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Jurnal Cakrawala Pendas
Published by Universitas Majalengka
ISSN : 24427470     EISSN : 25794442     DOI : https://doi.org/10.31949/jcp
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 22 Documents
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Search results for , issue "Vol. 11 No. 1 (2025)" : 22 Documents clear
THE RELATIONSHIP BETWEEN READING COMPREHENSION ABILITY AND READING HABITS TOWARDS STORY WRITING SKILLS Roihatul Parida Maulidi; Tatu Hilaliyah; Ujang Jamaludin
Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i1.10641

Abstract

This research is motivated to find out the relationship between reading ability and writing skills. The objectives of this study are (1) to explain the relationship between students' reading comprehension ability and the skills of writing short stories of elementary school students (2) to explain the relationship between students' reading habits and the skills of writing short stories of elementary school students (3) to explain the relationship between reading comprehension ability and students' reading habits with the skills of writing stories based on pictures of grade IV elementary school students. Learners can write stories must have insight and abundant vocabulary. In realizing the activity of writing stories, it is related to reading comprehension skills and reading habits every day. Because when students have good reading comprehension, it will produce a story where each paragraph connects to one. In addition, the habit of reading will also generate vocabulary and sentences that can be a reference for writing stories. The method used in this research is correlation research. The types and sources of data used are quantitative data, this research was conducted on grade IV students of SDIT IQRA Serang City. Data collection techniques are using tests and questionnaires. The significant value (0.035) is smaller than α 0.05. Because the value of r count> the value of r table, namely 0.408> 0.312, H0 is accepted, meaning that there is a positive and significant relationship between Reading Comprehension Ability and Reading Habits on Story Writing Skills.
IMPLEMENTING PROBLEM-BASED LEARNING TO ENHANCE PANCASILA EDUCATION OUTCOMES IN GRADE IV AT ELEMENTARY SCHOOL Nada Yumna Hanifah; Lisa Retnasari; Ella Kusuma Wardani; Muhammad Alfarizqi Nizammuddin Ghiffari
Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i1.11298

Abstract

The low learning outcomes in Pancasila Education among Grade IV students at SD Negeri Golo Yogyakarta highlight the need for innovative teaching strategies. This research aims to improve students' learning outcomes by implementing a Problem-Based Learning (PBL) model for Pancasila Education under the framework of the Merdeka Curriculum. The study adopts a classroom action research (CAR) approach using the Kemmis and McTaggart model, which involves four stages: planning, action, observation, and reflection. The research was conducted over two cycles, utilizing pretest-posttest, observation, and documentation as data collection methods. Data were analyzed using both qualitative and quantitative techniques to evaluate learning outcomes and student engagement. The findings demonstrate that the PBL model effectively enhances students' cognitive skills and engagement in Pancasila Education. Learning outcomes showed consistent improvement across the cycles, indicating the relevance of PBL in fostering critical thinking and understanding of Pancasila values. The study underscores the importance of contextual and student-centered learning methods in achieving educational objectives aligned with the Merdeka Curriculum.
MAPPING PERSONALIZED LEARNING IN ELEMENTARY EDUCATION: A BIBLIOMETRIC STUDY Putri Rachmadyanti; Sumarmi; Hari Wahyono; Riska Pristiani; Mujahidin Farid; Zetti Finalli
Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i1.11511

Abstract

This research aims to map the landscape of personalized learning in basic education through bibliometric analysis. The data used in this study was taken from the Scopus database, covering publications from 2004 to 2023. Using bibliometric analysis methods assisted by Vos Viewer, this research explores trends, publication patterns, and key topics that emerge in research related to personalized learning in elementary school level. The study results include 3 major theme clusters, namely Teachers, Schools and Learning Environment. Teachers, schools, and learning environments are three important pillars in a personalized learning approach, complementing each other to create meaningful learning experiences. The teacher acts as a key facilitator who designs learning methods according to the needs of each student. Schools provide policies, infrastructure and systemic support to support the implementation of personalized learning. The learning environment includes physical, social and technological components that encourage students to learn independently and collaboratively. Thoroughly understanding these three components is crucial for developing effective and relevant strategies in advancing personalized learning at the basic education level. Further exploration is needed on technological approaches in personalized learning, case-based research in specific schools, the role of feedback and teacher evaluation. These findings are important for understanding how learning innovations can be more effectively implemented in basic education contexts.
STRENGTHENING ENVIRONMENTALLY CARING CHARACTER THROUGH LEARNING AT SCHOOL Rintoni Rintoni; Kama Abdul Hakam; Suroso Adi Yudianto; Warlim Warlim
Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i1.11595

