cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muh. Khaerul Ummah BK
Contact Email
jurnalpgsd22@umada.ac.id
Phone
+6282188892377
Journal Mail Official
jurnalpgsd22@umada.ac.id
Editorial Address
Program Studi Pendidikan Guru Sekolah Dasar (PGSD) Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Madako Tolitoli
Location
Kab. toli toli,
Sulawesi tengah
INDONESIA
MADAKO ELEMENTARY SCHOOL
Published by Universitas Madako Tolitoli
ISSN : 29645719     EISSN : 29645719     DOI : https://doi.org/10.56630/mes
Core Subject : Humanities, Science, Education, Art, Social,
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
MADAKO ELEMENTARY SCHOOL is a scientific journal that focuses specifically on the development of education and learning at the elementary school level. The journal is managed by the Elementary School Teacher Education Study Program (PGSD), Faculty of Teacher Training and Education (FKIP), Universitas Madako Tolitoli. The journal focuses on scientific research conducted by both internal and external academics of the Faculty of Teacher Training and Education (FKIP), Universitas Madako Tolitoli, particularly research related to the advancement of knowledge, science, and technology in education and learning at the elementary school level or its equivalent. The scope of articles that may be published in this journal includes: 1. Adaptive-Situational Learning Strategies and Models in Elementary Schools 2. Curriculum Development for Elementary School Education 3. Educational Technology Adaptation and Innovative Learning in Elementary Schools 4. Development of Interactive Learning Media for Elementary Schools 5. Addressing Current Issues in Elementary Schools 6. Extracurricular Education in Elementary Schools 7. Development of Education and Learning Systems Based on Local Wisdom in Elementary Schools 8. Coding and Artificial Intelligence (AI) in Elementary Schools
Arjuna Subject : Umum - Umum
Articles 85 Documents
 5   6   7   8   9 
Teachers’ and Students’ Perspectives on the MBG Program: An Exploratory Study at SDN 16 Biau Mohammad Safari; Mustakim; Saugadi
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.362

Abstract

This study examines the suboptimal comprehensive understanding of the implementation of the Makan Bergizi Gratis (MBG) Program at the elementary school level, particularly from the perspectives of teachers and students. The aim of the study is to explore the dynamics of program acceptance, benefits, and challenges within the context of SDN 16 Biau. The method employed is qualitative with an exploratory study approach, involving the principal, teachers, and students as research subjects through interviews, observations, and documentation techniques. The findings indicate that, from the teachers’ perspective, the MBG program reflects a relatively effective adaptation process, supports the achievement of learning objectives, and is integrated into school activities, although latency in the form of technical constraints remains. From the students’ perspective, the program contributes to the fulfillment of physiological needs, a sense of safety, social interaction, esteem, and self-actualization. The level of program acceptance is considered positive with tangible benefits, despite challenges related to distribution and implementation consistency. These findings underscore the importance of continuous evaluation and strengthening of program management. The implication is that MBG has the potential to serve as a strategic intervention in enhancing students’ well-being and the overall quality of learning in a holistic manner.
CTL-Based “Lelempa Bokayong” Game Improves Addition Concept Understanding in Elementary School Students Indri; Muh. Khaerul Ummah BK; Moh. Rudini
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.371

Abstract

The low understanding of the concept of summation in elementary school students is still a fundamental problem in mathematics learning, especially due to approaches that tend to be abstract and do not relate to students' real experiences. This requires more contextual learning innovations, one of which is through the integration of traditional games in the CTL approach. This study aims to test the effectiveness of the integration of the traditional game “Lelempa Bokayong” in improving the understanding of the concept of summation in students of SDN 3 Dadakitan. The study used a pre-experimental design with a pre-test and post-test one group model, involving 7 class I students who were selected purposively from a total of 65 students. Data was collected through learning outcome tests and observations, then analyzed using the Wilcoxon Signed Rank Test. The results showed an increase in the average score from 48.71 to 66.42. The hypothesis test yielded a significance value of 0.043 (<0.05), which indicates a significant influence. These findings suggest that traditional game-based CTL approaches are effective in improving understanding of the concept of summation. The implications of the study confirm the importance of utilizing local wisdom to create meaningful and interesting learning.
Child-Friendly Education Based on the Joyful Learning Approach in Elementary School Science and Social Studies Learning Aziz Mukhamad Thoha; Fadhil Nur Hidayat; M. Ardian F.R.
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.367

