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Dede Salim Nahdi
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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 19 Documents
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Search results for , issue "Vol. 11 No. 4 (2025)" : 19 Documents clear
TEACHERS’ BELIEFS ABOUT MATHEMATICAL PROBLEM SOLVING IN ELEMENTARY SCHOOLS : A CASE STUDY IN NUNUKAN REGENCY Irianto Aras; Turmudi; Tatang Herman
Jurnal Cakrawala Pendas Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i4.14477

Abstract

This study aims to describe the beliefs of fifth-grade elementary school teachers and students regarding mathematical problem solving, as well as their approaches to teaching and learning problem-solving activities. The research employed a qualitative descriptive method, focusing on the alignment between teachers’ and students’ perceptions of problem solving within an authentic classroom context.The participants consisted of three teachers from different elementary schools in Nunukan Regency, North Kalimantan, and six students identified by the teachers three categorized as successful and three as less successful in solving mathematical problems. Data were collected through semi-structured interviews and documentation, using an interview guide developed to explore teachers’ beliefs and students’ problem-solving strategies. The validity of data was ensured through source triangulation and member checking. Data were analyzed using Miles and Huberman’s (1992) interactive model, which includes stages of data reduction, data display, and conclusion drawing. The findings revealed three main points: (1) teachers generally associated students’ problem-solving success with innate ability, while students attributed success to effort and persistence; (2) both teachers and students shared a narrow understanding of problem solving, viewing it mainly as procedural computation rather than reasoning or exploration; and (3) teachers assessed students’ success primarily based on accuracy in calculation, resulting in classroom practices that emphasized procedures over conceptual understanding.In conclusion, the study highlights the need to strengthen teachers’ pedagogical beliefs and promote reasoning-oriented instruction in mathematics classrooms. However, the limited number of participants restricts the generalizability of the findings. Future studies with larger samples and classroom observations are recommended to validate and expand these results.
DEVELOPING DIFFERENTIATED TIERED NARRATIVE TEXTS IN ELEMENTARY INDONESIAN LANGUAGE LEARNING Ninis Khoirunisa; Diah Gusrayani; Dadan Djuanda
Jurnal Cakrawala Pendas Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i4.15050

Abstract

The diverse levels of reading comprehension skills often become an obstacle in the learning process at the elementary school level. Learning cannot be standardized but must accommodate student diversity, in line with the Merdeka Belajar concept in the Merdeka Curriculum. In this curriculum, differentiated instruction is promoted as an effective solution to address such challenges. This study aims to examine the feasibility and effectiveness of leveled narrative texts in differentiated instruction based on learning readiness. The research was conducted with 27 fourth-grade students at a public elementary school in Majalengka Regency, West Java, employing a Design and Development (D&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Differentiation was applied to the learning content by developing leveled narrative texts for low, medium, and high groups, determined through a diagnostic test of narrative text comprehension. Expert validation confirmed that the developed teaching materials were feasible to use. The implementation results showed that 93% of students achieved the learning objectives, with an average score of 81.3 in the final evaluation. These findings highlight that leveled narrative texts integrated into differentiated instruction are effective in supporting students’ reading comprehension skills and can serve as a strategic alternative for literacy learning in elementary schools.
DEVELOPMENT OF E-MODULE BASED STEM EDP ON ELEMENTARY SCHOOL STUDENT'S LEARNING PROCESS Siti Nurmandayanti; Astri Sutisnawati; Din Azwar Uswatun
Jurnal Cakrawala Pendas Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i4.15114

Abstract

This study aims to develop and determine the feasibility and effectiveness of a STEM (Science, Technology, Engineering, and Mathematics)-based e-module using the Engineering Design Process (EDP) approach in elementary science learning. The research employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: Analyze (identifying needs and student characteristics), Design (designing the structure and content of the e-module), Develop (developing the digital product and conducting expert validation), Implement (testing with fifth-grade students at SDN Gunung Parang, Sukabumi City), and Evaluate (analyzing effectiveness through pre-test, post-test, and student response questionnaires). The subjects were 21 fifth-grade students. Data were collected through interviews, questionnaires, expert validations (material, media, and practitioners), and learning achievement tests. Validation results showed an overall feasibility score of 88% (very feasible), with 79% from material experts, 90% from media experts, and 95% from practitioners. Effectiveness testing indicated an increase in students’ average scores from 59.38 (pre-test) to 90.00 (post-test), with an N-Gain value of 0.75 (high category). Therefore, the STEM–EDP-based e-module is declared feasible and effective for improving students’ conceptual understanding and critical thinking skills on the topic Light and Its Properties, serving as an innovative alternative learning medium for elementary science education.
PLAYING ONLINE GAMES AND ITS IMPACT ON ELEMENTARY SCHOOL STUDENTS' LEARNING RESPONSIBILITIES Marwan Supriyanto; Aliet Noorhayati Sutisno; Fanny Septiany Rahayu
Jurnal Cakrawala Pendas Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i4.15280

