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[THE EFFECTIVENESS OF THE RADEC LEARNING MODEL IN ENHANCING FIFTH-GRADE STUDENTS’ READING COMPREHENSION SKILLS OF PROCEDURAL TEXTS ]]>
<![CDATA[Hilma Mustika Fauziyyah]]>;
<![CDATA[Prana Dwija Iswara]]>;
<![CDATA[Wahyu Sopandi]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i3.13276
<![CDATA[This study aims to examine the effectiveness of the RADEC (Read-Answer-Discuss-explain-Create) learning model in improving fifth-grade elementary students’ reading comprehension of procedural texts compared to conventional instruction. A quasi-experimental design with a non-equivalent group pretest-posttest method was applied. The participants consisted of fifth-grade students from two elementary schools in Kuningan Regency, divided into experimental and control groups. Data were collected through pretest and posttest, then analyzed using an independent sample t-test assisted by Jeffreys’s Amazing Statictics Program (JASP). The results showed a statistically significant difference in improvement between the two goups, as indicated by a p-value of 0.001 (sig. 2-tailed< 0.05). These findings suggest that the RADEC model is effective in enhancing students’ reading comprehension, especially in understanding procedural texts, when compared to conventional learning. The implication of this research is that the RADEC learning model has the potential to be adopted as an innovative learning model to support literacy development at the elementary school level.]]>
<![CDATA[INTEGRATING SOCIO-SCIENTIFIC ISSUES (SSI) APPROACH BASED ON SDGS FOR GENERATION ALPHA IN ELEMENTARY SCHOOLS ]]>
<![CDATA[Annas Solihin]]>;
<![CDATA[Suryanti]]>;
<![CDATA[Enny Susiyawati]]>;
<![CDATA[Julianto]]>;
<![CDATA[Endang Susantini]]>;
<![CDATA[Ari Metalin Ika Puspita]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i3.13396
<![CDATA[Socio-Scientific Issues (SSI)-based learning has become increasingly significant in addressing global challenges, particularly for Generation Alpha, who are growing up in the digital era. This study aims to analyze the effectiveness of the SSI-based learning approach within the context of the Sustainable Development Goals (SDGs) at the elementary school level. A qualitative research approach with a case study design was employed, involving observations, interviews, and document analysis of educators and students from several elementary schools. The findings indicate that implementing SSI-based learning contributes to enhancing students' understanding of global issues while simultaneously strengthening critical thinking, problem-solving, and collaboration skills. Educators play a central role in designing interactive and technology-based learning strategies to increase student engagement. However, challenges remain in implementing this approach, including teachers' readiness and limited learning resources. Therefore, integrating SSI-based learning within the SDG framework in elementary education can be an effective strategy for improving students' scientific literacy and social awareness. Further research is needed to develop training strategies for educators and expand the implementation of this method across various educational contexts. In conclusion, integrating the SSI approach based on SDGs into science education in elementary schools has great potential to enhance scientific literacy, social awareness, and 21st-century skills among students.]]>
<![CDATA[WORD WALL WITH DESIGN THINKING AND LOCAL WISDOM TO ENHANCE CRITICAL THINKING ]]>
<![CDATA[Nova Viona Elfani]]>;
<![CDATA[Ari Metalin Ika Puspita]]>;
<![CDATA[Raden Roro Nanik Setyowati]]>;
<![CDATA[Neni Mariana]]>;
<![CDATA[Nurul Istiq'faroh]]>;
<![CDATA[Hitta Alfi Muhimmah]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i3.13442
<![CDATA[Civics education in elementary schools often faces challenges due to conventional approaches that fail to optimally foster students' critical thinking skills. This study aims to identify and analyze the potential integration of Wordwall media, the Design Thinking approach, and local wisdom in enhancing critical thinking in Civics education. This research employs a Systematic Literature Review (SLR) method, reviewing articles published between 2015–2025 retrieved from databases such as Google Scholar, DOAJ, Scopus, and Garuda. Selected articles met the inclusion criteria and were analyzed using content analysis techniques to identify recurring themes, patterns, and research gaps. The findings show that Wordwall effectively improves concept comprehension and student engagement, Design Thinking fosters collaboration and problem-solving, while local wisdom strengthens the relevance of Pancasila values in students’ daily lives. However, very limited research integrates all three elements within the context of Civics education. This study recommends developing an innovative learning model that combines these approaches to meet the demands of the Merdeka Curriculum and shape students with critical, reflective, and value-oriented character traits. The results of this review serve as a conceptual foundation for educators and curriculum developers in designing more contextual and meaningful learning strategies.]]>
<![CDATA[A QUALITATIVE NEEDS ANALYSIS OF SQ3R-BASED DIGITAL LEARNING WORKSHEETS IN PRIMARY SCHOOL READING ACTIVITIES ]]>
<![CDATA[Agustin Vera Dewi]]>;
<![CDATA[Seni Apriliya]]>;
<![CDATA[Lutfi Nur]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i3.13448
