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Didin Septa Rahmadi
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Jurnal Pacu Pendidikan Dasar
Published by Universitas Nahdlatul Ulama Nusa Tenggara Barat
ISSN : -     EISSN : 28071107     DOI : https://doi.org/10.69503/pacu
Core Subject : Education,
Education
Jurnal Pacu Pendidikan Dasar diterbitkan oleh Program Studi Pendidikan Guru Sekolah Dasar (PGSD) Universitas Nahdlatul Ulama Nusa Tenggara Barat, beralamat di Jalan Pendidikan Nomor 6, Mataram yang bertujuan sebagai wahana publish atas karya penelitian yang dilakukan oleh mahasiswa, guru, dosen dan masyarakat umum terkait pendidikan tingkat dasar meliputi PAUD/SD/MI. Ruang lingkup Jurnal Pacu Pendidikan Dasar yaitu desain pembelajaran PAUD/SD/MI, Strategi dan Metode Pembelajaran PAUD/SD/MI, Desain Kurikulum Pendidikan PAUD/SD/MI, Inovasi Pembelajaran PAUD/SD/MI, Perkembangan-perkembangan anak PAUD/SD/MI, Teknologi dan Media Pembelajaran PAUD/SD/MI, Gagasan, Teori dan Praktik Pendidikan anak PAUD/SD/MI, Konsep pendidikan PAUD/SD/MI, Penelitian Pendidikan anak PAUD/SD/MI, Kompetensi dan profesionalisme Guru PAUD/SD/MI, Pendidikan Karakter anak PAUD/SD/MI, Psikologi Pendidikan anak PAUD/SD/MI, Manajemen Pendidikan PAUD/SD/MI, Pengembangan sarana dan prasarana pendidikan di PAUD/MI/SD.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 5 No. 2 (2025): Desember 2025" : 5 Documents clear
Pengaruh Literasi Digital Terhadap Kemampuan Berpikir Kritis Siswa Sekolah Dasar Pada Era Transformasi Pendidikan Asiah, Siti; Hidayah, Rahmawati; Handayani, Tutik
Jurnal Pacu Pendidikan Dasar Vol. 5 No. 2 (2025): Desember 2025
Publisher : PGSD UNU NTB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69503/sbw9px39

Abstract

This study aims to explore the influence of digital literacy on elementary school students’ critical thinking skills within the context of educational transformation. This transformation requires students not only to master academic content but also to evaluate, analyze, and apply information critically in digital environments. The study employs a quantitative approach with a descriptive correlational design to identify the relationship between digital literacy and critical thinking skills. The sample consists of 4th to 6th grade students from several elementary schools in Indonesia. Data were collected through digital literacy questionnaires, critical thinking tests, and observations of technology-based learning. The analysis was conducted using descriptive and inferential statistics to measure the levels of both variables and their relationship. The results indicate that digital literacy significantly contributes to the improvement of students’ critical thinking skills. Technology-based learning, such as digital libraries, microlearning, and the ARIAS model, encourages information evaluation, logical argument construction, and collaboration. The findings also highlight the role of teachers as facilitators in guiding the use of technology and stimulating critical reflection. Integrating digital literacy into the curriculum is a key strategy for developing 21st-century skills.
Pengembangan Media Pembelajaran Augmented Reality Untuk Meningkatkan Pemahaman Konsep IPA Di Sekolah Dasar Nazwan, Ahmad; Hidayat, Zamroni; Akbar, Aprian
Jurnal Pacu Pendidikan Dasar Vol. 5 No. 2 (2025): Desember 2025
Publisher : PGSD UNU NTB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69503/za0qd950

Abstract

This study aims to develop an Augmented Reality (AR)-based learning media to improve elementary school students’ understanding of science concepts. The development follows the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The analysis stage identifies students’ difficulties in understanding abstract science concepts. The design stage emphasizes three-dimensional object visualization and interactivity. In the development stage, the AR media is integrated with learning modules that enable students to explore topics such as organ systems, natural cycles, and environmental phenomena through interactive features. Expert validation results indicate a high level of feasibility, with scores above 85% in terms of content relevance, display clarity, ease of use, and interactivity quality. Classroom implementation shows a significant improvement in learning outcomes based on pre-test and post-test comparisons, as well as an N-Gain score above 0.70. Students’ responses are highly positive, as reflected in their enthusiasm, engagement, and strong learning motivation. The AR-based media is effective in facilitating conceptual understanding, critical thinking, and the ability to relate learning materials to real-life phenomena, while also supporting interactive, contextual, and innovative learning in the digital era.
Pengembangan Model Pembelajaran Adaptif Berbasis Data untuk Personalisasi Belajar Siswa Sekolah Dasar Setiawan, Heri; Humaedi, Humaedi; Ahkam, Firdaus
Jurnal Pacu Pendidikan Dasar Vol. 5 No. 2 (2025): Desember 2025
Publisher : PGSD UNU NTB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69503/jgyj3177

