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Majid Fahri
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Penerbit Presisi Pustaka, Perumahan Gerbang Kencana, Jalan Kalimantan Blok GK 4 No. 03 RT 040 RW 012 Kec. Indramayu Kabupaten Indramayu Jawa Barat Indonesia
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Examinations: Jurnal Pendidikan Guru Sekolah Dasar
Published by Penerbit Presisi Pustaka
ISSN : -     EISSN : 31099645     DOI : https://doi.org/10.65118/exam.v1i1.4
Core Subject :
Examinations, Jurnal Pendidikan Guru Sekolah Dasar is a high quality open access peer reviewed research journal published by Penerbit Presisi Pustaka in Collaboration with Sekolah Tinggi Keguruan dan Ilmu Pendidikan Al Amin Indramayu. Examinations, Jurnal Pendidikan Guru Sekolah Dasar is a peer reviewed journal on education and teacher training in elementary education or primary education. The journal aims to provide academic forums for researchers interested in discussing current and future issues in education and teacher training, particularly in elementary education or primary education. Experts will review all articles before they are accepted for publication. Each author is solely responsible for the content of the published articles
Arjuna Subject : -
Articles 28 Documents
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Optimizing the Use of Geogebra on Students' Communication Skills in Mathematics Learning Faizah Tasya Nabila; Lukman El-Hakim; Tian Abdul Aziz
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 1 No. 2 (2025)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v1i2.23

Abstract

Mathematical communication skills are essential skills that connect students understanding of concepts with the ability to express ideas systematically. This study aims to explain the optimization of the use of Geogebra in improving students mathematical communication skills in mathematics learning. The research method used is a systematic literature review (SLR) of 10 articles published in the 2021-2025 range. The literature search strategy is carried out through the Google Scholar, Research Date, and Publish or Perish databases. The results of the analysis show that the use of Geogebra as a learning medium is effective in improving students mathematical communication skills, both verbally and in writing. Geogebra helps students to visualize abstract concepts, encourage interaction in the classroom, and increase interest in learning through dynamic mathematical objects. It is concluded that the integration of Geogebra in the mathematics learning process has a significant impact on students ability to convey mathematical ideas, both verbally and non-verbally.
From Satisfaction to Loyalty: Examining Customer Loyalty in Islamic Education Zainal Berlian; Ade Sentia Arsy Sabila; Ikas Kasenda
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 1 No. 2 (2025)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v1i2.24

Abstract

Islamic educational institutions face increasingly fierce competition, making customer satisfaction and loyalty (students and parents) key to maintaining their sustainability. This article discusses the concepts of customer satisfaction and loyalty in the context of Islamic educational services, including definitions, key dimensions, and measurement methods. The research approach utilizes a literature review from various service marketing sources and a case study of an Islamic school. The study results indicate that high service quality (including the five dimensions of SERVQUAL) plays a crucial role in increasing customer satisfaction, which in turn can build long-term loyalty. However, high satisfaction does not automatically guarantee loyalty without ongoing efforts, particularly in consistently meeting customer expectations. Customer loyalty in Islamic education is reflected not only in repeat purchasing behavior but also in positive attitudes and alignment with Islamic values ​​such as monotheism and moral responsibility. By improving service quality and implementing regular satisfaction measurement and customer relationship management (CRM) strategies, Islamic educational institutions can strengthen customer loyalty and their competitiveness.
Implementation of the Project Based Learning Model in Science Learning on the Growth and Development of Living Things in Grade III of Elementary School Nur Kholisa Aprilia; Arina Izza Mardlatillah; Faroh Diah Ulfa Safitri; Wafiqoh Ramadhani
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 1 No. 2 (2025)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v1i2.25

Abstract

This study aims to describe the implementation of the Project-Based Learning (PjBL) model in science learning related to the growth and development of living things in third-grade students at SDN Talang 3, and to analyze its success rate. This study used a qualitative approach with data collection methods through interviews, observation, and documentation. The implementation of PjBL was carried out through several stages: project planning, observing plant growth, recording daily data, presenting results, and conducting learning reflections. The results showed that the implementation of PjBL achieved a success rate of 90%. This performance was measured based on the achievement of learning objectives, active student involvement, collaborative skills, the quality of project results, and students' conceptual understanding. The PjBL model has been proven to improve understanding of science concepts and develop 21st-century skills such as critical thinking, creativity, collaboration, and communication. Although there were some technical obstacles in the project process, the teacher's role as an active facilitator successfully overcame these problems. Thus, PjBL can be implemented effectively in science learning at the elementary school level and is in accordance with the Independent Curriculum.
Efforts to Cultivate Empathy and Collaboration Through Project-Based Social Learning in Inclusive Elementary Schools Anisah Jayanti; Muhammad Fauzan Muttaqin
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 2 No. 1 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v2i1.26

