Garuda - Garba Rujukan Digital

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.

PENGEMBANGAN LKPD BERBASIS CHALLENGE-BASED LEARNING UNTUK MENINGKATKAN PROBLEM SOLVING SISWA SEKOLAH DASAR DALAM PEMBELAJARAN IPAS Lailatul Ismi; Padlurrahman Padlurrahman; Nuraeni Nuraeni
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v5i4.15058

ABSTRACT The limitations of student worksheets (LKPD) in IPAS learning within the Lepak Cluster are reflected in activities that remain centered on material summaries and closed-ended exercises, while problem-solving processes have not yet been systematically facilitated. This condition provided the basis for developing a Challenge-Based Learning (CBL)-based student worksheet designed to connect challenges, investigation, solution development, and reflection within a coherent learning experience. The study employed Research and Development using the ADDIE model through needs analysis, design, development and validation, field testing, and product evaluation. The implementation involved 80 sixth-grade students from four schools, comprising 40 students in the experimental group and 40 in the control group. Data were collected through expert validation, teacher and student responses, and problem-solving tests. The analysis included validity and practicality assessments, N-Gain, normality and homogeneity tests, and an independent samples t-test. The product obtained scores of 70 from the material expert, 70 from the design expert, and 71 from the language expert, all categorized as highly valid. Practicality reached 92.67% based on teacher responses and 85.96% based on student responses, both categorized as highly practical. The experimental group achieved an N-Gain of 0.60 (60%; moderate), compared with 0.26 (26%; low) in the control group, with a significant difference (t = 16.818; Sig. 2-tailed = 0.000). These findings position the CBL-based student worksheet as a learning resource capable of facilitating problem-solving through a more structured learning experience for elementary school students. ABSTRAK Keterbatasan LKPD dalam pembelajaran IPAS di Gugus 1 Lepak terlihat dari aktivitas yang masih berpusat pada ringkasan materi dan soal tertutup, sementara proses problem solving belum difasilitasi secara bertahap. Kondisi tersebut menjadi pijakan pengembangan LKPD berbasis Challenge-Based Learning (CBL) untuk menghadirkan pengalaman belajar yang menghubungkan tantangan, penyelidikan, penyusunan solusi, dan refleksi. Penelitian ini menggunakan Research and Development dengan model ADDIE melalui analisis kebutuhan, perancangan, pengembangan dan validasi, uji coba, serta evaluasi produk. Implementasi melibatkan 80 siswa kelas VI dari empat sekolah, dengan 40 siswa pada kelompok eksperimen dan 40 siswa pada kelompok kontrol. Data diperoleh melalui validasi ahli, respons guru dan siswa, serta tes problem solving. Analisis mencakup penilaian validitas dan kepraktisan, N-Gain, uji normalitas, homogenitas, dan independent samples t-test. Produk memperoleh skor 70 dari ahli materi, 70 dari ahli desain, dan 71 dari ahli bahasa dengan kategori sangat valid. Kepraktisan mencapai 92,67% dari guru dan 85,96% dari siswa dengan kategori sangat praktis. N-Gain kelompok eksperimen mencapai 0,60 (60%; sedang), sedangkan kontrol 0,26 (26%; rendah), dengan perbedaan signifikan (t = 16,818; Sig. 2-tailed = 0,000). Temuan tersebut menempatkan LKPD berbasis CBL sebagai perangkat yang dapat memfasilitasi problem solving melalui pengalaman belajar yang lebih terarah pada siswa sekolah dasar.

HUBUNGAN KARAKTERISTIK PESERTA DIDIK DAN EFIKASI DIRI TERHADAP MOTIVASI BELAJAR SISWA SEKOLAH DASAR Istiqomah Istiqomah; Baiq Ela Nopianti; Dahlika Dahlika; Risa Ma’russifa Rizki; Nuraeni Nuraeni
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v5i4.15059