Abstract

The growing demand for child-friendly learning has become increasingly urgent, as elementary classroom practices remain largely oriented toward academic pressure and often fail to accommodate students’ psychological comfort. This condition contributes to low student engagement and limited confidence in expressing ideas. Therefore, this study aims to analyze the implementation of child-friendly education through a Joyful Learning approach in fourth-grade Science and Social Studies instruction at SDN Jerangkang, North Lampung. This study employed a qualitative approach with a case study design. The participants consisted of one fourth-grade teacher and five students. Data were collected through non-participant observation, semi-structured interviews, and documentation. Data were analyzed using thematic analysis, including open coding, categorization, and theme development to generate in-depth interpretations. The findings reveal that child-friendly education is reflected in the creation of a safe and comfortable learning environment, minimal pressure during instruction, and respect for students’ perspectives. The Joyful Learning approach was implemented through educational games, songs and movements, and contextual storytelling. These practices enhanced students’ active participation, conceptual understanding, self-confidence, and learning enthusiasm. This study highlights the importance of teachers’ creativity and pedagogical competence in fostering meaningful and enjoyable learning experiences.
Early Stimulation and Cognitive Resilience: Reorienting Early Childhood Pedagogy in Shaping A Superior Generation Yuli Martuti; Eka Pariyani; Umi Istikhanah
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.365

Abstract

The golden age is a critical phase in child development; however, in Indonesia, it is still challenged by developmental delays, limited educational facilities, and low parental awareness of early stimulation. This study aims to analyze the role of early stimulation and cognitive resilience in the pedagogical reorientation of early childhood education. A descriptive qualitative approach was employed through literature review, enriched by empirical insights from PAUD PKK Latifa Gisting. Data were obtained from primary and secondary sources, including reputable journal articles, academic books, and relevant scientific publications, using documentation techniques. Data analysis was conducted through content analysis involving data reduction, thematic categorization, and reflective synthesis. The findings indicate that developmental stimulation, play-based learning, and character strengthening significantly contribute to the formation of cognitive resilience. Cognitive resilience is conceptualized as a dynamic construct shaped by learning experiences, emotional regulation, and environmental support. The study highlights the importance of integrating six aspects of resilience collaboratively by teachers and parents within a holistic and safe learning environment. These findings imply the need for policy strengthening, enhancement of educator competence, and synergy among families and communities to foster an adaptive and resilient generation.
Improving Student Discipline Through the Application of the Digital Multimedia-Based Token Economy Method in Learning Pancasila Education in Elementary School Rabia S. Manto
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.370

Abstract

Departing from the low discipline of grade V students at SDN 4 Bokat which has an impact on the lack of optimal learning process of Pancasila Education is the central problem of this research. To overcome these problems, a digital multimedia-based token economy method was applied through Class Action Research in two cycles that included the planning, implementation, observation, and reflection stages involving 20 students. The results of the study showed a significant increase in student discipline, marked by an average pre-action score of 71.76 with 35% completeness, increasing in the first cycle to 85%, and reaching an average of 100 with 100% completeness in the second cycle. This improvement shows that the integration of the Token Economy with digital multimedia is able to create more interesting, structured, and motivating learning for students. Conceptually, these findings confirm the effectiveness of positive reinforcement in shaping disciplinary behavior. The implications of this study show that teachers can adopt technology-based token economy strategies as an innovative alternative in classroom management, while encouraging the development of learning practices that are more interactive, adaptive, and oriented towards student character formation in elementary schools.
Implementation of Educational Puzzle Media with Local Wisdom Nuances: An Analytical Study on Elementary School Students’ Science and Social Learning Outcomes Anjela Jenista Tuku; Moh. Rudini; Muh. Khaerul Ummah BK
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.373

Abstract

The low level of students’ learning outcomes, which is presumed to be influenced by the limited use of contextual learning media grounded in local wisdom, has frequently attracted scholarly attention. This study employed a quasi-experimental approach with a non-equivalent control group design, involving 75 fourth-grade students of SDN Pembina Tolitoli. The participants were divided into an experimental group (37 students) and a control group (38 students) using a matching group technique. Data were collected through learning outcome tests (pre-test and post-test) as well as observation sheets, and subsequently analyzed using the Mann–Whitney U test. The findings revealed a significant improvement in the experimental group, with the mean score increasing from 46.96 in the pre-test to 82.35 in the post-test. In contrast, the control group showed an increase from 40.92 to 62.44. Statistically, a significance value of 0.000 (< 0.05) indicates a meaningful difference between the two groups. These results demonstrate that local wisdom-based educational puzzle media is effective in enhancing students’ learning outcomes through active engagement and contextualization of learning materials. The implications of this study highlight the importance of integrating local wisdom into the design of instructional media to improve the quality of learning in elementary education.
Analysis of Civic Knowledge Achievement through HOTS-Based Questions in Pancasila and Civic Education at the Elementary School Level Puger Tegar Akbar Wibowo; Anita Trisiana; Sarafuddin
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.377

