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Ludovikus Bomans Wadu
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Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar
Published by Actual Insight
ISSN : 27765245     EISSN : 2775121X     DOI : https://doi.org/10.56393/kognisi.v1i1.62
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar merupakan jurnal yang mengajak para peneliti untuk turut berpartisipasi mengurai beragam problem pada tingkat pendidikan sekolah dasar dengan hasil-hasil riset konstruktif dan aplikatif. Jurnal ini mengajak para ilmuwan, dosen, peneliti, guru, mahasiswa, dan para praktisi pendidikan. Artikel yang diterbitkan mencakup isu dan tren terbaru tentang pendidikan tindakan kelas sekolah dasar, kurikulum pendidikan sekolah dasar, manajemen pendidikan sekolah dasar, teknologi pendidikan sekolah dasar, dan kajian kritis tentang kebijakan pendidikan sekolah dasar. Jurnal ini mendorong pendekatan multi disiplin dalam bidang pendidikan dan pengajaran, seperti mengintegrasikan kajian teori dan hasil penelitian lapangan dengan analisis data yang rigor.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 46 Documents
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Improving Social Science Learning Outcomes through the Application of the Discovery Learning Model with e-LKPD Media for Grade IV Elementary School Students Triwahyuningtyas, Dyah; Sari, Laili Ayu Arum; Setyaningsih, Yuyun
Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar Vol. 5 No. 1 (2025): Volume 5 Nomor 1 Tahun 2025
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/kognisi.v5i1.3250

Abstract

This research aims to improve the learning outcomes of Natural and Social Sciences (IPAS) students of grade IV C Sekolah Dasar Negeri 1 Bakalan Krajan Malang through the application of the Discovery Learning model assisted by e-LKPD media. The background of this study is the low learning outcomes and limited student engagement in IPAS learning, which is partly caused by conventional learning models and the absence of interactive digital teaching materials. This class action research (PTK) was carried out in two cycles following the Kemmis and McTaggart model, each consisting of planning, implementation, observation, and reflection stages. In cycle I, learning was conducted using the Discovery Learning model without integrating e-LKPD media, while in cycle II, the learning process was supplemented with the use of interactive e-LKPD, designed to guide students in discovery activities, problem-solving, and critical thinking tasks. The research subjects involved 28 students of grade IV C. Data collection was carried out through learning outcome evaluation tests conducted at the end of each cycle. The results of the study showed a significant increase in learning completeness, from 58% in the first cycle to 89% in the second cycle, indicating a 31% improvement. These findings prove that the application of the Discovery Learning model assisted by e-LKPD media is effective not only in enhancing students’ learning outcomes in IPAS but also in increasing active student participation, engagement, and motivation during the learning process.
Application of Collaborative for Academic, Social, and Emotional Learning-Based Game-Based Learning Model in Improving Mathematics Learning Outcomes in Class IV A Sulistyowati, Prihatin; Rosdiana, Devi Retno; Suswati, Hermin
Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar Vol. 5 No. 1 (2025): Volume 5 Nomor 1 Tahun 2025
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/kognisi.v5i1.3283

Abstract

This study aims to analyze the effectiveness of the application of the Game-Based Learning (GBL) model based on Collaborative for Academic, Social, and Emotional Learning (CASEL) in improving the mathematics learning outcomes of grade IV A students of Bandungrejosari 3 Public Elementary School Malang. The research background is the low learning outcomes and student engagement in mathematics learning, along with the limited integration of social-emotional learning components in classroom practices. The method used is Classroom Action Research which is carried out in three stages, namely pre-cycle, cycle I, and cycle II, following the Kemmis and McTaggart model that includes planning, implementation, observation, and reflection. Data were collected through learning outcome tests and student response questionnaires administered at each stage. The results showed a significant increase in the completeness of learning outcomes from the pre-cycle stage to cycle II, indicating that students’ academic performance in mathematics improved through the implementation of this model. In addition to academic achievement, the application of the CASEL-based Game-Based Learning model also contributed to the development of students’ social-emotional aspects, particularly in collaboration, communication, empathy, and self-regulation skills, which were observed during group activities and interactive game sessions. These findings indicate that integrating CASEL-based GBL is effective in promoting both cognitive and social-emotional competencies in elementary school students.
The Use of Culturally Responsive Teaching-Based Magic Learning Boxes on the Learning Interests of Grade V Students Sakdiyah, Siti Halimatus; Herlina, Adisty Revi; Susanti, Tina
Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar Vol. 5 No. 1 (2025): Volume 5 Nomor 1 Tahun 2025
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/kognisi.v5i1.3316

