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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. 3, December 2024" : 6 Documents clear
Improving Motivation and Learning Outcomes of Elementary School Students with Multimedia-Based Interactive Media Yonanda, Devi Afriyuni; Islahuddin, Islahuddin; Ramadhani, Fauziah Aulia; Febriyanto, Budi; Saputra, Dudu Suhandi; Yuliati, Yuyu; Nurhidayat, Eka
Profesi Pendidikan Dasar Vol. 11, No. 3, December 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i3.5761

Abstract

This study addresses challenges in 21st-century education, particularly the low motivation and academic performance of elementary school students. It investigates the use of multimedia-based interactive learning tools as a solution to improve engagement and learning outcomes. Focusing on the Hydrological Cycle (Theme 8) for fifth-grade students, the research aimed to develop interactive multimedia learning materials using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data were collected through questionnaires, interviews, and assessments, then analyzed using quantitative and qualitative descriptive methods. The findings revealed strong validity, practicality, and effectiveness of the developed materials. Material and media experts rated the tool’s validity at 90%, classifying it as highly valid. Practicality tests yielded scores of 98.3% from teachers and 86.9% from students, confirming its usability in classroom settings. Most notably, the tool significantly improved learning outcomes, with average test scores rising from 48.79 (pretest) to 81.47 (post-test). These results demonstrate that interactive multimedia tools can effectively enhance student motivation and academic achievement in elementary education
Digital Media Innovation for Enhancing Numeracy Literacy in Elementary Schools Hidayat, Rosidah Aliim; Wijayanto, Zainnur; Sutama, Sutama
Profesi Pendidikan Dasar Vol. 11, No. 3, December 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i3.5991

Abstract

The increasing use of digital media in education has emphasized the need for effective tools to enhance numeracy skills among primary school students. These tools provide interactive and engaging learning experiences that can significantly boost mathematical understanding. This study aimed to develop and assess the practicality of digital media for improving numeracy skills in fourth-grade students at Elementary School Dukuh in Kulon Progo. Following the Four-D (4D) model—define, design, develop, and disseminate—the research involved both small- and large-scale trials. Classroom teachers and peer reviewers evaluated the media, rating it as highly practical. The effectiveness of the Microsoft Sway-based tool was confirmed by a high N-Gain Score, indicating substantial improvements in learning outcomes. This study contributes to research on digital media in education by showcasing its potential to support numeracy development. The findings suggest that well-designed digital tools can be widely adopted to improve students' mathematical proficiency and engagement
From Stress to Confidence: A Self-Efficacy Approach to Reading and Writing Instruction for Pre-Service Kindergarten and Primary Educators Chasanatun, Fida; Malawi, Ibadullah; Utari, Sindy Mey Dwi
Profesi Pendidikan Dasar Vol. 11, No. 3, December 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i3.8121

Abstract

This study investigated the role of self-efficacy in shaping reading and writing competencies among pre-service kindergarten and primary educators, with implications for pedagogical strategies to address skill deficiencies. Focusing on second-semester students enrolled in an English for Academic Purposes course, a cohort of 146 participants was randomly selected from a population of 274. Employing a mixed-methods approach—integrating quantitative surveys and quasi-experimental pre-post tests—the intervention incorporated self-selected reading materials aligned with individual comprehension levels, resulting in a 22.6% to 38.4% increase in confidence and reading engagement. Schema- and table-based instructional tasks demonstrated significant improvements in comprehension and motivation. Furthermore, mandating the integration of 3–5 academic references in writing assignments transformed students’ perceptions of literacy tasks from stress-inducing to intellectually valuable, yielding a 37% rise in positive attitudes and a 38.6% enhancement in self-efficacy. When extended to third-semester cohorts, structured lecturer guidance utilizing tabular frameworks was highlighted as a distinctive pedagogical feature
An Augmented Reality-Based Interactive Learning Application for Teaching Food Chains in Elementary Schools Qorimah, Esti Nur; Sutama, Sutama; Hidayati, Yulia Maftuhah
Profesi Pendidikan Dasar Vol. 11, No. 3, December 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i3.6145

Abstract

Augmented Reality (AR) media is considered important due to its ability to engage elementary school students. The purpose of this study was to develop an AR-based application for teaching food chains in elementary schools. This research followed the Research and Development (R&D) model proposed by Borg & Gall. Data were collected through assessment sheets completed by expert validators, and data analysis involved both quantitative and qualitative methods. The results showed that: 1) the media received a feasibility score of 4.71; 2) the material received a score of 4.11; 3) practitioners rated the media highly, with a score of 4.83; and 4) in the limited trial, 8 out of 10 students scored above the Minimum Mastery Criteria in quizzes. Therefore, it can be concluded that the AR-based food chain application is highly feasible for use in elementary schools. Through AR, students can observe in real time how plants, herbivores, carnivores, and decomposers interact within an ecosystem
Transformation of Islamic Religious Education Learning Materials: Implementation of Qur’anic and Hadith Elements in Primary School Haikal, Muhammad Fajrin; Anwar, Saepul
Profesi Pendidikan Dasar Vol. 11, No. 3, December 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i3.7619

Abstract

This study examined the integration of Qur’anic and Hadith elements within the Religious Education curriculum of Islamic Elementary Schools, alongside an analysis of Imam Al-Ghazali’s perspective on the importance of early religious education in fostering faith and moral development within the Merdeka Curriculum, employing a qualitative methodology that combined content analysis of curriculum documents and textbooks with semi-structured interviews to ensure a rigorous and comprehensive investigation. The curriculum was structured in three phases: Phase A focused on the mastery of hijaiyah letters and the recitation of short surahs; Phase B emphasised the interpretation of selected verses and hadiths; and Phase C integrated memorisation, comprehension, and the practical application of religious values in daily life, with the observed school implementing innovative pedagogical resources and strategies to effectively blend theoretical knowledge, practical application, and technological advancements, thereby creating valuable and engaging educational experiences that not only strengthened religious observance but also nurtured morally upright and spiritually discerning students, equipping them to address global challenges while preserving their Islamic identity
Optimizing Problem-Solving Competencies Through Inquiry-Based Learning and Gamified Formative Assessment in Primary Mathematics Koswara, Ajeng Fatimah Putri; Rusnilawati, Rusnilawati
Profesi Pendidikan Dasar Vol. 11, No. 3, December 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i3.12040

Abstract

Nusukan Primary School primarily utilises conventional teaching methods, with limited incorporation of technology. The objective of this study was to evaluate the efficacy of the Kahoot-supported Inquiry-Based Learning model in enhancing the problem-solving skills of primary school students. Employing a quantitative approach with a quasi-experimental design, the research was conducted with two third-year classes at Nusukan Primary School. The experimental group received instruction through the Inquiry-Based Learning model integrated with Kahoot media, while the control group was taught using conventional methods supplemented by PowerPoint presentations. Data were collected via pre- and post-intervention problem-solving assessments to measure the comparative effectiveness of the instructional approaches. The findings of this study indicate that the experimental group, which received instruction through the Kahoot-supported Inquiry-Based Learning model, demonstrated significantly superior problem-solving abilities compared to the control group. The experimental group achieved an N-Gain score of 78%, classified as 'effective,' whereas the control group recorded a score of 38%, deemed 'less effective.' Furthermore, the integration of Kahoot media enhanced the efficacy of the Inquiry-Based Learning approach, particularly during the second phase (organising students) and the concluding phase. This enhancement contributed substantially to the improvement of problem-solving skills among primary school students.

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