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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
IMPLEMENTATION OF LOCAL WISDOM PROJECT BASED LEARNING IN ELEMENTARY SCHOOLS Anggraini Hamzah; Nasution Nasution; Roni Rodiyana
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.v11i1.11867

Abstract

Project-based learning based on local wisdom is increasingly important in education in Indonesia. Through project-based learning, students are invited to actively participate in activities that are relevant to culture and the environment that can foster a sense of love for their region. This type of research is included in the type of field research, the research design used is a qualitative descriptive method. The techniques used to collect the data needed in the study were interviews, observations, and documentation. Based on the research results, it is known that students really enjoy doing project-based learning which is carried out through making kupang omelettes. Apart from having fun learning, students also know and love the local wisdom of their own region, one of which is typical Kupang food which is a typical Sidoarjo food. The project learning activity was carried out by making mussel omelettes using ready-to-process dry mussels as the basic ingredient. This activity can increase local wisdom through learning in elementary schools with fun project learning, so that it can increase the feeling of love for the country and of course student learning outcomes, especially science and social studies lessons.
DEVELOPMENT OF BEJAMI (BELAJAR EKONOMI) LEARNING MEDIA BASED ON ANDROID APPLICATIONS AS AN INNOVATION IN SOCIAL STUDIES LEARNING IN GRADE V OF ELEMENTARY SCHOOL Wita Sari; Rana Gustian Nugraha; Enjang Yusup Ali
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.v11i1.11868

Abstract

The purpose of this study was to identify the extent to which the results of the development of BEJAMI (Belajar Ekonomi) learning media on economic activity material in grade V of elementary school. BEJAMI learning media is an android application that has several features including learning materials, learning videos, educational games and learning reflections. The research method used in this material is Research and Development (RnD) and uses the ADDIE model which includes 5 stages, namely analysis, design, development, implementation, and evaluation. The results of this study are that BEJAMI learning media is suitable for use in the learning process by obtaining an average media validation result of 91.5%, an average material validation of 94%, and an average language validation result of 98%. Media trials were carried out in three stages, namely individual trials obtaining results of 92.8%, in small groups of 91.32%, and in large groups of 89.32%. Thus, BEJAMI learning media is considered very good as a learning media used in social studies subjects on economic activity material in everyday life in grade V of elementary school.
POLYA APPROACH IN PRACTICE: ANALYSIS OF PGMI STUDENTS' MATHEMATICS PROBLEM-SOLVING SKILLS Putri Sekar Sari; Sabarudin; Siti Annisah; Thusy Siti Reihani
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.v11i1.11916

Abstract

Mathematical problem-solving ability is an important skill that every individual must have in learning mathematics. This research focuses on the practice of problem-solving based on the steps according to Polya. The aim is to describe the problem-solving skills of PGMI students in semester 3 of the 2024/2025 academic year and the obstacles they often face. This research is descriptive qualitative with purposive sampling technique and data collection methods through tests, interviews, observations, and documentation. The data will be analyzed using descriptive statistics, qualitative descriptive analysis, and content analysis. The results showed that the average student's problem-solving ability was 64% (high criteria). In detail, the average understanding of the problem reached 81% (very high), strategy planning 75% (high), plan execution 83% (very high), and re-examination only 0.4% (very low). The main obstacle that students often face is difficulty in understanding the problem, so they often make mistakes in planning and implementing solutions. In addition, students are also less careful in re-examining the answers that have been completed. The results of this study provide significance to improving the quality of mathematics learning in higher education, namely by designing more effective learning methods to improve students' problem-solving skills.
STUDENT’S NUMERACY PROFILE AND SELF CONFIDENCE CHARACTER IN THE ERA OF “MERDEKA BELAJAR” IN ELEMENTARY SCHOOLS Eka Setiawati; Neni Mariana
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.v11i1.11949

Abstract

This study aims to identify the numeracy skills and self-confidence profiles of fifth-grade elementary school students in the Merdeka Belajar era. The research employs a quantitative descriptive approach, using numeracy tests and self-confidence measurement scales as the primary instruments. The numeracy test consists of five questions aligned with key indicators of geometry, including spatial visualization and area and perimeter calculations, while the self-confidence scale assesses six aspects, such as initiative, public speaking ability, and resilience in the face of challenges. Data were analyzed using the Miles and Huberman model, involving data reduction, presentation, and conclusion drawing, complemented by descriptive statistics, including percentages and averages. The findings reveal that the average numeracy score is 60.42, categorized as low, with 68.6% of students in the low category, 22.8% in the medium category, and only 8.6% in the high category. Similarly, self-confidence levels are low for 34.3% of students, medium for 28.6%, and high for 22.9%. Further analysis shows that limited self-confidence significantly hampers students’ ability to solve numeracy problems, especially in spatial reasoning and geometric calculations. To address these challenges, it is recommended that educators adopt innovative teaching strategies, such as utilizing interactive tools like GeoGebra, incorporating collaborative learning methods, and implementing real-life problem-solving tasks to build both numeracy skills and self-confidence. These strategies align with the Merdeka Belajar framework, promoting active and meaningful learning experiences that cater to diverse student needs.
DIAGNOSTIC ANALYSIS OF THE UTILIZATION OF WORDWALL MEDIA IN DEVELOPING CRITICAL THINKING ABILITIES IN ELEMENTARY SCHOOL MULTIPLICATION LEARNING Noer Mahmudiyah; Neni Mariana; Wiryanto
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.v11i1.11986

