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EduBase: Journal of Basic Education
Published by Universitas Islam Bunga Bangsa Cirebon
ISSN : -     EISSN : 27221520     DOI : https://doi.org/10.47453/edubase.v5i1.2020
Core Subject : Education,
Education
Journal of Basic Education (Edubase) is an international peer-reviewed journal that publishes original research papers and reviews in the field of basic education conducted by educational practitioners such as teachers, lecturers, basic education observers, basic education policy makers and students. This journal is dedicated to promoting global scientific and technological progress by providing a platform for researchers, scientists and academics to publish their research findings and share their knowledge with the wider scientific community. Edubase receives input from researchers, scientists and academics around the world on topics including: Basic Education: Learning Strategies, Learning Models, Learning Methods, Learning Media, Teaching Materials, Learning Resources, and School Management in the basic education domain. All submissions to Edubase undergo a rigorous peer review process to ensure the quality and validity of published research. This journal encourages the submission of papers that present innovative and original research, and contribute to the development of new theories, methodologies and techniques in the field of elementary education science. Edubase is committed to promoting open access to scientific research and aims to make research accessible to a wider audience, including researchers and students in the global arena, especially developing countries who may not have access to expensive scientific journals. This journal also seeks to foster collaboration and partnerships between researchers around the world and facilitate the exchange of ideas and knowledge between scientific disciplines.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 116 Documents
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Integrated Learning Management in the Implementation of the Independent Curriculum at SDN Kagok 01 Tegal Regency Suriswo, Suriswo; Abd Razak Bin Zakaria
EduBase : Journal of Basic Education Vol. 6 No. 1 (2025): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/edubase.v6i1.3212

Abstract

The objective of this study was to analyze the planning, implementation, and assessment of integrated learning conducted by teachers at SDN Kagok 01, Tegal Regency, during the 2022/2023 academic year. Methods: This study used a qualitative approach. The subjects or respondents in this study were first-grade teachers and all first-grade students. Data collection techniques used included interviews, observation, and document analysis. The data analysis method applied in this study follows the model proposed by Miles and Huberman, which consists of data reduction, data presentation, and conclusion drawing (verification). The findings indicate that the learning planning process carried out by class teachers has been carried out effectively. In preparing for learning, teachers develop lesson plans using "Teaching Modules" (Modul Ajar or MA) as required by the Independent Curriculum. In addition, teachers prepare learning media or teaching aids for use in the classroom. Teaching materials are contextualized using real-world examples, in accordance with the principles of contextual learning. The implementation of the integrated learning program by class teachers has been effective. Integrated learning activities include introductory, core, and closing activities, all carried out systematically. In terms of assessment, teacher evaluation practices align with the lesson plan. These assessments include cognitive (knowledge-based) evaluations and skills-based or performance-based evaluations of student actions.
Implementation of AI-Based Educational Games to Improve Early Reading Skills of Elementary School Students Sukma Selfia Rianti; Evi Chamalah; Rida Fironika Kusumadewi; Stevanus Adrianto Passat
EduBase : Journal of Basic Education Vol. 6 No. 1 (2025): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/edubase.v6i1.3227

Abstract

Objective: This study aims to test the effectiveness of implementing an Artificial Intelligence (AI)-based educational game in improving early reading skills among elementary school students. Novelty: The integration of AI-based educational games in early reading instruction is a relatively new approach in the context of elementary education in Indonesia, offering adaptive and interactive learning experiences tailored to students' needs. Methods: The study employed an experimental method with a pretest-posttest control group design. A total of 60 first-grade students from Taruna Mandiri Elementary School, Tangerang, were randomly assigned to two groups: an experimental group and a control group, each consisting of 30 students. The experimental group used AI-based educational games during reading instruction, while the control group used conventional teaching methods. The instrument used was an early reading ability test covering letter recognition, syllables, and simple word reading. Results: Data analysis revealed a statistically significant difference in posttest scores between the two groups. Students in the experimental group showed a markedly greater improvement in early reading skills compared to those in the control group. Conclusion: The use of AI-based educational games is proven to be effective in enhancing early reading abilities in elementary school students.
Pedagogic Competence of Lecturers: The Key to Success in Inclusive Education in Religious Universities Urbanus Sukri
EduBase : Journal of Basic Education Vol. 6 No. 1 (2025): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/edubase.v6i1.3232

