Jurnal Cakrawala Pendas
Jurnal Cakrawala Pendas (JCP) aims to provide researchers with scholarly discourses, theories, research methods, and findings. Therefore, the journal accepts manuscripts related to all aspects of Elementary Education. It is also keen to help make connections among researchers. Jurnal Cakrawala Pendas (JCP) is intended to contribute to the field with academic research outcomes and disseminate knowledge about elementary education, including theories, quality of instruction, instructional planning, design, and technology from a disciplinary and/or interdisciplinary holistic approach, but it is not limited with these subjects. Jurnal Cakrawala Pendas (JCP) aims at: (1) Disseminating research findings, either in qualitative or quantitative inquiry; (2) Proposing new discussion directions and issues through literature reviews; (3) Emphasizing creative solutions to the existing problems and issues in the field; (4) Contributing to professional development by discussing research findings in a systematic way.
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<![CDATA[DEVELOPMENT OF A DISASTER MITIGATION BOOK FOR ELEMENTARY SCHOOL STUDENTS ]]>
<![CDATA[Putri Mahanani]]>;
<![CDATA[Listyo Yudha Irawan]]>;
<![CDATA[Choirul Anam]]>;
<![CDATA[Seli Septiana Pratiwi]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 10 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v10i2.8659
<![CDATA[The background to the problems faced in society, especially the Malang area, East Java, is that several natural disasters have occurred which have resulted in victims. Therefore, education is needed from an early age in order to minimize the number of victims of natural disasters. The aim of this research is to develop a disaster mitigation book for disaster education in elementary schools. The development of learning media in the form of disaster mitigation books is very necessary so that elementary school students have readiness, both knowledge and skills related to the threat of disasters around them and can behave well when a disaster occurs. The research method used is development research with the ADDIE model. Activities are carried out in the stages of Analysis, Design, Development, Implementation and Evaluation. The data collection techniques used were questionnaires and documentation. The research subjects involved were material experts and media experts for elementary school education. Data analysis uses percentage techniques and descriptions of research results. The research procedure starts from initial analysis, product design, product development, product application, and product evaluation. The research results show that the book developed received a positive response from validators. Based on the assessment of material expert validators, the product obtained results of 93.75%. Based on the assessment of media experts, the book product received a score of 98%. These results prove that the product developed can be categorized as a very valid product based on the results of expert validator assessments and can be said to be suitable for elementary school students.]]>
<![CDATA[DEVELOPMENT OF INTERACTIVE MULTIMEDIA FOR CLEAN AIR FOR BREATHING IN THE CONTEXT OF CLIMATE CHANGE FOR ELEMENTARY SCHOOLS ]]>
<![CDATA[Karhada Karhada]]>;
<![CDATA[Hartono]]>;
<![CDATA[Adeng Slamet]]>;
<![CDATA[Makmum Raharjo]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 10 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v10i2.8792
<![CDATA[In the digital era, conventional learning methods in schools are not effective enough to convey important concepts, so more interactive and interesting learning media are needed in accordance with the nature and times of students, so this research aims to produce interactive multimedia products that are valid, practical and effective using applications. Canva and Power Point to improve students' understanding and learning outcomes. The subjects of this research were fifth grade students at SD Negeri 10 Palembang. The development model used is Hannafind and Peck. Data collection techniques include walkthroughs, interviews, questionnaires and tests. From the research results, validity tests were carried out by design, material and language experts whose results were declared very valid with an average of 93%. For the practicality test carried out by students, the results were stated to be very practical with an average of 83%. For the effectiveness test, it can be seen from student learning outcomes which increased from a pretest average of 60.65 to a posttest of 91.74. So it can be concluded that Interactive Multimedia on the Importance of Clean Air for Breathing in the Context of Climate Change in Class V Elementary School is declared valid, practical and effective on student learning outcomes.]]>
<![CDATA[ASSESSING THE IMPACT OF FLIPPED CLASSROOM ON MATH COMPREHENSION IN PRIMARY SCHOOL STUDENTS ]]>
<![CDATA[Nala Khilmi]]>;
<![CDATA[Siswanto Siswanto]]>;
