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Jurnal Pendidikan Cendekia Terpadu Diterbitkan oleh CV Cendekia Terpadu Jalan Pamarayan-Sampangbitung, Kabupaten Pandeglang, Provinsi Banten, Indonesia, 42263. Email : jurnal@cendekiaterpadu.org Situs Web : https://jurnal.cendekiaterpadu.org/index.php/sm
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Jurnal Pendidikan Cendekia Terpadu
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ISSN : -     EISSN : 31643183     DOI : -
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Jurnal Pendidikan Cendekia Terpadu (CETRA) merupakan jurnal yang diterbitkan oleh Sekolah CV Cendekia Terpadu. Jurnal ini dapat dijadikan sebagai wadah publikasi ilmiah bagi dosen, guru, mahasiswa, dan peneliti pada semua bidang ilmu pendidikan. Jurnal CETRA ini terbit perdana pada tahun 2026 dan terbit 2 kali dalam setahun yaitu pada bulan Februari dan Agustus dengan harapan dapat memberikan kemudahan bagi Author untuk submit naskah terbaiknya disini.
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Articles 14 Documents
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ANALISIS KESULITAN BELAJAR MATEMATIKA SEKOLAH DASAR Agus Asim; Usep Saepul Mustakim
Jurnal Pendidikan Cendekia Terpadu (CETRA) Vol. 1 No. 1, Februari (2026): Jurnal Pendidikan Cendekia Terpadu
Publisher : Jurnal Pendidikan Cendekia Terpadu (CETRA)

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Abstract

Mathematical competence is an important ability that needs to be developed from the elementary school level because it is closely related to logical thinking, problem-solving, and the application of mathematical concepts in everyday life. However, the abstract nature of mathematics can make it difficult for elementary school students to understand mathematical concepts. This study aims to analyze the difficulties experienced by second-grade students in learning mathematics at SDN Munjul 2, Munjul District, Pandeglang Regency, particularly in multiplication operations. This study employed a descriptive method with a qualitative approach. The research subjects consisted of 15 second-grade students, including 7 male and 8 female students, and the second-grade teacher as the main informant. Data were collected through observation, interviews, and documentation. Data validity was established through technical, source, and time triangulation. The findings indicate that students experienced difficulties in understanding multiplication concepts and solving multiplication problems. These difficulties were associated with both internal and external factors. Internal factors included students' ability to understand the material, motivation, interest, and memory, while external factors involved parental assistance, smartphone use, the learning environment, and the learning process implemented by the teacher. The findings indicate the need for mathematics learning strategies that are more concrete, contextual, and aligned with the developmental characteristics of elementary school students, particularly in teaching multiplication operations.
PROJECT BASED LEARNING BERBANTUAN ALAT PERAGA SEDERHANA DALAM MENINGKATKAN HASIL BELAJAR Siti Nurputri Tri Utami; Asep Saefullah Kamali
Jurnal Pendidikan Cendekia Terpadu (CETRA) Vol. 1 No. 1, Februari (2026): Jurnal Pendidikan Cendekia Terpadu
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Abstract

