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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. 2, August 2024" : 6 Documents clear
Instructional Material Design of Project-Based Learning to Train Creative Thinking Skills in Society 5.0 Era Rabia, Supriyati Fatma; Asrul, Asrul; Genç, Nurbaiti Elita; Azizah, M.A.N.
Profesi Pendidikan Dasar Vol. 11, No. 2, August 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i2.2846

Abstract

It is hoped that the use of creative and environmentally relevant instructional material will be able to improve creative thinking skills, among others. The aim of this research is to determine the influence of students creative thinking skills using the project-based learning. This research is a type of quasi-experimental research. The design in this study used a two-group pretest-posttest design. The population of this study was all second-semester students, consisting of 5 classes with a total of 153 students. The research sample consisted of two classes, namely the experimental class and the control class which was taken using cluster random sampling, the total sample was 70 students. This research instrument is a project-based creative thinking skills test in the form of an essay test which is in accordance with aspects of creative thinking skills. The data analysis used is the t-test. The results of this research show that there is an influence of project-based learning-based instructional material with the characteristics of Papuan local wisdom and an increase in students' creative thinking skills per aspect in the medium category.
Cognitive Academic Engagement as a Predictor of School Completion Intention of Pupils in Upper Classes in Primary Schools in Tharaka Nithi County, Kenya Muthengi, Deborah Mwikali; Kabira, Judith Kamathi; Ireri, Anthony Muriithi
Profesi Pendidikan Dasar Vol. 11, No. 2, August 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i2.muthengi

Abstract

Primary school education in Kenya struggles with many pupils not finishing school, which is a significant issue for both individuals and society. Academic engagement is a vital but often debated factor for educational success, yet research on this in Kenya is limited. This study explored the connection between cognitive academic engagement and pupils’ intention to complete school in Tharaka Nithi County, Kenya. Guided by social cognitive theory and using correlational design, this study targeted all 12,250 pupils in 63 primary schools in Tharaka North Sub-County. A stratified sample of 295 pupils in grades six, seven, and eight completed the questionnaires. Research instruments were piloted with 60 pupils from one school that was exempted during the actual data collection period. Data were analyzed using both descriptive and inferential techniques. The results revealed a significant positive moderate correlation between cognitive academic engagement and school completion intention (r (283) = 0.50, p <.01). Regression analysis revealed that cognitive academic engagement significantly predicted school completion intention (F (1, 283) = 92.25, P = .00), accounting for only 24.60% of variability in this intention. Pupils' academic engagement significantly influences their intention to leave primary school early, suggesting schools should improve this engagement
Ular Tajir: A Flood-Themed Snakes and Ladders Game for Teaching Flood Mitigation to Elementary School Students Wedyawati, Nelly; Awang, Imanuel Sairo; Fina, Efiana
Profesi Pendidikan Dasar Vol. 11, No. 2, August 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i2.5219

Abstract

This study addresses the urgent need for innovative educational tools to enhance flood disaster mitigation literacy among elementary students. We developed Ular Tajir, a Snakes and Ladders-based game, to improve students’ understanding of mitigation strategies and learning outcomes. Employing the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) and a quasi-experimental design, the research involved 124 purposively sampled fourth-grade students in Sintang, West Kalimantan. Data were collected through questionnaires, knowledge assessments, and documentation. Results demonstrated three key outcomes: (1) High feasibility scores from expert validations (97% from media experts, 95% from material experts), confirming the tool’s readiness for educational use; (2) Statistically significant improvements in students’ mitigation comprehension (p = 0.000 < 0.05) across both limited and large-scale trials; and (3) Progressive enhancement of learning outcomes, with peak performance observed during the second trial session. The findings underscore the efficacy of Ular Tajir as an engaging, play-based pedagogical tool for disaster education. This study advocates for integrating interactive, game-driven approaches into curricula to foster both conceptual mastery and practical preparedness in flood-prone communities
The Role of Parents in Addressing the Discipline Problems of Children at School Mollo, Nicholus Tumelo; Broer, Nico A.; van der Walt, Johannes L.; Wolhuter, Charl C.; Mampane, Kgale B.
Profesi Pendidikan Dasar Vol. 11, No. 2, August 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i2.5405

