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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 559 Documents
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EFEKTIVITAS PjBL DENGAN PENDEKATAN STEM BERBASIS ETNOMATEMATIKA TERHADAP KEMAMPUAN LITERASI MATEMATIS SISWA Imanuel Yosafat Hadi Manapa; Imel Lorensah Laan; Petrus Mau Tellu Dony; Asrina Takalapeta; Anastasia Laubela
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 2 (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.v12i2.6919

Abstract

This study aimed to determine the effectiveness of the Project-Based Learning (PjBL) model with an ethnomathematics-based STEM approach in improving students’ mathematical literacy skills in plane geometry. The study employed a quantitative approach using a pretest-posttest design. The subjects were 28 fifth-grade students at UPTD SD Negeri Kenarilang, selected using saturated sampling. Data were collected using an essay-based mathematical literacy test. Data analysis included descriptive statistics, a normality test, and a mean difference test using a paired-samples t-test. The results showed an increase in students’ mean mathematical literacy score from 45.53 on the pretest to 79.71 on the posttest. The mean difference test yielded a calculated tcount (tcount) of 34.93, which was greater than the critical tvalue (tval) of 1.701 at a significance level of 0.05. The test decision indicated that H? was rejected, demonstrating a significant difference between students’ posttest and pretest mathematical literacy scores. Therefore, the PjBL model with an ethnomathematics-based STEM approach was effective in improving students’ mathematical literacy skills in plane geometry. These findings suggest that integrating project-based learning, STEM, and ethnomathematical contexts can provide a meaningful approach to strengthening mathematical literacy in elementary education.
ANALISIS IMPLEMENTASI MANAJEMEN KURIKULUM PENDIDIKAN ISLAM BERBASIS DEEP LEARNING DALAM MEWUJUDKAN PEMBELAJARAN HOLISTIK DI MI AL-KHAIRAAT MOGOLAING Ikmal Ikmal
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 2 (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.v12i2.7259

Abstract

The transformation of 21st-century education necessitates curriculum management capable of integrating a deep learning approach to foster holistic learning in madrasahs. This study aimed to analyze the implementation of deep learning-based Islamic education curriculum management in fostering holistic learning at MI Al-Khairaat Mogolaing. The study employed a qualitative approach with a case study design. The research informants consisted of 10 participants, including the madrasah principal, vice principal for curriculum affairs, teachers, and students, selected through purposive sampling. Data were collected through observations, in-depth interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing. The findings showed that deep learning-based curriculum management had been implemented integratively through the planning, implementation, and evaluation stages of learning, with a focus on developing competencies, character, and Islamic values. This implementation was supported by madrasah leadership, teacher collaboration, and active student participation, although challenges remained, particularly limited teacher competence and learning facilities. The study concludes that deep learning functions not only as an instructional approach but also as a curriculum management paradigm that supports holistic learning in madrasahs.
PENGEMBANGAN MODUL SBDP BERBASIS BAHAN ALAM SEBAGAI UPAYA MENINGKATKAN KETERAMPILAN KERAJINAN DAUN KERING SISWA KELAS IV SEKOLAH DASAR Nelly Wedyawati; Sirilus Sirhi; Agung Satria
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 2 (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.v12i2.6190

Abstract

This study aimed to develop and evaluate the feasibility and effectiveness of a Cultural Arts and Crafts (SBdP) learning module on dried-leaf crafts for fourth-grade elementary school students. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The feasibility of the module was assessed through validation by subject-matter and media experts, while its effectiveness was evaluated using a pretest-posttest design. The validation results indicated that the learning module was highly feasible, with feasibility scores of 84.29% from the subject-matter expert and 96.92% from the media expert. The effectiveness test showed an improvement in students’ learning outcomes, as reflected in the increase in the mean score from 52.05 on the pretest to 77.27 on the posttest. The N-Gain analysis yielded a score of 56.01, categorized as moderate, with an effectiveness level of 76%. These findings indicate that the SBdP learning module on dried-leaf crafts is feasible and effective for improving the learning outcomes of fourth-grade elementary school students.
PENGARUH MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP HASIL BELAJAR PADA MATA PELAJARAN IPAS Sofia Valentina Girsang; Regina Sipayung; Nova Florentina Ambarwat; Frikson Jony Purba; Antonius Remigius Abi
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 2 (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.v12i2.7070

