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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 61 Documents
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The Essential Role of Teacher Self-Efficacy and Teacher Acceptance for Differentiated Learning Khotimah, Husnul; Hidayat, Nandang; Abdul Rashid, Nur Shahira Binti
Profesi Pendidikan Dasar Vol. 12, No. 2, August 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i2.9215

Abstract

The heterogeneous characteristics of students require teachers to be creative in implementing innovative learning strategies that can meet the various needs of students. This study explores the influence of differentiated learning management on teacher readiness to implement differentiated learning, by analysing teacher self-efficacy and acceptance of differentiated learning as moderator variables.  The study involved 162 Elementary School (ES) and Madrasah Ibtidaiyah (MI) teachers from 49 schools in three sub-districts, namely Tapos District, Depok City, Cimanggis District, Bogor Regency, and Kelapa Dua Wetan District, East Jakarta City, Indonesia. This research uses quantitative methods. Data collection used three instruments in the form of questionnaires, namely instruments to measure differentiated learning management (DLM), teachers’ readiness to implement differentiated learning (RIDL), teacher self-efficacy (TSE), and acceptance of differentiated learning (ADL). Data were analyzed using partial least squares structural equal modelling (PLS-SEM) with the help of SmartPLS 3 software. The results showed that differentiated learning management, self-efficacy, and teacher acceptance of differentiated learning had a direct and significant effect on teacher readiness to implement differentiated learning. This study has implications for the importance of core support, professional development, and other policies and resources to support teachers’ readiness to implement differentiated learning.
The Contribution of Ethno-Realistic Mathematics Education (E-RME) Approach to Enhancing Elementary Students’ Critical Thinking Skills Putri, Linda Indiyarti; Afifah, Roudlotul; Istijabah, Kharisatul; Ain, Arifah Nurul; Umami, Ulia Nasroatul; Fatmawati, Fadila; Sakhinah, Haniyah Nur; Qoniah, Lisa Nurul; Jauhari, Roshifah; Guldana A. Begimbetova
Profesi Pendidikan Dasar Vol. 12, No. 2, August 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i2.10034

Abstract

Meaningful mathematics instruction enables students to autonomously construct mathematical concepts and discern their relevance to real-world contexts. The Ethno-Realistic Mathematics Education (E-RME) approach advances this objective by embedding cultural and contextual dimensions within the curriculum, thereby fostering critical thinking and deepening conceptual mastery. This study investigated the efficacy of the E-RME approach in enhancing the critical thinking capacities of primary school pupils. A quasi-experimental design was employed, involving 308 pupils from diverse primary schools, allocated to experimental and control groups. Assessment was conducted using the Generalised Partial Credit Model (GPCM), which facilitates polytomous scoring of two-tier test items to capture nuanced responses. Data were analysed using JASP software to evaluate pupils’ conceptual understanding and reasoning proficiency based on their tiered responses. The findings revealed that the E-RME approach significantly outperformed the conventional instructional model in promoting conceptual understanding and critical thinking, even after adjusting for baseline performance via ANCOVA. These results underscore that superior learning outcomes derive not only from the mathematical content delivered but also from pedagogical strategies that meaningfully integrate mathematics with pupils’ cultural identities and lived experiences
Instructional Design of Local Wisdom-Based Flipbook Teaching Materials on Natural and Social Studies for Elementary School Rahmawati, Septina; Abshor, Devy Aufia; Budianita, Avira; Nisa, Firda Khoirun; Maysaroh, Umi Kholifatul; Mahmudulhassan
Profesi Pendidikan Dasar Vol. 12, No. 2, August 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i2.10373

