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Mimbar Sekolah Dasar
Published by Universitas Pendidikan Indonesia
ISSN : 23555343     EISSN : 25024795     DOI : https://doi.org/10.17509/mimbar-sd.v13i1
Core Subject :
Mimbar Sekolah Dasar (MSD) is a peer-reviewed, open-access journal committed to advancing scholarly discourse and research in the field of primary and elementary education. The journal aims to serve as a critical platform for the dissemination of high-quality research findings, theoretical advancements, and innovative practices that contribute to the improvement of teaching, learning, and educational systems at the primary level globally. MSD’s core mission is to: Encourage the development of evidence-based educational policies and practices; Foster academic dialogue between researchers, practitioners, and policymakers from diverse cultural and geographical contexts; Support the integration of theory and practice in primary education; Promote interdisciplinary approaches that address challenges in basic education across sociocultural, economic, and technological dimensions. The journal recognizes the growing need for responsive and transformative education in the 21st century and seeks to contribute to this agenda by publishing research that is: Contextually relevant, especially within the Global South, Methodologically rigorous, employing qualitative, quantitative, or mixed-method approaches, Theoretically grounded, with clear implications for educational theory and practice. MSD encourages submissions that address key issues in: Curriculum and instructional design in primary education; Teacher training and professional development; Student learning and development, including inclusive and special education; Educational leadership and school management; Assessment and evaluation; Civic, moral, and values education; Digital learning innovations and educational media; Cross-cultural and comparative education. By publishing high-impact articles from a range of educational systems and cultural perspectives, Mimbar Sekolah Dasar seeks to become a leading academic forum for shaping the future of primary education worldwide.
Arjuna Subject : -
Articles 28 Documents
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Smart Box Media Development for Teaching Food Chains and Webs in Grade 5 Linnda Sabilla Cahya Anggraini; Henry Januar Saputra; Mudzanatun
Mimbar Sekolah Dasar Vol. 13 No. 1 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i1.15

Abstract

Challenges in delivering instructional materials—particularly on the topics of food chains and webs in science—and limited media variation, as well as low participation and activity among fifth-grade students at SDN X Semarang City, motivated this research. The study focuses on developing the "Doraemon Smart Box," an innovative learning medium tailored to food chain and web concepts in science subjects. This research aims to enhance student participation, offer a more diverse range of educational tools, and facilitate conceptual understanding, creativity, and active engagement in the learning process. The research adopts the Research and Development (RnD) methodology, utilizing the ADDIE development model, which comprises analysis, design, development, implementation, and evaluation stages. Validity tests demonstrated excellent feasibility, with material experts awarding a score of 97.33% and media experts 94.66%. The material is presented in a clear, systematic manner, with new concepts delivered engagingly through visually appealing features, high-quality images, balanced color composition, and user-friendly operation—all contributing to increased student interest and motivation. Feedback from teacher and student response questionnaires further supports the effectiveness of the media, with scores of 100% and 88.5% respectively, both classified as very good.
The Role of Teachers in STEM Integration to Enhance Elementary School Students’ Numeracy Skills in Malaysia Rintis Rizkia Pangestika; Nurhidayati; Arum Ratnaningsih; Nila Kurniasih; Hasnizawati Hashim; Norulhuda Tajuddin; Rozieana A. Halid @ Khalid
Mimbar Sekolah Dasar Vol. 13 No. 3 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i2.26

