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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 330 Documents
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INTEGRATING LOCAL WISDOM ASSISTED BY INTERACTIVE COMICS IN SOCIAL STUDIES LEARNING: ITS EFFECT ON ELEMENTARY SCHOOL STUDENTS' DIGITAL LITERACY AND CONCEPTUAL UNDERSTANDING Ni Nyoman Kurnia Wati; Ni Nyoman Lisna Handayani; Komang Trisna Mahartini
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.v7i3.5742

Abstract

Interactive comics based on local wisdom are seen as capable of providing a solution because they can deliver an enjoyable learning experience while simultaneously strengthening students' cultural identity. This study aims to analyze the effect of integrating local wisdom assisted by interactive comics in Social Studies (IPS) learning on the digital literacy and conceptual understanding of elementary school students. This study used a quantitative approach with a quasi-experimental design in the form of a non-equivalent control group design. The research population consisted of all fifth-grade elementary school students in Cluster III, Buleleng District, in the even semester of the 2025/2026 academic year. The research sample comprised two classes with a total of 68 students, specifically 35 students in the experimental class and 33 students in the control class. The research instruments consisted of a Social Studies conceptual understanding test, a digital literacy questionnaire, learning activity observation sheets, and documentation. Data analysis was conducted quantitatively using descriptive and inferential statistics. Descriptive statistics were used to determine the mean, percentage, standard deviation, and the improvement in students' conceptual understanding and digital literacy. Hypothesis testing was carried out using Manova analysis with the assistance of SPSS. The results of the study showed that: 1) there is a significant difference in digital literacy, with an obtained F-value of 83.339 and a significance of <0.001; 2) there is a significant difference in conceptual understanding, with an obtained F-value of 140.090 and a significance of <0.001; 3) simultaneously, there is a significant difference in both digital literacy and conceptual understanding, with an obtained F-value of 125.293 and a significance of <0.001. Based on the results of the Manova analysis, it can be concluded that learning that integrates local wisdom assisted by interactive comics in Social Studies learning is proven to effectively improve students' digital literacy and conceptual understanding.
GEOGEBRA IN ACTION: ENHANCING PROBLEM SOLVING IN ALGEBRA THROUGH DYNAMIC MATHEMATICS SOFTWARE Naharia Safitri; Ali Shodikin; Ismail Ismail
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.v7i3.5758

Abstract

Mathematics learning in junior high schools often faces challenges in developing algebraic problem-solving skills because the concepts are abstract and symbolic. This study investigates the impact of GeoGebra on junior high school students' algebraic problem-solving skills, analyzed through Polya's problem-solving stages. The research method used is qualitative with a case study approach on two eighth-grade students. Data were collected through observations, interviews, and analysis of student work documents, both before and after using GeoGebra. The results showed that with conventional methods, students could solve the problem correctly, but only part of the Polya stages were achieved and the rest were not written in full. Meanwhile, the use of GeoGebra allows students to display all stages of Polya in a more systematic and structured manner, from understanding the problem to re-examining the solution. GeoGebra also provides visualization in the form of images, which increases student engagement and understanding of algebraic concepts. Thus, GeoGebra effectively improved junior high school students' problem-solving skills.
IMPLEMENTATION OF A DEEP LEARNING APPROACH ASSISTED BY THE POLITE PALS MEDIA IN COURTEOUS SPEAKING INSTRUCTION Radita Hasanah; Ahmad Rijal Hakim Fathulloh; Bernadus Wahyudi Joko Santoso
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.v7i3.7408

Abstract

Understanding speech politeness is essential for students to apply it in daily communication. However, students’ level of understanding remains low, indicating the need for innovative instructional approaches. This study aims to examine (1) differences in students’ understanding of speech politeness between those taught using a Deep Learning approach assisted by E-Comic media and those in a control group, and (2) the effectiveness of the Deep Learning approach in improving students’ understanding of polite speech. This study employed a quasi-experimental method with a nonequivalent control group design, involving first-grade students (Classes IA and IB) from an elementary school in Semarang City. Data were analyzed using tests of normality and homogeneity, followed by hypothesis testing. The Polite Pals e-comic integrates principles of mindful, meaningful, and joyful learning. The t-test results yielded a p-value of 0.006 (< 0.05), indicating that H? is rejected and H? is accepted. The N-gain score for the experimental class was 0.7345, while the control class obtained 0.6095. These findings suggest that the Deep Learning approach assisted by the Polite Pals e-comic is effective in enhancing students’ understanding of polite speech.
ANALYSING THE INVISIBLE BARRIERS: STUDENT UNDERSTANDING AND CONTEXTUAL OBSTACLES IN GEOGRAPHY ONLINE LEARNING Andri Estining Sejati; Nasarudin Nasarudin; Putri Tipa Anasi; La Ode Muhammad Ruspan Takasi; Mimin Mintarsih; Jaynudin Jaynudin; Resti Karmila; La Ode Nursalam
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.v7i3.7717

