in collaboration skills than those in the control group, confirming that integrating the five core SEL competencies self-awareness, self-management, social awareness, relationship skills, and responsible decision-making effectively enhanced active participation, mutual respect, and conflict resolution, thereby supporting the development of essential social-emotional competencies aligned with 21st-century learner profile.
Rethinking Online Gaming: How Playing Intensity Predicts Social and Emotional Development in Elementary School Students Zalfa Fitria Herayani; Sriyanto Sriyanto
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.v10i1.106936

Abstract

The use of online games among elementary school children is increasing as digital technology advances. This phenomenon raises concerns about its impact on children's social and emotional development. This study aims to analyze the effect of online gaming intensity on social and emotional development, as well as the partial effect on emotional development via social development among elementary school students. This study uses a quantitative approach with a survey method and data collection using questionnaires, involving 250 students selected through proportional random sampling. The data in this study were analyzed using Partial Least Squares (PLS)-based Structural Equation Modeling (SEM). The results showed that the intensity of online gaming had a positive but low effect on social development, suggesting a tendency toward social problems. The intensity of gaming also significantly affects emotional development, including increased anger and difficulty managing feelings. In addition, social development has a significant effect on emotional development and acts as a mediator. These findings emphasize the need for family and school guidance in the healthy use of online games.
Effectiveness of Animaker-Based Animated Video Development Using the ADDIE Model on Elementary Students’ Mathematics Learning Outcomes Akmal Rijal; Dodik Mulyono
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.v10i1.107009

Abstract

Students frequently view mathematics as being challenging at the elementary school level due to its abstract character and the sparse use of interactive teaching techniques. The quick advancement of digital technology, especially animation, presents chances to create learning materials that are more interesting and easy to understand. The purpose of this project was to explore effectiveness of animaker-based animated video development using the addie model on elementary students’ mathematics learning outcomes. The five stages of the ADDIE framework Analysis, Design, Development, Implementation, and Evaluation were adhered to during the development process. Forty-five fifth-grade students and one instructor participated in the field trial. Learning accomplishment tests pretest and posttest were used to gather quantitative data, which were then analyzed using the N-Gain score. Teachers' and students' responses through questionnaires and interviews provided qualitative data, which was then analyzed descriptively. With an N-Gain score of 0.74 in the high category, the study results indicate that the media developed has a very high validity of 92%, excellent practicality of 90%, and high effectiveness. Responses from teachers and students were overwhelmingly positive, especially when it came to the visual quality, engagement, and use. In summary, Animaker-based animated movies are practical and successful as cutting edge resources for math instruction in elementary schools, highlighting the significance of incorporating animation technology to improve student accomplishment and learning quality.
Unplugged Coding in Science Learning: Strengthening Conceptual Understanding and Computational Thinking on Phase Changes of Matter among Pre Service Elementary Teachers Rifqa Gusmida Syahrun Barokah; Neni Hermita; Mitha Dwi Anggriani; Mahmud Alpusari; Singgih Prana Putra
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.v10i1.107406

Abstract

Low integration of science conceptual understanding and computational thinking among pre-service elementary teachers, along with suboptimal integrated learning without reliance on digital devices. This study aims to analyze the improvement of conceptual understanding and computational thinking skills through the implementation of unplugged coding learning on the topic of changes in the state of matter. This study employed a quasi experimental design using a one-group pretest–posttest model involving thirty pre service elementary school teachers enrolled in a science education course. Data were collected through conceptual understanding tests, computational thinking performance rubrics, and classroom observation sheets, and were analyzed using descriptive statistics and normalized gain to examine improvements before and after the intervention. The results show an increase in conceptual understanding (pretest 56.8; posttest 79.4) and computational thinking skills (pretest 52.3; posttest 76.1), particularly in sequencing, conditional reasoning, and procedural representation, which indicate students’ improved ability to organize scientific processes more systematically. This study concludes that unplugged coding learning is effective in improving both conceptual understanding and computational thinking skills among pre service elementary school teachers. The implication is that this approach can serve as a practical instructional strategy to integrate science concepts and computational thinking in a coherent manner without dependence on digital devices.
Integration of the Ntek Dulang Tradition in Thematic Learning to Foster a Sense of Togetherness in Elementary School Students Jeni Rahma Dani; Sukron Fujianturrahman; Syafrudin Muhdar
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.v10i1.108035

