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Universitas Negeri Medan, Jl. William Iskandar Ps. V, Kenangan Baru, Kec. Percut Sei Tuan, Kabupaten Deli Serdang, Sumatera Utara 20221, Sumatera Utara, Indonesia
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INDONESIA
Jurnal Merah Putih Sekolah Dasar
Published by Universitas Negeri Medan
ISSN : -     EISSN : 30326214     DOI : 10.24114/jmpsd
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Jurnal Merah Putih Sekolah Dasar (JMPSD) supports the achievement of the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education). The journal publishes research articles that contribute to improving the quality of elementary education through innovative teaching and learning practices, inclusive education, teacher professional development, and sustainable educational practices.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 136 Documents
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PENGEMBANGAN MEDIA SCRABBLE GAMES BERBASIS CASE METHOD DALAM PEMBELAJARAN BAHASA INGGRIS DI SEKOLAH DASAR Elsa Sari; Albert Pauli Sirait; Eva Betty Simanjuntak; Tiarnita Maria Sarjani; Dody Feliks Pandimun Ambarita
Jurnal Merah Putih Sekolah Dasar Vol 2 No 4 (2025): MARCH 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i4.72168

Abstract

This study aims to develop a Scrabble Games-based learning media integrated with the Case Method to improve students’ English vocabulary mastery in the fourth grade of elementary school. The research employed a Research and Development (R&D) method using the ADDIE development model which includes Analysis, Design, Development, Implementation, and Evaluation. The subjects of this study were 17 fourth-grade students at SDN 040541 Suka. Data were collected through interviews, observations, tests, and questionnaires, then analyzed descriptively and using N-Gain analysis. The results showed that: (1) the media was declared feasible based on expert validation in terms of content, language, and media design; (2) the media was considered very practical by teachers and students; and (3) the use of Scrabble Games media was proven effective in enhancing students’ vocabulary, with an N-Gain score of 0.56, categorized as moderate. These findings indicate that Scrabble Games media based on the Case Method is valid, practical, and effective for supporting vocabulary learning in elementary English education.
PENGUATAN PROFIL PELAJAR PANCASILA MELALUI PEMBELAJARAN BERBASIS KETERAMPILAN ABAD KE-21 Rizky Zulaidah; Sastri Kirani; Cut Kumala Sari
Jurnal Merah Putih Sekolah Dasar Vol 2 No 3 (2025): JANUARI 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i3.72174

Abstract

The rapid changes of the twenty-first century require education systems to develop students who possess not only academic competence but also strong character and essential life skills. In Indonesia, the Pancasila Student Profile has been introduced through the Merdeka Curriculum as a strategic framework for strengthening character education while responding to global educational demands. This study aims to analyze how twenty-first-century learning approaches contribute to strengthening the Pancasila Student Profile in educational practice. This research employed a qualitative literature review design by analyzing academic journal articles, books, and policy documents related to the Pancasila Student Profile, twenty-first-century learning, and character education. Data were analyzed thematically to identify patterns, key findings, and relationships between contemporary pedagogical approaches and the six dimensions of the Pancasila Student Profile. The results indicate a strong alignment between the Pancasila Student Profile and twenty-first-century competencies, particularly critical thinking, creativity, collaboration, and communication. Project-based learning, problem-based learning, collaborative learning, and the Project for Strengthening the Pancasila Student Profile (P5) were found to be effective in internalizing Pancasila values through contextual and experiential learning. However, challenges such as teacher readiness, limited resources, and infrastructure disparities remain significant obstacles to effective implementation.In conclusion, strengthening the Pancasila Student Profile through twenty-first-century learning requires integrated efforts involving innovative pedagogy, continuous teacher professional development, and systemic institutional support. By combining global competencies with national values, Indonesian education can foster students who are resilient, ethical, and well-prepared to face future challenges.
PENERAPAN EVALUASI FORMATIF DALAM PEMBELAJARAN SAINS UNTUK MENINGKATKAN HASIL BELAJAR SISWA SEKOLAH DASAR Auni Afifah Novianti; Artha Uli Sitanggang; Clodia Kristy; Kristin Natalia Warasi; Rima Melati Saputri; Nurhudayah Manjani
Jurnal Merah Putih Sekolah Dasar Vol 2 No 3 (2025): JANUARI 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i3.72176