Abstract

The limited ability of students to process civic knowledge at the HOTS analysis level, reflected in low performance in solving high-level reasoning problems, is the main focus of this study. This condition is closely related to Pancasila and Civic Education learning practices that are still dominated by LOTS-oriented questions, thus not optimally fostering students’ critical and reflective thinking skills. This study aims to analyze the achievement of civic knowledge through HOTS questions among fifth-grade students at SD Negeri Mojosongo 5 Surakarta using a qualitative case study approach. The clustering results show a distribution of 91.67% in the high category, 75% in the medium category, and 41.67% in the low category, indicating disparities in higher-order thinking skills. Research instruments included HOTS-based tests covering analysis, evaluation, and creation indicators, interview guidelines, and observation sheets, all validated by experts with a coefficient of ≥0.80. The findings reveal that high-category students demonstrate conceptual and argumentative elaboration, while low-category students remain at the level of factual understanding. Influencing factors include reading literacy, frequency of HOTS practice, and teachers’ pedagogical strategies, implying the need for systematic reorientation of HOTS-based  Pancasila and Civic Education learning.
The Implementation of Hadith Tarbawi in Students' Character Development: A Phenomenological Study of SDIT Tiara Islamic School Syahruddin Srg
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.379

Abstract

The decline of moral values, including honesty, discipline, and responsibility, has become a critical issue in education. This study aims to analyze the implementation of Hadith Tarbawi in fostering students’ character at SDIT Tiara Islamic School. The investigation focuses on its application in Islamic Religious Education, teachers’ instructional strategies, supporting and inhibiting factors, and its contribution to students’ character development. A qualitative case study approach was employed. Data were collected through semi-structured interviews, classroom observations, and document analysis involving Islamic Religious Education teachers, the principal, and homeroom teachers. Data were analyzed through condensation, data display, and conclusion drawing. The findings reveal that Hadith Tarbawi was implemented through classroom instruction, teacher role modeling, habituation, and the cultivation of a religious school culture. Teachers applied exemplary practices, narratives of the Prophet Muhammad SAW (peace be upon him), discussions, experiential learning, and reward-based reinforcement to develop students’ religious commitment, honesty, discipline, politeness, responsibility, compassion, and cleanliness. Successful implementation was supported by teachers’ commitment, effective school leadership, religious programs, and parental involvement. However, challenges included excessive gadget use, limited character habituation at home, time constraints, and students’ diverse characteristics. School–family collaboration emerged as the cornerstone of strengthening Tarbawi Hadith based character education.
The Effectiveness of Discovery Learning with Visual Media on Students’ Learning Outcomes in Integrated Primary Science and Social Studies Ferda Juniarti; Riduan Febriandi; Yuni Krisnawati
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.383

Abstract

The study was motivated by students’ low academic achievement, with only 26.92% meeting the minimum learning mastery criteria. this research aimed to examine both the differences and the effect of Discovery Learning supported by visual media on the learning outcomes of fourth-grade elementary school students in integrated science and social studies. A quantitative quasi-experimental method employing a nonequivalent control group design was utilized. The participants consisted of 51 fourth-grade students from two classes (IVA and IVB). Data were collected through objective tests administered as pretests and posttests and were analyzed using an independent samples t-test. The findings indicated that the experimental group achieved a higher mean posttest score (76.15) compared to the control group (74.40). The learning mastery rate also increased to 77% in the experimental group, while the control group reached 76%. Hypothesis testing revealed that the calculated t-value (2.13) exceeded the critical t-value (2.010), indicating a statistically significant difference in learning outcomes between students who were taught using Discovery Learning supported by visual media and those who received conventional instruction. Therefore, the implementation of Discovery Learning supported by visual media was found to have a positive effect on improving elementary students’ learning outcomes.
Teacher Readiness for Implementing Deep Learning: A Case Study at GMIT Kuanino 1 Elementary School, Kupang Intan Djo Wenyi; Maxsel Koro; Habibi Musa
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.382

Abstract

Teachers' readiness in implementing deep learning is an important factor in improving the quality of learning in elementary schools, including at SD GMIT Kuanino 1 Kupang. This study aims to examine this readiness through a descriptive qualitative approach with a case study design. The research subjects were purposively selected classroom teachers, while data were collected through observation, interviews, and documentation, and then analyzed using an interactive model. The results of the study show that teachers in general have good readiness. This is reflected in the ability to design contextual learning, implement varied strategies, encourage active involvement of students, and reflect and provide feedback. Professionally, teachers are able to master the material, relate concepts, utilize simple media and technology, and understand the principles of meaningful and conscious learning. The obstacles faced include limited facilities and the need for sustainable competency development. These findings confirm that teacher readiness is adequate, but optimal implementation requires institutional support through strengthening school policies, provision of facilities, ongoing training, and professional mentoring so that in-depth learning can take place consistently and with quality.

Page 7 of 9 | Total Record : 85

 5   6   7   8   9 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 2 (2026): Publishing in Press Vol 5 No 2 (2026): Publishing in Press Vol. 5 No. 1 (2026): JUNE Vol. 4 No. 2 (2025): DECEMBER Vol. 4 No. 1 (2025): JUNE Vol. 3 No. 2 (2024): DECEMBER Vol. 3 No. 1 (2024): JUNE Vol. 2 No. 2 (2023): DECEMBER Vol. 2 No. 1 (2023): JUNE Vol 1 No 2 (2022): DECEMBER