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FONDASI: Jurnal Pendidikan Dasar
Published by Gema Cendekia Institute
ISSN : -     EISSN : 30893836     DOI : 10.71094/fondasi
Core Subject : Education,
Education Other
FONDASI: Jurnal Pendidikan Dasar is published by Gema Cendekia Institute, Indonesia that writing conceptual notions, studies and application of theories, practitioners writing and research results and teaching in the field of knowledge elementary education. FONDASI welcomes and recognizes high quality theoretical and empirical research papers, case studies, review papers, literature reviews, book reviews, conceptual frameworks, analysis and simulation models, technical notes related to research and education from researchers, academics, professionals, practitioners, and students.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
 1   2 
Pengembangan Karakter Anak melalui Kurikulum Tematik Terpadu di Sekolah Dasar Nurhaliza, Siti; Fauzan, Ahmad; Husna, Lailatul
FONDASI: Jurnal Pendidikan Dasar Vol. 2 No. 1 (2026): FONDASI: Jurnal Pendidikan Dasar
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/fondasi.v2i1.335

Abstract

Character development is a central goal of primary education that must be implemented in a systematic and sustainable manner. An integrated thematic curriculum is considered a relevant approach because it enables the integration of character values across all subjects and learning activities. This study aims to describe and analyze children’s character development through the implementation of an integrated thematic curriculum in primary schools. The study adopts a qualitative approach with a descriptive design. Data were collected through classroom observations, in-depth interviews with teachers and school principals, and analysis of instructional documents. Data analysis was conducted through data reduction, data display, and continuous conclusion drawing.The results show that the integrated thematic curriculum effectively develops children’s character in an integrated and contextual way. The character values that emerged include honesty, responsibility, discipline, hard work, social care, mutual cooperation, nationalism, and integrity. These values are internalized through theme-based lesson planning, the use of active learning methods, teacher role modeling, and consistent habituation during learning activities. Teachers play a key role as facilitators and character models, while the school environment functions as a space for reinforcing values. The study also identifies challenges, including limited instructional time, differences in student characteristics, and variations in teachers’ competence in integrating character values. This study concludes that an integrated thematic curriculum is an effective means of developing children’s character in primary schools when supported by careful planning, teacher competence, and collaboration among all members of the school community.
Tren Penilaian Formatif dan Portofolio untuk Pendidikan Dasar: Solusi Pengganti Ujian Standar Ramadhani, Nur Aisyah; Pratama, Rizki Ananda; Putri, Elena Maharani
FONDASI: Jurnal Pendidikan Dasar Vol. 2 No. 1 (2026): FONDASI: Jurnal Pendidikan Dasar
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/fondasi.v2i1.344

Abstract

Standardized testing systems in primary education are increasingly criticized for their inability to comprehensively measure 21st-century competencies. This study aims to analyze trends in formative and portfolio assessment as alternatives to standardized tests in primary education contexts. This research employs a systematic literature review approach of 30 scientific articles published between 1990-2025, focusing on the implementation of formative and portfolio assessment in primary education. Findings indicate that portfolio assessment enhances student engagement in learning processes, provides a holistic view of competency development, and supports constructivist learning principles. Formative assessment integrated with technology (e-portfolios) proves effective in providing continuous feedback and authentically documenting students' learning progress. Formative and portfolio assessment offer a more comprehensive, humanistic approach aligned with 21st-century competency demands compared to traditional standardized tests, although implementation requires adequate teacher preparation and infrastructure support.
Pengaruh Kursus Keterampilan Hidup (Life Skills) terhadap Ketahanan Psikososial Siswa Sekolah Dasar Rahmawati, Siti; Pratama, Andi; Aisyah, Nur
FONDASI: Jurnal Pendidikan Dasar Vol. 2 No. 1 (2026): FONDASI: Jurnal Pendidikan Dasar
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/fondasi.v2i1.345

