cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ilham Syahrul Jiwandono
Contact Email
ilham_jiwandono@unram.ac.id
Phone
+6285856114498
Journal Mail Official
jurnalpendas@unram.ac.id
Editorial Address
Program Studi PGSD, Jurusan Ilmu Pendidikan, FKIP Universitas Mataram, Jalan Brawijaya No. 22, Kota Mataram, Provinsi Nusa Tenggara Barat
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
Jurnal Ilmiah Pendas : Primary Education Journal
Published by Universitas Mataram
ISSN : -     EISSN : 2776298X     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL merupakan jurnal yang diterbitkan oleh Program Studi Pendidikan Guru Sekolah Dasar, FKIP Universitas Mataram. Terbit dua kali dalam setahun yaitu pada bulan Juni (Januari-Juni), dan Desember (Juli-Desember). Berisi artikel-artikel hasil penelitian dan atau artikel konseptual hasil kajian analitis kritis dalam lingkup Pendidikan Dasar. Fokus kajian utama Jurnal Pendas yaitu isu-isu utama dalam Belajar dan Pembelajaran, Evaluasi Pembelajaran, Metode-Media-Strategi Pembelajaran, Psikologi dan Bimbingan Konseling, Manajemen Sekolah, Bahasa Indonesia, IPA, IPS, Matematika, PPkn, dan SBdP di Sekolah dasar.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol 6 No 2 (2025): Desember 2025" : 5 Documents clear
PENGARUH MODEL PEMBELAJARAN GROUP INVESTIGATION TERHADAP KEMAMPUAN KERJASAMA SISWA KELAS V SD DALAM PEMBELAJARAN MATEMATIKA Hikmah, Nurul; Soeprianto, Harry; Hamdian, Lalu
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 6 No 2 (2025): Desember 2025
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/kzz7bv27

Abstract

This study aims to determine the effect of the Cooperative Type Group Investigation learning model to improve the cooperative skills of fifth grade students at SDN 9 Ampenan. This research is motivated by the low ability of student cooperation. Efforts are being made to increase student cooperation by implementing the right learning model, namely by using the Cooperative Type Group Investigation learning model. The subjects of this study were students of class V-A and class V-B SDN 9 Ampenan. This research instrument uses an observation sheet that contains indicators of student cooperation. The data from the student cooperation ability test for the normality test using the Lilifors test in the control class L count = 0.07795 < L table = 0.156624 and the Experiment class, namely the L count = 0.106 < L table = 0.156624, it can be concluded that the data for both classes are normally distributed and the variance is homogeneous. The results showed that there was no difference in the average value of the level of cooperation after being treated between the control class and the experimental class, but there was an increase in the score better than the control class learning that used the usual method or the lecture method
MANAJEMEN SEKOLAH REGULER DALAM IMPLEMENTASI PENDIDIKAN INKLUSIF: SEBUAH STUDI KASUS DI SDN CINANGGERANG I Hamdani, Agi; Herawati, Nenden Ineu
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 6 No 2 (2025): Desember 2025
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/1txf2714

Abstract

This research discusses the management of regular elementary schools in implementing inclusive education at SDN Cinanggerang I. The study topics in this research are: (1) What is the description of school management in implementing inclusive education, (2) what are the challenges and obstacles encountered in implementing inclusive education . The research method applied is a descriptive qualitative method. The data sources for this research are school principals, teachers and students. The data collection techniques used were interviews, observation and documentation. Data analysis was carried out by reducing data, presenting data, and drawing conclusions. The results of the research show that there are five elements of school management that are implemented in accommodating inclusive education, including (1) Student management, (2) Curriculum management, (3) Learning management, (4) ) Management of educators and education personnel, and (5) Management of facilities and infrastructure. There are obstacles in the implementation of inclusive education, including lack of understanding about inclusive education by both teachers and parents, (2) lack of adequate facilities and infrastructure, (3) lack of teacher competence in inclusive learning, (4) lack of support from the government, (5) lack of negative stigma towards inclusive education, especially for children with special needs
EKSPLORASI PERSEPSI GURU TERHADAP PEMBELAJARAN MENDALAM (DEEP LEARNING APPROACH) DI MADRASAH IBTIDAIYAH: STUDI DESKRIPTIF KUALITATIF Norruzzaini, Annis; Yonisa, Tri; Wiratama, Rivaldi
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 6 No 2 (2025): Desember 2025
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcwj1j85

