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INDONESIA
Jurnal Pendidikan Dasar
Published by Institut Agama Islam Negeri Sorong
ISSN : -     EISSN : 2964691X     DOI : https://doi.org/10.47945/misool.v6i2
Core Subject : Education, Social,
Education Social Sciences Other
Misool: Jurnal Pendidikan Dasar terbit dua kali setahun pada bulan Juli dan Desember dengan e-ISSN 2964-691X. Jurnal Misool diterbitkan oleh Program Pendidikan Guru Madrasah Ibtidaiyah IAIN Sorong dengan Ruang lingkup Jurnal adalah: Pengembangan Kurikulum Pendidikan Dasar Pembelajaran Matematika, IPA, IPS, PKn, Bahasa Inggris, Bahasa Indonesia, Pendidikan Agama Islam, Seni dan Muatan Lokal pada Pendidikan Dasar Media dan Teknologi Pembelajaran pada Pendidikan Dasar Strategi, Model dan Metode Pembelajaran pada Pendidikan Dasar Kompetensi Guru pada Pendidikan Dasar Asesmen pada Pendidikan Dasar Bimbingan Konseling pada Pendidikan Dasar Manajemen Berbasis Sekolah pada Pendidikan Dasar
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 94 Documents
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Students' Misconceptions about Force Concepts and Intervention Strategies in Elementary School Mahfudhotin Miratul; Mahfudhotin Nisa; Mir Atul Ilmiyah; Nur Haningtyas Agustin
MISOOL: Jurnal Pendidikan Dasar Vol. 8 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/misool.v8i1.2980

Abstract

Natural Science learning in elementary schools is intended to develop students’ accurate understanding of scientific concepts. However, misconceptions regarding the concept of force are still commonly encountered. This study aims to examine the forms of students’ misconceptions, identify the factors contributing to them, and describe the strategies employed to address these issues at SDN Sukolilo II Tuban. A qualitative approach with a descriptive case study design was adopted. The participants consisted of one fourth-grade teacher and 31 fourth-grade students. Data were collected through interviews, observations, and documentation and analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings indicate that force concepts were taught using a contextual approach by relating them to students’ everyday experiences. Nevertheless, several misconceptions persisted, including the belief that force only involves pushing or pulling moving objects and limited understanding of how force affects an object’s motion and shape. These misconceptions were associated with the oversimplified and incomplete presentation of concepts in the Student Worksheets. To overcome these problems, teachers reinforced the material by utilizing various learning resources, providing more contextual explanations, and incorporating real-life examples, thereby helping students develop a more accurate understanding of scientific concepts.
Implementation Of Nationalist Character Education in Civic Education at an Islamic Qur’ani Elementary School Fadhil Nur Hidayat; Aziz Mukhamad Thoha; Dexani Widyasari
MISOOL: Jurnal Pendidikan Dasar Vol. 8 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/misool.v8i1.3274

Abstract

The current of globalization threatens the national identity of the younger generation, yet research on the implementation of national character education at the micro-level of elementary schools remains limited. This study aims to describe the implementation of nationalism character education through Civics Education in the fifth grade of an Islamic Qur'anic elementary school in East Lampung and to examine the process of internalizing nationalist values among students. A qualitative approach utilizing a case study design was employed. Data collection took place from April to May 2026 through observation, in-depth interviews, and documentation. The informants consisted of four individuals, namely the principal, the Civics Education teacher, and two fifth-grade students selected based on the criteria of highest academic and non-academic achievements. Data analysis was conducted using the Miles and Huberman interactive model. The findings indicate that the implementation proceeds contextually and is integrated through teacher role-modeling and the habituation of discipline, responsibility, cooperation, and appreciation of differences. The internalization of values in students is reflected in their active participation and compliance with rules, despite facing challenges regarding time constraints and external environmental influences outside of school. This study offers an empirical model for the implementation of nationalism character based on the interaction of key actors at the elementary school level, and identifies the necessity for school-family synergy and a reflective pedagogical approach.
Integration Of Discovery Learning with A Deep Learning Approach Through Simple Demonstrations to Enhance Seventh-Grade Students’ Understanding of Science Concepts Ikhwan Hidayat Hiyahara; Sitti Saenab; Biyatmiati Biyatmiati
MISOOL: Jurnal Pendidikan Dasar Vol. 8 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/misool.v8i1.3284

Abstract

This study aimed to describe the development of Grade VII students’ conceptual understanding of science through the integration of Discovery Learning, Indonesia’s Deep Learning approach, and simple demonstrations. A Classroom Action Research design was conducted in three cycles consisting of planning, implementation, observation, and reflection stages. The intervention involved all 34 students in Class VII I at SMP Negeri 33 Makassar, Indonesia. However, the primary longitudinal quantitative analysis was conducted using data from 20 students who completed all six research meetings. The remaining 14 students were excluded from the longitudinal analysis because their data were incomplete due to illness, school activities, or absences. Data were collected using a 10-item multiple-choice conceptual understanding test and classroom observation records, then analyzed through descriptive quantitative and qualitative procedures. The mean scores increased from 58.75 in Cycle I to 66.50 in Cycle II and 71.50 in Cycle III. Classical mastery improved from 10% to 20% and 25%, while achievement across conceptual understanding indicators increased from 61.96% to 72.32% and 78.93%. These findings indicate descriptive improvements in students’ conceptual understanding, however, the 85% mastery criterion was not achieved.
Effects of Structured Physical Activity on Holistic Development of Elementary School Children: A Systematic Review Based on Physical Literacy Framework Aris Iskandar; Joni Taufik Hidayat
MISOOL: Jurnal Pendidikan Dasar Vol. 8 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/misool.v8i1.3289

Abstract

Elementary school years represent a critical period for establishing foundations of health, motor competence, and socio-emotional skills. Despite strong evidence supporting the multidimensional benefits of structured physical activity, sedentary lifestyles and excessive screen time among Indonesian children raise serious concerns. Objective: This systematic review aimed to synthesize contemporary empirical evidence regarding the impact of structured physical activity on the physical, cognitive, and psychosocial development of elementary school children through the Physical Literacy (PL) framework. Method: This review followed the PRISMA 2020 protocol across six electronic databases for studies published between January 2018 and July 2026. Inclusion criteria comprised experimental, quasi-experimental, or randomized controlled trial designs; populations aged 6–12 years; structured physical activity interventions; and reporting at least one outcome in physical, cognitive, or psychosocial domains. Methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT) version 2018. Results: Forty-two studies met the inclusion criteria. Large effect sizes for motor competence (Hedges' g = 0.69–1.53) and moderate effect sizes for executive function and academic achievement (d = 0.40–0.65) were drawn from previously published meta-analyses of individual intervention studies rather than computed de novo, as no meta-analysis was performed in this review. The included studies further reported positive associations with emotional regulation, self-esteem, and social skills. High heterogeneity indicated substantial variation in intervention design and implementation context. Conclusion: The included evidence, synthesized narratively and appraised using the MMAT, generally indicates positive associations between structured physical activity and holistic child development, with the strongest support for motor competence outcomes. Policy recommendations include adopting PL-based physical education curricula, strengthening teacher capacity, and revitalizing traditional games as culturally-relevant learning media.

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