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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 636 Documents
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STUDENTS' CRITICAL THINKING ABILITIES IN SOLVING FINAL YEAR SUMMATIVE ASSESSMENT (ASAT) QUESTIONS FOR SCIENCE SUBJECTS IN GRADE IV PRIVATE ELEMENTARY SCHOOLS IN KUTOARJO Elsa Agustina; S Eko Putro Widoyoko; Nur Ngazizah
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18000

Abstract

Critical thinking skills are one of the important skills that need to be developed in 21st century learning. In the Natural and Social Sciences (IPAS) subject, critical thinking skills are needed to solve problems that require Higher Order Thinking Skills (HOTS). However, assessments in elementary schools are still dominated by questions oriented to Lower Order Thinking Skills (LOTS), so students' critical thinking skills have not been optimally measured. This study aims to analyze students' critical thinking skills in solving the Year-End Summative Assessment (ASAT) questions for science subjects grade IV Private Elementary School in Kutoarjo. This study used a qualitative descriptive approach involving 24 students in grade IV, while five students were selected purposively as the main subjects of the study. Data was collected through documentation, observation, and interviews, then analyzed using the Miles and Huberman models. The results showed that of the 30 ASAT questions analyzed, as many as 18 questions (60%) were included in the LOTS category and 12 questions (40%) were included in the HOTS category. Students' critical thinking skills are divided into the categories of Developing Very Good (20%), Developing as Expected (40%), and Starting to Develop (40%) based on the achievement of Ennis' critical thinking indicators, namely focus, reason, inference, situation, clarity, and overview. Students in the Very Well Developed category were able to meet most of the critical thinking indicators and showed better ability to solve HOTS questions, while students in the Developing Beginning category still had difficulty in giving reasons, drawing conclusions, and evaluating answers. The findings of the study show that the better the students' critical thinking skills, the better their ability to solve HOTS problems in science subjects.
META-ANALYSIS STUDY: IMPLEMENTATION OF DIFFERENTIATED LEARNING IN IMPROVING ELEMENTARY SCHOOL STUDENTS' LEARNING OUTCOMES Rona Taula; Syofiani; Yulfianora; Ira Rahmani Jusar; Adek Sri Rahayu; Amanda Mardiana Putri; Novita Sari
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18007

Abstract

Differentiated instruction is a learner-centered approach that accommodates students' diverse readiness levels, interests, and learning profiles. Although it has been widely implemented across various educational settings, previous studies have reported inconsistent findings regarding its effectiveness in improving elementary school students' learning outcomes. Therefore, this study aimed to examine the effectiveness of differentiated instruction on elementary school students' learning outcomes through a meta-analysis. The study was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A total of 15 eligible studies involving 200 participants were included in the analysis. Data were analyzed using JASP version 0.18 under the random-effects model. Heterogeneity was assessed using Cochran's Q test, while publication bias was evaluated through funnel plot analysis, Egger's regression test, and Rosenthal's Fail-Safe N. The results revealed that differentiated instruction had a statistically significant and large positive effect on elementary school students' learning outcomes, with a pooled effect size of 1.561 (SE = 0.206; 95% CI = 1.157–1.966; Z = 7.576; p < .001). The heterogeneity analysis indicated significant variability among the included studies (Q = 270.720, p < .001), supporting the use of the random-effects model. Furthermore, the publication bias analyses demonstrated that the pooled effect estimate was stable and was not substantially influenced by publication bias, as indicated by the funnel plot, Egger's regression test, and Rosenthal's Fail-Safe N. In conclusion, differentiated instruction is an effective instructional approach for improving elementary school students' learning outcomes and is recommended as an adaptive, inclusive, and student-centered teaching strategy.
THE INFLUENCE OF TRANSFORMATIONAL LEADERSHIP ON TEACHER PERFORMANCE MEDIATED BY JOB SATISFACTION IN ELEMENTARY SCHOOLS Samsu Bahtiar; Lutfi Nur; Sandra Arhesa
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18010

