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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 9 Documents
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Search results for , issue "vol. 13 no. 3 (2026)" : 9 Documents clear
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.
Evaluating Local Government Teacher Professional Development Programs Using the CIPP Model: Evidence from Primary Schools in Bogor Regency Aty Susanti; Rita Hastuti; Miswan Miswan; Andriani Sariwardani; Erna Kusumawati; Eki Dudi Darmawan
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.v13i3.65

Abstract

This study evaluates the effectiveness of teacher professional development (TPD) programs implemented by local governments using the Context, Input, Process, and Product (CIPP) model. The study addresses the gap between policy-driven training initiatives and their actual impact on teacher competence and instructional practices. A qualitative case study approach was employed involving education officials, school principals, and primary school teachers in Bogor Regency. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using thematic analysis aligned with the CIPP framework. The findings indicate that: (1) context evaluation reveals limited alignment between program design and school-specific needs; (2) input evaluation shows that planning is not based on systematic needs assessment; (3) process evaluation highlights procedural implementation with minimal innovation and follow-up; and (4) product evaluation demonstrates limited impact on teachers’ professional competence. The study concludes that although the program is administratively implemented, its effectiveness remains suboptimal. This research contributes to strengthening evaluation-based approaches in teacher professional development and provides practical implications for policy improvement.
The Effectiveness of 3D Recycled Educational Tools Based on Deep Learning Principles in Strengthening Pancasila Literacy: A Quasi-Experimental Study in an Inclusive Primary School Chelsi Yuliana; Sukmawati Sukmawati; Krestina Editha Yuliance Ruamba
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.v13i3.77

Abstract

Inclusive primary schools in resource-constrained and geographically remote regions frequently depend on text-based, lecture-driven instruction that inadequately accommodates the behavioural and cognitive profiles of students with special educational needs (SEN), particularly hyperactivity. This study examined the effectiveness of 3D Recycled Educational Game Tools (Alat Permainan Edukatif, APE) grounded in Fullan’s Deep Learning principles: Conscious, Meaningful, and Enjoyable for strengthening Pancasila literacy in an inclusive fourth-grade classroom at SD YPK Ebenhaezer Yamna, Sarmi Regency, Papua, Indonesia. The target population comprised fourth-grade pupils enrolled in inclusive primary schools across the Sarmi coastal district; from this population, two intact classes (N = 32) were drawn through total sampling and assigned to an experimental class (n = 16) taught with the 3D Recycled APE Pancasila Maze and a control class (n = 16) taught conventionally, under a non-equivalent control-group pretest–posttest design. Data were gathered using a validated 10-item Pancasila literacy test and a multidimensional behavioural-engagement observation checklist and analysed with the normalised gain (N-Gain), assumption tests (Shapiro–Wilk normality and Levene’s homogeneity of variance), and an independent-samples t-test. The two classes were statistically equivalent at pre-test (t(30) = −0.78, p = .444). After the intervention, the experimental class markedly outperformed the control class (t(30) = 5.492, p < .001), with a very large effect size (Cohen’s d = 1.94) and a moderate mean N-Gain (0.58) versus a low gain (0.22). The findings indicate that tactile, locally contextualised, game-structured media effectively bridge cognitive-behavioural barriers for SEN learners in remote inclusive classrooms.
Survey of Parents Perceptions of School Reputation: A Study at SD Muhammadiyah Sapen Yogyakarta Dessy Puspita Purnamasari; Herwin Herwin; Wuri Wuryandani
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.v13i3.127

