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Jurnal Fundadikdas (Fundamental Pendidikan Dasar)
Published by Universitas Ahmad Dahlan
ISSN : -     EISSN : 26141620     DOI : 10.12928
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
Jurnal Fundamental Pendidikan Dasar (Fundikdas) mengakomodasi penerbitan artikel ilmiah hasil tugas akhir di bidang pendidikan dasar yang berasal dari mahasiswa dan alumni PGSD FKIP UAD. FUNDIKDAS ini diterbitkan sebanyak 3 volume dalam setahun. Jurnal FUNDIKDAS dikelola atas kerjasama Prodi PGSD dan ikatan alumni PGSD (KAMADA-PGSD) sebagai kontribusi alumni dalam bidang akademik.
Arjuna Subject : -
Articles 6 Documents
 1 
Search results for , issue "Vol. 8 No. 2 (2025): July" : 6 Documents clear
The effect of the Missouri Mathematics Project (MMP) and Problem-Based Learning (PBL) on junior high school students' understanding of mathematical concepts Fahjri, Annisa Desti; Wahyudin, Wahyudin; Fatimah, Siti
Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Vol. 8 No. 2 (2025): July
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/fundadikdas.v8i2.13416

Abstract

One contributing factor to students’ low understanding of mathematical concepts is their tendency to focus on procedures rather than concepts. This study aims to compare the effectiveness of the Missouri Mathematics Project (MMP) and Problem-Based Learning (PBL) models in enhancing junior high school students’ conceptual understanding in mathematics. This quasi-experimental study used a non-equivalent pretest-posttest control group design involving two 7th-grade classes from a junior high school in Banjarmasin. Class VII A used the MMP model, while Class VII B used the PBL model. Students' understanding was measured using pretest and posttest assessments on ratio and comparison material, and the data were analyzed using SPSS. The results showed that the MMP group had a higher average gain score (0.8741) than the PBL group (0.4722). However, the Independent Samples Test revealed a significant difference (p < 0.001), indicating that both models significantly improved students’ understanding, with PBL showing greater statistical effectiveness. This suggests that although MMP yielded a higher mean gain, the consistent effectiveness of PBL across students makes it more effective in practice. These findings suggest that both MMP and PBL can be applied to strengthen students’ conceptual understanding. Teachers are encouraged to integrate contextual, student-centered strategies such as those in PBL to better support conceptual development in mathematics classrooms.
The effect of inquiry learning models on students' acquisition and improvement of mathematical critical thinking skills in trigonometric comparison material Primadiana, Anneke; Priatna, Bambang Avip; Wahyudin, Wahyudin
Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Vol. 8 No. 2 (2025): July
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/fundadikdas.v8i2.13417

Abstract

The study aimed to analyze the effect of the inquiry learning model on students' acquisition and improvement of mathematical critical thinking skills. The method used was a quasi-experiment with a pretest-posttest control group design, involving 68 students from X  State High School 1 Pagai Utara Sletan (34 students in the experimental class and 34 students in the control class). Data were collected through a mathematical critical thinking ability test on trigonometric comparison material, then analyzed using a t-test with SPSS. The results showed p = 0.006, indicating a significant difference between the effects of the inquiry-based learning model and conventional learning on students' mathematical critical thinking skills. Furthermore, the n-gain analysis showed p = 0.004, indicating that both the inquiry-based learning model and the conventional learning model influenced improvements in students' mathematical critical thinking skills. These findings demonstrate that the inquiry-based learning model is more effective in developing mathematical critical thinking. This study recommends the implementation of inquiry as an alternative learning strategy, particularly for mathematics topics requiring in-depth analysis.
Teachers' strategies in teaching english for inclusive students: a case study in Balirejo public elementary school Handung Jaya, Patria; Berliana Putri, Ade
Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Vol. 8 No. 2 (2025): July
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/fundadikdas.v8i2.13440

Abstract

Teaching children is not only about the material but how we deliver the material to them to achieve the goal of learning. The challenges are real especially when we teach children with special education need (SEN) in an inclusive classroom, where they are together with regular children. In addition, subject that has to be taught is English language, which used to be removed from an elementary school’s curriculum. This research aims to find out teachers’ strategies in teaching English for inclusive students as well as the challenges they face. This is a case study in Balirejo Public Elementary School, Yogyakarta which is conducted qualitatively by interviewing the English teachers and the Headmaster there. The result shows that pleasurable activities and good communication can effectively increase students’ motivation which become the biggest challenge. Students’ character, ability, and mood are also other challenges found by the teachers since the students in inclusive classrooms are varied. The researchers hope that this research can create more awareness to teachers, schools, and government related to English teaching and learning process in inclusive classrooms.
The influence of liveworksheets media in social science on elementary school students' concept understanding Harmawati , Harmawati; Sadiah, Tia Latifu; Syafiqa , Zahra
Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Vol. 8 No. 2 (2025): July
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/fundadikdas.v8i2.13286