Abstract

Psychosocial resilience among elementary school students is a crucial aspect in facing developmental challenges and environmental stressors. Life skills courses have been identified as potential preventive interventions to enhance children's adaptive capacities. This study aims to analyze the effect of life skills courses on the psychosocial resilience of elementary school students in Indonesia. A quasi-experimental study with a pretest-posttest control group design involved 120 fourth and fifth-grade elementary students in Bandung. The experimental group (n=60) received a 12-week life skills course intervention, while the control group (n=60) followed regular instruction. Measurement instruments included the Child and Youth Resilience Measure (CYRM-28) and Life Skills Assessment Scale. Data were analyzed using ANCOVA and paired sample t-tests. Results showed a significant increase in psychosocial resilience in the experimental group (M=78.45, SD=8.32) compared to the control group (M=65.21, SD=7.89), F(1,117)=68.34, p<0.001, η²=0.37. Social skills, problem-solving, and emotional regulation dimensions demonstrated the most substantial improvements. Life skills courses proved effective in enhancing elementary school students' psychosocial resilience with a large effect size, indicating potential implementation as a universal prevention program in Indonesian schools.
Meningkatkan Keterampilan Abad 21 di Sekolah Dasar: Rencana Aksi 2025 untuk Kritis, Kreatif, Kolaboratif Oktaviani, Rina; Saputra, Dedi; Khairunnisa, Laila
FONDASI: Jurnal Pendidikan Dasar Vol. 2 No. 1 (2026): FONDASI: Jurnal Pendidikan Dasar
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/fondasi.v2i1.347

Abstract

The 21st-century education transformation demands the development of critical, creative, collaborative, and communicative skills (4C) in elementary school students as a foundation for facing global challenges.  This study aims to develop a comprehensive action plan to enhance 21st-century skills in Indonesian elementary schools in 2025 through innovative learning approaches. The research employed a qualitative approach with a research and development (R&D) design. Data were collected through observations, in-depth interviews with 45 elementary school teachers, and focus group discussions with 12 principals in Jakarta, Bandung, and Surabaya. Data analysis utilized thematic analysis techniques. The action plan encompasses five main components: (1) project-based curriculum transformation, (2) continuous teacher training, (3) learning technology integration, (4) collaborative environment development, and (5) authentic assessment systems. Implementation demonstrated significant improvements in students' critical thinking (73%), creativity (68%), collaboration (81%), and communication (76%) abilities.  An integrated action plan with project-based learning approaches, collaborative learning, and digital technology utilization proved effective in enhancing elementary school students' 21st-century skills.
Model Kolaborasi Global di Kelas SD: Studi Kasus Virtual Exchange Tahun 2025 Putri, Rahmawati; Maulana, Ahmad Fikri; Pramudita, Diah Lestari
FONDASI: Jurnal Pendidikan Dasar Vol. 2 No. 1 (2026): FONDASI: Jurnal Pendidikan Dasar
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/fondasi.v2i1.348

Abstract

Globalization and digital technology development have opened new opportunities in elementary education through global collaboration based on virtual exchange. This study explores the implementation of a global collaboration model in elementary school classrooms through virtual exchange programs in 2025. To analyze the effectiveness of the virtual exchange model in developing global competencies, collaborative skills, and intercultural awareness among elementary school students. This study employed a qualitative case study approach involving 120 fifth-grade students from three countries (Indonesia, Spain, and Australia) who participated in a 12-week virtual exchange program. Data were collected through online learning observations, in-depth interviews with teachers and students, digital artifact analysis, and student reflections. Findings indicate that virtual exchange significantly enhanced students' cultural awareness, cross-cultural communication skills, and global critical thinking abilities. Students demonstrated increased learning motivation and collaborative capabilities in multicultural contexts. The virtual exchange model proves effective as an innovative pedagogical strategy for developing global citizenship competencies at the elementary education level, with important implications for curriculum development and 21st-century learning practices.
Penerapan Metode Microlearning untuk Meningkatkan Literasi Membaca Siswa Sekolah Dasar Dewi Lestari; Riyan Pratama; Nabila Safitri
FONDASI: Jurnal Pendidikan Dasar Vol. 2 No. 2 (2026): FONDASI: Jurnal Pendidikan Dasar
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/fondasi.v2i2.404

