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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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THE EFFECT OF USING SMART BOX MEDIA ON THE IPAS LEARNING OUTCOMES OF FOURTH-GRADE STUDENTS Ulya Dorazatun; Muhammad Khozinul Huda; Susilawati
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.v12i3.18575

Abstract

This study was motivated by the low learning outcomes in the IPAS learning subject among fourth-grade elementary school students, which were attributed to the lack of innovative learning media and the prevalence of conventional teaching methods. The study aimed to determine the effect of using the Smart Box media on the learning outcomes of fourth-grade students in the IPAS learning subject regarding the topic “Me and My Needs”,as assessed from cognitive, affective, and psychomotor learning outcomess. This study employs a quantitative approach using a quasi-experimental design with an unequal control group. The sample consists of two groupes: an experimental group and control group and a control group, each comprising 21 students. Data collection techniques included tests, observations, and documentation. Data analysis was conducted using normality tests, homogeneity tests, N-Gain tests, and t-tests for independent samples with the assistance of SPSS. The results showed that the average posttest score for the experimental group was 81.90, higher than that of the control group, which was 67.14. The results of the t-test for independent samples showed a Sig. (2-tailed) value of 0.000 < 0.05, indicating a significant effect of the use of the Smart Box media on IPAS learning outcomes.
DESIGN AND DEVELOPMENT OF A WORDWALL-BASED ASSESSMENT GUIDED BY THE FIVES LEARNING MODEL TO FOSTER STUDENTS' CRITICAL THINKING SKILLS Lutfiatuzzahroh; Sri Dewi Nirmala; Ryan Dwi Puspita
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.v12i3.18603

Abstract

The limited development of critical thinking skills among elementary school learners indicates the necessity of assessment innovations that extend beyond measuring academic achievement and actively promote higher-order thinking processes. This study was conducted to design a Wordwall-based digital assessment grounded in the FIVES instructional framework and to evaluate its validity, practicality, and effectiveness in enhancing the critical thinking performance of fifth-grade students at SD Dharma Karya UT. The investigation adopted a Research and Development approach employing the ADDIE framework, encompassing the phases of analysis, design, development, implementation, and evaluation. The participants consisted of 48 students assigned to experimental and control groups. Data were obtained through expert appraisal, questionnaires, classroom observations, interviews, documentation, and critical thinking assessments. The results revealed that the developed assessment attained a very high level of validity based on expert judgments and demonstrated excellent practicality from the perspectives of teachers and students. In terms of effectiveness, the average score of the experimental group rose from 55 before treatment to 84 after treatment, producing an N-Gain value of 0.64, whereas the control group achieved an N-Gain value of 0.53. Statistical analysis using a paired-samples t-test yielded a significance level of 0.000 (p < 0.05), confirming a significant improvement in students’ critical thinking abilities following the implementation of the developed assessment. Overall, the findings demonstrate that the developed assessment met the criteria of validity, practicality, and effectiveness, supporting its use as a digital assessment tool for enhancing fifth-grade students' critical thinking skills.
THE EFFECT OF GAMES-BASED LEARNING MODEL ASSISTED BY QUIZIZZ ON PROBLEM-SOLVING ABILITIES AND MATHEMATICAL UNDERSTANDING OF GRADE V ELEMENTARY SCHOOL STUDENTS Andri Herdiana; 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.v12i3.18607

Abstract

This study examines the effect of a Game Based Learning (GBL) model assisted by Quizizz on mathematical problem-solving ability and mathematical understanding of fifth-grade elementary school students, and exploring their learning experiences. A sequential explanatory mixed methods design was used with 70 fifth-grade students and one teacher at SDN Soreang in the second semester of 2025/2026. Data were collected through tests, open-ended questionnaires, interviews, observations, and documentation. Quantitative data were analyzed using Shapiro-Wilk normality test, Mann-Whitney U test, and N-Gain; qualitative data through reduction, categorization, and thematic analysis. Mann-Whitney U results showed significant differences in both variables (Sig. = 0.000 < 0.05). The experimental group achieved N-Gain of 56.11% (moderate) for problem-solving and 56.55% for mathematical understanding, far exceeding the control group (21.81% and 29.64%). GBL with Quizizz more effectively supports procedural engagement than deep conceptual reasoning. Student responses averaged 74% (good category). GBL needs supplementing with conceptual guiding questions and reflective activities to fully optimize mathematical understanding.
THE USE OF DIORAMAS AS AN INNOVATIVE MEDIA FOR IPAS IN FOURTH GRADE ELEMENTARY SCHOOL Puji Liana Dewi; 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.v12i3.18634

