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INDONESIA
JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR
Published by Universitas Negeri Padang
ISSN : 26225069     EISSN : 25793403     DOI : -
Core Subject : Education,
Education
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar (JIPPSD) merupakan wahana publikasi hasil penelitian dan kajian ilmiah dosen, praktisi, pakar pendidikan, dan artikel tesis serta disertasi mahasiswa yang memiliki kepedulian tinggi terhadap kemajuan dan inovasi pendidikan dan pembelajaran sekolah dasar pada perguruan tinggi penyelenggara pendidikan dan tenaga kependidikan maupun di sekolah dasar.
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Articles 9 Documents
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Search results for , issue "Vol 9, No 2 (2025): JIPPSD" : 9 Documents clear
Development of the SWARA (Stimulus, Wondering, Active, Reflective, & Applicative) Music Learning Model with a Deep Learning Approach Desyandri, Desyandri; Yeni, Indra; Mansurdin, Mansurdin; Iraqi, Hana Shilfia; Jannah, Raudhotul
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 9, No 2 (2025): JIPPSD
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jippsd.v9i2.137709

Abstract

Music education in elementary schools plays a crucial role in developing students' creativity, character, and cultural identity. However, many learning are still teacher-centered, emphasizing only technical skills, and under-involving students' thinking processes and exploration of local wisdom values. Educational reforms demand the integration of immersive learning and project-based learning to foster higher-order thinking skills, meaningful learning experiences, and character education. This study aims to develop a SWARA (Stimulus, Wondering, Active, Reflective, and Applicative) music learning model based on the principles of immersive learning and local cultural values through a systematic literature review (SLR). This review followed the PRISMA 2020 protocol by analyzing articles indexed in the Scopus and SINTA databases (2020 to 2025). Forty-eight relevant studies were selected through strict inclusion and exclusion criteria and subsequently assessed using the Joanna Briggs Institute (JBI) critical appraisal tool. Thematic analysis revealed four dominant themes: (1) the role of immersive learning in music education, (2) integration of local cultural values, (3) project-based and collaborative music learning, and (4) the use of digital technology. Based on the research findings, the SWARA model is proposed as an innovative learning framework that integrates in-depth inquiry, local cultural values, collaborative creation, and digital enhancement. The SWARA model is expected to support meaningful, reflective, and culturally responsive music learning in elementary education that is oriented towards a deep learning approach.
Eksplorasi Hypothetical Learning Trajectory Berbasis RME pada Pembelajaran Pecahan Sekolah Dasar Melsya Reyuni
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 9, No 2 (2025): JIPPSD
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jippsd.v9i2.137408

Abstract

This study was motivated by persistent difficulties in learning fractions in elementary school, where students tend to rely on procedural calculation without developing conceptual understanding and mathematical representation skills. The research aimed to explore a Hypothetical Learning Trajectory based on Realistic Mathematics Education for fifth- grade students on fraction topics, particularly equivalent fractions, addition, and subtraction with different denominators. The study employed a design research approach consisting of three phases: preliminary design, teaching experiment, and retrospective analysis. The participants were six fifth-grade students from an elementary laboratory school who were grouped heterogeneously. Data were collected through classroom observations, student interviews, documentation, and analysis of student worksheets. Data analysis was conducted by comparing the predicted learning trajectory with the Actual Learning Trajectory that emerged during instruction. The findings indicate that the designed learning trajectory effectively supported students’ progression from informal understanding to formal reasoning. Contextual activities and visual strategies facilitated students’ comprehension of fraction concepts and enhanced their ability to represent mathematical ideas. Group interaction also played a crucial role in providing learning support. These results highlight the importance of carefully designed learning trajectories in fostering meaningful fraction learning.
PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP TINGKAT KREATIVITAS DAN HASIL BELAJAR PERKALIAN DAN PEMBAGIAN PECAHAN DI KELAS V SD Chichi mogi
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 9, No 2 (2025): JIPPSD
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jippsd.v9i2.137351

Abstract

This study examines the effectiveness of the Problem Based Learning model in improving students’ creativity and learning outcomes in fraction multiplication and division at the elementary school level. The background of this research is the low level of students’ creativity and mathematics learning outcomes caused by teacher-centered learning and limited contextual problem-solving activities. The objective of this study is to analyze the effect of Problem Based Learning on students’ creativity and learning outcomes in mathematics. This research employed a quantitative approach using a quasi-experimental design. The participants consisted of fifth-grade elementary school students divided into an experimental class taught using the Problem Based Learning model and a control class taught using conventional instruction. Data were collected using a creativity questionnaire and mathematics achievement tests. The data were analyzed using t-tests and F-tests to determine differences and interaction effects. The results indicate that students taught using the Problem Based Learning model demonstrated significantly higher creativity and learning outcomes compared to students in the control class. In addition, there was a significant interaction between students’ creativity and learning outcomes in the implementation of Problem Based Learning. These findings highlight the importance of student-centered and problem-oriented learning approaches in enhancing creativity and academic achievement in elementary mathematics learning.
Penalaran Proporsional Siswa Kelas IV Sekolah Dasar dalam Menyelesaikan Masalah Missing Value Perkalian dan Pembagian Kaisra Alfikri Islami; Subanji Subanji; Riska Pristiani; Erry Hidayanto
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 9, No 2 (2025): JIPPSD
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jippsd.v9i2.136744

