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Wahana Sekolah Dasar
Published by Universitas Negeri Malang
ISSN : 08548293     EISSN : 26225883     DOI : 10.17977
Core Subject : Education,
Education
Wahana Sekolah Dasar publishes articles on research, studies and application of theories, practical writing, and conceptual ideas related to Primary Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "vol. 33 no. 2 (2025)" : 5 Documents clear
PENGARUH MODEL GAME BASED LEARNING BERBANTUAN MEDIA KERANJANG BELANJA TERHADAP KEMAMPUAN NUMERASI SISWA Anis Nur Lailia; Yuniawatika; Lilik Bintartik
Wahana Sekolah Dasar Vol. 33 No. 2 (2025)
Publisher : Universitas Negeri Malang in Collaboration with Himpunan Dosen Pendidikan Guru Sekolah Dasar Indonesia (HDPGSDI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/wsd.v33i2.3303

Abstract

Penggunaan model pembelajaran yang relevan dapat mendukung perkembangan kemampuan numerasi siswa secara efektif. Tujuan penelitian ini adalah untuk mengetahui pengaruh model Game Based Learning Berbantuan Media Keranjang Belanja terhadap kemampuan numerasi siswa kelas III pada materi nilai mata uang. Penelitian dilaksanakan dengan pendekatan kuantitatif jenis quasi eksperimen, dan desain penelitian non equivalent control group design. Teknik pengambilan sampel menggunakan total sampling dengan subjek penelitian siswa kelas III. Pengumpulan data menggunakan metode wawancara, dan tes. Temuan dari analisis hipotesis berdasarkan data hasil post-test dengan menggunakan uji Independent Sample T-test menunjukkan nilai sig. 0,001 ≤ 0,05 menunjukkan bahwa model Game-Based Learning berbantuan media keranjang belanja berpengaruh signifikan terhadap kemampuan numerasi siswa. Kesimpulan dari penelitian ini adalah model Game Based Learning berbantuan media keranjang belanja berdampak positif terhadap kemampuan numerasi siswa kelas III materi nilai mata uang.
Analyzing Curriculum Change Policies in Indonesia: “A Review on Mathematics Subject" Fauzi Yuberta; Pipit Firmanti
Wahana Sekolah Dasar Vol. 33 No. 2 (2025)
Publisher : Universitas Negeri Malang in Collaboration with Himpunan Dosen Pendidikan Guru Sekolah Dasar Indonesia (HDPGSDI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/wsd.v33i2.3315

Abstract

The research employs a qualitative approach through literature review from official reports andacademic journals. The finding reveal several key insights: (i) the average duration between curriculumchanges is 7 to 8 years, with the shortest period lasting only two years and the longest extending up totwelve years; (ii) Indonesia recorded its highest PISA mathematics score of 391 in 2006, during theimplementation of the 1994 and KBK curricula; (iii) since 2006, students have increasingly sought learningresources beyond their teachers, a shift that coincided with the introduction of the KBK curriculum. Furtherinnovations in learning resources began with the implementation of the K-13 curriculum. (iv) differentcurricula emphasize distinct learning approaches-KTSP focuses on procedural mastery, K-13 curriculumemphasizes conceptual understanding, while the Merdeka Curriculum promote flexibility in learning. Thesefindings underscore the importance of aligning curriculum reforms with the evolving needs of teachers andstudents. To be effective, reforms must be supported by adequate resources and comprehensive training.This study contributes to a deeper understanding of how curriculum policies influence mathematicseducation, offering insights for policymakers to design stable, inclusive, and impactful curricula thatimprove learning quality and equip with essential 21 st -century skills.
Profil Pemahaman Guru PAI SD Terhadap Penggunaan AI Ibrahim Sani Ali Manggala; Bella Pramudya Lestari; Ryan Handika
Wahana Sekolah Dasar Vol. 33 No. 2 (2025)
Publisher : Universitas Negeri Malang in Collaboration with Himpunan Dosen Pendidikan Guru Sekolah Dasar Indonesia (HDPGSDI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/wsd.v33i2.3349

