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INDONESIA
Jurnal Pendidikan Guru Sekolah Dasar
Published by Indonesian Journal Publisher
ISSN : -     EISSN : 30309158     DOI : https://doi.org/10.47134/pgsd
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Pendidikan Guru Sekolah Dasar ISSN 3030-9158 is a scientific journal published by Indonesian Journal Publisher. This journal publishes four issues annually in the months of November, February, May, and August. This journal only accepts original scientific research works (not a review) that have not been published by other media. The focus and scope of Jurnal Pendidikan Guru Sekolah Dasar include the understanding, development theory, the scientific concept and its application to elementary education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 299 Documents
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Pengembangan Media Komik Edukatif Untuk Siswa Kelas III Sekolah Dasar Fika Ayuni; Tri Wati
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i3.2664

Abstract

Penelitian ini bertujuan mengembangkan media komik edukatif guna menumbuhkan minat baca siswa kelas III Sekolah Dasar. Pengembangan media ini dilatarbelakangi oleh rendahnya minat baca siswa, sehingga diperlukan inovasi media pembelajaran yang menarik. Komik edukatif dikembangkan untuk pembelajaran kelas III semester I. Penelitian ini menggunakan metode penelitian dan pengembangan (Research and Development) dengan model ADDIE yang terdiri atas tahap analisis, perancangan, pengembangan, penerapan, dan evaluasi. Pengumpulan data dilakukan melalui wawancara dengan guru kelas, analisis kebutuhan pembelajaran, lembar validasi ahli materi, lembar validasi ahli media, serta angket respon peserta didik. Data yang terkumpul selanjutnya diolah menggunakan metode analisis deskriptif kualitatif dan kuantitatif guna menilai tingkat kelayakan serta evektivitas yang telah dikembangkan. Berdasarkan hasil validasi, media komik edukatif yang dikembangkan dinyatakan sangat layak digunakan dalam pembelajaran oleh ahli materi dan ahli media. Selain itu, hasil angket menunjukkan bahwa peserta didik memberikan respon yang positif terhadap penggunaan media. Media komik edukatif dinilai layak digunakan sebagai media pembelajaran untuk meningkatkan minat baca siswa kelas III Sekolah Dasar.
The Effectiveness of Educational Game-Based Learning on Elementary School Student Learning Motivation Kadek Hengki Primayana; Made Mita Citra Dewi; Luh Put Diska Ryanti; Ketut Ayu Anindya Dewi; Ketut Gea Putra Dhinata; Kadek Cintia Paramita
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i3.2684

Abstract

Technological developments have significantly impacted the world of education, particularly in the use of more interactive and engaging learning media. However, elementary school students' learning motivation remains relatively low due to the monotonous and teacher-centered learning process. This article aims to examine the effectiveness of educational game-based learning on elementary school students' learning motivation. This research employed a literature review method by analyzing 25 scientific articles published between 2000 and 2025 related to educational games and student learning motivation. The articles were collected from Google Scholar, Scopus, and national journal databases. The results of the study indicate that educational game-based learning can increase student learning motivation by creating a fun, interactive, and engaging learning environment. The use of educational games also helps improve student activity, concentration, learning interest, and learning outcomes. Furthermore, educational games align with the characteristics of elementary school students, who are more interested in visual and interactive learning. Thus, educational game-based learning can be an effective solution to increase elementary school students' learning    motivation and help teachers create a more creative and innovative learning process. This study contributes by providing a comprehensive synthesis of previous research findings regarding the effectiveness of educational game-based learning in improving elementary school student’s learning motivation.
Analysis of Teacher Learning Strategies to Improve Critical Thinking Skills of Elementary School Students Kadek HengkI Primayana; Ni Komang Widya Sari Ratnadi; Kadek Yurin Harmelia; Putu Evita Ocean Ungga Putri; Desak Made Ari Sukma Dewi; Kadek Diani Arta Budi
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i3.2688

