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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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EARLY READING READINESS LEVELS AMONG YOUNG CHILDREN IN THAILAND AND INDONESIA Labibatul Millah; Radja Maulana Akbar; Widia Nur Jannah; Prabawati Nurhabibah; Sheilla Mae Dumaguin
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.v12i3.18186

Abstract

Early reading readiness in early childhood is still a concern in the world of education, because not all children have adequate literacy skills when they enter elementary school. Although comparative studies on early reading readiness between Indonesia and Thailand remain limited, this study aims to address this gap by comparing children’s reading readiness in both countries. This study aims to determine the early reading readiness of early childhood and to compare the readiness between kindergartens in Indonesia and Thailand. This research uses a qualitative descriptive method with a case study approach. Data collection techniques were carried out through observation, interviews, and documentation. The results show that there are similarities and differences in children’s reading readiness in both countries. The similarities can be seen in children’s ability to speak clearly, imitate the sounds of letters and words, recognize alphabet letters, understand the direction of reading from left to right, and show interest in books, especially picture books. In addition, children are able to hold pencils properly, write simple letters, and retell stories even though they are not yet fully complete. Meanwhile, the differences lie in the level of vocabulary mastery and the process of letter introduction. Children in Thai kindergartens tend to have a wider vocabulary and have been introduced to the alphabet since kindergarten 1, while in Indonesian kindergartens the introduction of letters is given gradually according to the child’s developmental stage. These differences are influenced by teaching methods, educational curriculum, children’s language environment, and support from teachers and parents in reading and daily communication activities. These findings contribute to a deeper understanding of early literacy development in Southeast Asia and provide implications for designing developmentally appropriate literacy programs for young children.
THE IMPACT OF TRADITIONAL GAMES ON THE SOCIAL SKILLS OF ELEMENTARY SCHOOL STUDENTS IS REVIEWED FROM A GENDER PERSPECTIVE Ridha Nuranisa; Lutfi Nur; Rafdlal Saeful Bakhri
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.v12i3.18217

Abstract

Developing elementary school students' social skills is an important objective of physical education; however, studies examining traditional games while considering gender characteristics remain limited. This study aimed to analyze the effect of traditional games and gender on the social skills of elementary school students. A quasi-experimental study employing a 2 × 2 pretest-posttest factorial design was conducted involving 52 fifth-grade elementary school students who were divided into four treatment groups based on traditional game type and gender. The treatments were conducted through the traditional games of boy-boyan and bakiak. Data were collected using a social skills questionnaire covering communication, cooperation, assertion, responsibility, empathy, engagement, and self-control. Data analysis was conducted using descriptive statistics, prerequisite tests, and two-way analysis of variance followed by a post hoc comparison test. The results revealed a significant main effect of traditional game type on students' social skills (F(1.48) = 69.447, p = 0.001, η²p = 0.591), indicating that students participating in boy-boyan demonstrated higher social skill scores than those participating in bakiak. Gender also significantly affected social skills (F(1.48) = 4.506, p = 0.039, η²p = 0.086). Furthermore, a significant interaction effect between traditional game type and gender was found (F(1.48) = 107.694, p = 0.003, η²p = 0.692). This study contributes to the literature by providing empirical evidence regarding the interaction between traditional game type and gender in shaping elementary school students' social skills, an area that has received limited attention in previous traditional game research. These findings suggest that traditional games can be effectively integrated into physical education programs to enhance students' social development while considering gender-related characteristics.
THE EFFECTIVENESS OF THE STEM APPROACH USING ECOMINI ON THE ECONOMIC LITERACY OF FIFTH-GRADE STUDENTS IN ECONOMIC ACTIVITIES Windi Nurlaela Sari; Enjang Yusuf Ali; Kusman Rukmana
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.v12i3.18229

