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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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ELEMENTARY : Jurnal Inovasi Pendidikan Dasar
Published by Pusat Pengembangan Pendidikan dan Penelitian Indonesia
ISSN : 27748014     EISSN : 27747034     DOI : -
Core Subject : Education,
Education
Jurnal ini berisi artikel hasil pemikiran dan penelitian yang ditulis oleh para guru, dosen, pakar, ilmuwan, praktisi, dan pengkaji dalam semua disiplin ilmu yang berkaitan dengan pendidikan dasar.
Arjuna Subject : Umum - Umum
Articles 355 Documents
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LITERASI MEMBACA SISWA SD: PROFIL, FAKTOR, DAN STRATEGI PEMBELAJARAN DI GUGUS 3 TERARA Abdul Kudus; Suhartiwi Suhartiwi; Muhammad Juani
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.v5i4.15096

Abstract

ABSTRACT The unevenness in elementary school students’ reading comprehension is reflected not only in reading fluency but also in their ability to process, connect, and make meaning from information in texts. This study examines the reading literacy profiles of third-grade students, the factors associated with their development, and the instructional strategies employed by teachers in Indonesian Language learning in Gugus 3 Terara, East Lombok. A descriptive qualitative approach was employed with 14 informants, consisting of seven teachers and seven students from seven elementary schools. Data were collected through observation, reading literacy tasks, interviews, and documentation, and were examined interactively through data reduction, data presentation, and verification of findings. The profiles of the seven focal students indicated that their ability to locate explicitly stated information was relatively stronger, whereas their abilities to interpret, integrate, evaluate, and reflect on text content varied. The identified challenges involved reading fluency, vocabulary, reading interest and motivation, gadget use, family support, availability of reading materials, and differences in instructional practices. Teachers responded through read-aloud activities, guided reading, the SAS method, paired reading, question-and-answer activities, reading routines, picture storybooks, and audiovisual media. These findings suggest that literacy development needs to move beyond reading routines toward differentiated, interactive learning experiences that establish continuity between school and family literacy practices. ABSTRAK Ketidakseragaman kemampuan memahami bacaan pada siswa sekolah dasar tidak hanya tampak pada kelancaran membaca, tetapi juga pada kemampuan mengolah, menghubungkan, dan memaknai informasi dalam teks. Penelitian ini menelaah profil literasi membaca siswa kelas III, faktor yang menyertainya, serta strategi pembelajaran Bahasa Indonesia yang diterapkan guru di Gugus 3 Terara, Lombok Timur. Penelitian menggunakan pendekatan deskriptif kualitatif dengan 14 informan, terdiri atas tujuh guru dan tujuh siswa dari tujuh sekolah dasar. Data diperoleh melalui observasi, tugas literasi membaca, wawancara, dan dokumentasi, lalu dibandingkan secara interaktif melalui reduksi data, penyajian, serta verifikasi temuan. Profil tujuh siswa fokus memperlihatkan kemampuan menemukan informasi tersurat relatif lebih kuat, sedangkan menafsirkan, mengintegrasikan, mengevaluasi, dan merefleksikan isi bacaan masih bervariasi. Hambatan yang muncul berkaitan dengan kelancaran membaca, kosakata, minat dan motivasi, penggunaan gawai, dukungan keluarga, ketersediaan bahan bacaan, serta perbedaan praktik pembelajaran. Guru merespons melalui membaca nyaring, membaca terbimbing, SAS, membaca berpasangan, tanya jawab, pembiasaan membaca, buku cerita bergambar, dan media audiovisual. Temuan ini menegaskan bahwa penguatan literasi perlu bergerak dari sekadar pembiasaan membaca menuju pengalaman belajar yang terdiferensiasi, interaktif, dan terhubung antara sekolah dengan keluarga.
PERBANDINGAN EFEKTIVITAS PEMBELAJARAN BERBASIS PROYEK DAN PEMBELAJARAN BERBASIS MASALAH TERHADAP KREATIVITAS DAN KEMAMPUAN BERPIKIR KRITIS SISWA DALAM PEMBELAJARAN IPAS DI SEKOLAH DASAR Rohmiyati Jalilah; Muhammad Khairul Wazni; Sri Supiyati
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.v5i4.15250