<![CDATA[Purwanto Purwanto]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 10 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v10i2.8841
<![CDATA[This study aims to evaluate the effectiveness of the Flipped Classroom learning model in improving the understanding of mathematical concepts in elementary school students. Using a quasi-experimental design with a pre-test and post-test nonequivalent control group design, data were collected from 50 sixth graders of an elementary school. The Flipped Classroom model is compared to conventional teaching methods, with students' understanding of mathematical concepts as dependent variables. Results showed significant improvements in both groups, signaling the positive impact of both teaching methods on student understanding. However, no significant differences were observed between the two methods. The study emphasizes the importance of considering a variety of factors, including technology skills, parental support, and cultural context, in choosing the right teaching method. While the Flipped Classroom offers an innovative approach, conventional methods remain relevant in specific contexts. Recommendations for future research include the use of larger samples and considering additional factors that affect learning outcomes. Overall, the research contributes to an understanding of effective teaching practices in basic mathematics education, providing valuable insights for educators and policymakers.]]>
<![CDATA[UTILIZING SNAKES AND LADDERS MEDIA IN LEARNING MATHEMATIC ELEMENTARY SCHOOL STUDENTS ]]>
<![CDATA[Ukhti Hanifah Tiarawati]]>;
<![CDATA[Sukartono]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 10 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v10i2.8858
<![CDATA[This research is motivated by the selection of learning methods that are not appropriate, resulting in a lack of interest in learning in students, especially in mathematics. The fact found in the field is that teachers in learning activities only use the lecture method, this causes the learning to feel very monotonous so that students feel bored and lack interest in learning. The purpose of this study was to describe the use of snakes and ladders media in learning math with length, weight, and time material in standard units in grade 2 in elementary school. This research uses a qualitative approach with a case study design. This research data consists of primary data and secondary data. Data collection used interview, observation, and documentation techniques. Data validity used source triangulation and technique triangulation. Data analysis used the Miles and Huberman model which consists of data collection, data reduction, data presentation, and conclusion drawing. Based on the results of the study, it can be concluded that the use of snakes and ladders media in learning mathematics material on length, weight, and time in standard units can foster students' interest in learning. The selection of media in the form of a snakes and ladders game can foster students' interest in learning which is indicated by the interest, enthusiasm, and enthusiasm of students in playing the media and involving the active role of students so that learning is fun.]]>
<![CDATA[THE IMPLEMENTATION OF AUGMENTED REALITY-BASED LEARNING MEDIA ON CIVICS SUBJECT TO INCREASE LEARNING MOTIVATION OF ELEMENTARY SCHOOL STUDENTS ]]>
<![CDATA[Dinda Firgiyana]]>;
<![CDATA[Arief Cahyo Utomo]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 10 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v10i2.8864
<![CDATA[This research is motivated by the low motivation of students to learn because the learning process tends to use traditional methods. The development of science and technology that is increasingly sophisticated can be utilized by teachers in using learning media. However, in reality, many teachers do not utilize the use of technology in teaching and learning activities. One of the media that can be used in the learning process is Augmented Reality-based media. The purpose of this study is to determine the implementation of Augmented Reality-based learning media to increase the learning motivation of VI grade students at SDN 01 Kenokorejo. This research employed a quantitative study with a quasi-experimental design using Single-Group Interupted Time-Series Design. This type of design only uses one class, namely the test class. The sample involved 14 students consisting of: 10 male students and 4 female students. The instrument used was a learning motivation questionnaire. Data collection techniques were through observation and questionnaires,. Prerequisite tests, namely normality test and homogeneity test and homegity test (T-test) through SPSS was used as the data analysis technique. The results of the univariate normality test were 0.16, which means > from 0.05, the data was declared "Normal". The univariate homogeneity test was 0.804, which means > from 0.05, it was declared "Homogeneous Data" and the homogeneity test (T-test) was 0.000 <0.05. This shows that there is a significant influence on the difference in the results of the learning motivation questionnaire. Based on the results of the study, it can be concluded that student learning motivation has increased. This is evident from the average score obtained by students from 68,14 to 83,92; so that the implementation of this learning media is effective in increasing student learning motivation.]]>
