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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 14 Documents
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Search results for , issue "Vol. 12 No. 2 (2026)" : 14 Documents clear
EFFECTIVENESS OF THE E-MODULE 7E CYCLE INTEGRATED TECHNOLOGICAL KNOWLEDGE IN IMPROVING THE SCIENTIFIC REASONING SKILLS OF PROSPECTIVE TEACHER STUDENTS Mustika, Dea; Rahmi, Laili; Hidayat, Bahril; Karmelia; Kayla Addina
Jurnal Cakrawala Pendas Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i2.17438

Abstract

Scientific reasoning skills are fundamental skills that prospective teachers must possess to design and implement ideal science learning. However, science learning taught to students focuses predominantly on mastery of concepts and does little to train students' scientific reasoning skills. The purpose of this study was to analyze the effectiveness of the 7E cycle e-module integrated on technological knowledge in improving the scientific reasoning skills of prospective elementary school teachers. The method used was a quasi-experiment with two sample classes consisting of an experimental class (40 students) and a control class (38 students). The research instrument was a scientific reasoning test consisting of 20 questions. The data were analyzed using the N-Gain test, normality test, homogeneity test, and hypothesis testing using an independent sample t-test. The results showed that the data were normally distributed and homogeneous. The N-Gain value for the experimental class was 0.71, which is in the high category, while that for the control class was 0.42, which is in the moderate category. The t-test results showed a significance value of 0.000 (p < 0.02) with a calculated t-value of 7.84. This means that there was a significant difference in the improvement of scientific reasoning skills between the two classes. The conclusion is that the 7e cycle e-module integrated on technological knowledge is effective in improving the scientific reasoning abilities of prospective teacher students and has the potential to be an alternative teaching material for science learning in higher education
DEVELOPMENT OF CANVA-ASSISTED PBL TO IMPROVE STUDENTS’ INFORMATION LITERACY AND CRITICAL THINKING SKILLS Nur'aeni, Ani; Fitriani, Nelly; Dani Septian Rahayu, Galih
Jurnal Cakrawala Pendas Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i2.17465

Abstract

The low level of information literacy and critical thinking skills in elementary school students in 21st-century learning is due to teacher-centered learning, resulting in students being less active in analyzing, evaluating, and using information effectively. This study aims to develop and test the effectiveness of a Problem-Based Learning model assisted by the Canva application in improving students' information literacy and critical thinking skills. This study used a Research and Development (R&D) approach adapted from Borg & Gall with 10 systematic stages. The subjects were teachers and fourth-grade elementary school students in Purwakarta Regency. Data collection was conducted through interviews, Likert-scale questionnaires, observations, and pretests and posttests. Data analysis used both qualitative and quantitative methods. The results of the PBL model's effectiveness test using the Canva application showed an increase in the average score from 57.08 to 78.32 with an N-Gain of 0.49 (moderate category) for information literacy skills, and from 47.6 to 72.6 with an N-Gain of 0.48 (moderate category) for critical thinking skills. The effectiveness test results showed a significance value of less than 0.05, indicating that the model had a significant impact on both skills. This study concludes that the Problem-Based Learning model assisted by the Canva application is effective in improving information literacy and critical thinking skills in elementary school students.
THE EFFECT OF THE RADEC LEARNING MODEL WITH RECIPROCAL TEACHING ON PARAGRAPH MAIN IDEA COMPREHENSION IN ELEMENTARY SCHOOLS Dyah Nur Hidayatun Janah; Nugraheti Sismulyasih SB
Jurnal Cakrawala Pendas Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i2.17491

