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Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Published by Lembaga Riset dan Pengembangan Sumberdaya Wilayah
ISSN : -     EISSN : 30318785     DOI : https://doi.org/10.54371/jekas.v1i2
Core Subject : Education,
Education Other
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar merupakan Jurnal Ilmiah yang dikelola oleh: ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah dengan Focus & Scope pada: Inovasi Pembelajaran di SD, Bimbingan dan konseling pendidikan, Penelitian Tindakan Kelas (PTK), Literasi dan Numerasi di SD, Implementasi Teori & Manajemen Pendidikan di SD, Evaluasi Pembelajaran di SD, Pengembangan Teknik, Model & Perangkat Pembelajaran di SD, Teknologi Pendidikan di SD, Evaluasi dan Pengembangan Kurikulum di SD, Belajar dan Pembelajaran di SD, Desain sistem Pembelajaran di SD, Program dan Kurikulum MBKM di SD, Kajian Strategis Bidang Pendidikan Dasar.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 30 Documents
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The Effect of Three-Dimensional Learning Media on Elementary School Students’ Learning Outcomes in the Cube Topic: Pengaruh Media Pembelajaran Tiga Dimensi pada Materi Kubus terhadap Hasil Belajar Siswa Sekolah Dasar Moch. Fauzi; Fatriatul Lailatul Jannah
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 3 No. 1 (2026): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v3i1.894

Abstract

This study examined whether learning with three-dimensional (3D) concrete media is associated with improved mathematics learning outcomes on the cube topic among fourth-grade students. The study employed a quantitative approach with a one-group pretest–posttest design. The participants were 26 fourth-grade students from SD Negeri Randuagung 01, Lumajang Regency, East Java, selected purposively based on relevance to the research objective. The intervention used a low-cost 3D cube media package consisting of a transparent acrylic cube model with colored faces, a wire-frame cube, and 1 cm³ unit cubes to support exploration of cube elements and volume concepts. Data were collected using a 20-item multiple-choice test (content validity via expert judgement; Cronbach’s alpha = 0.82), classroom observation, and documentation. Data analysis included the Shapiro–Wilk normality test, paired-samples t-test, and N-gain analysis. Results showed that both pretest and posttest data were normally distributed (p > 0.05). The paired-samples t-test showed a statistically significant increase in posttest scores (p < 0.001), indicating that students performed better after learning with 3D media. The average N-gain was 0.61 (61.45%), which falls into the “moderate” improvement category. These findings suggest that in this context, learning supported by 3D concrete media is associated with meaningful improvement in students’ understanding of cube concepts. Future studies are recommended to include a control group and larger samples to strengthen causal inference and generalizability, particularly in under-resourced school contexts using a clearly specified 3D media package.
The Effect of the Experiential Learning Model on Elementary School Students’ IPAS Learning Outcomes: Pengaruh Model Pembelajaran Experiential Learning Terhadap Hasil Belajar IPAS Siswa Sekolah Dasar Meri Anggriani; Sulaiman Sulaiman; Hasan Hasan
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 3 No. 1 (2026): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v3i1.905

Abstract

This study investigates the effect of the Experiential Learning model on the integrated science and social studies (IPAS) learning outcomes of elementary school students within the framework of the Indonesian Merdeka Curriculum. A pre-experimental one-group pretest–posttest design was employed involving 18 fourth-grade students from SD Negeri 01 Woja, who completed a validated 20-item multiple-choice test on IPAS concepts. Descriptive statistics showed an increase in mean scores from 56.94 (pretest) to 79.44 (posttest). A Shapiro–Wilk test on the difference scores indicated that the normality assumption was met, and a paired samples t-test revealed a statistically significant improvement in achievement, t(17) = −13.029, p < 0.001, with a large effect size (Cohen’s d = 2.25). These findings suggest that experiential learning is associated with substantial gains in IPAS achievement; however, given the pre-experimental design without a control group, causal claims must remain tentative. The study highlights the potential of experiential learning for supporting the implementation of the Merdeka Curriculum in non-urban schools, while underlining the need for structured instructional modules, teacher training, and further studies with stronger designs, larger and more diverse samples, and additional non-cognitive outcome measures.
Strengthening Al-Islam Kemuhammadiyahan Character Education through the ‘Magic Fingers’ Media in Addition Learning among Elementary School Students: Penguatan Pendidikan Karakter Al-Islam Kemuhammadiyahan melalui Media Jari Ajaib pada Materi Penjumlahan Siswa Sekolah Dasar Nurul Nujum; Dien Nurmarina Malik Fadjar
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 3 No. 1 (2026): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v3i1.1006

