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PrimaryEdu - Journal of Primary Education
Published by STKIP Siliwangi Bandung
ISSN : 25809326     EISSN : 25807714     DOI : https://doi.org/10.22460/pej
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Mathematics
Focus Primaryedu journal is a media for diseminating the result of research about Education and primary school learning. Scope Primaryedu journal publishes the research article in Education and primary school learning.
Arjuna Subject : Umum - Umum
Articles 150 Documents
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Enhancing Primary School Students' Moral Values Analysis Skills through Gather Town-based Learning Media: A Folk Story Approach Setiyadi, Ruli; Kuswendi, Uus; Firdaus, Anugrah Ramadhan
PrimaryEdu : Journal of Primary Education Vol. 8 No. 1 (2024): Volume 8, Number 1, Februari 2024
Publisher : Institut Keguruan dan Ilmu Pendidikan Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study evaluates the efficacy of employing Gather Town ICT media to enhance elementary school students' analysis skills regarding moral values in folklore. Gather Town is a virtual platform blending gaming and online meeting features, fostering interactive and collaborative experiences. The research adopts a quasi-experimental method with a pretest-posttest control group design, wherein groups are non-randomly assigned. The target population comprises elementary students in Cimahi. Data collection involves a reading skills test assessing students' folklore moral value analysis proficiency across five indicators. Results indicate high scores in various skill areas, including remembering folklore (92.7), interpreting implied meanings (81.3), applying concepts (78.3), analyzing moral values (88.7), and synthesizing folklore (77.3). Hypothesis testing yields a significance value of 0.000, rejecting the null hypothesis. Consequently, Gather Town ICT media proves effective in bolstering elementary students' folklore moral value analysis skills. These findings hold potential for advancing technology-integrated assessment approaches, enhancing evaluation practices in elementary education.
Integrating Local Wisdom in Independent Learning: Urgency and Innovative Strategies Shufa, Naela Khusna Faela; Tito Pangesti Adji
PrimaryEdu : Journal of Primary Education Vol. 8 No. 2 (2024): Volume 8, Number 2, September 2024
Publisher : Institut Keguruan dan Ilmu Pendidikan Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/pej.v8i2.4937

Abstract

This study examines the importance of integrating local wisdom into learning and explores innovative strategies that teachers can use to develop students with strong character and essential 21st-century skills. Using a qualitative method with a case study approach, the research was conducted in primary schools in Pati and Demak Regencies, including SDN Bintoro 5, SD Plus Latansa, SDN 5 Gembong, and SDN 2 Cluwak. Data was collected through interviews, documentation, and observations, then analyzed using a qualitative descriptive approach. The results show that 75% of teachers responded positively to the integration of local wisdom, which enhances the relevance, engagement, and meaning of learning materials, while also boosting student motivation and essential skills. Teachers can promote this approach by analyzing learning difficulties, identifying local strengths, and designing lessons with appropriate methods and models. Recommended learning models include problem-based learning, STEAM based on Project-Based Learning, and Contextual Teaching and Learning (CTL), all of which have been shown to improve educational outcomes.
Improving PGSD Students' Digital Literacy Through Interactive Multimedia-Based PBL Susanti, Evi; Hikmat, Ade; Syafi'i, Imam
PrimaryEdu : Journal of Primary Education Vol. 8 No. 2 (2024): Volume 8, Number 2, September 2024
Publisher : Institut Keguruan dan Ilmu Pendidikan Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/pej.v8i2.5071

Abstract

This research is motivated by the lack of students' ability in digital literacy, and students are less active in learning. This study aims to determine the improvement of literacy skills and student constraints in using interactive multimedia-based problem-based learning models. The research method used is a mixed method with a sequential explanatory design. The subjects in this study were 36 PGSD studentsat a private university in Cimahi city. The data collection process was obtained from test questions, and student response questionnaires. The data collection techniques used are tests, interviews and observations. Data analysis is carried out with a quantitative approach, namely the t-test and a qualitative approach by coding and reducing data. The results showed that using the interactive multimedia-based problem- based learning model obtained an n-gain analysis of 76% with an effective category, and had an effect on the acquisition of students' average scores from the pretest and posttest process which initially amounted to 67 to 88.5. This shows that the interactive multimedia- based problem-based learning model can improve students' digital literacy. The findings are expected to contribute to university education to improve technological and interactive digital- based learning.  
Enhancing Learning Quality in Elementary School Using a Scientific Approach and Quantum Teaching Mutiara Putri, Sheryl; Sanusi, Anwar; Marini, Arita; Zakiah, Linda
PrimaryEdu : Journal of Primary Education Vol. 8 No. 2 (2024): Volume 8, Number 2, September 2024
Publisher : Institut Keguruan dan Ilmu Pendidikan Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/pej.v8i2.5151