Abstract

The lack of student participation in multiplication learning in elementary schools is still a challenge for educators. One approach that can be used to increase student engagement and understanding is gamification, which is the integration of game elements in the learning process. This study aims to explore the effectiveness of the use of Wordwall media in multiplication learning through a case study in grade III UPT SD Negeri 30 Gresik. The study highlights how the Multiplication Balloon Burst game can increase student engagement, as well as develop their critical thinking skills in solving math problems. This study uses a qualitative approach with a case study method, where data is collected through observation of classroom activities, interviews with teachers and students, and analysis of student participation during digital game-based learning. The results show that the use of Wordwall games significantly increases student motivation, creates a more interactive learning environment, and improves understanding of multiplication concepts. In addition, the findings indicate that the integration of gamification elements, such as the scoring system and in-game challenges, can encourage students to participate more actively and think critically in solving multiplication problems. This study concludes that the use of digital-based educational games in mathematics learning can be an effective alternative in improving student learning outcomes. Furthermore, the game also facilitates collaborative learning and assists students in developing critical thinking skills. Therefore, educators are advised to consider the application of gamification in their teaching strategies to improve student engagement as well as their learning outcomes in various other mathematical concepts.
PROFILE OF TEACHERS' TEACHING SKILLS IN SOCIAL EMOTIONAL ASPECTS IN THE ERA OF INDEPENDENT CURRICULUM IN ELEMENTARY SCHOOLS Ida Sanjaya Sanjaya; Ganes Gunansyah; 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.v11i1.12011

Abstract

This study aims to find out in depth the profile of teachers' teaching skills in the Social Emotional dimension in the era of the Merdeka Curriculum for Elementary Schools and is expected to contribute significantly through a more thorough understanding of teachers' readiness to implement the Social Emotional dimension in the era of the Merdeka Curriculum. This research uses a qualitative approach. The research subjects consisted of first grade teachers and fifth grade teachers at UPT SDN 339 Gresik. The teaching skills of teachers in the Socio-Emotional aspects of the Merdeka Curriculum era in the aspect of self-awareness in the high grade score 12.5 (62.5%) category are sometimes seen, the low grade score 8.5 (42.5%) category is rarely seen. The self-management aspect of the high class score 16.5 (66%) is sometimes seen, the low class score 11.5 (46%) is rarely seen. The social awareness aspect of the high class scored 26 (74.3%) in the often seen category, the low class scored 19.5 (55.7%) in the sometimes seen category. The aspect of relationship skills of the high class scored 31.5 (70%) in the often seen category, while the low class scored 22.5 (50%) in the sometimes seen category. The aspect of Responsible Decision Making in the high class scored 7 (46.7%) in the rarely seen category, while the low class scored 6 (40%) in the rarely seen category. Emotional social skills in low grade teachers are better than high grade teachers, although the percentage of 74.3% is the highest percentage of the maximum 100%, only obtained in the aspect of social awareness. The impact of this research is the urgent need for teacher professional development related to improving Social Emotional Competence, especially for high grade teachers so that there is no gap in application at all grade levels.
MEDIA NEEDS ANALYSIS OF SIMBOLA GENIALLY TO IMPROVE CIVIC LITERACY AND COLLABORATION OF GRADE II ELEMENTARY SCHOOL STUDENTS Nur Bahja; Ari Metalin Ika Puspita; Raden Roro Nanik Setyowati
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.v11i1.12071

Abstract

This research aimed to develop Simbola Genially, an interactive learning media designed to enhance civic literacy and collaboration among second-grade elementary school students. Utilizing the ADDIE development model, the study focused on the analysis phase to determine the needs of students and teachers. Data were gathered through interviews and questionnaires involving 75 students. The findings demonstrated that Simbola Genially significantly aided 80% of students in understanding concepts, enhanced tolerance by 74.67%, responsibility by 72%, critical thinking by 77.33%, and love for the country by 86.67%. The study addressed the limitations of traditional teaching methods, which predominantly rely on government textbooks and one-way instructional approaches. Evaluations in these settings often focus on lower-order thinking skills, leaving higher-order skills and civic literacy underdeveloped. Simbola Genially integrates interactive visual and audio elements, incorporating Pancasila symbols to foster a more engaging and effective learning environment. The research concluded that there is a substantial need for Simbola Genially to enhance the teaching of Pancasila Education in elementary schools. This media supports the development of essential 21st-century skills, such as critical thinking and collaboration, by providing students with interactive and dynamic learning experiences. By leveraging technological advancements, Simbola Genially can create an immersive learning environment that not only improves students' civic literacy and collaborative skills but also makes learning more enjoyable and meaningful. The study’s results suggest that this media holds significant potential in improving the overall quality of civic education and fostering a deeper understanding of civic responsibilities among young learners.
A COMPARATIVE STUDY ON THE EFFECT OF COOPERATIVE LEARNING MODELS GI, TGT, AND STAD ON ELEMENTARY STUDENTS MATHEMATICAL DISPOSITION Mela Minkhatul Maula; Maulana Maulana; Isrokatun Isrokatun
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.v11i1.12087