Abstract

Character education is a fundamental pillar in shaping students’ personality, especially at the primary level where basic values are first internalized. This classroom action research aimed to describe the effectiveness of the “Jari Ajaib” (Magic Fingers) instructional media in strengthening character education based on Al-Islam and Kemuhammadiyahan (AIK) values through addition learning in Grade 1 students at SD Negeri 13 Kota Sorong. The study employed a qualitative–quantitative descriptive approach within a classroom action research framework. The participants were 21 students, and data were collected using character observation sheets, semi-structured interview guidelines for teachers and students, documentation of learning activities, and a simple addition test administered before and after the intervention. Data were analyzed using qualitative descriptive techniques for character development and simple descriptive statistics for students’ understanding of addition. The findings indicate improvement in students’ responsibility, cooperation, honesty, discipline, and empathy during learning activities using the Jari Ajaib media, accompanied by better accuracy and confidence in performing addition tasks. The explicit integration of AIK values also contributed to an engaging, joyful, and spiritually meaningful learning atmosphere. These results suggest that mathematics instruction can function not only to strengthen cognitive abilities but also as an effective vehicle to cultivate students’ religious character through contextual integration of AIK values in everyday classroom practice.
Strengthening Character Education Based on Al-Islam Kemuhammadiyahan Values through the ‘Ruang Hati Pagi’ Program in Elementary Schools: Penguatan Karakter Berbasis Nilai Al-Islam Kemuhammadiyahan melalui Program ‘Ruang Hati Pagi’ di Sekolah Dasar Fahria Syamsudin; Dien Nurmarina Malik Fadjar
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 3 No. 1 (2026): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v3i1.1007

Abstract

This study examines the implementation of the “Ruang Hati Pagi” program as a daily morning routine to strengthen elementary students’ character through Al‑Islam Kemuhammadiyahan (AIK) values in a public-school setting. Using a descriptive qualitative design, the study was conducted at SD Negeri 13 Kota Sorong from early April to the first week of June 2025. Data were gathered through repeated participatory observations, semi‑structured interviews with the homeroom teacher and selected first‑grade students, and documentation (teacher notes, activity records, and students’ works). Data were analyzed using Miles and Huberman’s interactive model (data reduction, data display, and conclusion drawing/verification) and strengthened through triangulation, member checking, peer debriefing, and an audit trail. The findings show that the program is implemented consistently in four phases: (1) warm greeting and emotional check‑in, (2) morning sharing, (3) circle of kindness, and (4) reflective closing. These phases facilitate character internalization indicated by observable behaviors such as gratitude, respect, empathy/helping, honesty, responsibility, and improved self‑regulation. Implementation challenges include limited time allocation, uneven student participation, the need for teachers’ facilitation skills, and the necessity of parent–school collaboration to sustain values beyond the classroom. The novelty of this study lies in offering an operational micro‑routine model that integrates AIK values with SEL‑oriented classroom practices, along with measurable indicators of character internalization for early grades.
The Development of a Local Wisdom–Based Dance Learning Module to Improve Elementary School Students’ Learning Outcomes: Pengembangan Modul Pembelajaran Seni Tari Berbasis Kearifan Lokal untuk Meningkatkan Hasil Belajar Siswa Sekolah Dasar Maisarah Maisarah; Ilyas Ilyas; Ilham Ilham; idhar Idhar; Putri Surya Damayanti
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 3 No. 1 (2026): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v3i1.1135