<![CDATA[Learner Worksheets (LKPD) have an important role in learning to read in elementary schools, but the application of LKPD in the field still faces obstacles, such as unattractive appearance, limited content, and practicality. The printed LKPD used is not fully interactive, thus affecting students' interest and reading comprehension. The lack of variety in the presentation of material also reduces the effectiveness of learning. Therefore, innovation in the form of digital LKPD based on the SQ3R strategy is needed to improve reading learning. This study aims to analyze the need for the development of SQ3R-based digital LKPD. Using descriptive qualitative research method, data were collected through document analysis of LKPD and interviews with four grade VI teachers in Gugus 1 Karangnunggal District. The results showed that the current LKPDs were less interesting and did not support comprehensive text comprehension. The SQ3R strategy (Survey, Question, Read, Recite, Review) has the potential to be a solution because it can increase students' involvement in understanding the text in a more structured manner. In addition, digital LKPD allows the integration of multimedia elements that enrich the learning experience. As a reference, the PISA study shows the importance of a systematic reading approach to improve student comprehension. Thus, the development of SQ3R-based digital LKPD is an urgent need to improve the quality of reading learning in elementary schools.]]>
<![CDATA[INNOVATIVE LEARNING BY UTILIZING WORDWALL TO MAKE IT INTERACTIVE IN ELEMENTARY SCHOOL ]]>
<![CDATA[Susanti]]>;
<![CDATA[Ghulam Hamdu]]>;
<![CDATA[Karlimah Karlimah]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i3.13449
<![CDATA[This research aims to analyze the effectiveness of using Wordwall, a gamification-based platform, in improving elementary school students' critical thinking skills on Solar System materials. This is motivated by the fact that digital transformation in basic education has encouraged the utilization of technology to increase student engagement and interactivity, but there are still many challenges in delivering materials in an interesting and effective way. On the other hand, although students show interest in Solar System materials, they often struggle in understanding abstract concepts such as revolution, rotation and gravity. Conventional learning is often not interactive enough, so students feel less engaged and have difficulty in understanding the material. The use of innovative educational technology such as Wordwall is expected to address this issue, by offering a more engaging and fun approach to learning complex concepts. This study used a qualitative approach with exploratory descriptive method, involving interviews, questionnaires and observations of three teachers and 30 students in three elementary schools that have adopted technology-based learning. The results showed that students using Wordwall were more active in discussions and had better understanding compared to conventional learning methods. Therefore, Wordwall has great potential to improve learning effectiveness and students' critical thinking skills in elementary schools. The results of this study are expected to be a reference for educators in optimizing the use of technology in more innovative and effective learning.]]>
<![CDATA[THE USE OF EDUCAPLAY IN PRIMARY SCHOOL LEARNING ]]>
<![CDATA[Nunung Nurhayati]]>;
<![CDATA[Karlimah Karlimah]]>;
<![CDATA[Ghullam Hamdu]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i3.13451
<![CDATA[Technological developments in education have encouraged the use of digital media in learning, including in elementary schools. One of the innovations used is Educaplay, a gamification-based platform designed to increase student engagement in the learning process. However, the effectiveness of Educaplay in improving students' conceptual understanding and critical thinking skills still needs to be studied further. This study aims to analyze the implementation of Educaplay in primary school learning and its impact on students' conceptual understanding and critical thinking skills. This study used a qualitative approach with an exploratory descriptive design. Data were collected through interviews with teachers and students, classroom observations, and documentation studies. Data analysis was carried out using data reduction techniques, data presentation, and conclusion drawing based on the Miles and Huberman method. The results showed that the use of Educaplay was able to increase students' involvement and motivation in learning. Analysis of pretests and posttests revealed a significant increase in conceptual understanding in students who used Educaplay compared to conventional methods. In addition, the platform supports the implementation of instructional differentiation and assists teachers in monitoring student progress in real-time. However, the implementation of Educaplay faces challenges, such as limited infrastructure and teachers' lack of digital literacy. Therefore, training for educators and improving access to technology are needed to maximize the effectiveness of digital-based learning in primary schools.]]>
<![CDATA[THE NEED ANALYSIS FOR INTERACTIVE MULTIMEDIA BASED ON SCIENTIFIC LITERACY IN PRIMARY SCHOOL ]]>
<![CDATA[Cucu Mardiana]]>;
<![CDATA[Ghullam Hamdu]]>;
<![CDATA[Seni Aprilia]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i3.13452
<![CDATA[The low science literacy of students in Indonesia is a challenge in education, especially at the elementary school level. Science literacy plays an important role in developing critical thinking skills, problem solving, and understanding of scientific and technological phenomena. However, PISA results show that Indonesian students' science literacy scores are below the international average. Factors that contribute to this condition include the lack of interesting learning media, the use of conventional methods, and the lack of technology integration in science learning. Therefore, this study aims to analyze the need for interactive learning media to improve the science literacy of elementary school students. The research method used was descriptive qualitative with data collection techniques through interviews and documentation studies. Interviews were conducted with teachers and students in Cigugur Sub-district, Pangandaran Regency, to understand their experiences, constraints and expectations of interactive learning media. The results showed that students are more interested in digital-based interactive media, such as video animation, educational games, and interactive simulations. Teachers also recognize that the use of digital media can improve students' understanding and motivation to learn, although they face constraints such as lack of training and access to adequate digital devices. These findings indicate the need for development and training in the use of digital media that is easily accessible and applicable in the classroom, to support the continuous improvement of science literacy at the primary school level.]]>