Abstract

This study aims to determine the effect of playing online games on the learning responsibility behavior of fourth-grade students at SDN 1 Watubelah. Online games have become part of children's daily lives, including elementary school students, so it is important to see how this activity impacts their academic attitudes and behavior. This study used a quantitative approach with a survey method. The sample in the study consisted of 33 students who were selected purposively. The instrument used was a questionnaire with a Likert scale to measure the intensity of playing games and learning responsibility. The results showed that most students had a high intensity of playing games, both in terms of duration, frequency, and less than ideal time. In addition, more than half of the students showed symptoms of decreased learning responsibility, such as frequently procrastinating assignments, lack of discipline, and loss of focus while studying.
GENERATIVE AI-ENHANCED GAME-BASED LEARNING FOR CREATIVE SKILL DEVELOPMENT IN ELEMENTARY STUDENTS Yani Fitriyani; Sena Aditia Apriadi; Sulistiani; Ndaru Mukti Oktaviani
Jurnal Cakrawala Pendas Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i4.15304

Abstract

Student creativity in Indonesia remains a serious problem that requires special attention, with the 2022 PISA survey identifying only 5% of students achieving high creativity. Science learning is also still limited in integrating technology to develop creativity, even though this ability is a very important competency in the digital era. This study aims to develop Game-based Learning (GBL) with Generative AI (Gen AI) to improve the creativity of 5th grade elementary school students. The research method uses Research and Development (RnD) with the ADDIE model including five stages: analysis, design, development, implementation, and evaluation. The subjects of this study were 20 5th grade students of SDN Kutakembaran 1. GBL was developed with the ChatGPT-3.5 API to produce adaptive learning content. ChatGPT-3.5 works by analyzing student responses, automatically generating game scenarios, questions, and challenges tailored to the individual student's ability level. This development is enriched with West Javanese cultural elements such as folklore, traditions, and local contexts to increase the relevance of learning. The research instruments include expert validation (n=5), a creativity rubric that measures four indicators (fluency, flexibility, originality, elaboration) through problem-solving tasks, and observation of student engagement using a Likert scale that records active participation. The expert validation results showed a feasibility score of 77.50 (good category) with an Aiken's V coefficient of 0.813 (p<0.001). Implementation resulted in a significant increase in the creativity dimensions: fluency (23%, p<0.05), flexibility (31%, p<0.01), originality (28%, p<0.05), and elaboration (19%, p<0.05). Student engagement reached an average of 78.60 with 80% positive responses, while technology acceptability reached 83.45%. The culture-based GBL-GenAI media has proven effective in developing student creativity and making a significant contribution to innovation in science learning for the transformation of Indonesian basic education.
SAC INTERACTIVE LEARNING MEDIA FOR IMPROVING LEARNING OUTCOMES BUILDING IDENTITY IN DIVERSITY FOURTH-GRADE STUDENTS Nuraida; Deny Setiawan; Yusnadi
Jurnal Cakrawala Pendas Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i4.15336

Abstract

This study was motivated by the low learning outcomes of students in Pancasila education due to the lack of innovation in the learning process. Therefore, this study aims to develop interactive SAC learning media on the subject of building identity in diversity to improve the learning outcomes of fourth-grade elementary school students. This study is a 4D model Research and Development applied at SDN 057224 Paluh Gusta. The data used came from questionnaires for experts on material, media and language for feasibility, questionnaires on practicality from teachers, and tests for student learning outcomes. The results showed that the interactive SAC media for building identity in diversity had a material expert feasibility rating of 90%, classified as ‘Very Good’, a media expert rating of 92%, classified as ‘Very Good’ and 91% classified as ‘Very Good’ for language experts, while the level of practicality obtained was 93% classified as ‘Very Practical’. Student learning outcomes improved from a pre-test score of 65 to a post-test score of 90, and the gain test result was 0.714, which is ‘Very High’. Therefore, the interactive learning media SAC material on building identity in diversity that was developed is appropriate and valid and is able to improve student learning outcomes. Applying this interactive learning media SAC in the learning process in the classroom will make the learning atmosphere even better and more effective, and this study contributes greatly to the development of technology in education today.
DEVELOPMENT OF CANVA DIGITAL BOOKS TO IMPROVE LEARNING OUTCOMES FIFTH GRADE ELEMENTARY SCHOOL STUDENTS Priska Nurlia Br Simanungkalit; Daulat Saragi; Wildansyah Lubis
Jurnal Cakrawala Pendas Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i4.15337

