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Adi Apriadi Adiansha
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Bima Journal of Elementary Education
Published by STKIP Taman Siswa Bima
ISSN : -     EISSN : 29872421     DOI : https://doi.org/10.37630/bijee
Core Subject : Education,
Education
Bima Journal of Elementary Education covers the levels of SD (Elementary School), SMP (Junior High School), Elementary School Teacher Education, and Elementary Education with subjects in Indonesian Language, Mathematics, Natural Sciences (Natural Science), IPS (Science) Social Sciences), Civics (Citizenship Education), Physical and Health Education, and Arts and Culture. The scope or scope of Bima Journal of Elementary Education includes: "Learning Strategies, Curriculum Development, Educational Evaluation, Use of Technology in Education, Education Inclusiveness, Educational Psychology, Teacher Professional Development, and Education Management
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 63 Documents
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Analisis Peningkatan Literasi Membaca Melalui Pendekatan Teaching at the Right Level (TaRL) Pada Siswa Kelas III Sekolah Dasar Nanang Diana; Nurmuslimah Nurmuslimah; Hadijah Hadijah
Bima Journal of Elementary Education Vol 2 No 2 (2024): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v2i2.2084

Abstract

This study aims to analyze the TaRL approach in improving reading literacy among third-grade students at SDN Inpres 2 Woro. The research employs a qualitative approach with a case study design, involving 9 third-grade students. Data were collected through reading ability tests (pretest and posttest), observations, interviews, and document analysis. The results indicate that the TaRL approach is effective in enhancing students' reading abilities. In the initial assessment, 22.2% of students were at the beginner level, 33.3% were at the word level, and 44.5% were at the story level. After implementing the approach for three months, the posttest results showed no students remained at the beginner level, with improvements at the letter level (22.2%), sentence/paragraph level (22.2%), and reading quality at the story level (44.5%). Teachers noted that students became more active, motivated, and confident in reading activities. The study concludes that the TaRL approach is an effective method for improving reading literacy among elementary school students. This approach is recommended for implementation in other schools, with adjustments made according to the specific needs and learning conditions of each institution.
Dampak Integrasi Technological Pedagogical Content Knowledge dan Ice breaking dalam Pengajaran Literasi Baca dan Tulis di Sekolah Dasar Haifaturrahmah Haifaturrahmah; Syafruddin Muhdar; Arpan Islami Bilal
Bima Journal of Elementary Education Vol 2 No 2 (2024): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v2i2.2425

Abstract

This study aims to analyze the impact of integrating Technological Pedagogical Content Knowledge (TPACK) and ice breaking in teaching reading and writing literacy at the elementary school level. Employing a quantitative approach with a quasi-experimental design, the research involved fourth-grade students from SDN Mataram Regency, divided into experimental and control groups. Data collection instruments included literacy tests and observation sheets measuring student engagement. The results revealed that the experimental group receiving instruction with integrated TPACK and ice breaking showed a significant improvement in literacy scores, with an average increase of 31.2%, compared to only 11.7% in the control group. Furthermore, this integration enhanced student engagement during the learning process. In conclusion, the TPACK and ice breaking approach not only improved students' academic outcomes but also created a more interactive and enjoyable learning environment. This study recommends adopting this strategy as an innovative solution to enhance literacy quality in elementary schools, particularly in Indonesia.
Penerapan Model Story-Based Learning untuk Meningkatkan Literasi Multidimensional dan Keterlibatan Emosional Siswa Sekolah Dasar Prattana Srisuk; Danang Prastyo; Mareyke Jessy Tanod
Bima Journal of Elementary Education Vol 2 No 2 (2024): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v2i2.2435

