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Annisa Nurramadhani
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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
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Innovative AI-Based E-Comics Promoting Flood Disaster Education in Elementary Schools Wanda Sri Andini; Enjang Yusup Ali; Atep Sujana
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.v9i2.48

Abstract

This study aimed to develop an AI-based E-Comic named SAMBA (Save the Earth Together) as a flood disaster education medium for elementary school students and to evaluate its validity and practicality. The study employed a Research and Development (R&D) approach using the ASSURE model, consisting of analyzing learners, stating objectives, selecting strategies and media, utilizing materials, requiring learner participation, and evaluating and revising the product. The developed e-comic integrates AI-generated illustrations, learning videos, interactive quizzes, and digital flipbook technology to support engaging and contextual disaster learning. Practicality testing involved 47 fifth-grade elementary school students using a student response questionnaire, while product quality was evaluated through expert validation by media, material, and language experts. The validation results indicate that the e-comic is highly feasible for instructional use. Practicality testing based on student responses obtained categorization as excellent, demonstrating that students found the e-comic engaging, accessible, and easy to use. These findings confirm that the SAMBA e-comic is both valid and practical as an innovative learning medium for elementary flood disaster education. This study contributes to the advancement of technology-enhanced learning by integrating AI-generated visual content, interactive multimedia features, and contextual disaster education into an engaging digital e-comic that supports elementary students' disaster preparedness and environmental awareness.
Virtual Mathematics Kits: Interactive Gamification for Numeracy Learning in Elementary Education Suriyana Suriyana; Yunika Afryaningsih; Aditya Pratama
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.v9i2.50

Abstract

This study aimed to develop an interactive Virtual Mathematics Kit (VMK) integrated with a gamification approach and to examine its feasibility, practicality, and effectiveness in improving elementary school students’ numeracy skills. The study was motivated by persistent low numeracy achievement and disparities in students’ mathematical competencies, particularly in rural elementary schools. A Research and Development (R&D) approach was employed using the ADDIE model, comprising the Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 26 fourth-grade elementary school students. The developed interactive VMK was validated by four expert validators in terms of content and media quality. Data were collected through observations, questionnaires, and pretest–posttest assessments and analyzed using descriptive statistics and normalized gain (N-gain) analysis. The validation results indicated that the VMK achieved a feasible category based on evaluations by both material and media experts. Practicality testing showed mean student response scores of 4.2 in individual trials and 3.6 in small-group trials, both categorized as practical. The effectiveness evaluation produced an average N-gain score of 0.58, indicating a moderate improvement in students’ numeracy skills. These findings demonstrate that the gamification-integrated VMK is feasible, practical, and effective for supporting mathematics learning and reducing numeracy gaps among elementary school students. The study contributes to the development of technology-enhanced, gamified learning media to strengthen numeracy education, particularly in rural elementary school contexts.
Environmental-Themed Creative Dance Creation in Elementary Teacher Education: Qualitative Case Study Lisna Hikmawaty; Muhammad Soleh Hapudin; Hardianti Hardianti; Regina Octavia Ronald
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.v9i2.52

Abstract

This study aims to explore the creation of environmental-themed creative dance in an elementary teacher education course. The study responds to the need for dance learning that moves beyond technical performance and provides pre-service elementary teachers with concrete experience in transforming environmental issues into artistic expression. Descriptive scoring was used to support a qualitative case-study design. Twenty-nine undergraduate students who were enrolled in a dance education course were split up into five groups. Process observation, creative process notes, product assessment rubrics, interviews, student reflections, and documentation of rehearsals and mini-performance events were all used to gather data over the course of seven meetings. The findings show that all groups created simple dances based on themes such as plastic waste, recycling, pollution, cleanliness, and environmental damage. Three groups achieved the very good category and two groups achieved the good category. The strongest aspects were theme relevance, message clarity, duration, and choreographic structure, while movement creativity, aesthetic refinement, and floor-pattern development required further improvement. The study concludes that environmental-themed creative dance can serve as an experiential pedagogical strategy for connecting environmental awareness, collaboration, and basic choreography skills in elementary teacher education.
Teacher Talk and Student Involvement in Elementary School English Language Learning Classrooms Denisa Nur Octaliani; Imam Santosa
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.v9i2.53

Abstract

This study aimed to analyze the types of teacher talk that influence student involvement in elementary English learning. The study was motivated by the important role of classroom interaction in promoting active learning, while evidence regarding how specific teacher talk strategies shape student involvement in elementary English classrooms remains limited. A qualitative approach with a case study design was employed. Data were collected through classroom observations, field notes, lesson videos, and observation sheets and were analyzed thematically using ATLAS.ti. The analysis focused on identifying teacher talk types and examining their relationships with indicators of student involvement, including attention, verbal response, active participation, concentration, enthusiasm, instruction following, and classroom interaction. The findings revealed that the most prominent teacher talk types were asking questions, giving information or explanations, affirming students’ contributions, giving directions or instructions, and stimulating students’ motivation and interest. Among these, asking questions most effectively encouraged active participation by eliciting verbal responses and promoting classroom interaction. Giving information or explanations sustained students’ attention to lesson content, whereas clear directions and instructions supported students’ understanding of learning activities and maintained their engagement throughout the lesson. These findings demonstrate that teacher talk functions not only as a means of content delivery but also as a pedagogical strategy for fostering student involvement and creating interactive English learning environments in elementary classrooms.

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