Abstract

The low level of economic literacy among elementary school students regarding economic activities indicates that instruction has not yet fully provided a learning experience that is contextual, active, and relevant to students’ daily lives. This study aims to analyze the improvement in students’ economic literacy through the application of the STEM approach using Ecomini (Economy Mini) a mini-scale simulation of economic activities designed to provide real-world learning experiences in the classroom and to compare its effectiveness with conventional teaching methods. This study employed a quasi-experimental method with a non-equivalent control group design, involving 62 students from two elementary schools in Conggeang Subdistrict: 32 students from SDN Cibubuan II as the experimental group and 30 students from SDN Narimbang I as the control group. Data were collected through pretests, posttests, and observations, then analyzed using descriptive and nonparametric statistics via the Wilcoxon, Mann-Whitney, N-Gain, and effect size tests. The results showed that the average pretest score of the experimental class increased from 51.50 to 88.84 on the posttest, while the control class increased from 51.97 to 68.27. The results of the Wilcoxon test for both classes showed a significance value of 0.000 < 0.05, while the Mann-Whitney test indicated a significant difference between the two classes with a significance value of 0.000 < 0.05. The N-Gain score for the experimental class was 77.16%, placing it in the effective category, while the control class scored 33.98%, placing it in the ineffective category. Furthermore, the effect size of 0.84 falls into the large category, indicating a strong impact of implementing STEM through Ecomini on students’ economic literacy. These findings confirm that the STEM approach via Ecomini is more effective than conventional instruction because it fosters more active, contextual, participatory, and meaningful economic learning for elementary school students.
THE EFFECT OF THE TEAMS GAME TOURNAMENT LEARNING MODEL ON CRITICAL THINKING ABILITIES AND MOTIVATION TO LEARN IPAS IN 5TH GRADE ELEMENTARY SCHOOL STUDENTS Endang Yuliani; Firmansyah
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.v12i3.18372

Abstract

This study aims to determine the effect of the TGT (Teams Games Tournament) Cooperative Learning model on critical thinking skills and student learning motivation in the fifth grade science subject at Tambongwetan 1 Elementary School, Klaten Regency. This type of research is a quasi-experimental study using a Pretest-Posttest Control Group Design. The experimental class was given TGT learning and the control class was given conventional learning. The sampling technique used simple random sampling. The data analysis technique used inferential statistics. The results showed that the average critical thinking skills of the experimental class increased significantly by 30 points, and the control class only increased by 20.8 points. Student learning motivation in the experimental class also experienced a greater increase, namely by 19 points, compared to the control class which only increased by 5.11 points. The results of the inferential analysis showed a significant effect (p <0.001) of the TGT model on both dependent variables. In conclusion, the TGT model is effective for improving students' critical thinking skills and learning motivation in science learning.
THE EFFECT OF PROBLEM-BASED LEARNING ASSISTED BY FUN MATH QUEST BASED ON QR CODE ON THE COMPUTATIONAL THINKING AND MATHEMATICAL REASONING SKILLS OF ELEMENTARY SCHOOL STUDENTS Pebri Yanti; Heris Hendriana; Muhammad Ghiyats Ristiana
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.v12i3.18421

Abstract

The low computational thinking and mathematical reasoning skills of students in fractions material indicate the need for more interactive and meaningful learning innovations. This study aims to analyze the effect of Problem-Based Learning assisted by Fun Math Quest based on QR Code on computational thinking and mathematical reasoning skills of elementary school students. This study used a mixed method with an explanatory sequential design. The research subjects consisted of 60 fourth-grade elementary school students selected using a purposive sampling technique. The research instruments included computational thinking and mathematical reasoning skills tests, student response questionnaires, interviews, and observations. Quantitative data were analyzed using N-gain, Independent Sample t-test, and effect size (Cohen's d), while qualitative data were analyzed descriptively to explain the quantitative results. The results showed that the experimental class obtained an increase in computational thinking skills (N-gain = 0.56) and mathematical reasoning skills (N-gain = 0.53) with a moderate category, while the control class obtained N-gains of 0.31 and 0.37, respectively. The results of the Independent Sample t-test showed that the computational thinking and mathematical reasoning skills of students in the experimental class were significantly higher than those of the control class. Effect size analysis showed a very large effect on computational thinking skills (d = 2.14) and a large effect on mathematical reasoning skills (d = 1.26). Qualitative data showed that the use of QR Code-based Fun Math Quest increased student engagement, supported systematic problem solving, and helped develop computational thinking and mathematical reasoning skills. In addition, student responses to learning were in the good category with an average of 75%. The conclusion of the study showed that Problem-Based Learning assisted by QR Code-based Fun Math Quest had a positive effect on elementary school students' computational thinking and mathematical reasoning skills and supported the creation of active, collaborative, and meaningful learning.
INTEGRATING LOCAL WISDOM INTO DIGITAL STORYBOOKS: AN INNOVATIVE LITERACY APPROACH TO ENHANCING ELEMENTARY STUDENTS' READING INTEREST: English Jepri Yansyah; Bernadus Wahyudi Joko Santoso; Haryadi
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.v12i3.18450

