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.
Articles
527 Documents
<![CDATA[DIAGNOSTIC ANALYSIS OF THE UTILIZATION OF WORDWALL MEDIA IN DEVELOPING CRITICAL THINKING ABILITIES IN ELEMENTARY SCHOOL MULTIPLICATION LEARNING ]]>
<![CDATA[Noer Mahmudiyah]]>;
<![CDATA[Neni Mariana]]>;
<![CDATA[Wiryanto]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i1.11986
<![CDATA[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.]]>
<![CDATA[PROFILE OF TEACHERS' TEACHING SKILLS IN SOCIAL EMOTIONAL ASPECTS IN THE ERA OF INDEPENDENT CURRICULUM IN ELEMENTARY SCHOOLS ]]>
<![CDATA[Ida Sanjaya Sanjaya]]>;
<![CDATA[Ganes Gunansyah]]>;
<![CDATA[Ari Metalin Ika Puspita]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i1.12011
<![CDATA[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.]]>
<![CDATA[MEDIA NEEDS ANALYSIS OF SIMBOLA GENIALLY TO IMPROVE CIVIC LITERACY AND COLLABORATION OF GRADE II ELEMENTARY SCHOOL STUDENTS ]]>
<![CDATA[Nur Bahja]]>;
<![CDATA[Ari Metalin Ika Puspita]]>;
<![CDATA[Raden Roro Nanik Setyowati]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i1.12071
<![CDATA[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.]]>
<![CDATA[A COMPARATIVE STUDY ON THE EFFECT OF COOPERATIVE LEARNING MODELS GI, TGT, AND STAD ON ELEMENTARY STUDENTS MATHEMATICAL DISPOSITION ]]>
<![CDATA[Mela Minkhatul Maula]]>;
<![CDATA[Maulana Maulana]]>;
<![CDATA[Isrokatun Isrokatun]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i1.12087
<![CDATA[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.]]>
<![CDATA[THE NEEDS ANALYSIS FOR DEVELOPING DIFFERENTIATED STEAMS LEARNING DESIGN BASED ON DESIGN THINKING TO INCREASE CREATIVITY IN PRIMARY SCHOOL ]]>
<![CDATA[Nur Aini Ochtafiya]]>;
<![CDATA[Nadi Suprapto]]>;
<![CDATA[Ganes Gunansyah]]>;
<![CDATA[Hendratno Hendratno]]>;
<![CDATA[Nurul Istiq'faroh]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i1.12176
<![CDATA[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.]]>
<![CDATA[THE EFFECTIVENESS OF REALISTIC MATHEMATICS EDUCATION TO IMPROVE STUDENT’S PROBLEM SOLVING SKILLS IN ELEMENTARY SCHOOLS: LITERATURE REVIEW ]]>
<![CDATA[Aulia Kholifatul Khasanah]]>;
<![CDATA[Wiryanto]]>;
<![CDATA[Tatag Yuli Eko Siswono]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i1.12186
<![CDATA[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.]]>
<![CDATA[LITERACY OF MATHEMATICAL STORY PROBLEMS ON PROBLEM SOLVING SKILLS OF ELEMENTARY SCHOOL STUDENTS ]]>
<![CDATA[Widia Nur Jannah]]>;
<![CDATA[Tatang Herman]]>;
<![CDATA[Mubiar Agustin]]>;
<![CDATA[Vismaia S. Damaianti]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i1.12426
<![CDATA[In Indonesia, understanding math story problems is often a challenge for many students, especially in connecting the information given in the problem with relevant mathematical concepts. This suggests a need to improve students' literacy in understanding mathematical story problems in order to better solve problems. Therefore, this study aims to analyse and describe the relationship between literacy in math word problems and fourth-grade students' problem-solving skills. This research uses a quantitative approach with a correlational research design. The variables studied were literacy in understanding math word problems as the independent variable and problem-solving ability as the dependent variable. The research sample consisted of 25 fourth-grade students from SD Negeri Pelandakan I. Purposive sampling was employed in this study. The research instruments utilised were observation sheets to assess students' reading literacy on math word problems and tests to assess fourth-grade students' problem-solving abilities. The findings of this study is based on the value of r_count and r_table, it is known that r_count ˃ r_table which shows that this study has proven a positive and significant correlation between literacy of math word problems with problem-solving skills of grade IV students of SDN Pelandakan I Cirebon. This is evidenced by the obtained r_count of 0.695. At a significance level of 1% (23), r_table is 0.413. The conclusion is concluded that enhanced literacy skills in reading math word problems correlate with improved problem-solving abilities among fourth-grade students, and conversely, reduced literacy skills align with diminished problem-solving abilities. The theoretical implication of the results of this study is that it confirms the belief in the importance of students' literacy skills and problem-solving abilities in addressing math word problems.]]>
<![CDATA[ANALYSIS OF STUDENTS' MISCONCEPTIONS IN ANSWERING MULTIPLE CHOICE QUESTIONS ON MAGNETIC MATERIAL WITH THE HELP OF THE CERTAINTY OF RESPONSE INDEX METHOD ]]>
