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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 104 Documents
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Development and Preliminary Evaluation of a Play-Based Pencak Silat Movement Learning Model for Gross Motor Skills in Early Childhood Sulasikin Sahdi Kadir; Al Ilham; Ronny Syaifullah; Haerul Ikhsan; Ella H Tumaloto
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.v8i1.3320

Abstract

This study aimed to develop a play-based fundamental movement skills model using basic Pencak Silat movements that is feasible, practical, and potentially supports gross motor skill development among students in the early-age category. The study employed a Research and Development (R&D) method using the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. The participants consisted of 10 Tapak Suci instructors in Gorontalo Province during the needs analysis stage and 30 students in the early-age category, ranging from 6 to 12 years of age, during the implementation stage. The product was developed through needs analysis, movement activity design, expert validation, revision, and limited implementation. Product validation involved three experts who assessed the Pencak Silat content, instructional aspects, and media and language components. Data were collected using a needs analysis questionnaire, expert validation sheets, implementation observation sheets, instructor response questionnaires, and a gross motor skill assessment instrument. The data were analyzed descriptively using percentage scores for validity and practicality and N-Gain to determine improvements in gross motor skills. The results showed that the developed model achieved a validity score of 91%, categorized as highly valid. The implementation rate reached 92.5%, while instructors’ responses to the practicality of the model reached 90%, indicating a highly practical model. Students’ gross motor skill scores increased from a mean pretest score of 58.4 to a posttest score of 82.1, with an N-Gain score of 0.57, indicating a moderate level of improvement. These findings provide preliminary evidence that the play-based fundamental movement skills model using basic Pencak Silat movements has the potential to serve as a structured, enjoyable, and contextual alternative for supporting gross motor skill development among students in the early-age category. However, because the implementation employed a one-group design without a control group, the effectiveness of the model should be further examined through experimental studies involving larger samples and comparison groups.
The Effect of an In-Depth, Educational-Game-Based Learning Approach on Improving Mathematical Understanding Among Second-Grade Elementary Student in Makassar Al Husnah Mutmainah; Rahmawati Rahmawati; Supriadi Supriadi
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.v8i1.3310

Abstract

This study aimed to determine the effect of an educational game-based deep learning approach on mathematical understanding among second-grade elementary students in Makassar and to measure the extent of improvement following the intervention. This quantitative study employed a quasi-experimental One-Group Pretest-Posttest design involving 30 second-grade students selected through saturation sampling. The intervention was implemented over six weeks using Educational Math Game Cards integrated with the principles of Mindful, Meaningful, and Joyful Learning. The Mindful component encouraged students to focus their attention and engage actively in solving mathematical problems; the Meaningful component connected mathematical concepts with students’ prior knowledge and everyday experiences; while the Joyful component created an enjoyable learning environment that encouraged active participation and confidence in learning. These principles were directed toward developing students’ mathematical understanding, particularly their ability to identify, explain, apply, and solve problems involving basic mathematical concepts. Data were analyzed using the Paired Samples t-test and N-Gain test. The results showed that the mean score increased from 51.33 in the pretest to 75.66 in the posttest. The Paired Samples t-test showed a significance value of 0.000 (p < 0.05), indicating a significant improvement in students’ mathematical understanding following the intervention. The mean N-Gain score was 0.63, categorized as moderate, with 86.67% of students in the moderate category and 13.33% in the high category. These findings indicate that an educational game-based deep learning approach can effectively improve mathematical understanding among early elementary students. Practically, the approach provides an engaging and concept-oriented learning strategy that can support teachers in implementing meaningful mathematics instruction within the Merdeka Curriculum, particularly through the integration of mindful, meaningful, and joyful learning experiences.
National Education Standards (SNP) as a Benchmark for Educational Quality in Indonesia: A Library Research Review on Implementation, Challenges, and Strengthening Strategies Himmah Al Ulya; Hanun Asrohah
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.v8i1.3325

Abstract

The quality of education in Indonesia encompasses not only learning outcomes but also the quality of processes, management, educators, and the sustainability of quality assurance. While numerous studies have addressed the National Education Standards (SNP), prior research has largely focused on case studies of individual educational institutions and descriptive assessments of standard attainment. There remains a lack of comprehensive research synthesizing the role of the SNP as a quality benchmark in relation to quality assurance, quality culture, and continuous quality improvement. This study aims to analyze the position of the SNP as a benchmark for educational quality, the implementation of the eight standards, and strategies for strengthening them from a quality assurance perspective. A qualitative approach utilizing library research methods was employed. Data sources including scholarly articles, academic books, and regulations selected for their relevance and credibility were gathered via Google Scholar, GARUDA, and official government websites. Analysis was conducted using content analysis techniques, involving coding, categorization, cross-source comparison, and thematic synthesis. The findings indicate that while the SNP serves as a quality reference framework, formal compliance with the standards does not automatically result in improved quality; the primary gap lies in the practical application of these standards. This synthesis highlights the necessity of strengthening the Internal Quality Assurance System (SPMI), educator capacity, leadership, data utilization, and collaboration to shift the SNP orientation from mere compliance toward continuous improvement.
Digital Technology Integration in Akidah Akhlak Learning: A Descriptive Study of Classroom Assessment and Participation in Grade 5 at MI Al-Ishlah, Sorong City Muhammad Satir; Muhammad Masykur
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.v8i1.3343

Abstract

Digital devices have spread across Indonesian madrasah faster than evidence on how they are used in Islamic moral education. This descriptive study documents how digital technology was integrated into one Akidah Akhlak lesson and reports the accompanying class-level assessment records and observed participation in Grade 5 at MI Al-Ishlah, Sorong City, Southwest Papua. Data comprised structured observation of a 45-minute lesson on 23 May 2026, interviews with the teacher and the head of the madrasah, group interviews with students, and documentation of assessment records. The class enrolled 27 students; complete assessment records at both time points and full observational coverage were available for 25, who constitute the analysis group. The teacher combined a laptop, a projector, and a smart TV with demonstration, small-group discussion, and presentation. The class mean was 65 before and 82 after the lesson, and students meeting the mastery criterion numbered 12 (48%) and 22 (88%) of 25. Among the 25 observed students, 20 (80%) were classified as active, 3 (12%) moderately active, and 2 (8%) less active. Because the design has no comparison group, no randomisation, and no individual-level data, results are reported as descriptive patterns in a single classroom rather than as effects of technology.

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