cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rahmat Perdana
Contact Email
rahmat260997@gmail.com
Phone
+6282182864903
Journal Mail Official
jber.cahayaic@gmail.com
Editorial Address
Jl. Perumnas Griya Sungai Duren Indah, No. 54 A, Jambi, Indonesia
Location
Unknown,
Unknown
INDONESIA
Journal of Basic Education Research
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 27164217     EISSN : 27161560     DOI : https://doi.org/10.37251/jber
Core Subject : Education,
Education
Journal of Basic Education Research (JBER) publishes high-quality methodological assessment, evaluation, and study research texts in various educational settings and scientific disciplines with their own specific phenomena, as well as related studies that address issues of concern in education today. Journal of Basic Education Research (JBER) discusses scientific research on how assessment and evaluation can improve educational outcomes; research on how various scientific disciplines can inform theoretical, practical, and political perspectives at various levels and education systems. This journal mainly covers, manuscripts in the following fields: Performance assessment Instrument development Policy analysis Program evaluation Test management Development of research methodology in Primary and Elementary Programs Curriculum assessment and evaluation in Primary and Elementary Programs Local and global issue education 21st century Learning evaluation and assessment in Primary and Elementary Programs
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol 5 No 3 (2024): September" : 5 Documents clear
Local Wisdom of Wayang Figures: Building of Student Character
Journal of Basic Education Research Vol 5 No 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v5i3.1095

Abstract

Purpose of the Study: This study aims to explore and analyze how character education can be developed through the integration of local wisdom, specifically using wayang (puppet) characters at Segulung 05 Elementary School. It investigates both the challenges and supporting factors in using wayang as a medium for character-building, and the overall impact on students. This approach is particularly interesting due to the deep cultural heritage of wayang on the island of Java, where each puppet character embodies moral values and life lessons that can be applied to everyday behavior. Methodology: This research utilizes a case study approach within a qualitative framework. Data was gathered through interviews, observations, and document analysis, focusing on the implementation of wayang in teaching moral values. Main Findings: The study reveals that character building through wayang involves not just storytelling but the use of wayang characters as moral role models, integrated into lessons in Javanese language and culture. Students engage with the rich symbolism of wayang, although variation in teaching methods is necessary to prevent disengagement. Despite potential challenges, wayang serves as an effective and captivating tool for instilling values, showing a positive impact on student character and increasing cultural awareness. Novelty/Originality of this Study: This study presents a novel approach to character education by incorporating traditional Javanese wayang as a teaching medium. It demonstrates that local cultural elements can serve as powerful tools for character development, contributing uniquely to educational practices and the preservation of cultural heritage.
Exploring Ethnopedagogy: Applying Ethnographic Studies in Thematic Learning in Elementary Schools
Journal of Basic Education Research Vol 5 No 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v5i3.1096

Abstract

Purpose of the Study: This research aims to examine how ethnopedagogy is implemented in thematic learning at MI Ma'arif Setono Jenangan Ponorogo, and analyze the impact of ethnopedagogy on the thematic learning outcomes of students at the institution. By integrating local wisdom into the curriculum, the study seeks to enhance educational quality while preserving cultural heritage. Methodology: This study utilizes a qualitative ethnographic approach, gathering data through interviews, observations, and documentation. The analysis is conducted using domain analysis, taxonomic analysis, component analysis, and cultural theme analysis. These techniques allow for a detailed exploration of how local wisdom is woven into thematic learning. Main Findings: The findings reveal that ethnopedagogy is incorporated into thematic learning by adapting the curriculum to include local cultural elements. Textbook materials are enriched with local wisdom related to values, norms, beliefs, arts, culture, and natural resources. This approach fosters a deeper connection between students and their cultural environment. Ethnopedagogy positively impacts students' thematic learning outcomes, with students from grades 1 to 6 consistently scoring above the Minimum Mastery Criteria. Additionally, ethnopedagogy enhances students' character development, promoting stronger nationalistic attitudes and a sense of responsibility toward preserving local culture. Novelty/Originality of this Study: This study offers a fresh perspective on integrating local cultural values into primary education curricula. By demonstrating how ethnopedagogy can improve both academic performance and cultural awareness, the research provides a model for sustaining local heritage in the face of globalization, contributing to the broader discourse on culturally responsive education.
Implementation School Based Local Wisdom in the Learning Process in Elementary Schools Wahyudi, Agung; Edward, Bash Asbe
Journal of Basic Education Research Vol 5 No 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v5i3.1097

