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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 7 Documents
 1 
Search results for , issue "Vol. 13, No. 1, April 2026" : 7 Documents clear
The Rise of Ecopedagogy in Elementary Science: A Five-Year Bibliometric Mapping Rahmawati, Septina; Sumarni, Woro; Sarwi, Sarwi; Wardani, Sri; Mohammed, Alwy Ahmed
Profesi Pendidikan Dasar Vol. 13, No. 1, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v13i1.14358

Abstract

Ecopedagogy has gained increasing attention in science education, particularly at the elementary school level, due to the growing need to enhance students' environmental awareness and sustainability literacy. The objective of this study is to analyse research trends and the development of ecopedagogy in elementary science education. The study is based on Scopus-indexed publications from 2020 to 2025. This study employs a bibliometric analysis combined with a systematic literature review approach to map publication trends, journal sources, international collaborations, and country contributions related to ecopedagogy research. The data were analysed using VOSviewer and Biblioshiny to visualise relationships among key concepts. The findings reveal a significant increase in ecopedagogy-related publications, with major contributions from countries such as the United States and China. Furthermore, technology integration and interdisciplinary approaches have emerged as dominant themes in the development of ecopedagogy in science education. This study emphasises the significance of incorporating ecopedagogy as a pedagogical approach within elementary science curricula, particularly through teacher professional development and cross-disciplinary collaboration to promote sustainable education. Future research is recommended to explore empirical implementations and measure their impact on students’ environmental understanding and behavior
Digital Library with Disaster Mitigation Content to Enhance Elementary Students’ Reading Literacy and Environmental Care Istiq'faroh, Nurul; Suryanti, Suryanti; Hendratno, Hendratno; Rosniwaty, Rosniwaty; Wibowo, Amiruddin Hadi; Irawan, Nico
Profesi Pendidikan Dasar Vol. 13, No. 1, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v13i1.14553

Abstract

This study examined the effectiveness of a digital library featuring illustrated stories with disaster mitigation content in enhancing reading literacy and environmental care among elementary students. The programme addressed the issue of a lack of individuals possessing adequate reading and writing skills, while concurrently emphasising the significance of imparting environmental education to children from an early age, a particularly salient consideration in regions such as Indonesia, where there is a high incidence of natural disasters. The present study employed a quantitative one-group pretest–posttest design, with 30 fourth-grade students (aged 9–10 years) being selected through purposive sampling. The instruments comprised a reading literacy test and a Likert-scale measure of attitudes towards environmental care. Due to non-normal distribution, data were analysed using the Wilcoxon signed-rank test. The results revealed significant improvements in reading literacy and environmental care attitudes, with all students achieving positive ranks. There were no declines recorded, and positive effects were evident in terms of students’ enthusiasm, active participation, and ability to connect stories with real-life disaster experiences. These results show that combining digital illustrated stories with disaster mitigation content is an effective way to support literacy development, character education and environmental awareness.
Comic-Based Microlearning Worksheets to Improve Elementary Students’ Numeracy Skills and Motivation Sari, Rita Ratna; Hastuti, Intan Dwi; Zulkarnain, Zulkarnain; Adeoye, Moses Adeleke; Sain, Zohaib Hassan
Profesi Pendidikan Dasar Vol. 13, No. 1, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v13i1.15715

Abstract

Numeracy skills and learning motivation are important competencies that need to be developed at elementary school level. However, conventional learning methods have not fully supported the development of these competencies. This study aims to analyse the effect of integrating comic-based microlearning with student worksheets on the numeracy skills and learning motivation of elementary school students. A quantitative approach with a quasi-experimental design was used, involving a control group of 30 fourth-grade students divided into an experimental group and a control group. Data were collected through numeracy ability tests and learning motivation questionnaires. Analysis of the results showed a significant difference in numeracy ability and learning motivation between the two groups. These findings suggest that integrating Student Worksheets with comic-based microlearning effectively improves elementary school students' numeracy skills and learning motivation in a meaningful, contextual manner. Therefore, this learning model has the potential to serve as an innovative, relevant alternative learning medium for elementary school students, providing empirical contributions to the development of visual and digital learning media for numeracy learning.
The Influence of Social-Emotional Learning (SEL) in Understanding the Concept of Digital Citizenship Setiawan, Fajar; Iman, Bagus Nurul; Nugroho, Arya Setya; Saearani, Muhammad Fazli Taib Bin
Profesi Pendidikan Dasar Vol. 13, No. 1, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v13i1.13868