Abstract

Online learning poses significant challenges to conceptual understanding in geography, particularly in rural Indonesian settings characterized by infrastructure and social limitations. This study aims to analyze the level of student understanding and identify fundamental obstacles in online geography learning at Senior High School State 2 Mawasangka Tengah. A quantitative approach was employed involving 25 Class X Social Science students and one geography teacher. Data were collected via essay tests (10 items on soil formation and distribution) and unstructured interviews. Data analysis utilized descriptive quantitative methods with percentages. Student understanding levels were categorized as high (32%; 8 students), medium (44%; 11 students), and low (24%; 6 students), with the medium category being dominant. Major obstacles included low internal learning motivation (laziness), language barriers in understanding instructional Indonesian, group learning adaptation issues, limited learning time allocation (90 minutes), social environment influences, and digital infrastructure limitations. There is a critical need for adaptive online geography instruction that addresses student disengagement, language barriers, time constraints, and socio-environmental factors to enhance conceptual understanding in future online learning implementations.
DIGITAL MANAGEMENT OF ARTS EDUCATION IN THE ERA OF INDEPENDENT LEARNING IN THE CHURCH MUSIC EDUCATION STUDY PROGRAM Rolfi Junyanto Is Natonis; Philby Tafuakan; I Putu Ardiyasa
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.v7i3.7752

Abstract

This study analyzes digital transformation in arts education management during the Merdeka Belajar era using a qualitative approach with a case study design. The research was conducted in the Church Music Education Study Program at IAKN Kupang. Data were collected through in-depth interviews, participatory observation, and document review. The findings reveal that digital transformation planning includes needs assessment, curriculum adjustment, and teacher capacity development. The implementation of digital-based arts learning transforms teachers into facilitators, expands online collaboration, and applies electronic portfolio evaluation. An effective digital governance model is participatory, characterized by visionary leadership and a transparent evaluation system. Digital transformation aligns with the Merdeka Belajar policy, emphasizing flexibility, creativity, and project-based learning. Successful implementation depends on infrastructure readiness, teacher competency, and sustainable policy support. Recommendations include strengthening teachers' digital literacy and ensuring equitable access to technology by the government. This study contributes to understanding how church music education programs can adapt to digital transformation while maintaining their unique characteristics of integrating theological, liturgical, and musical values.
INTEGRATING MAKASSAR ORAL LITERATURE INTO CONTEXTUAL LEARNING TO STRENGTHEN SUSTAINABLE DEVELOPMENT EDUCATION Abd. Rahim; Nursalam Nursalam; Kasma F Amin; Fadhl Mohammed Awadh Gharamah; Andi Fatimah Yunus; Nurindah Purnama Sari
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.v7i3.7805

Abstract

Makassar oral literature is a form of cultural heritage that embodies important values such as unity, humanity, courage, loyalty, commitment, and historical awareness, all of which are relevant to the concept of sustainable education. However, the utilization of oral literature as a contextual learning resource in schools remains limited, which hinders the potential for students to engage with and learn from these cultural narratives that can enhance their understanding of sustainable education values. This study aims to analyze the integration of Makassar oral literature into the Contextual Teaching and Learning (CTL) model to instill sustainable education values in students. The study employs a mixed-methods approach with a descriptive design through the analysis of Makassar oral literature texts and their application in the learning process. Data were obtained from several forms of oral literature, namely sinrilik, pappasang, kelong, and paruntu kana, which were analyzed to identify sustainable education values and their relevance within contextual learning. The results show that adding Makassar oral literature to the CTL model helps students learn more about local history, become more aware of the need to protect culture, and internalize values like humanity, commitment, courage, and loyalty. These results suggest that oral literature–based learning has the potential to serve as an innovative approach that integrates character education, local cultural heritage, and the principles of education for sustainable development in schools.
INTEGRATION OF ISLAMIC ECONOMIC VALUES INTO IRE-BASED CHARACTER EDUCATION: A STUDY OF STUDENTS AT PRIVATE UNIVERSITIES IN MATARAM Baiq Mulianah; Dewi Puspita Ningsih; Ahmad Fauzan; Galih Suryadmaja; Lalu Rohadi Rahman
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.v7i3.7874

