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Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 24608475     DOI : http://dx.doi.org/10.26740/jrpd
Core Subject : Education,
Education
The Journal focus and scope: Research in the field of scientific concept of basic education includes mathematics, science, social studies, civics and Indonesian.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 617 Documents
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The Effectiveness of Pair Programming in Enhancing Elementary School Students’ Creative Thinking Skills in Coding Lessons Febriarsita Eka Sasmita; Ummu Khairiyah; Pance Mariati
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 1 (2026): Vol. 12 No.1 Februari 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n1.p18-31

Abstract

This study aims to analyze the effectiveness of pair programming in coding lessons on enhancing elementary school students’ creative thinking skills. The research employed a quasi-experimental method with a nonequivalent control group design involving 44 elementary school students participating in a coding learning program. The subjects were divided into two groups: an experimental group learning through pair programming and a control group learning using the conventional direct instruction method. The research instrument used the Torrance Tests of Creative Thinking (TTCT) Figural A to measure three indicators of creative thinking: fluency, originality, and elaboration. Data analysis was conducted using paired sample t-tests and the Wilcoxon signed-rank test. The results showed a significant improvement in creative thinking skills in the experimental group compared to the control group, particularly in the fluency and originality indicators. However, the improvement in the elaboration indicator was not significant. These findings indicate that pair programming is an effective learning strategy to stimulate creative thinking in coding lessons at the elementary school level, especially in terms of idea fluency and originali.ty.
Implementation of Augmented Reality-Based Learning Media on The Material of Grouping Animals Based on Their Food Types for Class III Students Rossa Ilma Silviah; Novaria Jannah; Lailatul Mufidah
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 1 (2026): Vol. 12 No.1 Februari 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n1.p1-17

Abstract

This study aims to test the results of the development of Augmented Reality-based learning media using the Assmblr Edu platform on the material of grouping animals based on their food types, namely herbivores, carnivores, and omnivores, for third-grade elementary school students. The background of this study is based on the low interest of students in learning science material due to the limited learning media that can provide an interesting and enjoyable learning experience. The development model used in this study is the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The subjects of this study consisted of 16 third-grade students of SDN Kedensari 1. The instruments used included validation by material experts and media experts, teacher response questionnaires, student response questionnaires, and student evaluation tests. The results of this validation indicate that the AR-based learning media developed is included in the category of very valid and feasible to use. In addition, this media also received positive responses from teachers and was proven to improv
Integration of Computational Thinking in Natural and Social Science Learning in Elementary Schools to Improve Problem-Solving Skills Anna Roosyanti; Diyas Age Larasati
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 1 (2026): Vol. 12 No.1 Februari 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n1.p59-68

Abstract

Mastery of 21st century skills is very necessary in facing the development of the industrial revolution 4.0 era, one of which is computational thinking. Computational thinking is the ability to think systematically, logically, and structured to solve problems. This is very relevant to the learning of Natural and Social Sciences (IPAS) in Elementary Schools. This study aims to explain computational thinking, its integration in IPAS learning, its benefits in improving problem-solving skills of Elementary School students, identify its implementation strategies, and analyze challenges and opportunities in its application. The research method used is a literature study with a descriptive approach through the analysis of various national and international journal articles indexed by Sinta and Scopus. The results of the literature review indicate that the integration of computational thinking in IPAS learning in Elementary Schools makes a real contribution to improving students' problem-solving skills. Through a hybrid approach that combines plugged and unplugged approaches, it is the most appropriate strategy to be implemented in Elementary Schools in Indonesia. However, there are still challenges in its implementation including limited teacher understanding of computational thinking, limited technological infrastructure, and contextual and problem-based learning design. Kata kunci: Computational thinking, IPAS, Sekolah Dasar, Keterampilan Pemecahan Masalah
Concrete-to-Abstract Transitions and Affective Factors in Fourth-Grade Mathematics: A Systematic Review of Pedagogical Challenges and Merdeka Curriculum Implementation Setianingsih Setianingsih; Fitrika Asrofatul Arofah; Suyono Suyono; Riska Pristiani
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 1 (2026): Vol. 12 No.1 Februari 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n1.p32-58

