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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 319 Documents
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ANALYSIS OF ELEMENTARY STUDENTS' LEARNING OBSTACLES IN UNDERSTANDING FRACTIONS: A CASE STUDY IN SOUTH CENTRAL TIMOR REGENCY Rince Sefriana Margarita Benu; Andrian Runtius Lalang
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.v7i2.7204

Abstract

Fraction material presents considerable difficulty for students due to the presence of learning obstacles. The purpose of this study is to describe the profile of learning obstacles experienced by elementary school students in understanding fractions in South Central Timor (TTS) Regency, as well as the dominant factors contributing to these obstacles. A qualitative case study design was employed. The participants consisted of 200 sixth-grade elementary school students and 10 elementary school teachers from South Central Timor Regency, East Nusa Tenggara Province. Data were collected using triangulation, combining diagnostic tests and semi-structured interviews. Data analysis followed the Miles and Huberman framework, comprising three stages: data reduction, data display, and conclusion drawing/verification. The findings revealed three types of learning obstacles: epistemological, ontogenic, and didactic. Epistemological obstacles include difficulties with modeling fractions, equalizing denominators, and applying the "flip and multiply" procedure in division. Ontogenic obstacles encompass lack of concentration, math anxiety, low working memory capacity, and the tendency to treat fractions as whole numbers in addition and subtraction. Didactic obstacles stem from limitations in teaching media, overly hasty symbolic transitions, and uncreative, decontextualized learning methods. Overall, the contributing factors to these obstacles include conceptual, cognitive, psychological, environmental, and instructional factors.
FEASIBILITY ANALYSIS OF CHILD-FRIENDLY DISASTER RESPONSE EDUCATIONAL COMICS AS A SOCIAL STUDY LEARNING MEDIUM IN ELEMENTARY SCHOOLS Ika Ari Pratiwi; Eko Handoyo; Ani Rusilowati; Trimurtini Trimurtini
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.v7i2.7352

Abstract

Flood disasters remain a major challenge in elementary schools in the Kudus area, while disaster mitigation learning in social studies has not been optimally implemented. This condition leads to limited student understanding of risks and disaster response measures. This study aims to analyze the feasibility of the child-friendly educational comic "Sahabat Alam Tanggap Banjir di Kampung Kesambi" as a social studies learning medium for fourth-grade elementary school students. This research method uses a research and development (R&D) approach, with the ADDIE model applied through the development stage. The comic was validated by material, media, and language experts using a Likert-scale instrument and then analyzed using a feasibility percentage conversion. The results showed a very high level of feasibility, with material validity of 94.4%, media validity of 95.8%, and language validity of 95.1%. This comic presents the flood phenomenon, its causes, and mitigation measures in a coherent, contextually relevant manner, tailored to students’ characteristics. In addition, the comic also integrates social studies concepts such as human relationships with the environment, mutual cooperation, and environmental awareness. These findings indicate that child-friendly disaster response educational comics are highly suitable for use as social studies learning media in elementary schools. Comics not only support disaster literacy but also have the potential to enhance critical thinking skills and foster environmentally conscious character in students. The implications of this research suggest that child-friendly educational comics can strengthen contextual social studies learning and potentially enhance students' critical thinking skills and environmental character.
DIGITAL LITERACY LEVEL OF ELEMENTARY SCHOOL STUDENTS: A DESCRIPTIVE QUANTITATIVE STUDY Fithri Nurlaelasari; Wahyu Sopandi; Rina Heryani; Angga Hadiapurwa
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.v7i2.7453

Abstract

Digital literacy is a crucial competency for Generation Alpha students growing up in an increasingly complex digital environment. Although elementary school students are now intensively exposed to technology from an early age, their digital literacy levels have not yet developed optimally across all dimensions, and the contextual factors that shape their profile differences, such as grade level, age, gender, and device ownership, are not yet empirically understood. This study aims to analyze the digital literacy levels of upper-grade students at a public elementary school in Cimahi City, based on the four pillars of digital literacy, and to compare their profiles across these contextual variables. A quantitative descriptive survey was conducted with 150 students through purposive sampling, using a 20-item questionnaire adapted from the Ministry of Communication and Digital Development (Kemkomdigi) framework (2025). The results showed an overall achievement of 83.56% (Good category), with the highest digital security (90.59%) and the lowest digital skills (74.52%). There is a consistent upward trend across grade (79.71%–85.87%) and age (76.67%–85.17%), with minimal gender differences, and students with their own devices outperformed those using parental devices on the digital skills and safety pillar. The gap between high levels of ethical awareness and digital safety on the one hand and low levels of productive skills on the other hand indicates that technology exposure has not been optimally directed in the learning context. These findings indicate the need for targeted interventions to strengthen elementary school students' productive digital competencies.
THE DESCRIPTION OF WRITING STRATEGY, SELF-EFFICACY, AND WRITING ANXIETY RELATING TO WRITING PERFORMANCE Lelly Suhartini; Samdin Samdin; La Ode Nggawu; Aris Badara; Putri Tipa Anasi; Andri Estining Sejati
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.v7i2.7497

