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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 ROLE OF THE HIDDEN CURRICULUM IN DEVELOPING DISCIPLINE ATTITUDES OF FIFTH-GRADE ELEMENTARY SCHOOL STUDENTS: A CASE STUDY Sama'; Adi Atmoko; Ratna Ekawati
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.v12i1.16699

Abstract

The low discipline of elementary school students, which is reflected in delays, irregularities in following classroom procedures, and weak adherence to school norms, shows that the formation of discipline cannot depend on formal instruction and written regulations alone. In basic education, the internalization of disciplinary values takes place through implicit daily experiences. This study aims to analyze the role of hidden curriculum in shaping the discipline attitude of grade V elementary school students and identify supporting and inhibiting factors for its implementation. This study uses a qualitative approach with a case study design. Data was collected through participatory observation, in-depth interviews, and documentation review, then analyzed using the Miles, Huberman, and Saldaña interactive model that included reduction, presentation, and verification of data repeatedly. The results of the study show that hidden curriculum operates through three main mechanisms, namely the daily routine of the school, the role model of teachers, and social norms that are not written in the classroom culture. These three mechanisms synergistically shape student discipline behavior, including punctuality, adherence to procedures, academic independence, and the ability to self-regulate social interactions. Supporting factors include the stability of school culture and teacher commitment, while inhibiting factors include inconsistency in disciplinary practices, diversity of family backgrounds, and limited facilities. This study concludes that hidden curriculum has a strategic role in building student discipline in a natural, humanistic, and sustainable manner through strengthening the culture of habituation in elementary schools. This study provides empirical evidence regarding the operational mechanism of hidden curriculum in the formation of discipline in Indonesian elementary schools.
BIMA CULTURAL ETHNOMATHEMATICS AS A FOUNDATION FOR CONTEXTUAL MATHEMATICS LEARNING IN ELEMENTARY SCHOOLS Azra Fauzi; I Wayan Lasmawan; Desak Putu Parmiti
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.v12i1.16704

Abstract

This study explores the mathematical concepts embedded in the cultural practices of the Bima community and examines their potential integration into elementary school mathematics learning. Using a qualitative exploratory approach, data were collected through field observations, in-depth interviews, and documentation of key cultural artefacts, particularly Uma Lengge (traditional stilt house) and Tembe Nggoli (traditional woven cloth). The findings reveal that both artefacts contain rich mathematical elements relevant to the elementary school curriculum, including geometry, measurement, proportional reasoning, numerical patterns, and symmetry. The architectural structure of Uma Lengge demonstrates applications of two- and three-dimensional shapes, balance, and non-standard measurement, while the motif patterns and weaving processes of Tembe Nggoli reflect concepts of repetition, arithmetic sequences, geometric shapes, and reflective symmetry. These cultural structures naturally embody mathematical reasoning developed through community practices. The integration of these artefacts into contextual learning promotes concrete understanding, strengthens students’ spatial reasoning, and enhances cultural literacy. The study also identifies challenges related to limited culturally grounded learning resources, insufficient teacher readiness, and lack of school policy support. Overall, the findings affirm that Bima ethnomathematics provides a meaningful and culturally rooted pedagogical foundation for implementing contextual, humanistic, and locally responsive mathematics education in elementary schools. Future research is encouraged to expand this cultural-based mathematics framework by exploring additional Bima cultural artifacts and testing its effectiveness through classroom-based experimental or quasi-experimental studies.
STRENGTHENING DIGITAL LEARNING IN INDONESIAN PRIMARY SCHOOLS: A QUALITATIVE STUDY OF PPG GRADUATES Linda Astriani; Dewi Setiyaningsih; Ahmad Susanto; Sri Immawati; Sodikin Sodikin; Rikaro Ramadi; Ratna Nur Krismawati
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.v12i1.16739