Abstract

This study aims to analyze teacher learning strategies in developing critical thinking skills in elementary school students through literature study methods. The low critical thinking skills of students in Indonesia are evident from the results of the Programme for International Student Assessment (PISA), which shows that students' abilities in analyzing information and solving problems are still in the low category. This condition is influenced by learning that is still teacher-centered and does not actively involve students. The results of the study indicate that expository, inquiry, problem-based learning, cooperative, contextual, affective, and Project Based Learning (PjBL) strategies can help students think logically, analyze problems, and solve problems independently. The inquiry strategy is considered most relevant to the Independent Curriculum because it places students at the center of learning through independent questioning, observing, discovering, and drawing conclusions. This strategy can train students' critical thinking skills more actively, systematically, and in-depth, thus becoming a solution to improve the quality of learning and student abilities, as reflected in the PISA results.
The Role of Teachers in Creating an Inclusive Learning Environment in Elementary Schools Kadek Hengki Primayana; Bunga Yani; Putu Ardelia Giovanni Wirama; Gede Wendi Yudiartha; Gede Sukadana; Gede Ambara Kusuma Wardana
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i3.2676

Abstract

This study aims to determine the role of teachers in creating an inclusive learning environment in elementary schools. The study used a literature review method by analyzing various journals and scientific articles related to inclusive education. The results indicate that teachers play a crucial role in creating a learning environment that embraces student diversity, provides equitable learning, and fosters positive social interactions in the classroom. Teachers are also required to possess social and pedagogical competencies and the ability to adapt to student needs. However, several challenges remain, such as a lack of understanding of inclusive education and limited school facilities. Therefore, training and support from various parties are needed to ensure the success of inclusive learning
Analisis Dampak Cyber Bullying terhadap Psikologi Siswa Sekolah Dasar Kadek Hengki Primayana; Ni Made Widia Seniasih; Putu Ayu Widya Dama Putri; Ni Komang Sri Sukediargi; Ni Ketut Yeti Marlina; Ni Ketut Dian Chellsea Marcellya Putri
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i3.2677

Abstract

Fenomena perundungan siber (Cyber Bullying) di kalangan siswa sekolah dasar (SD) kian meningkat seiring meluasnya akses gawai dan media sosial. Penelitian ini bertujuan mengkaji dampak Cyber Bullying terhadap kondisi psikologis siswa SD, yang mencakup aspek emosional, sosial, dan akademik. Metode yang digunakan adalah studi literatur sistematis (systematic literature review) dengan menganalisis 32 sumber ilmiah relevan yang terbit antara tahun 2007 hingga 2024. Hasil kajian menunjukkan bahwa korban Cyber Bullying pada usia SD sangat rentan mengalami kecemasan, penurunan harga diri, gejala depresi, dan penarikan diri dari lingkungan sosial. Dampak psikologis ini bekerja dalam rantai sebab-akibat yang berlapis dan saling memperkuat, di mana tekanan emosional yang tidak tertangani memicu isolasi sosial. Kondisi tersebut secara langsung menurunkan konsentrasi dan motivasi belajar, meningkatkan angka absensi, serta berujung pada kemerosotan performa akademik anak. Efek merusak ini diperparah oleh karakteristik media digital yang aktif selama 24 jam penuh, sehingga menghilangkan ruang aman bagi anak untuk memulihkan diri. Simpulan dari penelitian ini menegaskan bahwa dampak Cyber Bullying pada anak usia SD tidak bersifat tunggal melainkan multidimensi dan sistemik. Implikasinya, diperlukan sinergi pendekatan preventif dan kuratif yang terintegrasi secara terstruktur antara guru, konselor sekolah, dan orang tua untuk deteksi dini serta penanganan kasus yang efektif di lingkungan sekolah dasar.
Pengaruh Media TV Kardus dalam Pembelajaran IPAS Kelas IV Rindu Dwi Yudawati Putri Pertiwi; Desti Rahayu; Teguh Yuliandri Putra
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i3.2680

