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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 541 Documents
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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.
DEVELOPMENT OF AN INTERACTIVE DIGITAL STORYBOOK BASED ON LOCAL WISDOM TO ENHANCE ELEMENTARY SCHOOL STUDENTS’ READING LITERACY Pratiwi, Dwi Anissa Setya; Ibrahim , Moch Bayu; Siregar, Trio Erawati
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.v12i2.17831

Abstract

This study aims to develop, evaluate the feasibility, and analyze the effectiveness of a local wisdom-based interactive digital storybook in improving elementary school students’ reading literacy. This research is motivated by the low level of students’ reading literacy and the limited use of innovative and contextual instructional media. The study employed a Research and Development (R&D) approach using the 4D model, which consists of define, design, develop, and disseminate stages. The participants were 25 third-grade students of MI Ar-Rahman Rawa Kalong, Bogor Regency. Data collection techniques included expert validation questionnaires (material, media, and language), student response questionnaires, pretest and posttest, and observations. The data were analyzed using descriptive quantitative and inferential statistics through percentage calculation, N-Gain, and paired sample t-test. The results show that the developed product is a local wisdom-based interactive digital storybook in flipbook format, equipped with audio, animations, and interactive quizzes. Expert validation results indicate that the media is categorized as very feasible, with an average percentage of 89.96%. In addition, student responses demonstrate a very high level of practicality, with a percentage of 90.8%. The effectiveness test results reveal a significant improvement in students’ reading literacy, as indicated by an average N-Gain score of 0.64 (moderate category) and statistically significant t-test results (p < 0.05). In conclusion, the local wisdom-based interactive digital storybook is proven to be valid, practical, and effective in improving students’ reading literacy, and it has strong potential as an innovative instructional medium that aligns with the needs of 21st-century learning in elementary education.
CONTEXTUAL AND PHONOLOGICAL APPROACHES IN EARLY READING INSTRUCTION IN ELEMENTARY SCHOOLS Fatonah, Nurul; S Damaianti, Vismaia; Syaodih, Ernawulan
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.v12i2.17841

Abstract

Early reading is a fundamental skill that supports students’ cognitive and academic development in elementary education. However, many students still experience difficulties in recognizing letters, associating sounds with symbols, and understanding simple texts. These challenges indicate that early reading instruction has not optimally integrated phonological and contextual aspects of learning. This study aimed to develop a learning approach that integrates contextual and phonological aspects in early reading instruction. The research employed an Educational Design Research approach consisting of analysis, design, and evaluation stages. The participants included expert validators, elementary school teachers, and first-grade students. Data were collected through validation sheets, observation, questionnaires, and early reading tests. The results show that the developed learning approach is valid and feasible to be implemented in early reading instruction. The validation results indicate a high level of validity, and the learning process becomes more meaningful through the integration of contextual experiences and sound-symbol recognition. Students demonstrate better engagement and participation during the learning process. In conclusion, the integration of contextual and phonological approaches is appropriate for early reading instruction and has the potential to improve students’ early reading skills in elementary schools.
DEEP LEARNING PEDAGOGY IN SBDP INSTRUCTION FOR THE 6C SKILL IN ELEMENTARY SCHOOL Marina, Shinta; Komalasari, Heni; Komalasari, Dedeh
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.v12i2.17851

Abstract

Abstract Current curriculum developments in Indonesia require that SBDP instruction in elementary schools focus not only on artistic skills but also on 21st-century skills. The Merdeka Curriculum calls for the 6C competencies to be developed more meaningfully through an approach that enhances skills using Deep Learning Pedagogy. This study aims to analyze the role of Deep Learning Pedagogy in SBDP instruction for the development of the 6C competencies in elementary schools under the Merdeka Curriculum. The method used is a literature review, analyzing various relevant scientific articles, books, and conference proceedings, followed by a descriptive-qualitative analysis to identify relationships among the variables. The findings indicate that Deep Learning Pedagogy in SBDP instruction emphasizes active, reflective, contextual, and meaningful learning experiences. This approach provides students with opportunities to develop creativity, critical thinking, communication, collaboration, character, and integrated citizenship. SBDP learning designed through exploration, appreciation, creation, and reflection is proven to be relevant to the 6C competency dimensions as it encourages students to express ideas, solve problems, work together, and foster social and cultural awareness. This research contributes to a conceptual synthesis that affirms the relevance of Deep Learning Pedagogy in SBDP learning as a reference for developing the 6C competencies in elementary schools and as a guide for teachers and researchers in designing learning aligned with the Merdeka Curriculum. SBDP serves as a space for the development of transformative competencies in response to current learning challenges and the strengthening of the Pancasila Student Profile, which emphasizes adaptability, creativity, collaboration, and competitiveness. Keywords: Deep Learning Pedagogy; SBDP Learning; 6C Skills; Elementary School; Merdeka Curriculum

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