Abstract

The learning outcomes of Civics Education for 5th-grade students at SDN 055981 Beruam are still low due to the lack of variation in learning media used by teachers. This study aims to develop and test the effectiveness of Canva-based digital books in improving student learning outcomes, using the 4D development model with subject matter experts, media, and language experts as validators, as well as teachers as learning practitioners and students. Data were collected through questionnaires to determine validity and practicality, and tests to measure effectiveness. The results showed that the validity of the Canva-based digital book was very feasible with an average of 91.7%, practicality was very high with an average of 90.75% from teachers and students, and effectiveness was in the moderate category with a gain score of 0.56. Thus, the Canva-based digital book developed was declared feasible, practical, and effective, and contributed to the development of learning media in elementary schools.
THE EFFECT OF IMPLEMENTATION PROJECT BASED LEARNING (PJBL) MODEL ON STUDENTS' MATHEMATICS LEARNING OUTCOMES IN GRADE IV AT UPTD SD NEGERI 1 WERU LOR Nur Laeli Asifah; Sati; Hema Widiawati
Jurnal Cakrawala Pendas Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i4.15435

Abstract

This research is motivated by the results of observations and interviews with homeroom teachers which indicate that the mathematics learning outcomes of fourth-grade students at UPTD SD Negeri 1 Weru Lor, Weru District, Cirebon Regency are still relatively low. This is because learning is still teacher-centered, the learning model is less innovative, the learning methods are less varied, and the use of learning media is not used. Thus, students are less able to analyze, conclude, and create concepts for data analysis and opportunities for data presentation materials in the form of bar charts. Therefore, the purpose of this study is to determine the effect of the implementation of the Project Based Learning (PjBL) model on students' mathematics learning outcomes. This study uses a quantitative method with a research design, namely a pre-experimental type one group pretest posttest. The sample of this study, namely 24 fourth-grade students selected through a total sampling technique. The research instruments are observation sheets and learning outcome tests. The results of the study show a significant increase before and after the implementation of the Project Based Learning (PjBL) model, including aspects of teaching modules, teacher performance, learning outcomes (cognitive, affective, and psychomotor). This can be proven by the results of the hypothesis test which obtained a t-count of 65.987 and a significance value of 0.000. Thus, it can be concluded that the application of the Project Based Learning (PjBL) model has an effect on student learning outcomes in mathematics learning in grade IV of UPTD SD Negeri 1 Weru Lor.
THE NECESSITY ANALYSIS OF MAJALENGKA WISDOM–BASED TEACHING MATERIALS TO ENHANCE STUDENTS’ CRITICAL THINKING SKILLS Irma Sofiasyari; Luqman Rohmad Maghribi
Jurnal Cakrawala Pendas Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i4.15450

Abstract

Critical thinking represents a core skill that students must master to face the challenges of the Industrial Revolution 4.0 era. Teachers foster this skill by developing teaching materials rooted in local wisdom. Learning resources that combine visual elements with cultural values create more meaningful learning experiences. This study investigated the need for Majalengka-based teaching materials to enhance students’ critical thinking. Using a descriptive qualitative method, the researchers conducted interviews and observations with eight teachers and fifth- and sixth-grade students from two elementary schools. The results show an urgent need to design teaching materials grounded in Majalengka local wisdom, since current resources remain generic and do not explicitly target critical thinking or cultural identity. Students require varied and innovative materials that can motivate learning while embedding local values. Incorporating Majalengka wisdom into instructional content strengthens both critical thinking and cultural identity. Future researchers should develop illustrated storytelling materials based on Majalengka local wisdom to advance critical thinking among elementary students.
IMPROVING BEGINNING READING SKILLS OF FIRST GRADE ELEMENTARY LEARNERS THROUGH WORD PUZZLE MEDIA Ambarwati Imtiyas; Erna Labudasari; Dianasari
Jurnal Cakrawala Pendas Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i4.15487

Abstract

This research is motivated by the low initial reading ability of first-grade learners of SD Negeri 1 Pangkalan, Plered District, Cirebon Regency. The research aims to determine the planning, implementation, and improvement of early reading learning using word puzzle media, specifically focusing on the process of saving words. The subjects of this research were 25 first-grade learners. The method used in this research is classroom action research (CAR) with the Kemmis & McTaggart model. This research was conducted in two cycles, each consisting of one meeting, and was divided into four stages: planning, implementation of actions, observation, and reflection. The results showed that the initial reading ability of learners increased from 68% to 98%. This indicates an increase in the initial reading ability of learners through word puzzle media, such as saving words.

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