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Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Published by Universitas Muhammadiyah Palangkaraya
ISSN : 24776076     EISSN : 26858169     DOI : 10.33084/tunas
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Tunas: Jurnal Pendidikan Guru Sekolah Dasar is a Scientific Journal published by the Institute for Research and Community Service, University of Muhammadiyah Palangkaraya, which contains research articles and critical analysis studies in the field of basic education, which includes sub: 1. Inclusive Education 2. Mathematics education 3. Civic education 4. Natural Science Education 5. Social science education 6. Indonesian Language and literature education 7. Education Evaluation 8. Education Management 9. Culture in education 10. Educational Media 11. Technology in education
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Articles 225 Documents
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The Effect of Guided Inquiry Learning on Cognitive Learning Outcomes of Elementary School Students Rahmatullah Rahmatullah
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 1 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i1.12266

Abstract

Aim: This study examined the effect of the guided inquiry learning model on students' cognitive learning outcomes at the elementary school level. Method: The research employed a quasi-experimental design with a pretest–posttest control group. The participants were fourth-grade elementary school students, who were divided into an experimental group taught using the guided inquiry learning model and a control group taught using conventional instructional methods. Data on students' cognitive learning outcomes were collected through standardized achievement tests administered before and after the intervention. The obtained data were analyzed using inferential statistical techniques to determine differences between groups. Results and Discussion: The results revealed a significant difference in cognitive learning outcomes between the experimental and control groups, with students in the experimental group demonstrating higher posttest scores than those in the control group. These findings indicate that the guided inquiry learning model positively enhances students' cognitive achievement by actively engaging learners in the learning process, encouraging critical thinking, and promoting conceptual understanding. Conclusion: Based on the findings, the guided inquiry learning strategy is effective and can be implemented in elementary school classrooms as an alternative instructional approach to improve students' cognitive learning outcomes. The study also suggests that teachers should consider incorporating guided inquiry-based activities to foster more meaningful and student-centered learning experiences.
The Implementation of the Suggestopedia Method in Reading Comprehension Skills for Fourth Grade Elementary School Students Elsya Nadia; Dina Mardiana; Ichyatul Afrom; Wahyu Nugroho
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 2 (2026): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i2.12712

Abstract

Background: The Suggestopedia method is a learning approach that emphasizes providing positive suggestions to students through a comfortable, relaxed, and enjoyable learning environment. This method was developed by incorporating music, voice intonation, and a conducive classroom atmosphere to enhance students' concentration and their ability to absorb learning materials. Through this approach, the Suggestopedia method is believed to help students learn more effectively, particularly in improving their reading comprehension skills. Aim: This study aims to describe the implementation of the Suggestopedia method in instructional materials to improve the reading comprehension skills of fourth-grade elementary school students. The research employed a library research method using a qualitative descriptive approach with content analysis techniques. The data were collected from various relevant literature sources, including books, scientific journals, and previous research findings. The data collection technique involved document analysis of curriculum content standards for Indonesian language learning in elementary schools (SD/MI), theories of the Suggestopedia method, and the focus of Indonesian language learning materials for fourth-grade students. Result and Discussions: The findings revealed that six chapters in the fourth-grade Indonesian language curriculum are relevant for the implementation of the Suggestopedia method. These chapters include: Chapter 1 Fictional Stories and Life Values; Chapter 2 Understanding Nonfiction Texts; Chapter 3 Appreciating Children's Poetry; Chapter 4 Informative Texts (Facts and Opinions); Chapter 5 Simple Explanatory Texts; and Chapter 6 Indonesian Folktales. These six chapters are described according to the three stages of the Suggestopedia learning procedure proposed by Georgi Lozanov, as cited in Tarigan (2011), namely: the pre-session stage, the concert session stage, and the elaboration/active session stage.
Systematic Literature Review: Planning, Implementation, and Evaluation of Assessment for Learning-Based Feedback In Elementary School Mathematics Learning Aulia Fitriana Adrian; Ayatullah Muhammadin Al Fath; Erwin Efendi Hutagalung
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 2 (2026): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i2.12753

