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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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PENINGKATAN LITERASI MATEMATIS MELALUI MODEL PBL BERBANTUAN PAPAN LABIRIN PADA MURID KELAS III SEKOLAH DASAR Ida Puspita Sari; Fendera Gali Akbar; Hesti Sundari; Rini Rita T. Marpaung; Peni Purwanti; Dwi Saputro
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.v12i2.7456

Abstract

Kemampuan literasi matematis murid kelas III pada materi penjumlahan dan pengurangan di SD Negeri 1 Metro Barat masih rendah, ditunjukkan oleh sebagian besar murid yang belum mencapai KKTP sebesar 80. Penelitian ini bertujuan meningkatkan literasi matematis melalui penerapan model Problem Based Learning (PBL) yang dipadukan dengan papan labirin. Penelitian Tindakan Kelas (PTK) ini mengikuti model Kemmis dan McTaggart yang berlangsung dalam dua siklus dengan melibatkan 21 murid kelas III. Data dihimpun lewat tes, observasi, dan dokumentasi, kemudian diolah secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan ketuntasan literasi matematis meningkat dari 9,52% pada tes awal, menjadi 66,67% pada Siklus I, dan 85,71% pada Siklus II. Peningkatan tersebut menunjukkan bahwa penerapan PBL berbantuan papan labirin dapat membantu murid memahami informasi, menentukan strategi, menyelesaikan permasalahan, serta mengomunikasikan hasil penyelesaian. Dengan demikian, model PBL berbantuan papan labirin dapat meningkatkan literasi matematis murid pada materi penjumlahan dan pengurangan. Media papan labirin dapat menjadi alternatif media pembelajaran yang menarik, kontekstual, dan mendukung pembelajaran matematika yang aktif dan bermakna.
ANALISIS IMPLEMENTASI PROGRAM MAKAN BERGIZI GRATIS DI SD NEGERI 78 PALEMBANG Yuga Hafizon; Murjainah Murjainah; Aan Suriadi
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.v12i2.6942

Abstract

This study aimed to analyze the implementation of the Free Nutritious Meals (MBG) Program at SD Negeri 78 Palembang and its impact on the student learning process. The study employed a qualitative approach with a descriptive method. Data were collected through observations, interviews, and documentation involving the principal, teachers, and students as research informants. Data were analyzed using the Miles and Huberman qualitative data analysis model, consisting of data reduction, data display, and conclusion drawing. The findings showed that the implementation of the MBG Program at SD Negeri 78 Palembang had been carried out fairly well through structured planning, coordination, implementation, and evaluation stages. The program was conducted every school day during recess, involving teachers and school staff in meal distribution. The meals provided basic nutritional components, including carbohydrates, protein, vitamins, minerals, and drinking water. Most students participated enthusiastically and responded positively to the program. The program had a positive impact on the learning process by increasing students’ learning motivation, concentration, and readiness to participate in classroom activities. However, several challenges remained, including delays in food distribution, limited menu variety, and inadequate supporting facilities. Nevertheless, the school continued to conduct evaluation and coordination to improve program implementation. Thus, the MBG Program provided positive benefits in meeting students’ nutritional needs and supporting the quality of the learning process.
PENGARUH MODEL PROBLEM BASED LEARNING BERBASIS AUDIO VISUAL TERHADAP HASIL BELAJAR IPAS SISWA KELAS V SD Jesika Cindi Silaban; Frikson Jony Purba; Rizki Bastanta Manalu
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.v12i2.7081

Abstract

This study aimed to determine the effect of the Problem-Based Learning (PBL) model assisted by audio-visual media on the Science and Social Studies (IPAS) learning outcomes of students. The study employed a quantitative approach using a pre-experimental method with a One-Group Pretest-Posttest Design. The subjects were 27 fifth-grade students in Class V-A at UPT SD Negeri 065011 Medan Selayang during the 2025/2026 academic year, selected using purposive sampling. Data were collected through observations, tests (pretest and posttest), questionnaires, and documentation. Data were analyzed using descriptive and inferential statistical techniques, including the Liliefors normality test and paired-samples t-test. The results showed that the implementation of PBL assisted by audio-visual media improved students’ IPAS learning outcomes. The mean pretest score increased from 65.48 to 83.40 on the posttest, while the percentage of learning mastery increased from 37.04% to 92.59%. Hypothesis testing yielded a calculated t-value of 7.97, greater than the critical t-value of 2.060, with a significance value of 0.000 < 0.05. Therefore, PBL assisted by audio-visual media had a positive and significant effect on students’ IPAS learning outcomes and can serve as an effective alternative instructional approach in elementary education.
PENGARUH PENGGUNAAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KETERAMPILAN SOSIAL SISWA KELAS V SD Resister Nadeak; Rumiris Lumban Gaol; 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.v12i2.7113