Abstract

Learning outcomes are the primary output of the learning process. Low student achievement is a problem in the learning process. In this study, low achievement is attributed to the fact that instruction is theoretical and monotonous and does not utilize engaging, concrete teaching materials; as a result, students still struggle to understand the material—particularly abstract concepts—which makes learning tedious. This study aims to determine the effects and benefits of using dioramas on the learning outcomes of fourth-grade students at SD Negeri 1 Kasugengan Kidul. The research method used was a quantitative experimental study with a single-group pre-experimental design involving pre- and post-tests. The study population consisted of all students at SD Negeri 1 Kasugengan Kidul. The sampling technique used was non-probabilistic sampling, specifically a subjective sampling technique in which the sample was selected based on specific considerations. The sample consisted of 21 students. Data were collected through academic achievement tests, observations, and documentation. The research instruments included pre-test/post-test performance assessments consisting of five essay questions, a learning module observation sheet, teacher performance observations, affective observations, and student psychomotor observations. The results showed that the average score on the pre-test, which was initially 41.19, increased to 83.57 on the post-test. The normality test results indicated a normal distribution. Data analysis using the N-gain score test yielded a value of 0.7314, which falls into the “high” category, with an N-gain percentage of 73.1415%, classified as “effective.” Based on the hypothesis test using a t-test on paired samples, the significance value was < 0.001 < 0.05, with a value greater than the critical value, namely 27.051 > 2.086; thus, H₀ was rejected and H₁ was accepted. This means that this study demonstrates a significant effect of the diorama medium on the learning outcomes of fourth-grade students at SD Negeri 1 Kasugengan Kidul.
MONOPOLY POP-UP MEDIA AS INSTRUCTIONAL INNOVATION FOR GRADE V ELEMENTARY IPAS LEARNING Vellena Brendawati; Muhammad Khozinul Huda; Susilawati
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.v12i3.18635

Abstract

The low learning outcomes in IPAS at the elementary school level indicate the need for learning media capable of increasing student engagement in the learning process. Although various game-based media have been widely developed, media that integrate the Monopoly game with pop-up visualizations for IPAS learning are still rarely used. This study aims to determine the effect of the Monopop (Monopoly Pop-Up) media on the IPAS learning outcomes of fifth-grade students at SD Negeri 1 Kasugengan Kidul. The study employed a quantitative approach using a pre-experimental one-group pretest-posttest design involving 29 students. Data were collected using multiple-choice tests that met validity and reliability criteria and were then analyzed using the Shapiro-Wilk test, the paired-sample t-test, and the N-Gain measure. The results showed a significant difference between learning outcomes before and after the use of the Monopop medium (Sig. = 0.000 < 0.05), with an average N-Gain of 0.6356, which falls into the moderate category. These findings indicate that the Monopop (Monopoly Pop-Up) medium is effective in improving IPAS learning outcomes through more active, interactive, and collaborative learning. The contribution of this study lies in the development of a Game-Based Learning medium that integrates elements of the Monopoly game and pop-up visualizations into a single learning medium. In practice, the Monopop (Monopoly Pop-Up) medium can serve as an alternative for elementary school teachers to support student-centered IPAS learning and create more meaningful learning experiences.
IMPROVEMENT OF CRITICAL THINKING SKILLS OF ELEMENTARY SCHOOL STUDENTS AFTER THE IMPLEMENTATION OF PROBLEM-BASED LEARNING Elsa Safitri; Nur Asyiah; Aliet Noorhayati Sutisno
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.v12i3.18636

Abstract

Elementary school students’ critical thinking skills remain low because instruction tends to be teacher-centered and does not yet provide many opportunities to analyze contextual problems. This study aims to determine the improvement in students’ critical thinking skills following the implementation of the Problem-Based Learning model, supported by instructional videos, in the Natural and Social Sciences subject on the topic of “A Changing Earth.” The study employed a pre-experimental method with a one-group pretest-posttest design. The research participants consisted of 29 fifth-grade students selected using saturation sampling. Data were collected using open-ended tests based on higher-order thinking skills, as well as observation sheets assessing instructional implementation and critical thinking behaviors. Data analysis was conducted through normality tests, paired t-tests, calculations of normalized gains, and analysis of the percentage of observation results. The results showed that the students’ average scores increased from 30.17 on the pretest to 70.25 on the posttest. The paired t-test revealed a significant difference in critical thinking skills before and after instruction. The normalized gain of 0.5740 fell into the moderate category. The implementation of the learning process reached 82.5%, falling into the “good” category, while critical thinking behaviors improved from the “low” category to the “high” category. Improvements were observed across all indicators, particularly in providing simple explanations and drawing conclusions. Thus, the application of the Problem-Based Learning model, supported by instructional videos, led to an improvement in students’ critical thinking skills, although further reinforcement is still needed in the areas of providing more detailed explanations and formulating strategies and tactics.

Page 64 of 64 | Total Record : 636

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