Abstract

Background: Mathematics learning at the elementary school level continues to face challenges in feedback management that has not been optimally integrated into the learning process. Although Assessment for Learning (AfL) has positioned feedback as a critical component, in practice its planning, implementation, and evaluation are often carried out separately and inconsistently, resulting in a lack of comprehensive understanding. Method: This study employed a Systematic Literature Review (SLR) methodology guided by the PRISMA framework to ensure a systematic and transparent article selection process. Literature searches were conducted across Google Scholar and Scopus databases spanning 2020–2025 using relevant keywords, progressing through stages of identification (100 articles), screening (60 articles), eligibility (40 articles), and final inclusion of 22 articles subjected to in-depth analysis. Result and Disussions: Findings indicate that feedback planning is increasingly oriented toward diagnostic assessment and varied instruments, yet remains dependent on teacher competence. Feedback implementation demonstrably improves student engagement and learning autonomy, despite constraints related to time and strategy variation. Feedback evaluation shows a positive impact on learning outcomes, though instrument quality and implementation sustainability require further strengthening. Overall, AfL-based feedback management requires more systematic integration to effectively support meaningful and effective mathematics learning.
Cosmic Intelligence as a Transformative Approach for Primary Education Teachers in the Age of Artificial Intelligence: A Conceptual Framework Moh Aniq Khairul Basyar Basyar; Irvan Mahendra
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 2 (2026): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i2.12956

Abstract

The rapid proliferation of Artificial Intelligence (AI) technologies across all sectors of civilization has created unprecedented demands on primary education teachers, who are now expected to not only master technological tools but to fundamentally reimagine their pedagogical identities. This conceptual article introduces Cosmic Intelligence as a transformative framework for primary education teachers in the AI era for which an integrative construct that synthesizes existential awareness, ethical reasoning, systems thinking, and adaptive wisdom in response to the cosmic-scale disruptions generated by AI. Drawing on Howard Gardner's theory of Multiple Intelligences, particularly his eighth and ninth intelligences (naturalist and existential), alongside contemporary literature on AI-integrated pedagogy, teacher professional development, and educational transformation, this study proposes a conceptual model of Cosmic Intelligence comprising five interrelated dimensions: (1) Existential Awareness, (2) Adaptive Technological Wisdom, (3) Ethical-Relational Intelligence, (4) Holistic Systems Thinking, and (5) Transcendent Purpose Orientation. A qualitative research design using library research and conceptual analysis methodology is employed to construct and validate this framework. Findings suggest that Cosmic Intelligence addresses a critical gap in current AI-era teacher competency frameworks, which tend to prioritize technical skills while neglecting deeper ontological and ethical dimensions of teaching. This article contributes a novel theoretical lens through which teacher education programs can be redesigned to cultivate teachers who are not merely AI-literate but cosmically intelligent — capable of guiding young learners through civilizational transformation with wisdom, empathy, and transcendent purpose.
Digital Competency Analysis and Financial Literacy as a Catalyst for Innovation and Student Business Growth in the 5.0 Era Irma Ningsih; Iin Nurbudiyani; Muhammad Noor Fitriyanto
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 2 (2026): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i2.12997

Abstract

Background: The emergence of Society 5.0 presents both challenges and opportunities for university students, particularly in entrepreneurship. Aim: This study aimed to analyze digital competence and financial literacy as catalysts for innovation and business growth among student entrepreneurs in the digital era. Method: A mixed-methods approach with a sequential explanatory design was employed. Data were collected from 115 students engaged in entrepreneurial activities through questionnaires, interviews, and focus group discussions. Result and Discussions: The quantitative findings showed that most students had moderate to high digital competence, particularly in using social media, e-commerce platforms, and basic design tools. However, their ability to use advanced digital tools, including digital analytics, paid advertising, and cybersecurity, remained limited. In terms of financial literacy, students demonstrated awareness of basic financial practices, such as separating personal and business finances and recording transactions, yet many still lacked strategic financial planning skills, including budgeting, investment risk assessment, and long-term financial forecasting. Pearson correlation analysis revealed a significant positive relationship between digital competence and student business growth (r = 0.614; p < 0.01), as well as between financial literacy and student business growth (r = 0.587; p < 0.01). These results indicate that higher levels of digital competence and financial literacy are associated with stronger business growth, including increased revenue, market expansion, and product innovation. Conclusions: The qualitative findings supported the quantitative results by identifying several barriers, such as limited practical training, insufficient curriculum integration, and lack of mentoring. This study concludes that strengthening digital and financial competencies is essential for fostering sustainable student entrepreneurship in the Society 5.0 era. Therefore, universities are encouraged to integrate practical digital skills, financial literacy, and entrepreneurial mentoring into entrepreneurship programs to better prepare students for real-world business challenges.
Development Of The Literasiku Sanggam Talawang Application As a Digital Literacy Media Based on Local Culture At 1 Mungku Baru State Elementary School Ridwan Sidiq; Tazkiyatunnafs Elhawwa; Hendri Hendri
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 2 (2026): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i2.13104