Abstract

The main problem of the environment is human attitudes and behavior that are not friendly to the environment. This shows the weakness of character building in the education process. This research aims to portray the method of value cultivation carried out by teachers to strengthen students' environmental care character in ecology learning at school on the theme of ecosystem balance. This study discusses strategies for improving students' environmental care character in one of the elementary schools in Subang Regency, West Java province with  subjects of the research were elementary school teachers and sixth grade elementary school students.. The approach used in this research is a qualitative approach with a case study research method and analyzed using thematic analysis techniques. The data collection process was carried out through stages of observation, interviews, and discussions involving 21 respondents consisting of principals, teachers and students. The results of the research show that the method used by teachers to strengthen students' environmentally caring character in ecological learning is through 5 (five) methods: 1) Information transfer, 2) Training, 3) Habituation, 4) Modeling, and 5) Conditioning. The need for teachers to apply creative and innovative strategies to strengthen students' character in classroom learning, whether in the form of methods, media, approaches and others in learning. Furthermore, other research needs to be carried out in other learning areas to strengthen students' environmentally caring character at school, it can even be developed in school culture and extracurricular activities at school.
ANALYSIS OF SCHOOL PRINCIPALS' MANAGERIAL COMPETENCE IN THE IMPLEMENTATION OF THE MERDEKA CURRICULUM IN ELEMENTARY SCHOOLS Fatimah Fatimah; Ruslaini Ruslaini; Sumarno Sumarno
Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i1.11632

Abstract

The implementation of the Merdeka Curriculum in elementary schools requires school principals to possess adequate managerial competencies to manage changes in a more flexible learning system that is based on students' needs. The managerial competencies of school principals play a key role in the successful implementation of educational policies, including the Merdeka Curriculum, which emphasizes flexibility, differentiated learning, and independent learning. This study aims to analyze the managerial competencies of school principals in the implementation of the Merdeka Curriculum in elementary schools in Central Aceh Regency. The research method used is a qualitative descriptive approach with data collection techniques through questionnaires, observations, and interviews. The subjects of the study consist of school principals and teachers from nine elementary schools in Central Aceh Regency. The results indicate that school principals have adequate managerial competencies in managing schools, covering the stages of planning, organizing, implementing, supervising and evaluating, decision-making, and leadership in educational innovation. However, there are still several competencies that need improvement, particularly in the execution of administrative management and documentation aspects required to ensure that all students benefit optimally and to facilitate changes in student-centered learning methods by the principles of the Merdeka Curriculum. This study recommends enhancing training and support for school principals in the implementation of the Merdeka Curriculum. Thus, the improvement of managerial competencies among school principals is expected to support the successful implementation of the Merdeka Curriculum in elementary schools.
PRIMARY SCHOOL TEACHER CONSTRAINTS IN IMPLEMENTING THE INDEPENDENT CURRICULUM Fransiska Jaiman Madu
Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i1.11706

Abstract

The independent curriculum builds teachers' enthusiasm for implementing learning that embraces the principle of diversity. The implementation is adapted to the local conditions. However, the fact is that the implementation of the independent curriculum is not as expected by the government. The obstacles teachers face are not few. This is due to the different situations in the field, including three primary schools in Kabupaten Manggarai, NTT. The teachers found obstacles, especially in the implementation of learning with the independent curriculum. This study aims to describe in detail the obstacles faced by primary school teachers in learning with the independent curriculum. This research uses qualitative approach and descriptive method. Three schools were selected because they have been implementing the Independent Curriculum for about two years. In addition, there are 12 respondents who are also implementing learning with the independent curriculum. The data collection technique used was in-depth interviews with the researcher as the main instrument. The data was analyzed using the steps of data collection, data reduction, data presentation, and conclusion. The results showed some of the main obstacles that elementary school teachers experienced in implementing learning with an independent learning curriculum, such as the preparation of learning tools, the implementation of assessments, the lack of student independence in learning, the limited time for teachers to learn, the ability of teachers to adapt teaching materials, and the limited training of teachers regarding the implementation of the independent learning curriculum.
THE IMPACT OF SETS-BASED SCIENCE LEARNING ASSISTED BY IT MEDIA ON SCIENCE LITERACY AND DIGITAL LITERACY Setyo Eko Atmojo; Ari Kusuma Wardana
Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i1.11773

Abstract

This research aims to analyze the impact of SETS-based science learning assisted by IT-based media in increasing elementary school students' scientific literacy and digital literacy. This research method is an experimental nonequivalent control group design type. The subjects of this research were 50 grade V elementary school students divided into experimental classes and control classes. Data collection techniques in this research used observation sheets, questionnaires and test questions. The data analysis techniques used are descriptive percentages, difference tests (t-test) and increase tests (N-gain). The research results showed that the average mastery of scientific literacy aspects in the experimental class was 94.57% and in the control class it was 61.70%. Meanwhile, mastery of digital literacy aspects in the experimental class was 91.45% and in the control class it was 65.40%. Meanwhile, in the t test, the results of the post test obtained a value of t = 5.476 > t table = 1.998 and (p) count = 0 < 0.05, which means that there is a significant difference in learning achievement scores between the experimental group that used the product developed and the control group. . The results of the N gain test showed that the control group had an increase in the medium criteria (0.46) and the experimental group had an increase in the high criteria (0.74). Based on this, it can be concluded that SETS-based science learning assisted by IT-based media is effective and has a positive impact on elementary school students' mastery of scientific literacy and digital literacy.
IMPROVING CRITICAL THINKING ABILITIES IN SOCIAL STUDIES LEARNING USING THE PROBLEM BASED LEARNING (PBL) MODEL USED BY AUDIO VISUAL MEDIA IN ELEMENTARY SCHOOL STUDENTS Alia Sopiatul Azkia; Arifin Maksum; Herlina Usman
Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i1.11809