Abstract

This study aimed to determine the effect of the Problem-Based Learning (PBL) model on students’ social skills in Science and Social Studies (IPAS) learning among fifth-grade elementary school students. The study employed an experimental method using a Pre-Experimental Design with a One-Group Pretest-Posttest Design. The sample consisted of 30 fifth-grade students at UPT SD Negeri 066652 Medan Helvetia, selected using saturated sampling. Data were collected through observations and questionnaires. Data analysis involved validity, reliability, and normality tests, Product-Moment correlation analysis, and hypothesis testing using a t-test. The results showed that students’ mean social skills score increased from 66 before treatment to 80.13 after the implementation of the PBL model. The normality test indicated that the data were normally distributed, with Lcount = 0.115 ? Lvalue = 0.161. The correlation analysis yielded rcount = 0.608 > rvalue = 0.361, indicating a strong relationship between the PBL model and students’ social skills. The hypothesis test yielded tcount = 4.052, indicating that H? was accepted and H? was rejected. Therefore, PBL had a positive and significant effect on students’ social skills in IPAS learning.
IMPLEMENTASI E-MODUL DALAM PEMBELAJARAN IPA DI SSEKOLAH DASAR: LITERATUR REVIEW 2021-2025 Erna Kisworowati; Barokah Isdaryanti; Decky Avrilianda; Nuni Widiarti
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.v12i2.6496

Abstract

This study aimed to analyze the implementation of E-Modules in science learning at the elementary school level. A Systematic Literature Review (SLR) method was employed using Publish or Perish with articles indexed in Google Scholar. The article selection process followed the PRISMA stages, including identification, screening, eligibility, and inclusion. Of the 200 articles initially identified, 15 articles met the inclusion criteria and were considered relevant for analysis. The findings indicate that the implementation of E-Modules has a positive impact on improving students’ learning outcomes, learning motivation, critical thinking skills, and learning independence. The integration of various approaches, including Problem-Based Learning (PBL), inquiry learning, STEM, Higher-Order Thinking Skills (HOTS), and local wisdom, further enhances the effectiveness of science learning through E-Modules. However, the implementation of E-Modules still faces several challenges, including limited access to digital devices, internet connectivity, and teachers’ digital literacy. Therefore, adequate infrastructure support and improved teacher competencies are needed to optimize the implementation of E-Modules in elementary science education.
PENINGKATAN PEMAHAMAN KONSEP MATEMATIKA MATERI SATUAN PANJANG MELALUI MEDIA TANGGA PINTAR PADA PESERTA DIDIK KELAS III DI SD BAWAMAI PONTIANAK Hernika Hernika; Alda Anggrheini Maulina; Delva Damayanti; Dzakwan Arif Prasetya; Muhammad Alfhajrin Hidayat; Qois Syauqi Rabbani
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.v12i2.6857

Abstract

This study aimed to improve students’ understanding of mathematical concepts related to units of length through the use of Tangga Pintar (Smart Ladder) media. The study employed a Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action implementation, observation, and reflection. The subjects were 24 third-grade students at SD Bawamai Pontianak. Data were collected through observations, tests, and documentation and analyzed using descriptive quantitative and qualitative techniques, including mean scores, learning mastery percentages, and analysis of student activity observations. The results showed that the students’ mean score increased from 63.12 in the pre-cycle to 74.16 in Cycle I and 86.04 in Cycle II. Learning mastery also increased from 37.5% in the pre-cycle to 70.8% in Cycle I and 87.5% in Cycle II. In addition, students’ learning activities and engagement also improved throughout the learning process. Therefore, Tangga Pintar media was effective in improving third-grade students’ understanding of mathematical concepts related to units of length at SD Bawamai Pontianak. These findings indicate that concrete and visual learning media can facilitate students’ understanding of mathematical concepts in elementary education.
UPAYA MENINGKATKAN HASIL BELAJAR IPAS MATERI PERMASALAHAN LINGKUNGAN MELALUI MODEL PROBLEM BASED LEARNING (PBL) PADA SISWA KELAS V SDN SUSUKAN 06 PAGI Safitri Purnama Asih; Sarah Farahdiba; Alifia Nur Maghfiroh; Salsabila Rahmadina Syahirah; Zulfa Della Afiffah; Prima Mutia Sari
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.v12i2.7052

