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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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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.
Optimization of the Museum-Based Field Trip Method as an Experiential Learning Strategy for National Cultural Diversity Material in Elementary Schools Treesly Y.N Adoe; Rista Apriliya Devi; Glorya Mona Taunino
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.v13i2.114

Abstract

This study examined the effectiveness of a museum-based field trip method in improving elementary school students’ understanding of national cultural diversity. A quantitative approach was employed using a quasi-experimental one-group pretest–posttest design. The participants were 25 fifth-grade students at SD Negeri Naikoten 1 Kupang. Data were collected through concept understanding tests, observations, and documentation. Pretest and posttest assessments were administered to measure students’ understanding before and after the implementation of the museum-based field trip. Data were analyzed using descriptive statistics and inferential tests, including the Shapiro–Wilk normality test, Levene’s homogeneity test, and paired sample t-test. The descriptive results showed that the mean pretest score was 62.24, while the mean posttest score increased to 83.52, with a mean difference of 21.28. The Shapiro–Wilk test indicated that both pretest and posttest data were normally distributed, and Levene’s test showed that the data were homogeneous. The paired sample t-test yielded a significance value of 0.000 (p < 0.05), indicating a statistically significant improvement in students’ understanding after the intervention. These findings suggest that museum-based field trips can provide meaningful direct learning experiences that strengthen students’ conceptual understanding of national cultural diversity. Therefore, this method can be considered an effective instructional strategy for teaching cultural diversity in elementary education.
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. 2 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i2.116

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.
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.

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