Abstract

This study aims to analyze the implementation of formative evaluation in Natural Science (IPA) learning at SDN 060858 Medan and its impact on improving students’ learning outcomes. The research employed a qualitative descriptive approach to gain an in-depth understanding of how formative evaluation is applied during the learning process. Data were collected through classroom observations and literature studies. The results indicate that formative evaluation was implemented systematically through three main stages: planning, implementation, and follow-up. During the learning process, teachers applied various formative evaluation techniques such as oral questioning, simple experiments, short quizzes, written reflections, and group discussions. These activities enabled teachers to monitor students’ understanding continuously and provide immediate feedback. The findings show that formative evaluation contributes positively to students’ conceptual understanding, learning motivation, and active participation in science learning. Students became more confident in expressing their ideas and showed better comprehension of scientific concepts. In addition, formative evaluation allowed teachers to adjust instructional strategies based on students’ learning needs, making the learning process more adaptive and meaningful. Therefore, formative evaluation can be considered an effective evaluation strategy to improve the quality of science learning and students’ learning outcomes at the elementary school level.
EFEKTIVITAS EVALUASI FORMATIF DALAM MENINGKATKAN PRESTASI BELAJAR SISWA SEKOLAH DASAR Intan Suriani Siregar; Putri Claudia Situmorang; Aisyah Sihombing; Annisa Khairiyah; Yudha Darmansyah Daulay; Nurhudayah Manjani
Jurnal Merah Putih Sekolah Dasar Vol 2 No 4 (2025): MARCH 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i4.72178

Abstract

This study aims to examine the effect of formative assessment on elementary school students’ learning achievement. The background of this research is the limited implementation of formative assessment in classroom learning, where assessment practices tend to focus on summative tests rather than continuous evaluation of the learning process. This research employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The study was conducted at a public elementary school in Bandung during the 2024/2025 academic year. The participants consisted of two fifth-grade classes, with one class assigned as the experimental group implementing formative assessment strategies and the other as the control group using conventional assessment methods. Data were collected over a six-week period through learning achievement tests and classroom observations. The results of the data analysis revealed a significant difference in post-test scores between the experimental and control groups. Students who experienced formative assessment showed higher learning achievement compared to those who received conventional assessment. In addition, formative assessment was found to increase student motivation, participation, and engagement in the learning process. These findings indicate that formative assessment is effective in improving students’ learning achievement and supporting a more meaningful and student-centered learning environment in elementary schools.
PROBLEMATIKA PEMAHAMAN KONSEP MATEMATIKA SISWA SEKOLAH DASAR DITINJAU DARI CARA MENGAJAR GURU Reginata Thesalonika Sembiring; Agnes Veronika Br Tarigan; Adela Siregar; Elvi Mailani
Jurnal Merah Putih Sekolah Dasar Vol 2 No 3 (2025): JANUARI 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i3.72191

