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Primary Education Journal (PRIMADONA)
Published by Universitas Pendidikan Muhammadiyah Sorong
ISSN : -     EISSN : 30897068     DOI : 10.36232
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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 Effectiveness of Picture Media in Improving Narrative Writing Skills of Grade V Students at Primary School Lisbeth Alfianti Emaury; Ribut Purwojuono; Desti Rahayu
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.v2i01.4128

Abstract

This study aims to examine the effectiveness of picture media in improving the narrative writing skills of Grade V students at SD Inpres 109 Perumnas, Sorong City. A pre-experimental research design with a one-group pretest-posttest design was adopted. The research population comprised all Grade V students at SD Inpres 109 Perumnas, Sorong City, with a purposive sample of 23 students. Data were collected through narrative essay instruments administered as a pretest and posttest, supplemented by observation and documentation. Instrument validity was assessed by expert validators, and reliability was calculated using the Kuder-Richardson 21 (KR-21) formula. Descriptive analysis yielded a mean pretest score of 57.17 and a mean posttest score of 77.21, representing an improvement of 20.04 points (22.80%). Normality testing via SPSS confirmed that both data sets were normally distributed (pretest Sig. = 0.436 > 0.05; posttest Sig. = 0.201 > 0.05). Hypothesis testing through the paired sample t-test produced a t-count of 6.026 against a t-table of 1.68 (df = 22; α = 0.05), indicating that H₀ is rejected and H₁ is accepted. It is concluded that the use of picture media is effective in significantly improving the narrative writing skills of Grade V students at SD Inpres 109 Perumnas, Sorong City.
The Effect of Audio-Visual Media on Reading Comprehension Ability of Grade V Students Sabathini Djarfi; Abdul Hafid; Ahmad Yulianto
Primary Education Journal (PRIMADONA) Vol. 2 No. 02 (2026): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v2i02.4208

Abstract

This study aims to determine the effect of audio-visual media on the reading comprehension ability of Grade V students at SD Negeri 30, Sorong City. The research background is the persistently low reading interest and ability among students, largely attributed to the predominance of conventional lecture-based teaching methods and the insufficient use of engaging learning media. A quantitative approach with a pre-experimental one-group pretest-posttest design was employed. The research subjects comprised 19 Grade V students (11 boys and 8 girls). Data were collected through observation, questionnaires, documentation, and reading comprehension tests administered before and after the implementation of audio-visual media. Descriptive statistical analysis and a t-test were applied to the data. Results revealed a significant increase in students' mean reading scores from 52.10 (pretest) to 84.74 (posttest), representing an improvement of 32.64 points. The t-test yielded a t-value of 8.23, exceeding the t-table value of 2.101 at a significance level of α = 0.05 with df = 18. The proportion of students in the Very Low category decreased from 63.16% to 0%, while those in the High and Very High categories increased to 42.11% and 26.32% respectively. H₀ is rejected and H₁ is accepted. It is concluded that audio-visual media has a statistically significant positive effect on the reading comprehension ability of Grade V students at SD Negeri 30, Sorong City, and constitutes an effective and engaging instructional medium for Indonesian Language learning.
An Analysis of Early Writing Skills among Grade I Students Miriam Meder; Gika Apia; Isnaini Eddy Saputro
Primary Education Journal (PRIMADONA) Vol. 2 No. 02 (2026): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v2i02.4228

Abstract

Writing ability is one of the fundamental skills that students at the elementary education level must acquire, as it serves as an essential foundation for academic success at higher stages of education. This study aims to analyse the level of early writing skills and to identify the factors influencing early writing ability among Grade I students at SD Muhammadiyah Malawili, Sorong Regency. A descriptive qualitative research method was employed, with Grade I students and the Grade I classroom teacher as research informants. Data were collected through observation, interviews, and documentation, and analysed using the Miles and Huberman interactive model comprising data reduction, data presentation, and conclusion drawing. Data credibility was verified through source, technique, and time triangulation. The findings indicate that the early writing ability of Grade I students at SD Muhammadiyah Malawili has developed well overall. Most students were able to read and write upon entering Grade I, having already acquired foundational literacy skills at kindergarten, facilitated by additional private tutoring in some cases. Students are generally able to write letters, words, and their own names with reasonable fluency, although individual guidance is still needed to improve neatness, letter-size consistency, and writing independence. Two interacting categories of factors influence early writing development: internal factors, including fine motor readiness and learning motivation; and external factors, encompassing the teacher's role in individual guidance, parental support at home, and the availability of learning media such as letter cards and picture media. The combination and synergy of these factors is decisive in determining the optimal development of students' early writing competence.
An Analysis of Teacher Strategies in Influencing Students’ Learning Motivation in Indonesian Language Instruction in Grade IV Mita Yuliana Safitri; Muhammad Faizin; Gika Apia
Primary Education Journal (PRIMADONA) Vol. 2 No. 02 (2026): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v2i02.4252

