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GENFABET: Jurnal Pendidikan Dasar
Published by Akademi Merdeka
ISSN : -     EISSN : 30637015     DOI : 10.70152
Core Subject : Education,
Education
Jurnal Pendidikan Dasar is an open-access, peer-reviewed scientific journal published by CV. Akademi Merdeka. GENFABET Journal is a peer-reviewed scientific journal that focuses on research and studies in the field of elementary education. This journal provides a platform for researchers, academics, and practitioners to publish the latest findings that contribute to the development of elementary education theory and practice. Topics covered include teaching and learning methods, curriculum development, child psychology and learning development, technology in elementary education, and education policies and management that affect the quality of education at the elementary level.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 21 Documents
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Hubungan Antara Pemahaman Konsep dan Kemampuan Berpikir Kritis Siswa dalam Pembelajaran Matematika di Sekolah Dasar: Suatu Kajian Sistematis Literatur Arifin, Muhammad
GENFABET: Generasi Pendidikan Dasar Vol. 2 No. 1 (2025): GENFABET: Generasi Pendidikan Dasar
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/genfabet.v2i1.31

Abstract

This study aims to systematically examine the relationship between conceptual understanding and critical thinking skills in elementary school students during mathematics learning. A Systematic Literature Review (SLR) was conducted using the PRISMA protocol. A total of 32 relevant journal articles published between 2006 and 2024 were selected from databases such as Google Scholar, Scopus, DOAJ, and ResearchGate. Mendeley was used for reference management and NVivo 12 Plus was employed for thematic coding and qualitative synthesis. The review reveals a significant relationship between students’ conceptual understanding and their critical thinking abilities, especially when real-world, contextual problem-solving activities are applied. Strategies such as Problem-Based Learning (PBL), inquiry-based instruction, visual media, and metacognitive approaches were consistently effective in strengthening both skills. Contextual and reflective learning environments further support the development of integrated cognitive competencies. Despite these findings, gaps remain in long-term experimental studies and in understanding the mediating role of visual learning tools. This study provides theoretical insights and practical implications for improving mathematics instruction in elementary education.
RADEC Model on Critical Thinking Skills of Science Education In Elementary School: A Systematic Literature Review Pahlevi, Reza
GENFABET: Generasi Pendidikan Dasar Vol. 2 No. 1 (2025): GENFABET: Generasi Pendidikan Dasar
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/genfabet.v2i1.35

Abstract

This study employs a Systematic Literature Review (SLR) guided by the PRISMA 2020 protocol to evaluate the effectiveness of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model in enhancing critical thinking skills among elementary school students. A total of 21 peer-reviewed studies published between 2019 and 2025 were analyzed. The findings show that the RADEC model enhances critical thinking, particularly in science education. Through its structured stages, the model promotes active engagement, social interaction, reflective thinking, and conceptual understanding. Despite these benefits, challenges such as low student literacy, limited teacher readiness, and insufficient institutional support were identified. These results highlight the need for comprehensive teacher training and institutional support to ensure successful implementation. The RADEC model presents itself as a promising and adaptable approach for promoting 21st-century competencies in primary education.
Pengaruh Model Project Based Learning Berbantuan Video Interaktif Terhadap Kemampuan Kreativitas Siswa Sekolah Dasar: Suatu Kajian Sistematis Literatur Mujadillah
GENFABET: Generasi Pendidikan Dasar Vol. 2 No. 1 (2025): GENFABET: Generasi Pendidikan Dasar
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/genfabet.v2i1.50

Abstract

This systematic literature review explores the influence of Project based learning (PjBL) supported by interactive video media on the creativity of elementary school students. In the 21st-century educational landscape, creativity is a fundamental skill that must be developed from an early age. The study aims to map current research findings on how the integration of digital interactive videos within PjBL environments contributes to enhancing students' creative thinking dimensions, including originality, elaboration, fluency, and flexibility. A total of 38 relevant empirical articles published between 2015 and 2024 were selected from databases such as Google Scholar, ERIC, Scopus, and ResearchGate. The PRISMA method was used for article selection, and thematic analysis was conducted using NVivo 12 Plus. The results indicate that video-assisted PjBL consistently supports creativity development by stimulating idea generation, contextual understanding, and student engagement. However, challenges such as digital infrastructure, teacher readiness, and time allocation are noted. This study contributes theoretically to creative learning model development and offers practical implications for educators aiming to design meaningful, technology-integrated instructional practices in elementary education.
Analisis Moderasi dan Mediasi Dukungan Sosial Terhadap Pengaruh Empati Pada Keterlibatan Akademik Siswa Sekolah Wulan, Ratu Mas Zahra Nuraini Nawang; Ainayya, Naya Hasna; Ritonga, Rika Agustina; Hafilah, Suroya Lailata
GENFABET: Generasi Pendidikan Dasar Vol. 2 No. 1 (2025): GENFABET: Generasi Pendidikan Dasar
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/genfabet.v2i1.68

