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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 627 Documents
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Mapping Mathematics-Specific Self-Regulated Learning Profiles to Inform Differentiated Curriculum and Instruction Laely Farokhah; Muhammad Zulfadhli; Dwi Novia Al Husaeni; Edwin Jaimes B. Villaflor
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 2 (2026): Vol. 12 No. 2 Juni 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n2.p258-274

Abstract

Learner diversity in primary mathematics requires instructional decisions that account for differences in how students regulate their learning. This study aimed to map fifth-grade students’ mathematics-specific self-regulated learning (SRL) profiles and examine their implications for differentiated curriculum and instruction. A qualitative study was conducted with 48 fifth-grade students at one public elementary school in Bogor City, Indonesia. Data were collected through an SRL questionnaire, classroom observations, semi-structured interviews, and documentation. The data were analyzed iteratively through deductive and inductive coding, within-case analysis, and cross-case analysis. Three recurring profiles emerged: strategic and self-directed learners, motivated but inconsistently regulated learners, and emerging and support-dependent learners. The profiles differed in monitoring, strategy adaptation, persistence, emotional regulation, and reliance on external support when mathematical tasks became challenging. The findings suggest that these profiles can inform differentiated mathematics instruction through adjustments to scaffolding, learner autonomy, formative feedback, monitoring prompts, and reflective activities while maintaining common curricular goals. Further research is needed to examine the transferability of these profiles and the effectiveness of profile-informed instructional approaches.
Integrating Social Studies Learning Models, Media, and Methods to Support 6C Skills: A Systematic Literature Review of Trends, Patterns, and Underexplored Areas Kitaman Hutapea; Merliana Putri Manafe; Mintasih Indriayu
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 3 (2026): Vol. 12 No. 3 Oktober 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n3.p306-329

Abstract

This study examines trends, integration patterns, and underexplored areas in using social studies learning models, media, and methods to support the six 21st-century skills (6Cs): critical thinking, creativity, collaboration, communication, character, and citizenship, in elementary education. A PRISMA 2020 systematic literature review searched Google Scholar, SINTA, Garuda, DOAJ, ERIC, Scopus, ScienceDirect, and conference proceedings (2016–2026). Fifty articles were analyzed thematically. Problem-Based Learning, Project-Based Learning, Collaborative Learning, Contextual Teaching and Learning, inquiry, discovery learning, and cooperative models were common. These were combined with interactive digital media, including Canva, Wordwall, augmented reality, PowerPoint, and Quizizz, and with methods such as group discussion, social projects, simulation, role-play, and educational games. Critical thinking and communication were most consistently emphasized, while creativity and collaboration were addressed through projects and group activities. Character and citizenship received less explicit and systematic attention. Gaps include simultaneous development of all six skills, long-term evaluation, authentic assessment, equitable access to digital infrastructure, and teachers’ digital and TPACK competencies. In conclusion, the evidence supports aligning active learning models, suitable media, and collaborative-contextual methods with clearly defined skill targets.
Improving Primary Students’ Learning Outcomes through Ethnoscience-Based Virtual Field Trips and Project-Based Learning Maria Melani; Kartini; Norman Alfito; Nindya Destriana Putri; Nisfa Azmi Asifa; Proton Galih Pambudhi; Rinda Amalia Wardani; Rina Dewi Anggraeni
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 3 (2026): Vol. 12 No. 3 Oktober 2026
Publisher : Universitas Negeri Surabaya

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

Abstract

Instruction on local cultural topics in primary schools often relies on teacher explanation and textbooks, and this classroom action research examined whether an ethnoscience-based virtual field trip (VFT) integrated with project-based learning (PjBL) could improve fourth-grade learning outcomes in Natural and Social Sciences. Following the Kemmis spiral across two cycles, the study involved all 11 fourth-grade students of a public elementary school in Klaten, Central Java, used jamu kunir asem (a traditional turmeric-tamarind drink) as the cultural context, collected data through an observation checklist and a ten-item test, and analyzed class mean scores and the percentage of students reaching the learning objective attainment criterion of 75 descriptively. The class mean rose from 44.55 in the pre-cycle to 54.55 in Cycle I and 90.00 in Cycle II, and mastery increased from 9.09% to 18.18% and then to 100%, which met the success criteria of a class mean of at least 75 and mastery of at least 85%. These findings indicate that combining ethnoscience content, a VFT, and project work was associated with improved cognitive learning outcomes in a local heritage topic, and the single-class design without a comparison group calls for cautious generalization and further testing with larger and comparative samples.
Integrating TPACK and Ethnomathematics to Enhance Deep Learning in Prospective Elementary School Teachers’ Numeracy Literacy Wiryanto Wiryanto; Ika Rahmawati; Ramadhan Kurnia Habibie; Prayogo Prayogo; Zaenal Abidin; Arizkylia Yoka Putri
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 3 (2026): Vol. 12 No. 3 Oktober 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n3.p291-305

