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INDONESIA
FONDATIA
Published by STIT Palapa Nusantara Lombok
ISSN : 26565390     EISSN : 25796194     DOI : -
Core Subject : Education,
Education
Fondatia : Jurnal Pendidikan Dasar (e-ISSN : 2579-6194) adalah publikasi interdisipliner penelitian asli dan artikel tentang Pendidikan Dasar. Jurnal ini diterbitkan oleh Pendidikan Guru Madrasah Ibtidaiyah (PGMI) Sekolah Tinggi Ilmu Tarbiyah (STIT) Palapa Nusantara Lombok - NTB yang terbit dua kali (2x) dalam setahun yaitu bulan Maret dan September. Jurnal ini bertujuan untuk menyediakan forum untuk pemahaman ilmiah tentang bidang pendidikan dan memainkan peran penting dalam mempromosikan proses yang mengakumulasi pengetahuan, nilai-nilai, dan keterampilan.
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Articles 375 Documents
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The Influence of Structured Debate Method on Students’ Critical Thinking Skills and Understanding of Islamic Creed in the Study of Ahlusunnah wal Jamaah Karmani, M. Ali; Gozali, Ahmad
FONDATIA Vol 9 No 3 (2025): SEPTEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v9i3.5761

Abstract

The integration of the structured debate method in Islamic theology education remains underexplored, despite its potential to enhance students’ critical thinking and deepen their understanding of Islamic creed, particularly within the Ahlusunnah wal Jamaah (Aswaja) framework. This study aimed to examine the impact of the structured debate method on (1) students’ critical thinking skills and (2) their comprehension of Islamic creed (Aqidah) among second-semester students in the Islamic Education Management Program at STIT Palapa Nusantara. Utilizing a quantitative approach with a pre-experimental design (one-group pre-test and post-test), the study involved 35 purposively selected students. Data were gathered through structured questionnaires and analyzed using paired sample t-tests and correlation analysis. The findings indicate that the structured debate method significantly improved students’ critical thinking skills (p < 0.05) and positively influenced their understanding of the Aswaja creed. These results align with constructivist pedagogical theory, emphasizing the role of interactive learning in promoting cognitive engagement and theological internalization. The study contributes to the theoretical discourse in Islamic education and offers practical guidance for educators and institutions to incorporate structured debate as a strategy to enhance students’ intellectual and spiritual development. Further research is recommended to assess the long-term effects and broader applicability of this method across other areas of Islamic studies.
Analisis Kreativitas Mahasiswa PGSD dalam Merancang Model Pembelajaran Bahasa Indonesia Berbasis Kontekstual Nurjannah, Siti; Pratama, Fendy Yogha; Ichsan, Ichsan
FONDATIA Vol 9 No 3 (2025): SEPTEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v9i3.5786

Abstract

The limited number of studies on the creativity of Primary School Teacher Education (PGSD) students in designing contextual Indonesian language learning serves as the background for this research, given its significant implications for the quality of basic education, particularly in addressing learning loss and pedagogical gaps. The aim of this study is to examine the level of creativity among PGSD students in designing learning models that integrate digital media, socio-cultural contexts, and the needs of elementary school students. This research employs a qualitative approach with a case study design. The sample consists of eight PGSD students selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using the thematic analysis model of Miles and Huberman. The findings show that 75% of the students were able to design self-directed learning modules, 62% integrated digital media such as Quizizz and Canva, and 50% combined them with conventional media such as puzzles and visual aids. These results support Johnson’s theory of contextual learning and Torrance’s theory of creativity. The main conclusion is that PGSD students’ pedagogical creativity develops through hands-on practice, flexible media selection, and an awareness of student characteristics. Theoretical implications include the proposal of a blended contextual learning model, while practical implications involve recommendations for Teacher Education Institutions (LPTKs) to strengthen digital literacy training and project-based curricula. Moreover, this study opens avenues for further research on the effectiveness of hybrid learning models in remote areas.
Pengembangan Media Pembelajaran Flashcard berbasis Augmented Reality (AR) untuk Meningkatkan Hasil Belajar IPAS Materi Sistem Pencernaan Manusia Kelas V SDN Ngaliyan 01 Febriany, Natasya; Bektiningsih, Kurniana
FONDATIA Vol 9 No 3 (2025): SEPTEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v9i3.5820