Abstract

Teacher performance is one of the key factors in improving the quality of education. One factor believed to influence teacher performance is the principal’s transformational leadership, both directly and through increased teacher job satisfaction. This study aims to analyze the effect of transformational leadership on teacher job satisfaction and performance and to examine the role of job satisfaction as a mediating variable. The study employs a quantitative approach using a descriptive-verificative method. The sample consists of 76 elementary school teachers in Panjalu Subdistrict, Ciamis Regency, selected using a saturation sampling technique. Data were collected via a questionnaire and analyzed using path analysis. The results indicate that both transformational leadership and teacher job satisfaction fall into the high category. Transformational leadership was found to have a positive and significant effect on both teacher job satisfaction and performance. Furthermore, job satisfaction also had a positive and significant effect on teacher performance and acted as a mediator in the relationship between transformational leadership and teacher performance. These findings suggest that the implementation of transformational leadership by school principals can enhance teachers’ job satisfaction, which ultimately leads to improved teacher performance.
DEVELOPMENT OF INTERACTIVE MULTIMEDIA FUN EXPLANATION TO IMPROVE SIXTH-GRADE STUDENTS' READING COMPREHENSION OF EXPLANATORY TEXTS Aulia Rahmawati; Andarini Permata Cahyaningtyas
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18016

Abstract

Elementary school students' ability to read and understand explanatory texts still needs to be improved, while the use of learning media that supports the process of understanding texts interactively is still limited. This study aims to develop a feasible and effective interactive multimedia Fun Explanation to improve the ability to read and understand explanatory texts of sixth-grade elementary school students. This study uses 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 consisted of 28 sixth-grade students of SD Negeri Wates 01 Semarang. The feasibility of the product was assessed by material experts, media experts, and educational practitioners, while the effectiveness of the product was tested through a one-group pretest-posttest design. Data collection techniques used interviews, observations, questionnaires, and tests. Data were analyzed descriptively and quantitatively, using the Wilcoxon test and N-Gain. The results showed that the interactive multimedia Fun Explanation obtained an average validation score of 94.1% with a very feasible category. The results of the Wilcoxon test showed a significant difference between the pretest and posttest scores (Z = -4.549; p < 0.05). Furthermore, the N-Gain value of 0.6417 indicates that the developed multimedia is quite effective in improving students' reading comprehension skills. Students' responses to the use of multimedia reached 86%, categorized as very good. Thus, the interactive multimedia Fun Explanation is considered very feasible and quite effective for use in teaching reading comprehension of explanatory texts in elementary schools.
THE INFLUENCE OF PJBL MODEL ON DESCRIPTIVE TEXT WRITING SKILLS IN ELEMENTARY SCHOOLS Sherlin Amaliah Gunaeni; Widia Nur Jannah; Prabawati Nurhabibah
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18068

Abstract

This study motivated by the low level of descriptive writing skills among fifth-grade students at SDN 2 Kasugengan Lor. The main issues include students’ difficulty in expressing their ideas in writing, particularly when writing descriptive texts, as well as the lack of innovative teaching models in the learning process. This study aims to determine the effect of the Project Based Learning (PjBL) model on descriptive writing skills. The method used is a quantitative approach with a quasi-experimental design of the non-equivalent control group type. The research sample consisted of an experimental group and a control group. Data collection instruments included a questionnaire to assess students’ initial abilities and descriptive text writing test in the form of pre-test and post-test. The results of the data analysis indicate that there is a significant difference in students’ writing abilities between the class using the Project Based Learning (PjBL) model and the class using conventional learning. This is evidenced by the experimental class’s post-test mean score of 85.17, which is higher than the control class’s score of 81.14, along with a significance value of 0.000 (<0. 05). Thus, the Project Based Learning (PjBL) model has been proven effective in improving descriptive text writing skills in Indonesian language instruction at the elementary school level.
DAKON MEDIA WITH GUIDED DISCOVERY TO IMPROVE PRIMARY STUDENTS’ MATHEMATICAL UNDERSTANDING AND REASONING Yunia Kurniasih; Fery Muhamad Firdaus; Setiawan Edi Wibowo
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18077

