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PENILAIAN DIAGNOSTIK SEBAGAI FONDASI PEMBELAJARAN BERDIFERENSIASI Qurrota Ayu Neina; Muhamad Burhanudin; Diyamon Prasandha; Rio Anugrah Rizkiansyah
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i4.13127

Diagnostic assessment plays a crucial role in differentiated instruction by providing information about students' characteristics to support pedagogical decision-making. However, previous studies have generally examined diagnostic assessment and differentiated instruction separately, leaving the relationship between the two insufficiently synthesized. This study aimed to examine the role of diagnostic assessment as the foundation of differentiated instruction through a Systematic Literature Review (SLR). The review followed the PRISMA 2020 guidelines by searching articles indexed in Scopus, Web of Science, ERIC, SpringerLink, DOAJ, Emerald Insight, and Google Scholar. Of the 273 records identified, 17 empirical studies met the inclusion criteria and were analyzed using thematic synthesis, while methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT) 2018. The findings indicate that diagnostic assessment serves as the foundation of differentiated instruction by identifying students' learning readiness (88.2%), learning profiles (82.4%), and learning interests (76.5%) to inform the differentiation of content, process, and product. Although implementation remains constrained by teachers' competencies, time limitations, and institutional support, most studies reported improvements in student motivation, engagement, and learning quality. These findings confirm that diagnostic assessment functions as a pedagogical mechanism linking learner characteristics with adaptive, inclusive, and data-informed differentiated instruction. ABSTRAK Asesmen diagnostik berperan penting dalam pembelajaran berdiferensiasi karena menyediakan informasi mengenai karakteristik peserta didik sebagai dasar pengambilan keputusan pedagogis. Namun, penelitian terdahulu umumnya membahas asesmen diagnostik dan pembelajaran berdiferensiasi secara terpisah, sehingga hubungan keduanya belum tersintesis secara komprehensif. Penelitian ini bertujuan menganalisis peran asesmen diagnostik sebagai fondasi pembelajaran berdiferensiasi melalui Systematic Literature Review (SLR). Kajian dilakukan mengikuti pedoman PRISMA 2020 dengan menelusuri artikel pada Scopus, Web of Science, ERIC, SpringerLink, DOAJ, Emerald Insight, dan Google Scholar. Dari 273 artikel yang teridentifikasi, sebanyak 17 artikel empiris memenuhi kriteria inklusi dan dianalisis menggunakan sintesis tematik, sedangkan kualitas metodologis dievaluasi dengan Mixed Methods Appraisal Tool (MMAT) 2018. Hasil penelitian menunjukkan bahwa asesmen diagnostik berperan sebagai fondasi pembelajaran berdiferensiasi melalui pemetaan learning readiness (88,2%), learning profile (82,4%), dan student interest (76,5%) sebagai dasar diferensiasi konten, proses, dan produk. Meskipun implementasinya masih menghadapi kendala kompetensi guru, keterbatasan waktu, dan dukungan institusional, sebagian besar penelitian melaporkan peningkatan motivasi, keterlibatan, dan kualitas pembelajaran. Temuan ini menegaskan bahwa asesmen diagnostik merupakan mekanisme pedagogis yang menghubungkan karakteristik peserta didik dengan perancangan pembelajaran berdiferensiasi yang adaptif, inklusif, dan berbasis data.

INTEGRASI LEAP MOTION DAN PENDEKATAN ETNOMATEMATIKA DALAM MEDIA PEMBELAJARAN MATERI PECAHAN UNTUK SISWA SEKOLAH DASAR Khaerul Anam; Azizah Mujahidah Annisa; Ronny Basista; Gunawan Wiradharma; Mario Aditya Prasetyo
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i4.14764