Abstract

This study aims to analyze the effect of implementing the Story-Based Learning (SBL) model on the multidimensional literacy and emotional engagement of elementary school students. The research design employed a quasi-experimental method with a mixed-methods approach. A total of 180 fourth-grade students from three elementary schools were divided into two groups: an experimental group applying SBL and a control group following conventional learning. Quantitative data were collected through pre-test and post-test measures assessing reading, writing, and critical thinking abilities, as well as an emotional engagement questionnaire. In addition, qualitative data were obtained from participatory observations and semi-structured interviews to enrich the understanding of the learning process in the field. The analysis showed that the experimental group experienced a significant increase (p < 0.05) in the multidimensional literacy aspects, particularly in reading (85.4 vs. 78.7), writing (83.1 vs. 75.6), critical thinking (81.5 vs. 73.4), and collaboration and communication (84.0 vs. 77.3). An increase in emotional engagement was also reflected by a rise in motivation scores from 3.2 to 4.0 (on a 1–5 scale), accompanied by a higher level of students’ interest and self-confidence compared to the control group. Classroom observations and interviews indicated that story-based instruction successfully triggered students’ enthusiasm, empathy, and active participation in discussions and expressing opinions. Thus, SBL can be proposed as an effective and holistic learning model for enhancing both the multidimensional literacy and emotional engagement of elementary school students. The practical implications of these findings highlight the importance of teachers’ readiness in selecting relevant stories, designing creative activities, and managing classroom interactions in a communicative manner. Curriculum support and collaboration among stakeholders are also needed to optimize the benefits of SBL, fostering a literate, critical, and empathetic generation.
Analisis Model Pembelajaran STEAM sebagai Strategi Pengembangan Numerasi Aljabar di Sekolah Menengah Pertama Suharni Suharni; Ida Sulistiawati; Nico Irawan
Bima Journal of Elementary Education Vol 2 No 2 (2024): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v2i2.2436

Abstract

This study aims to analyze the effectiveness of implementing the STEAM (Science, Technology, Engineering, Arts, and Mathematics) Learning Model as a strategy to develop algebraic numeracy in junior high schools (SMP). The research employed a quasi-experimental design, specifically the pretest-posttest non-equivalent control group design, involving 120 seventh-grade students divided into an experimental group (STEAM-based learning) and a control group (conventional learning). The main instruments included an algebraic numeracy test, a learning motivation questionnaire, observation sheets, and interview guidelines to explore qualitative aspects. Quantitative data analysis was performed using t-tests and effect size calculations to measure differences in learning outcome improvement between the two groups. The results showed that the experimental group achieved a significantly higher increase in algebraic numeracy scores compared to the control group. Moreover, classroom observations and interviews with teachers and students revealed that STEAM-based instruction enhances active participation, learning motivation, and collaborative skills. This positive impact is partly driven by the interdisciplinary integration, which makes algebraic material more contextual and engaging. Despite some obstacles, such as limited facilities and time constraints, the overall findings conclude that the STEAM Learning Model effectively contributes to strengthening students’ understanding of algebraic concepts in junior high schools. The practical implications of these findings underscore the need for teacher support and training, curriculum adjustments, and adequate resources to expand the implementation of STEAM across various schools
Efektivitas Pendekatan STEM Berbasis Collaborative Learning terhadap Pemahaman Konsep Abstrak Siswa Sekolah Dasar Syarifuddin Syarifuddin; Ika Wirahmad; Mikrayanti Mikrayanti
Bima Journal of Elementary Education Vol 3 No 1 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i1.2645

