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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 16 Documents
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Search results for , issue "Vol. 12 No. 1 (2026)" : 16 Documents clear
THE EFFECTIVENESS OF THE CONTEXTUAL TEACHING AND LEARNING MODEL IN IMPROVING ELEMENTARY SCHOOL STUDENTS’ SPATIAL LITERACY SKILLS Naura Aisya Salsabila; Pupun Nuryani; Sendi Fauzi Giwangsa
Jurnal Cakrawala Pendas Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i1.16082

Abstract

This study addresses the issue of low spatial literacy skills among elementary school students’, particularly in map-related learning. Limited students’ engagement and the lack of instructional models that support spatial literacy development are identified as contributing factors. The study aims to examine changes in students’ spatial literacy skills following the implementation of the Contextual Teaching and Learning (CTL) model. A pre experimental one-group pretest posttest design was employed involving 28 fifth-grade students’ from a public elementary school in Sukasari District, Bandung City. Data were collected using an essay based spatial literacy test and analyzed using descriptive statistics, mean difference testing, and N-Gain analysis. The findings indicate an increase in students’ spatial literacy scores from the pretest to the posttest, suggesting improved performance after the CTL-based instruction. However, due to the absence of a control group, the results should be interpreted cautiously and cannot be used to establish causal relationships. Despite this limitation, the study contributes to the growing body of literature on spatial literacy instruction by providing empirical evidence on the potential role of contextual learning strategies in supporting map-related understanding at the elementary level. Practically, the findings offer insights for Social Studies teachers on integrating contextual and experience-based approaches to enhance students’ spatial reasoning within the framework of elementary education.
CORRELATION OF ACTIVE PARTICIPATION WITH MATHEMATICS LEARNING OUTCOMES OF GRADE 2 STUDENTS ON PLACE VALUE MATERIAL Triana Zahroh; Rintis Rizkia Pangestika; Ageng Triyono
Jurnal Cakrawala Pendas Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i1.16342

Abstract

The background of this study is based on the low achievement of students in understanding place value concepts, which is presumed to be related to the lack of active engagement during learning. This study aims to analyze the relationship between students' active participation and mathematics learning outcomes on place value material in Grade 2 of SDN 1 Pangenrejo. The research employed a quantitative approach using a correlational survey method. All Grade 2 students (N = 31) were included as the sample through total sampling. Data on active participation were collected using a standardized observation sheet, while learning outcomes were measured using a validated written test. Data analysis was conducted using the Spearman Rank correlation test because the data were not normally distributed. The results indicated that the relationship between students' active participation and mathematics learning outcomes was very low and not statistically significant. These findings suggest that student activeness in learning, particularly behavioral participation, does not necessarily reflect deep conceptual understanding; therefore, active participation alone is insufficient to improve mathematics learning outcomes. Other factors such as motivation, instructional strategies, and the role of teachers also contribute to learning outcomes. This study recommends the diversification of instructional strategies and the strengthening of teachers' roles in creating meaningful learning experiences. Further research with broader scope and variables is strongly recommended to enrich the understanding of factors influencing mathematics learning success in elementary schools.
EMERGING TRENDS IN THE DEVELOPMENT OF LOCAL WISDOM-ORIENTED TEACHING MATERIALS FOR CHARACTER EDUCATION IN ELEMENTARY SCHOOLS: A SYSTEMATIC REVIEW (2015–2025) M Agung Alwanda; Mintarsih Arbarini; Bambang Subali; Ellinawati Ellinawati
Jurnal Cakrawala Pendas Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i1.16402

