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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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A Bibliometric Review of Research Trends on Digital Modules for Literacy and Numeracy in Elementary Schools Laely Farokhah; Muhammad Zulfadhli; Dwi Novia Al Husaeni
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 | DOI: 10.26740/jrpd.v11n2.p241-259

Abstract

Research on digital modules to strengthen literacy and numeracy in elementary schools has increased in line with the growing need for technology-based instructional resources that are practical and have measurable impacts. This study aims to map publication trends, identify the most influential documents, and reveal the thematic structure of digital-module research on literacy and numeracy over the past decade. A bibliometric review was conducted using data retrieved from Google Scholar via Publish or Perish for the 2016–2026 period, applying an integrated keyword string and yielding 870 documents. The analysis includes descriptive statistics of annual publication trends, citation metrics to identify influential works, and thematic mapping through keyword co-occurrence and network visualization in VOSviewer, supported by data cleaning in RStudio. The results show a sharp increase in publications from 2021, peaking in 2025, while 2026 likely reflects partial-year indexing. The co-occurrence analysis (minimum occurrence = 10; 59 terms) produced six clusters dominated by the development–e-module theme and quality evaluation, with problem solving, ethnomathematics, and STEM integration emerging as key thematic strands. Overall, the field is shifting from artifact development toward stronger evidence of quality and learning impact. These findings inform a future research agenda emphasizing cross-context replication and provide guidance for evidence-based design and implementation of digital modules in elementary education.
The Bibliometrics Analysis of the Development of Research on Spatial Thinking in Elementary School: Global Trends 2015-2025 Syafrizal Isnain Maulana; Dini Rahma Wati Handono Putri; Azzahra Qurrota A'yun; Zaenal Abidin
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 3 (2025): Vol. 11 No.3 Oktober 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v11n3.p286-296

Abstract

This study aims to examine research trends on the development of spatial thinking at the elementary school level through a comprehensive bibliometric analysis. Spatial thinking is recognized as a fundamental cognitive ability that supports students’ understanding of mathematics, science, geography, and problem-solving in everyday contexts. Despite its importance, research specifically addressing spatial thinking in elementary education remains limited. The study employed a bibliometric approach to analyze publications related to spatial thinking in elementary schools. The research process consisted of three main stages: data collection, data identification, and data visualization. Data were retrieved and analyzed using the Publish or Perish software, while VOSviewer was utilized to map research networks, keyword co-occurrences, and publication trends. The findings revealed that a total of 420 articles on spatial thinking were published between 2015 and 2025, indicating a growing academic interest in this field over the past decade. Furthermore, the analysis identified the ten most highly cited articles related to spatial thinking. However, only one of these highly cited studies specifically focused on spatial thinking in the context of elementary education, whereas the remaining studies primarily examined secondary, higher, or general educational settings. This imbalance highlights a significant research gap and suggests that spatial thinking at the elementary school level has not yet received sufficient scholarly attention.
Adaptation of Muhadharah Model as a Strategy to Improve Speaking Skills in Elementary Schools Zumrotus Sa'diyah; Zaenal Abidin
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 3 (2025): Vol. 11 No.3 Oktober 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v11n3.p313-330

Abstract

Abstract: This study examines how religious activities can be utilised as a means of developing speaking skills and as a platform for practising speaking in Indonesian language lessons at primary level. The problems discussed in this study are the limited opportunities for students to practice speaking and the low self-confidence shown during oral activities in class. Using a qualitative descriptive approach, this study was conducted at Sumberkerep Public Elementary School by implementing Muhadharah as a routine religious activity for fourth-grade students. Data were collected through classroom observations, field notes, and semi-structured interviews with students and teachers. The results of the study indicate that religious activities such as Muhadharah, which involve role rotation as host, prayer leader, speaker, and poetry and rhyming verse reciter, provide structured and meaningful opportunities for students to practice speaking in public. Students showed increased confidence, improved fluency, and a greater willingness to speak in front of their peers in a supportive religious environment. In conclusion, this study shows that religious activities can be effectively integrated as a pedagogical strategy to train speaking skills while strengthening students' religious and character development.
Utilization of an Ethnomathematics-Based Quantum Learning Model in Elementary Schools for the Realization of Indonesia’s Sustainable Development Goals (SDGs) Ach. Eka Hendriawan; Khamiliya Khoirunnisa; Sya’adhatun Ariayah; Hilda Izatun Nafsi; Ni’matur Rohmah; Zaenal Abidin
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 3 (2025): Vol. 11 No.3 Oktober 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v11n3.p360-372