Abstract

The low level of reading interest among elementary school students in the digital era has become a significant challenge in literacy development, particularly due to the dominant use of gadgets for entertainment rather than educational purposes. This study aims to analyze the effectiveness of digital storybooks based on local wisdom in improving students’ reading interest. The research employed a quantitative approach using a quasi-experimental design with a one-group pretest-posttest model. The participants were fourth-grade elementary school students, and the instrument used was a reading interest questionnaire covering indicators of interest, frequency, and motivation to read. Data were analyzed using descriptive statistics and a paired sample t-test. The results revealed a significant improvement in students’ reading interest after the implementation of local wisdom-based digital storybooks, as indicated by the increase in mean scores and the shift in reading interest categories from low to high. Statistically, the significance value obtained was less than 0.05, confirming that the intervention had a significant effect. This improvement is attributed to the interactive, visual, and contextual nature of the media, as well as the integration of local cultural values that make learning more meaningful. Therefore, local wisdom-based digital storybooks are recommended as an effective and relevant innovation for literacy learning in elementary schools in the digital era.
THE EFFECT OF THE NUMBERED HEADS TOGETHER (NHT) LEARNING MODEL ON SECOND GRADE STUDENTS’ EARLY READING SKILLS Nani Jubaedah; Prabawati Nurhabibah; Widia Nur Jannag
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.v12i3.18470

Abstract

This study was motivated by the low early reading skills of elementary school students, particularly in the lower grades. There are still students who experience difficulty recognizing letters and reading syllables, words, and simple sentences, therefore a learning model is needed that can increase student engagement in the learning process. The research question in this study is whether there is a significant effect of the use of the Numbered Heads Together (NHT) learning model on the early reading skills of second-grade students at SDN 1 Megu Cilik. This study aims to determine the effect of the Numbered Heads Together (NHT) learning model on the early reading skills of second-grade students at SDN 1 Megu Cilik. The study employs a quantitative approach using a quasi-experimental method and a nonequivalent control group design. The research subjects consisted of 46 students, comprising 23 students in the experimental class and 23 students in the control class. Data collection techniques were conducted through observation, testing, and documentation. The results of the study showed that the average score of the experimental class increased from 51.74 to 77.87, while that of the control class increased from 47.83 to 69.57. The Mann-Whitney test yielded a significance value of 0.001, leading to the conclusion that the Numbered Heads Together (NHT) learning model has a positive effect on the early reading skills of second-grade students at SDN 1 Megu Cilik.
THE EFFECT OF THE VAK LEARNING MODEL ON THE READING COMPREHENSION ABILITY OF GRADE III ELEMENTARY SCHOOL STUDENTS Agustina Rahmawati; Prabawati Nurhabibah; Widia Nur Jannah
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.v12i3.18477

