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INDONESIA
Jurnal Pendidikan Dasar
Published by Universitas Sebelas Maret
ISSN : 23377054     EISSN : 27752240     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 115 Documents
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Analisis tingkat self regulated learning peserta didik di Sekolah Dasar Indonesia Bangkok Chumdari, Chumdari; Atmojo, Idam Ragil Widianto; Matsuri, Matsuri; Adi, Fadhil Purnama; Ardiansyah, Roy; Saputri, Dwi Yuniasih
Jurnal Pendidikan Dasar Vol 12, No 2 (2024): Jurnal Pendidikan Dasar
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpd.v12i2.94880

Abstract

Self Regulated Learning (SRL) adalah kemampuan individu untuk secara proaktif mengelola pembelajaran mereka melalui perencanaan, pemantauan, dan evaluasi diri. Penelitian ini bertujuan untuk menganalisis tingkat SRL di Sekolah Dasar Indonesia Bangkok. Metode penelitian yang digunakan adalah survei dengan instrumen kuesioner yang diisi oleh 100 siswa. Hasil penelitian menunjukkan bahwa tingkat SRL siswa berada pada kategori sedang dengan beberapa aspek yang perlu ditingkatkan, seperti manajemen waktu dan strategi belajar. Temuan ini memberikan wawasan penting bagi pengembangan strategi pengajaran yang dapat mendukung peningkatan SRL siswa di sekolah tersebut.
Penerapan model pembelajaran problem based learning untuk meningkatkan hasil belajar IPAS siswa kelas 3 di Sekolah Dasar Sholikah, Imroatus; Ratnasari, Yuni; Suhartati, Oktri; Wafi, Taris Fadhlil
Jurnal Pendidikan Dasar Vol 13, No 1 (2025): Jurnal Pendidikan Dasar
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpd.v13i1.100442

Abstract

This classroom action research was conducted to analyze the implementation of the Problem-Based Learning (PBL) model in improving the learning outcomes of third-grade students at SD 3 Peganjaran, Kudus. The study followed four key stages: planning, implementation, observation, and reflection, involving 12 students. Data collection techniques included teacher interviews, observations of student and teacher learning activities, and test assessments to measure student achievement based on a minimum competency indicator of ≥ 70. The findings revealed a significant improvement in student mastery, increasing from 50% in the pre-cycle to 66.7% in cycle 1, and reaching 100% in cycle 2. Since students’ learning outcomes met the classical mastery threshold of 75%, the Problem-Based Learning method was proven to be effective in enhancing student achievement, fostering critical thinking, and promoting active learning. Moreover, the study demonstrated that PBL encourages students to engage more deeply with learning materials, collaborate with peers, and develop problem-solving skills. Thus, the PBL model not only improves learning outcomes but also actively cultivates critical thinking skills, which are essential for shaping students' analytical and creative reasoning abilities.
Peningkatan keterampilan komunikasi tertulis menggunakan model pembelajaran inkuiri terbimbing pada pembelajaran ipa Atmojo, Idam Ragil Widianto; Saputri, Dwi Yuniasih; Bekti, Akhirul Yunita
Jurnal Pendidikan Dasar Vol 11, No 1 (2023): Jurnal Pendidikan Dasar
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpd.v11i2.81260

Abstract

This study aims to improve written communication skills using the guided inquiry learning model in science learning.. This type of research is action research or Classroom Action Research (PTK). The research will be carried out in 3 cycles with 2 meetings and 1 evaluation test in each cycle. The implementation of guided inquiry learning in class V science subjects at SD Negeri Joho 1 went well and showed an increase in students' communication skills from cycle I, cycle II, to cycle III. 90% percentage to ask questions, 86% formulate hypotheses, 82% collect data, 84% analyze data, and 84% draw conclusions. The results of the assessment of student posters at the end of each learning cycle showed the category was less skilled (11.32) in cycle I, became quite skilled (17.08) in cycle II, and became skilled (23.84) in cycle III. This shows that the guided inquiry learning model improves students' communication skills.
Penerapan tahapan teori belajar bruner untuk meningkatkan pemahaman konsep matematika pada peserta didik kelas iv sd Novenasari, Marta; Kurniawan, Sandra Bayu
Jurnal Pendidikan Dasar Vol 14, No 1 (2026): Jurnal Pendidikan Dasar
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpd.v14i1.109674

