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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 TIPE JIGSAW TERHADAP KESULITAN SISWA DALAM MEMAHAMI PEMBELAJARAN IPAS DI SEKOLAH DASAR Herdianti, Dina
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.v12i1.5282

Abstract

This study aimed to examine the effect of the Jigsaw-type cooperative learning model on students’ difficulties in understanding Integrated Science and Social Studies (IPAS) material at the elementary school level. The subjects were 12 third-grade students. The research employed a quantitative approach using a one-group pretest–posttest experimental design. Data were collected through pretest and posttest instruments administered before and after the implementation of the Jigsaw model. In addition, a learning difficulty questionnaire was distributed to identify students’ challenges during the learning process. Data were analyzed using descriptive and inferential statistics, including a t-test to determine significant differences between pretest and posttest results, as well as N-Gain analysis to measure effectiveness. The results showed an improvement in learning outcomes, with the mean score increasing from 38.5 (pretest) to 75.5 (posttest). The average N-Gain score was 56.53%, categorized as moderate. In conclusion, the Jigsaw cooperative learning model is effective in improving students’ understanding and reducing learning difficulties, particularly in IPAS learning for third-grade elementary students.
ANALISIS LITERATUR PENGGUNAAN ICE BREAKING INTERAKTIF SEBAGAI STRATEGI PENGELOLAAN KELAS DI SEKOLAH DASAR Purba, Helena Auria Br; Putri, Icha Aprilia Meliani; Syaqib, Khaila Azzahra; Ma'arip, M. Ridho Risdian; Huda, Lutifa Nurul; Iskandar, Sofyan
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.v12i1.5753

Abstract

This study aimed to examine the role of interactive ice breaking as a classroom management strategy in elementary schools, focusing on its contribution to improving students’ concentration, motivation, participation, and creating a supportive learning environment. The study employed a Systematic Literature Review (SLR) by analyzing 15 scientific articles on the use of ice breaking in elementary education. The data were secondary sources collected through systematic literature searching and recorded using a literature review checklist. Data analysis involved reduction, presentation, and synthesis of findings. The results revealed three main patterns. First, interactive ice breaking is effective in increasing students’ focus, motivation, and engagement, reducing boredom, and improving readiness to learn, with some studies reporting focus improvements of up to 85%. Second, it functions as a classroom management strategy that helps create a conducive and collaborative atmosphere, assists teachers in stabilizing classroom conditions, reduces uncooperative behavior, and enhances student interaction. Third, the literature highlights its innovation and integration with the Merdeka Curriculum and technology, such as visual media and digital applications, which help reduce distractions and suit digital-era learners. Overall, this review confirms interactive ice breaking as an important pedagogical strategy for effective classroom management and for promoting active, enjoyable, and student-centered learning.
PENGEMBANGAN MEDIA POWERPOINT INTERAKTIF UNTUK KEMAMPUAN MENULIS MATA PELAJARAN BAHASA INDONESIA KELAS IV SEKOLAH DASAR Azzami, Rayke; Dafit, Febrina
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.v12i1.5175

Abstract

This study aimed to develop an interactive PowerPoint as a learning medium for Indonesian language instruction for fourth-grade students at SDN 138 Pekanbaru. The research employed a Research and Development (R&D) approach consisting of three stages: analysis, design, and development. The subjects involved six expert validators, as well as a teacher and fourth-grade students. Data were collected using validation sheets from material experts, media experts, and language experts, along with questionnaires on teacher and student responses. The data were analyzed using both qualitative and quantitative techniques. The results indicated that the developed PowerPoint media for teaching deductive, inductive, and mixed paragraphs was categorized as “very valid” based on expert evaluations. In addition, responses from both teachers and students were rated in the “very good” category. In conclusion, the interactive PowerPoint media developed in this study is highly valid and well-received, making it suitable as an effective learning medium for Indonesian language instruction at the elementary school level.
KETERAMPILAN MENGGUNAKAN KOMPUTER DALAM MATA PELAJARAN TIK PADA PESERTA DIDIK KELAS V DI SD BINA NUSA Anjani, Siti Ratna; Hakim, Zerri Rahman; Rakhman, Patra Aghtiar
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.v12i1.5673

