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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 THE COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) MODEL ON THE CRITICAL THINKING SKILLS OF FOURTH-GRADE ELEMENTARY STUDENTS Ainun; Sri Suryaningsih; Jessy Parmawati Atmaja
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.v11i4.15815

Abstract

The background of this research stems from the importance of mastering critical thinking skills from the elementary school level, especially in the development of science and technology. The purpose of this study is to determine the effect of the Cooperative Integrated Reading and Composition (CIRC) learning model on students’ critical thinking skills in IPAS learning for fourth-grade students at SDN Inpres Leu. This study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The research subjects were all 36 fourth-grade students of SDN Inpres Leu, consisting of 18 students in the experimental class and 18 students in the control class. The instrument used was an open-ended test designed to measure students’ critical thinking skills. The data analysis technique was carried out through several stages, including prerequisite tests such as normality and homogeneity tests, followed by hypothesis testing using the independent sample t-test. The results of the analysis showed a significance value (2-tailed) of 0.000 < 0.05, indicating that the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was accepted. Thus, there is a significant effect of using the CIRC learning model on improving the critical thinking skills of fourth-grade students. These findings suggest that the implementation of the CIRC learning model can serve as an innovative instructional strategy to enhance the quality of the teaching and learning process, particularly in IPAS learning at the elementary school level.
ANALYSIS OF MATHEMATICAL CRITICAL THINKING ABILITIES OF ELEMENTARY SCHOOL STUDENTS Liyana Sunanto; Khoimatun; Ahmad Yusron; Pipit Nurossobah; Nurbaetullah Karnita
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.v11i4.15896

Abstract

This study aims to analyze elementary school students’ mathematical critical thinking skills through a Systematic Literature Review (SLR) approach based on the PRISMA guidelines. A total of 20 articles published between 2015 and 2025 were obtained from the Google Scholar and Publish or Perish databases and systematically analyzed through identification, selection, and content analysis stages. The review results indicate that learning models such as Problem Based Learning (PBL), Discovery Learning, and Realistic Mathematics Education (RME) are the most widely applied and proven effective in enhancing students’ mathematical critical thinking skills. Furthermore, digital learning media such as investigation-based e-LKPDs, contextual mathematics comics, and interactive multimedia contribute positively to improving conceptual understanding and analytical ability. Several studies also highlight common challenges, including teachers’ limited pedagogical competence and students’ low learning motivation. Overall, this literature synthesis provides a comprehensive overview of trends, effectiveness, and challenges in developing mathematical critical thinking skills among elementary school students in Indonesia.
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.

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