ABSTRACT Learning motivation among elementary school students cannot be separated from individual differences and students’ beliefs in their own abilities. This study aimed to map the relationship between student characteristics and self-efficacy and learning motivation, both partially and simultaneously, through a synthesis of relevant empirical evidence. The study employed a Systematic Literature Review guided by the PRISMA 2020 framework. Of the 60 articles identified and screened according to the eligibility criteria, 20 studies published between 2023 and 2025 were included in the analysis. The synthesis indicates that student characteristics are positively associated with learning motivation, particularly in terms of learning interest, learning independence, and social-emotional development. Self-efficacy also demonstrates a positive relationship with learning motivation, with an average correlation coefficient of 0.61, while the relationship between student characteristics and learning motivation reaches an average of 0.54. Studies examining both variables simultaneously report an average correlation coefficient of R = 0.726 and a coefficient of determination of R² = 0.529. These findings position student characteristics and self-efficacy as two aspects that should be considered jointly when understanding learning motivation. This review provides a basis for developing instruction that responds to student diversity while strengthening students’ confidence in dealing with learning demands. ABSTRAK Motivasi belajar siswa sekolah dasar tidak dapat dilepaskan dari keberagaman kondisi individual dan keyakinan siswa terhadap kemampuan dirinya. Kajian ini diarahkan untuk memetakan hubungan karakteristik peserta didik dan efikasi diri dengan motivasi belajar, baik secara parsial maupun simultan, melalui sintesis bukti empiris yang relevan. Penelitian menggunakan metode Systematic Literature Review dengan pedoman PRISMA 2020. Dari 60 artikel yang ditelusuri dan disaring berdasarkan kriteria kelayakan, diperoleh 20 studi yang diterbitkan pada periode 2023–2025 untuk dianalisis lebih lanjut. Sintesis memperlihatkan bahwa karakteristik peserta didik memiliki hubungan positif dengan motivasi belajar, terutama pada aspek minat, kemandirian belajar, dan perkembangan sosial-emosional. Efikasi diri juga menunjukkan hubungan positif dengan motivasi belajar, dengan rata-rata koefisien korelasi sebesar 0,61, sedangkan hubungan karakteristik peserta didik dengan motivasi belajar mencapai rata-rata 0,54. Pada kajian yang menguji keduanya secara simultan, diperoleh rata-rata koefisien hubungan R = 0,726 dan koefisien determinasi R² = 0,529. Temuan tersebut menempatkan karakteristik peserta didik dan efikasi diri sebagai dua aspek yang perlu dipertimbangkan secara terpadu dalam memahami motivasi belajar. Kajian ini memberikan dasar bagi pengembangan pembelajaran yang responsif terhadap keragaman siswa sekaligus memperkuat keyakinan mereka dalam menghadapi tuntutan belajar.

IMPLEMENTASI PENDIDIKAN KARAKTER DALAM MEMBENTUK KEDISIPLINAN DAN KEJUJURAN SISWA SEKOLAH DASAR Marjan Dinata; Abdullah Muzakar; Badarudin Badarudin
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v4i4.15060

ABSTRACT Students’ discipline and honesty are shaped through repeated experiences in school life, although the consistency of these behaviors can be influenced by environments beyond the school setting. This study examines the implementation of character education in five elementary schools within Cluster 12 of Pujut District, Central Lombok Regency, focusing on the development of discipline and honesty, supporting and inhibiting conditions, and the schools’ responses to the challenges encountered. A descriptive qualitative approach was employed, involving principals, teachers, and students as data sources. Information was collected through participant observation, in-depth interviews, and documentation, and was analyzed interactively through data reduction, data display, and conclusion drawing and verification. Character practices were found to be embedded in school activities through habituation, teacher role modeling, school regulations, supervision, behavioral reinforcement, classroom learning, and other school activities. Principal commitment, teacher role modeling, and a positive school culture served as the main supporting factors, while uneven student awareness, limited parental supervision, peer environment, and social media presented challenges. Schools responded through guidance, mentoring, positive reinforcement, educational disciplinary measures, and communication with families. These findings affirm that the sustainability of character education depends on consistent practices within schools and continuous support from families. ABSTRAK Kedisiplinan dan kejujuran peserta didik dibentuk melalui pengalaman yang berulang dalam kehidupan sekolah, tetapi konsistensi perilakunya dapat dipengaruhi oleh lingkungan di luar sekolah. Penelitian ini menelaah pelaksanaan pendidikan karakter pada lima sekolah dasar dalam SD Se-Gugus 12 Kecamatan Pujut, Kabupaten Lombok Tengah, dengan perhatian pada pembentukan kedisiplinan dan kejujuran, kondisi yang mendukung dan menghambat pelaksanaannya, serta respons sekolah terhadap hambatan tersebut. Pendekatan kualitatif deskriptif digunakan dengan melibatkan kepala sekolah, guru, dan siswa sebagai sumber data. Informasi dihimpun melalui observasi partisipatif, wawancara mendalam, dan dokumentasi, lalu ditelaah secara interaktif melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Praktik karakter ditemukan menyatu dengan aktivitas sekolah melalui pembiasaan, keteladanan guru, tata tertib, pengawasan, penguatan perilaku, pembelajaran, dan kegiatan sekolah. Komitmen kepala sekolah, keteladanan guru, dan budaya sekolah menjadi penopang utama, sedangkan kesadaran siswa yang belum merata, keterbatasan pengawasan orang tua, lingkungan pergaulan, dan media sosial menjadi kendala. Sekolah meresponsnya melalui pembinaan, pendampingan, penguatan positif, aturan edukatif, dan komunikasi dengan keluarga. Temuan ini menegaskan bahwa keberlanjutan pendidikan karakter bergantung pada konsistensi praktik sekolah dan kesinambungan dukungan keluarga.

