cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Annisa Nurramadhani
Contact Email
annisanurramadhani@unpak.ac.id
Phone
+6281807775704
Journal Mail Official
jppguseda-fkip@unpak.ac.id
Editorial Address
Gedung FKIP, Universitas Pakuan Jl. Pakuan No 01, Kel. Tegallega, Kec. Kota Bogor Tengah Kota Bogor - 16143 Indonesia
Location
Kota bogor,
Jawa barat
INDONESIA
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda)
Published by Universitas Pakuan
ISSN : 26230941     EISSN : 26230232     DOI : https://doi.org/10.55215/jppguseda
Core Subject :
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) is a peer-reviewed, open-access journal published tri-annually (March, July, and November) by Universitas Pakuan. The journal publishes empirical research, conceptual studies, and instructional innovations in Academic English, focusing on elementary education pedagogy, teacher professional development, curriculum design, and primary school learning technology.
Arjuna Subject : -
Articles 24 Documents
 1   2   3 
Innovative Science Learning through the “Time Machine” Project: Fostering Causality Concepts and Ethical Actions in Elementary Education Meirza Nanda Faradita; Hafidz Rosyidiana; Wahono Widodo; Hendratno Hendratno
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol. 9 No. 1 (2026)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v9i1.26

Abstract

This study aims to describe of implementing the "Time Machine" project in improving fourth-grade elementary school students' ability to analyze chain causality and ethical actions in science learning. This study employed a descriptive qualitative method conducted over one learning cycle at one of public elementary school, involving a fourth-grade homeroom teachers, students, and the school principal as research subjects. Data were collected through interviews and structured observations using an observation sheet as the primary instrument, supported by interview guidelines directed at the classroom teacher and principal. Data analysis followed the interactive model, encompassing three stages: data reduction, data display, and conclusion drawing. The results indicate that prior to the project implementation, students were only able to identify direct cause-and-effect relationships and limited their ethical judgments to simple right-or-wrong assessments. Following the implementation of the "Time Machine" project, students demonstrated a significant transition in causal reasoning, progressing from identifying immediate causes to constructing systemic causality by predicting chain consequences of actions on the present ecosystem. Furthermore, students' ethical discussions shifted from simple normative responses to in-depth consequentialist analysis, evidenced by their ability to evaluate the moral value of actions based on projected universal impacts. It is concluded that the "Time Machine" project is an effective and authentic learning framework that simultaneously supports the achievement of the critical reasoning and noble moral dimensions of the Pancasila student profile, in alignment with the demands of Indonesia's independent curriculum.
Eco-School Activities as Ecopedagogical Practices in Developing Environmental Responsibility among Primary School Students Yulia Agustin; Ganes Gunansyah; Putri Rachmadyanti
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol. 9 No. 1 (2026)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v9i1.30

Abstract

This study aims to investigates the eco-school activities function as ecopedagogical practices in developing environmental responsibility among primary school students. Employing a qualitative case study design, data were collected through observations, in-depth interviews, and document analysis involving the principal, fourth-grade teacher, eco-school coordinator, students, and parents. The findings reveal that students’ environmental responsibility is primarily developed through consistent, action-based activities embedded in daily school practices, including waste management, water conservation, and habitual ecological behaviors. These practices enable students to construct environmental awareness through direct experience rather than theoretical instruction. The effectiveness of the program is supported by strong leadership, active parental involvement, and collaboration with external environmental organizations, while challenges are reflected in limited facilities and occasional inconsistency in students’ behavior. It can be concluded that this study contributes to the field of ecopedagogy and environmental education by demonstrating that sustained, experience-based eco-school practices. It plays a significant role in shaping students’ environmental responsibility. It also offers empirical insights into how school culture and community involvement strengthen the internalization of environmental values in primary education contexts
Rethinking Teacher Literacy: Information Text Competence among Elementary Teachers within Indonesia’s Minimum Competency Assessment Framework Tiara Mulqie Anindhitya; Sapriya Sapriya; Angga Hadiapurwa; Kodama Yaoyi; Indriyani Rachman
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol. 9 No. 1 (2026)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v9i1.34

Abstract

This study aim to examined elementary school teachers’ information text literacy within the framework of Indonesia’s Minimum Competency Assessment (AKM). The study employed a quantitative approach involving 25 elementary school teachers selected through purposive sampling. Data were collected using two researcher-developed instruments: an information text literacy questionnaire and an information-text-based test. The instruments were validated through expert judgment and a limited pilot test prior to administration. Data were analyzed using descriptive statistics and N-Gain to describe teachers’ performance across three competencies: identifying information, understanding information, and evaluating and reflecting on information. The findings showed improvement in concept mastery, by mean score increasing from the pre-test and the post-test. Teachers’ information text literacy also improved across all assessed aspects, with the highest gain found in identifying information (high), followed by evaluating and reflecting (moderate), while understanding information showed the lowest gain (low). In addition, teachers responded positively to the implemented learning design and was categorized as very practical. These findings indicate that teachers were relatively strong in retrieving explicit information, but still needed support in deeper comprehension and integrative meaning construction. This study provides empirical evidence for strengthening teacher professional development in support of AKM-aligned reading literacy.
Developing a Problem-Based Digital Module to Enhance Elementary Students’ Critical Thinking Skills Tirta Puspita Sari; Yuyun Elizabeth Patras; Dadang Jaenudin; Muhammad Saeed Shahbaz
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol. 9 No. 1 (2026)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v9i1.35

