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Program Studi Pendidikan Guru Sekolah Dasar (PGSD) Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Madako Tolitoli
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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
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An Analysis of the Implementation of the Problem-Based Learning (PBL) Model to Strengthen Students' Disciplinary Character in Pancasila Education: Evidence from SD Negeri Bibisluhur 1 Surakarta, Academic Year 2025/2026 Prima Novianingrum; Anita Trisiana; Muhammad Faruq Hanafi
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.v5i2.386

Abstract

The low discipline of students in doing and collecting assignments and the dominance of learning that is still oriented towards the delivery of material causes the strengthening of the character of discipline has not developed optimally in Pancasila Education learning. This study aims to analyze the application of the PBL model in strengthening the disciplinary character of grade IV students of SD Negeri Bibisluhur 1 Surakarta for the 2025/2026 Academic Year. The research uses a descriptive qualitative approach supported by descriptive quantitative data. The research subjects consist of teachers and students of grade IV. Data is collected through observation, interviews, and documentation, then analyzed through data reduction, data presentation, and drawing conclusions with data validity using triangulation of sources and techniques. The PBL syntax was carried out very well at the stage of problem orientation (91.40%), student organization (89.75%), investigation (92.60%), presentation of results (90.85%), and evaluation (93.20%). The implementation of PBL contributes to strengthening compliance with rules, responsibilities, active discussion, and timeliness in completing and collecting tasks.  These findings show that PBL has the potential to be an effective pedagogical strategy to integrate active learning with the strengthening of students' disciplinary character in a sustainable manner.
A Integrating Letter Cards into Game-Based Learning (GBL) to Improve Elementary School Students' Understanding of the Javanese Script Faricha Latifatul Hanifa; Anita Trisiana; Dite Hastini
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.v5i2.387

Abstract

Elementary school students' understanding of the Javanese script still shows limitations, especially in the ability to read, compose, and participate in learning. This study aims to describe the application and impact of the Game Based Learning (GBL) model through letter cards in grade V students of SD Negeri Beskalan Surakarta. The method used is classroom action research in two cycles which includes planning, implementation, observation, and reflection. The research subjects consist of teachers and students. Analysis is carried out through reduction, presentation, and drawing conclusions. Learning completeness increased from 45% with an average score of 60 in the initial condition to 72% with an average of 72 in the first cycle, then reached 92% with an average of 85 in the second cycle. Improvements also occurred in activeness, motivation, the ability to read and compose Javanese script, as well as student cooperation. These achievements indicate that the elements of games, interaction between students, the use of letter cards as concrete media, and active involvement are also other factors that improve student learning outcomes. These findings confirm the effectiveness of GBL in creating interactive, student-centered learning, and supporting the improvement of the quality of learning processes and outcomes.
Reconstructing Students’ Critical Thinking Skills in Science and Social Studies through the STAD Cooperative Learning Model in Elementary Schools Azzah Tsabitah Ruwaidah; Anggit Grahito Wicaksono; Mukhlis Mustofa
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.v5i2.389

Abstract

Departing from the not optimal critical thinking skills of grade V students in social studies learning at SDN Gugus IV Hasanuddin Surakarta, this study aims to evaluate the effectiveness of the implementation of the Student Teams-Achievement Divisions (STAD) type cooperative model. The study used a quantitative approach with a quasi-experimental posttest-only nonequivalent control group design, involving 53 students divided into experimental and control classes. Data was obtained through a critical thinking ability test equipped with observation and documentation, then analyzed using the Independent Samples t-Test after meeting the assumptions of normality and homogeneity. The results of the analysis showed that the average score of the experimental group reached 74.62, higher than the control group of 52.04, with a significance value of 0.000 (p<0.05). These findings confirm that the implementation of STAD makes a real contribution to improving the quality of students' critical reasoning. Such effectiveness is related to the intensity of group interaction and the active involvement of students in solving problems. Thus, the STAD model has important implications as a relevant learning strategy to strengthen critical thinking skills in the context of science and science learning in elementary schools.
Schools as Inclusive Education Service Providers: Analysis of Teacher Readiness in Implementing Inclusive Education in Elementary School Afrida Bupu Wae; Saugadi; Hamna
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.v5i2.400

