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Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini (PEDASUD)
Published by CV. Sinar Howuhowu
ISSN : -     EISSN : 30893550     DOI : https://doi.org/10.70134/pedasud
Core Subject : Education, Social,
Education Social Sciences Other
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini (PEDASUD) adalah jurnal ilmiah yang menjadi wadah untuk mempublikasikan hasil penelitian, kajian teoritis, dan gagasan inovatif dalam bidang pendidikan dasar dan pendidikan anak usia dini. Jurnal ini ditujukan bagi para akademisi, praktisi pendidikan, mahasiswa, serta pemerhati dunia pendidikan yang ingin berkontribusi dalam pengembangan ilmu pendidikan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 33 Documents
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Efektivitas Penerapan Mindful Learning Sebagai Strategi Terhadap Konsentrasi Siswa Kelas V Sdn Cipageran Mandiri 3 Winarti, Rosi; Faramadina, Nabilah Fitria; Mirella, Riska
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 2 (2025): PEDASUD - Agustus
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v2i2.718

Abstract

Mindful learning is an approach to students in the learning process that emphasizes transforming a concept into a new form by combining the ideas they possess. This mindful approach contributes to emotional social development because during the learning process, students consciously manage and accept various feelings they experience. The application of mindful learning as a concentration strategy for fifth-grade students at SDN Cipageran Mandiri 3 cannot be effectively implemented, due to distractions in the classroom that undermine students' concentration during the learning process. By adding STOP in the classroom, it will enhance students' control over their concentration. The results of the research using Likert scale on the control and experimental classes, as well as the N-Gain Test for Pretest and Posttest on students' concentration, prove that the results are considered low, thus the mindful learning approach did not proceed as expected. This approach poses a challenge for an educator to try implementing the mindful learning approach at SDN Cipageran Mandiri 3 by establishing a common agreement before the learning process begins so that this approach can function as intended and comply with the applicable curriculum.
Pengaruh Media Gambar Dalam Peningkatan Literasi Siswa Kelas III Di Sd Negeri 3 Ciharashas Kuseptriani, Dea; Luthfia, Keisha Maureen
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 2 (2025): PEDASUD - Agustus
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v2i2.719

Abstract

The purpose of this study is to investigate how the use of visual media impacts the improvement of third-grade students' skills at SDN 3 Ciharashas in their literacy skills. To measure changes in students' literacy skills before and after the implementation of visual media, a quantitative descriptive pretest-posttest approach was used. The study results show that the use of visual media enhances students' literacy skills. This includes improvements in text comprehension, vocabulary, and reading interest. Previous studies indicate that visual media can improve elementary school students' literacy skills. These findings are consistent with this discovery. Therefore, the use of visual media can be an effective approach to improve students' literacy skills in elementary schools.
Tren Penelitian Tentang Tantangan dan Peluang Implementasi Pendekatan Deep Learning dalam Kurikulum Merdeka Ainiyah, Syafarotul; Hoironi, Ach Wildan; Setyawan, Agung
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 3 (2025): PEDASUD - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v2i3.851

Abstract

The purpose of this study is to determine research trends related to the application of deep learning as well as the challenges and opportunities that arise from implementing a deep learning approach in an independent curriculum. The researcher used a quantitative method. The instrument used was Nvivo, which was used to analyze keywords, publication year, and the number of citations for each article. This article reviews various literature and research results from recent years to identify the year, citations, and keywords, as well as frequently appearing recommendations related to this. The calculation of the test results processed by the researcher resulted in the development of research interest related to the challenges and opportunities of the deep learning approach, namely in 2022-2025. In this study, there were five articles that had no citations, and of the 15 articles, there were keywords focused on several words, namely deep learning, learning, education, independent curriculum. It can be concluded that the application of this deep learning approach has been optimally implemented in Indonesia. On the other hand, deep learning as part of artificial intelligence has great potential to support personalized learning, analysis of student learning data, and the provision of more effective feedback. However, its implementation in educational environments, especially in Indonesia, still faces various obstacles such as limited infrastructure, lack of training for teachers, and gaps in technological knowledge. Behind these challenges lies a great opportunity in their implementation, namely that students have a sense of enthusiasm in developing new ideas.
Studi Komparatif Model-Model Integrasi Pembelajaran Berdiferensiasi dan Deep Learning untuk Mendukung Competency Based Learning Nurjannah, Intan; Kamala, Shalihatul; Setyawan, Agung
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 3 (2025): PEDASUD - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v2i3.872