Abstract

The researchers aim to develop a problem-based digital module that is valid, practical, and effective in improving fifth-grade students' critical thinking and conceptual understanding. The ADDIE paradigm implements research and development (R&D). The study had 25 fifth-grade students as subjects. Data were gathered via observation, interviews, questionnaires, and pre- and post-testing equipment. The experts validate the modules and instruments. N-gain is used for data analysis to help students improve their critical thinking and conceptual comprehension. The expert validation results demonstrated that this module was very practical in terms of material, media, and language. Product effectiveness was demonstrated using N-gain analysis and paired sample t-tests, which revealed a significant improvement in student learning outcomes. Positive feedback from students and teachers further validated the module's effectiveness. This study is unique because it integrates the PBL paradigm into a digital platform developed explicitly to translate conceptual understanding of Pancasila into applicable critical thinking abilities. The study found that implementing a PBL-based digital module in elementary schools improved students' critical thinking skills and conceptual comprehension of Pancasila Education.
Trends and Trajectories of Ecoliteracy Research in Formal Education: A Two-Decade Bibliometric Analysis Wahyu Nugroho; Sapriya Sapriya; Bunyamin Maftuh; Nana Supriatna
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol. 9 No. 1 (2026)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v9i1.36

Abstract

This research aims to map trends in ecoliteracy in the education sector from the Scopus database, both at the preschool, primary education, secondary education and higher education levels in the last twenty years. Limited aspects such as time range 2004 to 2023, subject area, document type language and Open Access source with a total of 153 documents analyzed. This analysis method uses data collected using meta analysis (PRISMA) and a systematic review of the library, which is assisted by bibliometric analysis software and biblioshiny. The results show significant interest in formal education, and it will continue to increase. Australia and China have the highest level of research collaboration in education. The level of cooperation between Greece and Cyprus is also quite high. Followed by cooperation between Southeast Asian countries between Indonesia and Malaysia. This topic analysis discusses ecoliteracy in the field of formal education, tracing the evolution of the domain of ecoliteracy in education and the emerging trends within it. Research concluded by the resulting development of research related to ecoliteracy emphasizes that education offers a future strategy that involves large-scale collaboration in the field of formal education research and further study of environmental awareness in formal education.
The Role of STEAM-Integrated Virtual Reality Media in Improving Cultural and Social Understanding of Elementary School Students Dendi Irawan; Lalan Soeherlan Soekatma; Eka Nurhidayat; Devi Afriyuni Yonanda
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol. 9 No. 1 (2026)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v9i1.37

Abstract

This study aims to analyze the implementation of Virtual Reality (VR) media integrated with the STEAM approach (VR-STEAM) in improving students' learning understanding. Significant research gaps in this study include the limited availability of VR learning media explicitly aimed at improving elementary school students' sociocultural understanding, as well as the suboptimal integration of the STEAM approach in developing VR media oriented toward sociocultural learning. This study used a quantitative approach with a quasi-experimental design. Data collection techniques were carried out through pre-test and post-tests as well as observations, which involved an experimental group and a control group. Participants were fifth-grade students who were selected through simple random sampling. A total of 18 students participated, with 9 students in the experimental group (A) and 9 students in the control group (B). Group A receiving learning through VR-STEAM, while Group B learned by using conventional methods. The results indicate that the use of VR-STEAM can improved student engagement, clarify socio-cultural concepts through immersive visualizations, and encourage collaborative and creative skills through STEAM-based projects. Students appeared more focused, engaged in discussions, and enthusiastic about completing group assignments after experiencing learning through VR. This study concludes that structured VR-STEAM integration not only strengthens cognitive understanding but also creates a more contextual and reflective social learning experience.
Navigating Academic Careers: Professional Pathways of Bachelor of Elementary Education Graduates Dexyll M. Gonzales; Jenelyn T. Peña
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol. 9 No. 2 (2026)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v9i2.42

Abstract

The study aimed to explore the career pathways of Bachelor of Elementary Education (BEEd) graduates under Contract of Service (COS) status who are teaching college students. Specifically, it examined the motivations that led them to pursue college teaching, described their career pathways in the college setting, and identified the opportunities and challenges that characterize their teaching experiences. The study employed a qualitative research method using a descriptive phenomenological design. Colaizzi’s method of data analysis was utilized in interpreting the data gathered from eight (8) informants. Findings revealed that BEEd COS instructors were motivated to enter college teaching because of degree alignment, competitive salary and prestige, opportunities for professional growth, and personal preference for teaching adult learners. Their career pathways were marked by transition, pedagogical adaptation, continuous learning, and personal fulfillment through shaping future educators. The study also found that their experiences involved challenges in instructional and classroom practices, limited resources and facilities, and concerns regarding recognition and compensation. Despite these difficulties, the informants remained committed through adaptability, supportive colleagues, and professional development opportunities. The study concluded that BEEd graduates under COS status were able to succeed in a profession outside their expected specialization through resilience, flexibility, and dedication to teaching. The findings provide valuable insights for higher education institutions and policy makers in developing support systems, training programs, fair employment practices, and career advancement opportunities for contractual college instructors.
Illustrated Storybooks for Critical Thinking Development: Designing Innovative Teaching Materials for Contemporary Classrooms Irma Sofiasyari; Rizky Arianty; Galuh Mentari Putri; Trio Erawati Siregar
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol. 9 No. 2 (2026)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v9i2.43

