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PENGARUH MODEL NUMBERED HEAD TOGETHER TERHADAP KERJA SAMA SISWA PADA PEMBELAJARAN IPS KELAS V SD Ervain Andika Tsaqif; Fajar Nugraha; Hatma Heris Mahendra
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i3.10158

This study aims to analyze the effect of the Numbered head together (NHT) cooperative learning This study aims to analyze the effect of the Numbered Head Together (NHT) cooperative learning model on students’ collaboration skills in Social Studies (IPS) among fifth-grade elementary school students. The study employed a quantitative approach with a quasi-experimental non-equivalent control group design. The research subjects consisted of fifth-grade students of SDN Sukamulya in the 2025/2026 academic year, with Class V A serving as the experimental group and Class V B as the control group, each comprising 30 students. The research instrument was a collaboration skills observation sheet validated through expert judgement and tested for reliability using SPSS. Data were analyzed through normality tests, homogeneity tests, and independent t-tests. The results indicated that the mean post-test collaboration score reached 15.04. The independent t-test showed a Sig. value (2-tailed) of 0.823 > 0.05, indicating no significant difference between the experimental and control groups following the treatment. Nevertheless, descriptive data showed an increase in scores in the experimental group compared to the control group, suggesting a positive tendency of the NHT model toward the development of students’ collaboration skills. Therefore, it can be concluded that there was no statistically significant effect of the NHT model on students’ collaboration skills in Social Studies learning. However, descriptive findings indicated improvements in the experimental group, implying that the NHT model still holds potential to enhance collaboration skills when accompanied by longer treatment duration and a supportive learning environment. ABSTRAK Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Numbered head together (NHT) terhadap kemampuan kerja sama siswa pada pembelajaran Ilmu Pengetahuan Sosial (IPS) kelas V SD. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi eksperimen non-equivalent control group. Subjek penelitian adalah siswa kelas V SDN Sukamulya tahun ajaran 2025/2026, dengan kelas V A sebagai kelompok eksperimen dan kelas V B sebagai kelompok kontrol, masing-masing berjumlah 30 siswa. Instrumen penelitian berupa lembar observasi kemampuan kerja sama yang divalidasi melalui expert judgement dan diuji reliabilitas menggunakan SPSS. Data dianalisis melalui uji normalitas, homogenitas, dan uji-t independen. Hasil penelitian menunjukkan bahwa rata-rata skor post-test kemampuan kerja sama siswa mencapai 15,04. Uji-t independen menunjukkan nilai Sig. (2-tailed) 0,823 > 0,05, sehingga tidak terdapat perbedaan signifikan antara kelas eksperimen dan kelas kontrol setelah perlakuan. Meskipun demikian, data deskriptif menunjukkan adanya peningkatan skor pada kelompok eksperimen dibandingkan kelompok kontrol, yang mengindikasikan kecenderungan positif terhadap pengembangan kemampuan kerja sama siswa melalui model pembelajaran NHT. Dengan demikian, dapat disimpulkan bahwa tidak terdapat pengaruh yang signifikan secara statistik dari penerapan model pembelajaran NHT terhadap kemampuan kerja sama siswa pada pembelajaran IPS. Namun demikian, temuan deskriptif menunjukkan adanya peningkatan skor pada kelompok eksperimen dibandingkan kelompok kontrol, sehingga model pembelajaran NHT tetap memiliki potensi dalam mengembangkan kemampuan kerja sama siswa apabila disertai durasi perlakuan yang lebih panjang serta dukungan lingkungan belajar yang memadai.

KEMAMPUAN KOMUNIKASI SISWA DALAM PEMBELAJARAN BAHASA INDONESIA DI KELAS V SEKOLAH DASAR Lidya Isabella; Mastiah Mastiah
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i3.10231