ABSTRACT Fraction learning in elementary schools remains challenging because the topic is often taught procedurally and is inherently abstract, causing students to experience difficulties in understanding fractions as parts of a whole, comparing fraction values, and connecting fractions to real-life situations. This study aims to develop an initial prototype of SAFIR (Surabi Fraction Adventure), a Leap Motion-based learning media that integrates ethnomathematics and Realistic Mathematics Education (RME) approaches for teaching fractions to elementary school students. This study employed a Research and Development (R&D) method using the ADDIE model and focused on the design and development stages. The design stage involved developing the learning sequence, storyboard, game flow, interface, learning materials, and Leap Motion-based gestural interactions. The development stage included prototype development, creation of visual assets featuring traditional surabi cakes, integration of the gesture system, and validation by media, language, and subject-matter experts. The data were analyzed using descriptive quantitative analysis based on the feasibility assessment results. The validation results showed that SAFIR achieved feasibility scores of 85.3% from the media expert, 82.4% from the language expert, and 87.1% from the subject-matter expert, resulting in an overall feasibility score of 84.9%, categorized as highly feasible. Therefore, SAFIR is considered a highly feasible initial prototype for fraction learning media that is interactive, contextual, and grounded in local culture. Further research is needed to examine the practicality and effectiveness of the media in actual classroom learning. ABSTRAK Pembelajaran pecahan di sekolah dasar masih menghadapi berbagai kendala karena materi cenderung diajarkan secara prosedural dan bersifat abstrak, sehingga siswa mengalami kesulitan dalam memahami pecahan sebagai bagian dari keseluruhan, membandingkan nilai pecahan, serta mengaitkannya dengan situasi kehidupan sehari-hari. Penelitian ini bertujuan mengembangkan prototipe awal media pembelajaran SAFIR (Surabi Fraction Adventure) berbasis teknologi Leap Motion dengan mengintegrasikan pendekatan etnomatematika dan Realistic Mathematics Education (RME) pada materi pecahan untuk siswa sekolah dasar. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE dan difokuskan pada tahap design dan development. Tahap design meliputi perancangan alur pembelajaran, storyboard, game flow, antarmuka, materi, serta interaksi gestural berbasis Leap Motion. Tahap development meliputi pengembangan prototipe, pembuatan aset visual kue serabi, integrasi sistem gesture, dan validasi oleh ahli media, bahasa, dan materi. Data dianalisis secara deskriptif kuantitatif berdasarkan hasil penilaian kelayakan. Hasil validasi menunjukkan bahwa media SAFIR memperoleh persentase kelayakan sebesar 85,3% dari ahli media, 82,4% dari ahli bahasa, dan 87,1% dari ahli materi, dengan rata-rata keseluruhan sebesar 84,9% yang termasuk kategori sangat layak. Dengan demikian, SAFIR dinilai sangat layak sebagai prototipe awal media pembelajaran pecahan yang interaktif, kontekstual, dan berbasis budaya lokal. Pengujian lebih lanjut diperlukan untuk mengetahui kepraktisan dan efektivitas media dalam pembelajaran di kelas.

PENGARUH MEDIA MINI LCD PROYEKTOR BERBANTUAN AUDIOVISUAL TERHADAP PENINGKATAN HASIL BELAJAR SISWA PADA MATA PELAJARAN IPAS MATERI SISTEM TATA SURYA DI KELAS VI SDN 1 KAWAN, KECAMATAN BANGLI, KABUPATEN BANGLI Ni Putu Ayu Suarningsih; Heny Perbowosari; Ni Nyoman Tri Wahyuni
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i4.12254