Abstract

Students' difficulties in thoroughly understanding the human digestive system are often attributed to inadequate visualization and the use of conventional learning media that lack engagement. These factors contribute to low student learning outcomes. This study aims to develop an Augmented Reality (AR)-based flashcard learning media, and to assess its feasibility, effectiveness, and impact on improving science and social studies (IPAS) learning outcomes among fifth-grade students at SDN Ngaliyan 01. The research employed a Research and Development (R&D) method using the ADDIE model, encompassing the stages of analysis, design, development, implementation, and evaluation. Data collection techniques included interviews, observations, multiple-choice tests, and documentation. Validation results indicated that the media received scores of 93.75% from content experts and 95% from media experts, categorized as highly feasible. Normality tests confirmed that the pretest and posttest data were normally distributed, while the T-test yielded a significance value of 0.000 (p < 0.01), indicating a significant difference in learning outcomes. The N-Gain score of 0.6831 in the small group and 0.5417 in the large group suggests medium-level effectiveness. The study concludes that the AR-based flashcard media is both feasible and effective for enhancing student learning outcomes in the topic of the digestive system. The findings imply that AR-based media can serve as an innovative alternative in IPAS instruction, fostering a more engaging, interactive, and meaningful learning experience.
Pengaruh Pendekatan CRT dimediasi Buku Suplemen Keragaman Budaya Indonesia terhadap Hasil Belajar Kognitif Siswa Kelas IV SD Norholis, Norholis; Bunyamin, Bunyamin
FONDATIA Vol 9 No 3 (2025): SEPTEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v9i3.5825

Abstract

This study is motivated by the limited research integrating the Culturally Responsive Teaching (CRT) approach with the use of locally-based cultural supplement books, despite its potential to enhance students’ cognitive learning outcomes within Indonesia’s culturally diverse context. The objective of this study is to analyze the impact of implementing CRT mediated by a cultural diversity supplement book on the cognitive learning outcomes of fourth-grade elementary students in the topic of Indonesian Cultural Diversity. A quantitative method was employed using a quasi-experimental pre-test post-test control group design involving 56 students, randomly assigned to the experimental group (28 students) and control group (28 students). The instruments included a multiple-choice test (CVI = 0.87; Cronbach’s Alpha = 0.84) and a structured observation sheet. Data were analyzed using ANCOVA. The findings revealed a significant difference between the experimental group (post-test score: 84.75; mastery: 85.71%) and the control group (post-test score: 74.18; mastery: 50.00%), with F(1,53) = 15.87 and p < 0.001. Student engagement in the experimental group reached 87.50%, with interaction with the supplement book at 89.29%. These results support Vygotsky’s constructivist theory and highlight the importance of contextual and culturally grounded learning. The main conclusion is that the CRT approach mediated by a local culture-based supplement book is effective in improving students’ cognitive learning outcomes. Theoretical implications include contributions to multicultural learning literature, while practical implications recommend the integration of culturally-based learning media in IPAS instruction. Further research is encouraged to explore long-term impacts and affective dimensions of student learning.
Hubungan Minat Belajar dengan Hasil Belajar Kognitif Pendidikan Pancasila Siswa Kelas V SDN 5 Banyumanis Adelia, Vindy Audina; Rondli, Wawan Shokib; Santoso, Denni Agung
FONDATIA Vol 9 No 3 (2025): SEPTEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v9i3.5826