Abstract

This research aims to improve learning quality by implementing a scientific approach with quantum teaching settings in elementary school. The research method used is classroom action research, which has two cycles. Data collection instruments include observation sheets for implementing scientific approaches with quantum teaching settings and test items for learning outcomes. The results of the study show that in cycle I, both the teacher's skills and student activities indicate that students enjoy the learning activities, as evidenced by the emoticon choices of the 24 attending students; eight students chose the "very happy" emoticon, eleven students chose the "happy" emoticon, and five students chose the "neutral" emoticon. Meanwhile, in cycle II, out of the 24 attending students, 14 students chose the "very happy" emoticon, 11 students chose the "happy" emoticon, and one student chose the "neutral" emoticon. Regarding student learning outcomes, the average score in cycle I was 52.50%, which increased to 69.25% in cycle II. These results indicate that implementing scientific approaches with quantum teaching settings can improve the quality of education in schools.
The Relationship between Emotional Intelligence and Cognitive Learning Outcomes of Grade IV Elementary School Students Dinda Sari Hasibuan, Tenny; Mustika, Dea
PrimaryEdu : Journal of Primary Education Vol. 8 No. 2 (2024): Volume 8, Number 2, September 2024
Publisher : Institut Keguruan dan Ilmu Pendidikan Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/pej.v8i2.5170

Abstract

This study aims to investigate the relationship between emotional intelligence and cognitive learning outcomes of fourth grade students at 105 Pekanbaru State Elementary School. Data collection techniques used questionnaires to measure emotional intelligence variables and tests to measure cognitive learning outcomes. Data analysis was conducted using prerequisite tests, including normality and linearity tests, followed by hypothesis testing using simple linear regression and calculation of the coefficient of determination. The results showed that there was a positive and significant relationship between emotional intelligence and students' cognitive learning outcomes (significance value = 0.006). The coefficient of determination (R²) of 0.267 indicates that emotional intelligence contributes 26.7% to the variation in cognitive learning outcomes, while the remaining 73.3% is influenced by other factors not examined in this study. The findings provide important implications for education in considering the development of emotional intelligence as a factor that can improve students' cognitive learning outcomes at the primary school level
Didactical Design of Mathematics Teaching Based on 3D Big Book for Numeracy Literacy Skill in Elementary School Andini, Wulan; Wijaya, Apriyanda Kusuma; Ikawati, Listiana; Pratiwi, Inne Marthyane
PrimaryEdu : Journal of Primary Education Vol. 8 No. 2 (2024): Volume 8, Number 2, September 2024
Publisher : Institut Keguruan dan Ilmu Pendidikan Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/pej.v8i2.5176

Abstract

Numerical literacy is one of the skills needed by students. Referring to the low results of the AKM (minimum competency assessment), especially in the numeracy literacy component, it is necessary to develop numeracy literacy from an early age in schools. This numeracy literacy relates to students' skills in representing mathematical objects or situations, using problem-solving strategies, and reasoning and giving reasons. This study aimed to identify the learning obstacles faced by students in the development of numeracy literacy at the elementary school or madrasah ibtidaiyah, design a didactic design based on the learning obstacles found, implement the initial didactic design, and analyze the implementation process to produce a revised didactic design. This research was a Didactical Design Research (DDR). The participants in this study were 33 fourth-grade students. Data collection was carried out by tests, interviews, and observations. The results of the study show that the initial didactical design is developed in the form of several didactic situations packaged in the form of a 3D Big Book by paying attention to the level of thinking and the level of students' numeracy literacy skills as well as a guidebook for teachers which contains steps of didactic situations, predictions of student responses, and didactic anticipation. In the implementation of the initial didactic design, it is found that fourth-grade students have begun to be able to develop their numeracy literacy skills. The initial didactic design was revised by adding several steps or explanations to the didactic situation to help students according to their level of numeracy literacy.
Internalization of Higher Level Thinking and TPACK in the Science and Technology Teaching Module for Fourth Grade Elementary School Teachers in Pontianak within the Independent Curriculum Framework Kartono, Kartono
PrimaryEdu : Journal of Primary Education Vol. 8 No. 2 (2024): Volume 8, Number 2, September 2024
Publisher : Institut Keguruan dan Ilmu Pendidikan Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aims to describe the results of the internalization of higher order thinking and TPACK in the science and science subject teaching modules for fourt grades teachers in Pontianak elementary schools within the framework of the independent curriculum. This research uses a qualitative approach with descriptive methods. Qualitative descriptive research will produce descriptive data in the form of words. For research techniques, use manuscript documentation techniques. The results obtained in this research are in the form of independent curriculum teaching module components developed by the fourth grade homeroom teacher at an elementary school in Pontianak. The independent curriculum consists of general information, core components and complete attachments. Based on further research, it was found that teachers had included and implemented higher level thinking along with TPACK in the teaching modules used in learning. Thus, it can be said that teachers have implemented it in learning specifically within the framework of the independent curriculum.
The Impact of Collaborative Approach on Elementary Student’s Short Story Writing Skills Batubara, Sapna Andani; Zunidar
PrimaryEdu : Journal of Primary Education Vol. 8 No. 2 (2024): Volume 8, Number 2, September 2024
Publisher : Institut Keguruan dan Ilmu Pendidikan Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/pej.v8i2.5154