ABSTRACT This study was conducted to examine the influence of an audiovisual-supported mini LCD projector on students’ learning achievement in IPAS instruction, particularly on the solar system topic, among sixth-grade students at SDN 1 Kawan, Bangli District, Bangli Regency. This study adopted a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The study participants comprised class VI A, which was assigned as the control group, and class VI B, which served as the experimental group. Data collection was carried out through observation, testing, and documentation procedures. The primary instrument comprised a multiple-choice test that had undergone validity and reliability assessment. The collected data were examined using both descriptive and inferential statistical techniques, including normality testing, homogeneity testing, and the independent samples t-test. The findings indicated that the experimental group recorded a mean pretest score of 63.33, whereas the control group achieved a mean score of 65.45. Following the instructional process, the experimental group attained a mean posttest score of 81.43, whereas the control group achieved a mean score of 75.91. The t-test findings revealed a significance value of 0.002, which was below the 0.05 significance threshold. Accordingly, the use of an audiovisual-assisted mini LCD projector had a significant effect on students’ cognitive learning outcomes in the solar system topic. ABSTRAK Penelitian ini dimaksudkan untuk mengkaji pengaruh penggunaan media mini LCD proyektor yang didukung unsur audiovisual terhadap hasil belajar siswa pada mata pelajaran IPAS, khususnya materi sistem tata surya, di kelas VI SDN 1 Kawan, Kecamatan Bangli, Kabupaten Bangli. Penelitian ini menerapkan pendekatan kuantitatif dengan metode eksperimen semu melalui rancangan Nonequivalent Control Group Design. Subjek penelitian mencakup siswa kelas VI A yang ditetapkan sebagai kelompok kontrol dan siswa kelas VI B yang dijadikan sebagai kelompok eksperimen. Data penelitian diperoleh melalui teknik observasi, pemberian tes, dan dokumentasi. Instrumen pokok yang digunakan berupa tes pilihan ganda yang sebelumnya telah melalui proses pengujian validitas dan reliabilitas. Data yang terkumpul dianalisis dengan menggunakan statistik deskriptif dan inferensial, yang meliputi uji normalitas, uji homogenitas, serta independent sample t-test. Hasil penelitian menunjukkan bahwa nilai rata-rata pretest pada kelompok eksperimen tercatat sebesar 63,33, sedangkan kelompok kontrol memperoleh rata-rata sebesar 65,45. Setelah proses pembelajaran dilaksanakan, nilai rata-rata posttest pada kelas eksperimen mengalami kenaikan menjadi 81,43, sementara kelas kontrol memperoleh rata-rata sebesar 75,91. Hasil pengujian melalui uji-t menunjukkan nilai signifikansi sebesar 0,002, yang berada di bawah batas signifikansi 0,05. Dengan demikian, penggunaan media mini LCD proyektor yang dipadukan dengan dukungan audiovisual berpengaruh secara signifikan terhadap hasil belajar kognitif siswa pada materi sistem tata surya.

IMPLEMENTASI PRADIGMA PEDAGOGIK REFLEKTIF PADA PEMBELJARAN PPKN UNTUK MENANAMKAN SIKAP PEDULI LINGKUNGAN KELAS III SD Salma Apriyani Salsabila; Anggit Merliana; Riefki Fiestawa
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i4.14618

ABSTRACT Fostering environmental awareness in Pancasila and Civic Education (PPKn) cannot be confined to teaching rules and obligations; it requires learning experiences that allow students to reflect on and practice these values. This study aimed to describe the implementation of the Reflective Pedagogical Paradigm (Paradigma Pedagogik Reflektif/PPR) in fostering environmental awareness among third-grade students at SDN Babakanjeruk. The study employed Classroom Action Research using the Kemmis and Taggart model, conducted in two cycles comprising planning, action, observation, and reflection, and involved 18 students. Data were collected through observations, questionnaires, and evaluation tests and analyzed using descriptive quantitative and qualitative approaches. The most notable change was found in the observation of environmental awareness, which increased from 64.41% in Cycle I to 80.73% in Cycle II. Meanwhile, questionnaire scores increased from 75.14% to 79.72%, accompanied by an increase in the mean learning evaluation score from 60.00 to 77.78. These developments occurred alongside improvements in the learning process through the stages of context, experience, reflection, action, and evaluation. The findings position PPR as an approach capable of connecting students’ understanding of civic values with concrete experiences and environmentally responsible actions in elementary education. ABSTRAK Pembentukan sikap peduli lingkungan dalam pembelajaran PPKn tidak cukup ditempatkan sebagai pengetahuan tentang aturan dan kewajiban, tetapi perlu dihadirkan melalui pengalaman yang memungkinkan peserta didik merefleksikan dan mempraktikkan nilai tersebut. Penelitian ini bertujuan mendeskripsikan penerapan Paradigma Pedagogik Reflektif (PPR) dalam menanamkan sikap peduli lingkungan pada siswa kelas III SDN Babakanjeruk. Penelitian dilaksanakan sebagai Penelitian Tindakan Kelas dengan model Kemmis dan Taggart melalui dua siklus yang mencakup perencanaan, tindakan, observasi, dan refleksi, dengan melibatkan 18 siswa. Data dihimpun melalui observasi, angket, dan tes evaluasi, kemudian ditelaah menggunakan analisis deskriptif kuantitatif dan kualitatif. Perubahan paling menonjol terlihat pada pengamatan sikap peduli lingkungan, yang meningkat dari 64,41% pada Siklus I menjadi 80,73% pada Siklus II. Sementara itu, skor angket bergerak dari 75,14% menjadi 79,72%, disertai kenaikan rata-rata evaluasi pembelajaran dari 60,00 menjadi 77,78. Perkembangan tersebut berlangsung seiring dengan perbaikan proses pembelajaran melalui tahapan konteks, pengalaman, refleksi, aksi, dan evaluasi. Temuan ini menempatkan PPR sebagai pendekatan yang dapat menghubungkan pemahaman nilai kewarganegaraan dengan pengalaman konkret dan tindakan peduli lingkungan dalam pembelajaran sekolah dasar.