Abstract

The role of learning models is crucial in achieving educational objectives, particularly in mathematics, which is often perceived as a challenging subject by students. This study examines the comparative effectiveness of learning models in enhancing mathematical disposition while controlling for students’ prior knowledge and gender variables. A quasi-experimental pretest-posttest control group design was employed, with the population consisting of elementary schools across Cirebon Regency and a sample of 90 students from three schools. Data collection techniques included a mathematical disposition scale and documentation of students’ academic scores.  The results indicate that the cooperative learning models GI (Group Investigation), TGT (Teams Games Tournament), and STAD (Student Teams Achievement Division) have varying impacts on students’ mathematical disposition. The GI model showed the most significant effect, with an average increase of 7.8%. Students’ prior knowledge also played a role, as those with higher initial abilities tended to exhibit better mathematical dispositions. However, no significant differences were found in mathematical disposition between male and female students. This suggests that the GI model can be an effective choice for teachers to foster a positive attitude toward mathematics, especially among students with higher prior knowledge.
THE NEEDS ANALYSIS FOR DEVELOPING DIFFERENTIATED STEAMS LEARNING DESIGN BASED ON DESIGN THINKING TO INCREASE CREATIVITY IN PRIMARY SCHOOL Nur Aini Ochtafiya; Nadi Suprapto; Ganes Gunansyah; Hendratno Hendratno; Nurul Istiq'faroh
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.v11i1.12176

Abstract

STEAMS is 21st century learning approach that aims to teach children the new ways of thinking. The development of differentiated STEAMS learning design based on design thinking by integrating Science, Technology, Engineering, Mathematics, Art and Social can improve students' creativity. This research aims to analyze the needs for the development of differentiated STEAMS learning design. This is based on the priority recommendations of the Education Report and Data-Based Planning (PBD) of the Ministry of Education and Research for SD Muhammadiyah Manyar leading to indicators of improving the quality of learning and creative character of students. The research was conducted with a quantitative descriptive analysis method to obtain the initial needs through data analysis. Data were collected through questionnaires, interviews, and tests. The results showed that needs analysis can be used as a reference in developing differentiated STEAMS learning design based on design thinking. The conclusion of this study obtained three findings related with the differentiated STEAMS learning design development. The first finding is the differentiated STEAMS learning design can fulfil student learning needs. Second, STEAMS can be integrated with differentiated learning. Third, students' creative thinking skills can be improved through integrated Science, Technology, Engineering, Mathematics, Art and Social.
THE EFFECTIVENESS OF REALISTIC MATHEMATICS EDUCATION TO IMPROVE STUDENT’S PROBLEM SOLVING SKILLS IN ELEMENTARY SCHOOLS: LITERATURE REVIEW Aulia Kholifatul Khasanah; Wiryanto; Tatag Yuli Eko Siswono
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.v11i1.12186

Abstract

This literature review examines the effectiveness of Realistic Mathematics Education (RME) in enhancing problem-solving skills among elementary students. The study is motivated by the persistent challenge of improving students' ability to apply mathematical concepts in real-world scenarios, a critical competency in primary education that traditional methods often fail to develop. The objective of the study is to analyze how numerous RME’s context-based approach studies impacts students' ability to understand and apply mathematical concepts in real-world scenarios. Method: Utilizing a systematic review of recent experimental and quasi-experimental studies, this study synthesizes findings from experimental and quasi-experimental research published in the past 10 years. Data were collected through structured searches in academic databases, followed by thematic analysis to compare the impact of RME and convetional mathematics instruction on student outcomes. Results Results indicate that RME consistently outperforms conventional methods, significantly improving students' problem-solving abilities by fostering a deeper understanding of math through relatable, real-life applications. RME’s emphasis on autonomy and critical thinking further contributes to student engagement and resilience, helping young learners approach complex problems with confidence and creativity. Novelty: The novelty of this review lies in its focus on elementary education, where RME's effectiveness is particularly impactful as it aligns with developmental learning stages. These findings highlight RME as a promising instructional model for strengthening foundational problem-solving skills, with implications for curriculum development and teacher training in primary education.

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