Communication skills are essential competencies that need to be developed in Indonesian language learning at the elementary school level. However, the communication skills of fifth-grade students at SDN 05 Beloyang remain uneven, particularly in speaking, listening, and nonverbal communication. This study aims to describe the communication skills of fifth-grade students at SDN 05 Beloyang in Indonesian language learning. This research employed a descriptive qualitative approach involving 15 fifth-grade students and one classroom teacher as research subjects. Data were collected through observation, interviews, and documentation. Data validity was examined through technique triangulation, while data analysis was conducted through data collection, data reduction, data display, and conclusion drawing. The results show that students’ communication skills were generally in the fairly good category. In the speaking aspect, some students were able to perform and express ideas orally, while others still lacked confidence and were easily distracted by a noisy classroom atmosphere. In the listening aspect, most students showed attentive listening behavior, but their understanding was not evenly developed due to problems with focus and concentration. In the nonverbal communication aspect, students appeared more active through eye contact, facial expressions, and body movements during interaction. These findings imply that teachers need to create more conducive, interactive, and supportive Indonesian language learning activities to gradually improve students’ speaking confidence and listening skills. ABSTRAK Kemampuan komunikasi merupakan kompetensi penting yang perlu dikembangkan dalam pembelajaran Bahasa Indonesia di sekolah dasar. Namun, kemampuan komunikasi siswa kelas V SDN 05 Beloyang masih belum merata, terutama pada aspek berbicara, mendengarkan, dan komunikasi nonverbal. Penelitian ini bertujuan untuk mendeskripsikan kemampuan komunikasi siswa kelas V SDN 05 Beloyang dalam pembelajaran Bahasa Indonesia. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek 15 siswa kelas V dan satu guru kelas. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Keabsahan data diperiksa melalui triangulasi teknik, sedangkan analisis data dilakukan melalui tahap pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan komunikasi siswa secara umum berada pada kategori cukup baik. Pada aspek berbicara, sebagian siswa mampu tampil dan menyampaikan gagasan secara lisan, tetapi sebagian lainnya masih kurang percaya diri dan mudah terganggu oleh suasana kelas yang bising. Pada aspek mendengarkan, sebagian besar siswa menunjukkan sikap menyimak, tetapi pemahaman mereka belum merata karena kendala fokus dan konsentrasi. Pada aspek komunikasi nonverbal, siswa tampak lebih aktif melalui kontak mata, ekspresi wajah, dan gerak tubuh saat berinteraksi. Temuan ini mengimplikasikan bahwa guru perlu menciptakan pembelajaran Bahasa Indonesia yang lebih kondusif, interaktif, dan suportif untuk meningkatkan keberanian berbicara serta kemampuan menyimak siswa secara bertahap.

ANALISIS PENERAPAN MODEL PROJECT BASED LEARNING DENGAN PENDEKATAN DIFERENSIASI PADA PEMBELAJARAN IPAS KELAS V DI SD NEGERI TANDANG 01 Selvi Tirta Kurniawati; Sindhu Marta Atasya; Shindika Bachtiar Tri Permana; Mira Azizah; Danik Setyorini
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i3.11822