Abstract

The low learning interest among students at SDN 5 Banyumanis served as the background of this study, characterized by a monotonous instructional process limited to textbooks and dominated by rote memorization methods. This condition has adversely affected students’ academic achievement, particularly in the Pancasila Education subject, where outcomes fall below the Minimum Achievement Criteria (Kriteria Ketercapaian Tujuan Pembelajaran, KKTP). The objective of this study is to analyze the relationship and influence of learning interest on the cognitive learning outcomes of fifth-grade students. A quantitative approach with a correlational design and simple linear regression analysis was used. The research involved 25 fifth-grade students selected through total sampling. Data were collected using questionnaires, observation, interviews, and documentation, and analyzed using normality tests, linearity tests, Pearson Product Moment correlation, and simple linear regression. The results indicate a significant positive correlation between learning interest and cognitive learning outcomes, with a correlation coefficient of 0.777 and a significance value of 0.000 (p < 0.05). The resulting regression equation is Ŷ = 8.881 + 2.252X, with a determination value (R²) of 0.603, indicating that learning interest contributes 60.3% to the variation in students’ cognitive learning outcomes. The study concludes that learning interest has a significant and substantial impact on cognitive achievement. The findings suggest that teachers should adopt more varied and engaging instructional strategies, such as multimedia-based Problem-Based Learning, to foster a participatory and contextual learning environment. This study also opens avenues for further exploration of external factors influencing student learning outcomes.
Pengaruh Penggunaan Aplikasi Kahoot! untuk Meningkatkan Retensi Materi Al-Qur’an dan Hadits serta Hasil Belajar Siswa di SMP Negeri 6 Singosari Malang Nugroho, Rahmad Yoga; Wahidmurni, Wahidmurni; Wahyuni, Esa Nur
FONDATIA Vol 9 No 3 (2025): SEPTEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v9i3.5844

Abstract

Low retention and academic achievement among students in the subject of Al-Qur’an and Hadith at SMP Negeri 6 Singosari Malang are attributed to the use of conventional teaching methods, low learning motivation, and students’ difficulties in memorizing and understanding texts. This study aims to: (1) describe students’ retention profiles and learning outcomes before and after the use of Kahoot! as a learning medium; (2) examine differences in learning outcomes between the experimental group using Kahoot! and the control group; and (3) assess differences in material retention between the two groups. A quasi-experimental method with a Posttest-Only Control Group design was employed, involving two Grade VII classes selected through simple random sampling: 32 students in the experimental group and 31 in the control group. The experimental group received game-based interactive learning using Kahoot!, while the control group received conventional instruction. Learning outcomes and retention were measured through posttests and analyzed both descriptively and inferentially using an independent samples t-test, following tests for normality and homogeneity (α = 0.05). The results showed that the experimental group achieved significantly higher mean scores in both retention (87.66; SD = 7.51) and learning outcomes (85.00; SD = 8.33) compared to the control group (retention: 75.00; SD = 11.90; learning outcomes: 70.65; SD = 12.23), with p < 0.001. These findings conclude that the use of Kahoot! significantly enhances students’ retention and academic achievement in Al-Qur’an and Hadith compared to conventional methods, demonstrating the effectiveness of technology-based interactive learning in religious education contexts.
Efektivitas Media Wordwall terhadap Kemampuan Menyelesaikan Soal Cerita Matematika Kelas 2 SD Negeri Gandekan Surakarta Aminah, Siti; Prihastari, Ema Butsi; Irmade, Oka
FONDATIA Vol 9 No 3 (2025): SEPTEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v9i3.5863

Abstract

The low performance of second-grade students at SD Negeri Gandekan Surakarta in solving mathematical word problems highlights the need for more communicative and engaging instructional media. This study aims to evaluate the effectiveness of Wordwall media in improving students’ ability to solve mathematical word problems. A quantitative approach was employed using a one-group pretest-posttest design involving 26 students. Data were collected through observation, tests, and documentation, using validated and reliable instruments. The results showed a significant increase in students’ average scores, from 56.12 (pretest) to 82.77 (posttest), following the implementation of Wordwall-based instruction. N-Gain analysis indicated a moderate level of improvement, suggesting that Wordwall is effective in helping students understand and solve mathematical word problems. This study affirms that Wordwall is an effective interactive digital tool that enriches mathematics instruction, enhances conceptual understanding, and encourages active student participation. Keywords:
Pengembangan Media Pembelajaran IPAS Flashcard Barcode untuk Meningkatkan Hasil Belajar SD Negeri Sadeng 02 Semarang Ananta, Yosrifal Bima Galih; Isdaryanti, Barokah
FONDATIA Vol 9 No 3 (2025): SEPTEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v9i3.5877