Abstract

This research is motivated by the low reading comprehension ability of elementary school students, especially in determining the main idea, understanding the meaning of reading, andThis research is motivated by the low reading comprehension ability of elementary school students in determining the main idea, understanding the content of the reading, and concluding information. This study aims to describe changes in students' reading comprehension skills after the implementation of the Visual, Auditory, and Kinesthetic (VAK) learning model in grade III students of SDN 2 Tegalwangi. The study used a quantitative approach with pre-experimental methods and a one-group design before and after treatment. The research subjects amounted to 37 students. Data collection techniques are carried out through observation, tests, and documentation. Data analysis used the Wilcoxon test and the calculation of improved learning outcomes. The results showed that the average score of students increased from 67.30 to 89.19. The results of the Wilcoxon test obtained a significance value of 0.000 < 0.05 which showed a difference in reading comprehension skills before and after learning. The results of the calculation of the improvement of learning outcomes obtained an average score of 0.6739 in the medium category, while the observation results showed that student involvement was in the very good category. Thus, the implementation of the VAK learning model shows changes in students' reading comprehension skills and supports student involvement during learning. concluding the content of the text. This study aims to determine the influence of the Visual, Auditory, and Kinesthetic (VAK) learning model on the reading comprehension ability of grade III students of SDN 2 Tegalwangi. This study uses a quantitative approach with a pre-experimental method and a one group pretest-posttest design. The research subjects amounted to 37 grade III students. Data collection techniques are carried out through observation, tests, and documentation. The results showed that the average pretest score of 67.30 increased to 89.19 in the average posttest score. The results of the Wilcoxon Signed Rank Test obtained a significance value of 0.000 < 0.05 which shows a significant influence of the VAK learning model on students' reading comprehension skills. In addition, the results of the N-Gain test obtained an average value of 0.6739 in the medium category. The application of the VAK learning model helps students to be more active in learning activities through direct seeing, listening, and doing activities so that students can more easily understand the content of reading. Thus, the Visual, Auditory, and Kinesthetic (VAK) learning model can be used as an alternative learning to improve elementary school students' reading comprehension skills.
TEACHER COMPETENCE, LEARNING MEDIA, AND MOTIVATION IN RELATION TO ELEMENTARY SCHOOL EDUCATION: A SYSTEMATIC LITERATURE REVIEW Firman Maulana; Rohimat; Elis Masridah; Ai Nurhaeti; Ade Tutty Rokhayati Rosa
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.v12i3.18496

Abstract

Improving learning outcomes in elementary education requires a comprehensive understanding of multiple educational factors that contribute to effective teaching and learning. This study aims to systematically synthesize empirical evidence regarding teacher competence, instructional media, and learning motivation in relation to elementary school students’ learning outcomes through a Systematic Literature Review (SLR). The review followed the PRISMA 2020 guidelines, encompassing the stages of identification, screening, eligibility assessment, and inclusion. Literature was retrieved from Scopus, SINTA, and Google Scholar, yielding 145 records, of which 20 empirical studies published between 2020 and 2025 met the predefined inclusion criteria and were included in the qualitative synthesis. The findings were analyzed using thematic synthesis and organized into four recurring themes: teacher competence, instructional media, learning motivation, and competence–media integration. The synthesis indicates that teacher competence is consistently associated with instructional quality, while interactive instructional media support students’ engagement and conceptual understanding when integrated appropriately into classroom practices. Learning motivation is frequently reported as an important learner-related factor associated with participation, persistence, and academic achievement. However, variations across studies suggest that these relationships are influenced by differences in educational contexts, instructional approaches, and methodological designs. This review contributes by integrating fragmented empirical evidence into an integrative conceptual framework that organizes recurring research patterns and contextual relationships among the reviewed variables. The findings provide theoretical guidance for future research and practical implications for teacher professional development, instructional innovation, and educational policy aimed at improving elementary school learning outcomes.
OPTIMIZING STUDENT LEARNING OUTCOMES THROUGH THE FLIPPED CLASSROOM MODEL IN THIRD GRADE ELEMENTARY SCHOOL Mutiara Laelatul Ulya; Abdul Karim; Sati
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.v12i3.18574

Abstract

This study was conducted because student achievement in the Natural and Social Sciences (IPAS) subject for third-grade students at SD Negeri 1 Susukan remains low. The use of conventional teaching methods has led to a decrease in student activity and independence during the learning process. This study aims to determine the effect of implementing the flipped classroom model on student achievement regarding the diversity of Earth’s surface features. The method used was quantitative with a one-group pretest-posttest pre-experimental design. This study involved 25 third-grade students. Data collection was carried out through observation, documentation, and tests consisting of pretests and posttests. Data analysis was performed using normality tests, n-gain tests, and t-tests for paired samples with the assistance of SPSS version 22. The results of the normality test indicate that the pretest and posttest data follow a normal distribution, with significance values of 0.193 and 0.063, respectively, as both are greater than 0.05. This study demonstrates that the implementation of the flipped classroom model can improve student learning outcomes. The N-Gain score of 0.7010 falls into the high category, while the N-Gain percentage of 70.0954 falls into the moderately effective category. Based on the results of the hypothesis test, a significance value of 0.000 was obtained, which is smaller than 0.05, and a calculated t-value of 14.400, which is greater than the table t-value of 2.064. Therefore, H0 is rejected and H1 is accepted. Thus, the flipped classroom model has a significant impact on student learning outcomes.

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