Abstract

Conceptual understanding and mathematical reasoning are essential foundations for students’ mastery of multiplication and division in primary school. The initial classroom diagnosis showed that many third-grade students still learned multiplication and division procedurally and had difficulty connecting concrete situations, visual representations, and mathematical symbols. This classroom action research aimed to improve students’ conceptual understanding and mathematical reasoning through dakon mathematics media integrated with Guided Discovery Learning and the Concrete–Representational–Abstract pathway. The study involved 31 third-grade students of SD Muhammadiyah Sapen Yogyakarta during January and February 2026 in the second semester of the 2025/2026 academic year. The action was conducted in two cycles consisting of planning, action implementation, observation, and reflection. Data were collected through conceptual understanding tests, mathematical reasoning tasks, observation sheets, and brief interviews. The findings showed that students’ conceptual mastery improved progressively. The percentage of students achieving mastery increased from 32.26% in the pre-action stage to 58.06% in Cycle I and 77.42% in Cycle II. The class average increased from 69.35 in Cycle I to 79.35 in Cycle II. Mathematical reasoning improved from a mean score of 8.71 in Cycle I to 9.68 in Cycle II. These results indicate that dakon media, when supported by guided discovery and structured representational transition, can strengthen students’ conceptual connections, justification, strategy comparison, and answer verification. The study concludes that culturally familiar manipulatives are effective when their use is integrated with reflective questioning and systematic representation.
DEVELOPMENT OF INTERACTIVE LEARNING MEDIA “RUMAH RANIA” TO IMPROVE STUDENTS’ CULTURAL AND CITIZENSHIP LITERACY SKILLS IN ELEMENTARY SCHOOL Agus Mulyono; Sutji Muljani; Tri Mulyono
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18095

Abstract

The low of cultural and citizenship literacy skills in elementary school level remain a significant challenge that urgently requires innovative solutions, particularly through the use of instructional media that adaptive to technological advancements. This study aims to: (1) analyze the needs of teachers and students to interactive learning media, (2) design the prototype of the learning media, (3) assess the validity and practicality of the media, and (4) to assess the suitability and practicality of using interactive learning media Rumah Rania to improve cultural and citizenship literacy skills of elementary school students. This study employed a Research and Development (R&D) approach using the ADDIE development model. Data was collected through observation, user feedback questionnaires, expert validation, usability, practicality, and effectiveness testing. The results of the study show that: (1) A needs analysis has shown that teachers require interactive learning media that are easy to use and relevant to the curriculum, while the students prefer visual-based learning, videos, quizzes and engaging, easy-to-understand educational games; (2) The development of the media was carried out using the ADDIE model, focusing on analysis, design, development and implementation; (3) The validation results show that the media has a very high level of suitability, with a score of 91,0% from media experts and 88.0% from subject matter experts. The high Aiken’s V index scores in both validation studies—0.875 for the media validation and 0.887 for the content validation—indicate that all the indicators developed are relevant, appropriate and capable of significantly supporting the learning achievement. Meanwhile, from a practical perspective, the validation results from the observer showed a Percentage of Agreement (PoA) of 97,9%, which falls within the ‘Highly Reliable’ category. The results of the effectiveness test carried out on 28 year 6 students at Eelemntary School 01 Jatirokeh showed an average N-Gain score of 0.729. The data distribution indicated that 75.9% of students showed a moderate improvement, whilst 24.1% showed a high level of improvement. Based on these findings, the Rumah Rania interactive learning media has been found to be valid, practical and worthy of recommendation as an alternative learning media that supports the improvement of students cultural and citizenship literacy skills and learning quality in elementary schools.
RESEARCH TRENDS IN THE IMPLEMENTATION OF PROBLEM-BASED LEARNING WITH AUDIO-VISUAL MEDIA IN PRIMARY SCIENCE EDUCATION: A SYSTEMATIC LITERATURE REVIEW (2020–2026) Fartini Damayanti; Tri Joko Raharjo; Nuni Widiarti; Arif Widiyatmoko
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18103

Abstract

Science education in primary schools requires active, contextual, and meaningful learning to develop students’ conceptual understanding and critical thinking skills. Although Problem-Based Learning (PBL) supported by audio-visual media has been widely implemented, existing empirical evidence remains fragmented and has not been comprehensively synthesized. Therefore, this study aims to analyze research trends, implementation characteristics, and research gaps concerning the use of PBL supported by audio-visual media in primary science education during the period 2020–2026. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Relevant studies were retrieved from Google Scholar and Scopus using predefined search keywords. The articles were screened through identification, screening, eligibility, and inclusion stages based on predetermined inclusion and exclusion criteria, resulting in 22 empirical studies for analysis. Data were synthesized using content analysis and narrative synthesis to identify research trends, implementation patterns, and emerging research gaps. The findings indicate a substantial increase in publications, particularly in 2024. Most studies employed experimental and quasi-experimental designs and primarily focused on learning outcomes and critical thinking. Overall, integrating PBL with audio-visual media consistently enhanced students’ learning outcomes, critical thinking, motivation, and engagement. However, studies investigating implementation processes, teacher readiness, and long-term sustainability remain limited, indicating important directions for future research. This review provides a comprehensive synthesis of current evidence, highlights key research gaps, and offers theoretical and practical implications for researchers and educators in developing more effective and context-sensitive primary science education.
ENVIRONMENTAL NEGLECT AND RESPONSIBILITY IN ELEMENTARY CLASSROOMS: A DESCRIPTIVE QUALITATIVE STUDY USING SOCRATIC-ORIENTED QUESTIONNAIRES Emma Maryam Andrew; Paula Coa Christenia Mekar Kusuma Maharani
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18137

