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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. 34 no. 2 (2026)" : 5 Documents clear
Pembelajaran Bahasa Inggris Berbasis Gamifikasi di Sekolah Dasar: Eksplorasi Persepsi Siswa dan Guru Terhadap Penggunaan Duolingo Teten Ginanjar Rahayu; Ani Wahyuningsih; Jasmine Shalimar; Gya Aida Fitri; Risda Nurfilah; Yosefine Naomi Umbukobha
Wahana Sekolah Dasar Vol. 34 No. 2 (2026)
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/um035v34i22026p1-12

Abstract

Penelitian ini bertujuan untuk mengetahui bagaimana persepsi siswa dan guru terhadap penggunaan aplikasi Duolingo dalam pembelajaran Bahasa Inggris di SDN Cihanjawar. Metode yang digunakan yaitu kualitatif deskriptif dengan pengumpulan data melalui observasi dan angket yang melibatkan dua puluh siswa kelas 5B, serta wawancara terhadap wali kelas 5B. Menurut hasil penelitian, 80% siswa memiliki antusiasme tinggi terhadap aplikasi Duolingo, 80% siswa memiliki motivasi belajar yang baik dalam pembelajaran menggunakan aplikasi Duolingo, 75% siswa aktif dalam kegiatan pembelajaran, dan 85% siswa memiliki respon yang baik terhadap media digital. Selain itu, penilaian guru juga menunjukan bahwa aplikasi Duolingo dinilai cukup menarik karena dikemas dengan pendekatan berbasis permainan yang berpotensi meningkatkan antusiasme belajar siswa, serta aplikasi Duolingo menimbulkan ketertarikan untuk diterapkan guru dalam pembelajaran bahasa Inggris di kelas. Sehingga, penelitian ini menunjukkan persepsi siswa terhadap penggunaan aplikasi Duolingo dalam pembelajaran bahasa Inggris di SD. Namun, ketersediaan alat pendukung yang kurang memadai di lingkungan sekolah menjadi salah satu tantangan guru dalam menerapkan pembelajaran tersebut.
The Effect of Unplugged Coding Activities on Students' Geometry Problem-Solving Ability in Phase A Ariska Dwi Aprilia; Surayanah
Wahana Sekolah Dasar Vol. 34 No. 2 (2026)
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/um035v34i22026p13-24

Abstract

Problem-solving ability is a fundamental cognitive skill in mathematics learning, particularly in geometry for Phase A elementary school students. This ability involves understanding problems, planning solution strategies, implementing plans, and reviewing the results. This study aimed to examine the effect of unplugged coding activities on students’ problem-solving ability in geometry at the Phase A level of elementary school. The study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants were 24 second-grade students of an elementary school. Data were collected through pretest and posttest instruments measuring problem-solving ability, as well as observation sheets documenting the implementation of unplugged coding activities. Data analysis included the Shapiro–Wilk normality test, the paired t-test Signed Rank Test for hypothesis testing, and descriptive statistical analysis. The results of the paired t-test showed a significance value of 0.000 (p < 0.05), indicating a significant difference between pretest and posttest scores. Descriptive analysis revealed that the mean score of students’ problem-solving ability increased from 53.12 in the pretest to 65.62 in the posttest. The highest improvement was found in the indicator of understanding the problem, followed by implementing the plan, while the reviewing stage showed the smallest improvement. These findings indicate that unplugged coding activities have a significant effect on improving geometry problem-solving ability among Phase A elementary school students.
Hubungan Program Makan Bergizi Gratis (MBG) Terhadap Motivasi, Minat, dan Aktivitas Belajar Siswa Tingkat Sekolah Dasar Pramita Wally; Andi Sitti Marwah; Alya Rohali
Wahana Sekolah Dasar Vol. 34 No. 2 (2026)
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/um035v34i22026p25-33

