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Mahaguru
Published by Universitas Muhammadiyah Enrekang
ISSN : 27217957     EISSN : 27217957     DOI : https://doi.org/10.33487/mgr
Core Subject :
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar is a peer-reviewed academic journal published by the Elementary School Teacher Education Study Program, Universitas Muhammadiyah Enrekang, Indonesia. The journal aims to promote the development and dissemination of scholarly knowledge, empirical research, theoretical perspectives, and innovative educational practices in elementary school teacher education and primary education. The journal provides an academic platform for researchers, lecturers, elementary school teachers, educational practitioners, and students to publish original research articles, conceptual studies, literature reviews, and critical discussions addressing contemporary issues in elementary education. The scope of the journal encompasses elementary school curriculum and instruction, teaching and learning strategies, child-centered pedagogy, educational technology and learning media, classroom assessment and evaluation, literacy and numeracy education, inclusive education, character education, teacher professional development, educational leadership, and innovation in primary education. Mahaguru particularly encourages research addressing educational challenges in rural, remote, frontier, and underserved communities, including teaching in resource-limited schools, contextual learning approaches, educational equity, culturally responsive pedagogy, and strategies for improving the quality of elementary education in diverse geographical and sociocultural contexts. Through scholarly publication, the journal seeks to strengthen research-based educational practices, support continuous professional development among elementary school educators, and contribute to improving the quality, accessibility, and equity of primary education at national and international levels.
Arjuna Subject : -
Articles 49 Documents
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Happy Sport: Edukasi Aktivitas Fisik Sejak Dini bagi Siswa Sekolah Dasar Reflina Reflina; Sulthon Zulkarnain Siregar; M Fauzan Zannurain; Putri Wardani; Indah Aini Wirdia; Muhammad Rijal Hasan Harahap
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 5 No. 1 (2024): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v5i1.396

Abstract

Aktivitas fisik sejak usia sekolah dasar penting untuk mendukung kebugaran, perkembangan motorik, interaksi sosial, dan pembentukan kebiasaan hidup sehat. Artikel ini bertujuan mendeskripsikan pelaksanaan program Happy Sport sebagai edukasi pentingnya aktivitas fisik sejak dini pada siswa SDN 055980 Aman Damai serta menafsirkan implikasi pedagogisnya. Kegiatan menggunakan pendekatan Participatory Action Research (PAR) sebagai kerangka partisipatif. Sosialisasi dilaksanakan pada siswa kelas VI B yang berjumlah 24 orang dan difasilitasi oleh mahasiswa Pendidikan Matematika UIN Sumatera Utara; tindak lanjut berupa senam bersama melibatkan warga sekolah. Data kegiatan bersumber dari observasi proses, respons lisan siswa, dan dokumentasi. Hasil deskriptif menunjukkan masih terdapat pemahaman yang sempit bahwa olahraga harus dilakukan dengan fasilitas khusus. Catatan kegiatan juga menunjukkan sekitar 90% siswa kelas sasaran melaporkan memiliki telepon genggam dan menggunakannya setelah pulang sekolah, sehingga keseimbangan antara aktivitas layar dan aktivitas gerak menjadi isu yang relevan. Program menghasilkan ruang dialog untuk memperluas pemahaman siswa bahwa berjalan, berlari, melompat, bermain aktif, dan senam merupakan bentuk aktivitas fisik yang dapat dilakukan dalam kehidupan sehari-hari. Temuan menegaskan pentingnya integrasi edukasi aktivitas fisik ke dalam budaya sekolah, meskipun perubahan perilaku jangka panjang belum diukur.
Legal Considerations in Elementary School Education: A Narrative Literature Review of Compliance, Student Rights, and School Practice Elihami Elihami
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 5 No. 1 (2024): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v5i1.397