Abstract

Fourth grade represents a critical transition period in elementary mathematics education where students encounter increasingly abstract concepts requiring sophisticated pedagogical approaches. This systematic literature review synthesizes 32 empirical studies (2021-2025) examining concrete-representational-abstract (CRA) instructional sequences, affective dimensions, and Merdeka Curriculum implementation challenges in fourth-grade mathematics learning. Analysis reveals three primary findings: First, systematic CRA/CPA progressions significantly enhance conceptual understanding across fractions, geometry, and algebraic thinking, yet classroom implementation frequently exhibits problematic practices including premature abstraction or prolonged concrete manipulation, with the critical pictorial bridging phase often omitted. Second, mathematical self-efficacy, mathematics anxiety, and achievement demonstrate consistent bidirectional relationships, with fourth grade constituting a consequential period for mathematical identity formation. Third, Merdeka Curriculum's numeracy literacy emphasis confronts substantial implementation obstacles including conceptual misconceptions, inadequate professional development, resource limitations, structural constraints, and policy misalignments. Findings indicate that effective fourth-grade mathematics pedagogy requires integrated frameworks simultaneously addressing cognitive-developmental progressions, affective support, contextual meaning-making, and differentiated instruction, supported by systemic reforms encompassing sustained teacher professional development, coherent policy alignment, and adequate resource allocation. This review provides evidence-based recommendations for elementary educators and policymakers designing more effective mathematics learning experiences.
Morphological Errors in Everyday Life: A Portrait of Critical Literacy of Elementary School Teacher Candidates to Support Quality Education Nanda Veruna Enun Kharisma; Dhesta Youlandi Rahayu Sulistiyawati
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 1 (2026): Vol. 12 No.1 Februari 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n1.p69-80

Abstract

This study aims to analyze morphological errors in everyday Indonesian language use and to examine how prospective elementary school teachers employ these errors as a medium for practicing critical literacy skills in alignment with SDG 4 on quality education. Employing a descriptive qualitative design, data were collected from 30 students through 200 everyday texts (e.g., banners, social media posts, and student notes), analytical tasks, and 10 semi-structured interviews. A total of 87 instances of morphological errors were identified and classified into affixation (52%), reduplication (29%), and composition (19%). Critical literacy skills were assessed using a rubric consisting of five indicators: identification, analysis, evaluation, reflection, and transformation. Findings revealed that most students achieved high performance in identification (90%) and analysis (75%), while lower performance was observed in reflection (60%) and transformation (55%). These results indicate that although students are capable of detecting and analyzing morphological errors, they require further pedagogical support to strengthen reflective and transformative practices. The study highlights the pedagogical potential of integrating morphological error analysis into language education as a concrete strategy for developing critical literacy and supporting the objectives of SDG 4.
Teachers’ Roles in Fostering Tolerance Values among Elementary School Students Caesaria Primananda Wiedy; Maretha Dellarosa
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 1 (2026): Vol. 12 No.1 Februari 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n1.p81-90

Abstract

This study investigates teachers’ roles in fostering tolerance values among sixth-grade elementary school students at SDN Siwalankerto II/419 Surabaya. Using a qualitative case study approach, data were collected through classroom observations, semi-structured interviews, and document analysis involving classroom teachers, the deputy head of student affairs, the deputy head of curriculum, and students. The findings indicate that teachers foster tolerance through three interconnected roles: as role models, educators, and facilitators of habituation practices. Teachers demonstrated inclusive behavior through daily school routines, integrated tolerance into lesson planning and classroom interactions, and reinforced tolerant attitudes through sustained school culture practices. These findings align with Bandura’s Social Learning Theory, emphasizing that students develop social behavior through observation and imitation of meaningful models. The study highlights the importance of consistent teacher practices and inclusive school environments in developing tolerance values in elementary education
THE EFFECT OF USING THE SCRATCH MEDIA ON THE CREATIVE SKILLS OF IPS LEARNING Diyas Age Larasati; Anna Roosyanti
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 1 (2026): Vol. 12 No.1 Februari 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n1.p107-115

