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Primary Education Journal (PRIMADONA)
Published by Universitas Pendidikan Muhammadiyah Sorong
ISSN : -     EISSN : 30897068     DOI : 10.36232
Core Subject :
PRIMADONA welcomes submissions on a wide range of topics that are integral to primary education, including: Teaching & Learning in Primary Education Classroom Management in Primary Education Curriculum Development in Primary Education Science in Primary Education Mathematics in Primary Education Social Sciences in Primary Education Civic Education in Primary Education Religion and Character Education in Primary Education Bahasa Indonesia in Primary Education Art and Culture in Primary Education Fine Arts Education in Primary Education Measurement and Evaluation in Primary Education Guidance and Counseling in Primary Education Special Education in Primary Education Educational Psychology in Primary Education Sports Education in Primary Education Computer Education in Primary Education Instructional Technologies in Primary Education
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Articles 35 Documents
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The Effect of Syllable Card Learning Media on The Early Reading Ability of Grade I Students Suci Ramadayanti T. Pakaya; Desti Rahayu; Anis Alfian Fitriani
Primary Education Journal (PRIMADONA) Vol. 1 No. 03 (2025): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v1i03.573

Abstract

This study aims to determine the effect of syllable card learning media on the early reading ability of Grade I students at SD Inpres 16, Sorong Regency. A quantitative pre-experimental approach was employed using a One-Group Pretest-Posttest Design, involving 38 Grade I students selected through a saturated sampling technique. Data were collected using a structured observation sheet and a reading performance test encompassing five assessed aspects: pronunciation of letters, syllables, words, word combinations, and sentence reading fluency. Instrument reliability, assessed using Cronbach’s alpha, yielded coefficients of 0.856 (pretest) and 0.882 (posttest), both indicating high reliability. The Shapiro-Wilk normality test confirmed that both pretest (statistic = 0.976, sig. = 0.580) and posttest (statistic = 0.951, sig. = 0.099) data were normally distributed. The paired-samples t-test yielded a calculated t-value of 14.945, which substantially exceeds the critical t-value of 2.026 (df = 37, sig. (2-tailed) < 0.001). These results confirm that syllable card learning media has a statistically significant positive effect on the early reading ability of Grade I students, evidenced by markedly improved performance and increased enthusiasm for reading instruction following the intervention.
Metacognitive Approach to Science Learning Outcomes of Elementary School Students Rosila Syufan; Ribut Purwojuono; Anis Alfian Fitriani
Primary Education Journal (PRIMADONA) Vol. 1 No. 03 (2025): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v1i03.574

Abstract

This study aims to examine the effect of metacognitive approaches on the science learning outcomes of students at SD Inpres 16, Sorong Regency. A quasi-experimental design with a pretest-posttest control group configuration was employed. The study population comprised all students enrolled during the even semester of the 2022/2023 academic year. The research sample consisted of 14 students from Class IVA as the experimental group and 14 students from Class IVB as the control group, selected using purposive sampling. The experimental group received instruction incorporating metacognitive learning strategies, while the control group received conventional instruction. Results indicated that all 14 students in the experimental class attained scores above the minimum mastery criterion (KKM > 70), with a mean posttest score of 88.15, compared to 80.86 for the control class. The difference in mean scores between the two classes was 7.9 points. Statistical analysis yielded a t-calculated value of 4.445, which exceeded the t-table value of 0.532, confirming a significant difference in learning outcomes between the two groups. These findings demonstrate that metacognitive learning approaches significantly improve science learning outcomes in elementary school students. Integrating metacognitive strategies into classroom instruction is therefore recommended as an effective pedagogical practice for elementary science education.
The Effectiveness of the POE (Predict-Observe-Explain) Learning Model on IPAS Learning Outcomes of Grade V Students Alya Raudya Tuzzahra; Asrul; Anis Alfian Fitriani
Primary Education Journal (PRIMADONA) Vol. 1 No. 03 (2025): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v1i03.576