Abstract

The background of this study is based on the increasing competition among educational institutions and the importance of school reputation in building public trust. This study aims to analyze parents' perceptions of school reputation at SD Muhammadiyah Sapen Yogyakarta. Using a quantitative approach and survey design, this study involved parents as respondents who assessed several dimensions of school reputation, including teacher quality, facilities, parent involvement, communication, and religious values. Data were collected using a Likert scale questionnaire and analyzed descriptively to determine the level of parental satisfaction with various aspects of school performance. The results show that parents have a very positive perception of the school's reputation, with teacher exemplarity and service quality as the dominant factors. More than 70% of respondents rated teacher professionalism as “very satisfactory,” and more than 80% expressed satisfaction with the school's administrative and information services. High levels of satisfaction were also recorded for indicators such as school facilities, learning comfort, communication services, administration, and extracurricular activities. This study confirms that a school's reputation is built not only through academic achievement but also through moral integrity, effective communication, a supportive learning environment, and strong parental involvement. In addition, religious values and a conducive learning environment were identified as important elements that strengthen the school's public image. The results of this study are expected to serve as a reference for schools in maintaining a positive reputation and for future researchers in developing studies on educational reputation and parental trust.
Augmented Reality in Elementary School: A Bibliometric Analysis of Research Trends and Development Eko Febri Syahputra Siregar; Bunyamin Maftuh
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.v13i3.189

Abstract

This study aims to map the development, productivity, and research trends related to the use of Augmented Reality (AR) in elementary education over the past two decades through a bibliometric approach. Data were retrieved from the Scopus database using the keywords “augmented reality,” “primary school,” and “elementary school,” and filtered through inclusion–exclusion criteria and the PRISMA procedure. A total of 206 articles met the eligibility criteria and were analyzed using VOSviewer and Biblioshiny. The results show a substantial increase in AR related publications in primary education, particularly since 2019, indicating a period of rapid groeth. Taiwan is the most productive and influential country, followed by Malaysia and Indonesia. Leading educational technology journals, including Computers & Education and Educational Technology & Society, play a major role in disseminating AR research. Keyword analysis reveals three dominant themes: AR integration in mathematics and science learning; challenges and teacher readiness for AR implementation; and the development of interactive AR–VR-based learning environments. Recent studies increasingly focus on pedagogical effectiveness, cognitive load, learning motivation, and mobile learning. Overall, AR demonstrates considerable potential to improve students’ conceptual understanding, motivation, and learning experiences despite ongoing technical and pedagogical challenges. These findings provide insight for policymakers, educators, and researchers seeking to advance AR integration in primary education.
Computational Thinking and Problem Solving in Science Class: A Need Analysis for Innovative Instructional Materials Rifqi Al Farizza; Candra Utama; Sa’dun Akbar; Siti Mas’ula; Riska Pristiani
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.v13i3.190

Abstract

The 21st-century learning paradigm demands mastery of complex skills such as Computational Thinking (CT) and Problem Solving (PS) to prepare students for the digitalization era. However, global and local data indicate a significant competency gap where students’ logical and systematic reasoning remains underdeveloped. This study aims to describe the preliminary findings related to the needs analysis of adaptive instructional materials for ecosystem topics in Grade V elementary school as an effort to stimulate CT and PS skills. This research adopts a descriptive qualitative approach, specifically the analysis phase within the ADDIE development model. Data were collected through questionnaires, interview protocols, and diagnostic tests involving fifth-grade students and teachers at SDN Percobaan 1, Malang City. The findings revealed that students' PS and CT skills reached low averages of only 46% and 44%, respectively. Needs assessment data showed that 81% of students require instructional materials for ecosystem topics, with 76% preferring concise, "handy" media, and 72% showing high acceptability for the booklet format. Additionally, 85% of students are proficient in operating mobile phones, providing a strong foundation for technology-integrated media. In conclusion, there is a critical need for developing innovative, systematic, and practical learning tools, such as technology-integrated instructional materials to fill the learning gap and facilitate mastery of scientific concepts.
Attitudes Towards Science and Perceptions of Difficulty as Factors Affecting Students' Achievement in Science Shalesya Ade Setiyani; Wulan Aulia Azizah
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.v13i3.191