Abstract

The purpose of this study was to determine the impact of a collaborative approach on elementary school students' short story writing skills. The type of research used in this study is a quasi-experimental with a one group pretest-posttest design. Then the determination of the research sample was carried out using a simple random sampling technique, namely 50 students, where students from class VB (experimental) and students from class VC (control). The data collection technique in this study was observation and data analysis using SPSS Statistics version 26 at the pretest and posttest stages. Data collection was carried out to test the hypothesis using the T test (T-test). The results of data collection using the T test (T-test) were obtained from the results of t count> t table (2.150> 2.010) and also produced a Sig value. (2-tailed) <0.05 (0.037 <0.05), so Ho was rejected and Ha was accepted. Thus, these results indicate that there is a significant difference in the writing skills of students who are taught using a collaborative approach and those who do not use a collaborative approach. Therefore, the collaborative approach has an impact on short story writing skills.
Overview of Elementary School Students' Career Awareness in Bandung City Irmayanti, Rima; Suherman, Uman; Nurihsan, Juntika; Budiman, Nandang
PrimaryEdu : Journal of Primary Education Vol. 9 No. 1 (2025): Vol. 9 No. 1 (2025): Volume 9, Number 1, February 2025
Publisher : Institut Keguruan dan Ilmu Pendidikan Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/pej.v9i1.5215

Abstract

Career awareness is defined as an individual's understanding of the roles and career paths they can choose, as well as the relationship between personal abilities and preferences with the demands of the workplace. Career awareness is a career development that needs to be achieved by students and needs to be given at the beginning of the school year, namely at the elementary school level. This article aims to describe the level of career awareness in elementary school students in the upper grades, namely starting from grades IV, V, and VI in the form of a general description of the level of achievement obtained by students at each level. This study uses a quantitative approach with a descriptive method. The number of research samples was carried out using random sampling techniques using Slovin calculations. Data collection was carried out by distributing questionnaires to 189 students in Bandung City. The results showed that most students in grades IV, V, and VI were in the high category. These results indicate that students in the upper grades have career awareness in accordance with the developmental stages that elementary school students should have. This achievement can support students in carrying out career development tasks at the next stage. Efforts that can be made to help develop students' career awareness, especially in schools, include introducing them to various jobs, exploring interests and talents, developing social skills, and using media and direct experience in career teaching.
Equality of Learning Services through ESD-Oriented RADEC in Elementary School Mutiara Putri, Sheryl; Maksum, Arifin; Nurhasanah, Nina
PrimaryEdu : Journal of Primary Education Vol. 9 No. 1 (2025): Vol. 9 No. 1 (2025): Volume 9, Number 1, February 2025
Publisher : Institut Keguruan dan Ilmu Pendidikan Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/pej.v9i1.5317

Abstract

Equality in learning services is a crucial value in helping students sustainably face future challenges. Teachers, as facilitators, need to adopt learning models that integrate ESD (Education for Sustainable Development). The RADEC (Read, Answer, Discuss, Explain, and Create) learning model offers a new alternative aimed at helping students acquire multiple competencies. This study seeks to promote equality in learning services for fourth-grade elementary students through the RADEC learning model with an ESD orientation. The method used is a mixed-method approach with an embedded concurrent strategy, implementing one stage of qualitative and quantitative data collection at the same time. The study participants included 32 fourth-grade elementary students and one elementary school teacher. The instruments used in the study include an observation sheet for the implementation of the RADEC learning model, an observation sheet for equality in learning services, and a teacher interview guide. Data processing was conducted qualitatively by describing the implementation of ESD-oriented RADEC learning and equality in learning services, while quantitative data processing was carried out to determine the level of RADEC implementation and the occurrence of equality in learning service indicators. The results show that the implementation of the ESD-oriented RADEC learning model was achieved at an "excellent" level with an average implementation rate of 81%, while equality in learning services was observed at a "good" level with an average indicator occurrence rate of 73%.

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