Abstract

This study aims to investigate the effectiveness of the Predict-Observe-Explain (POE) learning model on the IPAS (Natural and Social Sciences) learning outcomes of Grade V students at SD Negeri 2 Sorong City. A quantitative pre-experimental approach was employed using a One-Group Pretest-Posttest Design, involving 25 Grade V students selected through a saturated sampling technique. Data were collected using a structured observation sheet and a 20-item performance test administered as both pretest and posttest. Instrument reliability was confirmed using Cronbach’s alpha, yielding coefficients of 0.603 (pretest) and 0.882 (posttest), both exceeding the minimum threshold of 0.60. The Shapiro-Wilk normality test confirmed that both pretest (sig. = 0.059 > 0.05) and posttest (sig. = 0.706 > 0.05) data were normally distributed. The paired-samples t-test yielded a calculated t-value of 12.850, which exceeds the critical t-value of 2.025 (df = 24, sig. = 0.001 < 0.05). The pretest mean score was 45.55, which increased to 80.00 following the POE intervention. These results confirm that the POE learning model has a statistically significant positive effect on IPAS learning outcomes, demonstrating its effectiveness as an innovative instructional approach for Grade V elementary school students.
Development of Miniature Food Chain Learning Media for Local Ecosystem-Based Science Instruction in Grade V Yulanda Salema; S. F. Rabia; Anis Alfian Fitriani
Primary Education Journal (PRIMADONA) Vol. 1 No. 03 (2025): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v1i03.3129

Abstract

At the elementary school level, particularly in science instruction on food chain material, the development of innovative learning media is essential to enhance both the quality of instruction and the creativity of teachers and students. Instructional media function as tools specifically designed to convey information and stimulate students' thoughts, attention, and willingness to learn, thereby supporting the achievement of learning objectives. This study employed the ADDIE model, comprising five sequential stages: Analysis, Design, Development, Implementation, and Evaluation. The research participants consisted of 30 fifth-grade students at SD Inpres 16, Sorong Regency. The findings indicate that the developed miniature food chain media was proven valid, as confirmed through assessment by material, language, and design experts. With respect to practicality, the media was deemed practical, obtaining an average trial score of 75 among student users. The effectiveness test likewise demonstrated favourable results, with a mean post-test score of 82.6 (high category) and a classical mastery percentage of 98%. It is therefore concluded that the miniature food chain media is valid, practical, and effective for use in fifth-grade science instruction at SD Inpres 16, Sorong Regency.
The Effect of Project-Based Learning (PjBL)-Based Student Worksheets (LKPD) on Plant Parts Topic of Grade IV Students' IPAS Learning Outcomes Cindy Claudya Salamor; Mustika Irianti; Desti Rahayu
Primary Education Journal (PRIMADONA) Vol. 1 No. 03 (2025): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v1i03.3139

Abstract

This study aims to investigate the effect of Project-Based Learning (PjBL)-based Student Worksheets (LKPD) on the topic of Plant Parts on the IPAS (Science and Social Studies) learning outcomes of Grade IV students at SD YPK Inamo, Sorong Regency. A pre-experimental design with a one-group pretest-posttest scheme was employed, involving 15 Grade IV students as research participants selected through saturated sampling. Data were collected using a multiple-choice IPAS test and a student activity observation sheet. Reliability testing using Cronbach’s alpha yielded coefficients of 0.922 (pretest) and 0.935 (posttest), both exceeding the threshold of 0.60, confirming instrument reliability. The Shapiro-Wilk normality test confirmed that both pretest (sig. = 0.162 > 0.05) and posttest (sig. = 0.345 > 0.05) data were normally distributed. The pretest mean score was 54.67, with 53.33% of students meeting the Minimum Competency Standard (KKM), increasing to a posttest mean of 85.00 with 73.33% of students achieving the KKM. The paired-samples t-test yielded tₙ​ₓ​ₙ​ₐ​ = 2.958 > tₜ​ₐ​b​ₗ​ₐ​ = 1.761 (df = 14, sig. = 0.010 < 0.05), confirming that PjBL-based LKPD on Plant Parts has a statistically significant positive effect on Grade IV IPAS learning outcomes.
The Influence of School Culture on the Character of Grade IV Students Marteda Suparto Marteda; Gika Apia; Muhammad Faizin
Primary Education Journal (PRIMADONA) Vol. 1 No. 03 (2025): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v1i03.3496