Abstract

Background: This research was motivated by the low level of digital literacy among elementary school students and the limited availability of digital learning media integrating the local culture of Central Kalimantan into the learning process. The development of educational technology requires innovative learning media that not only improve students’ digital literacy skills but also support the preservation of local culture through engaging, interactive, and age-appropriate learning experiences for elementary school students. Aim: Therefore, this study aimed to develop the “Literasiku Sanggam Talawang” application as a digital literacy learning Media based on the local culture of Central Kalimantan for elementary school students. Method: This study employed the Research and Development (R&D) method using the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research subjects included three professional validators (media, material, and language experts), 6 classroom teachers, and 60 elementary school students from Grades I to VI at 1 Mungku Baru State Elementary School. Data collection instruments included expert validation sheets, teacher and student usability questionnaires, observation checklists, and pre-/post-test literacy assessment sheets. Result and Discussions: The results showed that the “Literasiku Sanggam Talawang” application was categorized as highly feasible, achieving an overall mean empirical score of 92.2% (90.0% from material expert, 95.0% from language expert, and 91.7% from media expert). Teacher and student responses reached 91.7% and 90.0% respectively, placing the application in the highly practical category. Furthermore, statistical analysis revealed a substantial positive shift in students’ reading competencies, with an overall mean Normalized Gain (N-Gain) score of 0.75 and an overall effectiveness rate of 75%, falling into the high effectiveness category. The offline accessibility successfully resolved infrastructural connection barriers in remote riverine environments. Conclusion: It can be concluded that the “Literasiku Sanggam Talawang” application is highly feasible, practical, and effective as an innovative medium that accelerates digital literacy while simultaneously promoting regional heritage preservation.
Evaluation Of The Fresh Friday Program on The Healthy Living Culture of Students At 1 Bumi Harjo State Elementary School Hartini Hartini; Nurul Hikmah Kartini; Hendri Hendri
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 2 (2026): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i2.13122

Abstract

Aim: This study aimed to evaluate the effectiveness of the Jumat Segar Program in developing healthy living habits among students at 1 Bumi Harjo State Elementary School using the CIPP (Context, Input, Process, Product) evaluation model. Method: The study employed a qualitative approach with evaluative research methods. Research subjects consisted of the principal, physical education teacher, classroom teachers, and students. Data collection techniques included interviews, observations, and documentation. Program effectiveness was assessed using success indicators, including increased student participation, improved discipline, the development of healthy lifestyle habits, increased awareness of personal and environmental health, and the strengthening of positive character traits. Result and Discussions: The findings revealed that: (1) the context aspect indicated that the program was implemented based on students’ real needs in improving physical fitness and healthy lifestyle habits and was relevant to the school’s vision and mission; (2) the input aspect showed that the program was supported by human resources, facilities, and adequate planning although several limitations remained in facilities and instructor competence; (3) the process aspect demonstrated that the activities were implemented routinely and systematically through morning exercise, healthy eating, environmental cleaning, and health education, although student participation had not been fully equal; and (4) the product aspect indicated positive changes in students’ healthy lifestyle behaviors, particularly in exercise habits, cleanliness, discipline, and environmental awareness. Conclusion: Based on the evaluation results, the Jumat Segar Program was considered effective in gradually and sustainably developing a healthy living culture among students.
Development of SI-INTAN Pancasila Learning Media Based on Kotawaringin Barat Local Wisdom Endang Setyo Rini; Nurul Hikmah Kartini; Hendri Hendri
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 2 (2026): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i2.13125