KEPEMIMPINAN KEPALA SEKOLAH DALAM MEMBANGUN EKOSISTEM EDUPRENEURSHIP DI SEKOLAH DASAR Emilia Emilia; Teuku Salfiyadi; Mukhlisuddin Ilyas
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i4.14827

ABSTRACT Edupreneurship in primary schools requires leadership capable of connecting pedagogical objectives, innovation, and resource management, rather than merely organizing student buying-and-selling activities. This study aims to analyze how school principals’ leadership competencies are operationalized to build an edupreneurship ecosystem. The study employed a descriptive qualitative multisite design involving four public primary schools in Peusangan Subdistrict, Bireuen Regency. Data were collected from four school principals through observations, guided interviews, and document analysis conducted from January 5 to 29, 2026. Data trustworthiness was strengthened through source and technique triangulation and member checking. Data analysis involved data reduction and cross-site comparison, followed by open coding, axial coding, and selective coding assisted by NVivo 15. The findings indicate that personal-social, managerial, and entrepreneurial competencies operate through three leadership mechanisms: the principal as an innovator, motivator, and supervisor. These three mechanisms connect school planning with curriculum integration, flagship programs such as market days and creative crafts, as well as the development of students’ independence, hard work, and honesty. Implementation was supported by internal commitment and parental involvement but constrained by budget limitations, time constraints, and variations in teacher competence. The main finding of this study is an ecosystem orchestration model showing that the sustainability of edupreneurship implementation depends on the principal’s ability to continuously align direction, actors, programs, supervision, and resources. ABSTRAK Edupreneurship di sekolah dasar memerlukan kepemimpinan yang mampu menghubungkan tujuan pedagogis, inovasi, dan pengelolaan sumber daya, bukan sekadar menyelenggarakan kegiatan jual-beli siswa. Penelitian ini bertujuan menganalisis bagaimana kompetensi kepemimpinan kepala sekolah dioperasionalkan untuk membangun ekosistem edupreneurship. Penelitian menggunakan desain deskriptif kualitatif multisitus pada empat UPTD sekolah dasar negeri di Kecamatan Peusangan, Kabupaten Bireuen. Data diperoleh dari empat kepala sekolah melalui observasi, wawancara berbasis pedoman, dan studi dokumentasi pada 5–29 Januari 2026. Keabsahan data diperkuat melalui triangulasi sumber dan teknik serta member checking. Analisis dilakukan melalui reduksi dan perbandingan lintas situs, dilanjutkan dengan open coding, axial coding, dan selective coding berbantuan NVivo 15. Hasil menunjukkan bahwa kompetensi kepribadian-sosial, manajerial, dan kewirausahaan bekerja melalui tiga mekanisme kepemimpinan: kepala sekolah sebagai innovator, motivator, dan supervisor. Ketiga mekanisme tersebut menghubungkan perencanaan sekolah dengan integrasi kurikulum, program unggulan seperti market day dan kriya kreatif, serta penguatan kemandirian, kerja keras, dan kejujuran siswa. Implementasi ditopang oleh komitmen internal dan keterlibatan orang tua, tetapi dibatasi oleh anggaran, waktu, serta variasi kompetensi guru. Temuan utama penelitian adalah model orkestrasi ekosistem yang menunjukkan bahwa keberlanjutan implementasi edupreneurship bergantung pada kemampuan kepala sekolah menyelaraskan arah, aktor, program, supervisi, dan sumber daya secara berkelanjutan.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR IPAS MATERI EKOSISTEM SUNGAI SISWA KELAS V SD Gilang Putra Pamungkas; Dani Kusuma
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i4.15102