Abstract

This study addresses the limited availability of learning materials that connect elementary dance instruction to students’ own local culture. The research developed a local-wisdom-based dance learning module (Dompu; Bongi Monca) and examined its validity, practicality, and effectiveness within the Merdeka Curriculum. The study used research and development with the ADDIE model (Analyze–Design–Develop–Implement–Evaluate). A limited try-out involved 19 fifth-grade students of SD Negeri 27 Woja in the 2022/2023 academic year. Data were collected using expert validation sheets (content and instructional design), student practicality questionnaires, learning outcome assessments, observations, interviews, and documentation. Descriptive analysis used percentage scores and mean achievement scores (0–100). The module was very valid (average validity score = 93%) and practical (student practicality score = 77%). Effectiveness was reflected in students’ mean achievement scores: 71 (cognitive), 81 (affective), and 79 (psychomotor), categorized as effective. Overall, the module supports contextual dance learning and strengthens students’ appreciation of local culture.
The Effect of Puppet-Based Learning Media on Elementary School Students' Listening Comprehension Skills Natalino Leonel de Carvalho; Nurul Mastura; Hidayat Hidayat; Eka Yulianti
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 3 No. 2 (2026): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v3i2.1369

Abstract

This study aimed to examine the effect of using wayang media on the story-listening skills of third-grade elementary school students. The research employed a quantitative approach with a quasi-experimental nonequivalent control group pretest-posttest design involving 40 students, consisting of 20 students in the experimental group and 20 students in the control group. The experimental group learned story listening through wayang media, whereas the control group received conventional instruction using the same story material. Data were collected using a multiple-choice listening comprehension test measuring students’ understanding of characters, setting, sequence of events, explicit information, implicit information, and moral messages. The descriptive results showed that the experimental group increased from a pretest mean of 72.75 to a posttest mean of 85.75, while the control group increased from 64.00 to 78.50. Because the experimental group had a higher initial score than the control group, the findings were interpreted cautiously. The raw gain was 13.00 in the experimental group and 14.50 in the control group, while the normalized gain was 0.48 and 0.40, respectively. The independent sample t-test on posttest scores showed a statistically significant difference, t(38) = 2.873, p = 0.007, mean difference = 7.25, with Cohen’s d = 0.91. These findings indicate that wayang media has positive potential to support students’ story-listening comprehension, although the baseline difference limits the strength of causal inference. Wayang can be considered a contextual low-tech visual-narrative medium that integrates Indonesian cultural elements into language learning.
The Effect of Interactive Audio-Visual Learning Media on Elementary School Students' Thematic Learning Outcomes Christine Wulandari Suryaningrum; Moch. Fauzi; Neti Desrianti; Asmedy Asmedy
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 3 No. 2 (2026): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v3i2.1370

Abstract

The continued dominance of lecture-based thematic instruction in elementary classrooms may limit students’ cognitive engagement and learning outcomes, particularly when abstract concepts are delivered mainly through verbal explanation. This study aimed to examine the effect of interactive audio-visual media on fifth-grade students’ learning outcomes in thematic learning. Interactive audio-visual media in this study refers to learning media that integrate narration, images, text, animation, and student response activities. A quantitative approach was employed using a quasi-experimental method with a nonequivalent control group design. The participants were 36 fifth-grade students of SDN 07 Dompu, consisting of 18 students in the experimental group and 18 students in the control group. Data were collected using pretest and posttest learning achievement tests and analyzed through descriptive statistics, normality and homogeneity tests, and an independent samples t-test at the 0.05 significance level. The results showed that the experimental group achieved a higher posttest mean score (M = 82.22) than the control group (M = 71.39). The learning gain in the experimental group was also higher (28.61 points) than in the control group (13.06 points). The t-test result indicated a significant difference between groups, t(34) = 3.672, p = .001. These findings suggest that interactive audio-visual media can improve students’ thematic learning outcomes by supporting concept visualization, multimodal information processing, and active participation. However, the findings should be interpreted within the limited sample and school context. This study implies that elementary teachers should design audio-visual media not merely as presentation tools, but as interactive learning resources aligned with learning objectives and assessment indicators.
The Effect of the Outdoor Study Method on Elementary School Students' Science Learning Outcomes Suratman Suratman; Mukhtar Mukhtar; Nurahmania Nurahmania; Mulya Yusnarti; Ilham Ilham
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 3 No. 2 (2026): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v3i2.1372

