cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Lalu A.Hery Qusyairi
Contact Email
mpi@stitpn.ac.id
Phone
-
Journal Mail Official
pgmi@stitpn.ac.id
Editorial Address
-
Location
Kab. lombok barat,
Nusa tenggara barat
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.
Arjuna Subject : -
Articles 401 Documents
 37   38   39   40   41 
Pengaruh Model Pembelajaran Logan Avenue Problem Solving-Heuristic terhadap Kemampuan Literasi Sains Materi Perubahan Wujud Zat pada Siswa MI Jihan Ayu Fame Liasari; Surayanah Surayanah
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6154

Abstract

Scientific literacy is an important skill that elementary school students need to master in understanding and solving science-based problems. However, science learning in elementary schools is still not optimal because students experience difficulties in understanding concepts, solving problems step by step, connecting material with everyday life contexts, and have not yet been actively involved in the learning process. This condition affects students’ low scientific literacy, particularly in the material on changes in states of matter. This study aims to prove the effect of the Logan Avenue Problem Solving-Heuristic (LAPS-Heuristic) learning model on students’ scientific literacy. This study employed a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The research participants consisted of an experimental class and a control class selected through the purposive sampling technique. Data were collected through scientific literacy tests and observation guidelines for the implementation of learning. The results show that the implementation of the LAPS-Heuristic learning model was in the very good category, with a percentage of 94% in the first meeting and 97% in the second meeting. The most prominent improvement in students’ scientific literacy occurred at the stage of understanding the problem, which was aligned with the content aspect, namely students’ ability to identify and understand the concept of changes in states of matter based on the phenomena presented. The hypothesis test results using the independent samples t-test showed a significance value of 0.001 < 0.05, indicating a significant difference between the experimental class and the control class. Thus, the LAPS-Heuristic learning model has a positive effect on the scientific literacy of Grade IV MI students. The implications of this study indicate that structured problem-solving-based learning can help students understand problems more meaningfully and contextually, making it suitable as an alternative for science learning in elementary schools.
Analisis Kebutuhan Media Pembelajaran Interaktif Berbasis PowerPoint pada Materi Pecahan pada Siswa Kelas V SD Alfi Rokhmatin; Sita Isna Malyuna; Sumadi Sumadi
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6179

Abstract

This study was motivated by the suboptimal use of interactive learning media in mathematics learning at the elementary school level, particularly in fraction material, which is abstract and therefore difficult for students to understand. This study aimed to analyze the learning process, students’ level of understanding, and students’ needs for the development of PowerPoint-based interactive learning media on fraction material in fifth-grade elementary school. This study used a quantitative approach with a descriptive method. The research sample consisted of eight students selected using purposive sampling. Data were collected through a closed-ended questionnaire based on a Likert scale and were then analyzed descriptively and quantitatively using percentages. The results showed that the learning process was in the high to very high category, but some students still experienced difficulties in understanding fraction material. In addition, the need for PowerPoint-based interactive learning media was in the very high category, with the majority of students, at 87.5%, showing a strong need for more engaging and interactive media. The conclusion of this study confirms that the development of PowerPoint-based interactive learning media is highly needed to help improve students’ understanding of fraction concepts and their engagement in learning. The implications of this study theoretically enrich studies on digital learning media in elementary schools, while practically providing recommendations for teachers to develop innovative, visual, and interactive learning media to improve the quality of mathematics learning.
Kearifan Lokal dan Mediasi Digital: Analisis Ekologis Pengasuhan Digital Orang Tua Anak Usia Dini Muslihatun Maulidian; Aulia Dwi Amalina; Ratin Wahyu Juni Atma
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6192