Abstract

The integration of digital technology in education has become increasingly important to foster students’ active engagement and deeper understanding of subject matter. In elementary Social Science learning, traditional approaches are often limited in providing interactive and student-centered experiences. This study aimed to examine the effect of Liveworksheets, an interactive digital learning platform, on students’ conceptual understanding in Social Science. A quasi-experimental design with a pretest–posttest control group was implemented at Dawuan Tengah VI Public Elementary School during the 2024/2025 academic year. The experimental group was taught using Liveworksheets, while the control group received conventional instruction. Students’ conceptual understanding, defined by their ability to identify, classify, and explain Social Science concepts, was assessed using validated pretest and posttest instruments. Data were analyzed through normality and homogeneity testing, followed by independent-sample t-tests. The findings revealed that the experimental group achieved significantly higher improvements in conceptual understanding compared to the control group (t = [insert value], p < 0.05). These results confirm that interactive digital platforms can effectively enhance cognitive engagement and mastery of concepts in Social Science learning. This study contributes to the growing body of research on digital pedagogy by highlighting the potential of Liveworksheets to support student-centered practices, while also recommending further investigations in broader educational contexts with larger sample sizes.
The construction of children's cultural identity in the digital era: an analysis of the family's role in Ternate City Umar, Sitirahia Hi; Abbas, Irwan; Wibowo, Irham; Mas’ud, Fadil
Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Vol. 8 No. 2 (2025): July
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/fundadikdas.v8i2.14020

Abstract

This study examines the role of the family in shaping children’s cultural identity in the digital era, with a focus on communities in Ternate City. Amid rapid technological advancement and the pervasive influence of global culture through digital media, families face significant challenges in transmitting local cultural values to younger generations. The urgency of this issue lies in the growing threat of cultural homogenization and the potential erosion of local traditions if not actively preserved. Using a qualitative descriptive method, this study investigates how families act as digital cultural curators by integrating cultural literacy and digital literacy in everyday life. Data were collected through interviews, observations, and documentation to capture the ways in which parents and elders instill cultural values while guiding children’s engagement with digital platforms. The findings indicate that families play a central role in constructing children’s cultural awareness through practices such as storytelling, participation in local traditions, and the supervised use of digital media. These strategies not only maintain the continuity of cultural heritage but also enhance children’s critical skills in navigating digital spaces. The novelty of this research lies in positioning the family as a key agent of cultural preservation in the digital landscape. By framing the family as digital cultural curators, this study contributes a conceptual model for strengthening children’s cultural identity amid the pressures of globalization and digital transformation.
The impact of an articulate storyline on students' cognitive learning outcomes in mathematics at Muhammadiyah Mertosanan Elementary School Anggara , Yoga; Mardati, Asih
Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Vol. 8 No. 2 (2025): July
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/fundadikdas.v8i2.14320

Abstract

The integration of digital media in elementary education is increasingly recognized as an effective approach to addressing students’ learning difficulties. This study explores the impact of Articulate Storyline, an interactive multimedia platform, on the mathematics learning outcomes of third-grade students at Muhammadiyah Mertosanan Elementary School. The research was motivated by the challenge that many students scored below the minimum mastery criterion, highlighting the need for innovative instructional strategies to enhance comprehension and engagement in mathematics. A quasi-experimental design with pretest–posttest control groups was applied to compare the effectiveness of conventional teaching methods with those supported by Articulate Storyline. Data were collected primarily through pretests and posttests, supplemented by classroom observations. Statistical analyses confirmed that the experimental group, which learned with Articulate Storyline, achieved significantly higher posttest scores than the control group. Beyond numerical improvement, classroom observations also indicated increased student enthusiasm and active participation during the lessons supported by interactive media. The findings demonstrate that Articulate Storyline not only improves students’ cognitive achievement in mathematics but also fosters a more engaging learning environment. This highlights its dual function as both a learning aid and a motivational tool, aligning with contemporary efforts to integrate technology into primary education. The novelty of this study lies in providing empirical evidence on the application of Articulate Storyline in the context of elementary mathematics learning in Indonesia, an area that remains underexplored. Practically, the results suggest that teachers can adopt interactive multimedia platforms as complementary tools to enrich mathematics instruction, improve student performance, and stimulate greater classroom engagement.

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