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Genderang Asa: Journal of Primary Education
Published by Institut Agama Islam Negeri Lhokseumawe
ISSN : 27748235     EISSN : 27758788     DOI : https://doi.org/10.47766/ga.v3i2
Core Subject : Education,
Education Other
Genderang Asa: Journal of Primary Education | ISSN 2774-8235 (print) and 2775-8788 (electronic) is a journal published in the Study Program of Madrasah Ibtidaiyah Teacher Education at the Faculty of Tarbiyah and Teacher Training at the State Islamic Institute of Lhokseumawe. This journal is published twice a year in June and December. The focus of this journal contains articles concerning research on Madrasah Ibtidaiyah Teacher Education / Primary / Islamic Elementary School (Madrasah Ibtidaiyah) / Elementary School (Sekolah Dasar) Teacher Education, such as competency analysis, learning strategies, learning theory, learning development, and educator professionalism.
Arjuna Subject : Umum - Umum
Articles 84 Documents
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Analysis Of Students' Critical Thinking Skills in Fifth Grade Science Learning at Sawunggaling Public Elementary School Aminatul Mardiyah; Yuli Widiyono; Nurhidayati
Genderang Asa: Journal of Primary Education Vol. 6 No. 2 (2025): Genderang Asa:Journal of Primary Education
Publisher : PGMI IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jga.v6i2.6505

Abstract

Education is a deliberate process designed to create a learning environment that facilitates students’ development. This study aims to describe the critical thinking skills of fifth grade students in science learning and the factors that influence them. Critical thinking skills are the ability to think using HOTS to analyze, interpret, evaluate, summarize, and combine various information to solve a problem wisely. Science is a scientific study that discusses living things and their interactions with the environment and the universe. The type of research used in this study is descriptive qualitative. The subjects of this study were seven students of Sawunggaling Public Elementary School. Data collection techniques in this study used test, observation, interview, and documentation methods. Data analysis techniques in this study used data analysis according to Milles and Huberman. The results showed that the subjects wo were fifth grade students at Sawunggaling Public Elementary School were able to demonstrate critical thinking skills in the good category. Critical thinking skills in the very good category were achieved by subjects S1, S2, S3, S6, and S7. Critical thinking skills in the good category were achieved by subjects S5. Critical thinking skills in the sufficient category were achieved by subjects S4. Students’ critical thinking abilities are influenced by several factors such as internal and external factors.
- Strengthening The Character Of Students Through The Pancasila Student Profile In Madrasah Ibtidaiyah: - Farich, Moch. Farich Alfani; Sholikin, Sholikin
Genderang Asa: Journal of Primary Education Vol. 6 No. 2 (2025): Genderang Asa:Journal of Primary Education
Publisher : PGMI IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Character is a trait that every student must have. The strengthening of character in each curriculum has been renewed. In the 2013 curriculum it is known as Strengthening Character Education (PPK) which includes eighteen characters that students should have. Strengthening character in the Merdeka Curriculum through the Pancasila Student Profile which has six dimensions, namely: 1) faith, devotion to God Almighty, and noble character, 2) independence, 3) mutual cooperation, 4) global diversity, 5) critical reasoning, 6) and creative. The aim of this research is to describe the strengthening of the character of students in the Madrasah Ibtidaiyah (MI) education unit through the Pancasila Student Profile. Information about strengthening character through P5 is very urgent in shaping the morals or manners of students at the primary school. Apart from that, the independent curriculum which contains P5 (Strengthening Pancasila Student Profile Project) is a new term, so it needs to be studied in depth in the attitude dimension. and its implementation in educational units. The method used in this study is library research by examining journals, scientific articles and other literature as sources of information. The results of this study can strengthen the profile of Pancasila students through intra-curricular, co-curricular and extra-curricular activities. Besides that, it can also be developed through exemplary, habituation, and enforcement of rules in educational units.
Contextual Character Education Strategies at Home to Foster Discipline and Empathy In Children Rilawati, Jelsy Anjelina; Nur Hidayat; Anisaturrahmi
Genderang Asa: Journal of Primary Education Vol. 6 No. 2 (2025): Genderang Asa:Journal of Primary Education
Publisher : PGMI IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jga.v6i2.6883

Abstract

Character education plays an important role in shaping children's personalities so that they are not only academically better, but also have a disciplined and empathetic attitude. The home environment, namely parents, is the main foundation in the process of internalizing moral values through role modeling, habituation, and daily interactions. However, the implementation of character education at home still faces various obstacles, such as a lack of role models, a lack of understanding of parenting, and the influence of digital challenges. This study aims to examine and formulate contextual character education strategies at home to foster discipline and empathy in children. This study used the Systematic Literature Review (SLR) method by searching for scientific articles, books, and research reports through Google Scholar, SINTA, DOAJ, and university portals from 2015 to 2025. Data analysis used thematic analysis techniques with stages of literature identification, selection, quality evaluation, and theme classification. The results of the study show that effective contextual strategies include habituation, the 5S culture (Smile, Greet, Say Hello, Be Polite, Be Courteous), parental role modeling, responsive parenting, strengthening religious values, shared literacy, and moral communication. These strategies can strengthen children's discipline and foster empathy through the formation of prosocial behavior, understanding of other people's feelings, and consistency in carrying out positive activities within the family environment. Thus, family-based character education needs to be designed in a contextual, consistent, and sustainable manner in order to optimally shape disciplined and empathetic character
An Analysis of Gaps in Elementary School Students’ Mathematical Literacy in Solving Contextual Problems Mukhlesiyeni, Ety
Genderang Asa: Journal of Primary Education Vol. 6 No. 2 (2025): Genderang Asa:Journal of Primary Education
Publisher : PGMI IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jga.v6i2.7242

Abstract

This study aims to analyze the gaps in elementary school students’ mathematical literacy when solving contextual problems. Mathematical literacy is understood as students’ ability to formulate, apply, and interpret mathematics in various real-life contexts. However, learning practices in elementary schools are often still dominated by procedural and textbook-oriented approaches, resulting in a gap between expected competencies and students’ actual abilities. This study employed a qualitative descriptive approach with a case study design. Data were collected through contextual mathematical literacy tests, analysis of students’ written work, classroom observations, and semi-structured interviews with students and teachers. The results indicate that the most prominent gaps occur in (1) understanding contextual situations, (2) translating contexts into mathematical representations, (3) selecting appropriate problem-solving strategies, and (4) interpreting mathematical solutions back into real-life contexts. These gaps are influenced by limited exposure to contextual problems, teachers’ focus on procedural mastery, and students’ low confidence in reasoning and argumentation. The findings suggest that systematic efforts are needed to integrate contextual and meaningful learning into elementary mathematics instruction to strengthen students’ mathematical literacy.

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