Abstract

Parental caregiving in the use and management of digital media (digital parenting) has become an important issue in early childhood education, particularly in semi-peripheral areas characterized by strong collective family traditions and relatively low digital literacy. This study aims to explore digital parenting practices among parents of early childhood children in East Lombok by integrating Bronfenbrenner’s ecological systems theory and Livingstone’s parental mediation framework. This study used a descriptive-exploratory approach by distributing questionnaires to 105 parents in four subdistricts in East Lombok. The results show three dominant parenting patterns in the use of digital technology, namely restrictive at 38.1%, permissive at 29.5%, and authoritative at 32.4%, each of which was influenced by the intersection of microsystem, mesosystem, and exosystem factors. An important finding of this study indicates that intergenerational value conflict within the Sasak extended family structure acts as a mediating factor that disrupts parental consistency in mediating children’s use of digital media. In addition, parents’ digital literacy, rather than educational level alone, is the main determinant distinguishing adaptive and maladaptive digital parenting strategies. The conclusion of the study affirms that digital parenting practices in rural-collective communities require an approach that is contextual, family-based, and responsive to local cultural values. The implications of this study provide theoretical contributions to the development of parental mediation studies in the Global South context, as well as practical implications for families, educators, and communities in developing a community-based digital parenting model that integrates Sasak local wisdom, particularly the concept of adat as a mechanism of social control.
Pengaruh Model Pembelajaran SAVI (Somatic, Auditory, Visual, Intellectual) terhadap Kemampuan Pemahaman Konsep IPA Siswa Kelas 3 SDIT Kaifa Azka Nazhia; Muhammad Fahri; Ikhwan Hamdani
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6203

Abstract

The low understanding of science concepts among elementary school students needs attention, particularly in lower grades as the initial stage in the formation of conceptual understanding. This condition is related to the learning process, which still tends to focus on memorization and does not sufficiently involve meaningful learning experiences. This study aimed to determine the effect of the SAVI (Somatic, Auditory, Visual, Intellectual) learning model on the science concept understanding ability of third-grade students at SDIT Kaifa. This study used a quantitative approach with a quasi-experimental design. The research sample was selected using purposive sampling and consisted of 50 students from two classes, namely 25 students in the experimental group and 25 students in the control group. Data were collected through a concept understanding test in the form of a pretest and posttest, and then analyzed through normality testing, homogeneity testing, and hypothesis testing using an independent sample t-test. The results showed a significant difference between the control class and the experimental class, with a Sig. value of 0.000 < 0.05. This finding proves that the SAVI learning model has an effect on improving students’ understanding of science concepts. The conclusion of this study emphasizes that the SAVI model can serve as a more active and meaningful learning alternative that is appropriate to the characteristics of elementary school students in understanding science concepts. The implications of this study provide recommendations for teachers to apply the SAVI model in science learning and open opportunities for further research at different levels, materials, or learning contexts.
Pengaruh Media Virtual Reality Pembuatan Kompos Berbasis Joyful Learning terhadap Minat Belajar IPAS SD Reynata Oktaviani; Surayanah Surayanah
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6267

Abstract

Science learning positions products, processes, and scientific attitudes as an integrated whole, including strengthening students’ curiosity. However, science learning in elementary schools still often fails to optimally foster learning interest. This study aims to prove the effect of joyful learning-based virtual reality media for compost-making on elementary school students’ interest in learning Natural and Social Sciences (IPAS). This study used a quantitative approach with a quasi-experimental design. The research sample consisted of 27 students in the experimental class and 27 students in the control class, selected through random sampling. Data were collected using a learning interest questionnaire and analyzed using an independent samples t-test. The results show that the significance value of the independent samples t-test was 0.001, indicating a significant effect of using joyful learning-based virtual reality media on students’ learning interest in compost-making instruction. These findings affirm that learning interest is an important factor in learning because it can influence students’ engagement and cognitive achievement. The conclusion of this study shows that joyful learning-based virtual reality media is suitable for use as a more engaging science learning solution that supports the improvement of elementary school students’ learning interest.
Peningkatan Pemahaman Perkalian dan Pembagian Siswa Kelas III melalui Permainan Math Market di Aik Berik Zuria Mustika Rini; Helmi Helmi; Djuita Hidayati
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6289