Abstract

The ability to understand the main idea of a paragraph is an important skill in reading comprehension, but many elementary school students still have difficulty in identifying the main idea correctly. This study aimed to examine the effect of the RADEC (Read, Answer, Discuss, Explain, and Create) instructional model integrated with the Reciprocal Teaching strategy on students’ ability to identify the main ideas of paragraphs, as well as to describe students’ learning activities during the implementation of this instructional model. This study employed a quasi-experimental research method with a Nonequivalent Control Group Design. The population and sample consisted of 58 fourth-grade students from SDN 3 Kedungsuren and SDN Jerukgiling. Data were collected using tests and observation sheets. Data were analyzed using t-test and N-gain analysis. The results indicated that the RADEC model combined with Reciprocal Teaching had a significant effect on students’ ability to comprehend paragraph main ideas (sig. = 0.000 < 0.05). Furthermore, students’ learning activities in the experimental group were classified as active, whereas those in the control group were only moderately active. In conclusion, this study confirms that the RADEC model integrated with Reciprocal Teaching is effective in improving students’ understanding of paragraph main ideas and in fostering active student engagement during the learning process.
TEACHERS' LIFE EXPERIENCES IN DIFFERENTIATED LEARNING IN ISLAMIC RELIGIOUS EDUCATION: A PHENOMENOLOGICAL STUDY Faiz Aswa Nazhan; Munawar Rahmat; Mohammad Rindu Fajar Islamy
Jurnal Cakrawala Pendas Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i2.17493

Abstract

The diversity of student characteristics poses a challenge in Islamic Religious Education (IRE) instruction, particularly regarding the History of Islamic Civilization curriculum in elementary schools, where teaching practices still tend to be uniform. Although differentiated instruction has been extensively studied, research highlighting teachers’ real-world experiences in implementing it in the classroom remains limited. This study aims to explore teachers’ experiences in applying differentiated instruction to the teaching of the IRE. This study employs a qualitative approach with a phenomenological design involving one IRE teacher at an elementary school. Data were collected through in-depth interviews, classroom observations, and document analysis, and were subsequently analyzed using Interpretative Phenomenological Analysis. The results indicate that differentiated instruction is implemented concretely through grouping students based on learning style preferences (visual, auditory, kinesthetic), adapting tasks to students’ readiness levels, using varied media, and employing product-based assessments such as infographics, presentations, and role-plays. The findings also suggest that these strategies enhance student engagement, classroom interaction, and understanding of historical content.  This study contributes to our understanding of how differentiated instruction is implemented in Islamic Religius Education classrooms, particularly in the context of elementary schools, and serves as a practical guide for teachers in developing more inclusive and student-centered instruction that responds to student diversity.
ANALYSIS OF THE IMPACT OF PJBL AND DIGITAL PUZZLE INTEGRATION: A SYSTEMATIC REVIEW OF ELEMENTARY STUDENTS’ WRITING SKILLS Alfian, Jian; Nirmala, Sri Dewi; Utami, Nidya Chandra Muji
Jurnal Cakrawala Pendas Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i2.17546

Abstract

The persistently low narrative writing skills among elementary students are mainly caused by conventional teaching methods and the limited use of interactive media that stimulate imagination and sequential thinking. This study aims to analyze the impact of integrating Project-Based Learning (PjBL) and digital serial picture puzzles on improving students’ narrative writing skills through a Systematic Literature Review (SLR) approach. The SLR was conducted by systematically identifying, screening, evaluating, and thematically synthesizing 18 relevant articles published between 2018 and 2025, sourced from national and international databases. Data analysis involved thematic synthesis, comparative mapping, and content analysis to capture the effectiveness and synergy of the two approaches. The synthesis results indicate that digital serial picture puzzles are effective in enhancing students’ abilities to organize storylines, describe characters, and understand narrative structures logically and creatively. The application of PjBL significantly improves students’ motivation, creativity, independence, and collaboration in the writing process. The integration of PjBL and digital puzzles produces a synergistic effect, resulting in higher quality narrative writing in terms of coherence, organization, and content depth. However, the review also found a lack of direct implementation studies on the integration of these two approaches. The study recommends the development of an integrated PjBL–digital puzzle learning model and teacher training to support optimal implementation in elementary schools.
EXAMINING GENDER DIFFERENCES IN STUDENTS’ CONCEPTUAL CHANGE THROUGH RADEC MODEL ASSISTED BY VIRTUAL LABORATORY Riyanti, Henni; Sopandi, Wahyu; Mulyadi, Dadi; Muslim
Jurnal Cakrawala Pendas Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i2.17554