Abstract

The Problem Based Learning model is a learning model that focuses on problem solving so as to stimulate critical thinking skills. The purpose of this study is to improve critical thinking skills in grade V students of SD Negeri Ciptasari I Pangkalan in social studies learning with the Problem Based Learning approach. This type of research is Classroom Action Research with data collection techniques using observation techniques, written tests, and documentation. The research is divided into three cycles, each cycle is divided into several stages; 1) Planning; 2) Implementation; 3) Observation; 4) Reflection. The results of this study are, Implementation of learning with the PBL approach in three stages, namely initial activities, core activities, and closing. In the pre-cycle the number of students who met the minimum criteria was 5 students with a percentage of 35% of all students, in cycle I it increased to 7 students with a percentage of 50%, and in cycle III it increased by 12 students with a percentage of 85.7%. Teacher and student observation sheets increased in each cycle. Teacher observation in cycle I reached 77%, cycle II 88%, cycle III 92%. Student observation sheets in cycle I 65%, cycle II 77%, cycle III increased to 85%. Based on these results, it can be concluded that the critical thinking skills of fifth grade students in social studies learning can be increased through the application of the Problem Based Learning (PBL) model assisted by audiovisual media.
UTILIZATION OF ARTIFICIAL INTELLIGENCE (AI) TO DETECT ELEMENTS OF BULLYING IN THE SCHOOL AND CAMPUS ENVIRONMENT Yudha Munajat Saputra; Enjang Yusup Ali; Dalia Susilawati
Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i1.11810

Abstract

Bullying is an unpleasant behavior that makes someone feel uncomfortable, hurt, and emotionally and psychologically distressed. One form of bullying that often goes undetected is verbal bullying, which is not directly visible but has a profound impact on the victim. This research aims to prevent verbal bullying by utilizing AI technology in campus and school environments. This research uses a qualitative method with a case study approach, which focuses on in-depth exploration of specific contexts and phenomena, allowing researchers to understand in detail how AI can detect verbal bullying. AI will be used to analyze conversations in the context of classes and other social interactions, with the ability to recognize language patterns containing elements of sarcasm, insults, or bullying behavior that are difficult for humans to see. While the technology is promising, a key challenge is the AI's ability to understand the nuances of human behavior, such as sarcasm or different cultural contexts, which can affect detection accuracy. In addition, the use of AI in these sensitive environments raises ethical issues related to privacy, which need to be carefully addressed. The data collection technique was conducted with a questionnaire given to 572 respondents consisting of students, teachers, lecturers, and education personnel in Sumedang Regency. The data analysis technique used the Miles and Huberman model, which includes three stages: data reduction, data presentation, and conclusion drawing. The results of the analysis show that the utilization of AI to detect verbal bullying in school and campus environments is very potential, but human supervision is still needed to verify the results of AI detection.
LOCAL WISDOM LEARNING PROFILE IN PRIMARY SCHOOLS IN THE LAST FIVE YEARS Wiratama Anggi Saputri; Nasution Nasution; Ari Metalin Ika Puspita
Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i1.11830

Abstract

Local wisdom-based learning utilizes local knowledge, principles and culture when teaching. In elementary schools, local wisdom learning is important to implement as a solution in shaping students' character and identity from an early age. By integrating local values and traditions into the curriculum, students not only learn about their cultural heritage, but also develop a sense of pride and love for their social environment, local wisdom can influence students in critical thinking because by providing contextual learning it will be easy for students to understand, local wisdom learning is not only limited to social learning but can also be integrated into numeracy and science learning. In the initial stage, this research conducted a thorough literature review and accessed the latest scientific publications through various channels, including but not limited to Google Scholar. The main objective of this study is to evaluate the effectiveness of implementing local wisdom learning at the primary school level. This literature study collected secondary data from journals that discuss the implementation of local wisdom learning. Journals published between 2019 and 2024 were selected as a comparison of updated data on local wisdom-based learning in the hope that it can be a source of innovation in local wisdom-based learning. The analysis of 25 journals showed that local wisdom-based learning is significantly more effective in improving learning outcomes and student character. Students exposed to local wisdom-based learning have significant differences in their understanding of local wisdom culture.

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