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Jurnal Pendidikan Dasar
Published by Universitas Negeri Jakarta
ISSN : 20867433     EISSN : 25495801     DOI : https://doi.org/10.21009/10.21009/JPD.081
Core Subject : Education,
Education Other
1. online writing conceptual notions 2. studies and application of theories 3. practitioners writing and research results and teaching in the field of knowledge elementary education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 343 Documents
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PERSEPSI GURU TERHADAP KEBIJAKAN DIGITALISASI PENDIDIKAN DAN DAMPAKNYA PADA KUALITAS PEMBELAJARAN DI SEKOLAH DASAR Hikmah Puspasari; Subiantoro
Jurnal Pendidikan Dasar Vol. 17 No. 1 (2026): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v17i1.64404

Abstract

This study aims to identify teachers' perceptions of the education digitalization policy and analyze its impact on the quality of learning at the elementary school level. A qualitative approach was used, with data collected through in-depth interviews and field observations. The results indicate that most teachers view the digitalization policy as a positive step that helps improve efficiency and innovation in the learning process. Teachers acknowledge that digitalization facilitates access to information, enriches learning media, and enhances interaction with students. However, challenges remain, including unequal access to technology between urban and rural areas and a lack of ongoing mentoring, which hinder optimal implementation. Teachers' positive perceptions contribute to improved student learning outcomes, although progress in learning outcomes is still gradual. These findings recommend the need for strengthened ongoing training support and effective feedback mechanisms to enhance the success of digitalization in elementary schools.
Pengembangan Media 3D (Smartbox : Petualangan di Dunia Rantai Kehidupan) Pada Materi Rantai Makanan Illma Asfara; Andini Dwi Maulina; Dean Cahyani Akira
Jurnal Pendidikan Dasar Vol. 17 No. 1 (2026): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v17i1.64622

Abstract

This study aimed to develop a learning medium called 3D SmartBox: Adventure in the World of Food Chains for teaching food chain concepts to fifth-grade elementary school students. The research employed the Research and Development (R&D) method up to the initial product revision stage. Data were collected through interviews, media expert validation questionnaires, practicality questionnaires completed by one fifth-grade teacher, and response questionnaires completed by one fifth-grade student. The results showed that the SmartBox achieved a validity score of 87.7%, categorized as very valid, while the practicality scores from both the teacher and the student reached 96%, categorized as highly feasible. This learning medium was able to enhance students' motivation, active participation, and understanding of food chain concepts through concrete and visual learning experiences. However, some detachable components were found to be prone to coming loose during assembly and disassembly activities, indicating the need for improvements in materials and adhesive systems. Overall, the SmartBox is considered suitable for use as a science and social studies (IPAS) learning medium in elementary schools.
Implementasi Pembelajaran Berdiferensiasi pada Mata Pelajaran Pendidikan Pancasila di SDN Jatinegara Kaum 06 Nadifha Nisrina Putri Ridwan
Jurnal Pendidikan Dasar Vol. 17 No. 1 (2026): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v17i1.65617

Abstract

This study aims to describe the experiences of mover teachers and nonmover teachers in understanding, planning, and implementing differentiated instruction in Pancasila Education at SDN Jatinegara Kaum 06. This study uses a qualitative phenomenological approach with data collection techniques in the form of observation, interviews, and documentation, as well as Miles and Huberman data analysis. The results show that the implementation of differentiated instruction by mover and nonmover teachers is dynamic, evolving, and adaptive. Mover teachers already have a conceptual understanding of differentiated instruction, but its application is still situational and inconsistent. Meanwhile, nonmover teachers initially had limited understanding, but showed development through direct experience, discussions with colleagues, and observation of student responses. In terms of planning and implementation, the differences between mover and nonmover teachers narrowed, with the most noticeable differentiation in group activities and learning task variations. Thus, differentiated instruction in the context of Pancasila Education is not determined by the status of teachers as mover or nonmover, but develops gradually and continuously through teachers' experiences, reflections, and adjustments to the dynamics of learning in the classroom.
PENGARUH MODEL PEMBELAJARAN CASE BASED LEARNING TERHADAP HASIL BELAJAR KOGNITIF SISWA PADA MATA PELAJARAN IPAS DI SEKOLAH DASAR Fatimah Azzahra Nugroho; Anas Salahudin; Ani Yanti Ginanjar
Jurnal Pendidikan Dasar Vol. 17 No. 1 (2026): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v17i1.66431