Abstract

The study presented in this article explores a previously under-researched area: the role of parents in managing their children’s discipline problems in South African schools. Using a quantitative approach, researchers collected data through questionnaires from 212 parents in the North West province and 236 in Mpumalanga province. The findings highlight a shift in gender norms, with more fathers actively participating in addressing their children’s disciplinary issues. Several factors were found to influence parental involvement, including the parents’ age, the number of children they have, the school level (such as primary or secondary), the school type (such as public or private), and demographic characteristics. The study stresses that these factors must be taken into account when designing strategies to boost parental engagement in disciplinary matters. By offering valuable insights into parental roles and a legal perspective on school discipline, this research makes a significant contribution to the field of education. Based on the findings, the authors propose several recommendations. These include conducting awareness campaigns to challenge gender stereotypes, implementing parenting programs specifically aimed at fathers, designing initiatives tailored to different age groups, creating flexible engagement strategies for parents with multiple children, developing targeted programs for secondary and public schools, promoting the sharing of best practices, devising context-specific interventions, and offering training sessions for school governing body members to strengthen their capacity and encourage knowledge sharing among parents
Problem-Based Learning Materials Integrated with Differentiated Approaches to Enhance Elementary School Students' Learning Outcomes Agusdianita, Neza; Danim, Sudarwan; Susanta, Agus; Yusnia, Y.; Izzania, Rizqa Dwi Shofiya Maghfira; Irmayanti, Meiselina
Profesi Pendidikan Dasar Vol. 11, No. 2, August 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i2.6441

Abstract

The demands of the 21st century have reshaped the educational landscape, particularly in mathematics, requiring students to acquire relevant competencies. However, many elementary students find abstract mathematical concepts challenging, highlighting the need for effective instructional materials. This study employed a Research and Development (R&D) approach using the ADDIE model. Data were collected through questionnaires and multiple-choice tests, and the analysis was conducted using descriptive statistics and inferential analysis. Instructional materials integrating Problem-Based Learning (PBL) with a differentiated approach were designed and evaluated for validity, practicality, and effectiveness in teaching the perimeter and area of squares and rectangles to fifth-grade elementary students. Teacher and student feedback indicated that the materials were highly practical, and no significant obstacles were encountered. The analysis of student learning outcomes showed a significant improvement in mathematics achievement. These results imply that differentiated PBL materials can enhance students' learning experiences and outcomes, providing a viable solution for addressing individual learning needs in mathematics education. By providing relevant and tailored materials, educators can more effectively address abstract learning challenges and meet the demands of 21st-century competencies.
Kahoot-Based Teams Games Tournament in Developing Students' Mathematical Critical Thinking Mustofiyah, Lilik; Sutama, Sutama; Hidayati, Yulia Maftuhah; Wulandari, Murfiah Dewi
Profesi Pendidikan Dasar Vol. 11, No. 2, August 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i2.7583

Abstract

Students’ low mathematical critical thinking skills, as shown by the 2022 PISA results and studies, suggest that traditional teaching methods may inadequately develop these abilities. This study examines the effectiveness of combining Kahoot technology with the Teams Games Tournament (TGT) cooperative model to enhance these skills. Using a quasi-experimental pretest-posttest design, fifth-grade students in Madiun City were divided into experimental and control groups. Data were analyzed via General Linear Models (GLM) and MANOVA. Results indicate a significant difference between groups (p=0.011), with the intervention explaining 17.4% of variance in improvement (Partial Eta Squared=0.174). This study provides novel evidence that a Kahoot-based TGT model effectively improves mathematical critical thinking in elementary students—an underexplored area in primary education.

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