Abstract

The low learning outcomes and limited use of contextual, technology-based instructional media in elementary schools underscore the need for innovative, effective, and engaging learning tools. This study aims to develop, assess the feasibility of, and evaluate the effectiveness of Flashcard Barcode media supported by Augmented Reality (AR) for teaching the topic of Indonesia’s Cultural Diversity to fourth-grade students at SD Negeri Sadeng 02, Semarang City. The research employed a Research and Development (R&D) approach using the ADDIE model and a quasi-experimental one-group pretest-posttest design. The study involved 24 students, divided into a small-scale trial group (4 students) and a large-scale trial group (20 students). Data were collected through interviews, observations, questionnaires, and learning outcome tests. Validation results indicated a media feasibility score of 92% and a material feasibility score of 90%, both categorized as “highly feasible.” Effectiveness testing showed a significant increase in posttest scores, with mastery learning reaching 100% in the small-scale trial and 95% in the large-scale trial. The T-test yielded a significance value of 0.00 (<0.05), and the N-Gain analysis reached 72.26% (small-scale) and 71.29% (large-scale). The study concludes that AR-based Flashcard Barcode media is effective in enhancing student learning outcomes. The findings highlight the importance of integrating interactive, visually driven technology into elementary science and social studies (IPAS) instruction to improve student engagement and comprehension. Keywords: Interactive Learning Media; Augmented Reality; Flashcard Barcode; Indonesia’s Cultural Diversity; Student Learning Outcomes
Pengembangan Perangkat Pembelajaran Kimia menggunakan Collaborative Learning untuk Melatih Keterampilan Berpikir Kreatif Siswa pada Materi Reaksi Redoks Gani, Abdul
FONDATIA Vol 9 No 3 (2025): SEPTEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v9i3.5890

Abstract

The demands of 21st-century education emphasize the importance of mastering higher-order thinking skills, particularly creative thinking, which is crucial for problem-solving, generating new ideas, and adapting to change. However, conventional approaches in chemistry instruction, especially in redox reaction topics have yet to effectively foster the development of these skills. This study aims to develop a high school chemistry learning package based on a collaborative learning model to cultivate students’ creative thinking skills in redox reaction material. A Design-Based Research approach was employed in five stages: needs analysis, instructional design, initial implementation, revision and validation, and limited trial. Data were collected through validation sheets, observations, creative thinking skill tests, and student response questionnaires. The results indicate that the developed learning package demonstrates high validity and practicality and significantly enhances students’ creative thinking skills across four indicators: fluency, flexibility, originality, and elaboration. The implementation of the collaborative learning model fostered an interactive classroom environment, encouraged idea exchange, and deepened conceptual understanding. These findings suggest that the designed learning package is theoretically sound and effective for use in chemistry education. This study contributes to the innovation of instructional materials and recommends further exploration of digital media integration and long-term implementation.
The Effectiveness of the Index Card Match Learning Model in Improving Mathematics Learning Outcomes on Plane Figures Hasanah, Miftakhul; Praptiningsih, Praptiningsih; Sugiyat, Sugiyat
FONDATIA Vol 9 No 3 (2025): SEPTEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v9i3.5893

Abstract

The limited number of studies on the effectiveness of the Index Card Match (ICM) learning model in lower elementary school classes, particularly on the topic of plane figures forms the basis of this research, despite the significant implications for early mathematical concept comprehension. This study aims to analyze the effectiveness of the ICM model in improving the mathematics learning outcomes of second-grade students on the topic of plane figures and to identify student participation levels during the learning process. A quantitative method with a posttest-only control group design was employed, involving 67 students from MI Muhammadiyah Trangsan selected through purposive sampling. Data were collected using multiple-choice learning outcome tests and student engagement observation sheets, and analyzed using descriptive statistics and independent sample t-tests. The results show a significant difference between the experimental group (mean score of 92.5) and the control groups (mean scores of 68 and 63), with a significance value of 0.021 (p < 0.05). These findings reinforce the constructivist theories of Piaget and Vygotsky, which emphasize the importance of interaction and direct experience in active learning. The main conclusion of this study is that the application of ICM significantly enhances students’ mathematics learning outcomes across cognitive, affective, and psychomotor domains. The implications include contributions to the development of active learning strategies in lower elementary classrooms and practical recommendations for teachers to adopt ICM as an innovative, enjoyable, and effective method. This research also opens opportunities for further exploration of ICM application across different subjects and educational levels, including its development through interactive technology.

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