ABSTRACT This research was motivated by the learning conditions in class V of SD Negeri Tandang 01, where a uniform learning pattern was still applied without considering differences in students’ learning styles, readiness, and interests. This study aims to analyze the implementation of the Project Based Learning (PjBL) model with a differentiated approach in IPAS learning for class V during the 2025/2026 academic year. The research employed a descriptive qualitative method through the stages of planning, implementation, and evaluation. In the planning stage, teachers conducted cognitive and non-cognitive diagnostic assessments to identify students’ learning styles. During the implementation stage, differentiation was applied to content and process aspects through six PjBL syntax stages: determining fundamental questions, project planning, scheduling, monitoring progress, testing results, and evaluating experiences. The material on types of waste and waste management was presented through PPT, videos, concrete media, and interactive games to accommodate visual, auditory, and kinesthetic learning styles. The diagnostic assessment results showed diverse student learning styles, so learning activities were designed using varied media and activities that suited these characteristics. Observations during the learning process indicated increased participation in group discussions, teamwork, confidence in expressing opinions, and engagement in completing waste management projects. The results showed that the implementation of PjBL with a differentiated approach had a positive impact on students’ understanding, motivation, and learning outcomes. Students were also able to produce project products aligned with learning objectives while developing critical thinking, creativity, collaboration, and communication skills as 21st-century competencies in an inclusive and student-centered learning environment. ABSTRAK Penelitian ini dilatarbelakangi oleh kondisi pembelajaran di kelas V SD Negeri Tandang 01 yang masih menggunakan pola seragam tanpa mempertimbangkan perbedaan gaya belajar, kesiapan, dan minat peserta didik. Penelitian ini bertujuan menganalisis penerapan model Project Based Learning (PjBL) dengan pendekatan berdiferensiasi pada pembelajaran IPAS kelas V tahun ajaran 2025/2026. Metode yang digunakan adalah kualitatif deskriptif melalui tahapan perencanaan, pelaksanaan, dan evaluasi. Pada tahap perencanaan, guru melakukan asesmen diagnostik kognitif dan non-kognitif untuk memetakan gaya belajar peserta didik. Pada tahap pelaksanaan, diferensiasi diterapkan pada aspek konten dan proses melalui enam sintaks PjBL, yaitu penentuan pertanyaan mendasar, perencanaan proyek, penyusunan jadwal, monitoring kemajuan, pengujian hasil, dan evaluasi pengalaman. Materi jenis sampah dan pengelolaannya disajikan melalui PPT, video, media konkret, dan game interaktif untuk mengakomodasi gaya belajar visual, auditori, dan kinestetik. Hasil asesmen diagnostik menunjukkan keberagaman gaya belajar peserta didik sehingga pembelajaran dirancang dengan variasi media dan aktivitas yang sesuai. Observasi selama pembelajaran menunjukkan peningkatan keaktifan diskusi, kerja sama, keberanian menyampaikan pendapat, serta keterlibatan dalam penyelesaian proyek pengelolaan sampah. Hasil penelitian menunjukkan bahwa implementasi PjBL dengan pendekatan berdiferensiasi berdampak positif terhadap pemahaman, motivasi, dan hasil belajar peserta didik. Peserta didik mampu menghasilkan produk proyek sesuai tujuan pembelajaran serta mengembangkan kemampuan berpikir kritis, kreativitas, kolaborasi, dan komunikasi sebagai kompetensi abad ke-21 dalam suasana belajar yang inklusif dan berpusat pada peserta didik.

ANALYSIS KEBUTUHAN MEDIA PEMBELAJRAN MICRO-LEARNING GAMIFIKASI MENGATASI RENDAHNYA KEMANDIRIAN BELAJAR SISWA KELAS VI SD Umi Aklakkul Karimah
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i3.12168

This research is motivated by the low learning independence of sixth-grade students, characterized by passivity and high dependence on teacher instructions. This condition indicates the need for learning media that are more appropriate to the characteristics of elementary school students in the digital era. The purpose of this study is to analyze the need to develop gamification-based micro-learning media to support the learning independence of sixth-grade elementary school students. This study uses the Research and Development (R&D) method with the ADDIE model, but the scope of the study is limited to the Analysis or needs analysis stage. Data were collected through interviews with educators, classroom learning observations, and the distribution of questionnaires to 18 sixth-grade students. The analysis results show that 78% of students experience difficulties in starting independent learning and are still dependent on teacher direction. In addition, the learning media used is not fully adaptive to the characteristics of digital generation students. The findings also show that 90% of students have access to devices, but their use is more dominant for entertainment than learning activities. Based on the results of the needs analysis, the development of gamification micro-learning media is seen as relevant as an alternative solution to address students' learning needs and serves as the basis for the media design and development stages in the ADDIE model. Thus, this research becomes the initial basis for the design and development stage of learning media that is more appropriate to students' needs. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemandirian belajar siswa kelas VI yang ditandai dengan pasivitas dan ketergantungan tinggi terhadap instruksi guru. Kondisi tersebut menunjukkan perlunya media pembelajaran yang lebih sesuai dengan karakteristik siswa sekolah dasar di era digital. Tujuan penelitian ini adalah menganalisis kebutuhan pengembangan media pembelajaran micro-learning berbasis gamifikasi untuk mendukung kemandirian belajar siswa kelas VI sekolah dasar. Penelitian ini menggunakan metode Research and Development (R&D) dengan model ADDIE, namun ruang lingkup penelitian dibatasi pada tahap Analysis atau analisis kebutuhan. Data dikumpulkan melalui wawancara dengan pendidik, observasi pembelajaran di kelas, dan penyebaran kuesioner kepada 18 siswa kelas VI. Hasil analisis menunjukkan bahwa 78% siswa mengalami kesulitan dalam memulai belajar mandiri dan masih bergantung pada arahan guru. Selain itu, media pembelajaran yang digunakan belum sepenuhnya adaptif terhadap karakteristik siswa generasi digital. Temuan juga menunjukkan bahwa 90% siswa memiliki akses terhadap gawai, tetapi penggunaannya lebih dominan untuk hiburan daripada kegiatan belajar. Berdasarkan hasil analisis kebutuhan, pengembangan media pembelajaran micro-learning gamifikasi dipandang relevan sebagai alternatif solusi untuk menjawab kebutuhan pembelajaran siswa dan menjadi dasar bagi tahapan desain dan pengembangan media pada model ADDIE. Dengan demikian, penelitian ini menjadi dasar awal bagi tahap desain dan pengembangan media pembelajaran yang lebih sesuai dengan kebutuhan siswa.

