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Andri Putra Kesmawan
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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 304 Documents
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Evaluating a Collaborative Brainstorming Model for Enhancing Creative Thinking Skills in Primary School Mas'adi; Aris Munandar; Abd Haling
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 4 (2026): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i4.2873

Abstract

This study aims to develop and validate a Collaborative Brainstorming Learning Model to enhance creative thinking skills among primary school students. The model was developed to address the limitation of previous practices, where brainstorming and collaborative learning strategies were commonly implemented separately rather than integrated into a coherent and systematic instructional framework. This research employed a Research and Development (R&D) approach using the ADDIE development model, consisting of analysis, design, development, implementation, and evaluation stages. The developed product consisted of a learning model with a seven-phase instructional syntax and eight supporting learning instruments, including lesson plans, student worksheets, and creative thinking assessment tools. The needs analysis stage involved eight teachers and 133 students from four primary schools in South Sulawesi, Indonesia. Product validation was conducted by three experts from the Faculty of Education at a public university using a four-point Likert scale. The validation results showed that the Collaborative Brainstorming Learning Model obtained an average validity score of 88.10% across nine assessed components, indicating a “highly valid” category. The language and content aspects achieved the highest scores, while the alignment between brainstorming activities and the learning syntax received relatively lower scores but remained within an acceptable level. These findings demonstrate that the developed model has strong theoretical validity and is ready for further practicality and effectiveness testing in classroom settings. The model provides primary school teachers with a structured instructional alternative to promote students’ creative thinking abilities through collaborative activities, idea generation, and problem-solving processes.
Improvement of Mathematics Learning Outcomes of Addition and Subtraction Materials in Grade III Elementary School Students Salwa Alika Waluyo; Alya Nur Ramadani; Chika Aprillah Fitriadi; Septiani Nur Sabibah; Mawardi Mawardi
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 4 (2026): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i4.2890

Abstract

This study aims to improve mathematics learning outcomes on addition and subtraction material for grade III elementary school students through the implementation of the Direct Instruction model assisted by "Rumah Bersusun Angka" (Numbered Stacked House) board media. The primary issue underlying this research was the low understanding of students regarding long operations using storing and borrowing techniques due to abstract learning methods. This type of research is Classroom Action Research (CAR) conducted in two cycles, with the research subjects consisting of 10 third-grade students. Data were collected through test instruments for cognitive learning outcomes and non-test instruments (observation) for student activities. The results showed a significant increase from cycle I to cycle II. The average student test score rose sharply from 59 in cycle I to 86 in cycle II, with the percentage of classical learning completeness soaring from 70% to 90%, successfully meeting the target. In addition, the non-test instrument score for student engagement and positive response also increased from 71% to 83.5%. Based on these results, it can be concluded that the combination of the Direct Instruction model and the visual media of the Rumah Bersusun Angka board is effective in improving conceptual understanding and mathematics learning outcomes of elementary school students
Identifikasi Kemampuan Berpikir Kritis dalam Pembelajarn IPAS Materi Bentang Alam pada Siswa Kelas III Dilla Anjani Lavenita; Fera Dwidarti; Wendri Wiratsiwi
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 4 (2026): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i4.2898

Abstract

Kemampuan berpikir kritis merupakan salah satu keterampilan penting yang perlu dikembangkan sejak jenjang sekolah dasar, khususnya dalam pembelajaran IPAS. Namun, pembelajaran IPAS di sekolah dasar masih banyak didominasi oleh metode ceramah yang berpusat pada guru sehingga siswa cenderung pasif dan kemampuan berpikir kritisnya belum berkembang secara optimal. Penelitian ini bertujuan untuk mengidentifikasi kemampuan berpikir kritis siswa kelas III pada pembelajaran IPAS materi bentang alam di UPT SD Negeri Campurejo 2 Rengel, Kabupaten Tuban. Penelitian menggunakan metode kualitatif dengan pendekatan studi kasus, melibatkan 15 peserta didik kelas III sebagai subjek penelitian. Data dikumpulkan melalui observasi, wawancara, pre-test, dan dokumentasi, kemudian dianalisis secara deskriptif kualitatif melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa masih tergolong rendah, dengan rata-rata nilai pre-test sebesar 46. Sebanyak 53,33% siswa berada pada kategori rendah, 20% pada kategori sangat rendah, dan hanya 26,67% siswa yang berada pada kategori sedang, tanpa ada siswa yang mencapai kategori tinggi. Siswa masih mengalami kesulitan dalam menganalisis hubungan sebab-akibat, memberikan alasan logis, mengevaluasi informasi, serta mengaitkan konsep bentang alam dengan kehidupan sehari-hari. Rendahnya kemampuan tersebut dipengaruhi oleh faktor internal seperti motivasi dan kepercayaan diri belajar yang rendah, serta faktor eksternal berupa dominasi metode ceramah dan minimnya variasi media pembelajaran konkret. Penelitian ini merekomendasikan penerapan pembelajaran aktif, seperti pembelajaran berbasis inkuiri, diskusi kelompok, dan pembelajaran berbasis masalah, sebagai upaya strategis untuk mendorong siswa berpikir lebih kritis, analitis, dan bermakna dalam memahami materi bentang alam.
Implementation of the Montessori Method in Islamic Religious Education Learning to Improve the Learning Independence of Elementary School Students Diana Rosita; Muh. Ubaidillah Alghifary Slamet
Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 4 (2026): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v3i4.2919

Abstract

This study is motivated by the importance of learning independence as an ability that students need to possess in Islamic Religious Education (PAI) learning in the 21st century. The Montessori method is a student-centered learning approach that provides students with opportunities to learn independently according to their developmental stages. This article aims to analyze the implementation of the Montessori method in PAI learning and its contribution to improving the learning independence of third-grade students at SDS Citra Montessori School Tangerang. The study employed a descriptive qualitative approach. Data were collected through non-participant observation, semi-structured interviews, and documentation involving the principal, PAI teacher, and two third-grade students, and were then analyzed using the Miles and Huberman interactive model. The results showed that: 1) the implementation of the Montessori method in PAI learning was carried out through five main principles, namely respect for the child, the absorbent mind, sensitive periods, prepared environment, and auto-education; 2) efforts to improve learning independence were reflected in three phases of self-regulated learning, namely forethought (planning), performance (implementation), and self-reflection (reflection). Students were accustomed to preparing for learning activities, completing tasks and finding solutions independently, and evaluating their learning outcomes, although their self-reflection skills still required teacher guidance. These findings confirm that the Montessori method contributes positively to students’ learning independence in PAI learning at the elementary school level.

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