Abstract

Teachers' readiness in implementing inclusive education is not fully optimal, especially in the aspect of practical skills in the classroom. This study uses a qualitative approach with phenomenological design to explore in depth the experiences and perceptions of teachers at SDN 1 Tambun, involving one principal and six teachers through observation, structured interviews, and documentation, with interactive model data analysis (reduction, presentation, verification). The results of the study show that cognitively teachers have a fairly good understanding of the concept of inclusion, the characteristics of students with special needs, and the importance of learning differentiation. In the affective dimension, teachers show a positive attitude, characterized by acceptance without discrimination and equal learning opportunities. Meanwhile, in the psychomotor aspect, implementation skills are in the category of being quite good, but not consistent and optimal in practice. The discussion indicates that there is a gap between conceptual understanding and real implementation. These findings confirm that teacher readiness is multidimensional which takes on an important role in the implementation of inclusive education in schools, with the implication that it is necessary to strengthen practice-based training and systemic support to improve the quality of inclusive learning.
The Effect of Reading Wheel Media on the Beginning Reading Skills of First-Grade Elementary School Students Salma Widyanik; Oktiana Handini; Ani Restuningsih
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.v5i2.403

Abstract

Beginning reading difficulties remain a concern in elementary education, particularly among first-grade students who struggle to recognize letters, distinguish speech sounds, and read simple words fluently. Preliminary observations at SDN 1 Gagaksipat indicated limited use of varied instructional media in beginning reading instruction. This study examined the effect of Reading Wheel media on first-grade students’ beginning reading skills. A quantitative pre-experimental study using a one-group pretest-posttest design involved 27 students. Data were collected using a validated and reliable reading test and analyzed through a paired-samples t-test and N-Gain analysis. The mean score increased from 67.85 on the pretest to 85.37 on the posttest, representing a 17.52-point gain. The paired-samples t-test indicated a statistically significant improvement (t = 15.552, p < .05), while the N-Gain score of 0.5453 indicated moderate improvement. These findings suggest that Reading Wheel media has potential to improve beginning reading performance by engaging students through visual and kinesthetic learning activities. The findings provide a practical alternative for diversifying beginning reading instruction, although further research using controlled experimental designs and broader samples is needed to establish its effectiveness and generalizability.
PjBL with Smart Board Media to Support Elementary Students’ Learning Outcomes in Natural and Social Sciences: A Case Study at SDN 01 Gumeng Karanganyar Rahma Liya Putri; Anggit Grahito Wicaksono; Dite Hastini
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.v5i2.410

Abstract

Limited student engagement and uneven conceptual understanding in elementary Natural and Social Sciences learning remain persistent challenges, particularly when instruction relies on conventional methods with minimal technological integration. This study aimed to examine the implementation of Project-Based Learning (PjBL) supported by Smart Board technology in enhancing student engagement and conceptual understanding among fifth-grade learners at SDN 01 Gumeng, Karanganyar. This study uses a descriptive qualitative design with a   naturalistic case study design, with data collection through classroom observation, interviews, and documentation, and validated through triangulation techniques. The findings indicate that the PjBL model was implemented systematically across its six stages, resulting in observable improvements in student participation, collaboration, and conceptual clarity. Interactive Smart Board features facilitated visual engagement and supported active learning, with most students demonstrating increased involvement during project activities. However, constraints such as limited instructional time, insufficient technological infrastructure, and diverse student ability levels affected the consistency of implementation. This study implies that integrating PjBL with interactive technology can strengthen student-centered learning practices and offers practical insights for improving instructional design in primary education contexts.
Enhancing Pancasila Education Learning Outcomes through the Adaptation of the CTL- Approach in Elementary Schools: A Classroom Action Research at GMIT Manumuti Tarus Elementary School Aria Dorkas Nitbani; Andreas Ande; Adam Bol Nifu Benu
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.v5i2.388

Abstract

This study was conducted in response to low learning outcomes and limited student engagement in Pancasila Education, primarily due to teacher-centered instructional practices that provided few opportunities to connect learning with real-life experiences. In the pre-cycle stage, only 8 of 24 students (33.33%) achieved the minimum learning mastery criterion of 75. This study aimed to improve learning outcomes through the implementation of a Contextual Learning Approach in teaching Cultural Diversity in East Nusa Tenggara Province. A two-cycle Classroom Action Research design was employed, with each cycle consisting of planning, action, observation, and reflection. The participants were 24 fifth-grade students (12 boys and 12 girls). Data were collected through observations, learning achievement tests, and documentation. The findings revealed consistent improvement across the two cycles. Learning mastery increased from 33.33% in the pre-cycle to 41.67% in Cycle I and reached 100% in Cycle II, while the average score improved from 63.92 to 87.04. Teacher and student learning activities also increased substantially. These findings demonstrate that the CTL Approach effectively promotes student engagement, conceptual understanding, and learning outcomes. Furthermore, integrating authentic learning experiences contributes to more meaningful learning and provides a practical strategy for enhancing the quality of Pancasila Education in elementary schools.
Video-Assisted Role-Playing Method and Student Learning Outcomes in Elementary School: A Pre-Experimental Design Study in Natural and Social Studies Sovia Fazzahara; Oktiana Handini; Muhamad Faruq Hanafi
Madako Elementary School Vol 5 No 2 (2026): Publishing in Press
Publisher : Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.390