PENINGKATAN KETERAMPILAN MENULIS CERITA FIKSI DENGAN MENGGUNAKAN MODEL PEMBELAJARAN DISCOVERY LEARNING BERBANTUAN MEDIA FLASHCARD PADA SISWA KELAS IV Ony Khansa' Khoirunnisa; Melysa Dwi Ardayanti; Lu’lu’ul Maknun; Rani Setiawaty
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i3.13036

This study addresses the issue of low fiction writing skills among fourth-grade students at SD 1 Mlatinorowito. Initial data show that out of 21 students, only 10 (47.62%) were able to meet the Learning Objective Achievement Criteria (KKTP) with a minimum score of 75, while the class average remained at 68,5 . This situation was influenced by a lack of variety in teaching methods, suboptimal use of learning media, and low student participation during the learning process. This study aims to improve students’ ability to write fiction stories through the application of the Discovery Learning model supported by the use of flashcards. The study employed the Classroom Action Research (PTK) method based on the Kemmis and McTaggart model, which consists of four stages: planning, implementation, observation, and reflection. The research subjects were 21 fourth-grade students at SD 1 Mlatinorowito. The study was conducted in two cycles, with assessments covering five aspects: the development of ideas and concepts, plot development, word choice, spelling and punctuation, and the completeness of story elements. The results showed an improvement in fiction writing skills in each cycle. In Cycle I, the students’ average score rose to 76.2, with a classical mastery rate of 71.43%—meaning 15 students achieved the minimum competency standard (KKTP). Since these results did not meet the established target, the study proceeded to Cycle II. In Cycle II, the average score increased to 84.7, with a class-wide mastery rate of 85.71%, meaning 18 students were deemed to have met the proficiency criteria. Improvements were observed across all assessment aspects, particularly in the ability to develop a storyline and generate more creative ideas. Thus, the implementation of the Discovery Learning model aided by flashcards proved effective in improving the fiction writing skills of fourth-grade students at SD 1 Mlatinorowito. ABSTRAK Penelitian ini membahas berdasarkan permasalahan rendahnya kemampuan menulis cerita fiksi pada peserta didik kelas IV SD 1 Mlatinorowito. Data awal menunjukkan bahwa dari 21 peserta didik, hanya 10 orang (47,62%) yang mampu mencapai Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) dengan nilai minimum 75, sementara rata-rata kelas masih berada pada angka 68,5 . Kondisi tersebut dipengaruhi oleh penggunaan metode pembelajaran yang kurang bervariasi, pemanfaatan media pembelajaran yang belum optimal, serta rendahnya partisipasi peserta didik selama proses pembelajaran berlangsung. Penelitian ini bertujuan untuk meningkatkan kemampuan menulis cerita fiksi melalui penerapan model Discovery Learning yang didukung oleh penggunaan media flashcard.Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) dengan model Kemmis dan McTaggart yang terdiri atas empat tahap, yaitu perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah 21 peserta didik kelas IV SD 1 Mlatinorowito. Pelaksanaan penelitian dilakukan dalam dua siklus dengan penilaian yang mencakup lima aspek, yaitu pengembangan ide dan gagasan, penyusunan alur cerita, pemilihan kata, penggunaan ejaan dan tanda baca, serta kelengkapan unsur cerita.Hasil penelitian menunjukkan adanya peningkatan kemampuan menulis cerita fiksi pada setiap siklus. Pada siklus I, nilai rata-rata peserta didik meningkat menjadi 76,2 dengan tingkat ketuntasan klasikal sebesar 71,43% atau sebanyak 15 peserta didik mencapai KKTP. Karena hasil tersebut belum memenuhi target yang ditetapkan, penelitian dilanjutkan ke siklus II. Pada siklus II, nilai rata-rata meningkat menjadi 84,7 dengan ketuntasan klasikal mencapai 85,71% atau sebanyak 18 peserta didik dinyatakan tuntas. Peningkatan terlihat pada seluruh aspek penilaian, terutama pada kemampuan mengembangkan alur cerita dan menghasilkan ide yang lebih kreatif. Dengan demikian, penerapan model Discovery Learning berbantuan media flashcard terbukti efektif dalam meningkatkan kemampuan menulis cerita fiksi peserta didik kelas IV SD 1 Mlatinorowito.

