cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
sendi fauzi giwangsa
Contact Email
sendifauzigiwangsa@upi.edu
Phone
+6285220161967
Journal Mail Official
ppd_pendas@upi.edu
Editorial Address
https://ejournal.upi.edu/index.php/jppd/about/editorialTeam
Location
Kota bandung,
Jawa barat
INDONESIA
Jurnal Pedagogik Pendidikan Dasar
Published by Universitas Pendidikan Indonesia
ISSN : 23374543     EISSN : 27762467     DOI : -
Core Subject : Education,
Education Mathematics Other
Jurnal Pedagogik Pendidikan dasar merupakan media berkala ilmiah yang diterbitkan oleh Departemen Pedagogik Prodi PGSD bekerjasama dengan Asosiasi Pendidikan Profesi Guru. Jurnal Pedagogik Pendidikan dasar mempublikasikan hasil penelitian dan telaah pendidikan pada bidang kependidikan dasaran, baik ditinjau dari aspek kebijakan, pedagogi, sains, matematika, sosial, bahasa, kewarganegaraan, agama, seni, budaya, pendidikan jasmani dan olah raga, psikologi, strategi, teknologi, media serta evaluasi pembelajaran. Periode terbitan pada jurnal ini satu tahun dua kali pada bulan Juni dan November
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 88 Documents
 5   6   7   8   9 
Pengembangan Model Permainan Tanpa Alat Untuk Mengembangkan Kemampuan Gerak Lokomotor dan Kerjasama Siswa Kelas III Sari, Amara Nanda; Ansori, Isa
JURNAL PEDAGOGIK PENDIDIKAN DASAR Vol 12, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jppd.v12i2.87459

Abstract

This study aims to develop, validate, and test the effectiveness of a no-equipment game model to improve locomotor movement skills and collaboration among third-grade students at SD Negeri 2 Kebumen. The research employed a Research and Development (RD) method based on a simplified Borg Gall model. Data were collected through observation, interviews, questionnaires, tests, and documentation, and analyzed using descriptive and inferential statistical techniques. Expert validation results indicated that the no-equipment game model was highly feasible, with a feasibility score of 91.07%. Effectiveness testing revealed a significant improvement between pretest and posttest scores, with a significance value of 0.000 (0.05), and an N-Gain score of 0.599 categorized as moderate. Therefore, the no-equipment game model is considered effective and feasible for use in physical education classes to support the development of students’ basic motor skills and social collaboration abilities
Pengaruh Model Somatic Auditory Visualization Intellectual (SAVI) Berbantuan Media Flashcard Terhadap Kemampuan Numerasi Peserta Didik Kelas III Sekolah Dasar Pratiwi, Anisa Dian; Rapani, Rapani; Hermawan, Jody Setya; Nurwahidin, Muhammad
JURNAL PEDAGOGIK PENDIDIKAN DASAR Vol 12, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jppd.v12i2.90023

Abstract

This research is motivated by the low numeracy skills of third-grade students at SD Negeri 1 Metro Barat. This study aimed to determine the effect of the Somatic, Auditory, Visualization, Intellectual (SAVI) learning model assisted by Flashcard media on the numeracy skills of third-grade students at SD Negeri 1 Metro Barat. This research employed a quasi-experimental designwith apre-test-post-test control group design. The population of this study involved all 41 students, and  thesample consisted of 20 students. Data collection techniques includedtests (pre-test and post-test) to measure numeracy skills, observation to examine interactions and learning processes, and interviews to gather more in-depth information from teachers or students regarding their learning experiences. Data analysis was conducted using a simple linear regression test to determine the significance of the effect of the SAVI model assisted by Flashcards on students' numeracy skills. Theresults indicated a significant effect of applying the SAVI model assisted by Flashcard media on students' numeracy skills, with a significance value (2-tailed) of 0.000 0,05.
Exploring Challenges and Strategies of Non-Native English Speaking Teachers (NNESTs) in Teaching Using Authentic Materials Gustam, Ririn Fadilah
JURNAL PEDAGOGIK PENDIDIKAN DASAR Vol 12, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jppd.v12i2.87725

