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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. 12, No. 1, April 2025" : 6 Documents clear
Smartphone Dependency Among Young Learners: A Growing Concern Andrianie, Prilya Shanty; Yuniati, Rosita; Habiby, Wahdan Najib; Nurwanto, Nurwanto
Profesi Pendidikan Dasar Vol. 12, No. 1, April 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i1.4344

Abstract

This comparative quantitative study examined smartphone addiction rates among children using a modified Smartphone Addiction Questionnaire, focusing on differences between preschool and primary school students to inform prevention and health promotion strategies. For preschool participants, parents completed the questionnaire, whereas for primary school children, both parents and children provided responses. The assessment tool demonstrated robust psychometric properties, with validity established through rigorous evaluation and high internal consistency for both the children’s and parents’ scales, as indicated by Cronbach’s alpha coefficients. The study cohort comprised 832 participants, including 104 preschool-aged children, 336 parents of primary school-aged children, and 392 primary school students. The prevalence of smartphone addiction differed significantly across groups, with primary school students exhibiting higher rates than preschool-aged children (p < 0.05). This disparity was consistent across both parent- and child-reported measures. Nevertheless, 3.8% of preschool-aged children were classified as high risk for smartphone addiction, with an additional 1% at very high risk, necessitating parental vigilance. Among primary school students, the prevalence was higher, with 7.4%–9.8% at high risk and 0.8%–2.1% at very high risk
The Role of Parental Social Support and Self-Efficacy in Encouraging the Learning Independence of Elementary School Students Virgiandini, Astary; Muthmainnah, Muthmainnah
Profesi Pendidikan Dasar Vol. 12, No. 1, April 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i1.7081

Abstract

Student learning independence presents a significant challenge, as numerous students exhibit an undue dependence on peers or instructors and a deficiency in motivation for self-directed learning. This study examines the development of learning autonomy in fourth-grade students at public elementary schools in relation to self-efficacy and parental support. This study used an ex post facto design and quantitative methodology, with a sample of 150 students drawn from a population of 228, using the Taro Yamane formula at a 5% significance level. Data was collected using validated and reliable questionnaires, and normality and linearity were assessed prior to hypothesis testing using Pearson correlation. The findings revealed a significant positive correlation between self-efficacy and learning independence (r = 0.249) and between parental support and learning independence (r = 0.431). The determination coefficient of 0.272 indicates that the combined influence of self-efficacy and parental support is more significantly associated with learning independence (r = 0.521), accounting for 27.2% of the variance in students' learning independence. The findings provide empirical evidence of the synergistic impact in elementary education settings, implying that increasing students' self-efficacy and parental engagement can significantly improve learning autonomy
Principal Leadership Style on Teacher Performance in Elementary School Environment Ali, Enjang Yusup; Susilawati, Dalia
Profesi Pendidikan Dasar Vol. 12, No. 1, April 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i1.8885

Abstract

The effectiveness and standard of teacher performance in elementary schools are greatly influenced by the leadership style that school principals select. This study intended to examine how principals' leadership philosophies impact primary school teachers' performance in order to shed light on the ways that leadership influences educational outcomes. The issue was analysed through survey methodologies. Three hundred primary school educators from Sumedang Regency, Indonesia, engaged in the study. Data was collected via the dissemination of a structured questionnaire. The results indicate that the efficacy of primary school teachers is significantly influenced by the leadership style of the principal. Educators who exhibit clear communication, equitable task allocation, and supportive guidance demonstrate heightened motivation, improved lesson planning, and increased engagement in initiatives to advance their schools. Moreover, leadership strategies that promote teacher involvement in decision-making foster a positive work environment, thereby enhancing teacher professionalism. Enhancing the competencies of school leaders through targeted leadership development programs is expected to elevate teacher performance and subsequently enhance overall school outcomes.
Enhancing Environmental Awareness and Scientific Behaviour through Buried Compost Bin Media Sutisno, Aliet Noorhayati; Permana, Nugraha Putra; Mastiah, Mastiah; Liyya, Rama
Profesi Pendidikan Dasar Vol. 12, No. 1, April 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i1.9807

Abstract

The educational system faces an epistemological dilemma stemming from individuals’ limited ability to manage their own waste. The integration of the Pancasila Student Profile Strengthening Project into primary school curricula through the use of Buried Compost Bin (BCB) media is supported by both the notion of human superiority and these challenges. The project followed the ADDIE model, encompassing analysis, design, development, implementation, and evaluation. Tools employed included media validation sheets, student pre- and post-tests, and teacher surveys. A group of 100 students and six teachers was selected to foster environmental awareness and scientific behavioural responses. The BCB media was validated as implementable, accessible, adaptable to various social contexts, and compliant with environmental standards. Statistical methods, including t-tests, were used to analyse quantitative data from teacher evaluations and test results. The findings indicated that BCB media significantly increased awareness and promoted behavioural change, with improvement rising from 12% to 48%. Qualitative linguistic analysis further confirmed a causal link between student media engagement and behavioural change. Overall, BCB media proved effective and efficient in enhancing students’ environmental awareness and encouraging scientific behavioural change
Digital Learning Innovation Through Application-Assisted RADEC Model: Let's Read About Elementary School Students' Writing Skills Novianti, Rahmah; Latifah, Nur; Kashefian-Naeeini, Sara
Profesi Pendidikan Dasar Vol. 12, No. 1, April 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i1.9830

Abstract

The diminishing enthusiasm among students for composing personal narratives, coupled with the overwhelming presence of readily accessible online examples, has prompted many to resort to shortcuts, consequently impeding their creative growth and expression. This study examines the effectiveness of the RADEC learning model in enhancing graphic composition skills among fifth-grade students. Utilizing a quasi-experimental design characterized by a quantitative methodology and a pretest-posttest control group structure, the study engaged a cohort of 60 fifth-grade students from a rural educational institution. The selection of participants was carried out through convenience sampling, which involved choosing two classes, namely VA and VB, with each class comprising 30 students. Data collection was accomplished through a comprehensive approach that included the administration of questionnaires, standardized tests, and the compilation of relevant documentation. The findings indicate that the RADEC model improves students' comprehension of writing concepts and significantly enhances their descriptive writing skills in Indonesian. Its structured, student-centered approach facilitates their progression from basic writing tasks to planning, monitoring, and evaluating their work. Furthermore, it promotes critical, creative, and independent thinking in writing
Problem Based Learning Model with CRT Assisted by Augmented Reality to Improve Mathematics Learning Outcomes Ihwan, Ahmad Zainal; Rusnilawati, Rusnilawati
Profesi Pendidikan Dasar Vol. 12, No. 1, April 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i1.10916

Abstract

In the 21st century, educational innovations are essential to enhance student engagement and the relevance of learning materials to their cultural and technological contexts. This study investigates the effectiveness of the Problem Based Learning model integrated with the Culturally Responsive Teaching approach, supported by Augmented Reality  media, on the mathematics learning outcomes of fourth-grade students at Banjarejo Elementary School, specifically in the topic of flat shapes. It also compares the learning outcomes between classes utilizing this innovative model and those employing conventional teaching methods. Employing a quantitative approach with a Quasi-Experimental design, the study involved two classes: IV A as the experimental group (N = 20) and IV B as the control group (N = 20). Research instruments included validated and reliable multiple-choice and essay questions. The independent t-test analysis revealed significant differences in learning outcomes between the two groups. The findings indicate that the PBL model combined with CRT and AR is effective, achieving an N-Gain value of 58.45%. This approach fosters contextual, interactive learning that aligns with students, cultural backgrounds, demonstrating its potential to enhance educational practices in mathematics.

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