Abstract

This study investigates the effect of empathy on elementary school students' academic engagement by examining the mediating and moderating roles of social support. Employing a quantitative survey design, the study involved 249 students from four elementary schools selected through stratified random sampling. Data were collected using questionnaires that assessed three primary constructs: empathy, social support, and student engagement. Data analysis was performed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS version 4. The findings reveal that empathy significantly and positively influences both student engagement and perceived social support. However, social support does not have a direct significant impact on student engagement and fails to mediate the relationship between empathy and engagement. Interestingly, empathy was found to moderate the relationship between social support and engagement negatively, indicating that students with high levels of empathy tend to participate actively in learning regardless of external support. These results highlight the critical role of empathy in fostering student engagement and support the integration of social-emotional learning strategies in elementary education settings.
Penerapan Model Pembelajaran Problem Based Learning Pada Mata Pelajaran PKN Kelas 4 di SDN 1 Jatimerta Apriyani
GENFABET: Generasi Pendidikan Dasar Vol. 2 No. 1 (2025): GENFABET: Generasi Pendidikan Dasar
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/genfabet.v2i1.85

Abstract

This study aims to analyze the Problem Based Learning (PBL) learning model in student learning confidence in Civics Education (Civics) subjects in elementary schools. The background of this research is based on the low participation of students in the Civics learning process which tends to be passive. The method used is a descriptive qualitative approach with data collection techniques in the form of semi-structured interviews with classroom teachers, observation of the learning process, and supporting documentation. The results showed that the application of PBL was able to encourage students to be actively involved in learning through group discussions, real problem solving, and presentation of work results. Students look more enthusiastic, critical, and show improvement in communication and collaboration skills. The application of PBL also provides space for students to develop higher order thinking skills needed in the 21st century. The conclusion of this study states that the PBL model is effective in increasing student learning activeness, especially in Civics subject. This research contributes to the development of innovative learning strategies that are relevant to be applied at the basic education level.
Analisis Pengaruh Dimensi Kecemasan Terhadap Sikap Belajar Matematika Siswa Sekolah Dasar Yanti, Tri
GENFABET: Generasi Pendidikan Dasar Vol. 2 No. 2 (2026): GENFABET: Generasi Pendidikan Dasar
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/genfabet.v2i2.190

Abstract

This study aims to analyze the effect of anxiety on elementary school students' attitudes in learning mathematics, focusing on two dimensions of anxiety: cognitive and somatic. This study uses a descriptive quantitative approach with a path analysis method based on Partial Least Square (PLS). Data were obtained through a closed questionnaire that had been tested for validity and reliability, and distributed to 50 elementary school students. The results of the analysis showed that cognitive anxiety had a significant effect on students' attitudes (p <0.001), while somatic anxiety did not have a direct effect, but contributed indirectly through cognitive anxiety. These findings indicate that learning interventions that target cognitive aspects are more needed to form positive attitudes towards mathematics. This study contributes to the development of educational strategies that are sensitive to students' psychological aspects, as well as providing practical input for teachers and policy makers in designing emotionally supportive learning environments.
Peningkatan Pembelajaran Aktif melalui Pengembangan Paket Media di Kelas V SD Swasta Pardamean Medan Siringoringo, Kania Tiur Adelia; Pardosi, Romaito; Hutagaol, Christi Pelita; Simarmata, Sryance Romaster; Ginting, Lidwina Dedea
GENFABET: Generasi Pendidikan Dasar Vol. 2 No. 2 (2026): GENFABET: Generasi Pendidikan Dasar
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/genfabet.v2i2.285

Abstract

This study was conducted at Pardamean Private Elementary School in Medan to analyze the learning process in fifth grade, particularly focusing on the level of student participation during classroom activities. This research employed a descriptive qualitative approach, with data collected through classroom observations and interviews with the fifth-grade teacher, Mrs. Situmorang. The observation results indicated that most students tended to be passive, relying heavily on teacher instructions and showing limited initiative, which led to a predominantly one-way learning process. Although the teacher had made efforts to deliver explanations optimally, student-centered activities were not fully implemented due to limited learning media, time constraints, and variations in student abilities. The learning media used were primarily textbooks and the blackboard. Based on these findings, the study formulated an initial concept of simple learning media, including flash cards, question cards, student discussion sheets, and learning modules, designed to support more interactive classroom learning. In conclusion, the study highlights the need for practical and accessible learning media to encourage active student participation and reduce teacher-centered learning in elementary school classrooms.
The Effect of Metacognitive-Based Deep Learning Models in Mathematics Learning on the Academic Resilience of Elementary School Students Bayu, Muhammad; Dewi, Shinta Mutiara
GENFABET: Generasi Pendidikan Dasar Vol. 2 No. 2 (2026): GENFABET: Generasi Pendidikan Dasar
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/genfabet.v2i2.342