Abstract

Purpose of the Study: This research aims to explore the understanding of school leaders, development teams, and teachers regarding the concept of school-based local wisdom. Methodology: This study employs a descriptive qualitative approach. The subjects include the school principal, development team, teachers, and students. Data was collected through observations, interviews, and documentation, with data analyzed using reduction, display, and conclusion-drawing techniques. The validity of the data was ensured using triangulation of techniques and sources. Main Findings: The research findings reveal a shared understanding among the school principal, development team, and teachers regarding integrating local wisdom into school-based education. The principal views school-based local wisdom as incorporating cultural elements into the learning environment. The development team interprets it as applying local cultural practices within the curriculum, while teachers link the learning process to local wisdom in the community. At Sendangsari Elementary School, local wisdom such as traditional foods, karawitan (Javanese music), dance, and batik are actively developed. The school employs five key strategies: forming collaborative teams, preparing supporting facilities, implementing strategic plans, partnering with external parties, and fostering community collaboration. Novelty/Originality of this Study: This research offers new insights into integrating local wisdom into curricular and extracurricular activities at the primary school level. It highlights the types of local wisdom developed and presents a model for schools to collaborate with communities and external stakeholders, contributing to the academic discourse on culturally responsive education.
Integrating Ethnopedagogy in Economic Activities: A Case Study of Rice Farming in the Ciptagelar Community Tasya Khoerunnisa; Quang Van Son
Journal of Basic Education Research Vol 5 No 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v5i3.1099

Abstract

Purpose of the Study: This research aims to explore the role of ethnopedagogy in shaping the economic activities of the Ciptagelar community, particularly within the context of rice farming. By examining traditional educational practices, the study seeks to understand how local wisdom is integrated into economic life, contributing to sustainable development and intergenerational knowledge transfer. Methodology: The study employs a descriptive qualitative approach using a case study method to gain an in-depth understanding of the lived experiences of the Ciptagelar community. The research involved seven key informants, including members of the Rorokan and local farmers. Data were collected through interviews, observations, and documentation, focusing on the intersection of education and economic practices in this traditional community. Main Findings: The findings demonstrate that ethno-pedagogy plays a central role in the economic activities of the Kasepuhan Ciptagelar, particularly in rice farming. Critical elements of Ethno pedagogy, such as planning, creating a conducive learning environment, material selection, and inheritance of knowledge, are closely tied to rice farming. For example, rice farming is planned meticulously, with harvests limited to once a year, and harvested rice is prohibited from being sold, ensuring sustainability. Novelty/Originality of this Study: This study offers a novel perspective by integrating ethnopedagogy into the analysis of economic activities. It reveals how traditional learning processes influence sustainable agricultural practices. It underscores the importance of cultural education in preserving economic self-sufficiency and provides a unique model for community-based education rooted in local wisdom.
Improving Civics Learning Outcomes Through the Problem Based Learning Model for Elementary School Students Hartati, Meri; Hong, Dong Anh Chi
Journal of Basic Education Research Vol 5 No 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v5i3.739

Abstract

Purpose of the Study: This study aims to enhance student learning outcomes by applying the Problem-Based Learning (PBL) model in Civics lessons for class VI.A at elementary school 208 Palembang. Specifically, the research explores how PBL fosters critical thinking, problem-solving, and active student engagement in a subject often perceived as theoretical. Methodology: The study employs Classroom Action Research (CAR), utilizing a cyclical model consisting of four stages: Planning, Implementation, Observation, and Reflection. Data collection methods, including observation, documentation, and tests, are conducted across pre-cycle, cycle I, and cycle II phases, allowing for a comprehensive understanding of PBL's impact on learning outcomes. Main Findings: The results reveal a significant improvement in students' Civics learning outcomes after implementing PBL. The findings indicate growth in individual and collective performance, including increased student engagement, higher minimum and maximum scores, and a notable rise in average scores. These outcomes suggest that PBL effectively nurtures deeper understanding and retention of Civics concepts by encouraging student participation and collaborative problem-solving. Novelty/Originality of this Study: This research's uniqueness lies in its contextual application of PBL in the elementary school setting, specifically within Civics education in Palembang. While PBL has been widely studied in other disciplines, its integration into Civics a subject traditionally taught through rote learning offers fresh insights into how inquiry-based learning models can reshape elementary education. This study demonstrates the potential of PBL to create a more dynamic and interactive learning environment, contributing to pedagogical theory and practice.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol 7 No 1 (2026): January Vol 6 No 3 (2025): September Vol 6 No 2 (2025): May Vol 6 No 1 (2025): January Vol 5 No 3 (2024): September Vol 5 No 2 (2024): May Vol 5 No 1 (2024): January Vol 4 No 3 (2023): September Vol 4 No 2 (2023): Mei Vol 4 No 1 (2023): Januari Vol 3 No 3 (2022): September Vol 3 No 2 (2022): Mei Vol 3 No 1 (2022): Januari Vol 2 No 3 (2021): September Vol 2 No 2 (2021): May Vol 2 No 1 (2021): January Vol 1 No 3 (2020): September Vol 1 No 2 (2020): May Vol 1 No 1 (2020): January More Issue