Abstract

Digital transformation in primary education requires teachers to possess integrated technological and pedagogical competencies in order to design effective learning environments. However, disparities in digital readiness remain a significant challenge in many primary schools. This study aims to describe the role of graduates of the Teacher Professional Education Program (PPG) in strengthening digital learning practices in primary schools, to identify the challenges they encounter, and to examine the strategies employed to optimize the use of instructional technology. This research adopted a descriptive qualitative approach, with data collected through classroom observations, in-depth interviews, and documentation. Data were analyzed using an interactive analysis process consisting of data reduction, data display, and conclusion drawing and verification. The findings indicate that PPG graduates contribute to improving the quality of digital lesson planning, the use of interactive learning media, and the implementation of technology-based assessment that supports students’ conceptual understanding and engagement. Digital learning practices also enhance instructional clarity and enrich students’ learning experiences through the use of diverse digital learning resources. Nevertheless, limited access to digital devices, unstable internet connectivity, and insufficient continuous professional development remain major barriers to effective digital learning implementation. This study concludes that PPG graduates play an important role as agents of digital transformation in primary education; however, the effectiveness of this role is highly dependent on systemic school support, infrastructure readiness, and the sustainability of teachers’ professional development.
STRENGTHENING THE RADEC MODEL IN SCIENCE LEARNING TO SUPPORT STUDENTS' HIGHER-ORDER THINKING SKILLS: SYSTEMATIC LITERATURE REVIEW Siti Lami'ah; Intan Sari Rufiana; Mardhatillah; Aynin Mashfufah; Slamet Arifin
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.v12i1.16815

Abstract

Science learning at the elementary school level requires a pedagogical approach that can encourage the development of higher-order thinking skills (HOTS) as part of improving the quality of the learning process. The RADEC (Read, Answer, Discuss, Explain, Create) model is considered relevant because it includes systematic, collaborative learning stages, and is oriented towards knowledge construction. Based on this need, this study aims to examine the forms of strengthening the RADEC model in science learning and its contribution to the development of students' HOTS. This study used the Systematic Literature Review (SLR) method by analyzing scientific articles that met the criteria for eligibility and relevance. The results of the review indicate that strengthening RADEC is carried out through the integration of contextual media, the development of HOTS-based teaching tools, the implementation of collaborative strategies, and the use of authentic assessments. These various forms of strengthening play a role in optimizing the RADEC stages, thereby supporting the improvement of analytical, evaluative, creative, scientific communication, and active participation skills of students. Overall, the SLR findings indicate that RADEC has substantive potential in strengthening the quality of science learning and supporting the achievement of higher-order thinking skills in elementary school students.
TRENDS IN DIFFERENTIATED LEARNING IN ELEMENTARY SCHOOLS (2015-2025): A SYSTEMATIC LITERATURE REVIEW Redhatul Fauzia; Endang Susilaningsih; Bambang Subali; Ellianawati Ellianawati
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.v12i1.16820

Abstract

Differentiated learning is gaining attention in elementary education in Indonesia, especially after the implementation of the Merdeka Curriculum. This study examines publication trends, implementation patterns, obstacles, and strategies for strengthening differentiated learning at the elementary school level during the period 2015–2025. The study was conducted using the Systematic Literature Review (SLR) method based on the PRISMA 2020 protocol. A total of 25 empirical research articles that met the inclusion criteria were systematically analyzed. The results of the study show that the development of differentiated learning can be divided into three main phases: (1) the pre-pandemic period, when its implementation was still limited because teachers' pedagogical abilities were not yet optimal; (2) the pandemic period, when differentiated learning began to adapt to online learning models; and (3) the Merdeka Curriculum era, when diagnostic assessments, personalized learning, and student learning profile mapping were further strengthened. Bibliometric mapping using VOSviewer revealed dominant topics such as readiness-based learning, flexible learning, the use of digital media, and social-emotional support. In general, differentiated learning has been proven to increase student motivation, participation, and academic achievement; however, obstacles related to teacher readiness, time management, and infrastructure availability are still encountered. This study presents new insights by mapping trends over a decade based on policy phases, while combining empirical synthesis and bibliometric visualization. Recommendations are also provided for research and policy development so that the implementation of differentiated learning in elementary schools can be more evenly distributed.
TRENDS IN THE USE OF INTERACTIVE MEDIA FOR MATHEMATICS LEARNING IN ELEMENTARY SCHOOLS: A LITERATURE REVIEW (2015–2025) Putri Indah Sari; Endang Susilaningsih; Bambang Subali; Ellianawati Ellianawati
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.v12i1.16822