ABSTRACT Low learning outcomes in the river ecosystem topic among fifth-grade students at SD Negeri Temurejo 01 prompted an instructional improvement through the cooperative Make A Match model. This study employed Classroom Action Research (CAR), conducted in two cycles following the Kemmis and McTaggart stages of planning, action, observation, and reflection, involving 20 students. Changes in learning were observed through learning outcome tests and observation sheets, while achievement data were analyzed using IBM SPSS Statistics as supporting analysis, including tests of normality, homogeneity, achievement against the minimum competency criterion (KKM), comparisons between cycles, and N-Gain. The findings revealed a clearer improvement after the instructional action was refined through reflection. The class average increased from 55.4 in the pre-cycle to 58.0 in Cycle I and then reached 88.5 in Cycle II. Classical mastery remained at 35% in Cycle I but increased to 100% in Cycle II, exceeding the 75% success indicator. Supporting analysis indicated a difference in achievement between cycles with Sig. = 0.000, while the N-Gain of 0.60 was categorized as moderate. These findings indicate that Make A Match can serve as an alternative instructional approach for improving IPAS learning outcomes on the river ecosystem topic. ABSTRAK Rendahnya hasil belajar pada materi ekosistem sungai di kelas V SD Negeri Temurejo 01 mendorong dilakukannya perbaikan pembelajaran melalui model kooperatif tipe Make A Match. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus dengan mengikuti tahapan Kemmis dan McTaggart, meliputi perencanaan, tindakan, observasi, dan refleksi, dengan subjek 20 siswa. Perubahan pembelajaran diamati melalui tes hasil belajar dan lembar observasi, sedangkan data capaian dianalisis menggunakan IBM SPSS Statistics sebagai analisis pendukung, meliputi uji normalitas, homogenitas, pencapaian terhadap KKM, perbandingan capaian antarsiklus, dan N-Gain. Hasil penelitian memperlihatkan perubahan capaian yang lebih jelas setelah tindakan diperbaiki melalui refleksi. Rata-rata kelas meningkat dari 55,4 pada pra-siklus menjadi 58,0 pada Siklus I, kemudian mencapai 88,5 pada Siklus II. Ketuntasan klasikal tetap 35% pada Siklus I, tetapi meningkat menjadi 100% pada Siklus II dan melampaui indikator keberhasilan sebesar 75%. Analisis pendukung menunjukkan perbedaan capaian antarsiklus dengan Sig. = 0,000 dan N-Gain sebesar 0,60 dalam kategori sedang. Temuan ini menunjukkan bahwa Make A Match dapat digunakan sebagai alternatif tindakan pembelajaran IPAS untuk meningkatkan capaian belajar pada materi ekosistem sungai.

PENGEMBANGAN MEDIA DIORAMA IPA BERBASIS BUDAYA LOKAL DALAM MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA KELAS V SD Fifi Arfiani; Rahmawati Rahmawati; Salwa Rufaida
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i4.15222