PENGARUH PEMBERIAN TUGAS (PEKERJAAN RUMAH) SECARA KONTINYU TERHADAP MOTIVASI DAN PRESTASI BELAJAR SISWA SEKOLAH DASAR Muharrir Muharrir; Badarudin Badarudin; Lalu Parhanuddin
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v4i4.15063

ABSTRACT Irregular homework assignments may limit the continuity of students’ learning activities beyond classroom instruction. This study examines whether continuous homework assignment is associated with students’ learning motivation and academic achievement, while also investigating the relationship between these two aspects among fifth- and sixth-grade students at SDN 2 Banyumulek and SDN 1 Dasan Baru. A quantitative approach was employed using a Pretest–Posttest Control Group Design, with an experimental group receiving homework at the end of each lesson and a control group receiving assignments on a non-continuous basis. Data were collected through a learning motivation questionnaire and an academic achievement test, then analyzed using descriptive statistics, normality and homogeneity tests, an Independent Samples t-test, and Pearson Product Moment correlation. The experimental group obtained a mean motivation score of 84.20 (SD = 9.94), higher than the control group’s 72.70 (SD = 9.68). For academic achievement, the respective means were 19.85 (SD = 3.93) and 16.80 (SD = 3.55). The difference in motivation was significant (t = 5.516; Sig. = 0.000), as was academic achievement (t = 3.646; Sig. = 0.000) and the motivation–achievement relationship (t = 4.621; Sig. = 0.000). The treatment interaction was also significant (Sig. = 0.046). These findings indicate that continuous homework can serve as part of instructional management that supports students’ motivational and academic outcomes. ABSTRAK Ketidakteraturan pemberian pekerjaan rumah dapat membatasi keberlanjutan aktivitas belajar siswa setelah pembelajaran di kelas. Penelitian ini menelaah apakah pemberian tugas secara kontinyu berkaitan dengan motivasi dan prestasi belajar, sekaligus melihat keterkaitan kedua aspek tersebut pada siswa kelas V dan VI SDN 2 Banyumulek dan SDN 1 Dasan Baru. Pendekatan kuantitatif digunakan melalui Pretest–Posttest Control Group Design, dengan kelompok eksperimen yang memperoleh pekerjaan rumah pada setiap akhir pembelajaran dan kelompok kontrol yang menerima tugas secara tidak kontinyu. Data dikumpulkan melalui angket motivasi belajar dan tes prestasi belajar, kemudian dianalisis menggunakan statistik deskriptif, uji normalitas, uji homogenitas, Independent Samples t-test, dan korelasi Pearson Product Moment. Rata-rata motivasi kelompok eksperimen mencapai 84,20 (SD = 9,94), lebih tinggi daripada kelompok kontrol sebesar 72,70 (SD = 9,68). Pada prestasi belajar, rata-rata kedua kelompok masing-masing 19,85 (SD = 3,93) dan 16,80 (SD = 3,55). Perbedaan motivasi signifikan (t = 5,516; Sig. = 0,000), demikian pula prestasi belajar (t = 3,646; Sig. = 0,000) dan hubungan motivasi–prestasi (t = 4,621; Sig. = 0,000). Interaksi perlakuan juga signifikan (Sig. = 0,046). Temuan ini menegaskan bahwa kontinuitas pekerjaan rumah dapat menjadi bagian dari pengelolaan pembelajaran yang mendukung capaian motivasional dan akademik siswa.