Abstract

Numeracy is a fundamental competency for elementary school students in responding to the demands of 21st-century life; however, numeracy achievement remains a challenge in many countries, including Malaysia. This study explores the role of teachers in integrating Science, Technology, Engineering, and Mathematics (STEM) learning to support elementary students’ numeracy development in the Malaysian context. Using a qualitative case study design, this research involved 12 elementary school teachers who had experience or understanding of STEM-based learning and were selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and document analysis. The findings show that teachers understood numeracy as a functional ability to apply mathematical concepts in real-life contexts, rather than merely as procedural calculation skills. STEM integration was implemented through project-based learning, simple experiments, direct measurement activities, and contextual problem solving. Teachers served as facilitators who guided students in exploration, discussion, collaboration, and reflection. However, the implementation of STEM-based numeracy learning was constrained by limited instructional time, variations in students’ numeracy abilities, and inadequate learning resources. The study contributes to the discussion on teacher agency by showing how teachers translate STEM pedagogy into classroom practices that support numeracy development. Overall, the findings suggest that STEM integration can strengthen numeracy learning when supported by continuous teacher professional development, sufficient instructional resources, and appropriate educational policies.
Utilizing AI-based Graphic Design Platform Features to Enhance Student Engagement in Indonesian Language Learning at the Elementary School Level I Made Darma Sucipta; I Made Rai Jaya Widanta Widanta; I Wayan Eka Dian Rahmanu Rahmanu; I Gusti Ngurah Mayun Susandhika Susandhika
Mimbar Sekolah Dasar Vol. 13 No. 2 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i2.27

Abstract

The development of artificial intelligence has influenced instructional practices in elementary schools, particularly in the use of more visual, contextual digital learning media. In Indonesian language learning, the limited use of engaging instructional media that aligns with students’ characteristics often results in low student engagement, as reflected in insufficient attention, participation, and interaction during classroom activities. Therefore, instructional that support active student engagement are needed. This study aimed to enhance student engagement in Indonesian language learning at the elementary school level by using artificial intelligence features in the Canva application as instructional media. The study employed a qualitative Classroom Action Research approach and involved 31 fifth-grade students at a private elementary school in Indonesia. The research was conducted in two cycles, comprising planning, action implementation, observation, and reflection stages. Instructional media were developed using an AI-based Graphic Design Platform features, including Magic Write, Text to Image, and Magic Design. Data were collected through observations, interviews, questionnaires, and documentation. Data were collected through observations, interviews, and questionnaires. Student engagement was measured across four aspects: behavioural, emotional, cognitive, and agentic. Data analysis used both qualitative and quantitative methods. The findings indicate an improvement in student engagement from Cycle I to Cycle II, in the four aspects: behavioural, emotional, cognitive, and agentic. This study concludes that the AI-based Graphic Design Platform can serve as an effective instructional support medium to enhance student engagement in Indonesian language learning at the elementary school level, while maintaining the teacher’s central role in the learning process.
Development of Multiplication and Division Card (MDC) Game Using the GASING Method for Elementary Students: A Multiplication Pilot Study Tsalitsa El May; Turmudi Turmudi; Mubarok Somantri
Mimbar Sekolah Dasar Vol. 13 No. 2 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i2.39

Abstract

Elementary students often experience difficulties in understanding multiplication concepts due to the abstract nature of arithmetic instruction and the limited use of engaging learning media. This research aims to design and develop the Multiplication and Division Card (MDC) Game based on the GASING (Gampang, Asyik, dan Menyenangkan) method as a game-oriented learning medium to support students’ conceptual understanding of multiplication. The research employed a Research and Development (R&D) approach using a simplified ADDIE model, consisting of needs analysis, product design, product development, implementation, and evaluation stages. The MDC Game was specifically prepared and tested for multiplication learning through a limited trial involving Phase B (Grade III) elementary students. Data were collected using expert validation instruments, teacher and student response questionnaires, classroom observations, and interviews, and were analyzed using descriptive quantitative and qualitative methods. The results indicate that the MDC Game is feasible in terms of content accuracy, usability, and visual design, with minor revisions needed for instructional clarity. It is also considered practical and positively received by teachers and students, as it promotes active participation, collaboration, and motivation. The limited trial findings show students’ learning progression, with the mean score increasing from 46.31 (pretest) to 87.34 (posttest). In conclusion, the MDC Game demonstrates strong potential as a GASING-based learning medium for elementary multiplication instruction. Although limited to a pilot context, these findings provide preliminary evidence for further large-scale implementation and more rigorous investigation.
Digital Transformational Leadership in Educational Management: Implications for Elementary School Principals – A Systematic Literature Review Aty Susanti; Rita Hastuti; Miswan Miswan; Eki Dudi Darmawan; Ujang Cepi Barlian; Nano Sukmana
Mimbar Sekolah Dasar Vol. 13 No. 2 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i2.41