Abstract

This study aims to examine the influence of school culture on the character of Grade IV students at SD YPK Inamo, Sorong Regency. A quantitative survey method with a correlational approach was employed. The study population comprised all Grade IV students (n = 15), selected using a saturated sampling technique. Data were collected through a structured questionnaire and documentation. Reliability analysis yielded a Cronbach's Alpha of 0.841 for the school culture instrument and 0.671 for the student character instrument, both confirming sufficient reliability. Normality testing using the Kolmogorov–Smirnov method indicated that both variables were normally distributed (Asymp. Sig. = 0.200 > 0.05). Homogeneity testing confirmed equal variance between groups (Sig. = 0.001). Simple linear regression analysis revealed that the t-calculated value (4.820) substantially exceeded the t-table value (0.641), with a probability of p = 0.000 < 0.05, indicating a significant positive influence of school culture on student character. The coefficient of determination (R²) was 0.641, indicating that school culture accounts for 64.0% of the variance in student character, with the remaining 36% attributable to other factors not examined in this study. The correlation coefficient (R = 0.801) falls within the "strong" category of influence. These findings confirm that school culture is a significant predictor of student character development in the elementary school context.
The Implementation of Scientific Literacy in IPAS Learning among Grade V Students at Primary School Barnabas Dimalouw; S. F. Rabia; Lina Kumalasari
Primary Education Journal (PRIMADONA) Vol. 2 No. 01 (2025): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v2i01.3728

Abstract

This study aims to describe the implementation of scientific literacy in IPAS (Integrated Natural and Social Science) learning among Grade V students at SD YPK Yeflio, Sorong Regency. The research employed a qualitative approach with descriptive methods, designed to understand phenomena that do not require quantification. Data were collected through three techniques: structured observation, in-depth interviews, and documentation. Research subjects comprised 12 Grade V students and one Grade V classroom teacher at SD YPK Yeflio, Sorong Regency. Data were collected from 14 to 28 February 2025. Data analysis followed the qualitative data analysis model proposed by Bogdan and Biklen, encompassing data organization, categorization, synthesis, pattern identification, and interpretation. Data credibility was verified through triangulation, extended observation, and member-checking. The findings indicate that (1) students' scientific literacy is moderately developed and is influenced by two interacting factor categories: external factors, namely the introduction of literacy practices in the family and community environment from an early age; and internal factors within individual students, particularly low reading interest in relation to science literacy content; (2) teachers must continuously improve the quality of the teaching and learning process to cultivate students' interest and motivation in scientific literacy. The findings contribute empirical evidence on the contextual conditions of science literacy implementation in primary schools in remote West Papua, providing implications for instructional improvement and school literacy programme development.
The Role of Teachers in the Implementation of 21st Century Skills at Primary School Jein Agustina Kalami; Isnaini Eddy Saputro; Asrul
Primary Education Journal (PRIMADONA) Vol. 2 No. 01 (2025): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v2i01.3916