KARAKTERISTIK PESERTA DIDIK SEKOLAH DASAR DI ERA ARTIFICIAL INTELLIGENCE Muh. Nazri; Tahyatul Ulya; Saiful Bahri; Intan Amalia Setiyadi; Nuraini Nuraini
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v4i4.15064

ABSTRACT The transformation brought about by artificial intelligence (AI) in primary education is shifting the focus of learning beyond the mere use of technology toward understanding students’ readiness as both users and learners of AI. This study explores the cognitive, affective, and behavioral characteristics of primary school students in the AI era while identifying factors associated with their development. A qualitative approach was employed through a systematic literature review (SLR) guided by the PRISMA 2020 protocol. The literature search was conducted through Google Scholar and complemented by relevant scholarly publications, yielding 75 references that met the eligibility criteria. Following the selection process, 20 references were retained as the basis for thematic synthesis because of their direct relevance to the research focus. The synthesis indicates that students demonstrate high levels of interest in and acceptance of AI, whereas their conceptual understanding and ability to use AI consciously and critically are still developing. These characteristics are shaped by the interaction of learning experiences, motivation, AI literacy, teacher support, family involvement, and instructional design. The findings position students’ characteristics as a key foundation for integrating AI into primary education. Accordingly, AI curricula and learning activities should be developed progressively, contextually, ethically, and in ways that are responsive to students’ developmental needs. ABSTRAK Transformasi artificial intelligence (AI) pada pendidikan dasar menggeser fokus pembelajaran dari sekadar pemanfaatan teknologi menuju pemahaman tentang kesiapan peserta didik sebagai pengguna sekaligus pembelajar AI. Kajian ini mengeksplorasi karakteristik kognitif, afektif, dan perilaku peserta didik sekolah dasar di era AI, sekaligus mengidentifikasi faktor-faktor yang berkaitan dengan pembentukannya. Pendekatan kualitatif ditempuh melalui systematic literature review (SLR) dengan mengikuti protokol PRISMA 2020. Penelusuran literatur dilakukan pada Google Scholar dan diperkuat oleh publikasi bereputasi yang relevan, sehingga terkumpul 75 rujukan yang memenuhi kriteria kelayakan. Setelah proses seleksi, 20 rujukan dipilih sebagai dasar sintesis tematik karena memiliki keterkaitan paling langsung dengan fokus penelitian. Sintesis menunjukkan bahwa peserta didik memiliki ketertarikan dan penerimaan yang tinggi terhadap AI, sementara pemahaman konseptual serta kemampuan menggunakan AI secara sadar dan kritis masih berkembang. Karakteristik tersebut terbentuk melalui interaksi antara pengalaman belajar, motivasi, literasi AI, dukungan guru, keterlibatan keluarga, serta desain pembelajaran yang diterapkan di sekolah. Temuan ini menempatkan karakteristik peserta didik sebagai landasan utama integrasi AI pada pendidikan dasar. Implikasinya, pengembangan kurikulum dan pembelajaran AI perlu dirancang secara bertahap, kontekstual, etis, dan berpusat pada perkembangan peserta didik agar teknologi menjadi sarana pembelajaran yang bermakna, bukan sekadar inovasi digital.

PENGARUH BUDAYA LOKAL DALAM MEMBENTUK KARAKTERISTIK BELAJAR PESERTA DIDIK SEKOLAH DASAR: A SYSTEMATIC LITERATURE REVIEW Rif'atin Hubaya Laela Safitri; Arlian Dita Ariani; Renayanti Renayanti; Siti Nurakiah; Nuraini Nuraini
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v4i4.15066

