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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 51 Documents
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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
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.
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
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
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
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.

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