Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar
ELEMENTARY JOURNAL : JURNAL PENDIDIKAN GURU SEKOLAH DASAR Nama Jurnal Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar Frekwensi 2 Issue / Tahun DOI Prefix https://doi.org/10.47178/elementary P-ISSN 2622-0431 E-ISSN 2829-1611 Penerbit LP2M Universitas Kristen Indonesia Toraja Analisis Citasi Google Scholar Bahasa Indonesia Focus and Scope : Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar acknowledges varied approaches, disciplines, methodologies, and paradigms. It is concerned with elementary education in general with a particular attention to the improvement of pedagogical practices, curricular development, and theoretical perspectives. Open Access Statement : Elementary Journal : Junal Pendidikan Guru Sekolah Dasar opens access for all academics and education practitioners. All texts published in this journal are free to be accessed directly from the date of publication. We do not charge readers for downloading articles and reviews for their own scientific use. All authors who publish manuscripts in Elementary Journal : Junal Pendidikan Guru Sekolah Dasar accept this as a publication requirement.
Articles
129 Documents
<![CDATA[Implementasi Islamisasi Ilmu Pengetahuan dan Pengilmuan Islam dan Penyusunan dan Pengilmuan Islam dalam Penyusunan Kurikulum Madrasah ]]>
<![CDATA[Alim, Zul Fadhli Al]]>
<![CDATA[ Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar Vol. 8 No. 1 (2025): Elementary Journal: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Publikasi dan UKI Toraja Press Universitas Kristen Indonesia Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47178/sdw6wc61
<![CDATA[The purpose of this study was to determine the implementation of the Islamization of Islamic knowledge and science and the formulation of Islamic knowledge in the preparation of the Madrasah Curriculum. To be able to reveal this, the authors use qualitative research methods using analysis techniques and data collection phenomena is carried out through literature studies or literature studies. The results of this study show that the Islamization of science basically refers to efforts to purify and construct knowledge from ideas that are contrary to Islam. Islamization is not just an activity of ayatization and labeling Islam as a science, but a process of promoting and developing an appropriate methodology based on Islamic concepts, so that the knowledge that emerges follows the building outlined by Islam that comes from God Almighty. Pro education of this nation. The idea of Islamization of Al Faruqi's knowledge is an effort that needs a positive response.]]>
<![CDATA[Pembelajaran Merdeka Belajar dalam Perkembangan Teknologi dalam Perspektif Pembelajaran Daring Program Belajar Merdeka ]]>
<![CDATA[Nurwahida]]>;
<![CDATA[Amin, Saiful]]>;
<![CDATA[Kaharuddin]]>;
<![CDATA[Hajar, Sitti]]>
<![CDATA[ Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar Vol. 8 No. 1 (2025): Elementary Journal: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Publikasi dan UKI Toraja Press Universitas Kristen Indonesia Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47178/2mt35964
<![CDATA[Technological developments have played a significant role in the world of education. The benefits of technology for the world of education include obtaining information, increasing students’ learning abilities, facilitating access to learning, making material more interesting and being able to increase interest in learning. Indonesian is one of the lessons that must keep up with technological developments. Independent Campus is the policy of the Minister of Education and Culture, where the goal and mission is to encourage students to master various knowledge that is useful for entering the world of work. Through this policy, the Merdeka Campus provides opportunities for students to choose the courses they want to take as well as freedom of thought and innovation for lecturers and students. This article will also explain that technological developments and the Merdeka Campus learning program play a very important role in improving the quality of education, one of which is in learning Indonesian. This can be seen from the implementation of the benefits of technology in improving Indonesian language learning and the Merdeka Campus policy which provides freedom to innovate and study independently which is able to increase creativity in learning Indonesian.]]>
<![CDATA[Peran Komunikasi Efektif dan Efisien dalam Interaksi Belajar Mengajar ]]>