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan media visual inovatif non-digital "Tv Kardus" terhadap hasil belajar IPAS siswa kelas IV SD Muhammadiyah Aimas. Masalah utama dalam penelitian ini adalah rendahnya hasil belajar siswa akibat dominasi metode ceramah konvensional, di mana 30% siswa belum mencapai Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Metode penelitian yang digunakan adalah kuantitatif dengan desain eksperimen One-Group Pretest-Posttest Design. Sampel penelitian dipilih menggunakan teknik sampling jenuh yang melibatkan seluruh siswa kelas IV sebanyak 31 orang. Pengumpulan data menggunakan instrumen tes pilihan ganda sebanyak 20 soal yang dianalisis menggunakan uji normalitas Shapiro-Wilk dan uji hipotesis melalui Paired Sample t-Test berbantuan perangkat lunak statistik. Hasil penelitian menunjukkan adanya peningkatan nilai rata-rata hasil belajar kognitif siswa secara signifikan, yaitu dari 63,39 pada saat pretest menjadi 88,71 pada saat posttest. Melalui pengujian hipotesis, diperoleh nilai t(hitung) > t(tabel) (22,804 > 2,042) dengan nilai signifikansi sebesar 0,000 (p < 0,05), sehingga Hipotesis Nol (H0) ditolak dan Hipotesis Alternatif (Ha) diterima. Selain itu, nilai standar deviasi yang mengecil dari 12,00 menjadi 7,41 mengindikasikan terjadinya pemerataan kemampuan kognitif siswa di level ketuntasan yang lebih tinggi. Kesimpulannya, penggunaan media pembelajaran Tv Kardus memberikan pengaruh yang sangat signifikan dalam meningkatkan sekaligus meratakan hasil belajar IPAS siswa kelas IV di SD Muhammadiyah Aimas. 
Gamification-Based Science Learning with a Deep Learning Approach in Elementary Schools Kadek Hengki Primayana; Ni Luh Yunita Maharani; Kadek Dwi Anjani Pratiwi; Ketut Murni Sri Artini; Kadek Ayu Septya Dewi
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i3.2708

Abstract

Elementary school education often faces the challenge of low student engagement, motivation, and enthusiasm due to monotonous teaching methods. This article aims to examine the role and integration of gamification and deep learning approaches in elementary school education. The study employs a qualitative approach through a literature review of 25 journals (2017–2026). The findings indicate that the combination of gamification and deep learning has a significant positive impact on the learning process. Gamification enhances students’ intrinsic motivation and engagement through points, levels, badges, and leaderboards; deep learning fosters contextual understanding, enabling students to connect new knowledge with real-world experiences and develop critical thinking skills. Digital media (Kahoot!, Quiziz, PowerPoint, educational videos) support the integration of both in the classroom [SHORT: the list of media is condensed into a short phrase]. The studies reviewed show that 85% of students are ready for digital learning, 86% accept gamification, and 97% want meaningful and reflective learning. However, implementation faces challenges: limited teacher competencies in designing innovative digital media, as well as uneven distribution of facilities and infrastructure. Practical recommendations: enhanced teacher training, quasi-experimental research to measure the impact on Higher-Order Thinking Skills (HOTS) and long-term retention, and investment in digital infrastructure for equitable access in elementary schools.
Optimizing Parental Involvement in Addressing Addictive Gadget Use Behavior in Elementary School Children Ni Putu Anmanda Dewi; Luh Suci Apriliani; Kadek Puja Hapsari; Komang Mila Kusuma Sari; Ketut Reza Natasya Putri
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i3.2726

Abstract

Without proper supervision, elementary school children's device use can affect their behavior, learning styles, and development. This study used a literature review of research conducted between 2021 and 2026 on the role of parents in children's device use. The purpose of this study was to analyze the optimization of parental involvement in children's device use based on previous research. The results of this study indicate that parents need to be supervisors, guides, and good role models for their children in device use so that children can behave adaptively towards technology. Therefore, the role of parents is crucial in fostering healthy device use behavior in children.
The Effectiveness of AI-Assisted Interactive Learning Media to Improve Elementary School Students' Digital Literacy Gede Riyan Permana; Komang Dani Indra Mustika; Gede Sutha Andhika Kristian Rafael; Gede Agus Darmayasa; Sang Made Widi Kesuma; Gede Vical Suyuda
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i3.2741