ABSTRACT Cultural diversity places learning within a context that cannot be fully explained through individual learner characteristics alone. This issue forms the focus of this Systematic Literature Review, which seeks to map the relationship between local culture and learning characteristics while identifying emerging patterns and areas that remain underexplored. Literature published between 2019 and 2024 was searched through Google Scholar, GARUDA, SINTA, and other relevant sources. Of the 80 articles identified, five duplicates were removed, after which the remaining studies were screened based on topical relevance, full-text availability, and predetermined inclusion criteria, resulting in 22 articles selected for synthesis. The selected literature indicates that local culture is reflected in learning experiences through values, identity, motivation, interaction, learning contexts, and the use of culturally based instructional media and materials. The findings also reveal that the concept of learning characteristics has not been applied consistently across studies, suggesting that the relationship between culture and learning experiences requires more systematic conceptual mapping. This synthesis positions culture not merely as a source of instructional content but as a context that contributes to the meaning learners attach to their educational experiences. Future research should therefore develop culturally sensitive measurement instruments and expand the use of longitudinal, comparative, and mixed-methods designs to achieve a more comprehensive understanding. ABSTRAK Keragaman budaya menempatkan proses belajar dalam konteks yang tidak sepenuhnya dapat dijelaskan melalui karakteristik individual peserta didik. Persoalan tersebut menjadi fokus Systematic Literature Review ini, yang diarahkan untuk memetakan keterkaitan budaya lokal dengan karakteristik belajar sekaligus mengenali kecenderungan dan ruang penelitian yang masih terbuka. Literatur ditelusuri untuk periode 2019–2024 melalui Google Scholar, GARUDA, SINTA, dan sumber relevan lainnya. Dari 80 artikel yang teridentifikasi, lima duplikasi dikeluarkan, kemudian artikel diseleksi berdasarkan kesesuaian fokus, ketersediaan teks lengkap, dan kriteria inklusi hingga diperoleh 22 artikel untuk sintesis. Pembacaan terhadap artikel terpilih memperlihatkan bahwa budaya lokal hadir dalam pengalaman belajar melalui nilai, identitas, motivasi, interaksi, konteks pembelajaran, serta penggunaan media dan bahan ajar berbasis budaya. Temuan juga memperlihatkan bahwa istilah karakteristik belajar belum digunakan secara seragam, sehingga hubungan budaya dengan pengalaman belajar masih memerlukan pemetaan konseptual yang lebih terarah. Sintesis ini menempatkan budaya bukan sekadar sebagai sumber materi, tetapi sebagai konteks yang ikut memberi makna pada pengalaman belajar peserta didik. Implikasinya, penelitian berikutnya perlu mengembangkan instrumen yang sensitif terhadap konteks budaya dan memperluas penggunaan desain longitudinal, komparatif, serta mixed-methods untuk memperoleh pemahaman yang lebih utuh.

PENGEMBANGAN MODUL AJAR BERBASIS STEAM UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR Risa Febriana Putri; Padlurrahman Padlurrahman; Marhamah Marhamah
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v5i4.15069

ABSTRACT The needs of IPAS learning in elementary schools extend beyond conceptual mastery to include the availability of instructional resources that guide students in using knowledge to examine and solve problems. This study developed a teaching module based on Science, Technology, Engineering, Arts, and Mathematics (STEAM) for fourth-grade students on the topic of changes in the state of matter, with the aim of producing a valid, practical, and effective product to support critical thinking skills. The development followed the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model and involved 18 fourth-grade students at SD Unggulan Hamzanwadi. Product validity was assessed by material, language, and design experts, while practicality was evaluated by a teacher and effectiveness was examined through a critical thinking test using a One Group Pretest-Posttest design. The product obtained validation scores of 45 from the material expert, 46 from the language expert, and 40 from the design expert, categorized as very valid for material and language and good for design. The teacher's practicality assessment reached 90%, categorized as very practical. Student achievement increased from a mean pretest score of 78.33 to 94.44 on the posttest, with an N-Gain of 0.79, categorized as high. These findings indicate that the developed module demonstrates adequate validity, practicality, and initial effectiveness as an IPAS instructional resource supporting the development of elementary students' critical thinking skills. ABSTRAK Kebutuhan pembelajaran IPAS di sekolah dasar tidak hanya berkaitan dengan penguasaan konsep, tetapi juga dengan tersedianya perangkat yang dapat mengarahkan siswa menggunakan pengetahuan untuk menelaah dan memecahkan persoalan. Penelitian ini mengembangkan modul ajar berbasis Science, Technology, Engineering, Arts, and Mathematics (STEAM) pada materi perubahan wujud benda kelas IV dengan sasaran menghasilkan produk yang valid, praktis, dan efektif dalam mendukung kemampuan berpikir kritis. Pengembangan mengikuti model Analysis, Design, Development, Implementation, and Evaluation (ADDIE), melibatkan 18 siswa kelas IV SD Unggulan Hamzanwadi. Kelayakan produk diperoleh melalui validasi ahli materi, bahasa, dan desain, sedangkan keterpakaian dinilai oleh guru dan efektivitasnya melalui tes kemampuan berpikir kritis dengan desain One Group Pretest-Posttest. Produk memperoleh skor validasi 45 dari ahli materi, 46 dari ahli bahasa, dan 40 dari ahli desain, dengan kategori sangat valid pada materi dan bahasa serta baik pada desain. Penilaian guru mencapai 90% dengan kategori sangat praktis. Perubahan capaian siswa tampak dari rata-rata 78,33 pada pretest menjadi 94,44 pada posttest, dengan N-Gain 0,79 pada kategori tinggi. Temuan tersebut menegaskan bahwa modul yang dikembangkan memiliki kelayakan, keterpakaian, dan efektivitas awal sebagai perangkat pembelajaran IPAS yang mendukung pengembangan kemampuan berpikir kritis siswa sekolah dasar.