Abstract

This study aims to improve the learning outcomes of Natural and Social Sciences among grade IV C students of Public Elementary School 1 Bakalan Krajan Malang through the application of the Discovery Learning model assisted by electronic student worksheets (e-learning worksheets). The background of this study lies in the low learning outcomes and limited student engagement in Natural and Social Sciences learning, which are partly caused by conventional instructional methods and the lack of interactive digital learning materials. This classroom action research was implemented in two cycles following the Kemmis and McTaggart model, consisting of the stages of planning, implementation, observation, and reflection. In the first cycle, learning was carried out using the Discovery Learning model without integrating electronic worksheets, while in the second cycle, the process was supplemented with interactive electronic worksheets designed to guide students in discovery activities, problem-solving, and critical thinking tasks. The subjects of this study were 28 students of grade IV C. Data were collected through learning outcome evaluation tests administered at the end of each cycle. The findings showed a significant improvement in learning mastery, increasing from 58 percent in the first cycle to 89 percent in the second cycle, reflecting a 31 percent enhancement. These results demonstrate that the application of the Discovery Learning model assisted by electronic worksheets is effective not only in improving students’ learning outcomes in Natural and Social Sciences but also in fostering active participation, engagement, and motivation throughout the learning process.
Synergistic Ethnopedagogy for Energy Conservation: Cultivating Character and Culture through Cempluk Dance in Elementary School Nabilla Fissalma; Siti Faizah; Riska Pristiani
Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar Vol. 6 No. 1 (2026): Volume 6 Nomor 1 Tahun 2026
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/kognisi.v6i1.4255

Abstract

The erosion of local culture in the digital age challenges character education in elementary schools. Research on traditional dance rooted in energy conservation philosophy, such as the Cempluk Dance, remains scarce. This explanatory case study analyzes the internalization of character values through Cempluk Dance ethnopedagogy at Kalisongo Elementary School 3, involving two key informants (a classroom teacher and a dance instructor). Data were collected through observation, interviews, and documentation. The findings reveal that the Cempluk Dance program, as a mandatory extracurricular activity, successfully integrates local wisdom into the Merdeka Curriculum. Internalized character values include self-confidence, cultural pride, energy conservation, and good manners. A key success factor is the strong synergy between the school and the community, which reflects social capital as a theoretical framework. The novelty lies in the energy-saving philosophy derived from the local history of “Kampung Cempluk” and the engagement of students' cognitive, affective, and psychomotor domains. This study proposes a Synergistic Ethnopedagogy model comprising three pillars: character value internalization rooted in local history, school–community synergy as social capital, and structured curriculum support. This model offers a replicable framework for integrating local wisdom into character education within the Merdeka Curriculum.
The Effect of the Student Teams Achievement Division Learning Model on Elementary School Students' Critical Thinking Skills in Social Studies Ester Julia Hendriksz; Samuel Patra Ritiauw; Nathalia Yohana Johannes
Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar Vol. 6 No. 1 (2026): Volume 6 Nomor 1 Tahun 2026
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/kognisi.v6i1.4167

Abstract

Critical thinking is one of the key competencies required in 21st-century education, particularly in Social Studies learning, which aims to develop students’ analytical, evaluative, and problem-solving abilities. However, many elementary school students still demonstrate low levels of critical thinking due to the predominance of conventional teacher-centered learning approaches. This study aimed to examine the effect of the Student Teams-Achievement Divisions (STAD) learning model on the critical thinking skills of fifth-grade students in Social Studies learning at SDN 1 Amahusu. The study employed a quantitative approach using a quasi-experimental design involving 46 students, consisting of 23 students in the experimental group and 23 students in the control group. Data were collected through observation and essay-based test instruments that had undergone validity and reliability testing. Data analysis was conducted using SPSS version 25 and included descriptive statistics, validity testing, reliability testing, normality testing, homogeneity testing, paired-samples t-test analysis, and N-Gain analysis. The findings revealed that the STAD learning model significantly improved students’ critical thinking skills. The experimental group achieved a mean post-test score of 91.5, compared with 48.2 in the control group. The paired-samples t-test yielded a significance value of 0.000 (p < 0.05), indicating a statistically significant effect of the intervention. Furthermore, the average N-Gain score of 0.8440 was categorized as high. These findings indicate that the STAD learning model is an effective instructional strategy for enhancing elementary school students’ critical thinking skills in Social Studies learning through collaborative and student-centered learning activities.
Exploring the Need for “Omah Baskara” a Local Wisdom-Based Learning Media for Teaching East Java’s Cultural Diversity Rizki Farista Sari; Kharisma Eka Putri; Sulistiono Sulistiono
Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar Vol. 6 No. 1 (2026): Volume 6 Nomor 1 Tahun 2026
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/kognisi.v6i1.4263

Abstract

Learning activities in Natural and Social Sciences at the elementary school level still make limited use of local wisdom-based learning media. Most existing learning media do not incorporate cultural elements from students' surrounding environments, highlighting the need for a needs analysis of local wisdom-based learning media. This study aimed to analyze the need for the "Omah Baskara" local wisdom-based learning media for teaching East Java's cultural diversity in elementary schools. The study employed a mixed-methods approach using a convergent triangulation design. Data were collected through questionnaires, observations, and interviews and analyzed using descriptive quantitative and qualitative techniques. The participants consisted of 30 fourth-grade students from SD Negeri Mrican 1, Kediri City. The findings revealed that 77% of the students experienced difficulties in learning Natural and Social Sciences, while 73% reported difficulty understanding the topic of East Java's cultural diversity. In addition, 80% of the students expressed interest in using learning media integrated with educational games, and 83% preferred concrete learning media equipped with educational games. Furthermore, 87% of the students agreed to use the "Omah Baskara" local wisdom-based learning media. These findings indicate that developing the "Omah Baskara" local wisdom-based learning media is necessary to support more contextual cultural diversity learning that is aligned with the needs of elementary school students.

Page 5 of 5 | Total Record : 46

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