Abstract

Mathematics learning at the elementary level plays a crucial role in developing students’ logical, systematic, and critical thinking skills, yet it is still widely perceived as abstract and difficult, indicating the need for pedagogical innovation through digital technology integration. This study aims to systematically analyze trends in the use of interactive media in elementary school mathematics learning from 2015 to 2025, focusing on media types, pedagogical implementation strategies, and learning outcomes. Employing a Systematic Literature Review (SLR) method following the PRISMA 2020 guidelines, literature was collected from Crossref, Google Scholar, and Scopus databases, yielding 1,243 articles, of which 28 studies met the inclusion criteria for analysis. The findings reveal three dominant trends: pedagogical trends marked by a shift toward student-centered learning models such as Problem-Based Learning and Digital Game-Based Learning; technological trends characterized by the increasing use of interactive multimedia, educational games, Augmented Reality, and interactive digital worksheets (E-LKPD); and cognitive trends reflected in a stronger focus on students’ motivation, engagement, and higher-order thinking skills. This review also identifies a key research gap in the limited longitudinal and context-sensitive evaluation of interactive media effectiveness in elementary mathematics learning. The scientific contribution of this study lies in its integrative synthesis of a decade-long development of interactive media by systematically linking media types, instructional models, and learning outcomes, offering a more comprehensive analytical perspective than previous short-term or media-specific reviews.
APPLICATION OF PROBLEM BASED LEARNING TO REDUCE MISCONCEPTIONS OF THE CONCEPT OF HEROES IN GRADE V STUDENTS OF SDN TEMANGGAL MAGELANG Nur Aiman; Dhiniaty Gularso
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.v12i1.16846

Abstract

This research aims to overcome the misunderstanding of elementary school students in social studies learning, especially in the concept of heroes who tend to be understood narrowly as figures of the independence period who have passed away. This condition shows the need for a learning approach that is able to facilitate the development of deeper and meaningful conceptual understanding. This study aims to describe the application of the Problem Based Learning (PBL) model in reducing misunderstandings of the concept of heroes and analyze changes in students' understanding after participating in problem-based learning. This study uses a qualitative case study method involving grade V students of SDN Temanggal. The learning process is designed through PBL stages which include problem orientation, information exploration, group discussions, and digital project development with the theme "Contemporary Heroes". Data collection was carried out through pre-learning diagnostic tests, learning observations, and post-learning formative assessments. The results showed a large decrease in misunderstandings of about 45%, which was shown by the increased ability of students to distinguish historical heroes and contemporary heroes. In addition, students demonstrate improved critical thinking skills and the ability to articulate conceptual understanding independently. These findings confirm that the application of PBL integrated with digital media is effective in reducing conceptual misunderstandings and broadening students' understanding of the meaning of heroism. This study recommends the wider application of PBL in social studies learning to strengthen historical literacy and character development of elementary school students.
ECO-PEDAGOGY FOR SUSTAINABLE CHARACTER EDUCATION IN ELEMENTARY SCHOOLS: A CRITICAL REVIEW IN THE CONTEXT OF PHILOSOPHY OF SCIENCE Heni Yuliani; Yusuf Tri Herlambang
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.v12i1.17190

Abstract

Global environmental crises such as climate change, pollution, and biodiversity loss demand a paradigm shift in education that focuses not only on cognitive aspects but also on character building and ecological awareness. Primary education plays a strategic role in instilling sustainability values from an early age through an integrative approach. This study aims to analyze the role of philosophy of science in the development of eco-pedagogy as a foundation for strengthening sustainable character education in elementary schools. The research uses a literature review method with the following stages: (1) searching for scientific articles through relevant national and international databases; (2) selecting sources based on the suitability of the themes of philosophy of science, ecopedagogy, and character education; and (3) conceptual analysis and thematic synthesis. The results of the study show that ontologically, ecopedagogy views humans as an integral part of the ecosystem; epistemologically, environmental knowledge is constructed through reflective, contextual, and critical learning; and axiologically, education is directed at forming moral responsibility and concern for the environment. The integration of philosophy of science in ecopedagogy strengthens the integration between knowledge, values, and ecological actions of students. In practical terms, elementary school teachers can design environment-based thematic learning, use reflective methods and contextual projects, and instill environmental ethics values in daily learning activities. Thus, eco-pedagogy based on the philosophy of science contributes significantly to shaping the character of students to be sustainable and ecologically aware.

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