Abstract

Understanding abstract concepts is still a major challenge in learning science and mathematics at the elementary school level. This study aims to test the effectiveness of a STEM-based Collaborative Learning approach to improving students' understanding of abstract concepts. This study used a quasi-experimental method with a one-group pretest-posttest design, involving 25 fifth-grade students from an elementary school in Jakarta who were selected through purposive sampling. The research instruments consisted of abstract concept comprehension tests (pretest and posttest), collaborative involvement observation sheets, and student participation questionnaires. Data analysis was carried out quantitatively using a paired sample t-test and supported by thematic qualitative analysis. The results showed that there was a significant increase in the abstract concept comprehension score, with an average pretest score of 62.2 increasing to 75.9 on the posttest. The t-test results obtained a value of t = -45.0 with p <0.001, which indicates the statistical effectiveness of the intervention. Observations and questionnaires showed high student involvement in group discussions and collaborative application of concepts. The conclusion of this study is that STEM-based Collaborative Learning is able to facilitate the learning of abstract concepts in a more meaningful and participatory way. Suggestions for further research are to test the effectiveness of this approach at different levels and to explore its integration with digital technology to strengthen students' absorption of abstract, cross-disciplinary material.
Dampak Research-Based Learning Berbasis ChatGPT Terhadap Kemampuan Berpikir Kreatif dalam Menyelesaikan Masalah Mahasiswa Hasan Basri; Rohmah Indahwati; Dimas Danar Septiadi
Bima Journal of Elementary Education Vol 3 No 1 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i1.2647

Abstract

This study aims to examine the impact of ChatGPT-based Research-Based Learning on students' creative thinking skills in problem solving. A mixed-methods approach was used with an experimental design involving two groups: an experimental group that used ChatGPT in research-based learning, and a control group that followed traditional learning. Data were collected through creative thinking tests given before and after the intervention, and analyzed using an Independent Samples T-Test. The results showed that the experimental group experienced a significant improvement in creative thinking skills with a higher average posttest score compared to the control group. The t-test showed a p-value of <0.001, which indicates a very significant difference between the two groups. This study confirms that ChatGPT-based Research-Based Learning is effective in stimulating students' creativity in problem solving, as well as making a positive contribution to the development of critical and innovative thinking skills. Thus, the use of ChatGPT in higher education can be a relevant and effective learning model for improving students' creative thinking skills.
Pengaruh Mindfulness-Based Learning Terhadap Fleksibilitas dalam memecahkan masalah Matematika di Sekolah Dasar Sitti Fithriani Saleh; Mutmainnah Mutmainnah; Nurfidhea Dwidelia; Rachel Aura Azzahra
Bima Journal of Elementary Education Vol 3 No 1 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i1.2648

Abstract

The background of this research is based on the urgency to increase flexibility of thinking in solving mathematical problems at the Elementary School level. This study aims to examine the effect of Mindfulness-Based Learning (MBL) on students' flexibility of thinking in solving mathematics problems in elementary school. The research design used was quasi-experimental with a pretest-posttest non-equivalent control group design. The research sample consisted of 60 fourth and fifth grade students who were divided into two groups: an experimental group that participated in mindfulness-based learning and a control group that participated in conventional learning. Data were collected through a mathematical thinking flexibility test, a mindfulness questionnaire, and classroom observations. The results showed that the experimental group experienced a significant increase in thinking flexibility, with a higher average posttest score (85.767) than the control group (69.733), with a p-value < 0.001. The application of Mindfulness-Based Learning is proven to be effective in improving students' ability to move between various mathematical problem-solving strategies, as well as increasing awareness and focus in the problem-solving process. These findings indicate that mindfulness intervention can be an effective approach to increasing flexibility of thinking in primary school, especially in mathematics learning.
Pengaruh Model Inquiry-Based Learning Berbasis Etnosains Rumah Lengge terhadap Kemampuan Berpikir Logis Siswa Sekolah Dasar Asriyadin Asriyadin; Muhammad Fuadi; M. Ibnusaputra; Khairil Anwar
Bima Journal of Elementary Education Vol 3 No 1 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i1.2652