Abstract

This study aimed to analyze the effect of implementing the Contextual Teaching and Learning (CTL) model on students’ learning outcomes in Science and Social Studies (IPAS) among fifth-grade students at UPT SD Negeri 101820 Pancur Batu during the 2025/2026 academic year. The study employed a quantitative approach using a Pre-Experimental Design with a One-Group Pretest-Posttest Design. The sample consisted of 24 students selected using saturated sampling. The research instruments included a learning outcomes test and a student response questionnaire, both of which met the criteria for validity and high reliability based on SPSS version 26 testing, with Cronbach’s Alpha values of 0.924 for the test and 0.925 for the questionnaire. Data analysis involved a normality test and a paired-samples t-test. The results showed that the mean pretest score increased from 57 to 82.6 on the posttest, with 20 students (83.33%) achieving learning mastery. The paired-samples t-test yielded t = 7.78 > t critical = 2.069 and a significance value of 0.000 (<0.05). Thus, CTL significantly affected students’ IPAS learning outcomes by increasing engagement and connecting learning concepts with real-life situations.
EFEKTIVITAS MODEL CTL BERBASIS ETNOPEDAGOGI TERHADAP MOTIVASI BELAJAR SISWA KELAS V SD Ratih Inayah; Joko Suprapmanto
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 2 (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.v12i2.7060

Abstract

This study aimed to determine the effect of implementing the Contextual Teaching and Learning (CTL) model based on ethnopedagogy on the learning motivation of fifth-grade elementary school students in Science and Social Studies (IPAS). The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 24 students in the experimental group and 30 students in the control group, selected using purposive sampling. Data were collected through a learning motivation questionnaire that had met the requirements of content validity, construct validity, and reliability. Data analysis included the Shapiro-Wilk normality test, hypothesis testing using the Mann-Whitney U test because the data were not normally distributed, and N-Gain analysis to determine improvements in students’ learning motivation. The results showed a significant difference in learning motivation between the experimental and control groups, with a significance value of 0.000 (p < 0.05). The mean N-Gain score was 0.3903 for the experimental group, categorized as moderate, and 0.2274 for the control group, categorized as low. Thus, ethnopedagogy-based CTL had a positive effect on improving students’ IPAS learning motivation and can serve as a contextual and meaningful alternative instructional approach.
PENGARUH PENGGUNAAN MEDIA KOMIK DIGITAL BERBASIS GAMIFIKASI TERHADAP HASIL BELAJAR SISWA PADA MATERI BANGUN DATAR KELAS IV SD DI UPT SD NEGERI 145 GRESIK Adelia Khoiri Mutiaramadhan; Dian Kusmaharti
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 2 (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.v12i2.6589

Abstract

This study aimed to determine the effect of gamification-based digital comic media on the learning outcomes of fourth-grade elementary school students in plane geometry. The study employed a quasi-experimental method using a nonequivalent control group design. The sample consisted of two classes: Class IV B as the experimental group and Class IV A as the control group, selected using cluster random sampling. Data were collected through pretests and posttests, while the data were analyzed using an independent-samples t-test with the assistance of SPSS. The results showed that students who learned using gamification-based digital comic media achieved better learning outcomes than those who did not use the media. Thus, it can be concluded that the use of gamification-based digital comic media had a positive and significant effect on fourth-grade students’ learning outcomes in plane geometry. These findings indicate that integrating digital comics with gamification can provide an engaging alternative learning medium for supporting mathematics learning and improving students’ understanding of plane geometry concepts in elementary schools.
EFEKTIVITAS MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DENGAN BANTUAN KOMIK FIKSI MATEMATIKA UNTUK MENINGKATKAN KEMAMPUAN LITERASI MATEMATIS PESERTA DIDIK Mentari Padakama; Imanuel Yosafat Hadi Manapa; Antonius A. Saetban
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 2 (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.v12i2.6671