OPTIMALISASI PERAN KOMITE SEKOLAH DALAM PENINGKATAN KUALITAS PENDIDIKAN DI SEKOLAH DASAR Satriawan Satriawan; Badarudin Badarudin; Armin Subhani
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v5i4.15071

ABSTRACT The effectiveness of school committees is determined not merely by their existence as an institutional element, but by the extent to which the working relationship between schools and communities can be translated into educational management practices. This study examines the implementation of this role in elementary schools in Labuhan Haji District, East Lombok Regency, while also mapping the conditions that support, hinder, and enable its strengthening. A descriptive qualitative approach was employed with five informants consisting of school principals, school committee members, teachers, and parents. Data were collected beginning in May 2025 through participatory observation, in-depth interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. The findings indicate that school committees perform advisory functions in program and policy planning, supporting functions in providing educational resources, controlling functions in monitoring programs and budgets, and mediating functions in communication between schools and communities. The implementation of these functions is supported by school leadership commitment, effective communication, transparency, and community support, but constrained by members’ limited understanding, human resource capacity, participation, and coordination. Strengthening institutional capacity, participatory partnerships, and continuous development is therefore a relevant strategic direction for fostering elementary education governance that is more participatory, transparent, and responsive to local community needs. ABSTRAK Efektivitas komite sekolah tidak hanya ditentukan oleh keberadaannya sebagai unsur kelembagaan, tetapi oleh sejauh mana hubungan kerja antara sekolah dan masyarakat mampu diterjemahkan ke dalam praktik pengelolaan pendidikan. Penelitian ini menelaah pelaksanaan peran tersebut di sekolah dasar Kecamatan Labuhan Haji, Kabupaten Lombok Timur, sekaligus memetakan kondisi yang mendukung, menghambat, dan memungkinkan penguatannya. Pendekatan kualitatif deskriptif digunakan dengan lima informan yang terdiri atas kepala sekolah, pengurus komite, guru, dan orang tua peserta didik. Data diperoleh sejak Mei 2025 melalui observasi partisipatif, wawancara mendalam, dan dokumentasi, lalu ditelaah menggunakan model interaktif Miles, Huberman, dan Saldaña melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Temuan memperlihatkan bahwa komite menjalankan fungsi pemberi pertimbangan dalam perencanaan program dan kebijakan, pendukung dalam penyediaan sumber daya, pengontrol dalam pemantauan program dan anggaran, serta mediator dalam komunikasi sekolah dengan masyarakat. Keterlaksanaan fungsi tersebut ditopang komitmen kepala sekolah, komunikasi, transparansi, dan dukungan masyarakat, tetapi dibatasi pemahaman anggota, kapasitas sumber daya manusia, partisipasi, dan koordinasi. Penguatan kapasitas kelembagaan, kemitraan partisipatif, dan pembinaan berkelanjutan menjadi arah strategis yang relevan untuk memperkuat tata kelola pendidikan dasar yang lebih partisipatif, transparan, dan responsif terhadap kebutuhan masyarakat setempat.

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

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

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