Abstract

Elementary IPAS learning requires concrete and contextual experiences, yet classroom practice often remains dominated by teacher explanation and textbook-based activities. This study aimed to examine the effect of the Outdoor Study method on elementary students’ IPAS learning outcomes. A quantitative approach with a quasi-experimental nonequivalent control group design was used. The participants were 36 fourth-grade students, consisting of 18 students in the experimental group and 18 students in the control group. The experimental group learned through Outdoor Study activities involving environmental observation, exploration, discussion, presentation, and reflection, while the control group received conventional classroom instruction. Data were collected using IPAS learning outcome tests and analyzed through descriptive statistics, normality and homogeneity tests, and an independent samples t-test. The results showed that the experimental group achieved a higher posttest mean score (M = 85.75) than the control group (M = 78.50). The difference was statistically significant, t = 3.214, p = .001. These findings indicate that Outdoor Study positively affects IPAS learning outcomes by providing concrete experiences and encouraging active student participation.
The Effect of the Couple Card–Based Make a Match Learning Model on Elementary School Students' Creativity in Mathematics Learning Sudarsono Sudarsono; Nursofiana Safitri; Sumiyati Sumiyati; Hasan Hasan
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 3 No. 2 (2026): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v3i2.1373

Abstract

This study examined whether students' creativity scores differed before and after the implementation of the Couple Card-based Make a Match learning model in elementary mathematics learning. A quantitative pre-experimental one-group pretest-posttest design was used with 25 fifth-grade students as participants. Creativity data were collected using a mathematics creativity test administered before and after the treatment and were analyzed using descriptive statistics, normalized gain (N-Gain), normality testing, and paired-samples t-test with IBM SPSS. The results showed that the mean creativity score increased from 64.20 in the pretest to 81.40 in the posttest. The N-Gain score was 0.48, indicating a moderate improvement. The paired-samples t-test showed a significant difference between pretest and posttest scores (t = 6.412; df = 24; p < 0.05), with a large effect size (Cohen's dz = 1.28). These findings indicate that the Couple Card-based Make a Match learning model is associated with improved students' creativity in elementary mathematics learning. However, because this study used a one-group pretest-posttest design without a control group, the findings should be interpreted proportionally.
An Analysis of Teachers' Pedagogical Competence in the Implementation of Thematic Learning at the Elementary School Level Moch. Fauzi; Riska Amelia Ade Putri; Fifi Fitriana Sari; Ija Srirahmawati
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 3 No. 2 (2026): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v3i2.1374

Abstract

This study aims to analyze teachers’ pedagogical competence in the implementation of thematic learning in Grade V of SD Negeri 03 Kempo, Dompu Regency. The study employed a descriptive qualitative approach involving one fifth-grade teacher as the main informant and several fifth-grade students as supporting informants. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model consisting of data reduction, data display, and conclusion drawing, with data validity strengthened through source and technique triangulation. The findings indicate that the teacher’s pedagogical competence was reflected in the planning, implementation, and evaluation of thematic learning, particularly in the preparation of instructional documents, the implementation of learning activities based on the assigned theme, and the use of exercises and question-and-answer activities for evaluation. However, cross-subject integration in thematic learning was not yet fully optimized, the teaching methods remained predominantly teacher-centered, and students’ active participation was still limited. The study also identified key constraints, namely limited instructional time and difficulties in designing truly integrative thematic learning activities. These findings underline the need to strengthen teachers’ pedagogical competence so that thematic learning in elementary schools can be implemented in a more integrative, participatory, and meaningful way for students.

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