Abstract

Environmental responsibility in elementary schools is often promoted through rules, reminders, and routines. Yet students may still ignore visible problems, such as litter, misplaced belongings, and untidy classrooms, even when they know cleanliness matters. This study examines environmental neglect as a gap between awareness and responsible action in everyday classroom life. Using a descriptive qualitative design, data were collected from 20 elementary students and one teacher at Cendekia Harapan School, Bali, through an online open-ended questionnaire with Socratic-oriented reflective questions about responsibility, consequences, and action. Data were analyzed thematically, with simple percentages used only to describe one closed-response item. The findings show that environmental neglect is shaped by weak personal responsibility, limited awareness of consequences, dependence on teacher reminders, reluctance to act, and peer influence. These themes indicate that environmental neglect is not merely a knowledge problem, but a reflective responsibility gap. The study contributes to environmental character education by showing the need to combine reflective questioning, teacher modeling, classroom routines, and shared responsibility to help students transform environmental awareness into consistent action.
THE EFFECT OF THE TEAMS GAMES TOURNAMENT (TGT) LEARNING METHOD ON THE COOPERATIVE ABILITY OF ELEMENTARY SCHOOL STUDENTS Lia Lesmana; Anggy Giri Prawiyogi; Yayan Alpian
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18140

Abstract

The low level of student cooperation skills in elementary schools remains a common problem, primarily due to the dominance of teacher-centered learning, which limits student interaction and active participation. This condition results in students having less opportunity to develop social skills such as cooperation, communication, and collective responsibility. One alternative that can be implemented to overcome this problem is the Teams Games Tournament (TGT) cooperative learning model, which integrates teamwork with games and academic competitions. This study examines the effectiveness of the TGT method in improving students' cooperation skills. The study used a quantitative approach with a quasi-experimental pretest-posttest control group design. The subjects were fifth-grade students divided into experimental and control groups. Data were collected through a Likert-scale questionnaire that measured indicators of cooperation skills. Data analysis was carried out using normality and homogeneity tests, and hypothesis testing with a Paired Samples T-Test. The results of the data analysis showed that there was a significant difference between student outcomes before and after treatment. In conclusion, it shows that the use of the TGT method based on tournament games in this learning is effective in improving students' cooperation skills in groups. This method makes learning more meaningful, enjoyable, and can increase student engagement in learning. Rendahnya kemampuan kerja sama siswa di sekolah dasar masih menjadi permasalahan yang sering dijumpai, terutama akibat dominasi pembelajaran yang berpusat pada guru sehingga membatasi interaksi dan partisipasi aktif siswa. Kondisi ini menyebabkan siswa kurang memiliki kesempatan untuk mengembangkan keterampilan sosial seperti kerja sama, komunikasi, dan tanggung jawab kolektif. Salah satu alternatif yang dapat diterapkan untuk mengatasi permasalahan tersebut adalah metode pembelajaran kooperatif tipe Teams Games Tournament (TGT) yang mengintegrasikan kerja sama tim dengan permainan dan kompetisi akademik. Penelitian ini mengkaji efektivitas metode TGT dalam meningkatkan kemampuan kerja sama siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi eksperimen pretest-posttest control group. Subjek penelitian adalah siswa kelas V yang dibagi menjadi kelompok eksperimen dan kontrol. Data dikumpulkan melalui angket skala Likert yang mengukur indikator kemampuan kerja sama. Analisis data dilakukan dengan uji normalitas dan homogenitas, serta uji hipotesis dengan Paired Sample T-Test. Hasil analisis data menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil siswa sebelum dan sesudah perlakuan. Kesimpulannya, menunjukkan bahwa penggunaan metode TGT berbasis permainan tournament pada pembelajaran ini efektif dalam meningkatkan kemampuan kerja sama siswa dalam kelompok. Metode ini membuat pembelajaran lebih bermakna, menyenangkan, dan dapat meningkatkan keterlibatan siswa dalam pembelajaran.

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