This study was motivated by the low level of students’ critical thinking skills in science learning and the suboptimal use of contextual learning media based on local culture. This study aimed to develop a local culture-based science diorama that is valid, practical, and effective in improving the critical thinking skills of fifth-grade elementary school students. This study employed a Research and Development (R&D) method using the DDD-E model, which consists of Decide, Design, Develop, and Evaluate. The effectiveness test involved 26 fifth-grade students at SD Negeri Kalia. Data were collected through expert validation, teacher and student response questionnaires, observations of learning implementation, and critical thinking skills tests. The data were analyzed using Aiken’s V, practicality analysis, N-Gain, and the Paired Samples t-Test. The results showed that the local culture-based science diorama had high validity, with an Aiken’s V coefficient of 0.99. The practicality of the media was indicated by teacher and student responses of 91.6% and 91%, respectively, while learning implementation reached 94.23%, categorized as very good. Students’ critical thinking skills increased from a mean pretest score of 41.95 to a posttest score of 86.44, with an N-Gain score of 0.77, categorized as high. Improvements occurred across all critical thinking indicators: interpretation (0.75), analysis (0.77), evaluation (0.78), inference (0.86), and explanation (0.74). The highest improvement was found in inference (0.86), while the lowest was found in explanation (0.74), although both were categorized as high. 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 using the media. Therefore, the local culture-based science diorama was considered valid, practical, and demonstrated effectiveness in supporting the improvement of fifth-grade elementary school students’ critical thinking skills.. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya keterampilan berpikir kritis siswa dalam pembelajaran IPA serta belum optimalnya penggunaan media pembelajaran yang kontekstual dan berbasis budaya lokal. Penelitian ini bertujuan mengembangkan media diorama IPA berbasis budaya lokal yang valid, praktis, dan efektif untuk meningkatkan keterampilan berpikir kritis siswa kelas V sekolah dasar. Penelitian ini menggunakan metode Research and Development (R&D) dengan model DDD-E yang meliputi Decide, Design, Develop, dan Evaluate. Subjek uji efektivitas terdiri atas 26 siswa kelas V SD Negeri Kalia. Data dikumpulkan melalui validasi ahli, angket respons guru dan siswa, observasi keterlaksanaan pembelajaran, serta tes keterampilan berpikir kritis. Data dianalisis menggunakan Aiken’s V, analisis kepraktisan, N-Gain, dan Paired Samples t-Test. Hasil penelitian menunjukkan bahwa media diorama IPA berbasis budaya lokal memiliki validitas tinggi dengan nilai Aiken’s V sebesar 0,99. Kepraktisan media ditunjukkan oleh respons guru sebesar 91,6% dan respons siswa sebesar 91%, sedangkan keterlaksanaan pembelajaran mencapai 94,23% dengan kategori sangat baik. Keterampilan berpikir kritis siswa meningkat dari rata-rata skor 41,95 pada pretest menjadi 86,44 pada posttest, dengan nilai N-Gain sebesar 0,77 yang termasuk kategori tinggi. Peningkatan terjadi pada seluruh indikator, yaitu interpretation (0,75), analysis (0,77), evaluation (0,78), inference (0,86), dan explanation (0,74). Peningkatan tertinggi terdapat pada indikator inference (0,86), sedangkan terendah pada explanation (0,74), meskipun keduanya berada dalam kategori tinggi. Hasil Paired Samples t-Test menunjukkan nilai signifikansi 0,000 (p < 0,05), yang menunjukkan adanya perbedaan yang signifikan antara keterampilan berpikir kritis siswa sebelum dan sesudah penggunaan media. Dengan demikian, media diorama IPA berbasis budaya lokal dinyatakan valid, praktis, dan menunjukkan efektivitas dalam mendukung peningkatan keterampilan berpikir kritis siswa kelas V sekolah dasar.

MENINGKATKAN KETERAMPILAN MOTORIK HALUS MELALUI KEGIATAN MERONCE PADA ANAK USIA DINI DI KELOMPOK B Yusnita Yusnita; Mardiah Mardiah
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i4.11993

Fine motor skills are an important aspect of early childhood development because they support children’s independence and readiness to engage in various academic activities. Initial observations of Group B children showed that most of them still experienced finger stiffness, difficulty manipulating small objects, and limited eye-hand coordination. This study aimed to describe the improvement of children’s fine motor skills through stringing activities using varied materials implemented gradually. The study employed the Kemmis and McTaggart Classroom Action Research model, which was conducted in two cycles consisting of planning, action, observation, and reflection. The participants were 15 Group B children, comprising 7 boys and 8 girls. Data were collected through observations of finger flexibility, eye-hand coordination, accuracy in inserting objects onto a string, and the ability to complete stringing activities. The data were analyzed using quantitative descriptive techniques based on the level of children’s developmental achievement. The findings showed that the implementation of stringing activities using gradually adjusted and varied materials improved children’s fine motor skills and enabled them to achieve the predetermined success criteria. The improvement was reflected in the children’s ability to control finger movements, coordinate their eyes and hands, and complete activities more accurately and independently. Therefore, stringing activities can be used as an engaging, gradual, and practical alternative for stimulating fine motor development in early childhood education ABTRAK Keterampilan motorik halus merupakan aspek penting dalam perkembangan anak usia dini karena mendukung kemandirian dan kesiapan melakukan berbagai aktivitas akademik. Hasil observasi awal pada anak Kelompok B menunjukkan bahwa sebagian besar anak masih mengalami kekakuan jari, kesulitan memanipulasi benda berukuran kecil, serta keterbatasan koordinasi mata dan tangan. Penelitian ini bertujuan mendeskripsikan peningkatan keterampilan motorik halus anak melalui kegiatan meronce dengan menggunakan media yang bervariasi dan diterapkan secara bertahap. Penelitian menggunakan desain Penelitian Tindakan Kelas model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus melalui tahap perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian terdiri atas 15 anak Kelompok B, yaitu 7 anak laki-laki dan 8 anak perempuan. Data dikumpulkan melalui observasi terhadap kelenturan jari, koordinasi mata-tangan, ketepatan memasukkan benda ke dalam tali, serta kemampuan menyelesaikan kegiatan meronce. Data dianalisis menggunakan teknik deskriptif kuantitatif berdasarkan tingkat ketercapaian perkembangan anak. Hasil penelitian menunjukkan bahwa penerapan kegiatan meronce dengan variasi media yang disesuaikan secara bertahap dapat meningkatkan keterampilan motorik halus anak hingga mencapai indikator keberhasilan yang telah ditetapkan. Peningkatan tampak pada kemampuan anak dalam mengendalikan gerakan jari, mengoordinasikan mata dan tangan, serta menyelesaikan kegiatan secara lebih tepat dan mandiri. Dengan demikian, kegiatan meronce dapat digunakan sebagai alternatif stimulasi motorik halus yang menarik, bertahap, dan mudah diterapkan dalam pembelajaran anak usia dini.