Abstract

Legal considerations are an important component of elementary school governance because they shape student rights, equitable access, safety, privacy, discipline, instructional practice, and school-family relations. This article synthesizes the principal legal themes discussed in elementary education and explains their implications for teachers and school management. The study employs a narrative literature review based on published and documentary sources included in the review. The analysis organizes the literature into anti-discrimination and equal access, education for students with disabilities, student data privacy, school safety, employment and professional responsibility, curriculum, discipline and due process, technology use, and parental engagement. The synthesis indicates that legal compliance should not be treated solely as an administrative obligation; it is closely connected with educational decision-making, student protection, institutional accountability, and the quality of school practice. Stakeholder perceptions can be conceptually examined through legal awareness, compliance and implementation, impact on educational practice, implementation challenges, and future directions. The review highlights the importance of foundational legal literacy for teachers and school leaders and suggests its integration into elementary teacher education. Because the review is narrative and does not report a systematic search protocol or empirical perception data, its contribution is best understood as a conceptual mapping of legal considerations in elementary schooling.
The Effect of Problem-Based Learning on Fourth-Grade Elementary School Students' Numeracy Skills Saleha Saleha; Elihami Elihami
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 5 No. 1 (2024): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v5i1.398

Abstract

Numeracy enables elementary school students to use mathematical knowledge to understand and solve contextual problems. This study aimed to analyze changes in the numeracy skills of fourth-grade students at UPT SDN 197 Pinrang before and after Problem-Based Learning and to test differences between pretest and posttest scores. A quantitative pre-experimental one-group pretest-posttest design was employed. Saturated sampling involved 27 fourth-grade students. Data were collected through observation, numeracy tests, and documentation and analyzed using descriptive statistics, the Shapiro-Wilk normality test, N-gain, and a paired-samples t-test. The findings showed a pretest mean of 63.93, with 12 students (44.44%) meeting the minimum mastery criterion of 70. The posttest mean increased to 87.83, and all students achieved mastery. Shapiro-Wilk significance values were .075 for the pretest and .063 for the posttest, indicating that the scores met the normality assumption. The mean N-gain was .5827, indicating improvement. The paired-samples t-test yielded t = 10.225, df = 26, and p < .001. The results demonstrate a statistically significant difference in numeracy performance after Problem-Based Learning. Because the study did not include a control group, causal interpretation should remain cautious.
Student Facilitator and Explaining Assisted by Pop-Up Books: Effects on Fifth-Grade Elementary School Students' Mathematics Learning Outcomes Fani Anggita Lubis; Nurdiana Siregar; Lailatun Nur Kamalia Siregar
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 5 No. 1 (2024): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v5i1.399

Abstract

Elementary mathematics learning requires instructional strategies that allow students to understand concepts, explain ideas, and participate actively. This study aimed to analyze the effect of the Student Facilitator and Explaining (SFAE) model assisted by pop-up books on the mathematics learning outcomes of fifth-grade students at SD Al-Ittihadiyah Mamiyai. A quantitative quasi-experimental non-equivalent pretest-posttest control group design was employed. The population consisted of 142 students, while the sample comprised 38 fifth-grade students selected through purposive sampling and assigned to experimental and control groups. Learning outcomes were measured using a 15-item multiple-choice test with a Cronbach's Alpha reliability coefficient of 0.841. Data were analyzed using descriptive statistics, normality and homogeneity tests, and an independent-samples t-test. The pretest means of the experimental and control groups were 65.48 and 61.82, respectively. After instruction, the experimental group obtained a posttest mean of 76.86 (SD = 9.372), compared with 67.82 (SD = 9.926) in the control group. The homogeneity test yielded p = .878, and the data met normality assumptions. The posttest comparison produced p = .007, indicating a significant difference at the .05 level. These findings suggest that SFAE assisted by pop-up books can support mathematics learning outcomes by engaging students in explaining and communicating mathematical concepts.
Role Playing in Indonesian Language Learning: Its Effect on Fifth-Grade Elementary School Students' Speaking Skills Khoirun Nisa Lubis; Mardianto Mardianto; Ramadan Lubis
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 5 No. 1 (2024): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v5i1.400

