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Prima Magistra: Jurnal Ilmiah Kependidikan
Published by Universitas Flores
ISSN : 27218112     EISSN : 27224899     DOI : https://doi.org/10.37478/jpm
Core Subject : Education,
Other
Prima Magistra : Jurnal Ilmiah Kependidikan merupakan jurnal ilmiah yang menerbitkan artikel-artikel hasil penelitian dan kajian dari Dosen, Peneliti, Guru dan Mahasiswa dari seluruh Indonesia. Fokus dan ruang lingkup artikel yang diterbitkan oleh Prima Magistra: Jurnal Ilmiah Kependidikan adalah hasil penelitian dan kajian tentang : Pendidikan Dasar, Pendidikan Menengah, Pendidikan Tinggi (Pendidikan Guru Sekolah Dasar, Pendidikan Dasar (S2 dan S3)), Pendidikan Karakter berbasis Pendidikan Agama dan PPKn, Pendidikan Non formal, Pendidikan Informal, Pendidikan Anak Berkebutuhan Khusus, dan Pendidikan Kewirausahaan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 279 Documents
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REPRESENTATION OF WOMEN IN INDONESIAN SOCIAL STUDIES TEXTBOOKS: A TEXTUAL ANALYSIS Widyanti, Triani; Sapriya, Sapriya; Malihah, Elly; Wiyanarti, Erlina; Rohman, Slamet Nopharipaldi
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 3 (2025): Volume 6 Number 3 (July 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i3.6371

Abstract

There are many studies related to gender representation in textbooks, but there is still limited research specifically focused on the representation of women in Indonesian social studies textbooks. This study aims to address that gap by analyzing the portrayal of women in three Indonesian social studies textbooks in comparison to the dominant representation of men. The findings suggest that the authors of these textbooks are generally mindful of gender equality and strive to represent both men and women. However, the majority of representations of women tend to be stereotyped, both in images and text. This analysis demonstrates that social studies textbook authors and curriculum designers would benefit from a deeper awareness of the stereotypes that depict unequal gender roles for both women and men. It is essential to avoid gender stereotypes, as social studies textbooks not only provide theoretical and practical knowledge but also convey underlying values such as gender equity.
ELEMENTARY SCHOOL TEACHERS’ ACCEPTANCE OF WEBSITE-BASED MULTIMODAL MEDIA WITHIN A DEEP LEARNING APPROACH: A SUS ANALYSIS Adestipa, Adestipa; Abidin, Yunus; Kurniawan, Dede Trie
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 4 (2025): Volume 6 Number 4 (October 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i4.6506

Abstract

Although various educational technology innovations have been developed, the level of acceptance and readiness among elementary school teachers to integrate AI-based learning media, particularly those employing deep learning approaches, remains a challenge due to limited pedagogical understanding and varying levels of technological literacy among educators. This study aims to analyze the level of acceptance among elementary school teachers toward website-based multimodal learning media developed using a deep learning approach. The media is designed to enrich students' learning experiences through the integration of text, images, audio, and video, adaptively organized by a web-based system. The research method employed was a quantitative survey using the System Usability Scale (SUS) questionnaire, administered to 80 elementary school teachers as respondents located in Bandung Regency, providing quantitative assessments of the ease of use and user acceptance of the developed media. The analysis results indicate that the media obtained an average SUS score of 78, falling within the “good” category and approaching the “widely accepted” level. Teachers assessed the media as effective, engaging, and relevant to twenty-first-century learning needs. These findings indicate that the deep learning approach in developing website-based multimodal learning media holds significant potential for widespread implementation in elementary education settings.
LANGUAGE BARRIERS OF INTERNATIONAL STUDENTS IN INDONESIA: FORMS AND CONTRIBUTING FACTORS Pratama, Fendy Yogha; Al-Hamzi, Ali Mohammed Saleh; Junaidi, Febi; Luebaesa, Rokayah
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 4 (2025): Volume 6 Number 4 (October 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i4.6512