Abstract

Academic writing in English remains a persistent challenge for English as a Foreign Language (EFL) students, whose written work often fails to meet disciplinary expectations due to complex interactions among linguistic competence, psychological states, and strategic behavior. While previous quantitative research, particularly studies employing Structural Equation Modeling (SEM), has examined causal and mediating relationships among writing self-efficacy, anxiety, strategy use, and performance, these approaches offer limited insight into how these constructs manifest in students' lived experiences and writing processes. To address this gap, the present study adopts a descriptive qualitative approach to portray the characteristics, expressions, and interconnections of writing strategy use, self-efficacy beliefs, and writing anxiety as experienced by EFL learners in relation to their academic writing performance. In-depth semi-structured interviews and analysis of writing artifacts were conducted with 18 purposively selected students from the 4th, 6th, and 8th semesters of the English Language Education Study Program at Halu Oleo University. Data were analyzed through iterative thematic analysis to generate rich descriptions of participants' strategic behaviors, confidence levels, emotional responses, and perceived writing outcomes. The findings depict self-efficacious students as actively employing planning, drafting, and revising strategies with metacognitive awareness, which they associate with improved text quality and fluency. In contrast, students with low self-efficacy frequently reported strategy avoidance or mechanical application of techniques without adaptation to task demands. Writing anxiety emerged not as a uniform barrier but as a context-dependent experience, sometimes coexisting with strategic effort yet often disrupting cognitive resources during high-stakes writing tasks. Notably, the descriptive accounts reveal that strategy use appears closely intertwined with self-efficacy beliefs, while anxiety manifests more independently without consistent patterns of strategic compensation. These qualitative descriptions complement prior SEM-based findings by illuminating the experiential dimensions underlying statistical relationships, highlighting the need for pedagogy that nurtures self-efficacy through mastery experiences, cultivates flexible strategy repertoires with explicit modeling, and addresses anxiety through supportive writing environments. The study contributes a nuanced understanding of the psychological and strategic landscape of EFL academic writing beyond what variable-centered quantitative approaches alone can capture.
PROGRAM MANAGEMENT OF STUDENT CADRE DEVELOPMENT AND ITS IMPACT ON STUDENT RESILIENCE Fransiskus Sawan; Benediktus Risaldo Baeng; Christian Arje Antas
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.v7i2.7596

Abstract

Higher education institutions are expected to produce graduates who excel not only academically but also in non-academic competencies. Among these competencies, resilience is increasingly recognized as a strategic soft skill for coping with academic, social, and personal pressures. This study aimed to examine the effectiveness of managing the Synergoi Paulus Cadre Development Program in enhancing student resilience at Universitas Katolik Indonesia Santu Paulus Ruteng. A mixed-methods approach with an explanatory sequential design was employed. Quantitative data were collected using a one-group pretest–posttest survey involving 40 students who participated in a 21-day intensive residential cadre program, followed by monthly reinforcement sessions. The instrument was an 18-item Likert-scale questionnaire measuring six resilience indicators: emotional regulation, adaptability, self-confidence, social support, persistence (adversity quotient), and problem-solving skills (Cronbach’s Alpha = 0.873). Quantitative data were analyzed using descriptive statistics, paired-samples t-test, Cohen’s d effect size, and 95% confidence intervals. Qualitative data were obtained through structured experience-sharing sessions and were analyzed thematically. The results indicated significant improvements across all resilience indicators (p<0.001) with large effect sizes. These findings confirm that a structured, values-based, and systematically evaluated student development program management approach is effective in strengthening student resilience.
INTEGRATING GEOENZO-BASED ETHNOMATHEMATICS TO IMPROVE ELEMENTARY STUDENTS’ MATHEMATICAL CONNECTION ABILITY Eliterius Sennen; Maximus Tamur; Fersianus Jula; Yuliana Jeliman; Hardianus Arson
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.v7i2.7597

Abstract

The development of digital technology offers strategic opportunities to improve the quality of mathematics learning in elementary schools, particularly by strengthening students' relatively weak mathematical connection skills. This study aims to test the effectiveness of using ethnomathematics-based GeoEnzo digital demonstration media in improving elementary school students' mathematical connection skills through contextual and meaningful learning. The study used a quasi-experimental design with a pretest–posttest control group. The research subjects consisted of an experimental group that received learning using ethnomathematics-based GeoEnzo media and a control group that followed conventional learning. The research instrument was a mathematical connection ability test that had been validated by experts and met reliability criteria. Data analysis was carried out using a mean difference test and Hedges' g to calculate the effect size and determine the strength of the intervention's influence. The results showed that the increase in students' mathematical connection skills in the experimental group was significantly higher than in the control group, with a Hedges' g value of 0.83, which is classified as a large effect. The increase in ability was seen in connections among mathematical concepts, with other disciplines, and with everyday life contexts. These findings confirm the effectiveness of integrating digital media and ethnomathematics and provide empirical and conceptual contributions as a basis for further research at broader levels, in materials, and in mathematical abilities.
ISLAMIC-BASED COMMUNITY EDUCATION AND ADULT FUNCTIONAL LITERACY: PARTICIPATION MECHANISMS AND CAPABILITY OUTCOMES FOR SDG 4 IN RURAL INDONESIA Mohamad Zubaidi; Muhammad Ibrahim; Endah Setiyowati; Nurain Karnain; Saiful Hadi; Sri Nurhayati; Gumpanat Boriboon; Mohammad Moreb; Sameer Mohammed Majed Dandan
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.v7i2.7638