<![CDATA[NARRATIVE TEXT WRITING SKILLS IN PGSD STUDENTS ]]>
<![CDATA[Fransiska Jaiman Madu]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 10 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v10i2.8866
<![CDATA[Writing a narrative text that includes the main components of the text is not easy. This means that the students' ability in this regard is not entirely good. The evidence is that there are still components that are often ignored and do not appear in the text. The components in question are resolution and coda. This study aims to assess students' ability to write correct and complete narrative texts. The type of research used is quantitative descriptive research. The sample of this research was 60 students of PGSD Unika Santu Paulus Ruteng. The technique used in collecting data is the test technique. Students were asked to write a narrative text with any theme and pay attention to the right narrative text structure such as orientation, complication, resolution, and coda. The text was analysed using observation technique. Based on the findings, the components of orientation, complication, and resolution in the narrative text get a good range. This is evidenced in the acquisition of student scores which are in the good category and some of them are in the excellent category. The only component of narrative text that needs to be improved is the coda. There are 40 out of 60 students whose scores are in the fair range. Therefore, the coda component needs to be trained. Therefore, the coda component needs to be trained.]]>
<![CDATA[TEACHER PERCEPTIONS AND IMPLEMENTATION OF A DEMOCRATIC CLASSROOM ATMOSPHERE IN ELEMENTARY SCHOOLS ]]>
<![CDATA[Rahmadilla Putri Berliana]]>;
<![CDATA[Wahdan Najib Habiby]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 10 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v10i2.8915
<![CDATA[The implementation of a democratic classroom atmosphere in elementary schools is still very rare because most of them are still authoritarian and focus on the teacher, even though a democratic classroom atmosphere is very important because it can foster students' enthusiasm for learning, increase student participation in learning, teach democratic values, and create a classroom culture that reflects democratic character. Therefore, this research is important to find out the strategies and ways that teachers can create a democratic classroom atmosphere by recognizing the diverse characteristics of their students. Part of the purpose of this research is to find out teachers' understanding of a democratic classroom atmosphere, efforts, forms of implementation, and evaluations made by teachers in implementing a democratic classroom atmosphere in elementary schools. This study used a sample of 30 students from grades V and VI of SD Muhammadiyah 1 Ketelan Surakarta. This research is a type of descriptive qualitative research by describing the data that has been obtained and analyzing the results of the research. Data were collected through classroom observation, interviews, questionnaires, and documentation. Data analysis of research results using transcription and classification. The results in this study show that teachers have successfully implemented a democratic classroom atmosphere. Teacher perceptions are in accordance with the concept of a democratic classroom atmosphere, teacher efforts and implementation are carried out by fostering active participation of students in discussion activities, providing equal access and facilities, appreciation, interpreting diversity, and giving students freedom to express and speak without fear of being punished. Teacher evaluation uses reflection and direct observation during learning.]]>
<![CDATA[DEVELOPING OF DIFFERENTIATED NATURAL AND SOCIAL SCIENCE LEARNING TOOLS IN MERDEKA CURRICULUM IN ELEMENTARY SCHOOLS ]]>
<![CDATA[Ahmad Ipmawan Kharisma]]>;
<![CDATA[A.F. Suryaning Ati MZ]]>;
<![CDATA[Rossa Selfi Yuliana Putri]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 10 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v10i2.8951