Abstract

Objective: This study explores the pedagogical competence of lecturers as a key factor in the success of inclusive education in religious higher education institutions. Novelty: The study addresses unique challenges in religious academic settings, such as balancing religious values with inclusivity, adapting curricula, and fostering an inclusive culture—a perspective underexplored in existing literature. Methods: Using a qualitative approach through literature review and library research, this study examines various academic sources to identify essential elements of pedagogical competence for inclusive education. Results: The findings reveal that pedagogical competence includes curriculum adaptation, innovative teaching strategies, student-centered learning, and sensitivity to diverse student needs. The study underscores the importance of professional development, institutional support, and policy frameworks to promote inclusivity. Conclusion: By enhancing pedagogical competence, lecturers can create inclusive learning environments for students with diverse backgrounds and abilities. This study contributes to higher education inclusivity discourse by emphasizing the role of pedagogical skills in equitable education. Future research should validate these findings through empirical case studies in religious higher education settings.
Parenting Style and Religious Character: The Mediating Role of Worship Discipline Mushlih, Aguslani
EduBase : Journal of Basic Education Vol. 6 No. 2 (2025): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/edubase.v6i2.3447

Abstract

This study investigates the influence of parenting styles on students’ religious character, with worship discipline as a mediating factor. It addresses a research gap by integrating parenting and religious habituation into a single model of character formation. Using a quantitative approach with correlational-verification design, the study surveyed 200 junior high school students in Cianjur, Indonesia. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that parenting style has a significant effect on both worship discipline and religious character, with worship discipline acting as a partial mediator. The model demonstrates good fit and predictive relevance (Q² > 0.5), highlighting the crucial role of family-based religious routines. These findings suggest that religious character can be strengthened through consistent parental involvement and structured spiritual practices at home. The study offers a novel empirical contribution by positioning worship discipline as a behavioral bridge between parenting and religious values in youth development.
Development of Problem-Based Learning-Based Student Worksheets to Improve Elementary School Student Learning Outcomes Egatri, Dewi; Nurlaksana Eko Rusminto; Siti Samhati; Sunyono
EduBase : Journal of Basic Education Vol. 6 No. 2 (2025): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/edubase.v6i2.3525

Abstract

Objective: This study aims to develop a Problem-Based Learning (PBL)-based Student Worksheet (LKPD) on the topic of words and syllables to improve the learning outcomes of third-grade students in Indonesian language learning. Novelty: The developed LKPD integrates the PBL approach into Indonesian language lessons, offering an innovative learning medium tailored for elementary school students. Methods: The research used a Research and Development (R&D) design with the 4D model (Define, Design, Develop, and Disseminate). Subjects included 20 experimental and 20 control class students each from SDIT Harapan Bangsa, SDIT Rasyid Sedayu, and SD Negeri 1 Merak Batin. Data were collected through questionnaires, observations, tests, and documentation, then analyzed using descriptive quantitative and qualitative methods. Results: Expert validation showed high feasibility, with scores of 89.3 (material expert), 98 (media expert), and 76 (language expert), averaging 87.76 (very valid). Practicality tests yielded an average of 92 from teachers and 94 from students (both very practical). The N-Gain test indicated moderate effectiveness: 0.68 (SDIT Harapan Bangsa), 0.67 (SDIT Rasyid Sedayu), and 0.65 (SD Negeri 1 Merak Batin). The independent t-test showed a significance value of 0.000 < 0.05, confirming a significant difference between control and experimental classes. Conclusions: The PBL-based LKPD on words and syllables is highly valid, very practical, and moderately effective, making it a promising innovative medium to enhance elementary students’ learning outcomes.
Leveraging Augmented Reality (AR) and Interactive Media to Enhance Elementary Students’ Mastery of Scientific Concepts: A Cross-Regional Study in West Java, Indonesia Novianti Muspiroh; Asep Kurniawan; Imam Tabroni
EduBase : Journal of Basic Education Vol. 6 No. 2 (2025): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/edubase.v6i2.3530

Abstract

Objective: This study evaluates the effectiveness of Augmented Reality (AR) and interactive media in improving elementary students’ understanding of abstract science concepts such as the respiratory system, force and motion, and ecosystems in West Java, Indonesia. Novelty: Unlike many studies that focus on technology infrastructure, this research highlights the role of teacher creativity and local relevance, positioning AR as a driver of pedagogical change rather than a mere digital tool. Methods: A mixed-methods design was applied, involving 530 fifth-grade students and their teachers through pre-/post-tests, classroom observations, interviews, and case studies. Results: Quantitative findings showed significant learning gains (average +21.7 percentage points, p < 0.01), with higher AR usage linked to better outcomes. Qualitative data revealed that AR fostered student engagement and reflection, while teachers adopted more facilitative roles. Case studies further indicated that success was shaped by local adaptation and teacher innovation rather than infrastructure alone. Conclusions: The study recommends context-aware AR content, digital pedagogy training, and equitable access policies. AR is affirmed as a transformative paradigm that connects abstract science with meaningful, inclusive, and localized learning experiences.

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