Abstract

Elementary school curriculum changes by integrating science subjects into integrated science courses, requiring innovative open-ended materials based on local wisdom. This study aims to develop flipbook-based teaching materials integrating local wisdom for Natural and Social Studies (IPAS) learning at Darussalam Elementary School, focusing on enhancing students’ understanding and motivation, particularly in energy topics. Research and development (R&D) method with the Borg and Gall model, modified by Sugiyono. The first research flow is potential and problem, product design, design validation, design revision, final product, and field report preparation. The results demonstrated that the use of local wisdom-based flipbooks significantly improved student learning outcomes, as evidenced by increased understanding in pretest and posttest data. Expert assessments (lecturers, material experts, information technology experts, and school principals) confirmed that the teaching materials met the expected standards, with suggestions for enhancing interactivity. This research contributes to education by integrating technology and local wisdom to improve the quality of science learning in elementary schools. The findings indicate that flipbook-based technology can make learning more relevant and engaging for students. Future studies should focus on broader trials and long-term monitoring to evaluate the impact of these materials on student outcomes.
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.
Pre-Service Elementary Teachers’ Attitudes and Utilisation of Artificial Intelligence in Academic Activities Femi, Iliasu Samuel; Sulaimon, Jamiu Temitope; Kolawole, Joshua; Wijayanti, Palupi Sri
Profesi Pendidikan Dasar Vol. 12, No. 2, August 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i2.10233

Abstract

Artificial intelligence (AI) is transforming education rapidly. However, awareness of AI and its utilization varies significantly across professional fields and educational levels. This study investigated pre-service teachers' attitudes towards and use of AI in teaching and learning activities in Nigeria. A descriptive survey method was employed involving 96 pre-service teachers from a private college of education in Kwara State who were selected via simple random sampling. Data were collected using the Pre-service Elementary Teachers' Attitudes and Utilization of Artificial Intelligence in Teaching-Learning Activities Questionnaire (PSETAUAIQ), which demonstrated strong reliability (index = 0.77). The findings were insightful: Pre-service teachers consistently expressed positive attitudes towards integrating AI into their teaching, and the study revealed a high level of AI utilization among them. Crucially, analysis confirmed no significant difference in attitudes or AI utilization based on gender. Based on these results, it is strongly recommended that pre-service teachers receive comprehensive ethical training to ensure the responsible and effective use of AI tools in their future classrooms.
Bridging Classroom and Home Learning: A Seamless Learning Framework for Elementary Students Rindaningsih, Ida; Kurniawan, Machful Indra; Ismail, Wan Omar Ali Saifuddin bin Wan
Profesi Pendidikan Dasar Vol. 12, No. 2, August 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i2.9896

Abstract

Promoting Self-Regulated Learning (SRL) is pivotal to enhancing student achievement within contemporary educational contexts. Traditional classroom methodologies often hinder the cultivation of self-regulated learning, leading to inconsistent academic outcomes. This study examines the Seamless Learning framework, which synthesises formal and informal learning environments, to foster self-regulated learning among primary school students. In a quasi-experimental design, ninety-two fourth-year primary school pupils were divided into experimental and control groups. The experimental group engaged in Seamless Learning interventions across domestic, community, and classroom settings, whereas the control group received conventional classroom instruction. A variety of validated instruments were employed to evaluate self-regulated learning (SRL). In comparison to the control group, the experimental group demonstrated significant enhancements in self-regulated learning (SRL) and academic outcomes. The Seamless Learning framework proved effective for both high- and low-SRL pupils, underscoring its versatility. The efficacy of this approach was contingent upon robust teacher facilitation and active parental engagement; (The findings indicate that incorporating the Seamless Learning framework into curricula significantly enhances the development of lifelong learning competencies. This approach not only elevates academic performance but also fosters learner autonomy by addressing diverse educational needs
Emotional Management in Elementary School-Age Children in the Dynamics of Modern Life: Strategies, Challenges, and Solutions Nadiyah, Nadiyah; Abroto, Abroto; Kahar, Aris Armeth Daud Al; Fadil, Khaidir; Yamkee, Abduhakim Kaje
Profesi Pendidikan Dasar Vol. 12, No. 2, August 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i2.10825