Abstract

Mathematics learning in elementary schools still faces challenges due to students’ low level of understanding, exacerbated by the impact of the pandemic and less varied learning models. This study aims to describe the implementation of ethnomathematics- based Quantum Learning as an innovative strategy to enhance both conceptual understanding and learning motivation. The method employed was descriptive qualitative, using interviews, documentation, and literature studies, with data reduction, presentation, and conclusion drawing as the stages of analysis. The results show that integrating Quantum Learning with local cultural contexts creates a more enjoyable learning atmosphere, increases student participation, and strengthens conceptual understanding of mathematics. Moreover, ethnomathematics provides added value by presenting learning that is closely related to daily life while fostering cultural appreciation. These findings affirm that ethnomathematics-based Quantum Learning can serve as an effective strategy to support quality education in line with the Sustainable Development Goals (SDGs).
Development and Validation of a Multidimensional Mathematical Beliefs Scale for Elementary School Students Irianto Aras; Jero Budi Darmayasa
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 3 (2025): Vol. 11 No.3 Oktober 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v11n3.p345-359

Abstract

This study aims to develop and validate a multidimensional mathematical beliefs scale for elementary school students. The instrument was developed based on Eynde, Corte, and Verschaffel's (2002) four-dimensional framework: beliefs about teacher, beliefs about competence and significance of mathematics, mathematical beliefs as social activity, and mathematical beliefs as a domain of excellence. The development procedure followed the Mardapi model. Content validity was assessed by five expert validators using CVI, and a limited trial was conducted on 25 sixth-grade students of SDN 138 Bungi, Pinrang Regency. Data were analyzed using SPSS and Winsteps. The content validity results showed an average CVI of 0.96 (highly valid). The limited trial produced 37 valid items out of 44 (r > 0.396, p < 0.05), with high reliability (Cronbach's Alpha = 0.886). The final instrument consists of 37 items covering four dimensions. This scale can be used to diagnose students' mathematical beliefs profiles for designing appropriate learning interventions..
Student Misconceptions In Elementary School When Solving Problems On Mathematical-Literacy-Based Question Types Firstlyta Bulan Aulya Ahmad; Alifatul Hidayah; Zaenal Abidin
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 3 (2025): Vol. 11 No.3 Oktober 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v11n3.p373-388

Abstract

The purpose of this study is to characterizes the challenges that students encounter when attempting to solve mathematical literacy problems. Indonesia's disappointing performance on PISA 2022 assessment, scoring roughly 366 well below the OECD average reflects how misconceptions surrounding fundamental mathematical concepts continue to pose a significant challenge, especially among elementary school students. The study involved Grade 5, Phase C students who had already covered the relevant material and were subsequently given literacy-based mathematics problems across two testing phases: an initial phase designed to pinpoint students' core difficulties, followed by a second phase intended to confirm the researchers' preliminary analysis. Data were examined through a descriptive qualitative approach, with findings interpreted using misconception indicators drawn from established expert frameworks. To support the written assessments, the researchers conducted informal interviews while students worked through the problems, and these conversations corroborated the patterns observed in the test results. The analysis revealed that students' primary struggles stemmed from misconceptions occurring across the formulating, employing, and interpreting stages of problem-solving. Errors were most concentrated in the employing stage, 50% of all mistakes finding that led the researchers to recommend a structured, context-driven instructional approach combined with Problem-Based Learning (PBL) to strengthen students' mathematical literacy.
The Influence of Gadget Use Intensity on Reading Comprehension Skills of Fourth Grade Elementary School Students Sevian Ageng Wahono; Nurul Istiq'faroh
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 3 (2025): Vol. 11 No.3 Oktober 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v11n3.p389-403

Abstract

The development of digital technology has increased the intensity of gadget use among elementary school students, potentially affecting their reading literacy skills. This study aims to analyze the effect of gadget use intensity on reading comprehension skills in the material of determining the main idea of ​​fourth-grade students of SDN Lidah Wetan II Surabaya. The study used a quantitative approach with a causal associative design. The research sample consisted of 27 fourth-grade C students selected through a purposive sampling technique, while the instrument trial involved 25 fourth-grade B students. Data collection was carried out using a gadget use intensity questionnaire and a reading comprehension ability test. Data were analyzed through validity, reliability, normality, linearity, Pearson correlation, and simple linear regression tests. The results showed that gadget use intensity had a negative and significant relationship with reading comprehension ability (r = -0.518; p = 0.006). The regression analysis produced a coefficient of determination (R²) of 0.268, indicating that gadget use intensity contributed 26.8% to reading comprehension ability, while 73.2% was influenced by other factors. These findings indicate that the higher the intensity of gadget use, the lower students’ ability to identify the main idea of ​​a reading. Therefore, monitoring and educational use of gadgets are necessary to support the development of students’ reading literacy.

Page 62 of 62 | Total Record : 617

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