<![CDATA[Kaharuddin]]>;
<![CDATA[Hajar, Sitti]]>;
<![CDATA[Nasir]]>;
<![CDATA[Marwan, Andi]]>;
<![CDATA[Andini]]>;
<![CDATA[Nuraeman]]>;
<![CDATA[Kaharuddin, Kaharuddin]]>
<![CDATA[ Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar Vol. 8 No. 1 (2025): Elementary Journal: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Publikasi dan UKI Toraja Press Universitas Kristen Indonesia Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47178/rvga2554
<![CDATA[As social creatures and living in groups in everyday life, humans certainly do not escape interaction or communication. Communication is the process of conveying a message from the communicator to the communicant or audience, whether in the form of symbols or emblems, in the hope of bringing or understanding the message to students (students) in the classroom or in society and trying to change attitudes and behavior. In the world of education, the learning process will be effective if communication and interaction between teachers and students occurs efficiently and effectively. In classroom learning, the communication process will take place either between teacher and student, in this case, students or vice versa between students and teachers or educators, where the learning material is the message in the learning communication process which is often seen as the heart or core of learning activities. In this learning communication, educational interactions occur which take place in the form of message exchange which is none other than learning material. In the context of learning communication, teachers are placed in a position as communicators because the duties and roles of teachers as learning leaders position them as communicators, while students are placed as communicants or students. Teachers must be able to master good interaction patterns and communication techniques in the learning process.]]>
<![CDATA[Variasi Bahasa Anak Usia Dini Di Desa Pajukukang Kabupaten Bantaeng ]]>
<![CDATA[Rahman, Juliana]]>;
<![CDATA[Wahidah Z, St]]>
<![CDATA[ Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar Vol. 8 No. 1 (2025): Elementary Journal: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Publikasi dan UKI Toraja Press Universitas Kristen Indonesia Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47178/dhgmc125
<![CDATA[This study aims to describe the language variations used by early childhood (young children) in Pajukukang Village, Bantaeng Regency. The main focus of this research is on the forms of language variation that emerge in children's daily interactions, whether in the context of play, communication with peers, or with adults. A qualitative approach with a descriptive method was employed to portray the natural linguistic phenomena in the children’s social environment. Data were collected through direct observation, interviews with parents and teachers, as well as recordings of children’s conversations. The findings reveal that language variation among children in this area is influenced by several factors, including ethnic background, family environment, and social interactions. The children tend to use a mixture of the regional language (Makassar) and Indonesian, forming a unique variation that reflects both language development and their local identity. These findings are expected to contribute to the field of child sociolinguistics and serve as a consideration in the development of early childhood language education in multilingual areas.]]>
<![CDATA[IOC: Merangsang Minat Belajar Siswa SD ]]>
<![CDATA[Syawal, Sahrul]]>;
<![CDATA[Tulak, Harmelia]]>;
<![CDATA[Ishak, Suryadi]]>;
<![CDATA[Wajdi, Fathullah]]>;
<![CDATA[Rante, Susanna Vonny N.]]>;
<![CDATA[Tulak, Topanus]]>
<![CDATA[ Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar Vol. 8 No. 1 (2025): Elementary Journal: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Publikasi dan UKI Toraja Press Universitas Kristen Indonesia Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47178/a6qz5e16
