cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Sofyan Mustoip
Contact Email
sofyanmustoip@gmail.com
Phone
+628818241383
Journal Mail Official
sofyanmustoip@gmail.com
Editorial Address
Jl. Widarasari III Tuparev-Cirebon Tlp. 0231-246215
Location
Kab. cirebon,
Jawa barat
INDONESIA
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 156 Documents
 12   13   14   15   16 
Management of Co-Curricular Activities in Fostering Global Diversity Character in Elementary Schools Pambudhi, Tegar; Sapriya; Kama Abdul Hakam; Wahyu Sopandi
EduBase : Journal of Basic Education Vol. 7 No. 1 (2026): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Objective: This study aims to analyze the management of co-curricular activities in fostering the character of global diversity among primary school students. Global diversity is a key dimension of the Pancasila Student Profile, emphasizing cultural awareness, inclusive interaction, and fair behavior within a pluralistic society. Novelty: This research highlights systematic co-curricular management as a strategic mechanism for strengthening global diversity character within the implementation of the Merdeka Curriculum, particularly through the Pancasila Student Profile Strengthening Project (P5), where practical models at the school level remain varied and underexplored. Methods: The study employed a descriptive qualitative approach using interviews, observations, and document analysis. Data were analyzed through the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. Results: The findings reveal that effective co-curricular management depends on three main aspects: (1) needs-based and contextually relevant planning grounded in local culture, (2) collaborative and experiential learning activities that promote intercultural engagement, and (3) authentic evaluation emphasizing reflection, equitable participation, and inclusive contribution. Principal leadership, community partnerships, and teacher capacity were identified as key supporting factors. Conclusions: Co-curricular activities play a strategic role in shaping global diversity character among primary school students. Systematic and integrated management within the school ecosystem is essential to optimize their impact and achieve the goals of the Pancasila Student Profile.
Enhancing Elementary Students’ Procedural Writing through a Hybrid Approach of Problem-Based Learning and Differentiated Instruction Yulia, Yulia; Yarmi, Gusti; Zakiah, Linda
EduBase : Journal of Basic Education Vol. 7 No. 1 (2026): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Objective: This study aims to examine the effectiveness of a hybrid instructional model integrating Problem-Based Learning (PBL) and Differentiated Instruction (DI) to improve procedural writing skills among fifth-grade elementary students in Indonesia. Novelty: The study introduces a combined PBL–DI framework within a Classroom Action Research (CAR) design, specifically applied to genre-based procedural writing instruction in diverse elementary classrooms. Methods: The research employed a two-cycle Classroom Action Research (CAR) design involving 31 students. Learners engaged in real-world writing tasks tailored to their readiness levels, interests, and learning profiles. Data were collected through writing assessments, observation sheets, reflection journals, field notes, and interviews, and analyzed using descriptive statistics and thematic analysis. Results: Student writing mastery improved significantly from 32% in the pre-action stage to 84% at the end of Cycle II. Qualitative findings indicated increased engagement, greater autonomy in writing, and enhanced self-efficacy. Contextual problem-solving tasks, scaffolded support, and iterative teacher reflection contributed to both cognitive and affective development. Conclusions: Integrating PBL and DI provides an effective, student-centered framework for enhancing procedural writing skills and offers a promising approach for genre-based writing instruction in diverse elementary school settings.
The Effect of Integrated Problem-Based Learning with Multiple Representations on Elementary School Students' Computational Thinking Skills in Mathematics Dea Nur Hafifah; Arita Marini; Yurniwati Yurniwati
EduBase : Journal of Basic Education Vol. 7 No. 1 (2026): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Computational thinking is an essential skill that students need to develop in the learning process to systematically analyze problems and construct effective solutions. Objective: This study modified the Problem-Based Learning (PBL) method integrated with Multiple Representations (MR) in enhancing elementary students’ computational thinking skills, including decomposition, pattern recognition, abstraction, and algorithmic thinking. Novelty: This study provides empirical evidence on the contribution of an innovative instructional approach in fostering students’ computational thinking skills, thereby supporting the achievement of SDG 4 (Quality Education) through improved learning quality at the elementary level. Method: A quantitative approach was employed using a quasi-experimental design with purposive sampling (N = 62), consisting of 31 students in the experimental group and 31 students in the control group. Data were analyzed through prerequisite tests and hypothesis testing to examine the effectiveness of the PBL-MR method in improving students’ computational thinking skills. Results: The results of the t-test revealed a statistically significant difference between the experimental and control groups (p < 0.001), indicating that the implementation of the PBL-MR method significantly enhanced students’ computational thinking skills. Conclusion: The PBL-MR method is more effective in increasing Computational Thinking skills than the traditional method in the control group. These results indicate that the PBL-MR method is effective in improving students’ computational thinking skills as an effort to support the achievement of SDGs 4, by improving the quality of education through meaningful education for elementary school.
Developing a Local Wisdom-Based Learning Model through Sugarcane Bagasse Cracker Innovation to Enhance Elementary Students’ Social Competence and Economic Independence Sigit Nurhendi; Mubarok Fatahillah; Ulfain; Abdul Aziz; Rochanda Wiradinata; Wartoyo
EduBase : Journal of Basic Education Vol. 7 No. 1 (2026): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Objective: This study aims to develop a local wisdom-based learning model through sugarcane bagasse cracker innovation to enhance elementary students’ social competence and economic independence. Novelty: This research integrates local wisdom with product-based learning using sugarcane bagasse as an innovative medium to promote sustainability, entrepreneurship, and social skills in primary education. Methods: This study employed a Research and Development (R&D) design adapted from the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants were elementary school students and teachers. Data were collected through observations, questionnaires, expert validation sheets, and performance assessments, and analyzed using both qualitative and quantitative techniques. Results: The findings indicate that the developed learning model is valid, practical, and effective. Expert validation results show high feasibility, while implementation demonstrates significant improvements in students’ social competence—such as collaboration, communication, and responsibility—as well as their economic independence reflected in entrepreneurial awareness and basic production skills. Conclusion: The developed model is effective in integrating local wisdom and life skills, contributing to meaningful and contextual learning in elementary education.
