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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 608 Documents
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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.
APPLICATION OF GAME-BASED LEARNING IN THROWING AND CATCHING LEARNING TO IMPROVE THE SOCIAL AND EMOTIONAL SKILLS OF ELEMENTARY SCHOOL STUDENTS Muhammad Rizal Riswanda; Nurlailatun Ramdani; Lutfin Haryanto
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.v11i4.15660

Abstract

Social and emotional skills in elementary school students are often neglected in Physical Education, Sports, and Health subjects, because learning focuses more on motoric aspects. As a result, many students still have difficulty working together, regulating emotions, and maintaining sportsmanship when participating in physical activities. Different from previous studies that focused on improving motoric skills, this study focuses on social and emotional skills through the application of game-based learning in Physical Education, Sports, and Health. The purpose of this study is to describe the process of implementing game-based learning in learning to throw and catch a ball and its impact on the social and emotional skills of elementary school students. A descriptive qualitative approach was used in this study, with data collection techniques in the form of observation, interviews, and documentation. The subjects were fourth-grade students of SDN 2 Tente. The results showed that the application of game-based learning created an active, fun, and collaborative learning atmosphere. Active student participation increased from 63,3% to 93,3%, while the number of students who are easily angered decreased from 7 to 2 people, indicating a decrease in irritability levels of 71,4%. Improved social skills are evident in the ability to work together, communicate, and empathize, while improved emotional skills are evident in students' ability to manage emotions, accept defeat with sportsmanship, and support each other within the group. The teacher's role as a facilitator has proven crucial in guiding students in understanding character values ​​such as sportsmanship, empathy, and cooperation. Thus, game-based learning is not only effective in improving motor skills but also contributes significantly to improving students' social and emotional skills while presenting an innovative approach to Physical Education, Sports, and Health that integrates pedagogical and psychological aspects.
DEVELOPMENT OF INTERACTIVE TEAMS GAMES TOURNAMENT-BASED E-MODULES TO IMPROVE ELEMENTARY STUDENTS’ SOCIAL STUDIES UNDERSTANDING Risa Tantri; Ismira; Hafiz Hidayat
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.v11i4.15700

Abstract

This study aims to develop an Interactive E-Module based on the Teams Games Tournament (TGT) learning model and to test its validity, practicality, and effectiveness in improving elementary students’ understanding of social studies concepts. The study is motivated by the limited use of interactive learning media in social studies, which causes students to memorize facts rather than comprehend concepts deeply, leading to low motivation, limited engagement, and weak critical thinking skills. The research employs the Research and Development (R&D) approach using the ADDIE model, encompassing the stages of Analysis, Design, Development, Implementation, and Evaluation. The subjects involved fifth-grade students of SDN 02 Percontohan and SDN 04 Garegeh, social studies teachers, and expert validators in material, media, and language. Data were collected through observations, questionnaires, interviews, tests, and documentation, and analyzed both qualitatively and quantitatively. The results indicate that the Interactive E-Module achieved a very valid category with an average expert validation score of 4.56. The practicality assessment showed very positive responses from teachers (90.5%) and students (90.8%). Moreover, its effectiveness was evidenced by a significant improvement in conceptual understanding, with an average N-Gain score of 0.87 (high category). The TGT-based Interactive E-Module offers a novel contribution by integrating cooperative competition into digital learning media, enhancing student motivation and interaction beyond conventional e-modules. Practically, this module can be adapted for other subjects or educational levels as an innovative tool to promote active, engaging, and concept-oriented learning in elementary education.
INTERACTIVE DIGITAL MATH MEDIA FOR ENHANCING ELEMENTARY STUDENTS’ LEARNING OUTCOMES Putri Mayadesti; Henrizal; Merri Yeliza
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.v11i4.15701

Abstract

This study aims to develop an interactive learning media called Digital Math Learning and test its validity, practicality, and effectiveness in improving elementary school students' mathematics learning outcomes. This study is based on students' low understanding of mathematical concepts influenced by the limited variety of learning media used by teachers, so that the learning process tends to be monotonous and lacks active student participation. The study used the Research and Development (R&D) method with the ADDIE model which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The research subjects included experts, teachers, and students. Data were collected through observation, questionnaires, tests, interviews, and documentation, and analyzed using the validity, practicality, and effectiveness of the learning media. The results showed that the developed interactive learning media, Digital Math Learning, met the criteria for validity, practicality, and effectiveness. Expert validation in terms of content, media, and language produced an overall score categorized as very valid, indicating that the media is feasible for instructional use. Practicality testing also showed a very practical category, as teachers and students found the media easy to use, engaging, and relevant to elementary learners’ needs. In terms of effectiveness, the learning outcomes demonstrated a significant improvement, with an N-Gain score of 0.80 (high category) and a student response rate of 96.08% (very effective category). Digital Math Learning effectively enhances conceptual understanding and student engagement and has the potential to become an interactive and adaptive digital learning solution aligned with learning styles and cognitive abilities.
DEVELOPMENT OF DIFFERENTIATED LEARNING E-MODULES TO IMPROVE FIFTH GRADE SOCIAL STUDIES LEARNING OUTCOMES Marlina Yosi Yanti; Siti Aisyah; Hendrizal
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.v11i4.15702