Abstract

This study aims to examine the problems of elementary school students’ understanding of mathematical concepts in relation to teachers’ teaching strategies. The research employed a descriptive qualitative approach using structured interviews as the main data collection technique. The participants consisted of third-grade students and a mathematics teacher at SD UPT Negeri 060866 Medan Timur. Data were analyzed through stages of data reduction, data display, and conclusion drawing. The findings reveal that students’ low understanding of mathematical concepts is influenced by several interrelated factors. From the students’ perspective, the main obstacles include low learning motivation, the perception that mathematics is a difficult subject, difficulties in connecting mathematical concepts with everyday life, and limited abstract thinking abilities. From the teachers’ perspective, mathematics learning is still dominated by conventional teaching methods, limited use of learning media and concrete teaching aids, monotonous instructional strategies, and the use of language that is not aligned with students’ cognitive development. In addition, teachers rarely provide feedback or explanations regarding students’ errors in solving mathematical problems. These results indicate that students’ conceptual understanding of mathematics is closely related to the teaching strategies applied by teachers. Therefore, more interactive, contextual, and student-centered learning approaches supported by appropriate media and simple, communicative language are needed to improve students’ understanding of mathematical concepts.
INTEGRASI KEARIFAN LOKAL DALAM PEMBELAJARAN BANGUN GEOMETRI MELALUI MODEL PEMBELAJARAN KONTEKSTUAL DI SEKOLAH DASAR Nur Kibah Mandasari; Apriyanda Apriyanda; Ilda Zahratunisa; Suhailah Haya Nasution; Syahrial Syahrial; Doni Irawan Saragih
Jurnal Merah Putih Sekolah Dasar Vol 2 No 3 (2025): JANUARI 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i3.72195

Abstract

This study was conducted in response to the limited number of studies examining the integration of local wisdom in geometry learning at the elementary school level, despite its potential to enhance conceptual understanding and cultural preservation. The purpose of this study is to analyze the integration of local wisdom in teaching geometric shapes through a contextual learning model in elementary schools. This research employed a qualitative approach using a library research method. Data were collected from relevant national and international literature and analyzed through thematic synthesis to identify patterns, concepts, and effective instructional strategies. The findings indicate that elements of local culture, such as traditional buildings, fabric motifs, traditional games, arts, and community traditions, contain various geometric concepts that can be utilized as contextual learning resources. The application of Contextual Teaching and Learning (CTL) integrated with local wisdom has been shown to improve students’ motivation, conceptual understanding, and engagement by connecting abstract geometric concepts with students’ real-life experiences. Furthermore, this approach contributes to strengthening students’ cultural awareness and appreciation. The study concludes that integrating local wisdom into geometry learning through a contextual model enhances instructional effectiveness while supporting the development of ethnomathematics-based learning and cultural preservation in elementary education.
DIGITAL LITERACY AND ITS IMPACT ON LANGUAGE LEARNING IN PRIMARY SCHOOLS Dini Andriyani; Farah Nazwa; Nur Indah Maharani; Ria Aminarti; Susilawati Purba; Juliati Juliati
Jurnal Merah Putih Sekolah Dasar Vol 2 No 3 (2025): JANUARI 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v1i6.72196

Abstract

The rapid advancement of information and communication technology has made digital literacy an essential competence in contemporary education. The ability to access, evaluate, and utilize credible information sources has become increasingly critical in response to the accelerated growth of digital technologies. In the context of education, digital literacy encompasses the capacity to access, analyze, create, reflect on, and act upon information using digital devices, multiple modes of expression, and diverse communication strategies. This article presents a conceptual and literature-based analysis of the impact of digital literacy on language learning in primary schools, as well as the challenges associated with its implementation. The findings indicate that digital literacy contributes positively to language learning by supporting instructional processes, enabling learners to distinguish valid and relevant learning resources, and encouraging teachers to develop more innovative and productive digital learning media. However, the effective integration of digital literacy in language instruction requires teachers not only to master digital tools and software but also to develop advanced competencies, including content production skills, visual literacy, hypertextual navigation, information evaluation, and socio-emotional skills.Overall, digital literacy plays a crucial role in enhancing language learning and fostering essential twenty-first-century skills among primary school students.
MENERAPKAN PEMBELAJARAN KONTEKSTUAL BERBASIS KEARIFAN LOKAL DALAM PENDIDIKAN MATEMATIKA: MEMBANGUN IDENTITAS BUDAYA DI ERA DIGITAL Nadhilah Nazwa; Desi Sri Kelengna Surbakti; Anggita Uli Angel Gultom; Elvi Mailani
Jurnal Merah Putih Sekolah Dasar Vol 2 No 3 (2025): JANUARI 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i3.72198