Abstract

The advancement of education in the digital era requires learning innovations that not only focus on cognitive development but are also rooted in cultural and moral values. Integrating local wisdom into instructional materials serves as a strategic effort to strengthen students’ character while preserving national cultural identity. This study aims to map research trends, analyze the contribution of local wisdom-based instructional materials to character education, and identify research gaps within studies published from 2015 to 2025. The research employed a Systematic Literature Review (SLR) guided by the PRISMA 2020 framework and supported by bibliometric analysis using VOSviewer. Data were obtained from 991 articles indexed in Google Scholar and Scopus, from which 29 met the inclusion criteria for further analysis. The findings reveal a significant increase in research publications over the past decade with two main orientations: the integration of cultural values to strengthen character education and the development of innovative learning media. The media developed include educational comics, storybooks, pop-up books, e-modules, and interactive multimedia designed to cultivate responsibility, religiosity, cooperation, and appreciation for local culture. However, limitations remain in the diversity of cultural contexts, long-term effectiveness testing, and the digitalization of learning media, Overall, local wisdom-based instructional materials play a crucial role not only in cultural preservation but also in holistic character development. Future studies should strengthen digital integration, broaden cross-cultural applications, and conduct longitudinal evaluations to support the implementation of the Merdeka Curriculum and the Profil Pelajar Pancasila.
THE IMPACT OF INCLUSIVE EDUCATION IMPLEMENTATION ON ELEMENTARY SCHOOL STUDENTS BY THE YOGYAKARTA CITY DISABILITY SERVICES UNIT Zulfa Jihan Hanifa; Moh Salimi; Sukarno
Jurnal Cakrawala Pendas Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i1.16450

Abstract

The execution of inclusive education in Indonesia continues to encounter obstacles, particularly concerning limited human resources, complex bureaucracy and public awareness. This research investigates the effects of inclusive education policy implementation via the Technical Implementation Unit for Disability Services in Education and Resource Center (ULD) of Yogyakarta City, which is a pioneering local institution in Indonesia. Employing a qualitative case study methodology, data were gathered through interviews with key ULD officials, document analysis, and questionnaires distributed to special assistant teachers. The results reveal that the ULD has produced sustained positive effects across various stakeholders. At the community level, heightened public awareness has fostered greater acceptance of children with disabilities and improved access to formal education through affirmative pathways. At the school and teacher levels, the ULD has bolstered institutional capacity by increasing the number of special assistant teachers and enhancing teachers’ competencies through ongoing training. At the student level, inclusive practices have facilitated positive academic, social, and emotional development among students with disabilities. This research adds to the body of literature on inclusive education policy implementation by illustrating the strategic role of local technical institutions in connecting national policy frameworks with inclusive practices at the school level.
ELEMENTARY SCHOOL STUDENTS' CRITICAL THINKING SKILLS THROUGH FOOD CHAIN LEARNING INDICATORS Nur Rachmawati Widaya; Farida Istianah; Binar Kurnia Prahani
Jurnal Cakrawala Pendas Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i1.16472

Abstract

Natural and Social Sciences (IPAS) learning requires analytical and problem-solving skills through concrete experiences. Problem-solving skills, as part of higher-order thinking, are highly dependent on students' critical thinking skills. This study aims to scientifically analyze the profile of students' critical thinking skills on food chain material at SDN Kwaron 1. This type of research is descriptive quantitative. The research subjects consisted of 23 Phase C students at SDN Kwaron 1. The data collection instruments used written tests to measure critical thinking skills and material comprehension questionnaires. Data analysis techniques were carried out descriptively and quantitatively to provide an objective picture of student achievement. The results showed that students' critical thinking skills were very low. Based on supporting data, 61% of students did not understand the concept of the food chain well. These findings provide empirical evidence of the need to improve critical thinking skills in science education, especially in food chain material in elementary schools.
TRENDS IN THE DEVELOPMENT OF INTEGRATED STEAM DIGITAL LEARNING MEDIA IN PRIMARY SCHOOLS FROM 2020 TO 2025 Karin Widya Ayuningtyas; Arif Widiyatmoko; Bambang Subali; Nuni Widiarti
Jurnal Cakrawala Pendas Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i1.16666