DIFFERENTIATED ENGLISH MATERIALS AND FIFTH-GRADE STUDENTS' LISTENING COMPREHENSION: A QUASI-EXPERIMENTAL STUDY I Made Bhanu Aditya Parameswara; Ni Wayan Surya Mahayanti; Luh Putu Dian Kresnawati
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i3.13361

ABSTRACT The diversity of learning characteristics among elementary school students presents a considerable challenge in English instruction, particularly in developing listening comprehension, which requires gradual and sustained exposure to spoken language. This condition has encouraged the use of differentiated English materials as an instructional alternative aligned with the implementation of the Merdeka Curriculum, aiming to provide learning experiences that are more responsive to students' diverse needs. To obtain empirical evidence regarding their effectiveness, this study involved 60 fifth-grade students from SD Negeri 1 Banyuasri, who were assigned to an experimental group and a control group using a quasi-experimental pretest–posttest control group design. The experimental group received instruction supported by differentiated English materials, whereas the control group learned through conventional instructional materials. Data were collected using a validated listening comprehension test. Preliminary assumption testing indicated that the data did not fully satisfy the normality assumption; therefore, differences between the two groups were analyzed using the non-parametric Mann–Whitney U test. Although the post-test mean scores of both groups increased compared with their pre-test scores, the inferential analysis revealed no statistically significant difference in learning outcomes (p = .809). These findings contribute to the growing body of empirical evidence on the implementation of Differentiated Instruction in elementary English education by demonstrating that the effectiveness of differentiated English materials depends on the integration of instructional strategies, sustained listening practice, and effective teacher facilitation, rather than solely on the availability of differentiated instructional materials. ABSTRAK Keragaman karakteristik belajar siswa sekolah dasar menghadirkan tantangan tersendiri dalam pembelajaran English, terutama pada pengembangan kemampuan listening comprehension yang memerlukan paparan bahasa lisan secara bertahap dan berkelanjutan. Kondisi tersebut mendorong pemanfaatan differentiated English materials sebagai salah satu alternatif yang sejalan dengan implementasi Merdeka Curriculum, dengan tujuan memberikan pengalaman belajar yang lebih responsif terhadap kebutuhan peserta didik. Untuk memperoleh bukti empiris mengenai efektivitasnya, penelitian ini melibatkan 60 siswa kelas V SD Negeri 1 Banyuasri yang terbagi ke dalam kelompok eksperimen dan kelompok kontrol menggunakan desain quasi-experimental pretest–posttest control group. Kelompok eksperimen mengikuti pembelajaran berbantuan differentiated English materials, sedangkan kelompok kontrol menggunakan materi konvensional. Data diperoleh melalui tes listening comprehension yang telah melalui proses validasi. Hasil pengujian prasyarat menunjukkan bahwa distribusi data belum sepenuhnya memenuhi asumsi normalitas sehingga analisis perbedaan antarkelompok dilakukan menggunakan uji nonparametrik Mann–Whitney U. Meskipun rerata skor post-test kedua kelompok mengalami peningkatan dibandingkan pre-test, analisis inferensial menunjukkan bahwa perbedaan hasil belajar tidak signifikan (p = 0,809). Temuan ini memperkaya bukti empiris mengenai implementasi Differentiated Instruction pada pembelajaran English di sekolah dasar dengan menunjukkan bahwa keberhasilan penggunaan differentiated English materials bergantung pada integrasi strategi pembelajaran, keberlanjutan latihan listening, serta kualitas fasilitasi guru, bukan semata-mata pada penyediaan bahan ajar yang terdiferensiasi.