Abstract

This study aims to develop an E-module based on differentiated learning and to examine its validity, practicality, and effectiveness in improving elementary school students’ social studies learning outcomes. The research is motivated by the limited use of technology in social studies instruction and the absence of digital modules that align with students’ characteristics and learning styles. The study employs a Research and Development (R&D) method using the 4D model, which includes the stages of Define, Design, Develop, and Disseminate. The research subjects consist of experimental and control class students, teachers as respondents, and expert validators in content, media, and language. Data were collected through observation, questionnaires, tests, interviews, and documentation. The results show that the developed E-module is highly valid based on expert assessments, very practical according to teacher and student responses, and effective in improving social studies learning outcomes, with an average N-Gain score of 77.88 categorized as high. This e-module is suitable for use as an alternative teaching material in social studies learning in elementary schools.
THE EFFECT OF AN INTERACTIVE BOARD GAME-BASED DRILL METHOD ON THE EARLY READING ABILITY OF FIRST GRADE STUDENTS AT SDN 1 BANDORASAKULON Sri Ayu Jannah; Widia Nur Jannah; Hanikah Hanikah
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.v11i4.15704

Abstract

This study aims to determine the effect of applying the drill method based on interactive board games on the early reading ability of first-grade students at SDN 1 Bandorasakulon, Cilimus District, Kuningan Regency. The research method used was an experimental design with a pretest-posttest model. The subjects of the study were 20 students. The research instruments consisted of an early reading ability test and observation sheets for teacher and student activities. The results showed that the implementation of the drill method based on interactive board games was carried out effectively, as evidenced by the observation results of teacher and student activities which reached 93% in the “very good” category. Students’ early reading ability improved significantly, with an average pretest score of 54.38 (3 students achieved mastery and 17 did not) increasing to 82.19 in the posttest (19 students achieved mastery and 1 did not). The Paired Sample T-Test revealed a significance value of 0.000 < 0.05, indicating that the drill method based on interactive board games had a significant effect on early reading ability. The N-Gain analysis result of 0.6428 fell into the medium category with an effectiveness of 64.28%. Therefore, this method is effective in improving the early reading ability of elementary school students.
PROPHETIC PEDAGOGY–BASED DIDACTICAL DESIGN TO ENHANCE RELIGIOUS ATTITUDES IN ELEMENTARY STUDENTS Yoyo Zakaria Ansori; Mohamad Gilar Jatisunda; Ahmad Rifqy Ash-Shiddiqy; Dendi Irawan
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.v11i4.15757

Abstract

The limited engagement of students in religious practices and the dominance of normative, dogmatic character education hinder the reflective internalization of religious values. This study explores the integration of prophetic pedagogy within a Didactical Design Research (DDR) framework to foster religious attitudes among elementary school students. Conducted over 16 weeks in a fifth-grade class at SDN Babakan Jawa I, Majalengka, the study involved 20 students and two teachers. The research identified three main learning obstacles—ontogenic, epistemological, and didactic—which were addressed through tailored didactical interventions such as structured reflection journals, role-playing, contextualized examples, scaffolded exercises, and student-centered learning. Findings show that these strategies significantly improved students’ moral reasoning, reflective thinking, empathy, and the application of religious values in real-life contexts. The study demonstrates that prophetic pedagogy, when implemented through DDR, can create transformative, contextual, and value-oriented learning experiences. This approach contributes a practical model for character education rooted in reflective religious understanding.
MULTILINGUALISM IN EDUCATION: AN ANALYSIS OF THE IMPACT OF LOCAL LANGUAGES ON THE MASTERY OF INDONESIA LANGUAGE LEARNING IN ELEMENTARY SCHOOL Rijni Rahmatullah; Sri Suryaningsih; Try Supryanto
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.v11i4.15813

Abstract

Indonesian has a strategic role in the world of education as the main language of instruction as well as a means of developing students' cognitive and character. However, the reality at SDN Teta, Lambitu District, shows that students' mastery of Indonesian is still low due to the dominant use of Lambitu and Bima languages ​​in daily interactions. This study aims to analyze the impact of the use of regional languages ​​on mastery of Indonesian language material and the multilingual learning strategies implemented by teachers. The research uses a descriptive qualitative approach with data collection techniques in the form of interviews, observations, documentation studies, and focus group discussions (FGD). The  findings reveal that local languages play a positive role in improving students’ mastery of the Indonesian language subject at SDN Teta. The results of the study showed that students had difficulty understanding academic vocabulary, sentence structure, and Indonesian pronunciation, but the use of regional languages ​​actually helped understanding the material through translanguaging and code switching strategies. Teachers utilize a contextual approach based on local culture so that students are more active and involved in learning. In addition, parental support and school policies also play a role in optimizing bilingual strategies in the classroom. In conclusion, regional languages ​​play a dual role, namely as an obstacle because they give rise to linguistic interference, but at the same time, they are an effective bridge towards mastering Indonesian. This study emphasizes the importance of an integrative, contextual, and inclusive multilingual approach in improving the quality of Indonesian language learning in multilingual areas.

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