Abstract

The rapid advancement of digital technology requires the education sector to continually innovate in designing interactive, contextual, and relevant learning that aligns with 21st-century demands. One approach that has received increasing attention is STEAM-integrated digital learning, which combines Science, Technology, Engineering, Arts, and Mathematics. This approach is believed to enhance higher-order thinking skills, particularly critical thinking, while also strengthening creativity, collaboration, and communication (4C) among primary school students. This study aims to systematically review research trends on the development and implementation of STEAM-integrated digital learning media in primary schools from 2020 to 2025. Employing a Systematic Literature Review guided by PRISMA 2020, data were collected from five major databases: Google Scholar, Scopus, ERIC, ScienceDirect, and DOAJ. Through a structured selection process, 20 relevant journal articles published within the specified period were analyzed using basic bibliometric and thematic analysis techniques. The findings reveal a notable increase in publications in 2022. Dominant keywords include STEAM, Augmented Reality, Critical Thinking, and Elementary School. The most frequently examined learning media were Augmented Reality and interactive or mobile learning applications, commonly implemented through Project-Based Learning and Problem-Based Learning models. Most studies (85%) primarily focused on critical thinking, with creativity and cognitive learning outcomes also receiving considerable attention. Research and Development (60%) and quasi-experimental methods (30%) were the most commonly employed research designs. Overall, the integration of digital technology in STEAM learning demonstrates positive effects on the development of primary school students’ 4C competencies; however, this review contributes novel insights by systematically mapping the limited exploration of collaboration and communication skills within STEAM-based digital learning research at the primary education level.
MULTILITERACY EDUKIT IN ELEMENTARY SCHOOLS: PERCEIVED USEFULNESS, EASE OF USE, CURRICULUM FIT, SCHOOL SUPPORT, AND BEHAVIORAL INTENTION IN INDONESIA–MALAYSIA Indra Suhendra; Tatat Hartati; Muhammad Ikhwan Nugraha; Ira Rengganis; Effy Mulyasari; Dudu Suhandi Saputra
Jurnal Cakrawala Pendas Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i1.16688

Abstract

The multiliteracy Edukit integrates reading, writing, critical thinking, and authentic production into a single elementary classroom session. Purpose: To compare Indonesian and Malaysian elementary teachers’ perceptions across five acceptance dimensions: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Curriculum Fit (CF), School Support (SS), and Behavioral intention (BI). Methods: A comparative survey of 30 teachers (Indonesia n=15; Malaysia n=15) used a validated 22 item, five point Likert questionnaire; per dimension reliability was adequate (α≥0.70). Mann–Whitney tests were applied to each indicator with effect size r reported. Results: Indonesian teachers scored higher across all dimensions, with 17 of 22 indicators significantly different (p<0.05). PEOU was the strongest discriminator (r≈0.60), followed by CF (r≈0.52), and SS showed the smallest difference (r≈0.32). The findings indicate that curriculum context and institutional support shape teachers’ acceptance of Edukit. Conclusion: Acceptance was driven by ease of use, curriculum alignment, and school support. Implementation strategies must align with the characteristics of Indonesia’s Kurikulum Merdeka and Malaysia’s KSSR. Implications: Strengthening training, aligning teaching/assessment artefacts, and ensuring access to simple materials are necessary to sustain adoption. Limitations: small, perception based sample; future studies should expand the sample and assess the impact on student outcomes.
THE EFFECT OF THE RADEC LEARNING MODEL ASSISTED BY E-MODULES ON CULTURAL DIVERSITY ON THE MULTICULTURAL UNDERSTANDING AND TOLERANT ATTITUDES Ni Made Winursiti; Wahyu Sopandi; Encep Supriatna
Jurnal Cakrawala Pendas Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i1.16695