Science and Social Studies (IPAS) learning at the elementary school level needs to be designed to provide students with active, meaningful learning experiences that are appropriate to their developmental characteristics. One topic that requires concrete learning experiences is the human digestive system. This study aims to improve the learning outcomes of fifth-grade students at SDN Munjul 2 through the implementation of Project Based Learning (PjBL) assisted by simple teaching aids on the topic of the human digestive system. The study employed a Classroom Action Research (CAR) method conducted in three cycles. The research subjects were 10 fifth-grade students at SDN Munjul 2. Data were collected through observation and assessment of students' learning outcomes in each cycle. The data were analyzed descriptively by comparing students' learning mastery across the cycles. The results showed an improvement in students' learning outcomes following the implementation of Project Based Learning assisted by simple teaching aids. In Cycle I, four students achieved learning mastery, while six students had not yet achieved mastery. In Cycle II, the number of students achieving mastery increased to five. In Cycle III, eight students achieved learning mastery, while two students had not yet achieved mastery. Therefore, Project Based Learning assisted by simple teaching aids can be considered an alternative instructional approach for improving students' learning outcomes on the topic of the human digestive system.
DAMPAK PENGGUNAAN MEDIA GAMBAR PADA PEMBELAJARAN PKN DI SEKOLAH DASAR TENTANG MENGENAL PANCASILA Dira Mardiani; Omah Mukarromah
Jurnal Pendidikan Cendekia Terpadu (CETRA) Vol. 1 No. 1, Februari (2026): Jurnal Pendidikan Cendekia Terpadu
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Penelitian ini bertujuan untuk mengembangkan media gambar yang dapat mengatasi permasalahan di kelas III SDN Munjul 2 pada pembelajaran PKN tentang Mengenal Pancasila dan dapat memudahkan peserta didik dalam mempelajari secara mandiri. Dalam penelitian ini media yang digunakan adalah media gambar, Subjek yaitu kelas III di SDN Munjul 2 yang mengalami kesulitan dalam dengan jumlah 12 orang siswa. Hasil penelitian ini menunjukkan adanya perubahan hasil belajar siswa Ketika menggunakan media gambar tentang Mengenal Pancasila. Berdasarkan analisis hasil penelitian dan pembahasan, kesimpulan dari penelitian ini yaitu media gambar  pada pembelajaran PKN yang dikembangkan dinyatakan baik dan cocok untuk digunakan sebagai media pembelajaran di kelas III SDN Munjul 2.
EFEKTIVITAS PENGGUNAAN FLASHCARD DALAM MENGAJARKAN KOSAKATA BAHASA INGGRIS PADA KELAS VI DI SDN MUNJUL 2 Anis Khoirunisa; Imas Mastoah
Jurnal Pendidikan Cendekia Terpadu (CETRA) Vol. 1 No. 1, Februari (2026): Jurnal Pendidikan Cendekia Terpadu
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Abstract

This study aimed to examine the effectiveness of flashcards combined with the Contextual Teaching and Learning (CTL) approach and the “Word Bank” strategy in improving English vocabulary mastery among sixth-grade students at SDN Munjul 2. The study employed Classroom Action Research. Data were collected through observation, tests, and interviews, while vocabulary improvement was measured using pre-tests and post-tests. The findings indicated improvement in students’ ability to understand vocabulary meanings, use vocabulary in simple sentences, and use vocabulary in conversations. The percentage of students who could state the meanings of the target vocabulary increased from 30% in the pre-test to 75% in the post-test. The ability to construct simple sentences increased from 25% to 70%, while students’ confidence in using the vocabulary in conversations increased from 20% to 60%. Observations also indicated increased student participation, attention, motivation, and confidence. These findings suggest that flashcards can be an effective medium for supporting English vocabulary learning in elementary school because they connect verbal and visual information in a concrete way.
MEDIA PEMBELAJARAN INTERAKTIF UNTUK MENINGKATKAN PEMAHAMAN KONSEP PECAHAN PESERTA DIDIK Fitri Astriani; Moh. Fikri Tanzil Mutaqin
Jurnal Pendidikan Cendekia Terpadu (CETRA) Vol. 1 No. 1, Februari (2026): Jurnal Pendidikan Cendekia Terpadu
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Abstract