Abstract

Low conceptual understanding of multiplication and division in mathematics is one of the problems found among third-grade students at SDN Aik Berik, particularly in understanding multiplication as repeated addition and division as the process of dividing into equal groups. This condition is reinforced by a learning process that is still dominated by the lecture method, resulting in less active students and less meaningful learning. This study aims to determine the improvement in students’ conceptual understanding of multiplication and division through the implementation of the Math Market game among third-grade students at SDN Aik Berik, North Batukliang. This study used Classroom Action Research (CAR), which was conducted in two cycles, with each cycle consisting of the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 39 third-grade students. Data were collected through tests, observation, and documentation using instruments in the form of teacher activity observation sheets, student activity observation sheets, and learning achievement tests. The data were analyzed quantitatively to determine individual and classical mastery, and qualitatively to determine student activity and the implementation of the Math Market game. The results show that the implementation of the Math Market game can improve students’ conceptual understanding of multiplication and division. In Cycle I, the students’ average score reached 67.17 with classical mastery of 56.41%, then increased in Cycle II to 87.17 with classical mastery of 90%. Teacher activity increased from 72.22% to 80%, while student activity increased from 57.33% to 77.33%. These findings indicate that the Math Market game is effective for improving students’ conceptual understanding of multiplication and division. This study contributes to the development of contextual educational game-based mathematics learning strategies and provides practical implications for elementary school teachers in creating mathematics learning that is more active, engaging, and meaningful.
Implementasi Permainan Quiz Team untuk Meningkatkan Daya Ingat Mufrodat Bahasa Arab Kholisoh Qatrun Nada; Yayah Robiatul Adawiyah
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6296

Abstract

Arabic mufrodat learning at LPBA is still dominated by direct memorization methods that tend to be monotonous, causing students to become easily bored and to have difficulty retaining memorization in the long term. Although the Quiz Team game has been used in learning, studies that specifically implement a three-round-based model, namely isyarah, kalam, and tahrik, remain limited. This study aims to describe the implementation of the Quiz Team game in improving Arabic mufrodat memory retention at LPBA of Nurul Jadid Islamic Boarding School. This study used a descriptive qualitative approach with a case study design. Data were collected through observation, semi-structured interviews with teachers, LPBA administrators, and students, as well as documentation. The results show that the implementation of the Quiz Team game was carried out through three rounds, namely isyarah, kalam, and tahrik, combined with the use of flashcards and group cooperation. The learning process included the stages of planning, implementation, and formative evaluation. This game was able to improve mufrodat memory retention, learning motivation, and students’ active engagement. Supporting factors included students’ enthusiasm, variation in game rounds, group collaboration, and teacher support, while the obstacles encountered included limited time, difficulty in demonstrating abstract mufrodat, student absence, and the emergence of new mufrodat that had not yet been taught. This study confirms that the three-round-based Quiz Team game is effective in improving Arabic mufrodat memory retention and creating more interactive and enjoyable learning. The implications of this study indicate that the Quiz Team game can be used as an alternative strategy for mufrodat learning that is innovative, interactive, student-centered, and potentially applicable in broader Arabic language learning contexts.
Model Pembiasaan Ungkapan Bahasa Arab sebagai Upaya Pengembangan Maharah Kalam Siswa Madrasah Ibtidaiyah Wildatul Hasanah; Umar Manshur
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6297

Abstract

Improving students’ maharah kalam through the habituation of using Arabic expressions in daily activities is an important aspect of creating communicative and applicative Arabic language learning at MI Ihyaul Islam. This study aims to describe and analyze the implementation of the Arabic expression habituation method in improving students’ maharah kalam at MI Ihyaul Islam. This study used a descriptive qualitative approach involving the madrasah principal, Arabic language teachers, and students as research subjects. Data were collected through observation, interviews, and documentation, then analyzed through the stages of data reduction, data presentation, and conclusion drawing. Data validity was tested using triangulation techniques. The results show that the continuous implementation of the Arabic expression habituation method was able to improve students’ speaking skills, particularly in the use of simple sentences in daily activities within the school environment. This improvement was evident in students’ confidence, fluency, and active participation in communicating in Arabic. The Arabic expression pocketbook served as a supporting medium that helped students understand, remember, and practice Arabic expressions independently. In addition, the contextual habituation of Arabic communication was able to form a simple bi’ah lughawiyah in the madrasah environment. This study concludes that the habituation method combined with the use of a pocketbook is effective in supporting the development of maharah kalam among Madrasah Ibtidaiyah students through direct communication practice in daily life. The implications of this study emphasize the importance of teachers’ consistency in integrating the habituation of Arabic expressions and the use of pocketbooks as supporting media to create an active, communicative, and student-centered language environment.
Pengaruh Pendekatan Realistic Mathematics Education Berbantuan Media Scratch untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa SD Violina Resty Lavayette; Siti Maryam Rohimah; Moh. Nurhadi
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6315