Abstract

Digital transformation presents significant challenges for elementary school management, particularly due to variations in teachers’ digital readiness and limited organizational capacity. This study aims to systematically synthesize empirical research on Digital Transformational Leadership (DTL) and its implications for elementary school principals. Using a Systematic Literature Review (SLR) guided by PRISMA, 28 empirical articles (2015–2025) from Scopus-indexed journals and other reputable sources were analyzed using the Context–Intervention–Mechanism–Outcome (CIMO) framework. The findings reveal that DTL strengthens school management through the development of organizational agility, digital school culture, and teacher commitment. Organizational agility emerges as a key mediating mechanism linking leadership practices to adaptive school outcomes. This study reconceptualizes DTL by positioning organizational agility as a central mechanism in elementary school contexts and offers a refined leadership model for digital-era school management.
Integrating Educaplay into Project-Based Learning: An Innovative Approach to Foster Critical Thinking among Pre-Service Teachers Prapti Octavia Ningsih; Risma Chulashotud Diana; Zahid Zufar At Thaariq
Mimbar Sekolah Dasar Vol. 13 No. 2 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i2.43

Abstract

Low critical thinking skills among students affect their ability to understand and solve complex academic problems. This study looks into how combining project-based learning with interactive digital media from Educaplay can help improve critical thinking skills among PGMI students. The study used a quasi-experimental approach with a design that includes a pretest and posttest along with a control group. The study used two classes that were similar, each having 30 students. One group was the experimental group, and the other group was the control group. The study used a test to measure critical thinking skills that experts had reviewed and approved. The test had a reliability score called Cronbach Alpha, which was above 0.70. Data were collected by giving both groups a pretest and a posttest. The data was checked with an independent t-test, and the effect size was figured out using Cohen's d. The results showed a big difference between the experimental group and the control group. The significance value was less than 0.05, and the effect size was 1.79, which is considered high. This indicates that the Educaplay-based PjBL model effectively supports PGMI students in developing their critical thinking skills. Using project-based learning combined with interactive digital tools like Educaplay can be a smart choice for teaching in today’s world.
The Development of a Digital Illustrated Storybook Containing Pancasila Values ​​to Improve the Understanding and Character of Mutual Cooperation in Fourth Grade Elementary School Students Rizqa Maharani Mulyadi; Wuri Wuryandani
Mimbar Sekolah Dasar Vol. 13 No. 2 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i2.46

Abstract

This research aims to: (1) develop a feasible digital picture storybook based on Pancasila values to improve the understanding and mutual cooperation character of fourth-grade elementary school students; (2) examine the practicality of the developed digital picture storybook; and (3) determine its effectiveness in improving students' understanding and mutual cooperation character. This research and development employed the ADDIE model, consisting of the stages of analyze, design, develop, implement, and evaluate. The feasibility test was conducted by two expert validators, including learning material and learning media experts. A one-to-one trial involved six fourth-grade students at SD Negeri 222 Palembang. A small group trial was conducted with 12 students at SD Negeri 225 Palembang, while a field trial involved 24 students at SD Negeri 226 Palembang. The effectiveness test was carried out through a quasi-experimental design during the implementation stage, involving an experimental class at SD Negeri 224 Palembang and a control class at SD Negeri 223 Palembang. Data were analyzed qualitatively and quantitatively based on expert and user responses. Several prerequisite tests were conducted, including normality, homogeneity, t-test, N-gain score, and MANOVA. The results indicate that: (1) the digital picture storybook is feasible based on expert validation; (2) it is practical according to teachers’ and students’ responses; and (3) it is effective in improving students’ understanding and mutual cooperation character after its implementation.
The Effect of CLIS Learning Model on Students Product Creativity in States of Matter Topic Matsuri Matsuri; Idam Ragil Widianto Atmojo; Dwi Yuniasih Saputri; Roy Ardiansyah; Fadhil Purnama Adi; Michelle Eugene Zalika
Mimbar Sekolah Dasar Vol. 13 No. 1 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i1.53

