cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Gregorius Sebo Bito
Contact Email
primagistrauniflor@gmail.com
Phone
+6281246627659
Journal Mail Official
primagistrauniflor@gmail.com
Editorial Address
Program Studi PGSD Universitas Flores Kampus II Universitas Flores Jln. Samratulangi, Kelurahan Paupire, Ende, Flores, NTT
Location
Kab. ende,
Nusa tenggara timur
INDONESIA
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 335 Documents
 30   31   32   33   34 
INCLUSIVE EDUCATION IN DENPASAR CITY JUNIOR HIGH SCHOOLS: A STUDY OF SYSTEMIC BARRIERS AND SCHOOL-BASED IMPLEMENTATION STRATEGIES Wayan Meter; I Ketut Suar Adnyana; Putu Ronny Angga Mahendra
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 4 (2026): Volume 7 Number 4 (October 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i4.5874

Abstract

This study aims to analyze systemic barriers in the implementation of inclusive education at junior high schools in Denpasar City and to formulate strengthening strategies oriented toward sustainability and educational equity. The research employed a qualitative approach with a case study design conducted in 12 inclusive junior high schools. Data were collected through in-depth interviews, non-participant observation, and document analysis, and analyzed using an interactive model involving data reduction, data display, and conclusion drawing. The findings reveal that the implementation of inclusive education faces interconnected systemic barriers across three main dimensions: structural, pedagogical, and cultural. Structural barriers include limited operational policies at the school level, the absence of special education teachers, sporadic professional training, high teacher–student ratios, and inaccessible physical infrastructure. Pedagogical barriers are reflected in the limited implementation of differentiated instruction, the absence of systematic Individualized Education Programs (IEPs), and homogeneous teaching practices. Cultural barriers relate to stigma toward students with special needs and a school culture that prioritizes standardized academic achievement. These interconnected barriers create a form of hidden exclusion, where inclusive education operates administratively but not yet substantively. The study recommends strengthening school-level operational policies, providing special education teachers, implementing continuous professional development, improving infrastructure based on universal design principles, and transforming school culture toward valuing diversity as key strategies for achieving equitable and sustainable inclusive education.
EVALUATING THE IMPLEMENTATION OF THE INDEPENDENT CURRICULUM IN CHARACTER EDUCATION USING THE GOAL-FREE EVALUATION MODEL Wishnu Hananta; Yari Dwikurnaningsih; Sophia Tri Satyawati
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.v7i3.7096

Abstract

This study aims to analyze the implementation of the character education program within the Merdeka Curriculum ecosystem at SDN 2 Kalinanas, Wonosamodro, Boyolali, using the Goal-Free Evaluation (GFE) approach. The main focus is to describe operational integration, identify the full spectrum of actual impacts on students, and conduct a formative evaluation of strengths, weaknesses, and obstacles. A qualitative descriptive-analytical approach was employed through in-depth interviews, observations, and documentary studies. Data validity was maintained using source and technique triangulation alongside peer discussions. The findings reveal that character education successfully transformed the school culture through internalized religious routines, activity-based learning, and the redefined role of teachers as facilitators. The goal-free evaluation captured comprehensive outcomes: (1) Intended positive impacts aligned with the six dimensions of the Pancasila Student Profile; (2) Unintended positive side effects, including elevated learning motivation, self-confidence, social communication skills, closer teacher-student emotional bonds, and innovative teaching methods; (3) Unintended negative side effects, such as reduced classroom concentration due to excessive flexibility, a widening achievement gap, and student anxiety over complex tasks. Primary weaknesses and obstacles stem from inefficient time management during project execution, heavy administrative workloads for teachers, slow adaptation of educator competencies, and limited physical school facilities.
ADVANCING SPATIAL CULTURE SKILLS THROUGH PROJECT-BASED LEARNING SUPPORTED BY GOOGLE EARTH Bintang Putra; Singgih Prihadi
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.v7i3.7847

Abstract

Geography instruction still faces challenges, particularly low student engagement due to the dominance of conventional expository methods. This condition limits students’ ability to actively analyze human and environment relationships and contributes to low spatial culture skills. This study aims to examine the effect and evaluate its effectiveness of a project-based learning model combined with google earth on students’ spatial culture skills. The study employed a quantitative quasi-experimental method with a pretest–posttest control group design. Samples were selected through simple random sampling and divided into control (expository model) and experimental (project-based learning with google earth) classes. Data were collected using a validated spatial culture test, supported by observations, interview, documentation, and analyzed using t-test and N-Gain Score. The results show a significant difference between the two groups (sig .000 < .05), indicating that project-based learning with google earth influences students’ spatial culture skills. The experimental class demonstrated higher improvement, with mean scores increasing from 55.67 (pretest) to 84.00 (post test), and an N-Gain of .7332 (73%) categorized as high. In conclusion, project-based learning integrated with google earth is effective in enhancing students’ spatial culture skills in geography learning.
DIGITAL TRANSFORMATION OF LANGUAGE POLITENESS: DEVELOPMENT OF CASE BASED LEARNING-BASED INTERACTIVE MEDIA IN ELEMENTARY SCHOOLS Romadhoni Shiddiqi Hidayatullah; Irfai Fathurohman; Sri Surachmi W; Nur Fajrie
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.v7i3.7985