Abstract

Mathematics teaching at the elementary education level still faces challenges in improving students’ understanding of mathematical concepts, mainly because learning practices tend to be teacher-centered and have not optimally utilized interactive media. This study aims to analyze differences in the improvement of students’ mathematical concept understanding and evaluate the effectiveness of the Realistic Mathematics Education approach supported by Scratch media on elementary school students’ mathematical concept understanding. This study used a quantitative approach with a quasi-experimental nonequivalent groups design involving an experimental class and a control class. Data were collected through tests and observation, then analyzed using the N-Gain test, normality test, homogeneity test, independent samples t-test, and effect size calculation. The results show that the experimental class obtained an average N-Gain of 0.53 or 53.56%, while the control class obtained an average N-Gain of 0.32 or 32.41%. The hypothesis test results showed a significance value below 0.001, with Cohen’s d effect size of 1.005, which falls into the large effect category. These findings indicate that the Realistic Mathematics Education approach assisted by Scratch media is effective in improving elementary school students’ mathematical concept understanding. This study contributes to the development of mathematics learning strategies based on context and interactive media and provides practical implications for elementary school teachers in designing mathematics learning that is more relevant, engaging, and meaningful.
Eco-Food Learning Design: ASSURE Model Instructional Based SDGS to Elementary Students’ Eco-Literacy and Food Literacy Irni Rachmawati Putri; Rizal Taufik
FONDATIA Vol 10 No 2 (2026): JUNI
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i2.6318

Abstract

This study is motivated by the need to develop an ASSURE-based instructional design integrated with the Sustainable Development Goals (SDGs) to enhance elementary students’ eco-literacy and food literacy. The study aims to construct a conceptual framework for Eco-Food Learning Design through three main stages: literature exploration, bibliometric analysis using VOSviewer, and conceptual synthesis. This study adopts a conceptual research design without direct empirical testing. The findings indicate that previous studies have predominantly focused on instructional effectiveness, while the integration of sustainability issues into instructional design remains limited. To address this gap, the proposed Eco-Food Learning Design model systematically embeds sustainability values into the ASSURE stages. The model consists of four logically interconnected components: input, process, integration, and output. Eco-literacy and food literacy are integrated across all instructional stages to create contextual, participatory, and behavior-oriented learning experiences. The study concludes that the proposed model has strong potential to improve students’ environmental awareness, food literacy, and sustainable behavior. This study contributes theoretically to the development of sustainability-based instructional design and offers practical implications for elementary education by providing a structured model for integrating eco-literacy, food literacy, and SDG-oriented learning.

Page 40 of 41 | Total Record : 401

 37   38   39   40   41 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol 10 No 2 (2026): JUNI Vol 10 No 1 (2026): MARET Vol 9 No 4 (2025): DESEMBER Vol 9 No 3 (2025): SEPTEMBER Vol 9 No 2 (2025): JUNI Vol 9 No 1 (2025): MARET Vol 8 No 4 (2024): DESEMBER Vol 8 No 3 (2024): SEPTEMBER Vol 8 No 2 (2024): JUNI Vol 8 No 1 (2024): MARET Vol 7 No 4 (2023): DESEMBER Vol 7 No 3 (2023): SEPTEMBER Vol 7 No 2 (2023): JUNI Vol 7 No 1 (2023): MARET Vol 6 No 4 (2022): DESEMBER Vol 6 No 3 (2022): SEPTEMBER Vol 6 No 2 (2022): JUNI Vol 6 No 1 (2022): MARET Vol 5 No 2 (2021): SEPTEMBER Vol 5 No 1 (2021): MARET Vol 4 No 2 (2020): SEPTEMBER Vol 4 No 1 (2020): MARET Vol 3 No 2 (2019): SEPTEMBER Vol 3 No 1 (2019): MARET Vol 2 No 2 (2018): SEPTEMBER Vol 2 No 1 (2018): MARET Vol 1 No 2 (2017): SEPTEMBER Vol 1 No 1 (2017): MARET More Issue