Abstract

This study aims to analyze the comparison of various integration models between differentiated learning and deep learning approaches to support the implementation of competency based learning (CBL). The study focused on the effectiveness of the combination of the two approaches in increasing the meaning of the learning process and the achievement of students' competencies. The research method used is in the form of qualitative methods or literature studies by reviewing various literature related to the concept of differentiated learning, deep learning, differentiated learning integration models and deep learning to support competency based learning. The results of the study found several integration models such as the adaptive instructional model based on DI+diagnostic technology and project-based deep differentiation, a  combination of differentiated learning, which is oriented to the individual learning needs of students, and deep learning, which emphasizes the deepening of concepts, creating complementary relationships. These two approaches have been shown to be more effective in increasing students' active involvement, developing critical thinking skills, and strengthening competency achievement than applying one approach separately. The conclusion  of this study confirms that the application of an integrative model developed through a literature review shows that differentiated learning and deep learning can play a role as an effective strategy to optimize the implementation of competency based learning.
Model Pembelajaran Kooperatif Tipe Think-Pair-Share (TPS): Karakteristik, Keunggulan, dan Implementasinya Nuruddin, Ryan Irfan; Imamah, Maolidatul; Setyawan, Agung
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 3 (2025): PEDASUD - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v2i3.873

Abstract

This research aims to describe the meaning, characteristics, advantages and implementation of the think-pair-share (TPS) type cooperative learning model. This research uses a qualitative approach that focuses on literature studies. The distribution of coding references on common themes such as characteristics and implementation is relatively uniform, indicating consensus between sources. In contrast, technical themes such as implementation steps and the cooperative notion of TPS vary, enriching the analysis with different perspectives. Table data supports the effectiveness of the TPS model in improving student learning outcomes, motivation, communication, and cooperation, with experimental classes performing better than controls. The overall findings corroborate the relevance of TPS as an effective and collaborative learning method at various levels and subjects.
E-Learning Di Sekolah Dasar: Tantangan Dan Peluang Berdasarkan Literature Review Larosa, Winanti Natasya; Harefa, Noveri Amal Jaya
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 3 (2025): PEDASUD - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v2i3.874

Abstract

This study aims to analyze the challenges and opportunities of implementing e-learning in elementary schools through a comprehensive literature review of recent academic sources. The research employs a thematic analysis approach to identify key patterns related to teacher readiness, student preparedness, parental involvement, and technological infrastructure availability. The findings indicate that e-learning implementation faces obstacles such as low teacher digital literacy, limited device and internet access, and the need for intensive guidance for young learners. However, e-learning also offers significant opportunities to enhance learning motivation through interactive media, strengthen digital literacy from an early age, and support more flexible and personalized learning experiences. This study highlights the importance of collaboration among schools, teachers, parents, and the government in optimizing e-learning implementation to improve the quality of elementary education in the digital era.
Implementasi Layanan Bimbingan Dan Konseling Di SMPN 2 Karawang Soliha H, Neneng; Faudziah, Rahma; Saleh, Ramaditya; Fadilla A, Ribby; Aini Farida, Nur
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 3 (2025): PEDASUD - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v2i3.880

