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Jurnal Pendidikan Dasar Perkhasa
Published by STKIP Persada Khatulistiwa Sintang
ISSN : 2461078X     EISSN : 2654783X     DOI : https://doi.org/10.31932/jpdp.v6i1
Core Subject : Education,
Education
Jurnal pendidikan dasar perkhasa merupakan jurnal penelitian bidang pendidikan dasar yang terbit dua kali setahun yakni bulan April dan Oktober.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 464 Documents
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PENGARUH MODEL PEMBELAJARAN CHILDREN LEARNING IN SCIENCE (CLIS) TERHADAP HASIL DAN PENGALAMAN BELAJAR PADA MATERI BESARAN DAN PENGUKURAN Purba, Heri Junawan; Dike, Daniel; Wahyudi, Heri
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.6156

Abstract

This study aimed to improve students’ learning outcomes and learning experiences through the Children Learning in Science (CLIS) model on the topic of quantities and measurement. The research employed an experimental design with a population consisting of all seventh-grade students divided into two classes: VII-A and VII-B. Class VII-A, consisting of 21 students, was assigned as the experimental group, while class VII-B, consisting of 22 students, served as the control group. The results of the independent samples t-test showed a significance value of 0.000 < 0.05, indicating a significant difference between the experimental group using the CLIS model and the control group using conventional teaching methods. The average learning outcome score of the experimental group was 74.86, while the control group scored 66.77. In addition, the test results also revealed a significant difference in students’ learning experiences, with a significance value of 0.000 < 0.05. The average score of learning experience in the experimental group reached 81.61, whereas the control group obtained only 54.11. These findings indicate that the CLIS model is more effective in improving both students’ learning outcomes and learning experiences, creating a more meaningful, active, and enjoyable learning environment.
PENANAMAN KARAKTER NASIONALISME MELALUI PEMBELAJARAN MULOK BAHASA JAWA BANTEN DI KELAS V SDN CIPOCOK JAYA 2 Listiana, Mina; Setiawan, Sigit; Fajrudin, Lili
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.5392

Abstract

This study aimed to examine the planning and implementation of local content learning in Banten Javanese language in fostering nationalism character among fifth-grade students at SDN Cipocok Jaya 2, as well as the outcomes of the learning process. The research employed a descriptive method with a qualitative approach, involving fifth-grade students as the subjects. Data were collected through interviews, observations, and documentation. Data analysis followed Miles and Huberman’s model, including data reduction, data display, and conclusion drawing. The results showed that: (1) teachers’ lesson planning in fostering nationalism character was carried out by designing teaching plans and determining strategies to instill such values; (2) the implementation required teachers to organize active student participation, integrate Banten Javanese language materials with nationalism values, utilize learning resources and media, and demonstrate strong subject mastery; and (3) nationalism character values were successfully instilled and sufficiently demonstrated by the students. In conclusion, the integration of local content learning with character education effectively supports the development of nationalism among elementary school students.
PERAN AI DALAM DUNIA PENDIDIKAN DI SEKOLAH DASAR Suleman, Meilan Saiful; Hasan, Fitrianti; Kadir, Delfi Suharty; Novian, Dian; Bouty, Abd. Azis
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.5800

Abstract

This study aimed to compare the contributions and limitations of artificial intelligence in elementary schools. The method used was a systematic literature review with light bibliometric analysis of articles published between 2020 and 2025. The review focused on differentiated learning, assessment and formative feedback, explainable AI, human-in-the-loop mechanisms, and data governance. Following a staged screening process based on PRISMA guidelines, 72 articles were analyzed thematically and mapped using keyword co-occurrence. The results indicate that most studies reported improvements in literacy and numeracy when artificial intelligence was used to support instructional strategies, with a moderate average effect size. Automated feedback systems reduced teachers’ routine workload by approximately 24 minutes per week and improved the frequency and accuracy of responses. While the detection of misconceptions was considered adequate, the level of agreement between AI and teacher assessment ranged from moderate to high.However, several challenges remain, including uneven fairness audits, limited teacher control features, insufficient system transparency, and low levels of open science practices. In conclusion, artificial intelligence is most effective when it reinforces teachers’ pedagogical roles and supports students’ intellectual responsibility. These findings have implications for policy development, particularly in child-friendly explainability, strict data governance, and effective human-in-the-loop procedures.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE SCRAMBLE BERBANTU MEDIA GAMBAR TERHADAP HASIL BELAJAR IPAS KELAS V SEKOLAH DASAR Kamala, Septia; Lingga, Leny Julia
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.5218