Abstract

Conceptual change is a fundamental goal of science learning, particularly in elementary teacher education, where preservice teachers’ understanding of scientific concepts directly influences their future instructional practices. This study aimed to examine the relationship between gender and students’ conceptual change in science learning implemented through the RADEC (Read–Answer–Discuss–Explain–Create) learning model assisted by a virtual laboratory. A correlational research design was employed involving first-semester students of the Elementary School Teacher Education (PGSD) program at a private university in South Sumatra. Data were collected using a four-tier conceptual change test on magnetism concepts. The sample comprised 39 students selected through random sampling, including 34 female and 5 male students. Students’ conceptual change was analyzed using normalized gain (N-gain), while the relationship between gender and conceptual change was examined using Pearson correlation analysis with SPSS version 26. The results indicated a statistically significant relationship between gender and students’ conceptual change in the implementation of the RADEC model assisted by a virtual laboratory (r = 0.190, p < 0.05). However, the strength of the correlation is weak, indicating that gender is not a major determinant of students’ conceptual development. Future research is recommended to explore additional factors influencing conceptual change, including prior knowledge, learning motivation, and student engagement, to better understand the determinants of students’ conceptual development.
INTEGRATION OF MULTIMODAL LITERACY WITH A DEEP LEARNING APPROACH TOWARDS ELEMENTARY SCHOOL STUDENTS' READING COMPREHENSION: A CASE STUDY Fitri, Amalia Anisa; Herwani, Suci
Jurnal Cakrawala Pendas Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i2.17594

Abstract

This study aims to analyze the integration of multimodal literacy based on immersive learning in elementary school students' reading comprehension and its relationship to reading comprehension skills. Although multimodal literacy has been widely researched, studies that integrate it with an immersive learning approach in the elementary school context are still limited, particularly in examining students' meaning construction processes at the inferential and reflective levels. This study used a qualitative approach with a case study design conducted at SDN 04 Karangbener with one fourth-grade teacher and 17 fourth-grade students as subjects. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman model through the stages of data reduction, data presentation, and drawing conclusions with a thematic coding process. The results showed that the integration of video as an initial stimulus and digital text as a reinforcement of understanding was able to increase student engagement and facilitate cognitive integration between representations, so that understanding develops from the literal to the inferential and reflective levels as part of the immersive learning process. However, the implementation of learning still faces obstacles such as limited time, digital resources, and differences in student abilities. Theoretically, this research contributes to strengthening the integration of multimodal literacy and deep learning as a pedagogical framework in reading learning, while practically it shows that its effectiveness depends on the readiness of the learning environment and teacher competence.
IMPROVING NUMERACY LITERACY SKILLS THROUGH THE COLLABORATIVE LEARNING MODEL IN MATHEMATICS EDUCATION AT PRIMARY SCHOOLS Muhamad Dias; Titim Fatimah; Muhammad Rifqi Mahmud
Jurnal Cakrawala Pendas Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i2.17695