Abstract

Aim: This study aimed to develop and evaluate SI-INTAN Pancasila, an interactive learning media integrating the local wisdom of Kotawaringin Barat into Pancasila Education for Phase B elementary school students. Method: The study employed a Research and Development (R&D) approach using the ASSURE model, involving 24 students of SDN 1 Sungai Rangit Jaya. Data were collected through expert validation, teacher and student response questionnaires, observations, and pretest–posttest assessments. Result and Discussions: The feasibility results showed that the media obtained validation scores of 80% from material experts, 100% from language experts, and 83% from media experts, indicating that the product was highly feasible for classroom use. Practicality data revealed positive responses from both teachers and students, who considered the media engaging and easy to use. The effectiveness of the media was demonstrated by an increase in students’ average learning outcomes from 66.67 on the pretest to 80.00 on the posttest. Conclusion: These findings indicate that SI-INTAN Pancasila is a feasible, practical, and effective learning medium for supporting Pancasila Education while promoting local wisdom values among elementary school students.
Evaluation of Tahfidz Qur'an Program Based on Goal Oriented Evaluation to Measure Memorization Target Achievement at SDI Al Ishlah Bukittinggi Alifa Hanazahra; Aufatus Syakira Mardhatillah; Saputri Kelana; Fakhrur Razy; Arifmiboy Arifmiboy
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 2 (2026): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i2.13139

Abstract

Evaluating program effectiveness is an important step in ensuring that educational objectives are achieved and that program implementation contributes to the expected learning outcomes. This study evaluated the Tahfidz Qur'an Program at SDI Al Ishlah Bukittinggi using the Goal Oriented Evaluation model to measure students’ memorization target achievement. The program is designed to develop students’ Qur'anic memorization skills while fostering proper recitation, discipline, and Islamic character. A quantitative descriptive evaluation approach was employed involving Tahfidz teachers and students as respondents. Data were collected through Likert scale questionnaires developed based on six evaluation aspects: memorization achievement, recitation quality, muroja’ah practices, discipline, Tahfidz etiquette, and overall program achievement. The data were analyzed using percentage scores, mean values, and qualitative interpretation criteria. The findings revealed a high level of goal attainment, with teacher evaluations reaching 86.1% and student responses averaging 84.0%, both indicating that the program was highly effective. The highest scores were obtained in overall program achievement and Tahfidz etiquette from teachers’ perspectives (93.3%) and discipline from students’ perspectives (91.5%). Lower scores were identified in muroja’ah practices and Tahfidz etiquette, suggesting the need for greater consistency in reinforcement activities and character development. These findings indicate that the program has been successful in supporting memorization achievement, improving recitation quality, and fostering student discipline, while also highlighting specific areas requiring further enhancement. In conclusion, the Tahfidz Qur'an Program at SDI Al Ishlah Bukittinggi effectively achieved its intended objectives according to the Goal Oriented Evaluation framework, although strengthening muroja’ah implementation and character building is necessary to optimize future program outcomes.
The Role of Culturally Responsive Teaching in Developing Students’ Self-Regulated Learning in Elementary School Mathematics Education: A Systematic Literature Review Amelia Dwi Astuti; Achmad Zainul Rozikin
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 2 (2026): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i2.13258

Abstract

Background: Self-Regulated Learning is one of the key factors that contributes to students’ success in elementary mathematics education. However, numerous studies have indicated that students’ self-regulation skills still require further enhancement through learning experiences that are aligned with their characteristics and learning backgrounds. One pedagogical approach that has the potential to support the development of Self-Regulated Learning is Culturally Responsive Teaching, an instructional approach that integrates students’ cultural backgrounds into the teaching and learning process. Aim: This study aims to examine the role of Culturally Responsive Teaching in fostering students’ Self-Regulated Learning in elementary school mathematics education through a Systematic Literature Review approach. Data were collected from articles indexed in the Google Scholar and ERIC databases. The data were analyzed using a thematic synthesis technique to identify patterns of Culturally Responsive Teaching implementation and its contribution to the development of students’ Self-Regulated Learning. Result and Discussions: The findings reveal that the implementation of Culturally Responsive Teaching in elementary mathematics education is generally carried out through the integration of local culture, ethnomathematics, the use of students’ real-life contexts, and the creation of inclusive learning environments that value cultural diversity. These practices contribute to the enhancement of intrinsic motivation, self-efficacy, learning engagement, goal-setting skills, self-monitoring, and self-reflection, which are essential components of Self-Regulated Learning. Conclusion: Therefore, Culturally Responsive Teaching can serve as an effective pedagogical approach to promoting students’ autonomous learning while fostering mathematics instruction that is more meaningful, contextualized, and responsive to cultural diversity.

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