Abstract

The urgency of this article is the increase in the prevalence of socio-emotional problems faced by elementary school children in the modern era. This study used a Systematic Literature Review (SLR) approach to identify, evaluate, and synthesize critically the empirical findings regarding emotional management in elementary school-age children in the context of modern life. Scientific articles used were those published between 2015 and 2024, and articles indexed in Scopus and Sinta databases. Moreover, studies that explicitly discuss emotional management in 6-12-year-old children were also included. The results of the study indicated that emotional management strategies for children have been developed globally, yet their implementation remains uneven at the local level. Three main findings for effective strategies that frequently emerge are emotional management strategies, with 44 articles (31.65%). Common challenges were reported in 42 articles (30.14%), such as a lack of teacher training in managing students' emotions. Solutions involving teacher training regarding emotion and their regulations were reported in 21 articles (29.19%). This functions as a solid foundation to understand how children's emotional education should be developed, not only taught.
Revealing Widespread Misconception: A Multitier Science Instrument (MscI) to Assess Pre-Service Elementary Teachers' Understanding Yulianawati, Dewi; Rochmah, Eliya; Jannah, Widia Nur; Fikriyah, Fikriyah; Septiany Rahayu, Fanny
Profesi Pendidikan Dasar Vol. 12, No. 2, August 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i2.10069

Abstract

Prior studies demonstrate that numerous pre-service teachers retain scientific misconceptions, and existing assessment instruments are inadequate for accurately distinguishing levels of comprehension. This research developed the Multitier Science Instrument (MScI), a reliable diagnostic tool for improving the evaluation of conceptual comprehension.  The research utilised the 4D model, which consists of four phases: defining, designing, developing, and disseminating. The study involved thirty-one pre-service elementary school teachers, with an average age of 19 years, at an Islamic university in Cirebon, Indonesia. CVR analysis and other statistical techniques evaluated the instrument's validity and reliability while analysing the distribution of misconceptions. The results demonstrate that the Multitier Science Instrument (MScI) possesses high validity, evidenced by a Content Validity Ratio of 0.966, surpassing the benchmark of 0.672, and robust reliability, as indicated by a Cronbach's alpha coefficient of 0.827.  The responses from participants were divided into four groups: sound understanding, partial understanding, misconceptions, and no understanding. Fluid statics exhibited the highest degree of misconceptions among the evaluated subjects.  These findings underscore the pressing necessity for enhanced diagnostic instruments in education.  Conventional assessment techniques, such as multiple-choice examinations and essay prompts, inadequately reflect the genuine depth of pre-service elementary educators' conceptual comprehension
FLITARA: Culture-Based Interactive Flipbook Innovation to Improve Elementary Schools' Literacy in the Era of Society 5.0 Putri, Deanova Wahyu Eksa; Syabiya, Nurita Fauzatin; Sa'diyah, Zumrotus; Kunaifi, Aang; Mufidah, Zulfin Rachma; Istiq'faroh, Nurul
Profesi Pendidikan Dasar Vol. 12, No. 2, August 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i2.10465

Abstract

Literacy is a very important foundation in education, especially at the primary school level because these skills support students' cognitive, social and emotional development. This study aimed to present a flipbook-based learning solution as an interactive digital media in improving reading literacy skills through Nusantara culture materials. The research method used is Research and Development (R&D) with the ADDIE development model which includes the stages of analysis, design, development, implementation, and evaluation. Data were collected through observation, interviews, pretest and posttest tests, and validation from experts. The findings of this study indicate that the FLITARA medium achieved a very high validity rating and was empirically demonstrated to significantly enhance reading literacy and learning participation among third-year primary school pupils. Furthermore, this medium contributes to the internalisation of cultural values and the contextual development of pupils’ character. These results reinforce the proposition that the integration of digital technology grounded in local culture is not only pedagogically pertinent but also strategically vital for fostering national identity and advancing the attainment of sustainable education objectives.
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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