Abstract

This study addresses the suboptimal learning outcomes in natural and social studies by examining the effectiveness of video-assisted role-playing instruction in Chapter 7, “Daerah Kebanggaanku,” among fifth-grade students at SD Negeri Semanggi Lor, Surakarta (2025/2026). Employing a quantitative pre-experimental approach with a one-group pretest–posttest design, the study involved 27 students selected through saturated sampling. Data were collected using a 20-item multiple-choice test with established validity and reliability, and analyzed via paired-samples t-test using IBM SPSS Statistics 26. The findings reveal a statistically significant improvement, indicated by a significance value of 0.000 (<0.05) and a t-value of 35.759 exceeding the critical value of 2.056. The mean score increased from 61.68 (pretest) to 87.04 (posttest), reflecting a gain of 25.23. Furthermore, the N-Gain score of 0.7182 (71.82%) falls within the high effectiveness category. These results suggest that integrating role-playing with video media enhances student engagement and conceptual understanding. Consequently, this approach can be a strong pedagogical alternative in improving the learning outcomes of elementary school students in the context of the learning being researched.
A Analysis of the Application of the Project Based Learning (PjBL) Model in Developing Students' Social-Science Creativity in Elementary Schools Ayu Sri Wulandari; Hera Heru Sri Suryanti; Sarafuddin
Madako Elementary School Vol 5 No 2 (2026): Publishing in Press
Publisher : Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.399

Abstract

This study highlights the limited application of student-centered learning approaches to fostering creativity in elementary science and social studies (IPAS), particularly within a project-based learning context. This study aims to examine how Project-Based Learning (PjBL) supports creativity development among Grade IV students at SD Negeri Beskalan Surakarta. A qualitative research design was employed using primary and secondary data sources. Participants included the school principal, Grade IV teacher, and 27 students, with two key informants selected for in-depth interviews. Data were collected through observation, interviews, documentation, and questionnaires and validated through source and technique triangulation. Data analysis involved data reduction, data display, and verification. The results indicate that the six-step PjBL model transformed learning into a more student-centered process. Students produced tangible projects, including crafts made from recycled materials inspired by local cultural motifs. Creativity developed across five indicators rated as good: fluency, flexibility, originality, elaboration, and evaluation. Supporting factors included teacher guidance, student motivation, and learning media availability, while challenges involved limited instructional time and classroom noise. PjBL therefore offers meaningful science and social studies experiences that foster creativity and engagement, provided that teachers ensure adequate time, classroom management, and learning resources.
Integration of Batik Ethno-mathematics into Geometry Instruction in Elementary Schools: An Analysis of Its Effect on Students’ Understanding of Geometric Concepts Vaisal Agus Prasetio; Ema Butsi Prihastari; Dite Hastini
Madako Elementary School Vol 5 No 2 (2026): Publishing in Press
Publisher : Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.407

Abstract

Low levels of geometric conceptual understanding and abstract spatial reasoning remain challenges in elementary mathematics education. This study examined the effect of integrating batik ethnomathematics into geometry instruction using a quasi-experimental pretest-posttest control group design involving 60 fourth-grade students assigned to experimental and control groups. Geometric conceptual understanding data were analyzed using an independent-samples t-test and N-gain to determine differences in learning improvement between the groups. The results showed greater improvement in the experimental group (N-gain = 0.68; moderate) than in the control group (N-gain = 0.34; moderate), with a statistically significant difference between the groups. These findings indicate that integrating batik ethnomathematics contributes to improved students’ geometric conceptual understanding by connecting mathematical concepts with relevant cultural contexts. The findings are important for elementary geometry instruction because local cultural artifacts can provide meaningful contexts that help students understand geometric concepts more concretely and contextually. Integrating batik ethnomathematics can therefore serve as an alternative pedagogical approach to strengthen students’ conceptual understanding and spatial reasoning while enhancing the cultural relevance and meaningfulness of elementary mathematics learning.

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