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Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar (JP3D)
Published by Universitas Bengkulu
ISSN : 26542870     EISSN : 26865483     DOI : 10.33369/dikdas
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences Other
Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar (JP3D) menerima sumbangan tulisan yang belum pernah diterbitkan dalam media lain. Tulisan hendaknya berkenaan dengan permasalahan di bidang pendidikan dasar, baik yang berkaitan dengan Pendidikan Guru Sekolah Dasar (PGSD) maupun pendidikan di sekolah dasar. Teknis dan sistematika penulisan mengacu pada pedoman penulisan artikel sebagaimana tercantum halaman akhir jurnal ini. Seluruh naskah yang masuk akan dibahas dan disunting kelayakannya.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 166 Documents
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Internalisasi dan Aktualisasi Nilai Kesantunan Berbahasa Melalui Kegiatan Ekstrakurikuler Kesenian Tradisional Syarafal Anam pada Siswa MIN 1 Bengkulu Tengah Utame Nensi, Anita
Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar Vol 8 No 2 (2025): November
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/dikdas.v8i2.45813

Abstract

This study discusses the internalization and actualization of language politeness values through syarafal anam traditional arts extracurricular activities at MIN 1 Bengkulu Tengah students. The goal to be achieved is to find out how to internalize and actualize the value of politeness in language to students at MIN 1 Bengkulu Tengah through extracurricular activities of traditional neural anamism art. This research is a qualitative research, the data analyzed in this study are data from interviews and direct observations regarding the values of politeness in the language identified and internalized in the extracurricular activities of traditional neural anam art, as well as the value of language politeness which is actualized in the daily behavior of students at MIN 1 Bengkulu. center is based on Leech's (1993) language politeness principle. The results showed that the principles of politeness identified in the extracurricular activities of traditional neural anam art at MIN 1 Bengkulu Tengah are the maxim of wisdom, maxim of generosity, maxim of praise, maxim of humility and maxim of agreement. The process of internalizing the value of language politeness in students is carried out through habituation and exemplary behavior from both the teacher and the students themselves. The values of politeness in language which are actualized in students' daily behavior are 6 maxims, namely the maxim of wisdom, the maxim of generosity, the maxim of praise, the maxim of humility, the maxim of agreement and the maxim of sympathy.
Pengembangan Buku Ajar Pendidikan Kewarganegaraan Berbasis Pendidikan Multikultural Bermuatan Gerakan PPK di SDN 082 Bengkulu Utara Wulandari, Beti Yuniana
Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar Vol 8 No 2 (2025): November
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/dikdas.v8i2.45818

Abstract

This study aims to develop a multicultural education-based textbook containing PPK in Citizenship Education learning. This research is a development research with the Research and Development (RnD) method. The population in this study were sixth-grade students at SD Negeri 082 Bengkulu Utara. The sample of this study was 5 sixth-grade students of SDN 082 Bengkulu Utara. The research instruments were interview guidelines, validation questionnaires, and student responses. Based on the results of the textbook validation test from three textbook experts, it was declared feasible. Based on the results of the student response questionnaire, the final percentage was 84.88% with the criteria of being suitable for use. It was concluded that the illustrated storybook based on Multicultural Education containing PPK developed by researchers was suitable for use as a companion textbook for learning Citizenship Education content in sixth-grade SDN 082 Bengkulu Utara.
Pengembangan Lembar Kerja Siswa Berdasarkan Pratinjau Pertanyaan Baca Refleksi Ucapkan Tinjauan (PQ4R) dalam Pembelajaran Membaca Pemahaman Bahasa Indonesia Kelas IV Sekolah Dasar Sariska, Apriana
Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar Vol 8 No 2 (2025): November
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/dikdas.v8i2.45819

Abstract

This study aims to determine the need for PQ4R-based LKPD in reading comprehension of Indonesian in grade IV in elementary school, to find out the development of LKPD products using the PQ4R method for reading comprehension in grade IV SD. This research is research and development (R&D). The object of research is the development of PQ4R-based LKPD in learning to read and understand Indonesian language lessons in fourth grade elementary school. The results showed that the LKPD was oriented to the PQ4R method on reading comprehension in grade IV SD as a development product that was feasible to use. From the research, it can be concluded that what teachers and students need are (1) PQ4R-based LKPD for reading comprehension of Indonesian class IV lessons at SDN 18 Kaur, (2) LKPD is designed with attractive color and image display, (3) PQ4R-based LKPD is in accordance with level of student characteristics and easy to understand. The development of LKPD products using the PQ4R method on reading comprehension in class IV SDN 18 Kaur was carried out by analyzing the needs of teachers and students, then validation was carried out by the validation team after improvements based on suggestions from the validator, limited trials were carried out to students, asked for student responses and teacher. The PQ4R-oriented worksheets on reading comprehension in grade IV SDN 18 Kaur have been declared eligible by the validation team after the validator validates the PQ4R-based worksheets. The response of teachers and students to the PQ4R method-oriented LKPD on reading comprehension in grade IV SDN 18 Kaur is positive, this is evident from the questionnaire given to teachers and students.
Pemahaman dan Tantangan Guru Sekolah Dasar Terhadap Penerapan AI dalam Pendidikan Alfanda, Wahyu; Purwanti, Susi
Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar Vol 8 No 2 (2025): November
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/dikdas.v8i2.45848