<![CDATA[ROLE PLAYING-ASSISTED PBL MODEL TO IMPROVE STUDENT UNDERSTANDING IN GRADE V OF ELEMENTARY SCHOOL ]]>
<![CDATA[Iip Miftahudin]]>;
<![CDATA[Devi Afriyuni Yonanda]]>;
<![CDATA[Dudu Suhandi Saputra]]>;
<![CDATA[Beti Istanti Suwandayani]]>;
<![CDATA[Cucun Sutinah]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i3.13453
<![CDATA[This study aims to examine the effectiveness of the Problem Based Learning (PBL) model combined with the Role Playing method in improving students’ understanding of civic education content in fifth-grade elementary classes. The study was motivated by the low student engagement and learning outcomes in Civic Education (PKn), which is still predominantly delivered through lectures. PBL encourages real-world problem-solving, while Role Playing allows students to experience civic roles firsthand through simulation.A qualitative approach with a case study design was used. The participants were 17 fifth-grade students at SD IT Tazkia Insani. Data were collected through observation, interviews, and documentation. The findings revealed that the integration of PBL and Role Playing created a more engaging, student-centered learning environment. Students became more confident, collaborative, and critical in their thinking. Most importantly, students’ understanding of the topic “Duties and Roles of Mayors and Regents” significantly improved, both conceptually and in practical application.These results indicate that Civic Education is more effective when learning involves active participation and real-life context. The PBL model assisted by Role Playing is recommended as a strategy to enhance elementary students’ comprehension of civic concepts and promote character education.]]>
<![CDATA[LEARNERS’ NEEDS FOR DIGITAL SELF-ASSESSMENT IN PANCASILA STUDENT PROFILE PROJECTS (P5) IN ELEMENTARY SCHOOL ]]>
<![CDATA[Liska Auliyani Daswati]]>;
<![CDATA[Seni Apriliya]]>;
<![CDATA[Lutfi Nur]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i3.13465
<![CDATA[The development of digital technology encourages innovation in learning assessment, including self-assessment which is important for shaping students' learning independence from an early age. However, in elementary schools, the application of digital-based self-assessment is still not optimal, especially in the context of the Pancasila Learner Profile Strengthening Project (P5) which emphasizes the value of reflection and active participation. This study aims to describe learners' needs for digital-based self-assessment, identify challenges faced, and design the concept of its development in the context of P5 in elementary schools. The research used a descriptive qualitative approach and was conducted at SDN Cimuncang with participants as many as 6 teachers and 10 learners involved in the implementation of P5. A purposive sampling technique was used to select the participants. Data were obtained through semi-structured interviews, observation of digital assessment practices in the classroom, and document analysis in the form of reflective journals and school assessment policies. Data analysis refers to the Miles and Huberman model, with the stages of data reduction, data presentation, and conclusion drawing. Triangulation of methods and member-checking were conducted to increase validity. The results showed that the self-assessment implemented did not fully support in-depth reflection, was less interesting, and did not optimally utilize technology. Learners expect more interactive and appreciative assessments. Teachers understand the importance of self-assessment, but its implementation is still limited. The development of digital self-assessment that is adaptive and aligned with P5 principles is needed to improve reflection, motivation, and learning independence.]]>
<![CDATA[FLIPBOOK LEARNING MEDIA ON IPAS LEARNING OUTCOMES IN ELEMENTARY SCHOOL STUDENTS ]]>
<![CDATA[Elma Maylisa Wahyu Salsabila]]>;
<![CDATA[Suryanti Suryanti]]>;
<![CDATA[Wahono Widodo]]>;
<![CDATA[Ganes Gunansyah]]>;
<![CDATA[Ari Metalin Ika Puspita]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i3.13478
<![CDATA[This study aims to analyze the effect of Flipbook as a learning medium on elementary school students' Ilmu Pengetahuan Alam dan Sosial (IPAS) learning outcomes through a literature review. Flipbook is an interactive digital learning medium that enhances students' engagement and understanding of the subject matter. This research employs a literature review method by analyzing previous studies discussing Flipbook effectiveness in learning. The findings indicate that Flipbook positively impacts students' learning outcomes, as evidenced by increased pretest and posttest scores. Additionally, Flipbook supports various learning models such as Jigsaw and Problem-Based Learning (PBL), improving learning effectiveness. The analysis also reveals that Flipbook significantly enhances students' learning interest, conceptual understanding, and academic achievement. Therefore, the use of Flipbook as a learning medium in elementary schools is highly recommended to foster more interactive and effective learning.]]>