Abstract

This study examines the integration of Islamic economic values into character education within Islamic Religious Education (IRE) among students at private universities in Mataram, Indonesia. It responds to the need to move character education beyond normative religious instruction by connecting Islamic teachings with ethical economic awareness and students’ everyday practices. Using a qualitative case study design, data were collected from lecturers, students, curriculum documents, and classroom learning activities through in-depth interviews, participant observation, and document analysis. The data were analyzed thematically through coding, categorization, and interpretation to identify patterns of value integration. The findings show that honesty, trustworthiness (amanah), justice, responsibility, and economic self-reliance are integrated through contextual, reflective, and transformative learning strategies. These strategies link Islamic economic principles with students’ lived experiences, including consumption ethics, financial responsibility, entrepreneurship, and social concern. The integration is strengthened by lecturers’ moral exemplarity, curriculum design, and an academic environment that supports value internalization. The study concludes that IRE-based character education becomes more effective when Islamic values are embodied as ethical practices rather than transmitted as abstract norms. It contributes to an integrative model of Islamic character education in higher education.
COMPASSION-BASED CHARACTER EDUCATION FOR ENHANCING DANCE CREATIVITY AMONG SENIOR HIGH SCHOOL STUDENTS Ayu Kerti Utami BW; Nyoman Dantes; Desak Putu Parmiti
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.v7i3.8004

Abstract

Dance learning in secondary schools often emphasizes technical performance rather than creating supportive learning environments that foster students' creativity and character development. Consequently, students have limited opportunities to express ideas, explore movements creatively, and develop empathy through collaborative learning. Responding to this issue, this study aimed to investigate the implementation of Compassion-Based Character Education and its contribution to enhancing dance creativity among senior high school students at SMA Negeri 2 Negara. This study employed a qualitative approach using an intrinsic case study design. Data were collected through participant observation, in-depth interviews, and document analysis involving teachers, students, and school administrators. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. The findings revealed that Compassion-Based Character Education was successfully integrated into classroom interaction, collaborative learning, and movement exploration through empathy, supportive communication, collaboration, and mutual respect. This implementation contributed positively to students' creativity, particularly in terms of fluency, flexibility, originality, and elaboration of dance movements. The study also identified several supporting and inhibiting factors affecting the implementation process. These findings suggest that Compassion-Based Character Education provides a humanistic pedagogical framework for simultaneously strengthening character education, emotional support, and creativity development in secondary school dance learning.
THE APPLICATION OF THE FLIPPED CLASSROOM MODEL TO IMPROVE CRITICAL THINKING SKILLS OF 8TH GRADE STUDENTS ON LINEAR INEQUALITIES IN ONE VARIABLE Rizki Sidiq Permana; Eyus Sudihartinih; Tia Purniati; Suhendra Suhendra; Ruswan Dallyono
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.v7i3.8048

Abstract

Critical thinking skills of junior high school students in mathematics, particularly in Linear Inequalities in One Variable (LIOV), remain in the low category because students often follow mechanical procedures without in-depth analysis. This study aims to examine whether the application of the flipped classroom model can improve students’ critical thinking skills specifically in LIOV material. This quantitative study employed a quasi-experimental nonequivalent control group design involving 60 eighth-grade students in West Bandung Regency, divided into experimental and control groups. Data were collected using an essay-type critical thinking test and observation sheets, then analyzed using N-Gain scores and the Mann-Whitney U test. The results showed that the average N-Gain for the experimental group (0.680) was significantly higher than the control group (0.319), with a significance value of 0.000. The study concludes that the flipped classroom model is effective in improving critical thinking skills in LIOV through structured phases of independent exploration and collaborative in-class activities. This research implies that the flipped classroom model serves as a relevant instructional alternative to foster higher-order thinking skills and systematic problem-solving in mathematics education.
A SYSTEMATIC LITERATURE REVIEW: ETHNOMODELLING AS CULTURALLY SITUATED MATHEMATICAL MODELLING Melkior Wewe; I Gde Wawan Sudatha; I Kadek Suartama; Made Hery Santosa
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.v7i3.8079

Abstract

Ethnomodelling has emerged as a bridge between ethnomathematics and mathematical modelling, yet its conceptual boundaries and methodological applications remain fragmented. This review examines how culturally situated mathematical practices are transformed into mathematical models, learning tasks, digital resources, learning trajectories, and curriculum designs in mathematics education. Guided by PRISMA 2020 principles, this study employed a systematic review and conceptual synthesis. Relevant studies were identified through database searching and citation chasing using multilingual keywords in English, Indonesian, Portuguese, and Spanish. After duplicate removal, title and abstract screening, full-text assessment, and quality appraisal, 26 empirical, design-based, and conceptual studies were included. A hybrid SPIDER/PICo framework guided study selection, data extraction, and thematic-conceptual analysis. The synthesis revealed four major trajectories: theoretical ethnomodelling grounded in emic, etic, and dialogical translation; modelling of cultural artifacts such as architecture, calendars, Indigenous number systems, games, food practices, and symbolic patterns; classroom and digital design through worksheets, GeoGebra, and learning trajectories; and equity-oriented humanization of mathematics through local and Indigenous knowledge. Ethnomodelling should be understood as culturally situated mathematical modelling, not decorative cultural contextualization. Future studies need stronger designs, clearer outcomes, and ethical engagement with the communities from which cultural knowledge is derived.

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