Abstract

Perkembangan kecerdasan buatan (Artificial Intelligence/AI) telah menghadirkan transformasi signifikan dalam dunia pendidikan, termasuk pada proses pembelajaran berbasis nilai di sekolah dasar. Guru Pendidikan Agama Islam (PAI) dituntut untuk tidak hanya memahami fungsi teknologi, tetapi juga mengintegrasikan etika keislaman dalam penggunaannya. Penelitian ini bertujuan untuk memetakan profil pemahaman dan sikap guru PAI sekolah dasar terhadap penggunaan AI dalam konteks pendidikan dasar. Pendekatan yang digunakan adalah kuantitatif deskriptif, dengan melibatkan 56 guru PAI pada salah satu kecamatan di Kota Malang sebagai responden. Instrumen penelitian berupa tes yang memuat tiga dimensi utama: literasi teknologi AI, etika keislaman, dan kesiapan implementatif. Hasil penelitian menunjukkan bahwa guru memiliki tingkat literasi AI yang tinggi, khususnya dalam mengenali aplikasi pembelajaran seperti ChatGPT dan Canva AI (rata-rata persentase jawaban benar 98,21%). Namun, pemahaman terkait prinsip etika Islam seperti amanah masih tergolong sedang (rata-rata 76,78%). Sementara itu, kesiapan reflektif dan tindak lanjut pasca penggunaan AI menunjukkan kecenderungan moderat. Temuan ini menunjukkan bahwa penguasaan teknis guru PAI telah baik, tetapi integrasi nilai spiritual dan kemampuan reflektif masih perlu ditingkatkan. Oleh karena itu, diperlukan pelatihan literasi digital yang tidak hanya menekankan aspek teknologi, tetapi juga memperkuat dimensi etika dan nilai-nilai Islam dalam pendidikan berbasis AI.
Implementasi Pendekatan Deep Learning Melalui Model Digital Citizenship Character Habituation Tutik Wijayanti; Masrukhi Masrukhi; Hendri Irawan
Wahana Sekolah Dasar Vol. 33 No. 2 (2025)
Publisher : Universitas Negeri Malang in Collaboration with Himpunan Dosen Pendidikan Guru Sekolah Dasar Indonesia (HDPGSDI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/wsd.v33i2.3350

Abstract

This study aims to examine the implementation of the Digital Citizenship Character Habituation (DCCH) model based on a deep learning approach in shaping students' digital citizenship character. The deep learning approach was chosen because it encourages students to think critically, reflectively, and collaboratively in facing the complex challenges of the digital world. The research method used is qualitative, with data collection techniques including in-depth interviews, participatory observation, and document analysis. The main informants in this study include teachers, students, and educational staff. The findings show that the model is implemented through contextual learning strategies such as digital poster creation projects, anti-hoax campaigns, and reflections on digital experiences. Teachers act as facilitators who guide students in mastering digital competencies, media ethics, and social responsibility in digital spaces. Supporting factors for the model’s success include support from school principals, teacher training, and adequate digital infrastructure. However, several obstacles remain, such as unequal access to technology at home and disparities in teachers’ digital capacity. Overall, this approach has proven effective in strengthening students’ digital awareness, attitudes, and skills, as well as in shaping character traits aligned with the demands of the digital era
THE ROLE OF MULTICULTURAL EDUCATION IN SHAPING TOLERANCE ATTITUDES AMONG ELEMENTARY SCHOOL STUDENTS Dedeh Kartini; Yuna Tresna Wahyuna; Wahyudin Fitriyana; Elia Nurindah Sari
Wahana Sekolah Dasar Vol. 33 No. 2 (2025)
Publisher : Universitas Negeri Malang in Collaboration with Himpunan Dosen Pendidikan Guru Sekolah Dasar Indonesia (HDPGSDI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/wsd.v33i2.3382

Abstract

The role of multicultural education in shaping tolerance attitudes among elementary school students is crucial amid Indonesia's rich cultural diversity. Multicultural education is understood not only as a form of appreciation for diversity but also as an active effort to foster mutual respect, empathy, and a spirit of unity within the school environment, particularly among students. Through a literature review approach, this study examines theories and empirical findings related to the integration of multicultural values in elementary school learning. The results show that elementary schools hold a strategic position in instilling tolerance values through the integration of an inclusive curriculum, active learning strategies, the habituation of a just school culture, and teacher role modeling. However, several challenges exist in its implementation, such as the dominance of majority culture, the lack of teacher training, and the limited evaluation of students' character. The findings recommend strengthening multicultural education policies, developing teacher capacity, and involving the school community as long-term solutions for building a tolerant generation that upholds national unity. With a consistent and comprehensive approach, multicultural education can serve as a cornerstone in preserving social integration and strengthening Indonesia’s pluralism

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