This study aims to analyze the use of interactive learning media to improve fourth-grade students’ understanding of fraction concepts at SDN Munjul 2. Based on the research procedures described in the manuscript, the study employed a quasi-experimental method with a pretest-posttest control group design. The participants were fourth-grade students divided into experimental and control groups. The experimental group received instruction using interactive learning media, while the control group received conventional instruction. Data were collected through conceptual understanding tests, observations, and interviews. The learning media was developed using HTML5 with animations created using Adobe Animate. The results showed that 90% of students in the experimental group achieved the good-understanding category, compared with 50% in the control group. Observations also indicated that students who used the interactive media were more active, enthusiastic, and engaged during the learning process. These findings indicate a descriptive advantage of interactive learning media in teaching fraction concepts. However, because the manuscript does not report the sample size, means, standard deviations, t-value, degrees of freedom, or p-value, statistical effectiveness cannot be stated inferentially. Interactive learning media can therefore serve as an alternative approach to supporting students’ understanding of fraction concepts through visualization, animation, and interactive learning activities.
PENINGKATAN KEMAMPUAN KOGNITIF ANAK USIA 5–6 TAHUN MELALUI EKSPERIMEN PENCAMPURAN WARNA Hamdatul Aliyah; Suci Aprilyati Ruiyat; Eneng Sri Susilawati
Jurnal Pendidikan Cendekia Terpadu (CETRA) Vol. 1 No. 2, Agustus (2026): Jurnal Pendidikan Cendekia Terpadu
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Abstract

Cognitive abilities in children aged 5–6 years need to be developed through learning experiences that allow children to observe, explore, compare, predict, and draw simple conclusions directly. This study aimed to describe the implementation of color-mixing experimental activities and to determine their improvement in the cognitive abilities of children aged 5–6 years at KB Permata Indah, Muncang District. The study employed Classroom Action Research using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The research was conducted in two cycles, with four meetings in each cycle, involving 12 children in Group B. Data were collected through observation, documentation, and field notes and analyzed using descriptive quantitative and qualitative techniques. The findings indicated a gradual improvement in children's cognitive abilities. The average cognitive achievement increased from 29.46% in the pre-cycle to 48.81% in Cycle I and further increased to 80.35% in Cycle II. The improvement was reflected in children's ability to recognize primary colors, understand color-mixing results, classify colors, predict experimental outcomes, conduct experiments, communicate conclusions, and attempt to solve simple problems. Therefore, color-mixing experimental activities can be implemented as a concrete and interactive learning strategy to stimulate cognitive development in children aged 5–6 years.
PENINGKATAN KEMAMPUAN OPERASI BILANGAN SEDERHANA ANAK USIA 5–6 TAHUN MELALUI PERMAINAN ULAR TANGGA Tati Nuryati; Eka Setiawati; Eneng Sri Susilawati
Jurnal Pendidikan Cendekia Terpadu (CETRA) Vol. 1 No. 2, Agustus (2026): Jurnal Pendidikan Cendekia Terpadu
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Abstract

