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Profesi Pendidikan Dasar
Published by Universitas Muhammadiyah Surakarta
ISSN : 24068012     EISSN : 25033530     DOI : https://doi.org/10.23917/ppd
Core Subject : Education,
Education Mathematics Other
Profesi Pendidikan Dasar (PPD) is an open-accessed and peer-reviewed scholarly journal published by the Department of Elementary School Teacher Training of Universitas Muhammadiyah Surakarta, in collaboration with Himpunan Dosen PGSD Indonesia (HDPGSDI). PPD focuses on elementary/primary education from an excellent perspective. PPD aims to be a media of communication, information, and discussion of elementary education such as instruction, curriculum, management, guidance and counseling, psychology, and teacher training.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 11, No. 1, April 2024" : 6 Documents clear
Value Clarification Technique Integrated with Socioscientific Issues through Role-Playing to Enhance Scientific Literacy in Elementary School Aisyah, Siti; Kawuryan, Sekar Purbarini
Profesi Pendidikan Dasar Vol. 11, No. 1, April 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i1.3505

Abstract

This study seeks to examine the differences between the Value Clarification Technique (VCT) model, integrated with socioscientific issues through role-playing, and the more commonly used problem-based learning model in schools. Scientific literacy among elementary school students remains low, necessitating innovative teaching approaches. The research employed a quantitative, quasi-experimental design, specifically utilizing a non-equivalent control group pretest-posttest model. The sample consisted of 71 fifth-grade students, divided into two groups: the experimental group, which received the VCT-based intervention, and the control group, which followed the standard curriculum. Data were collected through pretest and posttest assessments, and hypothesis testing was performed using paired sample t-tests and independent sample t-tests via SPSS 2022. The results indicate that the VCT model, integrated with socioscientific issues through role-playing, significantly improves students' scientific literacy, particularly their ability to explain scientific phenomena. As a critical 21st-century competency, scientific literacy enables students to analyze information, articulate scientific concepts, and draw evidence-based conclusions from data.
Analysis of Madrasah Ibtidaiyah Teachers' Understanding of Differentiated Learning Training for Merdeka Curriculum Lailiyah, Siti; Arrifadah, Yuni; Sadieda, Lisanul Uswah; Sutini, Sutini; Yanti, Aning Wida; Sari, Firda Mareta
Profesi Pendidikan Dasar Vol. 11, No. 1, April 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i1.4311

Abstract

Differentiated learning is crucial for addressing student diversity and ensuring all students have equal opportunities to achieve their learning objectives. Therefore, it is essential that teachers understand and implement these strategies in the classroom. This study analyzes Islamic primary school (Madrasah Ibtidaiyah/MI) teachers' understanding of differentiated learning. Using a mixed-methods approach, the research involved 54 MI teachers (10 male and 44 female) from 34 MI schools in Babat Lamongan, East Java. Instruments included written tests and interviews. The written test featured a pre-test and post-test via the Quizizz application, while interviews followed the differentiated learning training. Data analysis combined quantitative and qualitative techniques. Quantitative results showed that the MI teachers' conceptual understanding, measured by the N-gain score, was 0.078, categorizing it as low. However, qualitative findings revealed that, post-training, MI teachers demonstrated a solid understanding of all indicators: explaining concepts, identifying characteristics, providing examples and non-examples, and applying differentiated learning strategies. The study concludes that training in differentiated learning significantly enhances teachers' understanding. Regular and consistent training is recommended to sustain and further develop teachers' expertise in this area.
Self-Directed Learning (SDL) Model on Pentigraph Writing Skills Among Primary School Students Cahyono, Bambang Eko Hari; Maruti, Endang Sri; Arvani, Fida
Profesi Pendidikan Dasar Vol. 11, No. 1, April 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i1.4751

