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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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The Relationship Between Learning Readiness and Scientific Reasoning Ability of Elementary School Students Dwi Yuniasih Saputri; Idam Ragil Widianto Atmojo; Matsuri Matsuri; Fadhil Purnama Adi; Roy Ardiansyah; Ria Widuri
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.v13i1.59

Abstract

This study aims to examine the relationship between learning readiness and the scientific reasoning ability of Grade V students in public elementary schools in Laweyan District. The research problem is based on the fact that the scientific reasoning ability and learning readiness of elementary school-aged students are still underdeveloped. This research employed a quantitative method with a correlational design. The population of this study were all fifth-grade elementary school students in the Laweyan district, with a sample of 100 students taken by cluster random sampling. Data were collected using two techniques, namely a questionnaire to collect data on learning readiness and a written test to assess scientific reasoning ability. The data were analyzed using Pearson correlation analysis with the results of the coefficient value of 0.816, p < 0.001, and an R-square of 0.665. These results indicate a significant relationship between learning readiness and scientific reasoning ability. This finding implies that teachers can use the research results as a reference to develop learning strategies that not only focus on students' cognitive abilities but also focus on factors that influence scientific reasoning, one of which is learning readiness. Therefore, the cultivation of these abilities becomes more effective.
Integration Experiences of International Students in Life Science Classes in Turkey: A Study on Intercultural Education through Textbooks Ayşe Özçınar Bakla; Nur Ütkür Güllühan
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.v13i1.60

Abstract

This study investigates the growing need for inclusive educational practices in Turkish primary schools, where the number of refugee and international students has been steadily increasing. It focuses on how foreign-national students engage with cultural themes in Life Science classes and how these experiences shape their integration into Turkish culture, values, and identity. Employing a phenomenological research design, semi-structured interviews were conducted with students from diverse migration backgrounds to capture their lived experiences. The data were analyzed thematically, revealing two interrelated themes. The first theme highlights the role of cultural elements and symbols—such as national holidays, historical figures, monuments, and the Turkish language—in shaping students’ sense of identity and cultural belonging. These elements provided opportunities for reflection and comparison, enabling students to relate Turkish cultural content to their own backgrounds. The second theme demonstrates the influence of language proficiency, ethnicity, and family context on students’ integration processes. Students with higher levels of Turkish language proficiency engaged more actively in cultural learning, while family practices, particularly food traditions and parental influence, played a significant role in transmitting cultural knowledge. Overall, the findings suggest that while textbooks support cultural belonging, deeper intercultural understanding requires more inclusive, contextualized, and experiential representations of diversity to ensure sustainable integration.
Exploring IPAS through Learning Styles: An Analysis of the Influence of Learning Styles on Students’ Conceptual Understanding at SD Alam Islami Ega Januardi; Mohammad Syaifuddin; Yus Mochamad Cholily; Eko Susetyarini
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.v13i1.61

Abstract

Accelerated rates of social and technological change require learning systems that develop scientific thinking, character, and problem-solving abilities beginning at the elementary school level. This research investigates the impact of learning styles, namely, visual, auditory and kinesthetic, on students’ conceptual understanding in IPAS (Integrated Natiral and Social Sciences) at a primary school in Bekasi. In a classroom-based quantitative study, a validated learning style questionnaire and force-related multiple-choice tests were administered to gather data. The assumptions for the analyses were met and tested for normality, as well as homogeneity. The product-moment correlation was used to examine the relationships among the variables, and the significance and proportion of explained variance were also tested. There was a significant positive and useful effect between learning style and conceptual understanding as the findings indicated. Students who preferred visual learning obtained higher levels of understanding when learning was embalmed with visualizations; kinesthetic and auditory learners gained when the instructional strategies were similarly focused on their modality strengths. In total, learning styles explained about one-third of the variance in performance, the rest was related to teaching methods, learning environments and motivation. The research proposes that learner-centered differentiation techniques considering a variety of learning styles may enhance better engagement and depth of conceptual learning. Practical implications are related with what teacher professional development in multimodal pedagogical design and curriculum development should be that is based on the laboratory work with discussion and visual material in the direction of supporting learner diversity.
Promoting Academic Interaction: The Role of Classroom Social Environment in Predicting Student Engagement in Upper Elementary Mathematics Irfan Wahyu Prananto; Imellia Putri Aktavia
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.v13i1.62

Abstract

Student engagement plays a crucial role in fostering meaningful mathematics learning in elementary school and is strongly influenced by the classroom’s social environment. However, limited research has examined how classroom social environments predict student engagement in upper elementary mathematics learning and whether this relationship differs by gender. This study aimed to examine the predictive role of the classroom social environment in student engagement in mathematics learning among upper elementary students. A quantitative ex post facto design was employed involving 316 students in Grades IV-VI. Data were collected using validated and reliable Guttman-scale instruments measuring classroom social environment and student engagement in mathematics learning. A normality test with Kolmogorov Smirnov Test indicated that the data were not normally distributed, therefore, nonparametric statistical analyses were applied, including Spearman rank correlation, coefficients of determination, and Mann-Whitney U tests. The results showed a positive and significant relationship between classroom social environment and student engagement in mathematics learning, explaining 24.01% of the variance in engagement, which falls within the moderate category. Female students reported higher perceptions of classroom social environment and engagement, whereas the predictive contribution of the classroom social environment to student engagement in mathematics learning was stronger among male students. Among the dimensions of the classroom social environment, promoting academic interaction emerged as the strongest predictor. These findings highlight the importance of supportive and interactive classroom environments in strengthening engagement in elementary mathematics learning.
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.
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.
Writing from What You Hear: The Role of Critical Listening in Students' Writing Skills Anna Qurrotul Ain; Encep Supriatna; Atep Sujana
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.v13i1.66

Abstract

This study highlights the importance of critical listening and writing as interconnected language competencies that support students’ literacy and cognitive development. In elementary education, listening activities are often limited to passive comprehension and are rarely integrated with productive language skills, such as writing. Therefore, this study aimed to describe the levels of critical listening and writing skills among fifth-grade elementary school students and to analyze the relationship between the two variables. This research employed a quantitative approach with an ex post facto correlational design. The participants consisted of 59 fifth-grade students from a public elementary school in Serang City, Indonesia. Data were collected through observation and tests measuring students’ critical listening and writing skills. The data were analyzed using descriptive statistics and Pearson product-moment correlation analysis. The findings revealed that the students’ average critical listening score was 53.36, while their average writing score was 44.08; both were categorized as moderate. The Pearson correlation test showed a positive and significant relationship between critical listening and writing skills (r = 0.422, p < 0.01). These findings indicate that students with stronger critical listening abilities tend to demonstrate better writing performance. This study contributes to the framework of integrated language learning by emphasizing that critical listening functions as a cognitive foundation for developing coherent and meaningful writing skills in elementary education.
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.
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.

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