Abstract

This research aims to analyze the level of understanding among elementary school teachers in the Southeast Pontianak Cluster regarding the concept of AI technology and its application in learning, identify factors that influence teacher readiness in implementing AI technology in learning, and develop an effective intervention model to enhance teacher capacity in implementing AI technology. The research employs a mixed-method approach with an explanatory sequential design, which combines quantitative methods through a survey of 189 teachers using a Likert scale questionnaireand qualitative methods through in-depth interviews with 24 teachers, 12 school principals, and 6 supervisors, as well as focus group discussions (FGD) involving 36 teachers. Quantitative data analysis is conducted using descriptive statistics, correlation analysis, regression, factor, cluster, and ANOVA using SPSS version 28.0, while qualitative data is analyzed using thematic analysis, content analysis, constant comparative analysis, and discourse analysis with the assistance of NVivo 15. The research results are expected to provide a comprehensive picture of elementary school teacher readiness in adopting AI technology, supporting and hindering factors in its implementation, as well as an intervention model that can help bridge the gap between national policy and field-level implementation. This research is strategic given the role of PGRI Pontianak University as a Training Implementation Institution for coding-based and artificial intelligence learning based on the Decree of the Director General of Early Childhood Education, Basic and Secondary Education for 2025.
Analisis Permasalahan Pembelajaran di Sekolah Dasar pada Abad 21: Suatu Tinjauan Filosofis, Pedagogis, Sosio Kultural, dan Psikologis Melalui Pendekatan Berdiferensiasi Herdi Pangkey, Richard Daniel; Asari Lengkong, Afrilia; Leonita Horman, Meisara; Ritsita Lengkong, Gloria
Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar Vol 8 No 2 (2025): November
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/dikdas.v8i2.46131

Abstract

The problems of learning in primary schools in the 21st century have become increasingly complex, influenced by philosophical, pedagogical, socio-cultural, and psychological factors. From a philosophical perspective, education tends to be reduced to pragmatic academic goals, obscuring its essence as a process of humanization and character formation. Pedagogically, challenges arise from the gap in teachers’ competencies in dealing with digital-native learners who demand interactive, collaborative, and creative learning experiences. From a socio-cultural standpoint, globalization and technological advancement create a paradox—on the one hand, they expand access to information, but on the other hand, they can weaken local cultural identity and widen regional disparities. Psychologically, elementary students face pressures from academic demands, limited emotional support, and the negative effects of excessive gadget use. To address these issues, a differentiated teaching approach serves as a strategic alternative that aligns learning processes with students’ readiness, interests, and learning profiles. Through the integration of Lower Order Thinking Skills (LOTs) and Higher Order Thinking Skills (HOTs), this approach not only strengthens cognitive competence but also fosters students’ critical, creative, and reflective thinking in accordance with 21st-century learning demands. Thus, a multidimensional analysis combining the four perspectives and differentiated instruction underscores that solutions to elementary education challenges must be holistic, adaptive, and contextually grounded, enabling the formation of learners who are academically competent, psychologically healthy, and culturally rooted.
Kajian Sistematis Literatur Tentang Pengembangan Media dan Materi IPA Interaktif di Sekolah Dasar Berbasis Keterampilan Abad 21 Rorimpandey, Widdy H.F.; Kalengkongan, Jeane; Carolina Dien, Jini; Asari Lengkong, Afrilia; Leonita Horman, Meisara
Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar Vol 8 No 2 (2025): November
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/dikdas.v8i2.46133

Abstract

The development of 21st century education demands innovation in Science (IPA) learning at the elementary school level, emphasizing not only knowledge transfer but also the cultivation of critical thinking, creativity, collaboration, and communication skills. This study aims to systematically analyze the literature discussing the development of interactive science learning media and materials in elementary schools relevant to the enhancement of 21st century skills. The research employed a Systematic Literature Review (SLR) method consisting of identification, selection, analysis, and synthesis stages of scientific articles published between 2018 and 2024. Data sources were obtained from national and international databases such as Google Scholar, DOAJ, and Garuda. The findings indicate that the development of digital-based interactive media—such as Articulate Storyline, Educandy, Augmented Reality, and virtual laboratories—has a positive impact on students’ conceptual understanding, learning motivation, and scientific literacy. Furthermore, science materials designed using contextual and problem-based approaches were found to be effective in integrating 21st century skills. The main challenges identified include limited teacher competence in technology use, unequal digital infrastructure, and the lack of comprehensive evaluations based on 21st century competencies. This review recommends continuous teacher training, the development of student-centered learning media, and collaboration between educational institutions and technology developers to create innovative, adaptive, and skill-oriented science learning environments.

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