Abstract

The development of digital technology and artificial intelligence (AI) has brought major changes in the world of education, including at the elementary school level. However, students' digital reading and writing skills remain a problem because the use of technology in the teaching and learning process has not been running well. This study aims to see how effective AI-supported interactive learning media is in improving the digital literacy skills of elementary school students. The method used is a Systematic Literature Review (SLR) that follows the PRISMA 2020 guidelines. Data was taken from scientific publications registered in Google Scholar between 2020 and 2025 using keywords related to interactive learning media, educational technology, AI-based learning, and innovation in learning. The results of the study from 10 articles that met the criteria showed that AI-supported interactive learning media provides good benefits in improving digital literacy, conceptual understanding, learning motivation, critical thinking skills, and also student engagement in the learning process. The integration of AI makes learning more personal, customizable, and interactive by using technologies such as interactive multimedia, digital comics, Augmented Reality, Virtual Reality, and automated assessment systems. Furthermore, AI also helps teachers manage learning more efficiently. Therefore, AI-assisted interactive learning media has proven effective as a learning innovation that can help improve digital literacy in elementary school students and align with the educational needs of the digital age.
Analisis Efektivitas LMS dalam Optimalisasi Pengelolaan Pembelajaran Digital Sekolah Dasar Putu Leony Nasa Bila; Putu Shinta Putri Yuliartini; Putu Nadia Arifany; Putu Weda Putra Suwadistira; Kadek Bagus Putra Trisnayana; Gede Arvanda Putra
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 3 (2026): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i3.2742

Abstract

Pendidikan digital pada zaman sekarang memerlukan pengawasan yang sesuai, efisien, dan terintegrasi, yang dapat dicapai dengan menggunakan Sistem Manajemen Pembelajaran (LMS). Penelitian ini bertujuan untuk mengevaluasi efektivitas LMS dalam manajemen pendidikan digital di tingkat Sekolah Dasar. Metode yang diterapkan adalah tinjauan sistematik terhadap literatur secara sistematis, terstruktur, yang mencakup berbagai artikel akademis terkait platform pembelajaran digital serta pengaruh LMS terhadap hasil pendidikan di sekolah dasar. Penelitian ini berfokus pada analisis efektivitas penggunaan LMS untuk meningkatkan pengelolaan pembelajaran digital di tingkat sekolah dasar. Penelitian ini bertujuan bahwa penerapan LMS memberikan pengaruh positif yang signifikan, termasuk peningkatan efektivitas pengajaran, peningkatan kemandirian siswa dalam proses belajar, peningkatan partisipasi siswa, serta penumbuhan literasi digital sejak tahap awal. Di samping itu, LMS terbukti membantu meringankan beban administratif bagi guru melalui fitur penilaian otomatis dan pemantauan kemajuan siswa secara langsung. Namun demikian, penerapan LMS masih dihadapkan pada beberapa tantangan, seperti keterampilan digital guru yang kurang memadai, infrastruktur teknologi yang tidak memadai, kesenjangan dalam akses internet, dan penggunaan fitur LMS yang tidak optimal. Kesimpulan dari penelitian ini menekankan bahwa peningkatan kemampuan guru bersamaan dengan memastikan ketersediaan sumber daya teknologi yang mencukupi sangat krusial untuk menciptakan lingkungan pembelajaran digital yang responsif, efisien, dan berarti bagi para pelajar. Pemanfaatan Learning Management System (LMS) di tingkat sekolah dasar sangat efektif untuk mentransformasi manajemen pembelajaran digital. Kehadiran LMS terbukti nyata memicu partisipasi aktif siswa, membangun kemandirian belajar, melatih kecakapan digital sejak dini, administratif guru melalui sistem evaluasi secara otomatis, serta menyediakan akses pemantauan nilai yang transparan bagi orang tua secara langsung.

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