Abstract

This study was motivated by the limited and less varied use of learning models and media, which has not fully supported the teaching and learning process. The aim of this study was to determine the effect of the Scramble-type cooperative learning model assisted by image media on students’ learning outcomes in Integrated Science and Social Studies (IPAS) in fifth grade at SD Negeri 022 Jaya Mukti. This research employed a quantitative approach using a pre-experimental method with a one-group pretest–posttest design. The population consisted of 113 students, and the sample of 28 students was selected using purposive sampling. Data were collected using test instruments. Hypothesis testing was conducted using a paired samples t-test to examine the effect of the independent variable on the dependent variable. The results showed that the implementation of the Scramble-type cooperative learning model assisted by image media had a positive effect on improving students’ learning outcomes. This was supported by the paired samples t-test result with a significance value of 0.000 < 0.05, indicating that the alternative hypothesis was accepted. In addition, the effect size calculated using Cohen’s d was 2.72, indicating a very large effect. In conclusion, the applied learning model is highly effective in enhancing students’ IPAS learning outcomes.
TINJAUAN LITERATUR : DESAIN KURIKULUM BERBASIS KOMPETENSI DAN EVALUASI HOLISTIK DI SEKOLAH DASAR Lestari, Futry Ayu; Sari, Dea Puspita; Sukiman, Sukiman; Ananta, Muh. Rezky Alsyah
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.5695

Abstract

This study aimed to analyze the design of the Competency-Based Curriculum (CBC) and holistic evaluation methods in elementary schools, with a focus on implementation in Indonesia and lessons from global practices. The research employed a systematic literature review method, analyzing 25 sources published between 2010 and 2025, selected based on their relevance to CBC and holistic assessment. The sources included journal articles, books, and official reports accessed through Google Scholar, Scopus, and local repositories. Data were collected from written documents and analyzed using thematic coding techniques. The results show that CBC in elementary education is effective in integrating cognitive, affective, and psychomotor competencies through contextual and student-centered thematic approaches. Holistic evaluation methods, such as authentic and formative assessments, are more appropriate for elementary students compared to traditional testing systems. However, key challenges in implementation include limited teacher training, uneven infrastructure, restricted access to technology, and an education culture still focused on memorization. In conclusion, the successful implementation of CBC requires strong policy support, improved teacher capacity, technological integration, and stakeholder involvement to achieve inclusive and sustainable elementary education.
EFEKTIVITAS PENGGUNAAN MEDIA PEMBELAJARAN FLIPBOOK TERHADAP KETERAMPILAN MENULIS KEMBALI TEKS NARATIF SISWA KELAS V SEKOLAH DASAR Nurmala, Nurmala; Hodsay, Zahruddin; Pratama, Aldora
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.5042

Abstract

This study aimed to examine the effectiveness of flipbook learning media in improving fifth-grade students’ ability to rewrite narrative texts at SD Negeri Karang Ringin II. The research employed a quantitative method with a one-group pretest–posttest design. Data on students’ writing skills were collected through pretest and posttest assessments. The data were analyzed using a paired samples t-test to determine significant differences between the two test results. The findings indicated a significant improvement in students’ writing skills after the use of flipbook media. The mean pretest score was 32.47, which increased to 77.72 in the posttest. Statistical analysis showed a significance value of 0.000 (? < 0.05) and a t-value of 13.045, which was greater than the t-table value (1.690). Thus, it can be concluded that flipbook media is effective in improving students’ ability to rewrite narrative texts. The implication of this study is that flipbooks can serve as an innovative and engaging alternative learning media to enhance Indonesian language learning, particularly in developing narrative writing skills at the elementary school level.
PERAN GURU TERHADAP PEMBENTUKAN KARAKTER DISIPLIN SISWA DI MADRASAH IBTIDAIYAH Karami, Dzakirina Dzul; Indriyani, Nina; Farisia, Hernik
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 3, No 1 (2017): Jurnal Pendidikan Dasar Perkhasa
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v3i1.5589

