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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 90 Documents
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Efektivitas Data-Driven Instruction Terhadap Motivasi Belajar Siswa Sekolah Dasar Dalam Pembelajaran IPA Azwarina, Emi; Dewi, Erviana; Putri, Nurhalizah
Jurnal Pacu Pendidikan Dasar Vol. 5 No. 1 (2025): Juli 2025
Publisher : PGSD UNU NTB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69503/vqcr3198

Abstract

This study aims to analyze the effectiveness of data-driven instruction in improving elementary school students' learning motivation in Natural Science learning. The study used a quantitative approach with an experimental method and a pretest-posttest control group design. The subjects were fourth or fifth grade students divided into an experimental group and a control group. Data were collected through a learning motivation questionnaire, observation, and documentation. Data analysis included normality tests, homogeneity tests, t-tests, and effect size calculations. The results showed a significant increase in learning motivation in the experimental group compared to the control group. The increase was seen in aspects of student interest, attention, persistence, and self-confidence. Observations also showed that students were more active and involved in the learning process. The use of digital media such as Wordwall and Quizizz strengthened engagement through interactive and feedback-based presentations. These findings indicate that data-driven instruction can create adaptive and responsive learning to student needs. This approach is effective in increasing learning motivation as well as the quality of interactions in science learning. Therefore, this strategy is relevant for implementation in learning in the digital era.
Efektivitas Gamifikasi dalam Meningkatkan Motivasi dan Hasil Belajar Siswa Sekolah Dasar pada Mata Pelajaran Matematika Ansori, Rahman; Sananta, Ikbal; Huda, Rijalul
Jurnal Pacu Pendidikan Dasar Vol. 5 No. 1 (2025): Juli 2025
Publisher : PGSD UNU NTB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69503/2hzm2n20

Abstract

This study aims to analyze the effectiveness of gamification in improving the motivation and learning outcomes of elementary school students in mathematics. The background of the study indicates that low student interest and participation are major obstacles to academic achievement. Gamification is used as an innovative strategy by integrating game elements, challenges, rewards, and feedback to encourage student engagement. The research method uses a mixed approach with a field experimental design. Data were collected through observations, achievement tests, motivation questionnaires, and interviews. Participants consisted of fourth to sixth grade students divided into experimental and control groups. The results showed that gamification significantly increased students' intrinsic and extrinsic motivation as well as active participation in learning. Students were more enthusiastic, confident, and able to solve math problems better. In addition, collaboration and communication skills were also developed through team-based activities. The teacher's role proved crucial in managing the game and adjusting the difficulty level. These findings indicate that gamification is effective in improving learning outcomes while creating an interactive, enjoyable, and sustainable learning experience.
Implementasi Pembelajaran Matematika Berbasis Proyek untuk Mengembangkan Kemampuan Berpikir Kritis dan Kreatif Siswa Sekolah Dasar Karim, Abdul; Dalila, Fatria; Pratama, Deni
Jurnal Pacu Pendidikan Dasar Vol. 5 No. 1 (2025): Juli 2025
Publisher : PGSD UNU NTB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69503/epammf68

Abstract

This study aims to analyze the implementation of project-based mathematics learning in developing critical and creative thinking skills of elementary school students. The study used a quantitative approach with a quasi-experimental design of the nonequivalent control group design. The subjects were fourth-grade students divided into two groups: the experimental class implementing Project-Based Learning and the control class with conventional learning. Data were collected through critical and creative thinking ability tests, observation of student activities, and documentation of project results. Data analysis used inferential statistical tests, N-Gain calculations, and descriptive analysis. The results showed a significant increase in critical and creative thinking skills of students in the experimental class compared to the control class. Students in the experimental class were better able to analyze problems, evaluate solutions, and generate diverse and original ideas. Learning activities also increased through active involvement in discussions, exploration, and project completion. Project products reflected a deeper understanding of concepts and high creativity. These findings indicate that project-based learning is effective in improving the quality of mathematics learning in elementary schools.
Implementasi Pendidikan Berkelanjutan melalui Literasi Lingkungan dalam Kurikulum Sekolah Dasar Gunawan, Sahil; Juanda, Irpan; Amanda, Sheyla
Jurnal Pacu Pendidikan Dasar Vol. 5 No. 1 (2025): Juli 2025
Publisher : PGSD UNU NTB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69503/trswsq84

Abstract

This study aims to analyze the implementation of environmental literacy through sustainability education in the elementary school curriculum and identify factors influencing its success. The study used a qualitative approach with a descriptive design in an elementary school that has integrated environmental education into learning and school culture. Data were collected through observation, in-depth interviews, and documentation, then analyzed using systematic reduction, presentation, and conclusion-drawing techniques. The results showed that environmental literacy was implemented through cross-disciplinary integration, experiential learning, and strengthening a school culture that supports environmentally friendly behavior. Students experienced improvements in environmental knowledge, attitudes, and skills, although participation remained variable. Supporting factors included teacher competence, school policies, and community involvement, while constraints included limited resources, lack of teacher training, and suboptimal curriculum integration. This study concluded that environmental literacy through sustainability education requires an integrated approach between curriculum, learning, school culture, and community participation to achieve optimal results.
Model Pembelajaran Berbasis Project-Based Learning Digital untuk Meningkatkan Literasi Numerasi Siswa Sekolah Dasar Handayani, Asri; Sasmita, Melin; Paerus, Ahmad
Jurnal Pacu Pendidikan Dasar Vol. 5 No. 1 (2025): Juli 2025
Publisher : PGSD UNU NTB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69503/0kv5r816

Abstract

This study aims to develop and test the effectiveness of a digital Project-Based Learning (PjBL) learning model in improving elementary school students' numeracy literacy. The background of this study is the low numeracy literacy skills due to the dominance of conventional learning and minimal technology integration. The method used was Research and Development, with stages of needs analysis, model design, tool development, expert validation, and implementation in fifth grade elementary schools. The results showed that the developed model had a high level of feasibility based on expert assessments of content, construction, and language aspects. The model's implementation increased student engagement through contextual and collaborative project activities. Students were able to understand numeracy concepts more deeply and apply them to real-life situations. Furthermore, there was a significant increase in numeracy literacy skills after the model's implementation. Students also demonstrated improvements in critical thinking and problem-solving. The integration of digital technology has been shown to support more interactive and effective learning. Thus, the digital PjBL model can be a relevant alternative learning strategy in the digital era.
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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