Abstract

This study aims to develop a data-driven adaptive learning model to personalize learning pathways for elementary school students. The model is designed to adjust learning materials, difficulty levels, and exercises to individual abilities, making the learning experience more relevant and effective. The study employs a Research and Development method with stages including needs analysis, design, implementation, and evaluation through experiments involving sixth-grade students. Data were collected through academic tests, observations, and analysis of interactions on a digital platform, then analyzed using both quantitative and qualitative approaches to assess the model’s effectiveness. The results show a significant improvement in the academic scores of students using the adaptive model, increasing from an average of 71,4 to 86,2, compared to the control group, which improved from 70,9 to 76,1. The model also enhances student engagement, motivation, and self-confidence, while providing teachers with detailed information about individual learning needs. The adaptive system is capable of adjusting learning pathways in real time, delivering instant feedback, and supporting timely interventions. These findings confirm that data-driven adaptive learning improves academic outcomes and the quality of learning experiences in a personalized, inclusive, and sustainable manner, supported by adequate infrastructure, teacher training, and data security policies.
Strategi Pembelajaran Diferensiasi Berbasis Teknologi untuk Mengatasi Learning Loss pada Siswa Sekolah Dasar Pascapandemi Pariska, Vina; Herawati, Lili; Kurniasih, Ayu
Jurnal Pacu Pendidikan Dasar Vol. 5 No. 2 (2025): Desember 2025
Publisher : PGSD UNU NTB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69503/syeaaz22

Abstract

This study aims to analyze the effectiveness of technology-based differentiated learning strategies in addressing learning loss among elementary school students in the post-pandemic period. Educational disruptions during the pandemic led to declines in academic skills, motivation, and student engagement. This strategy offers a personalized and adaptive approach by utilizing digital platforms, interactive applications, and adaptive technologies to tailor learning materials to individual needs. The study employs a mixed-methods approach, combining quantitative data from academic competency tests and qualitative data from classroom observations and interviews with teachers and students. The results show significant improvements in reading, writing, and numeracy skills, as well as increased student motivation, engagement, and self-confidence. The implementation of this strategy enables project-based learning, STEM-STEAM approaches, and real-time formative assessment, allowing for more targeted interventions. This strategy also supports inclusivity for students with special needs and enhances psychological well-being. Its successful implementation is influenced by school support, teacher readiness, parental involvement, and the effective use of technology. The findings confirm that this strategy is effective, adaptive, and inclusive in accelerating the recovery of learning loss in elementary schools in a sustainable manner.
Transformasi Pembelajaran Bahasa Indonesia di Sekolah Dasar Berbasis Literasi Abad 21 dan Teknologi Digital Haerummi, Haerummi; Wati, Erna; Zulpa, Indana
Jurnal Pacu Pendidikan Dasar Vol. 5 No. 2 (2025): Desember 2025
Publisher : PGSD UNU NTB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69503/vh59zy65

Abstract

This study aims to explore the transformation of Indonesian language learning in elementary schools through the integration of 21st-century literacy and digital technology. The study emphasizes the comprehensive development of literacy skills, including reading, writing, critical thinking, creativity, collaboration, and communication within a technology-based learning context. A descriptive qualitative method was employed, with data collected through observations, interviews, and analysis of digital learning documents. The sample consisted of fifth- and sixth-grade students from several elementary schools that implement interactive digital media, gamification, and digital storytelling. The results indicate that the integration of digital technology significantly enhances student engagement, learning motivation, and literacy competence. Students become more active in composing texts, understanding language concepts, and applying critical and creative thinking skills. Collaborative activities and technology-based projects strengthen communication, teamwork, and the ability to evaluate peers’ work. Supporting factors include teacher motivation, student readiness, and the availability of digital resources. Challenges such as disparities in digital skills and limited infrastructure can be addressed through teacher training and appropriate pedagogical strategies, leading to more effective, interactive, and sustainable learning.

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