Abstract

This study was conducted to compare the application of collaborative learning and direct instruction models in improving numeracy skills among Year 5 primary school pupils. The research employed a quantitative approach using a quasi-experimental method and a pretest–posttest control group design. The research subjects were 40 Year 5 pupils at SDN 274 Cempaka Arum, Bandung, comprising 20 pupils in the experimental class and 20 in the control class. The results of the analysis showed that the pre-test mean scores for each class, as determined by the Mann-Whitney test, indicated no significant difference, as evidenced by the Asymp. Sig. value of 0.383 > 0.05. However, the N-Gain results revealed a significant difference between the classes. The results of the N-Gain calculation for the experimental class yielded an average of 0.71, falling into the high category. Meanwhile, the control class’s average was 0.39, falling into the moderate category. Inferential statistical analysis was then conducted, beginning with a normality test; however, as one dataset was not normally distributed, the Mann-Whitney test was used instead, yielding a significance value (one-tailed) of 0.001. Since the significance value (one-tailed) of 0.001 is less than 0.05, H0 is rejected and H1 is accepted. This means that the numeracy literacy skills of students using the collaborative learning model are better than those using the direct instruction model. Thus, the collaborative learning model is more effective in improving numeracy literacy skills than the direct instruction model.
ANALYSIS OF STUDENTS' ERRORS IN SOLVING ADDITION AND SUBTRACTION PROBLEMS USING THE NEWMAN TECHNIQUE Lien Malinda; Sufyani Prabawanto; Rusdiono Muryanto
Jurnal Cakrawala Pendas Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i2.17720

Abstract

The ability to solve mathematical word problems is an important skill for elementary school students because it involves contextual understanding and mathematical reasoning. However, in practice, students still often make mistakes in solving addition and subtraction word problems. This study aims to analyze the types and patterns of errors made by third-grade elementary school students in solving addition and subtraction word problems based on Newman's technique stages. This study used a descriptive qualitative approach with third-grade elementary school students in Sumedang Regency as subjects. Data were obtained through a written test consisting of three contextual word problems that were completed individually. Data analysis was carried out by identifying errors in the stages of reading, understanding the problem, transformation, process skills, and writing the final answer. The results showed that the most dominant errors occurred at the problem comprehension and transformation stages, especially in interpreting keywords and determining the correct mathematical operations. Errors at the process skills and final answer writing stages were also found, but these tended to be a consequence of previous errors. The conclusion of this study shows that students' errors in word problems are not only caused by their arithmetic abilities, but are more influenced by their weak contextual analysis and mathematical reasoning skills. Mathematics learning needs to emphasize the strengthening of mathematical literacy and the use of the Newman Technique as a tool for diagnosing students' learning difficulties.
INTEGRATING ECOLOGICAL LITERACY IN INDONESIAN LANGUAGE LEARNING TO PROMOTE ENVIRONMENTAL BEHAVIOR Dedi Setiawan; Rahmat, Rahmat; ismail, Ismail; Elihami, Elihami
Jurnal Cakrawala Pendas Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i2.17824

Abstract

The increasing complexity of environmental problems requires learning approaches that connect knowledge, literacy skills, and responsible environmental behavior. However, classroom practices often remain focused on cognitive achievement and have not sufficiently linked language learning with students’ real-life ecological actions. This study aimed to examine the integration of ecological literacy in Indonesian language and literature learning to improve students’ literacy skills and promote pro-environmental behavior. The study employed a quantitative approach with a pre-experimental one-group pretest-posttest design involving 30 fourth-grade students at a resource-limited primary school in Enrekang Regency, Indonesia. Data were collected through reading comprehension tests, essay writing tests, ecoliteracy questionnaires, classroom observations, document analysis, and teacher interviews. The intervention integrated ecological values into reading, writing, and literary activities through Project-Based Learning, Problem-Based Learning, and Experiential Learning. The results showed that students’ reading comprehension increased from 4.80 to 6.87, with a significant improvement based on the Wilcoxon signed-rank test (p < .001; r = 0.92). Students’ essay writing skills also improved from 11.23 to 15.73, with a significant difference based on the paired-sample t-test, t(29) = 18.15, p < .001, dz = 3.31. Classroom observations further indicated increased ecological awareness and participation in school-based environmental practices. These findings suggest that ecoliteracy-based Indonesian language and literature learning can create meaningful, contextual, and action-oriented learning experiences that support both literacy development and pro-environmental behavior.

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