Basic arithmetic operation skills are an important component of early childhood numeracy development because they involve number recognition, counting, addition, and subtraction in meaningful contexts. Preliminary observations at KB Al-Latif, Cikulur District, indicated that several children experienced difficulties in connecting number symbols with quantities, counting sequentially, and solving simple addition and subtraction tasks. This study aimed to improve the basic arithmetic operation skills of children aged 5–6 years through a modified Snakes and Ladders game as a play-based learning medium. The study employed Classroom Action Research consisting of two cycles, with each cycle involving planning, action, observation, and reflection. The participants were 10 children, consisting of seven boys and three girls. Data were collected through observation, documentation, and field notes and analyzed using descriptive quantitative and qualitative techniques. The findings showed an improvement in the children's average achievement from 28.61% in the pre-cycle to 41.11% in Cycle I and 86.11% in Cycle II. The mean score increased from 10.30 to 14.80 and subsequently to 31.00. The game provided concrete learning experiences through rolling dice, counting spaces, moving forward and backward, and solving simple addition and subtraction tasks. Therefore, the modified Snakes and Ladders game can serve as an alternative play-based learning medium for developing basic arithmetic operation skills among children aged 5–6 years.
KESADARAN ORANG TUA TERHADAP PENDIDIKAN ANAK SEJAK DINI DI DESA PARAGE Siti Masitoh; Eka Setiawati; Eneng Sri Susilawati
Jurnal Pendidikan Cendekia Terpadu (CETRA) Vol. 1 No. 2, Agustus (2026): Jurnal Pendidikan Cendekia Terpadu
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This study aims to examine parents’ awareness of early childhood education in Parage Village and the factors influencing it. This study employed a qualitative approach with a descriptive method. The research subjects consisted of parents of young children, early childhood education teachers, and village officials. Data were collected through observation, interviews, and documentation, and analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that parents’ awareness of early childhood education in Parage Village varies. Some parents understand the importance of early education by enrolling their children in early childhood education programs and providing learning support at home. However, others still perceive early childhood education as not being a primary need and prefer to enroll their children directly in elementary school. Factors influencing parents’ awareness include educational background, economic conditions, social environment, and limited information. Parents’ involvement is reflected in their attention to learning activities, fulfillment of educational needs, and assistance with children’s learning, although the level of involvement varies among families. Therefore, communication and cooperation among parents, educational institutions, the village government, and the community are needed to improve parents’ understanding and involvement in early childhood education.
MENINGKATKAN KEMAMPUAN MENGENAL BILANGAN PADA ANAK USIA 5–6 TAHUN MELALUI MEDIA LOOSE PARTS Ina Septiana; Suci Aprilyati Ruiyat; Yusdiana
Jurnal Pendidikan Cendekia Terpadu (CETRA) Vol. 1 No. 2, Agustus (2026): Jurnal Pendidikan Cendekia Terpadu
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This study aims to analyze the implementation of loose parts media in improving early numeracy skills and number recognition among children aged 5–6 years at PAUD Al-Kautsar, Maja, Lebak Regency, Banten. The study was motivated by children’s low ability to recognize numbers, limited interest and self-confidence in participating in learning activities, and the use of teaching methods that were not fully appropriate to children’s developmental characteristics. In addition, children experienced difficulties in understanding basic mathematical concepts. This study employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart model, which was conducted in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The research subjects were 13 children. Data were collected through observation, field notes, and documentation. The results showed an improvement in children’s number recognition abilities in each cycle following the implementation of loose parts media. The improvement was evident in children’s ability to recognize and sequence numbers from 1 to 10, match quantities of objects with number symbols, and associate objects with numbers. Therefore, the implementation of loose parts media can improve early numeracy and number recognition skills in young children.
MENINGKATKAN KEMAMPUAN SOSIAL ANAK USIA 5-6 TAHUN MELALUI COOPERATIVE LEARNING Mardiah; Eneng Sri Susilawati; Suci Aprilyati Ruiyat
Jurnal Pendidikan Cendekia Terpadu (CETRA) Vol. 1 No. 2, Agustus (2026): Jurnal Pendidikan Cendekia Terpadu
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Social skills are an important aspect of early childhood development because they are related to children's ability to interact, cooperate, communicate, share, respect others, and participate in group activities. This study was motivated by the low social skills of children aged 5–6 years at KB Hidayatul Husna, Bojongmanik District, as indicated by children's limited ability to cooperate, communicate, participate in group activities, share, and respect peers' opinions. This study aimed to improve the social skills of children aged 5–6 years through the implementation of cooperative learning. The study employed Classroom Action Research based on the Kemmis and McTaggart model and was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The participants were 10 children, consisting of six boys and four girls. Data were collected through observation and documentation and analyzed descriptively and quantitatively by comparing the results of the pre-cycle, Cycle I, and Cycle II. The results indicated a gradual improvement in children's social skills. The percentage increased from 36.78% in the pre-cycle to 57.13% in Cycle I and 81.14% in Cycle II. The improvement was reflected in children's ability to cooperate, interact with peers, share tasks and materials, communicate, take turns, and respect peers' opinions. Therefore, cooperative learning can be used as an alternative learning approach to improve the social skills of children aged 5–6 years.

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