Abstract

Speaking skills are essential in Indonesian language learning because they enable students to express ideas, respond to interlocutors, and participate in classroom interaction. This study aimed to analyze the effect of role-playing instruction on the speaking skills of fifth-grade students at SD Al-Ittihadiyah. A quantitative quasi-experimental pretest-posttest design involving an experimental and a control group was employed. The sample comprised 38 students, with 19 students in each group, selected through total sampling. The experimental group received role-playing instruction, whereas the control group followed conventional learning. Speaking performance data were obtained through observation/assessment before and after the intervention and analyzed using descriptive statistics, normality and homogeneity tests, paired-samples t-tests, and an independent-samples t-test. The experimental group mean increased from 56.84 (SD = 13.664) to 76.58 (SD = 6.882), while the control group increased from 53.95 (SD = 13.802) to 65.26 (SD = 10.603). The posttest comparison showed a significant between-group difference, t(36) = 3.902, p < .001, with a mean difference of 11.316. The findings indicate that role playing is associated with higher speaking performance and can be considered a participatory instructional alternative for Indonesian language learning in elementary schools.
Pantun Cards as Learning Media: Their Effect on Fifth-Grade Elementary School Students' Pantun Writing Skills Ridho Rizky; Sahkolid Nasution; Muhammad Syaifullah
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 5 No. 1 (2024): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v5i1.401

Abstract

Writing pantun requires students to integrate idea development with an understanding of pantun structure, including the number of lines, rhyme pattern, syllable count, sampiran, and content. This study aimed to analyze the effect of pantun card media on the pantun writing skills of fifth-grade students at SD Negeri Sidodadi, Kejuruan Muda District. A quantitative nonrandomized pretest-posttest control group design was employed. Fifty students were selected through purposive sampling, comprising 25 students in the experimental group and 25 in the control group. The experimental group learned using pantun cards, whereas the control group received conventional instruction. The main instrument was a written test; seven items were retained from an initial set of ten after validity testing, with an initial Cronbach's Alpha reliability coefficient of .801. Data were analyzed using SPSS 27. The experimental group obtained a posttest mean of 80.40, higher than the control group mean of 75.48. Hypothesis testing indicated a statistically significant difference (p < .001). These findings suggest that pantun cards can serve as a concrete and structured literary learning medium to support elementary students' pantun writing skills.
Integrating ChatGPT into English Learning for Elementary Teacher Education Students: Learning Experiences, Benefits, and Challenges Rahmat Said
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 5 No. 2 (2024): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v5i2.403

Abstract

Generative artificial intelligence creates new opportunities for English learning among prospective elementary school teachers, yet its educational value depends on instructional design and users' ability to interact effectively with the technology. This study explored Elementary School Teacher Education students' experiences of using ChatGPT in English learning at Universitas Muhammadiyah Enrekang. A qualitative case study design was employed. Participants were 28 first-semester Class A students in the 2024/2025 academic year selected purposively. Learning took place in four face-to-face sessions from 7 to 28 October 2024, including vocabulary exploration on Daily Life and Environment and question-and-answer practice through ChatGPT's voice feature. Data were collected through semi-structured interviews, classroom observations, and documentation, then analyzed thematically using source triangulation and participant confirmation. The findings indicate positive learning experiences characterized by flexible access, rapid feedback, vocabulary development, and active engagement. All participants engaged in AI-supported activities, while 71.43% asked questions about how to use the technology. Major challenges involved internet connectivity, insufficiently specific prompts, and AI responses that were occasionally too general. The findings highlight the importance of AI literacy, lecturer guidance, and institutional infrastructure when integrating ChatGPT into elementary teacher education.
Integrating Local Food into Elementary School Learning: A Conceptual Model for Food Literacy, Sustainability, and Community Engagement Elihami Elihami; Muh. Achyar Ardat; Dian Firdiani; Rista Astari Rusdin
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 5 No. 2 (2024): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v5i2.404

