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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.
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Articles 12 Documents
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Search results for , issue "vol. 13 no. 2 (2026)" : 12 Documents clear
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.
Phenomenological Study of Character Education Practices in Baubau City Elementary Schools La Ode Fajrul Islam Sabti; Juharmin Suruambo; La Ode Sahrin Djalia; Jufri Jufri
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.v13i2.64

Abstract

This research is motivated by the persistent gap between the character values taught normatively in the curriculum and the actual practices experienced by students in their daily lives in elementary schools. Character education often remains declarative and has not fully addressed the experiential and subjective meaning dimensions of learners. Therefore, this study aims to gain an in-depth understanding of character education practices as well as the meanings constructed by teachers and students through their lived experiences. This research employs a qualitative approach with a phenomenological design focusing on the participants' lived experiences. Data were collected through in-depth interviews, participatory observation, and documentation, then analyzed thematically to reveal the essence of the character education experience. The findings indicate that character education is perceived as lived experiences integrated into students' daily lives through habituation, teacher role modeling, and contextual school culture. The process of internalizing values occurs gradually through social interaction, emotional engagement, and reflection on experiences. The integration of values in learning and the use of local wisdom have been shown to strengthen the relevance and depth of value understanding. Nevertheless, the implementation of character education still faces challenges such as value inconsistency between school and the external environment, the dominance of cognitive orientation in the curriculum, and limited teacher pedagogical readiness. Thus, character education requires an integrative, contextual, and collaborative approach so that the internalization of values can take place holistically and sustainably.
Labeling Phenomena in Elementary Schools: Its Impact on Students’ Self-Concept, Learning Motivation, and Psychological Well-Being Dhimas Pinasthika; Sriyanto Sriyanto
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.v13i2.110

Abstract

Labeling within elementary school settings not only reflects teachers’ or peers’ perceptions of students’ behavior but also functions as a social force that shapes children’s self-concept and psychological well-being. While positive labels may foster confidence and motivation, negative labels can generate stress, lower self-esteem, and disrupt emotional development. This study aims to explore the impact of both positive and negative labels on the emotional condition, behavior, and self-identity of elementary school students. Employing a qualitative case study design, data were collected through semi-structured interviews, participant observations, and document analysis involving students, teachers, parents, and the school principal. Data analysis was conducted through data reduction, data display, and conclusion drawing, reinforced with triangulation and member checking to ensure credibility. The findings reveal that negative labeling diminishes students’ confidence, triggers withdrawal behaviors, and undermines learning motivation. Interestingly, the study also found that some students interpret negative labels as a source of motivation to disprove them, reflecting an attempt to restore personal autonomy when they feel unfairly categorized. Conversely, positive labels may enhance enthusiasm but can also induce psychological pressure, such as fear of failure or anxiety about maintaining high performance. These findings suggest that labeling practices in educational settings are part of a broader social dynamic that influences how children make meaning of their learning experiences. In this context, interaction patterns shaped by teachers and parents play a crucial role in fostering a communication climate that supports students’ psychosocial well-being.
The Influence of School Environment on Motivation to Learn Indonesian in Elementary Schools Sayyidatur Rofi’ah; Safitri Yosita Ratri; Anwar Novianto
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.v13i2.111

Abstract

Students’ motivation to learn is a key factor in shaping their engagement and academic success, particularly in language subjects such as Indonesian. However, many elementary school students experience fluctuating motivation due to inadequate learning environments, limited teacher support, and less conducive classroom conditions. This study aims to examine the influence of the school environment on elementary students’ motivation to learn Indonesian. A quantitative correlational design was employed, involving 27 fifth-grade students selected through proportional random sampling. Data were collected using validated and reliable questionnaires measuring students’ perceptions of the school environment and their learning motivation. Data analysis included descriptive statistics, Pearson correlation, and simple linear regression. The results indicate a moderate positive correlation between the school environment and learning motivation (r = 0.606), and regression analysis shows that the school environment significantly affects students’ motivation, contributing 36.7% of the variance in motivation scores. These findings suggest that a supportive school environment, characterized by positive teacher–student interactions, adequate facilities, and a conducive classroom climate, plays an important role in enhancing students’ motivation to learn Indonesian. Therefore, improving the physical, social, and instructional aspects of the school environment can be an effective strategy to increase students’ learning motivation and engagement in the learning process.
Exploring the Relationship between Self-Regulated Learning and Critical Thinking: The Role of Self-Reflection in Enhancing Higher-Order Thinking Skills Abdelmomen Khalil; Nadia Hellalet
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.v13i2.112

Abstract

This quantitative study assessed Critical Thinking (CT) proficiency, explored Self-Regulated Learning (SRL) strategies, and examined the relationships between SRL and CT and their components. Additionally, it examined the effect and predictive roles of SRL strategies in shaping CT skills and addressed the extent to which self-reflection mediates the effect of performance control on CT skills. The sample consisted of 150 students from Moroccan preparatory classes. The Collegiate Academic Achievement Proficiency (CAAP) Critical Thinking Test (CTT) was administered to assess CT proficiency. The Academic Self-Regulated Learning Questionnaire (ASRLQ) was used to examine SRL strategies. The results demonstrated students’ average level of CT and statistically significant correlations between the components of SRL and CT. Structural Equation Modeling (SEM) analysis indicated a statistically significant high path from SRL to CT (β = 0.75, SE = 0.07, t = 10.71, p < .001), confirming the effect of SRL on CT. Additionally, the findings of the mediation analysis with bootstrapping confirmed the indirect effect of self-reflection on the relationship between performance control and CT. This study highlights the importance of enhancing students' SRL strategies and the role of self-reflection in developing learners’ higher-order thinking skills. These findings highlight the use of differentiated instructional approaches that consider planning, monitoring, and reflection strategies as central mechanism for developing CT, metacognitive awareness and promote learner autonomy.
Lecturers’ Retention as a Determinant of Goal Achievement in Private Colleges of Education in South-West, Nigeria Oladiji Alaba Adebola; Azeez Waheed Adesina; Adeniji Ajibola Adenike; Oladosu Christianah Tinu; Olusina Sunday Oyelere; Adebayo Adenike Zainab
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.v13i2.113

Abstract

The attraction and employment of highly experienced and competent lecturers for education delivery in higher institutions has been a global concern. It is as a result that this study examined lecturers’ retention as a determinant of goal attainment in South-West Nigerian private colleges of education. The research design used in the study was descriptive. 763 lecturers and all of the heads of primary and post-primary schools in South-West Nigeria made up the study's population. Three states were chosen from the zone, which included Lagos, Oyo, and Osun States, using the purposive sampling technique. Additionally, 10 of the 25 private colleges of education in the sampled states were chosen using purposive sampling technique. The colleges were chosen to supply crucial information required because they were founded before 2021. 220 primary and post-primary school heads and 30 management staff members were chosen using purposive sampling technique. The Data for this study were gathered using Goal Achievement Questionnaire and Lecturers’ Retention Questionnaire, at .05 level of significance, Pearson Product-Moment Correlation Statistics was used to test the study's hypotheses. The R-values of 0.87 and 0.90 are for good work life balance and good remuneration respectively. While, the p-values of 0.00 and 0.02 are also for good work life balance and good remuneration respectively. The findings revealed that lecturers’ retention level is moderate and there is a significant relationship between lecturers’ retention and goal achievement in private colleges of education. The study recommended attractive salary and compensation packages for lecturers of private colleges of education.

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