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Elementar : Jurnal Pendidikan Dasar
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : 2807226X     EISSN : 28072006     DOI : 10.15408/elementar
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
ELEMENTAR : Jurnal Pendidikan Dasar published twice a year since 2021, is a bilingual (Indonesian and English), peer-reviewed journal, and specializes in elementary education Studies. This journal is published by Program Study Pendidikan Guru Madrasah Ibtidaiyah (PGMI). Editors welcome scholars, researchers and practitioners of elementary education around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 157 Documents
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UPAYA MENINGKATKAN PEMAHAMAN KONSEP IPA MATERI FOTOSINTESIS MELALUI PENERAPAN METODE EKSPERIMEN PADA SISWA SEKOLAH DASAR Bardilah, Rahmalia Intan
Elementar : Jurnal Pendidikan Dasar Vol. 5 No. 1 (2025): Elementar : Jurnal Pendidikan Dasar
Publisher : Faculty of Educational Sciences,Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/dtzfth91

Abstract

ABSTRACT This study aims to analyze the effect of the experimental method on the understanding of science concepts of fourthgrade elementary school students. The type of research carried out uses Classroom Action Research with Kurt Lewin's model procedures. The population of this study is 21 fourth-grade students. Data on the ability to understand science concepts was collected using essay-shaped questions. The data obtained were then explained using descriptive and inferential statistical analysis techniques (t-test). Based on the calculation, data obtained showed an increase in the cycle, but in cycles I to II there was no increase due to obstacles, with the results being Cycle I: 42.85%, cycle II: 42.85% and cycle III: 85.71%. This means that there is an increase in each cycle in the results of the acquisition of conceptual understanding abilities. So, it can be concluded that there is a significant effect of the application of the experimental method on the understanding of science concepts of fourthgrade elementary school students. The implication of the application of the experimental method is that students become active in participating in learning activities. The application of the experimental method that refers to problems makes students practice in understanding a concept. Keywords: Education, conceptual understanding, experimental method
DAMPAK BULLYING TERHADAP POLA INTERAKSI SOSIAL SISWA DI SEKOLAH DASAR Rahmayanti, Zuli; Zumrotun, Erna; Rofiqoh, Naili
Elementar : Jurnal Pendidikan Dasar Vol. 5 No. 2 (2025): Elementar : Jurnal Pendidikan Dasar
Publisher : Faculty of Educational Sciences,Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/wcw2ej34

Abstract

This research is motivated by the widespread issue of bullying in education, due to its negative impacts on individuals, the school environment, and school academics.This study examines the social phenomenon of bullying at Daren 2 Public Elementary School. This study used a qualitative method with a case study approach. Data collection techniques were carried out through observation, interviews, and documentation studies. Data analysis refers to the Miles and Huberman model, which includes three stages: data reduction, data presentation, and verification and conclusion drawing. The research findings revealed that verbal bullying, such as teasing, insults, and exclusion, still frequently occurs and has a negative impact on the social, psychological, and academic aspects of victims. The contributing factors are a quiet personality, lack of parental supervision, and unstable family conditions. The impacts experienced by victims include low self-confidence, trauma, fear of social interactions, and decreased academic achievement. Therefore, a school-based approach is needed through a bullying prevention program and synergy between parents and teachers in providing emotional support to create a conducive and inclusive learning environment.
DIFFERENTIATED LEARNING STRATEGIES TO IMPROVE THE INTERPERSONAL SKILLS OF STUDENTS WITH DISABILITIES IN SCIENCE LEARNING Amin, Lailla; Suprihatiningrum, Jamil; Sari, Rita; Halim, Abdul Khaidir; Mafakhir, Ahmad Farros
Elementar : Jurnal Pendidikan Dasar Vol. 5 No. 2 (2025): Elementar : Jurnal Pendidikan Dasar
Publisher : Faculty of Educational Sciences,Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/gs619j55

Abstract

This study aims to analyze the role of differentiated learning in developing the interpersonal skills of students with disabilities through Natural Science (IPA) learning in an inclusive educational environment. Interpersonal skills, such as social participation, communication, collaboration, and self-confidence, are important competencies that support the academic and social success of students with disabilities, but are often not optimally developed in inclusive practices. This study used a Systematic Literature Review (SLR) design with a descriptive qualitative approach. Data were obtained from reputable national and international journal articles published between 2021 and 2025 and analyzed using thematic analysis techniques. The synthesis results indicate that differentiated learning—especially in the aspect of process differentiation—plays a significant role in improving the quality of social interactions of students with disabilities through flexible grouping, collaborative role assignments, and adjustments to learning activities according to students' readiness and learning profiles. Inquiry-based and collaborative IPA learning has proven to be an effective social space for inclusively training students' communication, cooperation, and self-confidence. These findings confirm that differentiated learning functions not only as an academic strategy but also as a social learning mechanism that supports the development of interpersonal skills in students with disabilities. The implications of this research emphasize the importance of deliberate instructional design, teacher competency in differentiation, and the integration of social goals in inclusive science learning. Keywords: differentiated learning, interpersonal skills, students with disabilities, inclusive education, science learning.
PENINGKATAN KETERAMPILAN BERBICARA SISWA SEKOLAH DASAR MELALUI METODE SHOW AND TELL Maulana, Abdi; Masyithoh, Siti
Elementar : Jurnal Pendidikan Dasar Vol. 5 No. 2 (2025): Elementar : Jurnal Pendidikan Dasar
Publisher : Faculty of Educational Sciences,Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jaq3dw32