Abstract

This study aimed to examine the influence of attitudes toward science and perceptions of learning difficulty on elementary school students’ science achievement and to identify the most dominant affective factors. A quantitative, correlational design was employed. The sample consisted of 372 students in grades IV, V, and VI from six elementary schools representing urban, peri-urban, and rural areas. Data was collected using a science attitude questionnaire, a perceived learning difficulty questionnaire, and a short-answer science achievement test. Data analysis employed validity and reliability testing, multiple regression, F-tests (ANOVA), and partial t-tests. Multiple regression analysis revealed that the model was significant (F (7, 364) = 34.5; p < 0.001), R² = 0.399, indicating that the five variables together accounted for 39.9% of the variance in students’ science achievement. Attitudes toward science was the strongest predictor (β = 0.441; t = 9.22; p < 0.001), followed by perceived learning difficulty (β = 0.181; t = 3.84; p < 0.001). Partial t-test analysis revealed significant differences by school location, with peri-urban students outperforming rural students (B = 10.492; p < 0.001) and urban students (B = 6.663; p < 0.001). These findings confirm that affective factors and the learning environment play important roles in shaping elementary school students' science achievement.
Collaborative Learning, School Habituation, and the Development of Social Awareness and Civic Responsibility among Elementary School Students Feby Arief Nugroho; Ida Wahyu Wijayati; Marsini; Fery Muhamad Firdaus
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.v13i3.78

Abstract

Social awareness and civic responsibility are important components of character development among elementary school students. However, globalization and digital technology have increasingly influenced children’s patterns of social interaction and may encourage more individualistic behavior. This study explored how collaborative learning and school habituation practices support the development of social awareness and civic responsibility among elementary school students, as well as how teacher role modeling, school culture, and parental support reinforce this process. The study employed a qualitative descriptive approach involving 14 fifth-grade students and one classroom teacher at SDN Kraton 6, Maospati, Magetan, Indonesia. Data were collected through observation, semi-structured interviews, and documentation and were analyzed using thematic analysis. The findings indicated that collaborative learning supported students’ social awareness by encouraging cooperation, communication, mutual respect, and shared problem solving. School habituation practices including classroom-cleaning schedules, mutual cooperation activities, flag ceremonies, moral discussions, and daily discipline routines supported civic responsibility by providing repeated opportunities for students to practice discipline, participation, responsibility, and care for shared environments. Teacher role modeling, positive school culture, and parental support further reinforced the internalization of these social and civic values. The study highlights the importance of integrating collaborative instructional practices, continuous school habituation, and supportive educational environments to promote sustainable character development among elementary school students.
Bridging the Abstract and the Tangible: A Meta-Analysis of AI Literacy Pedagogies, Tools, and Developmental Outcomes in Elementary School Settings Harsa Wara Prabawa; Andhin Dyas Fitriani; Andini Setya Arianti; Rohati Rohati
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.v13i3.118

Abstract

The integration of artificial intelligence (AI) into modern life has fundamentally changed human-technology interaction, demanding a paradigm shift in education. Developing AI literacy must begin early to prepare children for a future where AI competency is as essential as reading, writing, and arithmetic. Despite this urgency, instilling AI literacy in young children remains a significant challenge, largely due to the limited availability of developmentally appropriate tools and curricula tailored to elementary students’ cognitive and socio-emotional capacities. This study examines the effectiveness of learning interventions that integrate AI literacy and tangible AI in elementary education. The researchers selected meta-analysis studies published between 2010 and 2025 from indexing databases including Scopus, Web of Science, EBSCO/Proquest, SINTA, and Google Scholar. The collected articles focused on how AI literacy is taught at the elementary level. The filtered data included learning design, assessment methods, and learning outcomes. A total of 13 independent studies were included in the meta-analysis, which analyzed average effect sizes. Results, processed using JASP software, indicate that effective implementation of teaching aids—whether software-based or tangible AI—significantly improves students’ understanding of AI concepts and their ability to apply AI to real-world challenges. The findings also underscore the importance of embedding AI literacy within subject-matter instruction rather than teaching it in isolation, which risks losing context and relevance.

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