Abstract

This study aims to describe the implementation of Guidance and Counseling (BK) services at SMPN 2 Karawang Barat and identify the roles, challenges, and expectations of students and teachers regarding these services. Data were obtained through observation, interviews with guidance and counseling teachers, subject teachers, students, and documentation studies. The results indicate that guidance and counseling services at SMPN 2 Karawang Barat have been implemented quite well, with various forms of service, such as individual counseling, group counseling, information services, and classroom services. The main focus of this year's program is academic mentoring, discipline coaching, and the development of student talents and interests. Collaboration between stakeholders, including homeroom teachers, subject teachers, Islamic Religious Education teachers, the principal, and parents, is a crucial supporting factor, although it is not yet implemented systematically. Students perceive BK as a safe place to share their experiences and find solutions, although some still prefer to share their problems with close friends. The main challenges faced are low parental involvement and the stigma that BK is only for students with problems. Analysis of the theory indicates that the alleviation function is more dominant than the prevention and development functions. Thus, the guidance and counseling services at SMPN 2 West Karawang are considered quite effective in addressing student issues. However, they still need to be strengthened in terms of prevention, potential development, and more structured collaboration.
Integrasi Kearifan Lokal Cerita Takyat Joko Tole Dalam Pembelajaran Untuk Menanamkan Nilai Nasionalisme Dan Cinta Tanah Air Rahmawan, Fanny; Prasetya, Muhammad Rafly Eka; Ashidiqi, Ahmad Hasbi; Setyawan, Agung
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 3 (2025): PEDASUD - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v1i1.914

Abstract

This study aims to analyze the integration of local wisdom from the Joko Tole folklore into learning as an effort to instill the values of nationalism and patriotism among elementary school students. This research employs a qualitative approach with an ethnopedagogical study design. The data sources include the Joko Tole folklore text, scientific literature, and educational policy documents. The instruments used consist of a literature data recording sheet, a content analysis form, and a data classification guide. Data were analyzed through data reduction, classification and categorization, interpretation, and conclusion drawing. The results show that the Joko Tole folklore contains values of courage, loyalty, responsibility, hard work, and devotion to the region, which are relevant for character education in elementary schools. These values can be integrated into various subjects such as Civics, Indonesian Language, Social Studies, Science, and Arts and Culture. This integration not only fosters pride in national culture but also strengthens students’ sense of nationalism and love for the homeland. Therefore, local wisdom–based learning through the Joko Tole story serves as an effective strategy to preserve cultural heritage while cultivating a spirit of patriotism aligned with the Pancasila Student Profile and the goals of national education.
Kritik terhadap Praktik Asesmen Formatif di Sekolah Dasar: Implementasi, Kendala, dan Solusi Penguatan Hukom, Julham
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 2 (2025): PEDASUD - Agustus
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v2i3.932

Abstract

This study aims to critique formative assessment practices in elementary schools by examining their implementation, obstacles, and relevant strengthening solutions to improve learning effectiveness. Using a critical review approach to empirical research and literature from the past five years, this study found that formative assessment at the elementary school level has been implemented, but it has not fully aligned with the principles of continuous assessment that provide meaningful feedback to students. Teachers tend to use formative assessment as a one-time measurement tool, rather than as a reflective process integrated with learning. The main obstacles identified include limited teacher assessment competencies, high workloads, inconsistent feedback quality, and minimal institutional support for developing a culture of reflection. This study recommends strengthening through increasing assessment literacy, optimizing supporting technology, developing professional communities of practice, and establishing school policies that emphasize the importance of formative assessment as part of authentic learning. These findings underscore the urgency of repositioning formative assessment as a primary pedagogical strategy to encourage student engagement and holistic development.
Inflasi Istilah dalam Kebijakan Pendidikan: Kritik terhadap Produksi Terminologi Baru dalam Kurikulum Indonesia Hukom, Julham
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 3 (2025): PEDASUD - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v2i3.936

Abstract

This article examines the phenomenon of term inflation in Indonesian curriculum policy, particularly the Independent Curriculum (Kurikulum Merdeka), which is characterized by the widespread production of new terminology without adequate conceptual clarity. The research uses a critical review method based on document analysis and scientific literature to examine how these terms are formulated, adopted, and practiced by stakeholders, particularly teachers. The results show that term inflation often creates ambiguity and a lack of synchronization between policy documents, thus hindering consistent curriculum implementation. Furthermore, teachers face administrative burdens, adaptation pressures, and a tendency to interpret new terms in a formalistic manner due to the lack of stable operational guidelines. This phenomenon not only burdens teachers but also has the potential to undermine the quality of the pedagogical transformation expected from curriculum reform. This article emphasizes that terminology changes must be embedded within a more consistent, coherent, and long-term policy framework so that they do not hinder but instead strengthen educational practices in schools.

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