Abstract

The massive digital transformation in the world of education requires teachers to be prepared as role models and character builders for the digital native generation. However, the digital literacy approach, which has so far focused on technical and instrumental aspects, is considered insufficient to shape responsible digital citizens. This study aims to analyze the influence of Social-Emotional Learning (SEL) on the understanding of the concept of Digital Citizenship among students of the Teacher Professional Education (PPG) Program in Elementary School Teacher Education (PGSD). The research method used a correlational design with a sample of 200 PPG PGSD students selected through proportional random sampling. Data were collected using a closed questionnaire. Data analysis used simple linear regression with a preliminary analysis prerequisite test. The results revealed a very significant influence between SEL and the understanding of the concept of Digital Citizenship (β = 0.995, p < 0.001) with a coefficient of determination R² = 0.989. The results of the normality and heteroscedasticity tests showed that the data were normally distributed and indicated heteroscedasticity. The implication of this study is that the development of SEL competencies in the teacher education curriculum is an imperative strategy for shaping prospective teachers who are not only digitally skilled but also socially and emotionally mature in leading digital transformation in the educational environment.
AI-Supported Deep Learning Model for Meaningful Character Education in Indonesian Elementary School Learning Mirnawati, Lilik Binti; Rosadi, Aswin; Xenakis, Apostolis; Hassan, Ummi Hani Abu
Profesi Pendidikan Dasar Vol. 13, No. 1, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v13i1.14516

Abstract

Elementary literacy performance in Indonesia remains below international standards, indicating the need for instructional innovation within core subjects. This study developed and evaluated an AI-supported deep learning model implemented in Bahasa Indonesia learning to enhance meaningful learning and character education in elementary schools. The research employed a Research and Development design using a sequential explanatory mixed-methods approach. The development process included needs analysis, expert validation, revision, pilot testing, and field trials involving 60 students and two teachers. Quantitative data were collected through meaningful literacy tests, character observation rubrics, learning analytics logs, and perception questionnaires, while qualitative data were obtained from interviews and classroom observations. Paired-samples t-tests showed significant improvements in conceptual understanding, critical thinking, and knowledge application. There was a notable enhancement in character indicators, particularly in the domains of empathy and responsibility. An examination of the analytics revealed a marked increase in student engagement over a period of four weeks. The integration of personalisation and analytics within the teaching of Bahasa Indonesia has been demonstrated to enhance cognitive and personal development in elementary education.
Tri-Center Educational Communication Strategies for Enhancing Public and Private Elementary School Branding in Yogyakarta Pertiwi, Alfina Bakti; Lestari, Slamet; Aguilar, Mark Gabriel Wagan
Profesi Pendidikan Dasar Vol. 13, No. 1, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v13i1.15281

Abstract

This study was motivated by the declining public interest in public elementary schools alongside increasing trust in private institutions, highlighting the importance of communication strategies in shaping school branding and public trust. It aimed to analyze the implementation of the Tri-Center of Education communication strategy encompassing schools, families, and the community, and its impact on the branding of public and private elementary schools in Yogyakarta. A qualitative case study design was employed, involving two schools with distinct characteristics. Data were collected through in-depth interviews, observations, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings reveal that public schools emphasize institutional and structural communication, strengthening performance-based branding through academic achievement, professional governance, and institutional stability. In contrast, private schools adopt participatory and dialogical approaches, fostering value-based branding through religious identity, relational closeness, and positive emotional experiences. These findings underscore that integrated, sustainable, and socially grounded Tri-Center communication plays a crucial role in enhancing school branding and strengthening public trust.
Science E-Module for Improving Cultural Literacy among Fifth-Grade Elementary School Students Ardiyatama, Figi; Senen, Anwar; Opeyemi, Hammed Saheed
Profesi Pendidikan Dasar Vol. 13, No. 1, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v13i1.16767

Abstract

Cultural literacy is an essential competency for elementary school students to understand and appreciate local cultural values within the learning process. However, its integration into science learning remains limited due to the lack of innovative and context-based instructional materials. This study aimed to develop and evaluate a science e-module titled Daerahku Kebanggaanku to enhance the cultural literacy skills of fifth-grade elementary school students. The study involved elementary school teachers and students in Kulon Progo, Yogyakarta. The research employed the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The product was tested through individual, small group, and field trials, followed by implementation in experimental and control classes. Data were collected through interviews, observations, questionnaires, and tests, and analyzed qualitatively and quantitatively. The results indicate that the e-module is valid, practical, and effective in improving students’ cultural literacy, as evidenced by very feasible validation results and very practical teacher and student responses, with an N-gain score of 0.69 in the moderate category, indicating strong feasibility and greater student engagement and understanding in the Science and Social Science (IPAS) subject. These findings highlight the novelty of a culturally integrated e-module that supports meaningful science learning in elementary education.

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