Abstract

Science learning in elementary schools still shows low cognitive learning outcomes, marked by an average student score of 55 which is below the KKM of 65. This condition is influenced by learning that is still teacher-centered so that students are less involved in problem solving. The Case Based Learning (CBL) model is considered capable of improving learning outcomes because it presents real cases that encourage students' activeness and critical thinking. This study aims to determine the level of CBL implementation, students' cognitive learning outcomes, and the relationship and influence of CBL on the cognitive learning outcomes of fifth-grade students. The study used a quantitative approach with a correlational method. The research sample consisted of 30 fifth-grade students. The research instruments were a CBL implementation questionnaire and a science learning outcome test. The results showed that the implementation of CBL was in the very high category, students' cognitive learning outcomes were also in the very high category, and there was a strong relationship between the implementation of CBL and cognitive learning outcomes with a correlation value of 0.697 and a significance of <0.05. The CBL model contributed 48.6% to students' cognitive learning outcomes. Thus, Case Based Learning has been proven to have a positive effect in improving students' cognitive learning outcomes in science
PENGARUH LKPD BERBASIS DISCOVERY LEARNING TERHADAP KEMANDIRIAN BELAJAR MATA PELAJARAN IPAS PESERTA DIDIK KELAS V SEKOLAH DASAR Ivo Yuniarta; Amrina Izzatika; Siti Nurjanah; Frida Destini
Jurnal Pendidikan Dasar Vol. 17 No. 1 (2026): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v17i1.66938

Abstract

The problem of this study was motivated by the low learning independence of students in the IPAS subject. The purpose of this study was to determine the effect of using Discovery Learning–based Student Worksheets (LKPD) on the learning independence of fifth-grade students. The research method used was a quasi-experimental method with a non-equivalent control group design. The population of this study consisted of all fifth-grade students of SD Negeri 02 Hajimena, while the sample comprised students of class V A and V B selected through purposive sampling technique. Data were collected using questionnaires and observations. The data were analyzed using simple linear regression analysis. The results showed that there was an effect on students learning independence in the experimental class after the implementation of Discovery Learning–based Student Worksheets. Therefore, Discovery Learning–based Student Worksheets had a positive effect on the learning independence in the IPAS subject of fifth-grade students at SD Negeri 02 Hajimena in the 2025/2026 academic year.
Pengaruh PENGARUH PROJECT-BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA KELAS V DI SDN KALOY Khairunnisa; Fajar Solidman Larosa; Jelita Panjaitan
Jurnal Pendidikan Dasar Vol. 17 No. 1 (2026): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v17i1.67295

Abstract

Critical thinking is an essential skill that needs to be developed in elementary education to prepare students for academic and real-life challenges. However, learning activities in elementary schools are often dominated by teacher-centered instruction, which limits students’ opportunities to engage in higher-order thinking. This study aimed to examine the effect of Project-Based Learning on the critical thinking skills of fifth-grade students in Science learning, specifically on the topic of ecosystems, at SDN Kaloy.. The research employed a quasi-experimental design using a pretest–posttest control group design. The participants consisted of two fifth-grade classes, one assigned as the experimental group and the other as the control group. The experimental group was taught using Project-Based Learning, while the control group received Direct Instruction. Data were collected through a critical thinking skills test administered before and after the learning intervention. The collected data were analyzed using an independent sample t-test after meeting the assumptions of normality and homogeneity. The results showed that students in the experimental group achieved higher posttest scores in critical thinking skills compared to students in the control group. Statistical analysis indicated a significant difference between the two groups, demonstrating that Project-Based Learning had a positive and significant effect on students’ critical thinking skills. These findings indicate that Project-Based Learning is an effective instructional approach for enhancing critical thinking skills in elementary school students and can be implemented as an alternative learning model to support active and meaningful learning.
Strategi Pembelajaran Adaptif Bagi Peserta Didik Berkebutuhan Khusus Armitha; Hesti; Helmalia Putri; Ikram; Hasmiati; Nurul Islamiah
Jurnal Pendidikan Dasar Vol. 17 No. 1 (2026): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v17i1.67313

Abstract

Students with special needs have diverse characteristics, abilities, and learning needs, thus requiring adaptive learning strategies within the inclusive education process. This article aims to analyze various adaptive learning strategies applied to students with special needs and identify the factors influencing their effectiveness. This study employed a literature review method by examining various relevant scientific articles, books, and academic documents published between 2020 and 2025. The review process was conducted through the identification, selection, analysis, and synthesis of literature related to adaptive learning, inclusive education, and students with special needs. The findings indicate that effective adaptive learning strategies include individualized approaches, curriculum differentiation, the use of creative technology-based learning media, and collaboration among teachers, parents, and professional support staff.
ANALISIS KESIAPAN BELAJAR SISWA KELAS IV UNTUK MEMPELAJARI VOLUME BANGUN RUANG MELALUI INSTRUMEN HUKUM KEKEKALAN VOLUME Yuni Faujiah; Karlimah; Tb. Moh. Irma Ari Irawan
Jurnal Pendidikan Dasar Vol. 17 No. 1 (2026): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v17i1.67893