Abstract

This study explores the challenges and strategies of Non-Native English-Speaking Teachers (NNESTs) in utilizing authentic materials for teaching speaking in a non-formal educational setting in Indonesia. Using a qualitative case study approach, data were collected through classroom observations and semi-structured interviews with one NNEST and students at varying proficiency levels. Thematic analysis revealed several prominent challenges, including mixed-level classrooms, technical limitations, and the ideological pressure of native-speakerism. These challenges were particularly evident in the use of digital authentic materials, which were disrupted by power outages and limited resources. Despite these constraints, NNEST demonstrated pedagogical resilience by employing flexible teaching strategies such as using whiteboards, printed realia, games, and emotional engagement techniques to foster students’ motivation. Additionally, the teacher implemented a learner-centered approach by conducting placement tests, tailoring materials to students’ needs, and prioritizing intelligibility over native-like pronunciation. Students responded positively to these strategies, noting that the use of authentic materials and engaging classroom activities improved their speaking confidence and made learning more enjoyable. The findings highlight the importance of adaptability, cultural awareness, and strategic planning in enhancing speaking instruction through authentic materials. This research adds to the literature on NNESTs and provides insights for EFL teaching.
Penerapan Model Pembelajaran Role Playing Untuk Meningkatkan Partisipasi Belajar Siswa dalam Pembelajaran IPAS Kelas IV SD Rusniasari, Rusniasari; Ermawati, Diana; Khairunnisa, Imada
JURNAL PEDAGOGIK PENDIDIKAN DASAR Vol 12, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jppd.v12i2.90656

Abstract

Low learning participation is the main problem in the learning of science for grade IV students Elementary School of Demangan. This classroom action research aims to increase student learning participation through the application of the role playing learning model. The research method used is Classroom Action Research (CAR) which is carried out in two cycles. The subjects in this study were 14 grade IV students Elementary School of  Demangan. The data analysis method in this study used a descriptive method by comparing student participation before and after the action. The results showed an increase in learning participation from the pre-cycle of 50.1%, cycle I of 63.3%, and cycle II reaching 81.3%, which is in the very high category. This increase shows that the role playing model is effective in creating a pleasant learning atmosphere and encouraging active involvement of students in the learning process. Thus, the role playing model can be used as an alternative strategy for learning science that can significantly increase student learning participation
Content Analysis of Dambus Goes Digital on the TikTok Platform as a Learning Medium for Arts, Culture, and Crafts in Elementary Schools
JURNAL PEDAGOGIK PENDIDIKAN DASAR Vol 13, No 1 (2026)
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jppd.v13i1.95962

Abstract

The development of digital technology has influenced learning practices in elementary schools, particularly through the use of social media as learning media. TikTok, which is commonly associated with entertainment content, has potential to be utilized as a contextual learning medium that aligns with the characteristics of elementary school students. This study aims to analyze the characteristics and educational content of Dambus Goes Digital on the TikTok platform and examine its potential as a learning medium for Arts, Culture, and Crafts (SBdP) in elementary schools. This research employed a qualitative descriptive approach. The research object consisted of Dambus Goes Digital video content uploaded on TikTok, which was analyzed based on audiovisual presentation, cultural messages, and relevance to SBdP learning objectives. Data were collected through observation and digital documentation and analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings indicate that Dambus Goes Digital content can be classified into three main categories, namely Playing Dambus, Learning Dambus Together, and Dambus News. These content categories contain elements of musical arts, local cultural values of Bangka Belitung, and audiovisual presentations that are relevant to SBdP learning objectives in elementary schools. The study concludes that social media–based local cultural content has strong potential as an alternative and complementary learning medium, particularly for introducing traditional music and local culture through a digital approach in elementary education.
Analysis Of Teacher Strategies In Improving Student Discipline In Grade IV Elementary School
JURNAL PEDAGOGIK PENDIDIKAN DASAR Vol 13, No 1 (2026)
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jppd.v13i1.95995