Teachers’ Perceptions of Deep Learning Pedagogy in Indonesian Primary Schools: Evidence from the Wahidin Sudiro Husodo Cluster Rizkasari, Elinda; Prihatsari, Ema Butsi; Wicaksono, Anggit Grahito; Jumatno, Jumatno; Hanifah, Hanifah
EduBase : Journal of Basic Education Vol. 7 No. 1 (2026): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Deep learning pedagogy has recently been promoted as a strategic response to the evolving demands of Indonesian basic education under the Merdeka Curriculum, which emphasizes student-centered learning, meaningful projects, and the cultivation of 21st-century competencies. Objective: This study investigates primary school teachers’ perceptions of deep learning pedagogy within the Wahidin Sudiro Husodo Cluster, Jumapolo Subdistrict, Karanganyar Regency. Novelty: Implications for developing a teacher training model and future research directions are discussed. Methods: Using a descriptive survey design, data were collected from 30 teachers across eight schools through a structured questionnaire (Likert scale) and complemented by short interviews and documentation review. The survey assessed three major dimensions: conceptual understanding of deep learning, classroom enactment, and school-level readiness for implementation. Results: Findings show that teachers’ conceptual understanding reached a “good” level (M = 3.65 on a 1–4 scale), while classroom enactment was “fairly good” (M = 3.40) and readiness for implementation remained “moderate” (M = 3.25). Qualitative evidence indicates that teachers commonly interpret deep learning as meaningful learning and higher-order thinking, yet some still conflate it with general active learning. Teachers reported constraints related to time allocation, learning media availability, class size, and limited technical training, despite acknowledging the relevance of project-based and problem-based learning for deep learning pedagogy. Conclusions: The study concludes that deep learning pedagogy is viewed positively but requires systemic support through structured professional development, school leadership facilitation, and practical guidance for authentic assessment and reflective learning routines.
Implementing Nature-Based Self-Grounding Techniques as an Alternative Therapy for Elementary School Children with Sensory Problem in Homeschool Total Mind Learning (TML) Meliani, Fitri; Shofiyyah, Shofiyyah; Anindita Pratiwi, Putri; Dewi Suwarno, Yuriska
EduBase : Journal of Basic Education Vol. 7 No. 1 (2026): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Objective: This study explores the implementation of nature-based self-grounding techniques as an alternative therapeutic approach for elementary school children with sensory problems at Homeschool Total Mind Learning (TML). Novelty: The study emphasizes the use of nature-based self-grounding activities within the Homeschool Total Mind Learning (TML) approach as an alternative therapy for children with sensory problems, highlighting direct interaction with natural environments to support sensory integration, emotional regulation, and adaptive functioning. Methods: Using a qualitative approach, data were collected through interviews with three parents and two teachers. The implemented activities included walking barefoot in gardens, playing in rice fields, climbing hills, herding livestock, and participating in farming activities. The analysis was guided by A. Jean Ayres’s Sensory Integration Theory, particularly concerning tactile and proprioceptive stimulation. Results: The findings reveal that nature-based self-grounding activities provide meaningful sensory experiences that help improve children’s emotional regulation and adaptive behavior. Parents reported reduced meltdowns and increased sensory tolerance, while teachers observed better focus, classroom participation, and social interaction. Furthermore, the children showed greater self-awareness and independence in managing their sensory needs. Conclusion: This study concludes that implementing nature-based self-grounding techniques can serve as an effective alternative therapy for supporting sensory development and improving the quality of life and adaptive functioning of elementary school children with sensory problems in homeschooling contexts.

Page 16 of 16 | Total Record : 156

 12   13   14   15   16 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 1 (2026): EduBase : Journal of Basic Education Vol. 6 No. 2 (2025): EduBase : Journal of Basic Education Vol. 6 No. 1 (2025): EduBase : Journal of Basic Education Vol. 5 No. 2 (2024): EduBase : Journal of Basic Education Vol 5 No 2 (2024): EduBase : Journal of Basic Education Vol. 5 No. 1 (2024): EduBase: Journal of Basic Education Vol 4 No 2 (2023): EduBase : Journal of Basic Education Vol. 4 No. 2 (2023): EduBase : Journal of Basic Education Vol. 4 No. 1 (2023): EduBase : Journal of Basic Education Vol 4 No 1 (2023): EduBase : Journal of Basic Education Vol 3 No 2 (2022): EduBase : Journal of Basic Education Vol. 3 No. 2 (2022): EduBase : Journal of Basic Education Vol 3 No 1 (2022): EduBase : Journal of Basic Education Vol. 3 No. 1 (2022): EduBase : Journal of Basic Education Vol 2 No 2 (2021): EduBase : Journal of Basic Education Vol 2 No 1 (2021): EduBase : Journal of Basic Education Vol. 1 No. 2 (2020): EduBase : Journal of Basic Education Vol 1 No 2 (2020): EduBase : Journal of Basic Education Vol 1 No 1 (2020): Edubase : Journal of Basic Education Vol. 1 No. 1 (2020): Edubase : Journal of Basic Education More Issue