Abstract

This study aims to describe Madrasah Ibtidaiyah teachers’ perceptions of the deep learning approach in classroom instruction. This research employed a descriptive qualitative approach involving 16 teachers from Madrasah Ibtidaiyah Darussalam Awayan as participants. Data were collected through interviews, observations, and documentation, then analyzed using the Miles & Huberman model, which consists of data reduction, data display, and conclusion drawing. The findings reveal that teachers generally perceive deep learning positively as an instructional innovation that promotes deeper understanding and improves learning quality. However, many teachers still lack comprehensive understanding of its concepts and implementation due to limited digital literacy, insufficient training, and inadequate technological facilities. These results highlight the need for strengthening teacher competencies and providing sufficient infrastructure to support the effective implementation of deep learning in Madrasah Ibtidaiyah.
THE ROLE OF TECHNOLOGY IN SCHOOL RESOURCE MANAGEMENT: A STUDY ON PUBLIC ELEMENTARY SCHOOLS IN MADAGASCAR Eric, Ralainirina Razokiny; Arrive, Jean Tsitaire; Emynorane, Ralaivao Hanginiaina; Bien-Aimé, Whega Danitsaike
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 6 No 2 (2025): Desember 2025
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ec3fgr67

Abstract

This study investigates the role of technology in school resource management in public elementary schools in Madagascar. The study adopts a qualitative research methodology, utilizing observation, interviews, and documentation as primary data collection techniques. The key informants for this study are 10 school principals from various public elementary schools across Madagascar, selected based on their experience and administrative roles. The findings of this study highlight three critical aspects: first, technology plays a significant role in enhancing school management efficiency, allowing for better planning, communication, and monitoring of school resources. Second, it contributes to the improvement of school archives, with digital records providing easy access, security, and long-term preservation of important school documents. Finally, the study reveals several challenges to technology adoption, including limited digital literacy among staff, inadequate infrastructure, and financial constraints that hinder the full integration of technology in resource management. The study concludes by recommending targeted training programs for school staff, enhanced funding for technological infrastructure, and the development of a clear digital resource management policy tailored to the needs of public elementary schools in Madagascar.
PRIMARY SCHOOL EDUCATION IN MADAGASCAR UNDER CONDITIONS OF POVERTY AND RURAL INEQUALITY Léa, Soameva; Bernard, Koto; Urbain, Marolahy Jacquot
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 6 No 2 (2025): Desember 2025
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/p9y3xb34

Abstract

This study aims to examine primary school education in Madagascar under conditions of poverty and rural inequality, with particular attention to how structural deprivation shapes educational access, learning readiness, and school quality at the primary level. The research explores the interconnected roles of household economic conditions, school infrastructure, teacher capacity, community engagement, and institutional management in shaping educational experiences in rural settings. Qualitative research design was employed to capture the perspectives and lived experiences of key educational stakeholders. Data were collected in the Atsimo Andrefana Region of Madagascar, specifically within the CISCO of Toliara II, Sakaraha, and Morombe, areas characterized by limited resources and predominantly rural populations. Primary data consisted of semi-structured interviews with 35 key informants, focus group discussions, and document analysis involving teachers, school principals, parents, community members, and local education officials. The findings reveal that poverty-related challenges, including malnutrition, livelihood insecurity, inadequate school infrastructure, and uneven professional support for teachers, significantly undermine learning readiness and instructional quality. Educational inequality is further reinforced by weak school management capacity and limited access to technological and administrative resources. Community involvement and culturally responsive teaching practices were found to partially mitigate these constraints by enhancing student engagement and school resilience. The study concludes that improving primary education in rural Madagascar requires integrated and context-sensitive strategies linking education policy with social protection, targeted investment in rural schools, continuous teacher professional development, and strengthened community–school partnerships to promote more equitable educational outcomes.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol 6 No 2 (2025): Desember 2025 Vol 6 No 1 (2025): Juni 2025 Vol 5 No 2 (2024): Desember 2024 Vol 5 No 1 (2024): Juni 2024 Vol 4 No 2 (2023): Desember 2023 Vol 4 No 1 (2023): Juni 2023 Vol 3 No 2 (2022): Desember 2022 Vol 3 No 1 (2022): Juni 2022 Vol 2 No 2 (2021): Desember 2021 Vol 2 No 1 (2021): Juni 2021 Vol 1 No 2 (2020): Desember 2020 Vol 1 No 1 (2020): Juni 2020 More Issue