Abstract

Digital transformation in basic education requires the development of learning media that is not only adaptive to technology, but also able to shape students' character, especially in the aspect of language politeness. This research aims to develop an interactive media based on Case Based Learning (CBL) and test its feasibility and effectiveness in improving students' language politeness. The research was carried out on grade V students at SDN 3 Jebol, SDN 2 Singorojo, and SDN 2 Jebol, Jepara Regency. This research uses the Research and Development (R&D) method with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. Data collection techniques include observation, questionnaires, tests, and interviews. Data analysis was carried out descriptively, quantitatively, and qualitatively. The results of the study show that the CBL-based interactive media developed meets the criteria of valid, practical, and effective. The application of this media is able to increase students' language impressions, which is shown through the ability to use the right word choices, the application of various languages according to social contexts, and the increase of language awareness in interactions, both verbal and digital. These findings indicate that technology integration through a case-based approach can be an innovative and contextual learning strategy in shaping linguistic competence as well as the character of elementary school students.
AN ANALYSIS OF PRIMARY SCHOOL PRINCIPALS' CONTINGENCY LEADERSHIP IN ACCELERATING SCHOOL QUALITY Ali Imron; Edris Zamroni; Yuni Ratnasari
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.v7i3.8512

Abstract

Accelerating the quality of primary education in the Merdeka Belajar era demands an adaptive reorientation of school management. However, principals' tendency to implement a uniform leadership model often overlooks teachers' diverse characteristics. This study aims to analyze the implementation of the principal's contingency leadership in improving school quality, describe adjustments to leadership style based on teacher readiness, and identify the factors that support and inhibit it. Using a qualitative approach with a hermeneutic phenomenological design, data were gathered through interviews, observations, and documentation in three public elementary schools in Cluwak, Pati. The findings reveal a dualism of reality between adaptive-situational patterns and formalistic standardization. Effective leadership style adjustments (shifting from selling to participating and delegating) successfully transform school quality into a substantive level, fostering instructional innovation and improving Education Report Cards. Conversely, rigid governance only fosters a compliance culture that reduces quality to mere paperwork. In conclusion, the acceleration of school quality is determined in large part by leadership style flexibility. Principals are suggested to develop periodic teacher readiness portfolios to provide proportional supervision and autonomy.

Page 34 of 34 | Total Record : 335

 30   31   32   33   34 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 4 (2026): Volume 7 Number 4 (October 2026) Vol. 7 No. 3 (2026): Volume 7 Number 3 (July 2026) Vol. 7 No. 2 (2026): Volume 7 Number 2 (April 2026) Vol. 7 No. 1 (2026): Volume 7 Number 1 (January 2026) Vol. 6 No. 4 (2025): Volume 6 Number 4 (October 2025) Vol. 6 No. 3 (2025): Volume 6 Number 3 (July 2025) Vol. 6 No. 2 (2025): Volume 6 Number 2 (April 2025) Vol. 6 No. 1 (2025): Volume 6 Nomor 1 Tahun 2025 Vol. 5 No. 4 (2024): Volume 5 Nomor 4 Tahun 2024 Vol. 5 No. 3 (2024): Volume 5 Nomor 3 Tahun 2024 Vol. 5 No. 2 (2024): Volume 5 Nomor 2 Tahun 2024 Vol. 5 No. 1 (2024): Volume 5 Nomor 1 Tahun 2024 Vol. 4 No. 4 (2023): Volume 4 Nomor 4 Tahun 2023 Vol. 4 No. 3 (2023): Volume 4 Nomor 3 Tahun 2023 Vol. 4 No. 2 (2023): Volume 4 Nomor 2 Tahun 2023 Vol. 4 No. 1 (2023): Volume 4 Nomor 1 Tahun 2023 Vol. 3 No. 4 (2022): Volume 3 Nomor 4 Tahun 2022 Vol. 3 No. 3 (2022): Volume 3 Nomor 3 Tahun 2022 Vol. 3 No. 2 (2022): Volume 3 Nomor 2 Tahun 2022 Vol. 3 No. 1 (2022): Volume 3 Nomor 1 Tahun 2022 Vol. 2 No. 2 (2021): Volume 2 Nomor 2 Tahun 2021 Vol. 2 No. 1 (2021): Volume 2 Nomor 1 Tahun 2021 Vol. 1 No. 2 (2020): Volume 1 Nomor 2 Tahun 2020 Vol. 1 No. 1 (2020): Volume 1 Nomor 1 Tahun 2020 More Issue