Abstract

This study aims to describe the role of teachers in implementing 21st century skills among primary school students in grades 1 through 6 at SD YPK Ebenheiser Asbaken, Sorong Regency. The research adopts a qualitative approach with a descriptive method. Data were collected through observation, questionnaires, and interviews with six classroom teachers and the school principal. Six students, one representative from each grade, also participated as informants. Data analysis followed the stages of data reduction, data presentation, and conclusion drawing. The results reveal that teachers at SD YPK Ebenheiser Asbaken have implemented the six dimensions of 21st century skills, namely critical thinking, creative thinking, communication, collaboration, technology use, and social interaction. Teachers in the lower grades (grades 1 to 3) have partially integrated these skills, with critical thinking and communication being most prominent. Teachers in the upper grades (grades 4 to 6) demonstrate a more comprehensive application of all six dimensions. The school principal actively supports the implementation by guiding teachers and promoting a 21st century learning environment despite limited facilities and a remote school location. This study contributes empirical evidence on 21st century skill implementation in geographically isolated primary schools in eastern Indonesia, with implications for teacher professional development and curriculum policy.
The Implementation of Mind Mapping to Improve Science Learning Creativity of Grade V Students at Primary School Nansi Titarsole; Roni Andri Pramita; Asrul Asrul
Primary Education Journal (PRIMADONA) Vol. 2 No. 01 (2025): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v2i01.3988

Abstract

This study aims to examine the effect of implementing the Mind Mapping learning model on improving students' science (IPA) learning creativity in Grade V at SD YPK 2 Kampung Baru. The research employed a quantitative experimental approach with a Post-test Only Control Group Design involving two groups: an experimental group receiving the Mind Mapping treatment and a control group taught through conventional lecture-based methods. The research sample comprised 20 students (10 boys and 10 girls) selected through saturated sampling, given that the total population was below 100. Research instruments consisted of student activity observation sheets, teacher activity observation sheets, and performance tests. Instrument validity was verified through expert judgment by a PGSD lecturer at UNIMUDA Sorong. Reliability was assessed using Cronbach's Alpha, yielding coefficients of 0.077 (experimental class) and -0.871 (control class). Prerequisite analysis revealed normal data distribution (Kolmogorov-Smirnov Sig. = 0.200 > 0.05) and homogeneous variance across groups (Levene's Test Sig. = 0.386 > 0.05). Independent Sample t-Test results showed Sig. (2-tailed) = 0.000 < 0.05, with the experimental group mean (M = 15.10) significantly exceeding the control group mean (M = 11.90). H₀ is rejected and H₂ is accepted. It is concluded that the Mind Mapping learning model has a statistically significant positive effect on science learning creativity in Grade V students at SD YPK 2 Kampung Baru.
Optimizing the PADI (Diagram Board) Learning Media to Improve Mathematics Learning Outcomes of Grade III Students at Primary School Tasya Rumoendang Manullang; S. F. Rabia; Endra Putra Raharja
Primary Education Journal (PRIMADONA) Vol. 2 No. 01 (2025): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v2i01.4103

Abstract

This study aims to determine the effect of the PADI (Diagram Board) learning media on the mathematics learning outcomes of Grade III students at SD Cinta Kasih, Sorong City, particularly on fraction material. A pre-experimental research design with a one-group pretest-posttest design was adopted to obtain objective data. The research sample comprised 22 Grade III students selected through total sampling. Data collection was carried out using multiple-choice pretest and posttest instruments. Data analysis included validity testing, reliability testing, normality testing using the Shapiro-Wilk test (SPSS version 27), and hypothesis testing through the paired sample t-test. Reliability analysis yielded a Cronbach's alpha of 0.679 for the pretest and 0.70 for the posttest, both exceeding the minimum threshold of 0.6. Normality test results showed Shapiro-Wilk significance values of 0.549 and 0.664 for the pretest and posttest, respectively, both greater than 0.05, indicating normal data distribution. Hypothesis testing produced a t-count of 9.988 with degrees of freedom n-1 (22-1 = 21), yielding a t-table of 1.721. Based on a significance level of 0.05 (Sig. = .000 < 0.05), H₂ is accepted and H₁ is rejected, confirming that the PADI (Diagram Board) learning media has a significant positive effect on the mathematics learning outcomes of Grade III students at SD Cinta Kasih, Sorong City.

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