MANAJEMEN KEPALA SEKOLAH DALAM MENINGKATKAN NUMERASI MURID KELAS I-VI SEKOLAH DASAR Nur Khamim; Nia Kurniawati; Eva Dianawati Wasliman; Andriana Gaffar
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i4.14364

This study aims to analyze school principals’ management practices in strengthening numeracy programs for Grades 1–6 students at SDN Rawasari and SDN Ciheuleut, Subang Regency. Previous studies have generally examined school leadership and numeracy separately, whereas comparative research investigating the institutionalization of numeracy programs in schools with different levels of management maturity remains limited. The novelty of this study lies in its cross-case analysis of the planning, organizing, implementation, supervision, evaluation, and follow-up of numeracy programs in two elementary schools. This study employed a descriptive qualitative approach using a multi-site case study design. The participants included school principals, teachers, students, and parents involved in the implementation of the numeracy program. Data were collected through interviews, observations, and document analysis and were analyzed using data reduction, data display, cross-case analysis, and conclusion drawing. The trustworthiness of the findings was ensured through source and methodological triangulation. The findings indicate that SDN Rawasari has achieved a higher level of numeracy program institutionalization than SDN Ciheuleut. SDN Rawasari has integrated data-informed planning, role distribution through a literacy–numeracy working group, budget allocation, academic supervision, and regular evaluation into its school management system. In contrast, SDN Ciheuleut has primarily focused on classroom-based numeracy activities that are not yet fully supported by clearly defined performance indicators, a formal organizational structure, budget allocation, or documented follow-up actions. The study concludes that the sustainability of school numeracy programs is closely associated with data-informed management, clearly defined responsibilities, instructional supervision, and systematic evaluation and follow-up. ABSTRAK Penelitian ini bertujuan menganalisis pola manajemen kepala sekolah dalam penguatan program numerasi murid kelas I–VI di SDN Rawasari dan SDN Ciheuleut, Kabupaten Subang. Penelitian sebelumnya umumnya membahas kepemimpinan kepala sekolah dan numerasi secara terpisah, sedangkan kajian yang membandingkan pelembagaan program numerasi pada sekolah dengan tingkat kematangan manajemen berbeda masih terbatas. Kebaruan penelitian ini terletak pada analisis lintas kasus terhadap perencanaan, pengorganisasian, pelaksanaan, supervisi, evaluasi, dan tindak lanjut program numerasi di dua sekolah dasar. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus multisitus. Informan penelitian terdiri atas kepala sekolah, guru, murid, dan orang tua yang terlibat dalam pelaksanaan program numerasi. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, analisis lintas kasus, dan penarikan kesimpulan. Keabsahan data diperkuat melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa perbedaan utama kedua sekolah terletak pada tingkat pelembagaan program. SDN Rawasari telah mengintegrasikan penggunaan data, pembagian peran melalui kelompok kerja, penganggaran, supervisi akademik, dan evaluasi bulanan ke dalam sistem manajemen sekolah. Sebaliknya, SDN Ciheuleut masih berfokus pada pembiasaan numerasi di kelas yang belum sepenuhnya didukung oleh indikator capaian, struktur tim, penganggaran, dan tindak lanjut tertulis. Temuan menunjukkan bahwa keberlanjutan program numerasi berkaitan dengan penggunaan data, kejelasan pembagian tanggung jawab, supervisi instruksional, serta evaluasi dan tindak lanjut secara berkala.