Abstract

Mathematics learning at the elementary level is often associated with anxiety and low academic resilience, which may hinder students’ persistence and performance. Strengthening resilience through innovative instructional models is therefore essential. This study aims to examine the effect of a Metacognitive-Based Deep Learning model on the academic resilience of elementary school students in mathematics. A quantitative true experimental design with a posttest-only control group was employed. The sample consisted of 120 fourth- and fifth-grade students divided equally into experimental and control groups. Data were collected using a 20-item mathematical resilience questionnaire measuring value, struggle, growth, and perseverance. Confirmatory Factor Analysis using PLS-SEM confirmed the validity and reliability of the instrument. Data were analyzed through an independent samples t-test, Cohen’s d effect size, and two-way ANOVA. The results revealed a highly significant difference between groups (p < .001), with a mean difference of 24.233 points and a very large effect size (d = 3.46). The findings indicate that the intervention consistently improved students’ academic resilience across grade levels without significant interaction effects. This study contributes theoretically by reinforcing the role of deep learning integrated with metacognitive strategies in developing non-cognitive competencies in elementary education. Practically, it offers an evidence-based instructional alternative to enhance students’ resilience and reduce mathematics anxiety.
The Effect of the Realistic Mathematics Education (RME) Learning Model Assisted by Stick Media on Understanding the Concept of Multiplication Hanami, Azzahra Septia; Nurabkafiya, Neha
GENFABET: Generasi Pendidikan Dasar Vol. 2 No. 2 (2026): GENFABET: Generasi Pendidikan Dasar
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/genfabet.v2i2.343

Abstract

This study is grounded in the need to enhance students’ conceptual understanding of multiplication, which often remains procedural and lacks meaningful comprehension at the elementary level. The research aimed to examine the effect of the Realistic Mathematics Education (RME) model assisted by stick media on students’ understanding of multiplication concepts. A quantitative approach with a quasi-experimental design was employed, involving 64 elementary school students divided into an experimental group and a control group. Data were collected using a validated post-test instrument measuring conceptual understanding. Data analysis techniques included descriptive statistics, Pearson correlation, and simple linear regression to determine the strength and significance of the relationship and predictive contribution of the independent variable. The findings indicate that students taught using the RME model assisted by stick media achieved higher post-test scores compared to those receiving conventional instruction. The regression analysis demonstrates a strong and significant positive effect of the RME model on conceptual understanding, with a substantial proportion of variance explained by the model. These results confirm that contextual learning integrated with concrete manipulatives enhances students’ ability to construct mathematical meaning. The study contributes empirically to the development of mathematics learning strategies by demonstrating the effectiveness of combining RME principles with simple, low-cost media. Its added value lies in providing a practical and theoretically grounded instructional alternative that can be readily implemented to strengthen conceptual learning in elementary mathematics.
The Implementation of the Inquiry-Based Learning Model in Improving Elementary School Students' Numeracy and Literacy Skills Suroso, Tiara Maharani; Kinanditya, Agata Pritha
GENFABET: Generasi Pendidikan Dasar Vol. 2 No. 2 (2026): GENFABET: Generasi Pendidikan Dasar
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/genfabet.v2i2.344

Abstract

This study analyzes the effect of the inquiry-based learning model on elementary school students’ numeracy literacy skills. Using a pre-experimental one-group pretest–posttest design with 30 fifth-grade students, data were collected via essay-based tests. The results showed a significant increase in numeracy literacy, with the average score rising from 59.77 on the pretest to 82.53 on the posttest. Statistical validation through a paired-samples t-test yielded a t-value of -145.275 (p < 0.05), confirming that the improvement was not due to random chance. Furthermore, an N-Gain analysis of 0.788 indicates a high level of improvement. Deeper analysis using the Pearson product–moment correlation revealed a very strong positive relationship of 0.991 (p = 0.000) between pretest and posttest scores. This demonstrates that student progress was highly consistent across the group, meaning the intervention effectively benefited both high- and low-achieving students similarly. These findings suggest that inquiry-based learning effectively enhances numeracy literacy by encouraging active involvement and contextual problem-solving.

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