<![CDATA[Fadilla Shafa Alyada Rahma]]>;
<![CDATA[Nur Ngazizah]]>;
<![CDATA[Titi Anjarini]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i1.11861
<![CDATA[The continuity of the learning process in elementary schools cannot be separated from students' understanding of basic concepts, especially in Science. One of the important topics in science is magnetism. However, many students face difficulties in understanding this concept, which is often caused by misconceptions or misunderstandings related to magnetic phenomena. This study aims to analyze students' misconceptions in answering multiple choice questions on magnetic material with the help of the Certainty of Response Index (CRI) method as a measuring tool. This research approach is descriptive qualitative with the subject of 22 grade VI students from one of the private schools in Purwodadi District. The results showed that 27% of students experienced misconceptions in magnetic material as a whole, with the highest misconceptions found in the indicator of determining materials that can be attracted by magnets at 55% and how to make magnets at 59%. In this study, the use of the CRI method can identify the level of understanding and misconceptions of students so that teachers can develop more effective strategies. The application of experiment-based learning and the use of interactive visual media can help reduce misconceptions and improve understanding of the concept of magnetism at the elementary school level.]]>
<![CDATA[STUDENT’S INITIAL ABILITY PROFILE IN DIFFERENTIATION LEARNING AT ELEMENTARY SCHOOL ]]>
<![CDATA[Liga Puspita Sari]]>;
<![CDATA[Ari Metalin Ika Puspita]]>;
<![CDATA[Raden Roro Nanik Setyowati]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i2.12025
<![CDATA[This study aims to identify the initial ability profile of 3rd-grade learners at UPT SD Negeri 18 Gresik, focusing on Pancasila literacy and cognitive skills. Data were collected through diagnostic tests, classroom observations, and student questionnaires. Results showed that 51.9% of students had moderate comprehension, while 25.9% demonstrated low understanding. Observations on October 14th, 21st, and 23rd, 2024, revealed that only 18.5% of students actively participated and showed critical thinking skills, whereas the majority still needed guidance. Questionnaire responses indicated that 44% of students felt confident, yet still required instructional support. These findings highlight the need for tailored learning strategies through differentiated instruction to address the diverse initial abilities of students. This research thus provides a solid foundation for developing differentiated LKPD to enhance students' understanding and application of Pancasila values.]]>
<![CDATA[DEVELOPMENT OF APPLICATION MALABARU AS LEARNING MEDIA SPACE BUILDING MATERIAL IN GRADE V ELEMENTARY SCHOOL ]]>
<![CDATA[Maulana, Marwan]]>;
<![CDATA[Maulana]]>;
<![CDATA[Isrok'atun]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i2.12825
<![CDATA[This study aims to identify the extent to which the results of the development of the MALABARU (Mari Belajar Bangun Ruang) application as a learning media for spatial geometry material in grade V of Elementary School. This application contains material on the types and properties of spatial geometry, spatial geometry nets, and how to calculate the surface area and volume of spatial geometry. This application is packaged in several features such as explanatory materials, learning videos, and educational games. The research method used in this study is Research and Development (RnD) using the ADDIE model which includes five stages, namely analysis, design, development, implementation, and evaluation. The subjects in this study were 39 grade V Elementary School students. The results of this study are that the learning media developed has been validated by three media experts with an average score of 95%, two material experts with an average score of 100%, and three language experts with an average score of 97.3% which indicates that the MALABARU application learning media is very suitable for use in the learning process. The results of the student questionnaire obtained an average score of 83.45% and the results of student activity observations obtained an average score of 87.07% which shows that the use of the MALABARU application has a positive impact on the learning process. Based on these results, the MALABARU application is considered very good and very suitable for use as a learning medium for spatial geometry material in grade V of Elementary School.]]>
