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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 299 Documents
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COMPARING ILBIL, IBL, AND CONVENTIONAL MODELS: SELF-REGULATED LEARNING IN MATHEMATICS ACHIEVEMENT Susanti, Vera Dewi; Maharani, Swasti; Andari, Tri; Wulandari, Rika
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.v7i1.6728

Abstract

Teaching models currently play a crucial role in enhancing educational quality and improving student learning outcomes. The purpose of this study was to compare the effectiveness of three learning models—ILBIL (Inquiry Learning Based on Information Literacy), IBL (Inquiry-Based Learning), and conventional learning — on students’ mathematics learning outcomes in the topic of three-dimensional geometry. A quantitative approach was applied using a posttest control group design. The study population consisted of 143 students, and a cluster-random sampling technique was used to select 89 students from three classes. Data were collected through observations, questionnaires, and tests. The data were analyzed using analysis of variance (ANOVA) with a 5% significance level, as performed in SPSS 25.00 for Windows. The results revealed: (1) a significance value of 0.000, which is less than 0.05, indicating that the ILBIL model was more effective than both the IBL and conventional models in terms of students’ learning outcomes; (2) a significance value of 0.196, which is greater than 0.05, suggesting that self-regulated learning did not significantly affect students’ learning outcomes; and (3) a significance value of 0.306, which is greater than 0.05, showing that the interaction between self-regulated learning and the learning model did not significantly influence students’ learning outcomes.
DEVELOPMENT OF AR-COMIC DIGITAL BOOK BASED ON PANCASILA STUDENT PROFILE TO ENHANCE LEARNING INDEPENDENCE Nugraha, Tria Aditia; Ismuwardani, Zakiyah; Guntur, Mochamad; Safitri, Hilda; Maharani, Amanda
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.v7i1.6777

Abstract

This study aims to develop an Augmented Reality-Comic Digital Book based on the Pancasila Student Profile to enhance learning independence. The research employs the Research and Development (R&D) methodology, utilizing the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The R&D process involves expert validation and effectiveness testing, using questionnaires and an independent sample t-test with 51 fifth-grade students. The findings indicate that the media is classified within the "very feasible" category, with a material percentage of 93.75% and a media percentage of 91.67%. The novelty of this research lies in the integration of augmented reality technology, digital comics, and the value of the Pancasila Student Profile in one interactive and fun learning product. The findings of this study suggest that the AR-Comic Digital Book has the potential to serve as an innovative media alternative, with the capacity to enhance students' independent character and improve the quality of learning. The AR-Comic Digital Book has been developed to support learning independence and align with the demands of the Merdeka Curriculum, which emphasizes character-based learning and technology.
WRITING NARRATIVE TEXTS BASED ON MIND MAPPING IN PRIMARY SCHOOLS Madu, Fransiska Jaiman; Jediut, Mariana
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.v7i1.6790

Abstract

The ability to write texts for primary school students is low. Writing with good structure and coherence, and using the correct rules of the Indonesian language, seems difficult. This study aims to describe the text-writing skills of primary school students and the challenges they face. This research uses a mixed-methods approach with a sequential explanatory design. In practice, this mixed-methods approach combines qualitative and quantitative methods. Furthermore, this study uses student-composed texts as its data source. Fifteen grade IV students from SDI Cuncalawir provided the data. Data were collected through a text-writing test using concept maps. The value given is guided by indicators of text writing based on concept maps. The quantitative assessment guidelines for the text in question consist of the following: conformity of content with the concept map (score 20), writing structure (score 20), completeness of ideas (score 20), cohesion/coherence between paragraphs (score 20), and creativity in developing ideas (score 20). The assessment was based on a rubric. The results show that using concept maps helped the students with their writing. This is evident in the scores obtained by students in the 'Excellent' category. It is therefore suggested that teachers continue to use concept maps by setting students further challenges, such as enriching the content of concept maps with explanations.
BRIDGING MISSION AND PRACTICE: INVESTIGATING THE IMPLEMENTATION OF CHRISTIAN EDUCATIONAL VALUES IN PRIMARY SCHOOLS Roesmijati, Roesmijati
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.v7i1.6977