A NEEDS ANALYSIS OF READING MEDIA THAT SUPPORT BEHAVIORAL READING ENGAGEMENT AND SDG 16 VALUES AT TELKOM KINDERGARTEN SINGARAJA I Komang Dodi Riantawan; Putu Kerti Nitiasih; Luh Gd Rahayu Budiarta
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i3.13465

ABSTRACT Reading experiences in early childhood are shaped not only by the availability of storybooks but also by the extent to which reading media encourage children's active participation during shared reading. This issue remains evident in several kindergarten classrooms, where existing reading materials have yet to fully support interaction, engagement, or the integration of social values aligned with Sustainable Development Goal (SDG) 16. In response to this context, the present study aimed to identify teachers' and children's needs for reading media capable of fostering behavioral reading engagement while simultaneously incorporating the values of Peace, Justice, and Strong Institutions within classroom learning. A descriptive qualitative approach was employed involving one classroom teacher and 20 children aged 5–6 years at Telkom Kindergarten Singaraja. Data were collected through classroom observations and semi-structured interviews, then organized into the categories of learning needs and target needs prior to descriptive analysis. The findings revealed that the existing reading media had not adequately facilitated interactive shared reading, resulting in limited behavioral engagement among children during literacy activities. The needs analysis identified several essential characteristics of future reading media, including a large-format design, attractive illustrations, contextual and interactive stories, simple bilingual content, and the integration of SDG 16 values. This study proposes a needs-based framework for developing reading media that integrates behavioral reading engagement, bilingual learning, and SDG 16 values, providing a conceptual foundation for literacy media development in early childhood education. ABSTRACT Pengalaman membaca pada anak usia dini tidak hanya dipengaruhi oleh keberadaan buku cerita, tetapi juga oleh sejauh mana media yang digunakan mampu mendorong keterlibatan aktif selama proses shared reading. Kondisi tersebut masih menjadi tantangan di beberapa kelas taman kanak-kanak karena karakteristik media yang tersedia belum sepenuhnya mendukung interaksi, partisipasi, maupun pengenalan nilai-nilai sosial yang relevan dengan Sustainable Development Goals (SDG) 16. Atas dasar itu, penelitian ini diarahkan untuk mengidentifikasi kebutuhan guru dan anak terhadap media membaca yang mampu memperkuat behavioral reading engagement sekaligus mengintegrasikan nilai-nilai Peace, Justice, and Strong Institutions pada konteks pembelajaran di TK Telkom Singaraja. Pendekatan kualitatif deskriptif diterapkan dengan melibatkan satu orang guru dan 20 anak usia 5–6 tahun. Informasi diperoleh melalui observasi kegiatan membaca dan wawancara semi-structured, kemudian diorganisasi ke dalam kategori learning needs dan target needs sebelum dianalisis secara deskriptif. Temuan memperlihatkan bahwa media membaca yang digunakan belum sepenuhnya mendukung interaksi selama shared reading, sehingga keterlibatan anak dalam mengikuti kegiatan membaca masih terbatas. Analisis kebutuhan mengarah pada karakteristik media berupa buku berukuran besar, ilustrasi yang menarik, cerita kontekstual dan interaktif, konten bilingual sederhana, serta integrasi nilai-nilai SDG 16. Penelitian ini menghasilkan landasan empiris bagi pengembangan media membaca yang menghubungkan penguatan literasi, pembentukan karakter, dan peningkatan behavioral reading engagement dalam pembelajaran anak usia dini.

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.

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Muhamad Suhardi

Contact Email
jurnalp4i@gmail.com

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+6285239967417

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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

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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