Abstract

ABSTRACT Elementary IPAS learning is expected not only to promote conceptual understanding but also to develop students’ creativity and critical thinking through active and contextual learning experiences. This study aimed to compare students’ creativity and critical thinking after participating in Project-Based Learning (PjBL) and Problem-Based Learning (PBL), as well as to examine differences between the two outcomes simultaneously. The study employed a quasi-experimental approach with a static-group comparison design involving fifth-grade students at SD Negeri 1 Terara during the second semester of the 2025/2026 academic year. From a population of 70 students, the final data analyzed comprised 65 students, with 35 students in the PjBL group and 30 students in the PBL group. Creativity was measured using a Likert-scale questionnaire, while critical thinking was assessed using an instrument based on critical-thinking indicators. Data were analyzed using descriptive statistics, normality and homogeneity tests, independent-samples t-tests, and MANOVA with SPSS 26. The results showed that the mean creativity score was higher in the PjBL group than in the PBL group (81.69 vs. 79.17), but the difference was not significant (p = 0.084). Conversely, the mean critical-thinking score was slightly higher in the PBL group than in the PjBL group (79.40 vs. 78.91), but the difference was also not significant (p = 0.769). Simultaneously, MANOVA indicated no significant multivariate difference (Pillai’s Trace = 0.050; F(2,62) = 1.636; p = 0.203). These findings indicate that both models produced relatively comparable outcomes in creativity and critical thinking within the research context. ABSTRAK Pembelajaran IPAS di sekolah dasar dituntut tidak hanya menghasilkan penguasaan konsep, tetapi juga mengembangkan kreativitas dan kemampuan berpikir kritis melalui pengalaman belajar yang aktif dan kontekstual. Penelitian ini bertujuan membandingkan kreativitas dan kemampuan berpikir kritis siswa setelah mengikuti pembelajaran Project-Based Learning (PjBL) dan Problem-Based Learning (PBL), serta menguji perbedaan kedua outcome secara simultan. Penelitian menggunakan eksperimen semu dengan rancangan static-group comparison pada siswa kelas V SD Negeri 1 Terara semester genap Tahun Pelajaran 2025/2026. Dari populasi 70 siswa, data akhir yang dianalisis berjumlah 65 siswa, terdiri atas 35 siswa kelompok PjBL dan 30 siswa kelompok PBL. Kreativitas diukur menggunakan angket skala Likert, sedangkan kemampuan berpikir kritis diukur menggunakan instrumen penilaian berdasarkan indikator kemampuan berpikir kritis. Data dianalisis menggunakan statistik deskriptif, uji normalitas, homogenitas, independent-samples t-test, dan MANOVA dengan SPSS 26. Hasil menunjukkan bahwa rerata kreativitas kelompok PjBL lebih tinggi daripada PBL (81,69 vs. 79,17), tetapi tidak signifikan (p=0,084). Sebaliknya, rerata berpikir kritis PBL sedikit lebih tinggi daripada PjBL (79,40 vs. 78,91), tetapi juga tidak signifikan (p=0,769). Secara simultan, MANOVA menunjukkan tidak terdapat perbedaan multivariat yang signifikan (Pillai’s Trace=0,050; F(2,62)=1,636; p=0,203). Temuan menunjukkan bahwa kedua model menghasilkan capaian yang relatif sebanding pada kreativitas dan berpikir kritis dalam konteks penelitian.
EFEK MEDIA KIT IPA DAN MOTIVASI BELAJAR TERHADAP PRESTASI SAINS SISWA SEKOLAH DASAR Zuliani Rohmani; Badarudin Badarudin; Muhammad Khairul Wazni
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.v5i4.15307

Abstract

ABSTRACT This study examines the relationship between the use of science KIT media, learning motivation, and science learning achievement among fifth-grade elementary school students. The study employed a quantitative approach with a factorial experimental design involving 80 fifth-grade students from SDN 4 and SDN 7 Pemongkong, East Lombok. Data were collected through achievement tests, a learning motivation questionnaire, observation, and documentation, and were analyzed using prerequisite tests and factorial ANOVA. The results showed that the use of science KIT media had a significant effect on students’ learning achievement (F = 1191.854; p < 0.001). Learning motivation also had a significant effect on learning achievement (F = 104.851; p < 0.001), while the interaction between science KIT media and learning motivation was also significant (F = 7.121; p < 0.001). These findings indicate that learning experiences supported by concrete materials and students’ motivational conditions should be considered together in elementary science instruction. This study provides empirical evidence from an elementary school context in Pemongkong that concrete media can support science learning when implemented through activities involving observation, experimentation, and active student engagement. Because the study was derived from a 2008 thesis and the raw data were not reanalyzed, future research should replicate the study in contemporary educational settings with larger samples and report effect sizes and confidence intervals. ABSTRAK Penelitian ini mengkaji keterkaitan penggunaan media KIT IPA dan motivasi belajar dengan prestasi belajar IPA siswa kelas V sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan desain eksperimen faktorial yang melibatkan 80 siswa kelas V SDN 4 dan SDN 7 Pemongkong, Lombok Timur. Data diperoleh melalui tes hasil belajar, angket motivasi, observasi, dan dokumentasi, kemudian dianalisis menggunakan uji prasyarat dan ANOVA faktorial. Hasil analisis menunjukkan bahwa penggunaan media KIT IPA berpengaruh signifikan terhadap prestasi belajar siswa (F = 1191,854; p < 0,001). Motivasi belajar juga menunjukkan pengaruh signifikan terhadap prestasi belajar (F = 104,851; p < 0,001), sementara interaksi antara media KIT IPA dan motivasi belajar turut menunjukkan hasil yang signifikan (F = 7,121; p < 0,001). Temuan tersebut menunjukkan bahwa pengalaman belajar melalui perangkat konkret dan kondisi motivasional siswa merupakan dua aspek yang perlu dipertimbangkan secara terpadu dalam pembelajaran IPA. Penelitian ini memberikan bukti empiris dari konteks sekolah dasar di wilayah Pemongkong bahwa media konkret dapat mendukung pembelajaran IPA ketika digunakan melalui aktivitas yang melibatkan pengamatan, percobaan, dan keterlibatan aktif siswa. Karena penelitian bersumber dari tesis tahun 2008 dan belum dilakukan analisis ulang terhadap data mentah, penelitian lanjutan perlu melakukan replikasi pada konteks pendidikan saat ini dengan sampel yang lebih luas serta pelaporan ukuran efek dan interval kepercayaan.
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

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

Abstract

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.

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