Abstract

: Program Makan Bergizi Gratis (MBG) merupakan kebijakan pemerintah yang bertujuan meningkatkan pemenuhan gizi siswa dan mendukung kualitas pendidikan. Penelitian ini bertujuan untuk mengetahui hubungan Program Makan Bergizi Gratis (MBG) terhadap motivasi, minat, dan aktivitas belajar siswa tingkat sekolah dasar di Kecamatan Sirimau Kota Ambon. Penelitian menggunakan pendekatan mixed methods yang menggabungkan metode kuantitatif dan kualitatif. Subjek penelitian terdiri atas 60 siswa kelas IV, V, dan VI di SD Muhammadiyah Ambon dan MIN 1 Ambon. Data dikumpulkan melalui angket, observasi, dan dokumentasi hasil belajar. Analisis data kuantitatif menggunakan statistik deskriptif, sedangkan data kualitatif dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa Program MBG memiliki hubungan positif terhadap perilaku belajar siswa. Rata-rata motivasi belajar mencapai 53,8 dengan kategori sangat tinggi, minat belajar sebesar 52,9 dengan kategori tinggi, dan aktivitas belajar sebesar 52,1 dengan kategori tinggi. Siswa terlihat lebih bersemangat, aktif, fokus, dan antusias mengikuti pembelajaran setelah memperoleh makanan bergizi di sekolah. Temuan penelitian menunjukkan bahwa pemenuhan gizi yang baik memberikan kontribusi positif terhadap kesiapan dan keterlibatan siswa dalam pembelajaran. Dengan demikian, program MBG dapat menjadi kebijakan strategis di bidang pendidikan dan kesehatan dalam meningkatkan kualitas sumber daya manusia sejak usia dini.
Implementasi Pendekatan Science, Technology, Engineering, and Mathematics (STEM) pada Pembelajaran IPA di Sekolah Dasar: Tinjauan Sistematis Berdasarkan Jenjang Kelas dan Dampak Terhadap Peserta Didik I Komang Wisnu Budi Wijaya
Wahana Sekolah Dasar Vol. 34 No. 2 (2026)
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/um035v34i22026p34-45

Abstract

This study aims to conduct a systematic literature review on the implementation of STEM in science learning at the elementary school level. The study focuses on the application of STEM across grade levels in elementary schools as well as the impacts of STEM-based learning. This research is a systematic literature review (SLR) employing the PRISMA method. The research stages begin with the identification of the research problem, followed by data collection from articles indexed in Google Scholar published between 2021 and 2026. The collected articles were then screened based on predefined inclusion and exclusion criteria. Articles that met the inclusion criteria were further analyzed through content analysis to address the research questions. The findings indicate that the implementation of STEM in elementary science learning is predominantly conducted in upper-grade levels, accounting for 92.30%, and primarily impacts the cognitive domain, which constitutes 48.07%. Therefore, it can be concluded that the implementation of STEM in lower-grade levels, as well as studies examining its impact on affective and psychomotor domains, remain limited and have not been extensively explored.
Implementing STEAM–Project Based Learning in Solid Geometry Learning : A Descriptive Study of Elementary Students' Critical Thinking Skills Syal Sa Billa Intan Romadona; Amelia Endah Nur Izzah; Zidna Ilma Nafia; Anna Roosyanti
Wahana Sekolah Dasar Vol. 34 No. 2 (2026)
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/um035v34i22026p46-58

Abstract

This study aims to examine the implementation of mathematics instruction on 3D shapes using the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach combined with Project-Based Learning (PjBL) to enhance the critical thinking skills of elementary school students. The study was motivated by the students' low level of critical thinking skills, a result of instructional practices that prioritized rote memorization and lacked contextual learning experiences. A quantitative method with a descriptive approach was employed, utilizing project-based learning in which students actively designed and created eco-friendly plant pots using repurposed materials. The study was conducted at SDN Dukuh Kupang V Surabaya, involving all 18 students of class V-B (10 boys and 8 girls) as subjects. Total sampling was used due to the relatively small population size. Data collected during the study indicated an improvement in the students' critical thinking skills following the implementation of STEAM-PjBL instruction. Furthermore, observations during the learning process revealed that this approach fostered greater student engagement, creativity, and critical thinking in solving real-world problems. Consequently, instruction integrating the STEAM approach and the PjBL model demonstrates potential for developing students' critical thinking skills while simultaneously cultivating awareness regarding food security and sustainability.

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