Abstract

This study aims to analyse how well fourth-grade elementary school students understand the concept of the volume of three-dimensional shapes, based on the three principles of the law of conservation of volume: identity, reversibility and compensation. A descriptive qualitative approach was employed, with purposive sampling used to select participants representing diverse cognitive abilities. The research instrument was developed based on three fundamental principles of conservation; identity, reversibility, and compensation—derived from Piagetian theory. Data collection was conducted through classroom observations, activity-based tasks using concrete materials, and semi-structured interviews designed to explore students’ reasoning processes. The collected data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that most students have begun to understand the principle of identity, recognizing that quantity remains constant despite changes in form. However, considerable difficulties were observed in the principles of reversibility and compensation. Many students tended to rely on visual perception, such as the height of a substance, rather than conceptual reasoning when evaluating volume changes. These results suggest that students’ readiness to learn volume concepts has not yet developed optimally and remains at a limited conceptual level. This study highlights the importance of identifying students’ cognitive readiness prior to introducing formal mathematical concepts. The use of a volume conservation-based instrument provides deeper insights into students’ thinking patterns and demonstrates its potential as an effective diagnostic tool. Therefore, mathematics instruction should begin with concrete experiences that support conceptual understanding before transitioning to formal procedures
KORELASI ANTARA TINGKAT PENGGUNAAN GADGET DENGAN HASIL BELAJAR KOGNITIF SISWA PADA MATA PELAJARAN IPAS DI KELAS V SDN KEMAKMURAN I Firda Nurfadilah; Rana Gustian Nugraha; Nurdinah Hanifah
Jurnal Pendidikan Dasar Vol. 17 No. 1 (2026): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v17i1.67979

Abstract

With the advancement of the digital age, the use of gadgets among elementary school students has been on the rise, leading to various impacts on the learning process. The research problem is the large number of children who are allowed to own gadgets and use them excessively. This study aims to determine whether there is a correlation between gadget use and the cognitive learning outcomes of elementary school students in the 5th-grade IPAS subject at SDN Kemakmuran I. This study employs a quantitative approach using a correlational method. The study population consists of all 5th-grade students at SDN Kemakmuran I (n=26), with a total sampling technique used for data collection. Data on gadget usage were collected through a questionnaire, while data on cognitive learning outcomes were obtained from documentation of students’ End-of-Semester Assessment. Data analysis was conducted using Spearman’s rho correlation test with the assistance of SPSS 16 for Windows. The results of the study indicate that there is no significant relationship between the level of gadget use and students’ cognitive learning outcomes in the IPAS subject, as indicated by the significance value (ρ > 0.05). In addition, a correlation coefficient value of -0.272 was obtained, indicating that the correlation between the two variables is weak and negative. These findings suggest other factors play a more dominant role in determining cognitive learning outcomes
ANALISIS KEAKTIFAN DAN PEMAHAMAN SISWA MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE PADA MATERI PERUBAHAN WUJUD BENDA DI KELAS IV SD RAHMA AYUNI; KMA FAUZI
Jurnal Pendidikan Dasar Vol. 17 No. 1 (2026): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v17i1.68317

Abstract

This study aimed to examine the implementation of the Think Pair Share (TPS) learning model in improving student participation and conceptual understanding of changes in the states of matter among fourth-grade elementary school students. The TPS model was selected because it encourages independent thinking, peer collaboration, and active communication during learning activities. This research employed a descriptive qualitative approach involving 18 fourth-grade students at UPTD SDN 010106 Sei Silau Barat. Data were collected through observation, interviews, documentation, and learning assessments. The novelty of this study lies in analyzing the contribution of each TPS stage (Think, Pair, Share) to student engagement and conceptual understanding in science learning. The findings showed an increase in student participation, with 14 students actively engaged in pair discussions and 12 students confidently presenting their results during class sharing sessions. In addition, 83.3% of students achieved scores above the minimum mastery criterion with an average score of 78.6. These results indicate that the TPS model effectively supports active, collaborative, and meaningful science learning at the elementary level.

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