Abstract

This study aims to analyze the effect of the Inquiry-Based Learning (IBL) model integrated with Rumah Lengge ethnoscience on elementary school students’ logical thinking skills. The background of this research is rooted in the low level of students’ logical reasoning abilities, which are still dominated by conventional teaching methods that lack contextual relevance and fail to stimulate scientific reasoning. This quantitative study employed a one-group pretest-posttest design involving one experimental class of 25 fifth-grade students in Wawo District, Bima Regency. The research instrument consisted of a logical thinking skills test based on Ennis' (1996) indicators, comprising 10 multiple-choice items with reasoning. Data were analyzed using a paired sample t-test to examine significant differences between pretest and posttest scores. The results indicated a notable increase in the average score from 61.7 to 71.6, with a statistically significant difference (t = -28.4; p < 0.001). The normality test on the residuals confirmed that the data met the requirements for parametric analysis. These findings demonstrate that the IBL model based on Rumah Lengge ethnoscience is effective in enhancing students’ logical thinking skills by integrating scientific inquiry processes with relevant and meaningful local cultural contexts. The implication of this study suggests that locally contextualized inquiry-based approaches can serve as a strategic alternative to improve the quality of science education in elementary schools.
Pengaruh Model Challenge-Based Learning Berbantuan GeoGebra terhadap Kemampuan Berpikir Kritis dalam Menganalisis Informasi Siswa Sekolah Dasar Nurdiyah Kurniati; Andi Asrafiani Arafah
Bima Journal of Elementary Education Vol 3 No 1 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i1.2667

Abstract

The background of this research is based on the urgency of transforming basic education to prepare students to face the challenges of the 21st century digital era. This study aims to examine the effect of the Challenge-Based Learning model assisted by the GeoGebra application on elementary school students' critical thinking skills in analyzing information. The focus of the research lies in strengthening higher-order thinking skills through challenge-based instruction supported by visual technology. The research employed a quasi-experimental method with a one-group pretest-posttest design, without a control group. The sample consisted of 25 fifth-grade students from a public elementary school in Samarinda, selected using purposive sampling. The research subjects were students who received mathematics instruction through a challenge-based approach integrated with digital exploration via GeoGebra. The instrument used was an essay test developed based on indicators of critical thinking skills in mathematical contexts. Data were analyzed using descriptive and inferential statistics, with a paired sample t-test applied to assess the score differences before and after the intervention. The results revealed a significant improvement in students' critical thinking abilities, with posttest scores consistently higher than pretest scores. Inferential analysis yielded a significance value that confirmed a meaningful difference as a result of the treatment. The study concludes that the application of the Challenge-Based Learning model supported by GeoGebra is effective in fostering students’ analytical and critical reasoning skills. Further research is recommended to investigate the model’s effectiveness in other subjects, educational levels, or over a longer duration to broaden its impact in educational practice
Analisis Keberhasilan Model Teaching at the Right Level (TaRL) dalam Meningkatkan Kemampuan Membaca Siswa Kelas Rendah di Sekolah Dasar Bunyamin, Bunyamin; Anfal, Wahyuddin; Mariamah, Mariamah
Bima Journal of Elementary Education Vol. 3 No. 2 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i2.2630

Abstract

This study aims to analyze the effectiveness of the Teaching at the Right Level (TaRL) model in improving the reading skills of lower-grade elementary school students at SDN 11 Pajo, Dompu Regency. The urgency of this research lies in the low literacy achievement among elementary students, particularly in identifying main ideas, answering literal questions, making inferences, and drawing conclusions from texts. The research employed a quantitative approach with a quasi-experimental method using a one-group pretest–posttest design. The subjects consisted of 28 second-grade students selected through purposive sampling. Data were collected through a validated reading comprehension test and classroom observations of TaRL-based learning implementation. Data analysis was conducted using descriptive statistics, N-Gain calculations, and paired sample t-tests. The findings indicate a significant increase in the mean score from 54.8 in the pretest to 84.6 in the posttest, with a mean difference of 29.8 points and a significance level of p < 0.001. The N-Gain analysis showed that 39.3% of students were in the high category, 53.6% in the medium category, and only 7.1% in the low category. These results confirm that the TaRL model is not only effective in enhancing literacy outcomes but also in reducing learning gaps through differentiated instruction. This study concludes that TaRL is highly relevant to the implementation of the Independent Curriculum, contributes theoretically to the development of early literacy strategies, and provides practical implications for teachers and policymakers in strengthening reading skills as the foundation for continuous learning.

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