Abstract

The purpose of this study is to describe the proportional reasoning of fourth-grade students in solving missing value problems in multiplication and division. Using a descriptive qualitative design, the study involved 26 fourth-grade students at SDN Lowokwaru 5 Malang City. Data collection methods included tests, observations, interviews, and documentation. The findings reveal that students demonstrate better proportional reasoning in multiplication contexts through scaling strategies, where they can identify multiplicative factors and apply them consistently. However, students encounter greater difficulties in division contexts, particularly in unit rate reasoning. Most students still rely on additive strategies when solving division problems, indicating they remain at the pre-proportional stage. The analysis shows five reasoning stages: understanding the situation and identifying quantities, forming ratio representations, identifying multiplicative structures, applying solution strategies, and evaluating ratio equivalence. Students who successfully form structured representations (tables, fractions, arrows) tend to reach multiplicative reasoning, while those using unstructured representations remain trapped in additive patterns. This research provides important insights for developing teaching strategies that strengthen conceptual understanding of proportional relationships at the elementary school level.
PENGEMBANGAN MODUL AJAR BERBASIS PENDEKATAN STEAM BERBANTUAN GOOGLE SITES PADA MATA PELAJARAN MATEMATIKA DI KELAS V SD Ermawa Sari
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 9, No 2 (2025): JIPPSD
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jippsd.v9i2.137447

Abstract

This study was motivated by the need for innovative, interactive, and digitally integrated mathematics learning materials to improve the quality of instruction in elementary schools. Mathematics learning in Grade V is still predominantly conventional and provides limited opportunities for students to develop critical thinking and creativity skills. One solution to address this issue is the development of a STEAM-based (Science, Technology, Engineering, Arts, and Mathematics) teaching module delivered through the Google Sites digital platform. This approach is expected to make learning more contextual, engaging, and easily accessible for students.This research employed a Research and Development (R&D) method using the Plomp development model, which consists of three phases: preliminary research, prototyping stage, and assessment phase. The preliminary research phase involved needs analysis, curriculum analysis, analysis of students’ characteristics, and learning material analysis. The prototyping stage focused on designing and developing the STEAM-based teaching module supported by Google Sites, followed by self-evaluation and expert validation by material, media, and language experts. The assessment phase was conducted through limited trials, including practicality testing by teachers and students as well as effectiveness testing to determine the usefulness of the module in Grade V mathematics learning.The results showed that the STEAM-based teaching module supported by Google Sites achieved a very high level of validity, with validation scores of 95% for material, media, and language aspects. The module was also classified as very practical, with practicality scores of 98% in the small group trial and 97% in the field test. Furthermore, the effectiveness test yielded a score of 94%, indicating that the module is effective for use in Grade V elementary school mathematics learning.    
PENGARUH PENDEKATAN STEAM DALAM MENINGKATKAN KREATIVITAS DAN HASIL BELAJAR MATEMATIKA SISWA SD Rekha Herlina Putri
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 9, No 2 (2025): JIPPSD
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jippsd.v9i2.137361

Abstract

This study was conducted to address the limited availability of engaging learning media that support the development of environmental literacy among elementary school students. The research aimed to develop and evaluate a web-based interactive multimedia learning resource created using Canva and designed through the ADDIE development model. The focus of the study was to examine the validity, practicality, and effectiveness of the developed multimedia in improving students’ environmental literacy. The research employed a research and development approach involving the stages of analysis, design, development, implementation, and evaluation. The subjects consisted of elementary school students, while data were collected using validation sheets, questionnaires, observation sheets, and environmental literacy tests. Data analysis techniques included descriptive analysis and comparison of pretest and posttest results. The findings indicated that the developed multimedia met valid criteria based on expert judgment, was practical to use according to teacher and student responses, and was effective in improving students’ environmental literacy outcomes. The integration of visual elements, interactive content, and contextual environmental issues contributed positively to student engagement and understanding. This study highlights the importance of innovative digital learning media as a strategic solution to enhance environmental literacy in elementary education and encourages further exploration of technology- based instructional development
PENGEMBANGAN MODUL PEMBELAJARAN MODEL PROBLEM BASED LEARNING BERBANTUAN MULTIMEDIA INTERAKTIF ARTICULATE STORYLINE 3 PADA PEMBELAJARAN MATEMATIKA DI KELAS V SEKOLAH DASAR Putri Maisaq
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 9, No 2 (2025): JIPPSD
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jippsd.v9i2.137406