Abstract

The decline of togetherness values among elementary school students in the era of globalization highlights the need for contextual and character-oriented learning approaches. This study aims to analyze the application of the Ntek Dulang tradition in thematic learning as a strategy to foster a sense of togetherness among elementary school students. This research employed a qualitative descriptive approach involving participants consisting of teachers, school leaders, students, and community figures selected purposively based on their relevance to the study. Data were collected through participatory observation, in-depth interviews, and documentation using observation guidelines, interview protocols, and documentation formats. Data analysis was conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that the Ntek Dulang tradition possesses strong pedagogical relevance as a local wisdom-based learning medium that creates contextual, participatory, and meaningful learning experiences, contributing to the enhancement of students’ social skills and character development. Direct student involvement in cultural practices fosters cooperation, empathy, and social awareness. The study concludes that Ntek Dulang can be positioned as a transformative learning resource in strengthening character education; however, its implementation requires systematic development through structured learning models and sustainable integration into educational practices to maximize its impact.
The Relationship Between Creative Mathematical Self Efficacy and Problem Solving Ability on FPB and KPK Material among Elementary Teacher Education Students Mar’atu Zahra; Rina Dyah Rahmawati
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.v10i1.108044

Abstract

Problem solving ability is an essential skill in mathematics learning that is influenced by both cognitive and affective aspects. One affective factor that plays a role is Creative Mathematical Self Efficacy (CMSE), which refers to an individual’s belief in their ability to think creatively when solving mathematical problems. This study aims to analyze the relationship between CMSE and mathematical problem solving ability and to explore the contribution of CMSE to students’ mathematical performance. The study employed a quantitative approach with an ex-post facto correlational design involving 23 students in an elementary school teacher education program. Data were collected through a CMSE questionnaire and a problem solving test on the topics of Greatest Common Divisor (GCD) and Least Common Multiple (LCM). Data analysis was conducted using the Spearman and chi square tests because the data were not normally distributed. The results showed that CMSE had a very weak relationship, namely 18%, with mathematical problem solving ability. These findings indicate that problem-solving ability is not only influenced by CMSE, but also by other factors such as prior knowledge, learning strategies, and instructional approaches. The conclusion of this study indicates that CMSE functions as a supporting factor rather than the main determinant of students’ mathematical problem-solving ability. The implication of this study emphasizes the importance of designing mathematics learning holistically by integrating the strengthening of cognitive aspects, self-confidence, creativity, and students’ engagement in solving contextual problems.
PBL Model on Critical Thinking Skills and Learning Independence in Civics Education Ni Made Ari Dwijayanti; I Wayan Lasmawan; I Nyoman Sudiana
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.v10i1.109834

Abstract

The limitation of interactive media in Civics learning, resulting in low levels of student engagement in the learning process. This study aimed to examine the effect of the Problem Based Learning (PBL) model based on interactive Wordwall media on the critical thinking skills and learning independence of fourth-grade students in Civic Education (PPKn) at elementary schools. This research employed a quasi-experimental method with a pretest-posttest control group design. The population of the study included all fourth-grade students in the Cluster III elementary schools in Selemadeg, and the sample was selected using purposive sampling. The research instruments consisted of a critical thinking skills test and a learning independence questionnaire, both of which had been tested for validity and reliability. Initial findings indicated that students’ critical thinking skills and learning independence were relatively low, which required a longer instructional period to achieve significant improvement. Following the implementation of the PBL model based on Wordwall, the results showed that: (1) students’ critical thinking skills significantly improved; (2) students’ learning independence also significantly increased; and (3) simultaneously, the PBL model based on Wordwall had a significant effect on both critical thinking skills and learning independence of fourth-grade students.
The Influence of Cooperative Studies on the Scientific Attitude and Science Learning Outcomes of Fourth Grade Elementary School Students Ni Made Putri Dwi Apriliani; I Made Citra Wibawa; Ida Bagus Putu Arnyana
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.v10i1.110814

