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Ilham Syahrul Jiwandono
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Program Studi PGSD, Jurusan Ilmu Pendidikan, FKIP Universitas Mataram, Jalan Brawijaya No. 22, Kota Mataram, Provinsi Nusa Tenggara Barat
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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 110 Documents
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ADDRESSING BULLYING IN MADAGASCAR’S ELEMENTARY SCHOOLS: PREVENTION AND INTERVENTION STRATEGIES Eric, Ralainirina Razokiny; Arrive, Jean Tsitaire; Emynorane, Ralaivao Hanginiaina
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 6 No 1 (2025): Juni 2025
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/pendas.v6i1.6917

Abstract

This study explores bullying prevention and intervention strategies in five public and private elementary schools in Sakaraha, Madagascar. Using a qualitative descriptive research design, the study employed three data collection methods: observation, semi-structured interviews with teachers and school principals, and documentary analysis of school records and policies. The primary aim was to investigate the prevalence and types of bullying, the awareness of bullying among students and staff, and the effectiveness of current prevention programs. Findings revealed that bullying, particularly verbal and social exclusion, is prevalent during unstructured times such as recess and transitions between classes. While teachers and principals expressed awareness of bullying issues, their responses varied in consistency and effectiveness, with some schools having more active prevention measures than others. School policies on bullying were generally available but lacked detailed, practical guidelines for addressing the issue. Triangulation of data from the three sources confirmed the need for more consistent implementation of anti-bullying practices, clearer communication of policies, and greater student involvement in prevention efforts. The study highlights the importance of a cohesive, school-wide approach to bullying prevention, emphasizing the need for teacher training, student empowerment, and ongoing evaluation of intervention outcomes.
PENERAPAN PEMBEAJARAN KOOPERATIF TIPE STUDENT ACTIVE LEARNING UNTUK MENINGKATKAN HASIL BELAJAR IPA MATERI PERUBAHAN MAKHLUK HIDUP SISWA KELAS III SD NEGERI 1 LANDUNGSARI KABUPATEN MALANG Chamroh, Yakut Tatil; Anwar, Moh. Farid Nurul; Chotimah, Chusnul
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 6 No 1 (2025): Juni 2025
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/pendas.v6i1.6922

Abstract

This study aims to improve the learning outcomes of third-grade students at SD Negeri 1 Landungsari on the topic of changes in living beings by implementing the cooperative learning model Student Active Learning (SAL). The method used is Classroom Action Research (CAR), conducted in two cycles, which include planning, implementation, observation, and reflection stages. Data were collected through learning outcome tests, observations, and interviews, and were analyzed using descriptive quantitative methods. In the pre-cycle stage, the class average score was still at 65.00 with a low mastery level of 14.71%. The results showed a significant improvement in student learning outcomes after implementing the SAL model. The average score increased from 69.70 in the first cycle to 84.42 in the second cycle, with mastery learning rising from 29.42% to 76.47%. Furthermore, applying the SAL model enhanced students’ active participation in learning, particularly in group discussions and presentations. In conclusion, the SAL learning model improved learning outcomes and students’ critical thinking, communication, and collaboration skills. Therefore, this model can be considered a relevant strategy for implementing the Merdeka Curriculum to enhance elementary school learning quality.
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.
INTERCULTURAL APPROACH IN TEACHING INDONESIAN LANGUAGE TO MADAGASCAR STUDENTS: COMPARATIVE STUDY BETWEEN ELEMENTARY SCHOOL AND UNIVERSITY LEARNERS Augustin, Ravaoarisoa Simonette; Emynorane, Ralaivao Hanginiaina
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 5 No 2 (2024): Desember 2024
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/8jebh462

Abstract

This study aims to explore the application of an intercultural approach in teaching the Indonesian language to students from Madagascar, with a comparative analysis between elementary school and university learners. The growing interest in learning Indonesian among Malagasy students, due to cultural and economic ties between Indonesia and Madagascar, presents an opportunity to examine how language acquisition can be enhanced through intercultural perspectives. Using a qualitative approach, this study uses interviews, classroom observations and document analysis to explore how Indonesian is taught in two educational contexts and how cross-cultural elements are integrated into the curriculum. The study compares different teaching methods used for elementary schools and more advanced learners at the university level, with a focus on cultural nuances, teaching strategies, and students` attitudes toward language and culture. Preliminary results suggest that while both groups benefited from the intercultural approach, the depth and complexity of intercultural content differed significantly between the two educational levels. Primary school students engage more with basic cultural concepts through interactive activities, while university students explore cultural themes more deeply through analytical discussions and educational materials. The study concluded that the intercultural approach not only enriches language learning but also promotes better cultural understanding, which is essential for improving communication skills in  both  contexts. This comparative study provides valuable insights into how to apply intercultural pedagogy to different age groups, offering recommendations for developing Indonesian language curriculum for Malagasy students
EXPLORING THE ROLE OF KISWAHILI AND MALAGASY LANGUAGE IN EDUCATION: LINGUISTIC BRIDGES IN EAST AND SOUTHERN AFRICA Florette, Rasolonirina; Augustin, Ravaoarisoa Simonette; Emynorane, Ralaivao Hanginiaina
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 6 No 1 (2025): Juni 2025
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/78gf2b48

Abstract

This study explores the role of Kiswahili and Malagasy  in education, examining how these languages serve as linguistic bridges in East and Southern Africa. Focusing on Tanzania and Madagascar, the study uses a qualitative approach to investigate the perspectives of students and lecturers at universities in both countries. By conducting in-depth interviews with key informants, the study highlights the cultural, educational, and social significance of Kiswahili in Tanzania and Malagasy in Madagascar, shedding light on their influence in higher education settings. The findings reveal the importance of these languages not only in fostering communication and academic success but also in promoting regional integration and cultural identity. The study underscores the challenges and opportunities these languages present in the context of multilingualism and educational development in East and Southern Africa. Through the voices of students and educators, the study contributes to understanding how Kiswahili and Malagasy function as tools for knowledge dissemination and intercultural exchange in the region.
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.
LEARNING THROUGH TRADITION IN PRIMARY EDUCATION: CASE OF IHOROMBE REGION, MADAGASCAR Claudette, Andriantenaina; Simonette Augustin, Ravaoarisoa; Bernard, Koto
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/wfyybh14

Abstract

This study aims to explore how local cultural traditions shape primary education in the Ihorombe Region of Madagascar, with a focus on understanding the ways in which community knowledge, values, and practices influence student learning, engagement, and classroom dynamics. Using a qualitative case study approach, data were collected from 20 informants, including school principals, teachers, students, parents, and community elders, through in-depth interviews, classroom observations, informal discussions, and document analysis. The findings indicate that cultural values such as respect for elders, cooperation, and collective responsibility play a central role in guiding student behavior and fostering collaborative learning. Oral traditions and storytelling serve as effective tools for comprehension and the transmission of moral and social knowledge, while active community participation strengthens student motivation, attendance, and commitment. The study also identifies challenges in aligning the national curriculum with local realities, particularly when teaching materials and instructional approaches do not reflect students’ cultural experiences. Overall, the study demonstrates that integrating tradition into formal schooling enhances learning outcomes, reinforces cultural identity, and creates a holistic educational environment in which students can connect community practices with academic knowledge, highlighting the importance of culturally responsive approaches in rural education contexts.

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