<![CDATA[One way to design and carry out a learning process based on student characteristics is with a differentiatio learning strategy. The differentiation learning strategy is a very important to implement in the 21st century. This research and development study aimed to develop a differentiated learning tool. The research subjects were fourth grade elementary school students. The 4D model with four stages (define, design, development, and dissemination) was used in this study. However, the implementation of this research was only limited to the development stage. The development of differentiated natural and social sciences learning tools aimed to produce ATP, teaching modules, teaching materials, student worksheets, and learning assessments which were valid, practical, and effective for use in elementary school students. The results indicated that ATP had a percentage of 91.5%, teaching modules with a percentage of 91%, teaching materials with a percentage of 93%, student worksheets with a percentage of 91.62%, and an assessment with a percentage of 91.12% so that the average was 91.64% with a valid category. Differentiated science and science learning tools can be used as learning tools in elementary schools with limited trial student response results of 91% and field trial student response results of 97%. So it can be concluded that the differentiated science and science learning tools developed are valid for use as learning tools in the student learning process in elementary schools.]]>
<![CDATA[IMPLEMENTATION OF PRACTICUM-BASED SETS MODELS TO IMPROVE PRIMARY SCHOOL STUDENTS' UNDERSTANDING OF CONCEPTS ]]>
<![CDATA[Zahirotun Nisa]]>;
<![CDATA[Din Azwar Uswatun]]>;
<![CDATA[Astri Sutisnawati]]>;
<![CDATA[Arsyi Rizqia Amalia]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 10 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v10i2.8960
<![CDATA[This research aims to describe the implementation of the SETS model in improving concept understanding and describe the increase in concept understanding after learning using the SETS model. The method used is Classroom Action Research (CAR), the design used is the Kemmis and Mc Taggart model, implemented in two cycles. Each cycle consists of planning, implementing actions, observing and reflecting. The participants in this research were 26 class V students at SDN 06 Cisande, consisting of 15 boys and 11 girls. Data collection techniques use observation and test techniques. The results of research on the application of the SETS model during the pre-cycle of teacher and student activities were 25% in the poor category. In cycle 1, teacher activities with an average score of 67% were in the good category, while student activities with an average score of 65% were in the good category. Then it increased in cycle II, teacher activity with an average score of 81 got the very good category and student activity with an average score of 80 got the very good category. The results of research on understanding pre-cycle concepts show completeness of 25%. Then it increased in cycle I to reach 50% completeness. Meanwhile, in cycle II, the results showed that completion reached 86%. Understanding of concepts taken from group practicum method scores, Pre-cycle UAS scores were only 25% in the good category, cycle I after applying the practicum-based SETS model was 58% in the quite good category. In cycle II it became 85% in the very good category. Based on these two cycles, it can be seen that there is an increase in teacher and student activity as well as students' understanding of concepts by implementing the practicum-based SETS model.]]>
<![CDATA[THE REFLECTION OF DIDACTICAL DESIGN RESEARCH LEARNING AS AN EFFORT OF ELEMENTARY SCHOOL TEACHER EDUCATION (ESTE) LECTURERS’ PROFESSIONAL DEVELOPMENT ]]>
<![CDATA[Duhita Savira Wardani]]>;
<![CDATA[Medita Ayu Wulandari]]>;
<![CDATA[Zaqiyah Lailatul Farihah]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 10 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v10i2.8964
<![CDATA[The determining factors for the success of the learning process are students and the teacher/lecturer as the person most responsible for implementing the learning process. This study aimed to describe the process of learning reflection as the professional development of Elementary School Teacher Education (ESTE) lecturers based on Didactical Design Research (DDR) in learning the Elementary Science Basic Concepts course. The method used in this research is qualitative. The research design used is phenomenology. This research was conducted at the ESTE Study Program, one of the tertiary institutions in Cimahi City. The participants in this study were an ESTE lecturer. Data collection techniques used in this study were participant observation, interviews, and focus group discussions. The data analysis technique used was Interpretative Phenomenological Analysis (IPA). The results showed that there were several learning obstacles in the form of epistemological obstacles, which occurred due to students' lack of knowledge related to the concepts they were learning and caused students to experience misconceptions. Then a hypothetical learning trajectory is compiled as a series of learning paths that students go through to achieve more meaningful learning goals. The limitation in this study is that the analysis of each step in the DDR process has not been fully described, so that for further research each step can be clearly described to see a more real impact from the lecturer professional development process that has been implemented.]]>