Abstract

This study aimed to examine the implementation of the Problem-Based Learning (PBL) model in Grade V at SDN Susukan 06 Pagi as an effort to improve students’ learning outcomes in Science and Social Studies (IPAS), particularly on environmental issues. The study employed a Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection stages. The subjects were 30 fifth-grade students. Data were collected through tests, documentation, and direct observations and analyzed using descriptive quantitative and qualitative techniques. The findings showed that the implementation of PBL improved students’ learning outcomes. The class mean score increased from 81.03 in the pre-cycle to 87.17 in Cycle I and 90.50 in Cycle II. In addition, the percentage of students achieving learning mastery increased from 63.33% to 83.33%, indicating that the predetermined success criterion had been achieved. These findings demonstrate that the PBL model can effectively improve students’ learning outcomes in IPAS by engaging them in problem-oriented learning activities related to environmental issues. Therefore, the implementation of PBL can serve as an effective instructional approach for enhancing IPAS learning outcomes among elementary school students
PENGEMBANGAN MEDIA CERITA DIGITAL INTERAKTIF (CERDIK) BERBASIS CANVA PADA MATERI UNSUR INTRINSIK CERITA KELAS V DI SEKOLAH DASAR Tiara Oktaviani Aras; Taufik Hidayat; Ulfah Maulidhya; Tri Wahyuningsih; Muhlis Muhlis
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.v12i2.6687

Abstract

This study aimed to develop CERDIK Media, a Canva-based interactive digital story media, for teaching the intrinsic elements of stories to fifth-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 developed product was an interactive digital comic containing learning materials, illustrated stories, interactive exercises, discussions, and hyperlink-based navigation. The research subjects consisted of 10 students in a small-scale trial and 30 students in a large-scale trial at SDN 002 Samarinda Kota. Data were collected using material and media expert validation questionnaires, student and teacher response questionnaires, and documentation. The results showed that the material expert validation reached 93.75% and the media expert validation reached 92.5%, both categorized as highly valid. Media practicality reached 92.31% in the small-scale trial, 95.19% in the large-scale trial, and 95.31% based on teacher responses, all categorized as highly practical. Therefore, Canva-based CERDIK Media is highly valid and practical for teaching the intrinsic elements of stories to fifth-grade elementary school students.
PEMBELAJARAN BERDIFERENSIASI SEBAGAI STRATEGI MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK SEKOLAH DASAR Citra Prasiska Puspita Tohamba; Ahmad Arkam Ramadhani; Muhammad Iqbal; Siti Sarah Megawati; Muhammad Toto Nugroho
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.v12i2.6978

Abstract

This study aimed to analyze the effectiveness of differentiated learning in improving the critical thinking skills of elementary school students. The study employed a quantitative approach with a Pre-Experimental design using a One-Group Pretest-Posttest Design. The subjects consisted of 20 sixth-grade students at SD 035 Tanjung Jabung Barat who studied Science and Social Studies (IPAS) on the topic of the Solar System. Data were collected using a critical thinking skills test developed based on Facione’s indicators and analyzed using descriptive statistics, the Shapiro-Wilk normality test, N-Gain score, and paired-samples t-test. The results showed that students’ mean critical thinking score increased from 64.35 on the pretest to 84.17 on the posttest. The mean N-Gain score was 0.56, categorized as moderate. The paired-samples t-test yielded a significance value of 0.000 (p < 0.05), indicating a significant difference in students’ critical thinking skills before and after the implementation of differentiated learning. These findings demonstrate that differentiated learning is an effective instructional strategy for supporting the development of critical thinking skills among elementary school students. By accommodating students’ diverse learning needs, differentiated learning can provide more appropriate and meaningful learning experiences.
INOVASI PEMBELAJARAN BERBASIS DIFERENSIASI (DIFFERENTIATED INSTRUCTION) PADA SISWA KELAS III SEKOLAH DASAR DENGAN INDIKASI SLOW LEARNER Sukiman Sukiman; Lailatul Hidayati; Jimmy Malintang; Anis Kurnia Alviatin; Roihana Adibah
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.v12i2.6041

Abstract

This study aimed to analyze the implementation of differentiated learning through innovative classroom management strategies to support the learning process of third-grade elementary school students identified as slow learners. A qualitative approach with a case study design was employed in a third-grade classroom at an elementary school in Sleman Regency. Data were collected through in-depth teacher interviews, classroom observations, and analysis of learning and assessment documents. The data were analyzed thematically through data reduction, data display, and conclusion drawing. The findings showed that the teacher systematically implemented differentiated learning by adapting content, processes, products, and the learning environment. The strategies included simplifying learning materials, utilizing technology-based instructional media, providing gradual scaffolding, implementing alternative assessment methods, and organizing a classroom environment that encouraged active student engagement. These strategies improved students’ participation, conceptual understanding, and learning comfort. The study confirms that adaptive and continuous differentiated learning can serve as an effective operational strategy for promoting inclusive and equitable education in elementary schools, in line with the principles of the Merdeka Curriculum. The findings provide empirical contributions to strengthening inclusive learning practices and offer practical guidance for teachers implementing differentiated instruction in heterogeneous classrooms.

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