Abstract

This study aimed to determine the effectiveness of the Problem-Based Learning (PBL) model using mathematical fiction comics on students’ mathematical literacy skills in learning the Greatest Common Factor (GCF) and Least Common Multiple (LCM). The study employed a quantitative pre-experimental method using a one-group pretest-posttest design, with saturated sampling as the sampling technique. The subjects were 32 fifth-grade students at SD GMIT 022 Mola. Students were administered pretests and posttests, and the data were analyzed using a paired-samples t-test. The results showed that the mean pretest score was 46.03, while the mean posttest score increased to 81.28. Hypothesis testing produced a calculated t-value (tcount of 38.966 and a critical tval of 1.7011. Based on the decision criterion tcount ? tval , H? was rejected and H? was accepted. Therefore, the PBL model using mathematical fiction comics on GCF and LCM material was effective in improving students’ mathematical literacy skills. These findings suggest that combining problem-based learning with contextual and engaging visual media can support mathematics learning in elementary education.
PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN MATEMATIKA KELAS III SD Pebriana Pane; Antonius Remigius Abi; Frikson Jony Purba
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 2 (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.v12i2.7112

Abstract

This study aimed to determine the effect of the flipped classroom learning model on the mathematics learning outcomes of third-grade elementary school students. The study employed a quantitative approach using a pre-experimental method with a One-Group Pretest-Posttest Design. The sample consisted of 25 third-grade students at UPT SD Negeri 066048 Medan Helvetia, selected using saturated sampling. Data were collected through learning outcomes tests and analyzed using descriptive statistics, the normality test, correlation coefficient test, coefficient of determination test, and hypothesis testing. The results showed that implementing the flipped classroom model had a positive effect on students’ mathematics learning outcomes. This improvement was reflected in the difference between students’ pretest and posttest scores. The mean pretest score was 59.82, while the mean posttest score increased to 85.92 after learning on data presentation in tables. Furthermore, the correlation coefficient test yielded rcount = 0.670 and rvalue = 0.396. Since rcount ? rvalue, a strong relationship was found between the flipped classroom learning model and students’ learning outcomes. Therefore, the flipped classroom model had a significant positive effect on the mathematics learning outcomes of third-grade elementary school students.
PENGARUH MODEL PROJECT BASED LEARNING (PjBL) TERHADAP HASIL BELAJAR IPAS PADA SISWA KELAS V SEKOLAH DASAR Karin Karin; Lukman Hakim; Dina Sri Nindiati
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 2 (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.v12i2.6936

Abstract

This study aimed to determine the effect of the Project-Based Learning (PjBL) model on the Science and Social Studies (IPAS) learning outcomes of fifth-grade students at SD Negeri 005 Palembang. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design involving pretest and posttest. The sampling technique used was purposive sampling, in which participants were selected based on specific considerations and characteristics. The sample consisted of 48 students, comprising 24 students from Class V.A and 24 students from Class V.B. Data were analyzed using normality, homogeneity, and hypothesis tests. The hypothesis testing using an independent-samples t-test yielded a significance value (Sig. 2-tailed) of 0.044 < 0.05, with the calculated t-value greater than the critical t-value. Therefore, H? was rejected and H? was accepted. These results indicate that the Project-Based Learning (PjBL) model had a significant effect on the IPAS learning outcomes of fifth-grade students at SD Negeri 005 Palembang. The findings suggest that PjBL can be an effective instructional model for improving learning outcomes in IPAS by engaging students in active and project-oriented learning experiences.
STRATEGI GURU MENGATASI KECEMASAN BERBICARA SISWA PADA PEMBELAJARAN TEKS BERITA DI JENJANG SD Wini Athika; Muhammad Thamimi; Saptiana Sulastri
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 2 (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.v12i2.7250

Abstract

This study aimed to describe the forms of students’ speaking anxiety, the strategies employed by teachers to address it, and students’ perceptions of these strategies in news-text learning at the elementary school level. The study employed a qualitative descriptive approach using a case study method. The subjects consisted of 30 fifth-grade students and one Indonesian language teacher. Data were collected through observations, interviews, questionnaires, and documentation and analyzed using the Miles and Huberman interactive model. The findings showed that students’ speaking anxiety included physiological, cognitive, and behavioral symptoms. The implementation of teacher strategies, including gradual learning activities, audiovisual media, a conducive classroom environment, intensive guidance, and personalized motivation, reduced students’ anxiety levels from high to moderate. Students’ perceptions of the teacher’s strategies were categorized as good. These findings indicate that systematic and supportive instructional strategies can help reduce speaking anxiety and create a more comfortable learning environment for students. Therefore, teachers should provide gradual learning experiences, individualized support, and positive motivation to help students develop confidence and participate more actively in speaking activities, particularly in news-text learning.

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