Abstract

This study was motivated by the limited research on the integration of local wisdom in mathematics learning, despite its significant impact in supporting meaningful learning and strengthening students' cultural identity. This study aims to explore and analyze the application of local wisdom-based contextual learning methods in mathematics education, as well as their impact on learning outcomes and the strengthening of students' cultural identity in the digital age. This study adopts a qualitative design with a literature review approach, where data sources are obtained from relevant scientific journals, books, and research reports. The findings show that contextual learning based on local wisdom is effective in bridging abstract mathematical concepts with students' concrete experiences, increasing learning motivation, and strengthening cultural identity awareness. This study concludes that this method has significant pedagogical and cultural potential and contributes to the development of contextual learning and ethnomathematics theory. This study also identifies opportunities for future research on the effectiveness of this approach in various cultural contexts and the use of digital platforms in its implementation.
PENGARUH MODEL PEMBELAJARAN NUMBER HEAD TOGETHER (NHT) BERBANTUAN MEDIA WORDWALL TERHADAP HASIL BELAJAR SISWA PADA MATERI “INDONESIAKU KAYA BUDAYA” Elisa Febriani Pasaribu; Laurensia Masri Perangin Angin; Robenhart Tamba; Imelda Free Unita Manurung; Fajar Sidik Siregar
Jurnal Merah Putih Sekolah Dasar Vol 2 No 3 (2025): JANUARI 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i3.72200

Abstract

This study aims to determine the effect of the Numbered Heads Together (NHT) learning model assisted by Wordwall media on students' learning outcomes in the topic "My Culturally Rich Indonesia" in fourth-grade students at SDN 101768 Tembung. The research was motivated by low student achievement in IPAS (Science and Social Studies Integration), limited use of varied teaching methods, and lack of interactive media. This quantitative study used a quasi-experimental method with a non-equivalent control group design. The research subjects were two fourth-grade classes, IV-A as the control group and IV-B as the experimental group, each consisting of 16 students. The research instrument was a multiple-choice test administered as a pretest and posttest. The analysis showed a significant difference in posttest scores between the experimental and control groups. The NHT model assisted by Wordwall significantly improved student learning outcomes in cognitive, affective, and psychomotor domains. Therefore, the NHT model with Wordwall is effective in enhancing student engagement and academic performance in integrated IPAS learning.
ETNOMATEMATIKA SEBAGAI KERANGKA KERJA UNTUK MENGEMBANGKAN PENDIDIKAN MATEMATIKA YANG RESPONSIF TERHADAP BUDAYA Yusniar Arroyo Nainggolan; Nenny Windah Sipangkar; Jogian Sibatuara; Mhd Irwansyah; Maya Alemina Ketaren; Elvi Mailani
Jurnal Merah Putih Sekolah Dasar Vol 2 No 4 (2025): MARCH 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i5.72201

Abstract

This study examines ethnomathematics as a discourse for the development of culturally responsive mathematics education within a multicultural context. The purpose of this study is to explore the relationship between ethnomathematics, multicultural education, and local wisdom in enhancing meaningful mathematics learning. This research employs a qualitative approach through a literature review, analyzing relevant books, journal articles, and previous studies related to ethnomathematics and multicultural education. The findings indicate that ethnomathematics plays a significant role in connecting mathematical concepts with students’ cultural backgrounds and everyday experiences. Integrating local wisdom into mathematics learning not only increases student engagement and conceptual understanding, but also strengthens cultural identity and appreciation of diversity. Furthermore, ethnomathematics supports the construction of mathematical knowledge that is contextual, relevant, and socially meaningful. In the context of multicultural education, ethnomathematics contributes to equal learning opportunities by valuing diverse cultural perspectives in mathematics instruction. This study concludes that the integration of ethnomathematics into mathematics curricula is a strategic approach to developing cultural mathematics education that aligns with the principles of multiculturalism and holistic learning.

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