Abstract

Language barriers play a crucial role in shaping international students’ academic success and social adjustment. However, limited research has examined how these barriers are experienced in the Indonesian context. This study examines the forms and contributing factors of language barriers experienced by 11 Thai international students in Indonesia as part of their academic adjustment. Combination of in-depth interviews and focus group discussions were used in the data collection procedure. The findings reveal that the students encountered difficulties in listening comprehension, speaking anxiety, grammar mastery, and reading academic texts. Contributing factors included fear of peer judgment, limited vocabulary, accent variation, and lack of familiarity with the topics. The study concludes that language barriers are not limited to lingustic aspects but also involve psychological and social dimensions. It highlights the urgency for Indonesian higher institutions to implement tailored language support, inclusive pedagogy, and academic services to foster international students’ effective adjusment.
ANALYSIS OF ELEMENTARY SCHOOL STUDENTS' REFLECTIVE THINKING ABILITIES WITH THE APPLICATION OF THE DIFFERENTIATION PBL MODEL IN THE SUBJECT OF SOCIAL SCIENCES Satianingsih, Rarasaning; Rosmiati, Rosmiati; Sugiono, Selina; Hermita, Neni
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 4 (2025): Volume 6 Number 4 (October 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i4.6554

Abstract

Reflective thinking is an essential component in fostering critical awareness and problem-solving skills that are particularly needed in Social Science subjects. However, observations indicate that fourth-grade students still exhibit low levels of reflective thinking due to ineffective teaching methods and the lack of alignment between instructional delivery and students’ abilities. This study aims to analyze the reflective thinking abilities of elementary school students through the implementation of a Differentiated Problem-Based Learning (PBL) model in Social Science learning. This study employs a mixed-method approach, with data collected through tests and questionnaires to measure students’ reflective thinking skills before and after the implementation of the differentiated PBL model. The findings show a significant improvement in students' reflective thinking skills, where the model encouraged active participation, collaborative learning, and deep reflection in problem-solving processes. This study emphasizes the importance of integrating innovative learning models such as differentiated PBL to enhance students' reflective thinking abilities and to promote meaningful Social Science learning at the elementary school level.
AUGMENTED REALITY-ENHANCED EXPERIENTIAL LEARNING AND ITS IMPACT ON NUMERACY SKILL DEVELOPMENT IN EARLY CHILDHOOD Fitri, Ruqoyyah; Khairina, Firasya Nurin
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 1 (2026): Volume 7 Number 1 (January 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i1.5649

Abstract

development. However, conventional learning methods are often less engaging and effective. Experiential learning assisted by Augmented Reality (AR) offers an interactive approach that can increase children's involvement in the numeracy learning process. This study aims to analyse the effect of experiential learning assisted by AR media on the numeracy skills of children aged 4 to 5 years. The research used a quasi-experimental method with a pretest-posttest control group design. The sample consisted of 30 children divided into an experimental group (AR-assisted learning) and a control group (conventional method). The research instruments included a numeracy test and an observation of a learning activity. Data were analysed using a parametric statistical test (t-test). The results showed that the experimental group experienced a significant increase in numeracy skills (p< 0.05) compared to the control group. AR media proved effective in improving the understanding of number concepts, sequencing, and basic operations through an immersive and fun learning experience.
FOSTERING SCIENTIFIC LITERACY THROUGH LOCAL CONTEXTS: THE EFFECTIVENESS OF CULTURALLY RESPONSIVE WORKSHEETS Djara, Apriana; Wilujeng, Insih; Rahmawati, Laifa
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 1 (2026): Volume 7 Number 1 (January 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i1.5694

Abstract

The integration of science literacy in the independent curriculum has not been optimally implemented and remains limited, failing to address contextual aspects relevant to everyday life. This study aims to enhance science literacy through a culturally responsive learning approach, supported by student worksheets. The development method employed was a mixed-methods approach, incorporating data collection through interviews, observations, and science literacy tests, utilizing a one-group pretest-posttest design. The results showed that there was an effect on improving students' science literacy with an N-Gain value of 0.52 which showed an increase in science literacy skills, and a paired sample T-Test value of 0.00 <0.05 which showed that there was an effect of the approach on science literacy and the effect size test showed a significant effect with a value of 1.99, so it can be concluded that the application of culturally responsive teaching-based student worksheets effectively improves science literacy on vibration and wave material for junior high school science subjects.
THE EFFECTIVENESS OF WORDWALL-BASED STEM LEARNING ON UNDERSTANDING MATHEMATICS SUBJECT MATTER: OPERATIONS WITH WHOLE NUMBERS FOR ELEMENTARY SCHOOL STUDENTS Listyoadi, Gantheng; Zahra, Mar’atu; Wati, Unik Ambar
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 1 (2026): Volume 7 Number 1 (January 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i1.6010