Abstract

This study aims to: 1) Describe the application of Bruner's learning theory stages to improve mathematical concept understanding among fourth-grade students at Kanisius Kedawung Elementary School in the 2024/2025 academic year; 2) Improve mathematical concept understanding through the application of Bruner's learning theory stages among fourth-grade students at Kanisius Kedawung Elementary School during the 2024/2025 academic year. This study employs a Classroom Action Research approach, involving the classroom teacher and 22 students as participants. Data were collected through observation, interviews, documentation, and tests, with triangulation used to ensure data validity. Interactive data analysis methods were used throughout the study. The results showed a consistent improvement in students' mathematical concept understanding performance, with the average score increasing from 71.25 in the first cycle to 84.54 in the second cycle. Classical completeness also improved, from 59.09% in cycle 1 to 86.36% in cycle 2. This study concludes that: 1) Bruner's stages of learning theory can be effectively applied; and 2) these stages significantly improve fourth-grade students' mathematical concept understanding. Theoretically, these findings provide insights into the application of Bruner's Learning Theory stages in mathematics teaching. Practically, the application of Bruner's Learning Theory stages demonstrates clear benefits and positive impacts, making it a useful reference for future educational research.
Implementasi pembelajaran diferensiasi pada pembelajaran pendidikan pancasila di sekolah dasar Nurfitriani, Dania; Istiyati, Siti; Adi, Fadhil Purnama
Jurnal Pendidikan Dasar Vol 12, No 2 (2024): Jurnal Pendidikan Dasar
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpd.v12i2.93425

Abstract

This research aims to (1) describe the planning, (2) implementation and (3) evaluation of the application of differentiated learning in Pancasila education learning related to content strategies, processes, products and learning environments. This research includes descriptive qualitative research with a case study approach. The subjects in this research were the homeroom teacher and class IVB students at Ta'mirul Islam Elementary School, Surakarta. Data collection techniques use observation, interviews and documentation. Data validity testing techniques uses triangulation of techniques and source. The data analysis technique uses analysis from Cresswell. The research result show that the planning stages were carried out properly non-cognitive diagnostic assessment and observation, setting learning objectives preparing ATP and KKTP, preparing teaching modules and analyzing teaching modules. The implementation stages refer to content, process, product, and learning environment strategies. Content strategy is carried out with a variety of learning sources and media, process strategy is carried out by creating a learning environment that inspires enthusiasm for learning. The evaluation stages are carried out with formative and summative assessments. By implementing this differentiated learning, it has a positive impact on students, namely increasing student motivation in learning, and increasing student learning outcomes.
Analisis performa akademik siswa berdasarkan status sosial ekonomi dalam mata pelajaran Bahasa Indonesia di sekolah dasar Khasanah, Ulfatul; Dwiyana, Suci; Permadi, Zulfa Nur; Nurtamam, Mohammad Edy
Jurnal Pendidikan Dasar Vol 13, No 1 (2025): Jurnal Pendidikan Dasar
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpd.v13i1.100629

Abstract

Abstract. This study aims to analyze the influence of socioeconomic status on students' academic performance in the Indonesian language subject for sixth-grade students at UPTD SDN Tunjung 1 Bangkalan. The research employs a descriptive qualitative approach, with data collection techniques including interviews, observations, and documentation. The research subjects consist of teachers and students with varying socioeconomic backgrounds. Data validity is ensured through methodological triangulation, while data analysis is conducted through data reduction, data presentation, and conclusion drawing. The results indicate that students from families with higher socioeconomic status have better access to educational facilities such as books, the internet, and additional academic tutoring. This provides them with greater opportunities to achieve higher academic performance. Conversely, students from lower socioeconomic backgrounds often face limitations in accessing adequate learning resources, which affects their motivation and academic outcomes.To address this academic disparity, active involvement from various stakeholders is required. Schools and parents must provide more equitable educational support, while the government should facilitate tutoring programs, additional learning resources, and scholarships for underprivileged students. With the implementation of appropriate strategies, it is expected that all students will have equal learning opportunities and be able to achieve optimal academic outcomes.keywords:  Academic Performance,  Education, Elementary School, Socioeconomic Status.
Analisis keterampilan berpikir kritis peserta didik kelas v dalam memecahkan masalah matematika materi volume bangun ruang Azizah, Aulia; Riyadi, Riyadi; Budiharto, Tri
Jurnal Pendidikan Dasar Vol 11, No 2 (2023): Jurnal Pendidikan Dasar
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpd.v11i2.79478

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis peserta didik dalam menyelesaikan masalah matematika volume materi bangun kelas V SD Negeri Gemolong 4 tahun ajaran 2022/2023. Penelitian ini merupakan penelitian kualitatif dengan metode deskriptif. Sumber data penelitian ini meliputi informan (siswa Kelas V SD Negeri Gemolong 4), tempat dan peristiwa (kelas V SD Negeri Gemolong 4), dokumen (hasil AKM tahun 2021, rekap nilai akhir semester 1 Kelas V tahun 2022/2023 dan daftar ketidakhadiran siswa Kelas V SD Negeri Gemolong 4). Teknik pengambilan informan dilakukan dengan purposive sampling. Teknik pengumpulan data yang digunakan adalah tes, observasi dan wawancara. Teknik uji validitas data menggunakan teknik triangulasi. Analisis data menggunakan model interaktif oleh Milles dan Huberman. Hasil penelitian dan pembahasan menunjukkan bahwa kemampuan berpikir kritis siswa dalam memecahkan masalah matematika pada materi volume bangun untuk kelas V SD Negeri Gemolong 4 memiliki kemampuan berpikir kritis pada tingkat sedang. Adapun rincian tingkat kemampuan berpikir kritis pada masing-masing aspek adalah sebagai berikut, 1) Aspek Identify mendapatkan kategori tinggi, 2) aspek Determine mendapatkan kategori tinggi, 3) aspek Enumerate mendapatkan kategori medium, 4) aspek Assess mendapatkan kategori medium, dan 5) aspek Scrutinize mendapatkan kategori medium.
Implementasi model project based learning untuk meningkatkan hasil belajar IPAS di kelas IV di sekolah dasar Nugrahani, Arum; Poerwanti, Jenny Indrastoeti Siti; Chumdari, Chumdari
Jurnal Pendidikan Dasar Vol 13, No 2 (2025): Jurnal Pendidikan Dasar
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpd.v13i2.100198