Abstract

Students' waning interest in writing personal narratives and the rise of readily available online examples have led them to take shortcuts, hindering their creative development. Traditional writing instruction, often limited to theoretical explanations, fails to engage students and lacks innovative strategies. This research investigates the effectiveness of the Self-Directed Learning (SDL) model in improving the pentigraph (three-paragraph) writing skills of fifth-grade students. Employing a quasi-experimental design with a quantitative approach and a Posttest-Only Control Design, the study involved 82 fifth-graders from Taman Kota Elementary School in Madiun, Indonesia. Convenience sampling selected two classes (VB and VC) with 20 students each. Data collection utilized questionnaires, tests, and documentation. Findings revealed a positive impact of the SDL model on students' Indonesian pentigraph writing skills. Through independent learning, students demonstrated improvement, progressing from basic tasks to planning, controlling, and self-assessment. The SDL model empowers students to develop their writing based on their unique learning styles. This research highlights the effectiveness of the SDL approach in enhancing pentigraph writing and student ownership of the learning process
TPACK and its Contribution to Develop Differentiated Learning in Elementary School Mardati, Asih; Maryani, Ika; Suyatno, Suyatno
Profesi Pendidikan Dasar Vol. 11, No. 1, April 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i1.3336

Abstract

In recent years, the integration of technology in education has become increasingly vital for enhancing teaching and learning processes. This study utilized a correlational research methodology, focusing on elementary schools in the city of Yogyakarta that have adopted an independent curriculum. A sample of 20 teachers was selected using stratified random sampling. Data collection was conducted through questionnaires, with both questionnaire grids and sheets employed. The data analysis was performed using descriptive and inferential statistics. The research findings indicate positive values for various components of Technological Pedagogical Content Knowledge (TPACK): TPACK (0.894), Content Knowledge (CK) (0.783), Technological Knowledge (TK) (0.782), Pedagogical Knowledge (PK) (0.869), Pedagogical Content Knowledge (PCK) (0.835), Technological Content Knowledge (TCK) (0.866), and Technological Pedagogical Knowledge (TPK) (0.861). These results suggest that a teacher's TPACK significantly influences and is closely associated with their ability to develop differentiated learning strategies. These findings imply that professional development programs aimed at enhancing teachers' TPACK could play a crucial role in improving their effectiveness in implementing differentiated learning strategies.
Innovative Approaches to Science and Social Studies-Centered Learning with a Focus on Student Wellbeing in Elementary Education Helzi, Helzi; Minsih, Minsih; Desstya, Anatri; Muhammad, Mazni
Profesi Pendidikan Dasar Vol. 11, No. 1, April 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i1.6173

Abstract

Science and Social Studies-centered learning in elementary schools has the potential to significantly enhance student wellbeing by addressing their holistic learning needs. This study seeks to examine how student wellbeing is integrated into the Science and Social Studies (IPAS)-centered curriculum for elementary students. Employing a qualitative research design grounded in a phenomenological approach, the study explores the lived experiences of students, teachers, and the school principal at Diponegoro Elementary School during the IPAS learning process. Data for this research were gathered through in-depth interviews, observations, and document analysis, with participants including teachers, the school principal, and students. Triangulation techniques were utilized to ensure data validity. The data analysis was conducted following the Miles and Huberman model, which comprises data reduction, data display, and conclusion drawing. The findings indicate that IPAS-centered learning has effectively integrated science and social studies through project-based learning initiatives, which actively engage students in practical, real-world applications. As a result, students have become more active and participatory, benefiting from hands-on activities within a supportive and conducive learning environment. This approach not only enhances learning outcomes but also underscores the importance of student wellbeing by fostering an integrated, holistic educational experience
Exploring Pre-Service Teachers' Understanding of Join and Separate Word Problems in the Foundation Phase (Grades 1-3). Cheva, Gift; Mapotse, Tomé Awshar
Profesi Pendidikan Dasar Vol. 11, No. 1, April 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i1.7084

Abstract

This study explores pre-service teachers’ understanding of different types of join and separate word problems, focusing on their ability to construct word problems from given number sentences. It is a descriptive qualitative study. The participants were second-year pre-service foundation phase teachers taking mathematics learning courses at a public university. Data were collected through number sentence tasks and analysed using a qualitative content analysis procedure. The findings of this study revealed that pre-service teachers demonstrated challenges in correctly formulating word problems from change-unknown and start-unknown scenarios. The findings further reveal that pre-service teachers conflate additive and subtractive reasoning. The findings suggest that pre-service teachers rely on rote memory rather than a deeper understanding of mathematical relations. In addition, the study revealed common misconceptions, particularly in framing “change-unknown” and “result-unknown” problems, where pre-service teachers struggled to model real-life contexts accurately. Findings suggest the need for teacher education programs to focus more explicitly on developing a deep understanding of word problem structure. Initial teacher education programs should include word problem formulation and problem-solving tasks in all five mathematics learning areas, thereby underlining the importance of this research

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