Abstract

In Christian primary schools, the school mission plays a central role in shaping both educational goals and classroom practices. The mission reflects a commitment to spiritual, moral, and social development alongside academic achievement. This study aimed to explore how teachers interpret and implement such missions in everyday classroom activities. Conducted in Christian primary schools in Bali, the research employed a mixed-methods design, including surveys, interviews, and classroom observations involving 44 teachers. Data collection tools examined teachers’ perceptions, instructional strategies, and observable integration of Christian values. The results revealed that most teachers actively integrated Christian values such as love, honesty, and forgiveness across subjects, including science and civics, not limited to religious instruction. Daily practices like morning devotions and contextual Bible-based reflections supported students' spiritual growth. Teachers also served as role models, promoting character development through consistent behavior. Challenges identified included curriculum constraints, diverse student religious backgrounds, and the influence of digital culture. Facilitators included strong teacher commitment, institutional support, and collaboration with parents. The findings highlight the effectiveness of mission-aligned pedagogy in fostering students’ moral, social, and spiritual growth. Contributions: This study contributes to values-based education literature by offering empirical insights into how Christian missions can be operationalized in primary classrooms, emphasizing teacher agency, institutional culture, and contextual adaptability.
LOCAL WISDOM TRACES IN BASIC EDUCATION LEARNING Nurpratiwiningsih, Laelia; Rusdarti, Rusdarti; Widodo, Joko; Sanjoto, Tjaturahono Budi
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.v7i1.6079

Abstract

Social Studies (IPS) education plays a crucial role in understanding local wisdom as a cultural resource that supports sustainable development and is responsive to social contexts. This study explores the integration of local wisdom into elementary school curricula and learning practices using ethnographic qualitative methods, including in-depth interviews with teachers, classroom observations, and document analysis. The results indicate that local wisdom is embedded in local languages and dialects, in folklore, and in arts and crafts. However, challenges such as a lack of teacher training and limited resources were also identified. This study emphasizes the importance of well-planned pedagogical strategies to develop students' character and social attitudes.
IMPLEMENTING CLASSROOM AGREEMENTS TO FOSTER TOLERANCE AND REDUCE BULLYING Puspitasari, Viona Dwi; Bektiningsih, Kurniana
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.v7i1.7615

Abstract

This study was motivated by the prevalence of verbal and social bullying in elementary schools, which is closely linked to low tolerance among Grade V students at SD Negeri Sukorejo 01, Sutojayan District, Blitar Regency. The background of this research is the persistence of verbal and social bullying in elementary schools, which is closely associated with low levels of tolerance among students. The study aims to analyze: (1) the implementation of tolerance habituation through classroom agreements, (2) forms of bullying behavior that emerge in the classroom, and (3) teachers’ perceptions of the role of classroom agreements in fostering tolerance and minimizing bullying. This research employed a qualitative descriptive approach. Data were collected through classroom observations, in-depth interviews with teachers and the school principal, and documentation. The findings indicate that classroom agreements developed through a participatory process between teachers and students function not only as behavioral guidelines but also as an effective medium for internalizing values of tolerance, such as mutual respect, appreciation of differences, and polite interaction. Bullying behaviors identified were predominantly verbal and social in nature. Teachers perceived classroom agreements as significantly contributing to the development of students’ tolerance and to the reduction of bullying, provided that they are supported by teacher role modeling, consistent implementation, and ongoing guidance. Overall, classroom agreements have been shown to be an effective strategy for creating a safe, inclusive, and conducive learning environment.
INDONESIAN LANGUAGE LEARNING AND MULTICULTURAL CITIZENSHIP: THE ROLE OF CHINESE-INDONESIAN STUDENTS IN SHAPING PANCASILA VALUES Martono, Martono; Ramadhan, Iwan; Dewantara, Jagad Aditya; Hardiansyah, Muhammad Agus; Iqbal, Muhammad; Nabila, Nasrin
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 2 (2026): Volume 7 Number 2 (April 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i2.6509