<![CDATA[This study seeks to examine the implementation of the IOC Learning Model (Inside-outside-circle) in enhancing the interest and academic performance of elementary school children. This model emphasizes the interconnection of learning inputs, instructional processes, and learning outcomes, while taking into account the educational environment's context. This research used a literature review methodology, examining the efficacy of the IOC Model across diverse educational settings. The findings indicate that the IOC Model can provide a more pertinent and stimulating educational experience, particularly in primary education. It is adaptable and attuned to the diverse individual requirements of students, hence fostering intrinsic drive and critical thinking abilities. The effective execution of the IOC Model is contingent upon teacher preparedness, educational infrastructure, and sufficient policy backing. This study indicates the necessity for additional empirical research to evaluate the model's performance across many educational contexts and to discern the difficulties and opportunities associated with its implementation. The IOC model possesses the capacity to enhance educational quality, particularly in addressing the problems of 21st-century learning.]]>
<![CDATA[Peran Guru dalam Menegakkan Disiplin Kelas ]]>
<![CDATA[Titin Nurrohmat]]>;
<![CDATA[Cibro, Desi Karunia]]>;
<![CDATA[Wina Mustikaati]]>
<![CDATA[ Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar Vol. 8 No. 1 (2025): Elementary Journal: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Publikasi dan UKI Toraja Press Universitas Kristen Indonesia Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47178/923afg80
<![CDATA[Enforcement of discipline in the classroom is an important aspect in creating a conducive and productive learning environment. Teachers as classroom managers play a major role in shaping students' disciplinary behavior through educative, consistent, and humanist approaches. This article aims to examine the role of teachers in enforcing discipline in the classroom based on literature studies from various scientific sources. The method used is library research by collecting and analyzing relevant literature. The results show that effective discipline strategies involve open communication, instilling positive values, providing fair consequences, and creating harmonious student-teacher relationships. The main challenges faced by teachers include the diversity of student characters, time constraints, and lack of support from the school environment and parents. This study concludes that the role of teachers is crucial in building student discipline and needs to be supported by continuous training and supportive school policies. The implications of this study are expected to be a reference in the development of educational policies and improving teachers' pedagogical competencies in terms of classroom management.]]>
<![CDATA[Strategi Pengelolaan Kelas Berdasarkan Kompetensi Sosial Emosional Guru ]]>
<![CDATA[Bilqis, Agnesti]]>;
<![CDATA[Riyadi, Arie Rakhmat]]>;
<![CDATA[Maulidah, Neni]]>
<![CDATA[ Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar Vol. 8 No. 1 (2025): Elementary Journal: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Publikasi dan UKI Toraja Press Universitas Kristen Indonesia Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47178/vsf1za71
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan strategi pengelolaan kelas yang dilakukan guru sekolah dasar berdasarkan kompetensi sosial emosional (KSE) yang dimilikinya. Metode yang digunakan adalah studi pustaka dengan menelaah berbagai literatur ilmiah relevan yang terbit dalam 10 tahun terakhir. Hasil kajian menunjukkan bahwa KSE guru yang meliputi kesadaran diri, manajemen diri, kesadaran sosial, keterampilan berelasi, dan pengambilan keputusan yang bertanggung jawab memiliki peran penting dalam menciptakan lingkungan kelas yang positif. Guru dengan kompetensi sosial emosional cenderung mampu mengelola kelas dengan pendekatan yang suportif, mendorong interaksi positif, dan mampu merespons perilaku siswa secara bijak. Namun, implementasi strategi pengelolaan kelas berbasis kompetensi sosial emosional masih menghadapi tantangan seperti kurangnya pelatihan, perbedaan karakteristik siswa yang dihadapi oleh guru, serta keterbatasan sarana dan prasarana. Oleh karena itu, penguatan kompetensi sosial emosional guru perlu menjadi komponen penting dalam program pengembangan profesionalisme guru. Penelitian ini merekomendasikan integrasi kompetensi sosial emosional dalam kebijakan pendidikan untuk mendukung terciptanya pembelajaran yang holistik, baik dari sisi akademik maupun kesejahteraan emosional siswa.]]>
<![CDATA[Tradisi Lisan Ulelean Pare sebagai Penguatan Pendidikan Karakter Berbasis Kearifan Lokal Di Sekolah Dasar ]]>
<![CDATA[Palimbong, Stefani Marina]]>;
<![CDATA[Panggalo, Iindarda Sangkung]]>