Abstract

The low quality of science learning, which is still dominated by the lecture method, has resulted in weak conceptual understanding and poor scientific attitudes among students. This research aimed to examine the different effects of Group Investigation (GI) and Student Teams Achievement Division (STAD) cooperative learning models on the scientific attitudes and science learning outcomes of fourth-grade elementary school students. A quantitative approach with a quasi-experimental design was utilized in this study. Data collection instruments included a scientific attitude questionnaire covering indicators such as curiosity and critical thinking, as well as a validated multiple-choice test for learning outcomes. Data were analyzed using inferential statistics through mean difference tests after meeting the requirements for normality and homogeneity. The results indicated significant differences in effectiveness between the two models. The Group Investigation model proved to be more effective in improving students' scientific attitudes, achieving an average score of 85.42 compared to the STAD model, which obtained 78.63. This was attributed to independent investigation activities and in-depth discussions within the GI model. Conversely, the STAD model was superior in enhancing student learning outcomes with an average score of 88.15 compared to the GI model at 82.74. The group and individual accountability within STAD encouraged more optimal concept mastery. The selection of a cooperative learning model must be adjusted to the focus of the desired learning objectives, whether it is the development of scientific attitudes or the mastery of academic concepts.
The Influence of the Ethnoscience-Based Problem Based Learning Model on Science Learning Outcomes Reviewed from Students' Cognitive Styles Ni Luh Nopi Pujiani; Ketut Suma; I Nyoman Jampel
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.v10i1.110832

Abstract

Low science and social studies (IPAS) learning outcomes among elementary school students remain a persistent problem, particularly due to learning practices that are less contextual and have not fully accommodated differences in students’ cognitive styles. As a result, students often experience difficulties in understanding abstract IPAS concepts meaningfully. This study aimed to analyze the effect of an ethnoscience-based Problem Based Learning (PBL) model on IPAS learning outcomes in terms of students’ cognitive styles. This research employed a quantitative approach using a quasi-experimental method with a pretest–posttest control group design. The research subjects were 87 fourth-grade students from public elementary schools in Cluster V, Kintamani District, who were selected through random sampling and assigned to experimental and control groups. Data were collected using an IPAS learning outcomes test that had been validated and tested for reliability. Data analysis was conducted using two-way Analysis of Covariance (ANCOVA) to examine the effects of the learning model, cognitive style, and their interaction on learning outcomes, followed by Scheffe’s post hoc test. The results showed that the ethnoscience-based PBL model had a significant effect on students’ IPAS learning outcomes. In addition, a significant interaction was found between the learning model and cognitive style. Students with a reflective cognitive style achieved higher learning outcomes than those with an impulsive cognitive style. These findings indicate that ethnoscience-based PBL is effective in improving IPAS learning outcomes when students’ cognitive characteristics are taken into account.
Positive Relationship Between Inclusive Students in Science Learning Based on Demographic Data in Inclusive Elementary School Luh Armita Cahya Lestari; Putu Nanci Riastini; Dewa Gede Firstia Wirabrata
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.v10i1.110855

Abstract

The low level of interaction between deaf (kolok) students and regular students in science learning, caused by differences in communication methods, limited inclusive learning support, and a lack of collaborative activities, has resulted in suboptimal positive relationships in inclusive classrooms. This study aimed to describe the level of positive relationships between kolok students and regular students and to analyze them based on gender and age. The research employed a quantitative approach with a descriptive design. The sample consisted of 38 students, including 8 kolok students and 30 regular students. Data were collected using the PERMA Profiler instrument and analyzed using descriptive statistics. The results showed that the average score of the Relationship dimension was 6.7, which fell within the low to normal category. Regular students demonstrated higher positive relationship scores, ranging from 7.4 to 7.6, while kolok students were in the very low category, with scores between 4.0 and 4.3. Analysis based on gender and age revealed relatively similar patterns, with the Meaning dimension showing the highest scores (7.1–7.5) and Happiness the lowest (5.2–5.6). In conclusion, communication barriers and limited learning support affect the quality of positive relationships among students in inclusive classrooms. The implication is that science learning needs to be designed to be more inclusive, collaborative, and oriented toward strengthening the social-emotional development of kolok students.

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