Abstract

Local food carries nutritional, economic, ecological, and cultural value that can provide an authentic context for elementary school learning. However, food education is often discussed separately through nutrition education, school gardens, local procurement, and community-based learning. This article develops a conceptual model for integrating local food into elementary school learning by connecting curriculum, experiential activities, and community partnerships. A narrative review and conceptual synthesis were conducted using relevant literature on school-based food and nutrition education, school gardening, farm-to-school initiatives, place-based learning, and elementary teacher education. Sources were selected for substantive relevance and analyzed thematically to identify core components, learning mechanisms, enabling conditions, and intended outcomes. The synthesis generated five model components: mapping local food assets, cross-curricular integration, authentic learning experiences, school-family-community partnerships, and reflection with sustainable action. The model is designed to foster food literacy, nutrition understanding, process skills, appreciation of local culture, and sustainability awareness. Implementation requires teacher capacity, supportive school policy, food-safety considerations, and collaboration with local producers. The proposed framework provides a pedagogical basis for field testing in elementary schools and for preparing prospective teachers to design contextual learning grounded in local resources.
Development of a Qur'an-Integrated IPAS Module on Ecosystem Components for Fifth-Grade Elementary Students Aryanti Indah Jaya; Dian Firdiani; Muhammad Wajdi
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 5 No. 2 (2024): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v5i2.405

Abstract

This study aimed to develop an Integrated Natural and Social Sciences (IPAS) module incorporating Qur'anic verses on ecosystem components and to examine its validity and practicality for fifth-grade students at SD Negeri 157 Cakke. The study employed a research and development approach using the 4-D model, limited to the Define, Design, and Develop stages. The development process included needs and curriculum analysis, content and visual design, expert validation, revision, and a limited trial. Product validation involved two subject-matter experts and two religious-content experts, while the practicality trial involved one teacher and 17 fifth-grade students. Data were collected using validation sheets and response questionnaires and analyzed descriptively through a content-validity index and Likert-scale scores. The instrument achieved a content-validity index of 1.00. The mean validation score was 3.55 out of 4 from subject-matter experts and 3.75 from religious-content experts, both categorized as very good. Teacher and student responses to the module were also categorized as very good. These findings indicate that the Qur'an-integrated IPAS module on ecosystem components meets validity and practicality criteria for limited instructional use. Because the study did not evaluate learning effectiveness, further field testing with learning outcomes and broader samples is required.
Adaptive Practices of Millennial Teachers in Technology Integration at a Rural Elementary School: A Case Study of SDN 182 Angin-Angin Rahmat Said
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 5 No. 2 (2024): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v5i2.406

Abstract

This study explored the adaptive practices of millennial teachers in integrating technology into learning at SDN 182 Angin-Angin, a rural elementary school in Enrekang Regency. The study focused on technology-based instructional strategies, enabling and constraining factors, and observable student engagement during learning. A qualitative descriptive-exploratory case study design was employed. Data were collected through semi-structured interviews with teachers who met the study criteria, classroom observations, and instructional-document analysis, and were examined thematically through data reduction, display, and verification. Trustworthiness was supported through source and method triangulation, member checking, peer debriefing, and an audit trail. The findings show that teachers used blended learning, flipped classroom, gamification, microlearning, Quizizz, YouTube, e-modules, and visual media to create more interactive learning experiences. Unstable internet access, limited devices, restricted access to paid applications, and insufficient technology training were addressed by downloading materials in advance, combining digital and printed resources, independent professional learning, and peer collaboration. Classroom observations indicated stronger engagement, curiosity, and participation among students. The findings suggest that digital transformation in rural elementary schools depends not only on infrastructure but also on teachers' adaptive capacity and pedagogical decision-making.

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