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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 264 Documents
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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.
Emotional intelligence, self-regulated learning, and academic achievement in technology-mediated learning: a systematic literature review Nazara, Rangga Gustiawan; Wardani, Ella Kusuma; Fatimah , Waode Sitti; Hidayati, Wiwik
Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Vol. 8 No. 3 (2025): November
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/fundadikdas.v8i3.14278

Abstract

This study aims to synthesize empirical evidence on the role of emotional intelligence (EI) in supporting academic achievement within technology-mediated learning environments, addressing the current gap in fragmented findings and the lack of comprehensive reviews connecting EI with digital learning demands. Using the PRISMA 2020 protocol, a systematic literature review was conducted across Scopus, Web of Science, ERIC, and Google Scholar, covering empirical studies published between 2014–2024. From an initial pool of 500 records, 15 studies met the inclusion criteria and were analyzed thematically, with meta-analytic insights incorporated where effect-size data were available. The results indicate that EI enhances academic performance by strengthening self-regulated learning, motivation, emotional regulation, and collaborative engagement across online, blended, and asynchronous modalities. Challenges include inequitable digital access, insufficient teacher preparedness, and cultural constraints on emotional expression. The review contributes theoretically by proposing an integrated understanding of EI as both a cognitive facilitator and an affective buffer in digital learning ecosystems, highlighting its relevance for instructional design, teacher training, and policy development.
An analysis of elementary students’ differential comprehension of fiction texts from barrett’s perspective Yahya, Ayyas; Karsono, Karsono; 'Azizah, Naeliyatun
Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Vol. 8 No. 3 (2025): November
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/fundadikdas.v8i3.14632

Abstract

This study examines the levels of fiction text comprehension among fourth-grade primary school students in Surakarta, Indonesia, using Barrett’s Taxonomy as the analytical framework. A descriptive qualitative approach with a case study design was employed, and data were collected through reading comprehension tests, classroom observations, and interviews with students and teachers. The five levels of comprehension literal, reorganization, inferential, evaluative, and appreciative were assessed to map the range of students’ reading abilities. The findings show notable variation across comprehension levels. Literal comprehension achieved the highest score (91.35%, high category), indicating strong ability to recall explicit information. In contrast, reorganization (40.73%) and inferential comprehension (43.20%) were categorized as low, suggesting difficulties in synthesizing information and interpreting implicit meaning. Evaluative comprehension was moderate (69.13%), while appreciative comprehension received the lowest score (35.79%), reflecting limited engagement with the emotional and aesthetic qualities of the text. Overall, the results indicate that although students demonstrate strong surface-level understanding, their higher-order cognitive and affective comprehension skills are underdeveloped. The study recommends instructional practices that extend beyond factual recall by fostering critical interpretation, reflective judgment, and deeper engagement with literary texts. The implications for curriculum design and classroom instruction are outlined to address these specific gaps in comprehension.

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