Abstract

Despite ongoing efforts to expand adult literacy programs under SDG 4, participation and sustained engagement in rural contexts remain uneven, and the mechanisms that support persistence in community-based settings are not well understood. This study examines how faith-based community education supports adult functional literacy participation and perceived outcomes in relation to Sustainable Development Goal 4 (SDG 4) in rural Indonesia. Focusing on Muslimat NU learning activities in Pamekasan, the study investigates adult learners’ motivations for participation, the learning climate, the roles of religious practices and authority, and perceived literacy-related outcomes. The study employed a cross-sectional descriptive survey design involving 64 adult participants. Data were collected through a structured questionnaire capturing participation motivations, perceptions of the learning environment, integration of religious practices, the influence of moral authority, and self-reported literacy and capability outcomes. Data were analyzed using descriptive statistics and qualitative descriptive interpretation of open-ended responses. Findings show that participation was predominantly agentic and instrumental, driven by literacy aspirations and family-related motivations rather than passive compliance. The learning environment was perceived as effectively safe and enjoyable, supporting sustained participation. Religious practices such as prayer and Islamic adab functioned as normative learning infrastructure, structuring continuity and attention. Moral authority, embodied by kyai and nyai figures, operated as non-coercive regulatory capital, reinforcing attendance discipline. Participants also reported perceived improvements in literacy, alongside broader economic and social spillovers. The study contributes to adult literacy research by elucidating socially embedded mechanisms—motivation, affective safety, ritual practice, and moral authority—through which faith-based community settings can support functional literacy engagement in support of SDG 4.
EXAMINING MADRASAH TSANAWIYAH STUDENTS' PROBLEM-SOLVING ABILITIES IN SOLVING MAWARIS-INTEGRATED FRACTION WORD PROBLEMS Syaifudin Syaifudin; Rohman Rohman; Luvi Antari; Ria Erviana
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 3 (2026): Volume 7 Number 3 (July 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i3.5967

Abstract

Mathematical problem-solving ability is an essential competency that enables students to apply mathematical concepts in real-life situations. However, many students still encounter difficulties when solving fraction word problems, particularly those involving contextual and religiously relevant situations. This study aimed to investigate the problem-solving abilities of Madrasah Tsanawiyah (MTs) students in solving fraction word problems integrated with Mawaris (Islamic inheritance) contexts. A descriptive qualitative approach was employed involving 22 ninth-grade students of MTs Muqimus Sunnah. Data were collected through problem-solving tests, interviews, and documentation and were analyzed based on four indicators of problem solving: understanding the problem, devising a plan, carrying out the plan, and interpreting the results. The findings showed that 27.27% of students were categorized as having high problem-solving ability, 45.45% moderate ability, and 27.27% low ability. Students performed best in understanding the problem and carrying out the solution plan (72.73%), while interpreting the results was the weakest indicator (36.36%). Difficulties mainly arose in translating contextual information into mathematical models, performing fraction operations accurately, and relating solutions to the Mawaris context. The study concludes that integrating Mawaris into fraction learning provides meaningful contextualization and can support the development of students’ mathematical problem-solving abilities while strengthening Islamic values.
INTEGRATING LOCAL WISDOM INTO STEM EDUCATION TO ENHANCE SCIENTIFIC LITERACY IN REMOTE AND UNDERSERVED REGIONS Wayan Suparmi; Brianna Le Busque; Anna Julita Foa
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 3 (2026): Volume 7 Number 3 (July 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i3.6732

Abstract

Science education in underdeveloped, frontier, and outermost regions faces major challenges, including low levels of scientific literacy among students, limited educational resources, and restricted access to quality education. To address these issues, this study aimed to develop and evaluate the effectiveness of a STEM learning model grounded in local wisdom (ethno-STEM) for enhancing students’ scientific literacy. This research employed a Research and Development (R&D) approach using the 4-D development model (Define, Design, Develop, Disseminate). The trial was conducted with 56 eighth-grade students from two junior high schools located in 3T areas in Ngada Regency, Indonesia. A quasi-experimental design was used, involving both experimental and control groups. Instruments included a scientific literacy test, student engagement observation sheets, and a student response questionnaire. The results indicated a significant improvement in scientific literacy within the experimental group. The average pre-test score increased from 54.6 to 82.3 in the post-test, with an N-Gain of 0.72 (classified as high) and a statistically significant t-test result (p < 0.05). In contrast, the control group showed an increase from 55.1 to 67.8 (N-Gain = 0.41, classified as moderate). Additionally, student engagement and enthusiasm improved, with 86% of students stating that the learning process was more engaging because it connected science content with local culture. In conclusion, the ethno-STEM model was found to be effective in improving students’ scientific literacy and is highly relevant for implementation. It is recommended that this model be more widely adopted as a culturally contextualized instructional strategy.

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