Abstract

This research aims to determine the role of teachers in shaping students' discipline at MI Al-Karim Surabaya, specifically for all fourth-grade students. This research is descriptive qualitative, with the subjects being fourth-grade teachers and 24 students. The research object is the role of teachers in overcoming students' learning discipline problems. The instruments used were interviews, observation, and documentation. The research findings revealed five forms of student discipline character and four forms of teacher roles in student discipline. The five forms of student discipline character include arriving on time, wearing complete uniforms, bringing textbooks, maintaining classroom cleanliness, and leaving the classroom without permission. Then, the roles of teachers include teachers as educators, teachers as instructors, teachers as mentors, and teachers as trainers. Which, in its various roles, has a very significant impact on the development of discipline in students. This is very evident in the results of the researcher's classroom observations, where students are very obedient to the rules stated in the classroom, as I explained earlier. In addition, this study also identifies several supporting and inhibiting factors in the formation of students' disciplined character. The main supporting factors are good cooperation between teachers, students, and parents, as well as the consistent application of habituation methods, role modeling, and the provision of rewards and punishments. Meanwhile, the most frequently encountered inhibiting factors are the lack of parental supervision at home and the limited time teachers have to monitor all student activities at school. Therefore, synergy between the school and family is essential for the optimal and sustainable development of disciplined character, and the active role of teachers is crucial in shaping students' disciplined character thru consistent example, guidance, and supervision.
IMPLEMENTASI SUPERVISI AKADEMIK KEPALA SEKOLAH DALAM MENINGKATKAN KUALITAS PEMBELAJARAN DI SEKOLAH DASAR Devisa, Kresensia Ranti; Aunurrahman, Aunurrahman; Halida, Halida; T, Ahmad Yani; Waruwu, Marinu
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.6216

Abstract

This study aimed to analyze the implementation of the principal’s academic supervision in improving the quality of teachers’ instruction at SD Negeri 17 Pontianak Kota. The research employed a qualitative method with a case study approach. Data were collected through semi-structured interviews, direct observation, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldana. The findings revealed that academic supervision was implemented systematically through three main stages: needs-based planning, collaborative implementation using multiple methods, and continuous evaluation and follow-up. This implementation had a significant impact on improving teachers’ pedagogical and professional competencies, as well as transforming teachers’ perceptions of supervision from mere monitoring into professional guidance. It can be concluded that structured, collaborative, and continuous academic supervision is effective in enhancing the quality of teaching. Key success factors include strong leadership commitment, active teacher involvement, a humanistic approach, proper documentation, and adequate resource support.
PENGARUH METODE DRILL TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS III SD NEGERI 1 MONTONG TANGI TAHUN AJARAN 2025/2026 Safitri, Arini; Atiaturrahmaniah, Atiaturrahmaniah; Ibrahim, Doni Septu Marsa; Kudsiah, Musabihatul
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.5417

Abstract

This study aimed to examine the effect of the drill method on third-grade students’ mathematics learning outcomes on the topic of length measurement at SD Negeri 1 Montong Tangi in the 2025/2026 academic year. The research employed a quantitative approach using an experimental method with a one-group pretest–posttest design. The instrument consisted of 10 multiple-choice items that had been tested for validity, reliability, discrimination index, and difficulty level. The subjects were one class that received instruction using the drill method. The results showed that the mean score increased from 37.62 in the pretest to 72.38 in the posttest. Tests of normality and linearity indicated that the data were normally distributed and had a linear relationship. Hypothesis testing using the paired samples t-test yielded a significance value of 0.000 < 0.05, indicating a significant difference between pretest and posttest results. In conclusion, the drill method has a positive and significant effect on improving students’ mathematics learning outcomes.
PENERAPAN CLASSROOM-BASED ASSESMENT (CBA) SEBAGAI UPAYA MENINGKATKAN KOMPETENSI SISWA DI SEKOLAH DASAR Qoyimah, Durotul; Suwadi, Suwadi
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.5856

Abstract

This study examined the implementation of Classroom-Based Assessment (CBA) at Madrasah Ibtidaiyah Miftahul Ulum Toto Mulyo, focusing on three assessment dimensions: assessment as learning, assessment for learning, and assessment of learning, and their relation to students’ competencies (cognitive, affective, psychomotor, and 21st-century skills/4C). Using a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and document analysis (rubrics, instruments, and learning outcomes). Data analysis followed an interactive process involving data reduction, data display, and source triangulation to ensure credibility. The findings indicate that teachers have integrated several CBA principles into instructional practices, particularly in formative assessment (assessment for learning), which is evident in regular understanding checks and feedback provision. However, the implementation of assessment as learning remains limited due to a lack of structured reflection and self-assessment practices. Assessment of learning is conducted but is not yet fully standardized or transparent to students. In terms of competencies, assessment tends to emphasize cognitive and psychomotor domains, especially in religious practices, while the development of 4C skills (critical thinking, creativity, collaboration, communication) and consistent affective assessment still require improvement. The study recommends enhancing transparency in assessment criteria, developing clear rubrics, strengthening self-assessment practices, and providing teacher training on fair and learning-oriented CBA design and implementation.

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