Abstract

This study aims to analyze the effectiveness of implementing the microlearning method in improving reading literacy in elementary school students. Reading literacy is a fundamental skill that is crucial for students because it serves as the foundation for understanding learning materials in various subjects. However, many elementary school students still experience difficulties in comprehending reading texts, mastering vocabulary, and determining main ideas and conclusions. This study used a quantitative approach with a quasi-experimental design using a one-group pretest-posttest design. The subjects were elementary school students selected using a purposive sampling technique. Data collection was conducted through reading literacy tests (pretest and posttest), observations of student activities during learning, and questionnaires assessing student responses to the microlearning implementation. The microlearning treatment was implemented through short lessons lasting 10–15 minutes each session using micro-content in the form of short texts, short videos, vocabulary exercises, and quick quizzes. The results showed an increase in students' reading literacy skills after the microlearning implementation, as evidenced by an increase in posttest scores compared to pretest scores. Furthermore, observations indicated that students were more active, focused, and enthusiastic in participating in the learning process. Student response questionnaires also indicated that microlearning was perceived as more engaging and facilitated reading comprehension. Thus, microlearning has been proven effective in improving elementary school students' reading literacy and can be an alternative, innovative, technology-based learning strategy relevant for implementation in the digital age.
Efektivitas Media Cerita Bergambar Interaktif dalam Meningkatkan Literasi Membaca Permulaan Rina Kartika; Fajar Nugroho; Aulia Nurhasanah
FONDASI: Jurnal Pendidikan Dasar Vol. 2 No. 2 (2026): FONDASI: Jurnal Pendidikan Dasar
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/fondasi.v2i2.410

Abstract

ABSTRACT   This study aims to determine the effectiveness of interactive picture story media in improving the early reading literacy of second-grade elementary school students. Early reading literacy in this study includes the ability to recognize letters, read syllables, read simple words, read short sentences, and understand the content of simple reading. The study used a quantitative approach with a quasi-experimental design in the form of a One Group Pretest-Posttest Design. The subjects were second-grade elementary school students selected using a total sampling technique. Data were collected through early reading tests (pretest and posttest), student activity observation sheets, and student response questionnaires regarding the use of the media. Test data were analyzed using normality tests, paired sample t-tests, and N-Gain calculations to determine the level of improvement in students' reading abilities. The results showed that the use of interactive picture story media significantly improved students' early reading literacy. This improvement was evident in higher posttest scores compared to pretest scores, particularly in aspects of fluency in reading syllables and simple words, ability to read short sentences, and comprehension of reading content. Furthermore, observations showed increased student activity and engagement during the learning process. Student responses also showed positive results, with most students finding the media engaging, easy to use, and helpful in their reading comprehension. Thus, interactive picture stories can be an effective, innovative alternative for improving early reading literacy in elementary school students.
Efektivitas Microlearning Untuk Meningkatkan Konsentrasi Belajar Siswa Sekolah Dasar Dimas Pratama; Intan Maharani; Rendi Kurniawan
FONDASI: Jurnal Pendidikan Dasar Vol. 2 No. 2 (2026): FONDASI: Jurnal Pendidikan Dasar
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/fondasi.v2i2.436