Abstract

This study aims to analyse the strategies employed by teachers to influence the learning motivation of Grade IV students in Indonesian Language instruction at SD Inpres 54, Sorong Regency. Learning motivation is a critical dimension of the learning process at the primary school level, as it directly shapes students' academic engagement and achievement. A descriptive qualitative research method was employed, with data collected through observation and interviews with the Grade IV classroom teacher and students at SD Inpres 54, Sorong Regency, from 6 to 13 August 2024. Data analysis followed the Miles, Huberman, and Saldaña model encompassing data condensation, data display, and conclusion drawing. The findings reveal that the classroom teacher implemented a diverse set of motivational strategies, including personal student engagement approaches, cooperative and discussion-based learning, ice-breaking activities, role-play, inspirational storytelling, and reward systems comprising praise, positive feedback, and tangible recognition. Lesson planning through RPP, demonstration methods, and ongoing evaluative feedback were also applied. Constraining factors identified include limited school infrastructure, the absence of electricity during daytime hours, diverse student ability levels, insufficient parental involvement, and the remote geographic location of the school. Despite these constraints, the applied strategies proved effective in improving student attention, participation, and enthusiasm in Indonesian Language learning. This study recommends enhanced teacher training in innovative learning strategy development and greater facility support for schools in remote settings.
Spelling Error Analysis in Written Texts Fourth Grade Elementary School Student Narrative. Villona Sesri Kehek; Adi Iwan Hermawan; Ahmad Yulianto
Primary Education Journal (PRIMADONA) Vol. 2 No. 03 (2026): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v2i03.4303

Abstract

This study aims to analyze the forms of spelling errors in narrative text writing produced by fourth-grade students of SD Inpres 12, Sorong Regency, and to identify the underlying factors contributing to those errors. Employing a descriptive qualitative approach, the research object comprised students' written narrative texts, with data collected through systematic observation, note-taking, and semi-structured interviews. The findings reveal that the most prevalent spelling errors were found in the use of capital letters and punctuation marks. Specifically, 12 students committed errors in   the first letter of a sentence, 2 students erred in writing the names of days with capital letters, and 17 students incorrectly used capital letters in address terms and kinship salutations. With respect to punctuation, 11 students omitted full stops at the end of declarative sentences, 3 students misused commas in enumerative constructions, and 2 students misplaced commas at the beginning of sentences. These errors were attributable to two principal categories of factors: internal factors, encompassing limited vocabulary mastery, insufficient reading habits, and low writing motivation, and external factors, including inadequate teacher guidance in spelling evaluation, limited parental supervision of home study, and students' difficulties with the complexity of spelling rules. It is concluded that students' command of the Enhanced Spelling System (Ejaan yang Disempurnakan/EYD), now superseded by the General Indonesian Spelling Guidelines (Pedoman Umum Ejaan Bahasa Indonesia/PUEBI), requires systematic improvement through more directed, contextual, and practice-based literacy instruction.
Principal Leadership and School Culture as Key Drivers of Student Discipline Graison Gustap Mjam; Gika Apia; Asrul Asrul
Primary Education Journal (PRIMADONA) Vol. 2 No. 02 (2026): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v2i02.4377

Abstract

This study examines the influence of the principal's role (X₁) and school culture (X₂) on student discipline (Y) at SD Inpres 24 Folley, Raja Ampat Regency. The research aims to determine: (1) the effect of the principal’s role on student discipline; (2) the effect of school culture on student discipline; and (3) the combined effect of the principal’s role and school culture on student discipline. An ex-post facto quantitative research method was employed. The population comprised 12 Grade VI students, and saturated sampling (census) was applied, resulting in all 12 students serving as the research sample. Data were collected through a structured questionnaire and analysed using descriptive statistics and multiple linear regression with SPSS version 25. Prerequisite assumption tests (normality, linearity, and multicollinearity) were conducted prior to hypothesis testing. Normality testing (Kolmogorov-Smirnov) yielded an asymptotic significance of 0.200 (> 0.05), confirming normal data distribution. Linearity testing showed deviation-from-linearity significance values of 0.056 (X₁) and 0.263 (X₂), both exceeding 0.05. Multiple linear regression analysis produced the equation: Y = 68.890 + 0.399X₁ − 0.296X₂. Descriptive analysis classified all three variables in the “high” category: principal’s role (M = 48.08), school culture (M = 60.25), and student discipline (M = 70.25). Hypothesis testing via t-tests confirmed that the principal’s role has a positive and significant effect on student discipline (t-value = 0.907 > t-table = 0.00; R² = 0.76%). School culture similarly has a positive and significant effect on student discipline (t-value = 91.166 > t-table = 0.00; R² = 0.51%). H₀ is rejected and H₂ is accepted for both hypotheses. It is concluded that the principal’s role and school culture are key enabling factors of student discipline at SD Inpres 24 Folley, Raja Ampat Regency.
Development of Water Cycle Diorama Learning Media in Grade V Elementary School Science Beastrik Yunike Mirino; Supriyati Fatma Rabia; Ernawati Simatupang
Primary Education Journal (PRIMADONA) Vol. 2 No. 03 (2026): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v2i03.4762