Abstract

SMPN 7 and SMPN 19 in Singkawang have approximately 65% students of Chinese descent. Persistent stereotypes often marginalize the role of the Chinese community by reducing it solely to economic dominance, leading to the assumption that their involvement is merely profit-oriented. The implementation of the Pancasila Student Profile (P5) supports the active participation of Chinese-Indonesian students in collectively shaping Pancasila values. In this context, Chinese-Indonesian students serve as key agents in fostering the development of an inclusive national character. This study aims to describe how Indonesian language learning can be implemented to strengthen the values of the Pancasila Student Profile in a multicultural school environment, specifically at SMPN 7 and SMPN 19 Singkawang. Using a qualitative descriptive approach, data were collected through observations, interviews with school principals, Indonesian language teachers, and students, and documentation of school activities. Indonesian language learning at SMPN 7 and SMPN 19 Singkawang has been proven to play a strategic role in strengthening the values of the Pancasila Student Profile through the development of character, tolerance, and nationalism within a multicultural school environment, while simultaneously affirming the active role of Chinese-Indonesian students as agents in shaping an inclusive national identity. At SMPN 7 Singkawang, interfaith celebrations such as Eid, Chinese New Year, and Christmas serve as inclusive spaces for interaction that foster mutual respect. Meanwhile, SMPN 19 regularly organizes cultural art weeks that showcase ethnic diversity to reinforce a pluralistic national identity. Chinese-Indonesian students are not merely recipients but also active agents in building an inclusive and tolerant national identity.
PAULO FREIRE’S HUMANISM PARADIGM IN THE TRANSFORMATION OF 21ST CENTURY EDUCATIONAL MANAGEMENT: A CRITICAL ANALYSIS OF CURRENT EDUCATIONAL MANAGEMENT PRACTICES Hidayat, Ujang Syarip; Verianti, Giri; Winarni, Wiwin; Argawinata, Asep Zuhara
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.v7i1.6708

Abstract

This study analyzes educational management practices in 21st-century Indonesia through the lens of Paulo Freire’s dialogical humanism, highlighting the gap between human-centered educational demands and school management practices dominated by bureaucratic-technocratic paradigms. The study employs a multiple-case study design across six secondary schools to examine how administrative compliance logic and hierarchical culture shape spaces for dialogue, critical reflection, and transformative action. Findings reveal that the dominance of bureaucratic management leads to various disparities, including teacher alienation, pseudo participation, digital divides, and the dehumanization of educational processes, while limiting meaningful dialogue and praxis. However, evidence suggests that integrating Freirean principles of dialogue, conscientização, praxis, and liberation can encourage the transformation of educational management toward greater participation, inclusion, and emancipation. The study concludes that such transformation requires administrative reform, strengthening reflective capacity, and leveraging local values and digital technology to realize educational management that is humanistic and relevant to the needs of the 21st-century.
LEADING INCLUSION: INSTRUCTIONAL LEADERSHIP AND INNOVATION IN SPECIAL NEEDS SCHOOLS Pantaleon, Kristianus Viktor; Sawan, Fransiskus; Payong, Marselus Ruben
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 2 (2026): Volume 7 Number 2 (April 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i2.7084

Abstract

The implementation of inclusive education in Special Needs Schools (SNS) in Indonesia continues to face enduring challenges, particularly in the contextualization of school-based curricula and developmental strategies. This study investigates the impact of instructional leadership and innovativeness among school principals on their ability to formulate responsive School-Based Curriculum (SBC) and School Development Plans (SDP) within SNS environments. A mixed-methods approach with a contemporaneous triangulation design was employed to collect data via questionnaires from five principals and 77 teachers, in-depth interviews with four principals and four teachers, and document analysis of SBC and SDP materials. Quantitative findings indicated a substantial association between instructional leadership and curricular planning competence (r = 0.377, p < 0.001), as well as between innovativeness and planning competence (r= 0.253, p=0.022). Qualitative findings indicated that although school leaders shown dedication to instructional leadership and pursued several innovations, these initiatives were frequently disjointed and devoid of institutional backing. Document analysis revealed a discrepancy between policy aims and actual planning practices. The study indicates that successful curriculum development in SNS necessitates robust individual leadership, methodical innovation, and organizational commitment. These findings provide guidance for policy reform, leadership development, and the creation of inclusive educational planning frameworks.

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