Abstract

This study was motivated by the low mathematical problem-solving abilities of elementary school students. To address this issue, the research aimed to develop a Problem-Based Learning (PBL) module assisted by interactive multimedia using Articulate Storyline 3 that is valid, practical, and effective in enhancing students’ mathematical problem-solving skills. The study employed a development research design using the Plomp model, which consists of three phases: the preliminary research phase, including needs analysis, concept analysis, and curriculum analysis; the development or prototyping phase, consisting of Prototype 1 (self-evaluation), Prototype 2 (expert review), Prototype 3 (one-to- one evaluation), and Prototype 4 (small group evaluation); and the assessment phase, which involved a field test to evaluate the practicality and effectiveness of the developed module. The research was conducted at SDN 13 Kuranji and SDN 30 Lubuk Lintah, involving fifth-grade students. Data were collected through observation, documentation, questionnaires, and problem-solving tests, and analyzed using qualitative and quantitative methods. The results showed that the PBL module assisted by interactive Articulate Storyline 3 was highly valid, scoring 90% in the initial validation, 89% in small group evaluation, and 92% in large group evaluation. Furthermore, the problem-solving test indicated that 81.6% of students in the experimental class met the success criteria (>60%), compared to only 37.6% in the control class. These findings demonstrate that the developed PBL module effectively improves students’ mathematical problem- solving skills
Development Of Interactive Powerpoint Media Integrated With the Problem Based Learning (PBL) Model to Facilitate the Strengthening of Critical Reasoning and Independence Dimensions of Grade Iv Elementary School Students Farah Labibah; Sri Untari; Oktaviani Adhi Suciptaningsih
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 9, No 2 (2025): JIPPSD
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jippsd.v9i2.136719

Abstract

 Technological developments in the Education 5.0 era demand interactive, contextual learning, and the ability to strengthen 21st-century skills, especially critical reasoning and independent learning in elementary school students. However, the results of the initial assessment in grade IV of SDN Mojolangu 5 showed that students' critical reasoning abilities were still low and independent learning had not developed optimally due to the limited learning media that supported the implementation of Problem Based Learning (PBL). This study aims to develop interactive PowerPoint media integrated with PBL syntax that is valid, practical, and effective to strengthen critical reasoning and student independence. The research method used the Lee & Owens development model which includes the stages of analysis, design, development, implementation, and evaluation. Data were obtained through observation, interviews, validation questionnaires, practicality questionnaires, pre-post tests, and documentation, and were analyzed using qualitative and quantitative techniques. The validation results showed that the media was in the valid category (84.78%) from material experts and very valid (95.19%) from media experts. The practicality of the media was also very high, both from teachers (95%) and students in large-scale trials (95.10%). The media was proven to be effective in improving critical reasoning skills, as indicated by an increase in the average score from 49.78 to 86.52 with an N-Gain value of 0.73 (high category). Furthermore, the level of student independence reached an average of 83.33%, with the majority in the “very independent” category. Overall, the PBL-integrated interactive PowerPoint media was declared feasible, easy to use, and effective in strengthening the critical reasoning skills and independence of fourth-grade elementary school students.
PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS AUGMENTED REALITY PADA PEMBELAJARAN MATEMATIKA DI KELAS VI SEKOLAH DASAR Nurjasriati Nurjasriati
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 9, No 2 (2025): JIPPSD
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jippsd.v9i2.137539

Abstract

This research addresses the limited variety of engaging learning media in elementary school mathematics, which has not optimally supported active student involvement in the learning process. Therefore, this study aimed to develop augmented reality based learning media that are valid, practical, and effective for sixth grade mathematics learning. The study employed a research and development approach consisting of the stages of analysis, design, development, implementation, and evaluation. The participants were sixth grade students from three public elementary schools in the Sumpur Kudus District. Data were collected using expert validation sheets, practicality questionnaires for teachers and students, and pretest and posttest instruments to measure learning effectiveness. Data analysis focused on validity, practicality, and effectiveness criteria. The analysis stage revealed low student engagement caused by teacher centered instruction and less attractive learning media. The design stage produced a learning media prototype and a user guide adapted to student characteristics. The development stage showed that the material aspect achieved a validity score of 96 percent, the media aspect achieved 80 percent, and the language aspect achieved 96 percent. Implementation results indicated very high practicality, with a score of 100 percent from teachers and 92.28 percent from students. Evaluation results demonstrated an effectiveness score of 80.02 percent, with average learning outcomes increasing from 50.95 before implementation to 88.70 after implementation. Overall, the findings indicate that augmented reality based mathematics learning media are feasible and effective, inviting readers to consider their broader application in improving student engagement and learning outcomes. 

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