Abstract

This article to improve speaking skills through the Show and Tell Method of Class IV Students of MI Nasyatul Khair. This research is a type of classroom action research (CAR). The research subjects were class IV students of MI Nasyatul Khair, totaling 31 students. The data collection methods used are observation, tests, and documentation. The data analysis technique used in this study is qualitative and quantitative descriptive descriptive. An increase is indicated by an increase in the value of student speaking skills. The increase that occurs is, the average student pre-actions value is 63.9 with a percentage of completeness of 19%, the average value in the students of students is 70.3 with a percentage of completeness of 55% the percentage of speaking skills actions through the show and tell method of 57% , the average evaluation in cycle II was 78.8 with a percentage of completeness of 90%. And this can also be seen from the percentage of speaking skills actions through the Show and Tell method, which is 80%.
PENGARUH STRATEGI TRUE OR FALSE TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK DALAM PEMBELAJARAN PPKN DI SEKOLAH DASAR Mufliha, Nuraini; Slam, Zaenul
Elementar : Jurnal Pendidikan Dasar Vol. 5 No. 2 (2025): Elementar : Jurnal Pendidikan Dasar
Publisher : Faculty of Educational Sciences,Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/qm16w344

Abstract

This study aims to determine the effect of true or false strategies on students' critical thinking skills in civics subjects at SDN Kapuk 16 morning. The research method used is a quasi-experimental method and the research design used is the Non Equivalent Control Group Design. Sampling was carried out using a purposive sampling technique for research samples in class III A (Experimental Class) totaling 28 students and class III B (Control Class) totaling 28 students. The research instrument used was in the form of multiple choice students' critical thinking skills totaling 20 questions. The data analysis technique used in this study was the normality test using the Shapiro Wilk technique. Homogeneity test using One Way Anova. Then proceed with the posttest hypothesis test using Mann Whitney U at a significance level of 5% (0.05) obtained sig. (2-tailed) of 0.000 with the conclusion H0 being rejected (there is a true or false strategy effect on students' critical thinking skills). The critical thinking of students in the experimental group increased higher (N-gain 0.66 medium category) than students in the control group (N-gain 0.21 low category).
KEMAMPUAN GURU DALAM MENERAPKAN PEMBELAJARAN TEMATIK DI SDN ALALAK TENGAH 1 Rivada, Feby Suci Amanda; Marini, Fika; Hidayatullah, Muhammad; Mulyani, Sri; Yuniar, Tya; Aslamiah, Aslamiah; Pratiwi, Diani Ayu
Elementar : Jurnal Pendidikan Dasar Vol. 5 No. 2 (2025): Elementar : Jurnal Pendidikan Dasar
Publisher : Faculty of Educational Sciences,Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/6s6f6009

Abstract

Minister of National Education Regulation Number 41 of 2007 indicates the use of a thematic approach in learning grades 1 to 3 of elementary school (SD). Even today, after the implementation of the 2013 Curriculum, a thematic approach must be implemented from grade 1 to grade 6 in the learning process. It is important for elementary school teachers to be able to implement a thematic approach as a professional responsibility. This research aims to: 1) analyze elementary school teachers' understanding of the thematic approach, 2) obtain a profile of elementary school teachers' abilities in implementing the thematic approach, and 3) determine teachers' obstacles in implementing the thematic approach in elementary schools. The research used a qualitative descriptive method with research subjects being grade 1 to grade 3 teachers at SDN Alalak Tengah 1 Banjarmasin. Data was collected by observation and interviews. Triangulation was carried out via Google From between researchers, teachers and school principals. The research results show that conceptually teachers understand the thematic approach well, but in practice 4 out of 6 teachers studied did not implement the thematic approach in learning. This research also reveals that most teachers experience obstacles in implementing a thematic approach to the learning process.
PENGARUH LINGKUNGAN KELUARGA, SOSIO-PSIKOLOGI, DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA SISWA SEKOLAH DASAR Rohimah, Siti; Suriswo, Suriswo; Nugroho, Rahmad Agung
Elementar : Jurnal Pendidikan Dasar Vol. 5 No. 2 (2025): Elementar : Jurnal Pendidikan Dasar
Publisher : Faculty of Educational Sciences,Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/q5cgv072

Abstract

This study aims to determine the influence of family environment, socio-psychology and learning motivation on Mathematics learning outcomes. The research sample was 135 students from 203 students in grade IV of Public Elementary Schools in Dabin 3 KWK Ampelgading Pemalang Regency with proportional random sampling technique. The source of research data used was primary data obtained directly from respondents with a questionnaire. The data processing tool used was SPSS for windows version 21. Data analysis used multiple linear regression analysis. From the data test and analysis conducted, this study provides empirical evidence as follows: family environment, socio-psychology and learning motivation have a positive and significant effect on Mathematics learning outcomes.

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