Abstract

This study aims to find out how using the Scratch media affects students' creative skills in Social Studies (IPS) learning at SDN Bangsal. This is based on the need for interactive learning media that can stimulate students' imagination, problem-solving abilities, and creative expression. The research method used is a quasi-experimental design with a pretest-posttest control group. The subjects are fifth-grade students at SDN Bangsal, divided into an experimental group and a control group. The research instruments include a creativity skills observation sheet and a learning outcome test. The results show that using Scratch media has a positive and significant impact on improving students' creative skills, especially in terms of fluency, flexibility, originality, and elaboration. Students who learn with Scratch media are better able to develop ideas, express IPS concepts through animations, and create creative solutions to social issues studied. Therefore, Scratch media is effectively used as an innovation in IPS learning at the elementary level to maximize students' creative skills.
Development of Canva Animated Videos in Science and Social lessons for IV Grade Students at Muhammadiyah Bumiayu Elementary School Siti Khoeriyah; Suprapto Yuni; Anwar Ardani; Diyah Ayu Retnoningsih
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 1 (2026): Vol. 12 No.1 Februari 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n1.p116-127

Abstract

This research is motivated by the lack of student activity and low average scores in IPAS lessons, which is 59.64. Based on the data from 28 students, 8 students scored above 70 and the rest scored below the Minimum Passing Grade. This research aims to develop Canva-based animated video learning media to improve student activity and learning outcomes in 4th-grade IPAS lessons at SD Muhammadiyah Bumiayu. This type of research is Research and Development (R&D) research using the ADDIE method (Analyze, Design, Develop, Implement, Evaluate). Data collection techniques used observation, interviews, questionnaires, and documentation. The product was tested by media experts, content experts, language experts, and IPAS learning experts and was declared highly suitable for use, achieving an average percentage of 90.8%. In the response test stage, 28 students gave a very good response with an average percentage result of 92.5% for the Canva-based animated video media. Based on the research results, it can be concluded that this Canva-based animated video media is declared highly suitable for use as a learning medium.
Analysis of Mathematical Reasoning Ability in Third Grade Elementary School Students Sevian Ageng Wahono; Ihza Latifatun Ni'mah; Zahra Rahmawati; Neni Mariana; Vivi Astuti Nurlaily; Rheny Puspita Ratih
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 2 (2025): Vol. 11 No.2 Juni 2025
Publisher : Universitas Negeri Surabaya

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

Abstract

Mathematical reasoning ability is a crucial competency to be developed at the elementary school level, as it enables students to understand concepts, connect ideas, and explain problem-solving processes logically. This study aims to analyze the mathematical reasoning abilities of third-grade elementary school students in the topic of length measurement using standard units. A mixed-methods survey design was employed, involving 10 third-grade students from Lidah Wetan State Elementary School, Surabaya. Data were collected through written tests, classroom observations, and teacher interviews. The assessment instrument was developed based on three indicators of mathematical reasoning: understanding basic concepts and procedures, connecting concepts through comparison and unit conversion, and explaining reasoning and solution steps. The findings reveal an average score of 69, categorized as good, although students’ abilities were uneven. Achievement levels across the three indicators reached 70 percent, 50 percent, and 40 percent, respectively. These results indicate that students’ mathematical reasoning remains predominantly procedural, highlighting the need for instructional practices that emphasize conceptual connections and logical justification.
Integrating Artificial Intelligence (AI) into the Think-Pair-Share Cooperative Learning Model to Enhance Elementary School Students’ Collaborative Skills Aditya Sita Dewi; Novaria Jannah; Ika Putri Rahayu
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 1 (2026): Vol. 12 No.1 Februari 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n1.p91-106

Abstract

 The development of Artificial Intelligence (AI) technology has opened new opportunities for innovation in elementary education, particularly in fostering 21st-century skills. This study aims to describe the effect of integrating AI into the Think-Pair-Share (TPS) cooperative learning model on elementary school students’ collaborative skills. The research employed a quantitative method with a causal associative approach, in which the TPS model was combined with AI-based media support during the think, pair, and share stages. Research instruments included questionnaires, observation sheets, and documentation to measure teachers’ responses, students’ activities, and collaborative skills. The findings indicate that the implementation of the AI-assisted TPS model enhanced active participation, shared responsibility, and mutual respect within groups. Observational data revealed a significant increase in student engagement, with collaborative skills reaching 96% on the mutual respect indicator. Both teachers and students expressed highly positive responses toward the effectiveness of AI integration in supporting the learning process. Therefore, the AI-based TPS cooperative model can serve as an innovative alternative for improving collaborative skills in elementary schools.

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