Abstract

This study aims to analyze the effectiveness of Project-Based Social Learning in fostering empathy and collaboration among students in inclusive elementary schools. The research employed a library research method by reviewing a range of literature sources including scientific journals, books, and previous studies relevant to inclusive education and project-based learning strategies. The findings indicate that Project-Based Social Learning is able to encourage positive interaction among students, stimulate social awareness, and train collaborative skills in completing group tasks. Furthermore, its implementation in inclusive elementary school settings is considered effective, as it provides opportunities for students with special needs to actively participate according to their abilities and potentials, which consequently leads to an increase in empathy and the development of a collaborative culture in the school environment. Therefore, Project-Based Social Learning is deemed an appropriate instructional approach for elementary school teachers to build empathy and collaboration in a sustainable manner.
Elementary School Teachers' Experiences in Implementing Inclusive Learning Processes Rizka Khaulah Asysyaffa; Muhammad Fauzan Muttaqin
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 2 No. 1 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v2i1.27

Abstract

Inclusive education is an educational approach that provides opportunities for all students, including children with special needs, to learn together within the same educational setting. The implementation of inclusive education in elementary schools requires teachers not only to master instructional content but also to possess understanding, skills, and attitudes that support the diversity of students’ characteristics. This study aims to describe elementary school teachers’ experiences in implementing inclusive learning, including planning, implementation, and challenges encountered during the learning process. The study employed a qualitative approach with teachers from an inclusive elementary school, SDN Patramanggala 02, as research subjects. Data were collected through in-depth interviews, observations, and documentation to obtain a comprehensive overview of inclusive learning practices. The results indicate that teachers have diverse experiences in managing inclusive classrooms, such as adapting learning strategies and methods, managing classes with heterogeneous student characteristics, and facing limitations in facilities and the lack of specialized training related to inclusive education. Nevertheless, teachers strive to create a friendly and inclusive learning environment through individualized approaches, collaboration with the school, and the development of creativity in teaching. In conclusion, the success of inclusive learning is strongly influenced by teachers’ readiness and active roles, as well as the support of school facilities and policies in realizing inclusive and equitable education for all students.
The Collaborative Role of Parents and Teachers in Implementing Inclusive Education at MI Nurul Falahiyah Asma’ Ashila Yumna; Muhammad Fauzan Muttaqin
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 2 No. 1 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v2i1.28

Abstract

Inclusive education is an educational approach that ensures the fulfillment of every student’s right to learn without discrimination, including children with special needs. The successful implementation of inclusive education at the primary education level is strongly influenced by effective collaboration between teachers and parents. This study aims to describe the collaborative roles of parents and teachers in the implementation of inclusive education at MI Nurul Falahiyah. A descriptive qualitative approach was employed, with data collected through observation, interviews, and documentation. The research subjects consisted of classroom teachers and parents of students. The findings indicate that parent–teacher collaboration is manifested through continuous communication, parental involvement in school activities, and cooperation in supporting students’ academic and social development. Such collaboration contributes positively to the creation of an inclusive, conducive, and responsive learning environment that meets students’ diverse needs. Therefore, synergy between parents and teachers is a crucial factor in supporting the successful implementation of inclusive education at MI Nurul Falahiyah.
Opening Gates, Unlocking Dreams: Inclusive Education for All Abdul Harris Arman; Muhammad Fauzan Muttaqin
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 2 No. 1 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v2i1.29

Abstract

Inclusive education is an educational approach that upholds the principles of justice, equality and respect for the diversity of students. This concept emphasizes that every child, regardless of social, economic, cultural, religious background, or physical and mental condition, has the same right to obtain a quality education. This article aims to examine the meaning of inclusive education as a means of opening access and hope for all students in realizing their dreams and potential. The method used is a descriptive-qualitative study through literature review and conceptual analysis. The results of the study show that inclusive education not only functions as a strategy for educational equality, but also as a foundation for character formation, empathy and mutual respect in social life. Therefore, the implementation of inclusive education needs to be supported by policies, the school environment, and the active role of all education stakeholders. By opening up fair access and learning opportunities, inclusive education plays an important role in opening the "gates" of educational participation and fostering the "dream" of every child to develop according to their best potential. Therefore, the commitment of all stakeholders is very necessary so that inclusive education can be implemented in a sustainable manner.
Implementation of the Science Curriculum at SDN Beringin 1 Dasuk Imelda Prastika; Dwi Putri Malinda; Isma Apriliana Putri Latifa; Aulina Prayoga; Wildanul Hakim
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 1 No. 2 (2025)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v1i2.31

Abstract

This study aims to analyze the implementation of the Merdeka Curriculum in Natural and Social Sciences (IPAS) learning at SDN Beringin 1 Dasuk. Using a descriptive qualitative approach, this research involved fourth-grade IPAS teachers, school principals, and students as research subjects. Data were collected through participatory observation, in-depth interviews, and documentation. The results showed that learning planning has been well-prepared according to the components of the Merdeka curriculum teaching modules, covering three competency dimensions: cognitive, psychomotor, and affective. Scientific learning strategies and inquiry learning models proved effective in increasing active involvement and student learning outcomes through observing, questioning, collecting information, associating, and communicating stages. However, implementation still faces significant challenges including imbalanced achievement of three competency dimensions with cognitive aspect dominance, paradigm shift from teacher-centered to student-centered, time constraints and classroom management issues, and limited practical facilities. Implementation success heavily depends on teacher competence in mastering innovative learning methods and designing contextual learning. This study recommends continuous teacher competency development, adequate infrastructure provision, and comprehensive support from all parties to optimize science literacy development and 21st-century competencies of students.

Page 3 of 3 | Total Record : 28

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