Abstract

Discipline is an essential character value that should be developed from the elementary school level; however, discipline-related problems are still commonly found in schools. This study aims to examine teachers’ strategies in improving and maintaining discipline among fourth-grade elementary school students. A qualitative descriptive approach was employed, involving teachers as primary participants and students as supporting participants selected through purposive sampling. Data were collected through observations, interviews, and document analysis and validated using triangulation techniques. The findings indicate that teachers promote discipline through role modeling, habituation, persuasive communication, rewards, educational punishment, and consistent adaptive rule enforcement. These strategies contribute to the development of student discipline and support a conducive classroom environment. 
The Effectiveness of Using Audio Visual Media on Elementary School Students’ Creative Thinking Skills
JURNAL PEDAGOGIK PENDIDIKAN DASAR Vol 13, No 1 (2026)
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jppd.v13i1.97761

Abstract

The focus of this study was the low level of creative thinking skills among fifth-grade elementary school students and the lack of use of varied instructional media, particularly audio-visual media. This study aimed to determine the effectiveness of using audio-visual media on students' creative thinking skills in fifth-grade elementary school learning. The method used in this study was a quasi-experimental design with a nonequivalent control group design. The study used a non-probability sampling technique, specifically saturated sampling. The population consisted of 44 students, namely all fifth-grade students. Data were collected using test techniques in the form of essay questions and non-test techniques in the form of observation. The data were analyzed using an independent t-test. The results of the study showed that audio-visual media were effective in improving elementary school students' creative thinking skills because they were able to produce both audio and visual elements simultaneously.
Teacher Agency in the Development of Integrated Science Curriculum: A Case Study in Elementary School
JURNAL PEDAGOGIK PENDIDIKAN DASAR Vol 13, No 1 (2026)
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jppd.v13i1.95695

Abstract

The development of a STEAM integrated science curriculum within the Merdeka Curriculum demands a high level of teacher agency because teachers play a direct role in translating curriculum policies into classroom learning practices. This study aims to analyse the agency of classroom teavhers in the development of STEAM integrated science curriculum, including their perceptions, teaching, and the challenges and supporting factors for its implementation. The research uses a qualitative approach with a case study design. The research subject is one elementary school teacher who has implemented STEAM based science learning. Data collection techniques include in-depth interviews, classroom observation, reflective questionnaires, and analysis of learning documents. Data analysis was conducted through data reduction, data presentation, and coclusion drawing, with data validity maintained through source and technique triangulation. The research findings indicate that teachers have a positive perceptions of STEAM integration and demonstrate strong agency through autonomy in adapting the curriculum, developing contextual teaching modules, and implementing project-based learning and simple experiments. However, the implementation of STEAM still faces obstacles such as limited facilities, time, and conceptual understanding of STEAM. The conclusion of this study confirms that the success of integrated STEAM science curriculum development is highly influenced by teacher agency, supported by curriculum flexibility, professional collaboration, and technological support

Page 9 of 9 | Total Record : 88

 5   6   7   8   9 

Filter by Year

2013 2026


Reset
Filter By Issues
All Issue Vol 13, No 1 (2026) Vol 12, No 2 (2025) Vol 12, No 1 (2025) Vol 11, No 1 (2024) Vol 10, No 2 (2023) Vol 10, No 1 (2023) Vol 9, No 2 (2022) Vol 9, No 1 (2022) Vol 8, No 2 (2021) Vol 8, No 1 (2021) Vol 7, No 1 (2020) Vol 6, No 1 (2019) Vol 4, No 1 (2016) Vol 1, No 1 (2013): JPPD UPI More Issue