Abstract

This study aimed to describe students’ skills in using computers and identify supporting and inhibiting factors in the implementation of Information and Communication Technology (ICT) learning at SD Bina Nusa, Tangerang Regency. The research employed a descriptive qualitative method, with data collected through observation, interviews, and documentation. Data analysis followed the stages of data collection, data reduction, data display, and conclusion drawing. The validity of the data was ensured through credibility tests, including prolonged engagement, triangulation, peer discussion, transferability, dependability, and confirmability. The findings showed that fifth-grade students already possessed basic computer skills, such as operating hardware, managing files, and using Microsoft PowerPoint in learning activities. Supporting factors for ICT learning included the availability of a computer laboratory, teacher support, and students’ motivation. Meanwhile, the main challenges were limited instructional time, differences in students’ abilities, and technical issues with computer devices. In conclusion, ICT learning at SD Bina Nusa has been implemented effectively and contributes to improving elementary students’ digital skills.
STRATEGI PEMBELAJARAN GURU PENGGERAK DALAM MEWUJUDKAN KEPEMIMPINAN PESERTA DIDIK (STUDENT AGENCY) DI SDN TANJUNGSARI Islamiah, Nurul; Syachruroji, A.; Hatima, Yoma
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.v12i1.5541

Abstract

In the Merdeka Curriculum era, elementary education positions teachers as facilitators and instructional leaders who encourage active student participation (student agency). This study aimed to describe the learning strategies implemented by a Guru Penggerak at SDN Tanjungsari in fostering student leadership. The research employed a descriptive qualitative approach, with data collected through interviews, observations, and documentation involving the *Guru Penggerak*, the principal, and fifth-grade students. The findings revealed that the teacher implemented student-centered learning by emphasizing three key aspects: voice, choice, and ownership. Students were given opportunities to express their opinions, choose their learning approaches, and take responsibility for their learning outcomes. These strategies contributed to increased independence, self-confidence, and active engagement among students in the classroom. In conclusion, the *Guru Penggerak* plays a significant role in fostering student leadership through participatory and reflective learning practices.
ANALISIS PEMANFAATAN SUMBER BELAJAR BERDASARKAN KERANGKA AECT PADA PEMBELAJARAN PENDIDIKAN PANCASILA KELAS IV SEKOLAH DASAR Qondias, Dimas; Awe, Ermelinda Yosefa; Moi, Maria Yulita; Jodho, Maria Nio
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.v12i1.6170

Abstract

This study aims to analyze the use of learning resources in Grade IV Pancasila Education instruction at SDN Hedhazita based on six learning-resource components proposed by AECT, namely messages, people, materials, tools, techniques, and environment. The study employed a descriptive qualitative approach. Data were collected through classroom observations across six instructional meetings, semi-structured interviews, and documentation. The research participants included a Pancasila Education teacher and 22 Grade IV students. Data were analyzed through data reduction, data display, and conclusion drawing/verification by mapping the findings onto the AECT components. Data trustworthiness was strengthened through methodological and source triangulation, as well as limited member checking with the teacher. The findings indicate that the use of learning resources tended to rely predominantly on people and the environment. Active learning techniques such as group discussions, role-playing, and simulated deliberation supported student engagement and understanding of Pancasila values. The main challenges identified included limited use of media/technology and the dominance of printed materials. These findings highlight the importance of strengthening the integration of learning resources and school support to enhance more contextual and participatory Pancasila Education learning.
PENGARUH PENERAPAN MODEL PEMBELAJARAN THINK-PAIR-SHARE BERBANTUAN KARTU TRUTH OR DARE TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN PPKN DI KELAS IV TAHUN PELAJARAN 2025/2026 Ariani, Izatun; Husni, Muhammad; Lestarini, Yuniar; Rohini, Rohini
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.v12i1.5395