Abstract

Abstract. This study aims to describe with the implementation of the project-based learning model in improving the learning outcomes of science and science in grade IV in elementary school. The research subjects consisted of 11 female students and 5 male students along with grade IV teachers in elementary schools. Data collection techniques with written tests of cognitive multiple-choice questions (summative assessment at the end of learning), observation (learning activities), documentation (photos of evidence of learning activities in the implementation of PTK), and interviews (in-depth interviews with teachers and students). Data analysis techniques by combining quantitative and qualitative approaches. The interactive data analysis technique consists of data reduction, data presentation, conclusion drawing and verification. The results of the study show that the learning outcomes of social studies in grade IV in elementary schools can be improved by the implementation of the project-based learning model. Research data shows that there is an increase of 44%, from the initial 44% to 88%. The science and technology subject matter used for research is about local wisdom. 
Pengaruh Model Role Playing Berbantuan Media Giatorys untuk Meningkatkan Keterampilan Proses Sains pada Pembelajaran IPAS SD Rachmat, Fenita Oktaviani; Putri, Hafiziani Eka; Nuraeni, Fitri
Jurnal Pendidikan Dasar Vol 12, No 1 (2024): Jurnal Pendidikan Dasar
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpd.v12i1.82910

Abstract

Keterampilan proses sains sangat penting untuk dikembangkan dalam proses pembelajaran khususnya pada mata pelajaran IPA karena hal ini akan memberikan bekal bagi siswa untuk memecahkan permasalahan dalam kehidupan sehari-hari. Rendahnya keterampilan proses sains siswa sekolah dasar menjadi latar belakang penelitian ini. Tujuan penelitian ini adalah untuk mengetahui pengaruh model role playing berbantuan media giatorys terhadap peningkatan keterampilan proses sains siswa pada pembelajaran IPA dan IPA di sekolah dasar; dan untuk mengetahui apakah keterampilan proses sains siswa yang mendapat pembelajaran IPA dengan model role playing berbantuan media giatorys lebih baik dibandingkan siswa yang mendapat pembelajaran IPA dengan model pembelajaran Discovery. Metode penelitian yang digunakan adalah eksperimen semu dengan jumlah subjek sebanyak 52 siswa. Diperoleh kesimpulan sebagai berikut: 1) Terdapat pengaruh pembelajaran yang menerapkan model role playing berbantuan media pendidikan terhadap peningkatan keterampilan proses sains siswa pada pembelajaran IPA dan IPA di sekolah dasar; 2) Terdapat peningkatan keterampilan proses sains siswa yang memperoleh pembelajaran IPA dengan model role playing berbantuan media giatorys lebih baik dibandingkan siswa yang memperoleh pembelajaran IPA dengan model pembelajaran Discovery.
Peran Orang Tua dalam Menumbuhkan Kebiasaan Literasi pada Siswa Sekolah Dasar Ati, Amniar
Jurnal Pendidikan Dasar Vol 14, No 1 (2026): Jurnal Pendidikan Dasar
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpd.v14i1.116966

Abstract

Literacy habits are very important to instill in children from an early age, because through literacy children can develop reading and writing skills, as well as the ability to understand information effectively. In addition, literacy helps improve critical thinking, creativity, and communication skills, enabling children to be better prepared to face both the learning process and everyday life. This study aims to examine the role of parents in fostering literacy habits among elementary school students at SD Negeri 40 Buton. This research uses a quantitative approach with a descriptive research design. The population in this study consists of all parents of students in grades III, IV, and V, totaling 48 individuals, with the sampling technique using total sampling. Data collection techniques were carried out through observation and questionnaires. Data analysis used descriptive analysis with percentages. The results of the study indicate that the role of parents in fostering students’ literacy habits is still relatively low. This can be seen from indicators such as the literacy environment at home, parental involvement in children’s literacy activities, and the habituation of shared reading activities, all of which have percentages below 40%. Most parents have not provided adequate reading materials, have not actively accompanied and motivated their children in reading activities, and have not established regular shared reading habits at home.

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