Abstract

This study aimed to examine whether and how an instructional design integrating Technological Pedagogical Content Knowledge (TPACK) and ethnomathematics enhances numeracy and deep learning, using a modified Borg and Gall Research and Development approach followed by a non-randomized pretest-posttest quasi-experiment with 132 preservice elementary teachers, with data from a numeracy test, a deep learning engagement scale, an ethnomathematics product rubric, self-efficacy and engagement questionnaires, interviews, and reflection sheets, analyzed through analysis of covariance (ANCOVA), mediation analysis, and thematic analysis. After controlling for pretest scores, the intervention group outperformed the control group on posttest numeracy (F(1, 129) = 18.72, p < .001, ηp² = .13; posttest means of 76.5 and 64.1), and the indirect effects through self-efficacy (β = 0.21, 95% CI [0.10, 0.33]) and engagement (β = 0.18, 95% CI [0.07, 0.29]) were statistically significant, while three qualitative themes on local culture, learning management system support, and reflection and transfer were consistent with these patterns. These findings suggest that embedding local cultural contexts within a TPACK-based instructional design is associated with stronger numeracy and deeper learning among preservice elementary teachers, and that self-efficacy and engagement are plausible mechanisms, although the non-randomized design calls for cautious interpretation.
Neurocognitive Foundations of Abstract Reasoning in Middle Childhood Juvinália Antónia de Fátima Ribeiro; Devinalia da Silva; Salvador Magno Ximenes; Mochamad Nursalim; Diana Rahmasari; Annas Solihin
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 3 (2026): Vol. 12 No. 3 Oktober 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n3.p347-366

Abstract

Limited research has jointly examined how error monitoring, multidimensional inhibition, white matter pathways, and daily biological rhythms relate to abstract reasoning during middle childhood, the period in which children aged 7 to 12 years move from concrete to abstract thinking. This systematic review followed PRISMA 2020, searched Scopus, Web of Science, and PubMed between January and March 2026 for neuroscience and cognitive studies published from 2020 to 2026, identified 485 records, and appraised 23 included studies with the Joanna Briggs Institute checklists. Narrative synthesis produced six coded themes showing that children in a task-switching study made more consecutive errors and showed smaller post-error slowing than adults while recruiting the dorsal anterior cingulate cortex and anterior insula, that white matter microstructure was related to age and arithmetic performance, that response inhibition was related to visuospatial working memory in young adults, that far transfer from executive function training was limited, that cognitively engaging physical activity and guided play showed small to moderate benefits, and that sleep and class timing were related to cognitive performance. These findings indicate that abstract reasoning in middle childhood is supported by interacting neural and biological conditions, and the proposed neuropedagogical framework should be treated as a set of hypotheses that require classroom-based experimental testing.
Transforming Kotak Pesona Board Game into Web Application for TGT Based Mathematics Practice Fajar Budi Utomo; Edy Kuncoro; Neni Mariana; Annas Solihin; Naif Alsulami
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 3 (2026): Vol. 12 No. 3 Oktober 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n3.p367-389

Abstract

Limited research has examined web-based practice media that combine repeated algebra problems, immediate feedback, and Teams Games Tournament (TGT) scoring, and this study aims to develop Kotak Pesona (Charming Box) as a TGT-based web game for drill and practice and to examine its feasibility for Grade VII students at Al Hikmah Junior High School Surabaya, Indonesia. A descriptive qualitative development design with the 4-D model (Define, Design, Develop, Disseminate) involved 28 Grade VII students, one material expert, one media expert, and one mathematics teacher from Al Hikmah Junior High School Surabaya, Indonesia. Data from needs, validation, practitioner, and student response questionnaires were analyzed using percentage scores and thematic coding. The needs survey showed that 92.86% of students valued immediate feedback and a new practice game, which led to a game board of 24 small boxes and six large boxes with a point system, while the material expert, media expert, and practitioner gave feasibility scores of 87.50%, 97.50%, and 93.75% (mean 93.27%, very feasible), respectively, and 26 responding students reached a mean agreement of 95.60%. Seven aspects scoring 3 pointed to minor refinements in answer keys, item wording, replay options, team roles, and onboarding, and future research should test learning outcomes with controlled designs. In conclusion, Kotak Pesona is very feasible as TGT-based drill and practice media for Grade VII algebra and is ready for wider classroom trials after minor refinements.
Understanding the Meaning of Prayer as a Predictor of Prayer Awareness among Junior High School Students Mochamad Abdillah; Edy Kuncoro; Neni Mariana; Annas Solihin; Hafiz Bin idrus
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 3 (2026): Vol. 12 No. 3 Oktober 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n3.p390-404

Abstract

Prayer (salat) is an obligatory practice for Muslim adolescents, yet knowing how to pray does not always lead to self-directed performance. This study examined whether understanding of prayer meaning is associated with prayer awareness among seventh-grade students at Al Hikmah Junior High School Surabaya, Indonesia. A quantitative correlational design with purposive sampling was employed, involving one of the five seventh-grade classes. Of the 23 students enrolled in the selected class, 21 completed an expert-validated 10-item objective test of prayer meaning (0–100) and a 16-item four-point Likert questionnaire of prayer awareness (16–64). Data were analysed using descriptive statistics, Shapiro–Wilk and linearity tests, and simple linear regression. Understanding of prayer meaning (M = 75.24, SD = 15.37) and prayer awareness (M = 42.48, SD = 7.01; 66.37%) were both in the high category. Residuals were normally distributed (p = .214), and understanding of prayer meaning was a statistically significant positive predictor of prayer awareness (B = 0.263, t = 2.836, p = .010, R² = .298; approximate 95% CI of B [0.07, 0.46]). The model accounted for 29.8% of the variance in prayer awareness, while the remaining 70.2% was not explained by the model. In conclusion, meaning-oriented Islamic Religious Education may support prayer awareness. However, the findings are limited to one purposively selected class and require further examination involving larger and more varied samples.

Page 63 of 63 | Total Record : 627

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