<![CDATA[ Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar Vol. 8 No. 1 (2025): Elementary Journal: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Publikasi dan UKI Toraja Press Universitas Kristen Indonesia Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47178/25mrsc14
<![CDATA[This study aims to explore the character values found in the oral tradition of Ulelean Pare from Toraja and how to integrate them into character education in elementary schools. Ulelean Pare is a collection of traditional stories passed down through generations, rich in moral messages such as honesty, responsibility, courage, empathy, and cooperation. This research uses a descriptive qualitative approach with in-depth interviews, and literature studies. The results show that Ulelean Pare has strong potential as a culturally relevant and engaging medium for character education among children. Integrating these stories into learning processes provides dual benefits: reinforcing character education and preserving local culture. Therefore, the Ulelean Pare tradition needs to be revitalized as a strategy for culture-based education.]]>
<![CDATA[Analisis Pemanfaatan Games dalam Meningkatkan Hasil Belajar Siswa dalam Pembelajaran PKn di SDN 2 Rantepao Toraja Utara ]]>
<![CDATA[Salu, Benyamin]]>;
<![CDATA[Salo, Eky Setiawan]]>
<![CDATA[ Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar Vol. 8 No. 1 (2025): Elementary Journal: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Publikasi dan UKI Toraja Press Universitas Kristen Indonesia Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47178/mt27bc57
<![CDATA[This fictitious qualitative research article analyzes the utilization of games in Civics education (PKn) at SDN 2 Rantepao, North Toraja, and its impact on students’ learning outcomes. The study involved 30 fifth-grade students. Data were collected through semi-structured interviews with students and the teacher, as well as direct observation of Civics lessons using game-based media. Thematic analysis was applied to identify emerging themes from the data. Results indicate that implementing educational games in PKn lessons enhanced students’ motivation, engagement, and conceptual understanding. Most students showed positive attitudes, became more active in asking questions, and collaborated more when learning with games. These findings align with previous studies suggesting that game-based learning creates interactive and enjoyable learning experiences, thereby increasing students’ engagement and motivation. In conclusion, integrating game media into PKn instruction at SDN 2 Rantepao is an effective alternative to improve learning outcomes and student interest, with recommendations for further development and teacher training in using interactive learning media.]]>
<![CDATA[Meningkatkan Kemampuan Kolaborasi Peserta Didik dengan Menggunakan Model Pembelajaran Project Based Learning pada Materi Sistem Pencernaan Kelas V SD 4 Bulungcangkring ]]>
<![CDATA[Abadiyah, Auliya Saadatul]]>;
<![CDATA[Riswari, Lovika Ardana]]>;
<![CDATA[Rihayati]]>
<![CDATA[ Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar Vol. 8 No. 1 (2025): Elementary Journal: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Publikasi dan UKI Toraja Press Universitas Kristen Indonesia Toraja ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47178/n8y37h06
<![CDATA[Salah satu kompetensi yang diperlukan pada pembelajaran Abad-21 adalah keterampilan kolaborasi. Keterampilan ini melatih agar peserta didik dapat bekerja sama dan bertoleransi dalam kegiatan diskusi berkelompok. Penelitian ini merupan Penelitian Tindakan Kelas (PTK) yang betujuan untuk mengetahui keterampilan kolaborasi peserta didik melalui model pembelajaran Project Based Learning (PjBL) pada peserta didik kelas 5 SD 04 Bulungcangkring. Subjek penelitian terdiri dari 39 peserta didik. Teknik pengumpulan data dilakukan dengan cara kualitatif dan kuantitatif. Penerapan model pembelajaran PjBL dilakukan melalui 2 siklus yang terdiri dari perencanaan, tindakan, pengamatan, dan refleksi. Keterampilan kolaborasi pada penelitian pra siklus menunjukkan rata-rata sebesar 59% peserta didik yang memiliki keterampilan kolaborasi yang baik. Setelah dilakukan Tindakan siklus I rata-rata kemampuan dalam berkolaborasi menjadi 71%. Setelah dilakukan Tindakan siklus II keterampilan kolaborasi meningkat sebesar 85%. Hasil tersebut menunjukkan adanya peningkatan keterampilan kolaborasi pada kelas 5 SD 04 Bulungcangkring dengan menggunakan model pembelajaran PjBL pada mata pelajaran IPAS materi sistem pencernaan.]]>