Abstract

This study evaluates the effectiveness of the Children Learning in Science (CLIS) model in fostering students’ creativity in understanding changes in the states of matter. A quantitative approach with a quasi-experimental design was employed. The sample consisted of 54 fourth-grade students selected through cluster random sampling, with 27 students in the experimental group and 27 in the control group. Data were collected using validated written tests, with validity assessed through product-moment correlation and reliability measured using Cronbach’s Alpha. Normality, homogeneity, and baseline equivalence tests were conducted to ensure analytical accuracy. Data were analyzed using an independent sample t-test at a 0.05 significance level with SPSS version 23. The results indicate that the CLIS model significantly improves students’ creativity (p = 0.000 < 0.05; t = 6.953 > t-table = 2.006). The experimental group achieved higher post-test scores than the control group, suggesting that the CLIS model enhances creative thinking, independent problem-solving, and active participation. These findings confirm that the CLIS model is an effective alternative for teaching the science and social studies subject, particularly on changes in the states of matter. Theoretically, this study reinforces constructivist principles by demonstrating the model’s role in promoting creativity through active and meaningful learning.
A Multisensory Approach to Teaching Singing Dynamics in Elementary School Clarisa Jesika Korina Tiurmauli Hutapea; Yudi Sukmayadi; Sandie Gunara
Mimbar Sekolah Dasar Vol. 13 No. 1 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i1.55

Abstract

Elementary school music education plays a crucial role in developing students' musical sensitivity and expressive abilities. However, young learners often struggle to understand abstract musical concepts, such as dynamics in singing. This study aims to examine the effectiveness of a multisensory approach in teaching singing dynamics to second-grade elementary students by incorporating color as a visual representation and body movement as a kinesthetic reinforcement. This research employs a qualitative descriptive method, utilizing observation, and documentation for data collection. The participants consist of second-grade students engaged in singing lessons where colors represent different dynamic levels, and body movements reinforce their understanding. The results indicate that this approach enhances students’ comprehension of dynamics, increases their engagement in learning, and strengthens the connection between auditory, visual, and kinesthetic perceptions. The study concludes that integrating color and body movement is an effective pedagogical strategy for improving young learners’ understanding of abstract musical concepts, particularly in singing dynamics. These findings suggest that multisensory strategies can be effectively applied by elementary music teachers to support students’ expressive vocal development and engagement in classroom singing activities.
Why Is It Difficult to Teach Mathematics? An Analysis from the Perspective of Elementary School/MI Teachers Isrokatun Isrokatun; Maulana Maulana; Cucun Sunaengsih; Aah Ahmad Syahid; Popon Rohaeti
Mimbar Sekolah Dasar Vol. 13 No. 1 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i1.58

Abstract

This study was motivated by the statement that mathematics is a difficult subject. Many students experience difficulties in learning mathematics. This study focuses on answering this rumor from the perspective of elementary school/MI teachers. What difficulties do teachers experience when teaching mathematics, resulting in students having difficulty understanding the material? The objectives of this study are 1) to analyze which mathematics material is considered most difficult by students, 2) why students have difficulty learning this mathematics material, 3) what difficulties students experience when learning mathematics, 4) what difficulties elementary school/MI teachers experience when teaching mathematics, and 5) what kind of mathematics learning should be carried out in the classroom. This study used a survey method, with the population being elementary school/MI teachers on the island of Java, Indonesia. Meanwhile, the sample data was obtained from elementary school/MI teachers spread across the Java region, such as West Java Province, DKI Jakarta, Banten, etc., with 133 respondents. The instrument used was a questionnaire filled out via Google Form and Mentimeter links. The results of the study reveal 1) several mathematics materials that are considered most difficult by students, 2) several factors causing students to experience difficulties in learning mathematics, 3) a mapping of the difficulties students experience when learning mathematics, 4) a grouping of the difficulties that elementary school/MI teachers experience in teaching mathematics, and 5) suggestions for mathematics learning that should be carried out in the classroom.

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