Abstract

In today’s educational landscape, many students struggle to develop a deep understanding of mathematical concepts, particularly in number operations, due to conventional and abstract teaching methods that lack real-world relevance. This study examines the effect of integrating STEM education (Science, Technology, Engineering, and Mathematics) with the Wordwall platform on enhancing elementary students' understanding of integer operations. Using a quantitative one-group pretest–posttest design, the research involved 46 fourth-grade students from SD Muhammadiyah Condongcatur. Students completed pre- and post-tests following the STEM–Wordwall learning intervention. The results revealed a statistically significant improvement in students’ mathematical understanding, with a moderate effect size (Cohen’s d=-0.540). The 95% confidence interval supported the effectiveness of the intervention. These findings align with previous studies emphasizing the positive influence of interactive digital tools on mathematical cognition and student engagement. Thus, integrating STEM principles with Wordwall effectively enhances learning outcomes and should be adopted to promote engaging mathematics instruction in primary education.
THE IMPACT AND EFFECTIVENESS OF PROJECT-BASED LEARNING IN REMOTE ISLAND SCHOOLS IN SUMATERA Zasrianita, Fera; Suradi, Ahmad; Musolin, Mukhamad Hadi
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 1 (2026): Volume 7 Number 1 (January 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i1.6219

Abstract

The problem in this research is how the impact and effectiveness of project-based learning in schools on remote islands in Sumatera. The purpose of this study is to analyze the impact and effectiveness of its implementation in remote island schools. The subjects in this research were junior high school students and teachers. The data collection techniques employed were interviews, observation, and documentation, while the data analysis techniques utilized included data collection, reduction, presentation, and conclusion. Project-based learning is an effective learning strategy that can increase students' learning motivation, increase learning effectiveness, and develop their competencies. After introducing project-based learning into the curriculum, research results show that students are interested in this type of learning and can efficiently apply the knowledge and skills they have learned by solving real-world problems, develop creative thinking abilities, practice cooperative learning concepts, accept teamwork, and cultivate career and life planning skills. On the other hand, project-based learning demonstrates self-directed, cooperative, and inquiry-based characteristics. Due to the combination of the lack of progressive teaching strategies and the relative weakness of teaching competence, the traditional teaching methods in these schools give rise to some inefficiencies. This leads to unsatisfactory teaching outcomes, where students from these areas appear to be more passive in their approach to learning compared to their counterparts in urban areas.
THE INFLUENCE OF EDUCATORS’ COMMUNICATION SKILLS, EMOTIONAL MATURITY, AND NON-DISCRIMINATION ATTITUDES ON LEARNERS’ MOTIVATION IN NON-FORMAL EQUIVALENCY EDUCATION IN INDONESIA Amir, Rudi; Marzuki, Kartini; Natsir, Nasrah; Nirwana, Nirwana; Nurhayati, Sri; Boriboon, Gumpanat; Olugbade, Damola; Qolamani, Khalid Ilias Basheer
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 1 (2026): Volume 7 Number 1 (January 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i1.6561

Abstract

This study investigated the relationship between educators’ communication skills, emotional maturity, and non-discrimination attitudes and their influence on learner motivation in equivalency education programs at SPNF SKB Takalar, Indonesia. Equivalency education, designed to provide alternative pathways for individuals who did not complete formal schooling, requires sustained learner motivation to achieve its social and educational goals. The study aimed to identify the extent to which these three educator attributes contribute to learner engagement and persistence. A quantitative descriptive-correlational design was employed. The population included 115 learners enrolled in equivalency programs, with a random sample of 40 participants. Data were collected using structured questionnaires assessing communication skills, emotional maturity, non-discrimination attitudes, and learner motivation. Statistical analysis involved descriptive measures and Pearson product-moment correlations to examine associations among the variables. Findings revealed that all three attributes were rated as “fairly good” by learners and significantly correlated with learner motivation. Communication skills emerged as the strongest predictor, highlighting the importance of clarity, immediacy, and relational engagement. Emotional maturity demonstrated a strong link with motivation, emphasizing empathy, resilience, and regulation in shaping supportive classroom climates. Non-discrimination attitudes were also significant, underscoring the role of fairness and inclusivity in fostering learners’ confidence and persistence.

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