PENGEMBANGAN MEDIA PEMBELAJARAN BIG BOOK FOTOSINTESIS PADA MATA PELAJARAN IPAS UNTUK SISWA KELAS IV SD Ririn Setyowati; Gamaliel Septian Airlanda; Dani Kusuma
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i4.15126

ABSTRACT Limited access to learning media and the difficulties experienced by fourth-grade students at SD Negeri Kebondowo 02 in understanding photosynthesis provided the basis for developing the Photosynthesis Big Book (BBF). This study aimed to develop BBF for IPAS learning and assess its feasibility, practicality, and effectiveness in supporting students’ science literacy. The development employed a Research and Development (R&D) method using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The trial involved 20 fourth-grade students. Data were collected through validation by media, material, and practitioner experts, teacher and student responses, and science literacy tests administered before and after product use. The validation results showed feasibility percentages of 82.5% from the media expert, 97.5% from the material expert, and 92.5% from the practitioner expert, all categorized as highly feasible. BBF practicality reached 82.5% based on teacher responses and 90.5% based on student responses, both categorized as highly practical. Science literacy scores increased from a mean of 40.50 to 82.00. The difference was statistically significant (Sig. = 0.000), while the N-Gain of 0.7224 (72.24%) was categorized as high. These findings indicate that BBF meets the criteria of feasibility and practicality and effectively supports the improvement of science literacy in a limited trial. ABSTRAK Keterbatasan media pembelajaran dan kesulitan siswa kelas IV SD Negeri Kebondowo 02 dalam memahami fotosintesis menjadi dasar pengembangan Big Book Fotosintesis (BBF). Penelitian ini bertujuan mengembangkan BBF untuk pembelajaran IPAS serta menilai kelayakan, kepraktisan, dan efektivitasnya dalam mendukung literasi sains siswa. Pengembangan menggunakan metode Research and Development (R&D) dengan model Analysis, Design, Development, Implementation, dan Evaluation (ADDIE). Uji coba melibatkan 20 siswa kelas IV. Data dikumpulkan melalui validasi ahli media, ahli materi, dan ahli praktisi, tanggapan guru dan siswa, serta tes literasi sains sebelum dan sesudah penggunaan produk. Hasil penilaian menunjukkan persentase kelayakan sebesar 82,5% dari ahli media, 97,5% dari ahli materi, dan 92,5% dari ahli praktisi, seluruhnya berkategori sangat layak. Kepraktisan BBF memperoleh 82,5% dari guru dan 90,5% dari siswa, keduanya berkategori sangat praktis. Pada pengukuran literasi sains, rata-rata skor meningkat dari 40,50 menjadi 82,00. Perbedaan tersebut signifikan secara statistik dengan nilai Sig. = 0,000, sedangkan N-Gain sebesar 0,7224 (72,24%) berada pada kategori tinggi. Temuan ini menunjukkan bahwa BBF memenuhi aspek kelayakan dan kepraktisan serta efektif mendukung peningkatan literasi sains pada uji coba terbatas.

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Muhamad Suhardi

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JURNAL P4I Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I) Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB Principal Contact: Dr. Muhamad Suhardi, M.Pd Phone: 085239967417 Email: ardhysmart7@gmail.com

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Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Muhamad Suhardi

Contact Email jurnalp4i@gmail.com

Phone +6285239967417

Journal Mail Official jurnalp4i@gmail.com

Editorial Address JURNAL P4I Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I) Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB Principal Contact: Dr. Muhamad Suhardi, M.Pd Phone: 085239967417 Email: ardhysmart7@gmail.com

Location Unknown, Unknown INDONESIA

Abstract

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Contact Name
Muhamad Suhardi

Contact Email
jurnalp4i@gmail.com

Phone
+6285239967417

Journal Mail Official
jurnalp4i@gmail.com

Editorial Address
JURNAL P4I Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I) Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB Principal Contact: Dr. Muhamad Suhardi, M.Pd Phone: 085239967417 Email: ardhysmart7@gmail.com

Location
Unknown,

Unknown

INDONESIA