Abstract

This study aims to describe the implementation of the RADEC learning model (LM) assisted by e-modules on cultural diversity and to examine its effect on the multicultural understanding and tolerant attitudes attitudes of fourth-grade elementary school students. It also compares the improvement of both variables between students taught using the RADEC LM assisted by e-modules on cultural diversity and those taught using the expository learning model. The study employs a quasi-experimental approach with a Non-equivalent Pretest and Posttest Control Group Design. The participants consist of fourth-grade students from two elementary schools in Waringinkurung District, Serang Regency, Banten Province. Data are collected through observations, questionnaires, and essay tests, and are analyzed using paired-sample t-tests and independent-sample t-tests with the assistance of IBM SPSS Statistics version 29. The results show that the implementation of the RADEC LM assisted by e-modules on cultural diversity is carried out effectively in the experimental group. The paired-sample t-test indicates significant effects on both multicultural understanding and tolerant attitudes attitudes, with significance values of 0.000 (Sig. < 0.05). The independent-sample t-test also demonstrates significant differences between the experimental and control groups in multicultural understanding (Sig. = 0.000 for posttest; Sig. < 0.05 for n-gain) and tolerant attitudes attitudes (Sig. = 0.000 for posttest; Sig. < 0.05 for n-gain). Furthermore, the n-gain scores of the experimental group fall into the high category for multicultural understanding (0.79) and tolerant attitudes attitudes (0.90), while the control group scores fall into the moderate category. These findings indicate that the RADEC LM assisted by e-modules on cultural diversity is effective in enhancing students’ multicultural understanding and tolerant attitudes attitudes. The study implies that teachers can employ this model to strengthen literacy in reading and writing as well as digital technology skills.
THE ROLE OF THE HIDDEN CURRICULUM IN DEVELOPING DISCIPLINE ATTITUDES OF FIFTH-GRADE ELEMENTARY SCHOOL STUDENTS: A CASE STUDY Sama&#039;; Adi Atmoko; Ratna Ekawati
Jurnal Cakrawala Pendas Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i1.16699

Abstract

The low discipline of elementary school students, which is reflected in delays, irregularities in following classroom procedures, and weak adherence to school norms, shows that the formation of discipline cannot depend on formal instruction and written regulations alone. In basic education, the internalization of disciplinary values takes place through implicit daily experiences. This study aims to analyze the role of hidden curriculum in shaping the discipline attitude of grade V elementary school students and identify supporting and inhibiting factors for its implementation. This study uses a qualitative approach with a case study design. Data was collected through participatory observation, in-depth interviews, and documentation review, then analyzed using the Miles, Huberman, and Saldaña interactive model that included reduction, presentation, and verification of data repeatedly. The results of the study show that hidden curriculum operates through three main mechanisms, namely the daily routine of the school, the role model of teachers, and social norms that are not written in the classroom culture. These three mechanisms synergistically shape student discipline behavior, including punctuality, adherence to procedures, academic independence, and the ability to self-regulate social interactions. Supporting factors include the stability of school culture and teacher commitment, while inhibiting factors include inconsistency in disciplinary practices, diversity of family backgrounds, and limited facilities. This study concludes that hidden curriculum has a strategic role in building student discipline in a natural, humanistic, and sustainable manner through strengthening the culture of habituation in elementary schools. This study provides empirical evidence regarding the operational mechanism of hidden curriculum in the formation of discipline in Indonesian elementary schools.
BIMA CULTURAL ETHNOMATHEMATICS AS A FOUNDATION FOR CONTEXTUAL MATHEMATICS LEARNING IN ELEMENTARY SCHOOLS Azra Fauzi; I Wayan Lasmawan; Desak Putu Parmiti
Jurnal Cakrawala Pendas Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i1.16704

Abstract

This study explores the mathematical concepts embedded in the cultural practices of the Bima community and examines their potential integration into elementary school mathematics learning. Using a qualitative exploratory approach, data were collected through field observations, in-depth interviews, and documentation of key cultural artefacts, particularly Uma Lengge (traditional stilt house) and Tembe Nggoli (traditional woven cloth). The findings reveal that both artefacts contain rich mathematical elements relevant to the elementary school curriculum, including geometry, measurement, proportional reasoning, numerical patterns, and symmetry. The architectural structure of Uma Lengge demonstrates applications of two- and three-dimensional shapes, balance, and non-standard measurement, while the motif patterns and weaving processes of Tembe Nggoli reflect concepts of repetition, arithmetic sequences, geometric shapes, and reflective symmetry. These cultural structures naturally embody mathematical reasoning developed through community practices. The integration of these artefacts into contextual learning promotes concrete understanding, strengthens students’ spatial reasoning, and enhances cultural literacy. The study also identifies challenges related to limited culturally grounded learning resources, insufficient teacher readiness, and lack of school policy support. Overall, the findings affirm that Bima ethnomathematics provides a meaningful and culturally rooted pedagogical foundation for implementing contextual, humanistic, and locally responsive mathematics education in elementary schools. Future research is encouraged to expand this cultural-based mathematics framework by exploring additional Bima cultural artifacts and testing its effectiveness through classroom-based experimental or quasi-experimental studies.

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