Abstract

Abstract This study aims to examine the effectiveness of microlearning in improving elementary school students’ learning concentration and its impact on engagement and content understanding. The study was motivated by the persistent problem of students’ limited attention span during classroom instruction, which affects participation and learning outcomes. A quasi experimental approach with a pretest and posttest design was employed involving elementary school students as research participants. The intervention was conducted through microlearning implementation based on content segmentation, short learning activities, and interactive visual media over six weeks of instruction. The findings revealed a significant improvement in students’ concentration following the implementation of microlearning. Students were able to maintain attention for longer periods, showed reduced distraction, and responded more quickly to instructional directions. Learning engagement also increased as reflected in active participation during discussions, greater willingness to ask questions, and consistent task completion. Improved concentration and engagement contributed to better content understanding, as indicated by higher formative assessment scores and more accurate concept application. The results confirm that microlearning creates focused and active learning experiences aligned with the developmental characteristics of elementary school students who typically possess limited attention spans. Microlearning also supports teachers in managing instructional pacing and providing immediate feedback. When designed appropriately, microlearning has strong potential as an alternative instructional strategy to enhance both learning processes and outcomes in elementary education.
Penerapan Pembelajaran Berbasis Podcast untuk Mendukung Literasi Mendengar Siswa SD Rizky Maulana; Salsabila Rahmawati; Taufik Hidayat
FONDASI: Jurnal Pendidikan Dasar Vol. 2 No. 2 (2026): FONDASI: Jurnal Pendidikan Dasar
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/fondasi.v2i2.437

Abstract

This study aims to analyze the application of podcast-based learning to support elementary school students' listening literacy. Listening literacy is an important foundational skill in the learning process because it plays a role in developing students' language comprehension, concentration, and critical thinking skills. However, in practice, listening skills often receive less attention than reading and writing skills. Therefore, learning innovations are needed that can improve students' listening skills more effectively. This study used a quantitative approach with a quasi-experimental design using a pretest-posttest model. The study subjects consisted of two classes: an experimental class that received podcast-based learning and a control class that used conventional learning methods. Data were collected through listening literacy tests (pretest and posttest), student response questionnaires, and documentation of the learning implementation. The results showed that the application of podcast-based learning significantly improved students' listening literacy skills in the experimental class. Students were better able to grasp main ideas, understand detailed information, and summarize the content of the audio material they listened to. Furthermore, student responses to the use of podcasts also showed positive results, particularly in aspects of learning motivation, attention focus, and engagement in class discussions. Despite challenges such as differences in vocabulary comprehension and audio speed, podcasts are still considered an innovative and effective learning medium that is relevant for elementary schools. With structured lesson planning, podcasts have the potential to continuously improve students' listening literacy.
Pembentukan Disiplin Belajar Anak SD melalui Rutinitas Kelas Berbasis Reward Non-Material Fitri Handayani; Bagas Putra; Nanda Putri Ramadhani Putri Ramadhani
FONDASI: Jurnal Pendidikan Dasar Vol. 2 No. 2 (2026): FONDASI: Jurnal Pendidikan Dasar
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/fondasi.v2i2.438

Abstract

This study aims to describe the implementation of non-material reward-based classroom routines in fostering learning discipline in elementary school students, analyze changes in students' learning behavior after implementing this strategy, and identify supporting and inhibiting factors in its implementation. The study used a descriptive qualitative approach with a case study design. The research subjects consisted of elementary school students in one class, the homeroom teacher as the primary informant, and the principal as a supporting informant. Data collection techniques included observation, in-depth interviews, and documentation. Data analysis was carried out through the stages of data reduction, data presentation, and interactive conclusion drawing. The results show that consistently implemented classroom routines, such as arriving on time, preparing learning materials, following learning procedures, submitting assignments according to schedule, and conducting reflections at the end of the lesson, can foster students' learning discipline habits. Non-material rewards in the form of praise, achievement stickers, star boards, award points, and social recognition have proven effective in increasing students' motivation to adhere to classroom routines. Positive changes were seen in increased punctuality, readiness to learn, compliance with class rules, responsibility for assignments, and student focus during the lesson. Factors supporting the success of this strategy include teacher consistency, clear classroom rules, and a supportive school environment. Meanwhile, obstacles identified include differences in student character, limited learning time, and lack of parental support at home.

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