Abstract

This study aims to develop a water cycle diorama learning medium and to examine its validity, practicality, and effectiveness in natural science (IPA) instruction for Grade V students at SD Inpres 16, Sorong Regency, during the 2024/2025 academic year. The study employed a Research and Development (R&D) methodology utilizing the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data were collected through qualitative approaches, including observation and structured interviews, supplemented by pre-test and post-test instruments comprising 20 multiple-choice items. The study involved 30 Grade V students as a saturated sample. Effectiveness was measured using the N-Gain Score formula, while validity was assessed through expert validation. Results indicate that the diorama medium received a highly valid rating from the media and content expert validator, achieved a mean practicality score of 75 (categorized as practical), and demonstrated an effectiveness level of 80.6%, indicating a high category of mastery. It is therefore concluded that the water cycle diorama medium is valid, practical, and effective as a concrete instructional tool for supporting student learning. comprehension of the water cycle concept in elementary school science.
Analysis of Reading Learning Problems for Third Grade Elementary School Students Aprince Blesia; Muhammad Faizin; Desti Rahayu
Primary Education Journal (PRIMADONA) Vol. 2 No. 03 (2026): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v2i03.4837

Abstract

This study investigates beginning reading learning problems among Grade 3 students at SD Muhammadiyah Aimas, Sorong Regency, Southwest Papua, Indonesia. The research employed a qualitative field-based design, with data collected through observation, semi-structured interviews, and document analysis involving the school principal, homeroom teacher, ten students, and one parent. Data were analyzed using Miles and Huberman's interactive model comprising data reduction, data display, and conclusion drawing. Findings reveal that 30% of students were categorized at the fair or poor reading levels, exhibiting difficulties including limited working memory, errors in letter articulation and substitution, insufficient attention to punctuation, and visual impairment. Six interrelated causal factors were identified: heterogeneous foundational abilities, low reading motivation, conventional instructional methods, unsupportive learning environments, reading comprehension deficits, and socio-emotional barriers. The classroom teacher responded with multi-faceted remedial strategies incorporating varied instructional media, motivational support, empathetic engagement, structured remedial programmes, and a daily 15 minute literacy routine. These findings underscore the urgent need for differentiated, evidence-based beginning reading instruction and multi-stakeholder collaboration to improve early literacy outcomes in elementary schools.
Teacher Teaching Strategies for Student Learning Motivation in Indonesian Language in Fourth Grade Elementary School Santike Salamuk; Mivta Citra Ningrum; Nursalim
Primary Education Journal (PRIMADONA) Vol. 2 No. 03 (2026): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v2i03.5013

Abstract

This study aims to analyze and describe teaching strategies employed by Grade IV teachers and their relationship with students’ learning motivation in Indonesian language instruction at SD Inpres 15, Sorong Regency. A qualitative descriptive research design was adopted, with data collected through four instruments: observation sheets, interview guides, a learning motivation questionnaire, and documentation. The research participants consisted of one Grade IV homeroom teacher and 22 Grade IV students. Data were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings reveal that the teacher implemented five principal teaching strategies: active learning, contextual learning, reinforcement, cooperative learning, and the utilization of instructional media. These strategies effectively created an engaging, interactive, and student-centered classroom environment. Results from the learning motivation questionnaire indicated that 82% of students responded positively to the reinforcement and praise provided by the teacher. However, several inhibiting factors were identified, including differences in student ability and motivation levels, limited parental support at home, and an insufficiently conducive physical learning environment. The study concludes that varied, creative, and contextually responsive teaching strategies are significantly associated with improved student motivation and participation in Indonesian language learning. Sustained pedagogical innovation, combined with collaborative support from parents and the school community, is recommended to further enhance learning motivation and outcomes.
Analysis of Beginning Reading Ability of Second Grade Elementary School Students Florensi Diane Yable; Isnaini Eddy Saputro; Selfiani
Primary Education Journal (PRIMADONA) Vol. 2 No. 03 (2026): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v2i03.5109

Abstract

This study aims to describe the early reading ability of second-grade students at SD Inpres 16, Sorong Regency. Early reading ability constitutes a fundamental foundation for mastering more complex language skills. This research employed a descriptive quantitative approach using a survey design, involving 20 students as research subjects. Data were collected through an early reading test comprising 20 word items, direct classroom observation, and documentation. Data analysis utilized quantitative descriptive techniques by converting obtained scores into percentages classified according to criterion-referenced assessment criteria. Results indicated that students' early reading ability falls within the Good category, with a mean test score of 12.8 and a mean observation score of 10.4. A total of 60% of students were categorized as Good to Very Good, while 40% remained in the Adequate and Need Guidance categories. Primary difficulties included pronunciation of consonant cluster letters (ng, ny), halting reading fluency, and low confidence in reading aloud. This study recommends implementing systematic phonics-based instruction, habituated reading aloud practices, and creation of a supportive literacy environment to improve the early reading ability of all students.

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