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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 15 Documents
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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.

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