Abstract

This study was motivated by the low interest and learning outcomes of fourth-grade students in Civics (PPKn) at SDN 2 Banjarsari, caused by less interactive learning processes. The purpose of this study was to examine the effect of the Think-Pair-Share (TPS) learning model assisted by Truth or Dare cards on students’ learning outcomes. The research employed an experimental method using a one-group pretest–posttest design. The sample consisted of 20 fourth-grade students. The research instrument was a multiple-choice test measuring learning outcomes. Data were analyzed using a paired samples t-test. The results showed an improvement in the mean score from 72.50 (pretest) to 86.00 (posttest). Hypothesis testing indicated a significance value of 0.000 < 0.05, leading to the rejection of H? and acceptance of H?. In conclusion, the TPS learning model assisted by Truth or Dare cards has a positive and significant effect on improving students’ cognitive learning outcomes. It also contributes to the development of social skills, such as cooperation and confidence in expressing opinions in Civics learning.
READING CORNER SEBAGAI INTERVENSI PEDAGOGIS: IMPLEMENTASI, INTEGRASI DALAM MODEL PEMBELAJARAN, DAN DAMPAKNYA TERHADAP MINAT BACA SISWA Sahra, As-sahra; Rustan, Edhy; Aswar, Nurul
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.v12i1.5828

Abstract

This study aimed to describe the existence of a reading corner in a third-grade classroom at SD Negeri 1 Lalebbata, analyze its impact on students’ reading interest, and develop a reading instruction model integrated with field findings. The research employed a descriptive qualitative approach with a case study design. The subjects included the principal, teachers, and third-grade students, while data were collected through observation, interviews, and documentation. Data were analyzed using data reduction, data display, and conclusion drawing based on the Miles and Huberman model. The results showed that the reading corner demonstrated a strong presence through aspects such as location, facilities, variety of reading materials, arrangement, rules, reading schedules, and story-sharing activities. These aspects were consistently utilized by students. Furthermore, the use of the reading corner had a positive impact on increasing students’ reading interest, reflected in four main indicators: enjoyment, curiosity, information needs, and intrinsic motivation. Based on these findings, a reading instruction model called the Read–Feel–Share Cycle (RFSC Model) was developed. This model consists of five stages and integrates both physical and emotional experiences in reading activities. It is recommended as an applicable and contextual approach to strengthen literacy culture in elementary schools.
IMPLEMENTASI METODE EDUTAINMENT DALAM PEMBELAJARAN ILMU PENGETAHUAN ALAM DAN SOSIAL DI KELAS V SEKOLAH DASAR Rahayu, Rima Agusyulia; Dewi, Ratna Sari; Hakim, Zerri Rahman
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.v12i1.5246

Abstract

This study aimed to explore the implementation of the edutainment method in teaching Integrated Science and Social Studies (IPAS) at SD Negeri Margasana 1. The findings indicated that this method had a positive impact on the learning process. The use of edutainment effectively increased students’ engagement in both individual and group activities, as reflected in their more active participation, higher enthusiasm, and deeper understanding of the material. In the planning stage, teachers appropriately adapted the edutainment method by designing lesson plans that emphasized interactivity, creativity, and the use of supportive learning media to create an enjoyable learning environment. The implementation was carried out through communicative and persuasive approaches, with the teacher acting as a facilitator guiding students throughout the learning process. Evaluation involved various forms of assessment, including formative tests, project-based tasks, and observations of student participation, providing a comprehensive picture of students’ development. The implementation of this method supports not only academic achievement but also the development of social skills, communication skills, teamwork, and creativity. However, challenges remain, particularly in providing adequate facilities and learning media to optimize the use of the edutainment method.
ANALISIS KURIKULUM 2013 MENGGUNAKAN PENDEKATAN CIPP: TINJAUAN LITERATUR DAN IMPLIKASINYA BAGI KURIKULUM MERDEKA Azzam Al Islami, Mukhamad Averros; Sukiman, Sukiman
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.v12i1.5704

Abstract

This study aimed to analyze the implementation of the 2013 Curriculum based on the CIPP evaluation model (Context, Input, Process, Product) and to identify its implications for the Merdeka Curriculum. The research employed a qualitative approach using a literature study method, drawing on relevant books, scientific articles, and theses. The findings indicate that the implementation of the 2013 Curriculum still faces several challenges, such as teachers’ limited readiness to understand curriculum changes, inadequate learning facilities, and rigid implementation that has not fully supported meaningful learning. Therefore, its implications for the Merdeka Curriculum highlight the need for curriculum simplification, strengthening teacher competencies, and increasing flexibility in the learning process to make it more adaptive to school contexts as well as students’ needs and characteristics.

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