Abstract

This study aimed to develop an illustrated storybook based on Indonesian local wisdom to support critical-thinking-oriented learning for fourth-grade elementary school students. The study was motivated by the limited availability of contextual teaching materials that integrate local wisdom while promoting students’ reasoning, reflection, and problem-solving skills. A Design and Development Research approach with a product-oriented procedure was employed, consisting of needs analysis, product design, product development, expert review, and product revision. The developed teaching materials were evaluated by experts in subject matter, educational media, elementary education, and local culture. The review focused on content accuracy, visual presentation, language appropriateness, representation of local wisdom, and the alignment of learning activities with critical thinking indicators. The illustrated storybook integrates local history, cultural heritage, community traditions, and everyday life into engaging stories complemented by reflection activities, student worksheets, educational games, and evaluation tasks. The findings indicate that the developed teaching materials are contextually relevant and suitable as supplementary resources for elementary school learning. By connecting curriculum content with students’ sociocultural environments, the storybook provides meaningful learning experiences while fostering critical thinking. This study contributes to the development of culturally responsive teaching materials that promote contextual learning and strengthen the integration of Indonesian local wisdom into elementary education.
Culture FUSION-AI: Integrating Adaptive Artificial Intelligence and Cultural Pedagogy for Inclusive Elementary Science Education Mega Intan Permata Sari; Siti Mayang Sari; Zahraini Zahraini; Tajul Arifin Sulaiman
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol. 9 No. 2 (2026)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v9i2.44

Abstract

This study aimed to examine the effectiveness of the Culture FUSION-AI model in improving elementary students’ science learning processes and learning achievement on the topic of the human reproductive system. The study was motivated by the need for innovative, inclusive, culturally responsive, and technology-enhanced learning models capable of accommodating diverse student characteristics while maintaining local cultural values. A pre-experimental one-group pretest-posttest design was employed involving 30 fifth-grade students. The Culture FUSION-AI model integrates Acehnese cultural and Islamic values, student-centered inquiry, adaptive Artificial Intelligence (AI), collaborative learning, and scientific character development. Data were collected through learning achievement tests, observation sheets, questionnaires, interviews, and documentation. Quantitative data were analyzed using descriptive statistics, paired-samples t-tests, and normalized gain (N-Gain) analysis, while qualitative data were analyzed thematically. The results showed that students’ mean scores improves, with a gain score of 20.7 and an N-Gain value of 0.64, indicating moderate-to-high learning improvement. Observation results also demonstrated high levels of active participation, learning motivation, collaboration skills, critical attitude, and scientific attitude during implementation. Statistical analysis revealed a significant improvement in learning outcomes. These findings suggest that the Culture FUSION-AI model has the potential to support meaningful, inclusive, and differentiated science learning by integrating adaptive AI technology with local cultural values. The model may serve as a promising approach for enhancing elementary science education while maintaining cultural relevance and supporting diverse learner needs.
Fostering Deep Learning in Elementary Science Education: Developing a Meaningful, Mindful, and Joyful Interactive Flipbook Jasimah Jasimah; Zahraini Zahraini; Rahmad Syah Putra; Siti Mayang sari; Retno Dwi Suyanti
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol. 9 No. 2 (2026)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v9i2.46

Abstract

This study aims to develop a deep learning-integrated flipbook for enhancing elementary students’ science learning outcomes. In this study, deep learning refers to a learning approach that promotes meaningful, mindful, and joyful learning experiences. The study was motivated by the need to transform surface-level learning into meaningful and reflective learning experiences in primary science education. This research employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The participants consisted of 20 fourth-grade students selected through purposive sampling. The developed flipbook integrated deep learning principles through meaningful learning activities, mindful reflection, and joyful learning experiences. Data were collected through expert validation sheets, learning outcome tests, and student response questionnaires. The research instruments were reviewed by experts to ensure their content validity and suitability for elementary science learning. Data analysis used descriptive statistics and N-Gain analysis. The results showed that the flipbook achieved a very valid category. The practicality evaluation showed a teacher response score and a student response in excellent category or very practical. Student learning outcomes improved significantly, as indicated high category. These findings indicate that the developed flipbook is valid, practical, and effective in supporting elementary science learning. This study contributes to elementary science education by providing an innovative digital learning media that integrates deep learning through meaningful, mindful, and joyful learning experiences to enhance students’ learning outcomes.

Page 2 of 3 | Total Record : 24

 1   2   3 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 9 No. 2 (2026) Vol. 9 No. 1 (2026) Vol. 8 No. 3 (2025)