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Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD)
Published by Universitas Muhammadiyah Malang
ISSN : 23381140     EISSN : 25273043     DOI : -
Core Subject : Education,
Education
JP2SD (Jurnal Pemikiran dan Pengembangan Sekolah Dasar) is a journal of Elementary School Teacher Education Department, Faculty of Teacher Training and Education, University of Muhammadiyah Malang. The scope of its journal is an elementary school, education, innovation of learning, learning methods and media, learning innovation, and learning management. This journal will be published twice in a year in April and September.
Arjuna Subject : -
Articles 320 Documents
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Internalizing spiritual values to cultivate student character: a phenomenological study in islamic elementary education Unung Lisnawati; Wardatul Hayati; Nia Kurnia; Jaka Nugraha; Uus Ruswandi
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 14 No. 1 (2026): April 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v14i1.43359

Abstract

Islamic Religious Education (IRE) in Madrasah Ibtidaiyah faces significant challenges in the digital era, where an overemphasis on cognitive aspects of learning may undermine the development of students' religious character. This study aims to analyze strategies for integrating spiritual values and their relevance in strengthening the religious character of students at MI Sunan Gunung Djati, Bandung. Employing a descriptive qualitative approach with a field study design, data were collected through participatory observations and in-depth interviews with subject teachers. The data were subsequently analyzed using thematic analysis, involving transcription, coding, theme grouping, and drawing conclusions. The findings reveal that the integration of spiritual values is systematically implemented through the tarbiyah bil 'adah approach, which is manifested in daily worship practices, literacy programs, Quran memorization activities, and teacher role modeling during the learning process. This integration is further reinforced by the application of a dual curriculum and a humanistic approach that fosters the internalization of spiritual values, aligning with students' cognitive and psychosocial development stages. In conclusion, the contextual and sustainable integration of spiritual values is instrumental in reinforcing students' religious character and serves as an effective strategy in addressing the educational challenges of the digital age.
Nurturing national identity: language affirmation through patriotic and children's songs among Indonesian students in Penang Gia Azizatul Goniyah; Fitri Puji Rahmawati
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 14 No. 1 (2026): April 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v14i1.43372

Abstract

This study addresses the challenges of teaching Indonesian to diaspora students who live in multilingual environments and tend to experience language shift toward dominant languages such as Malay and English. The research aims to analyze the use of national songs and Indonesian children’s songs in Indonesian language learning at SB Ami Penang and to identify their effects on students’ linguistic skills and national identity. Using a descriptive qualitative approach, data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using the interactive model of Miles and Huberman. The findings show that instruction through songs is implemented in four stages—song introduction, group singing, vocabulary enrichment, and language practice—which effectively improve vocabulary mastery, pronunciation accuracy, writing ability, speaking confidence, and long-term memory retention. Songs also help minimize Malay language interference through direct lexical comparison and strengthen students’ national identity. Challenges encountered include the dominance of environmental languages, limited audio facilities, varied student ages, and low familiarity with standard Indonesian vocabulary. These challenges were addressed through visual media, simplified lyric explanations, age-appropriate song selection, and reinforcement activities. Overall, music-based learning is proven to be an effective and contextually relevant strategy for enhancing Indonesian language proficiency and strengthening national identity among diaspora students.
Gamification-based multimedia as a catalyst for character building in elementary school students Miftahul Hikmah; Dedi Kuswandi; Candra Utama
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 14 No. 1 (2026): April 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v14i1.43471

Abstract

The phenomenon of declining responsibility among primary school students is a serious challenge, with conventional teaching methods deemed ineffective in fostering discipline and internal motivation in students on a sustainable basis. This situation creates an urgent need for pedagogical innovation that can bridge the gap between values education and the characteristics of the digital generation, making the integration of technology in learning an absolute necessity for optimising character internalisation. This study aims to develop a sense of responsibility in primary school students through a gamification-based multimedia approach in learning about ethnic diversity in East Java. A quantitative approach with a one-group pre-test post-test design was applied to 20 fourth-grade students at SDN Dadaprejo 02 Kota Batu, using a questionnaire as a data collection instrument with indicators of consistency, self-motivation, and discipline. Data analysis using a paired sample t-test and effect size calculation (Cohen's d) showed an increase in the average student responsibility score from 17.95 to 38.05, with a significance value of <0.001 and a Cohen's d value of 5.96, indicating the effectiveness of the treatment with a very strong category. The results of the discussion show that the multimedia gamification activity design succeeded in significantly improving the three indicators, as reflected in the increase in the total score from 359 to 761. This approach is effective in building students' responsibility character, as evidenced by the comprehensive and meaningful improvement in consistency, self-motivation, and discipline in learning.
The role of differentiated learning rooted in local wisdom in the development of civic literacy of elementary school students Sinahika Sajar; Maretha Dellarosa; Ganesh Gunansyah
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 14 No. 1 (2026): April 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v14i1.43479

Abstract

Citizenship literacy is a fundamental competency that must be developed from basic education to form critical, participatory, and responsible citizens. This study aims to examine the role of differentiated learning based on local wisdom in developing the civic literacy of elementary school students through a systematic review of empirical and conceptual evidence. The research method uses a systematic review approach of 20 research articles published in the 2021-2025 period, focusing on the Indonesian and international education context. The analysis was carried out on three main aspects: differentiated learning strategies based on local wisdom, the effectiveness of the culturally responsive approach, and its impact on students' civic literacy. The results showed that differentiated learning that integrated local wisdom significantly improved students' understanding of citizenship, social participation, and active engagement. Learning models based on local wisdom projects, innovative tradition-based media, and contextual gamification have proven to be effective in improving cultural and civic literacy. The Culturally Responsive Teaching approach increases civic knowledge scores, engagement, and willingness to discuss civic issues. The findings also identified implementation challenges including limited teacher training, rigid curriculum, and limited resources. This research recommends curriculum reform, teacher capacity building through systematic training, integration of learning technologies, and strengthening school-community synergy to optimize the development of local wisdom-based civic literacy in primary schools
Comparison of deep learning in elementary schools across different countries: a literature review Laila Fatmawati; Ashila Najma Syafiqa
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 14 No. 1 (2026): April 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v14i1.43706

Abstract

The growing demand for 21st-century competencies has driven major transformations in basic education; however, a clear research gap persists regarding the conceptual ambiguity between deep learning as a pedagogical approach and deep learning as artificial intelligence (AI) technology, as well as the unequal implementation of both across educational contexts. This study aims to systematically analyze and compare how deep learning is conceptualized and applied in basic education globally through a Systematic Literature Review (SLR) guided by the PRISMA protocol. From 50 peer-reviewed articles published between 2020 and 2025, 13 high-quality studies were selected based on relevance, methodological rigor, and contextual focus. The findings reveal a distinct contextual divergence. In Indonesia, deep learning is predominantly implemented as a pedagogical strategy emphasizing mindful, meaningful, and joyful learning to support character development within the Merdeka Curriculum. In contrast, studies from developed countries primarily frame deep learning as an AI-based technological application, particularly for learning performance prediction and inclusive education support using neural network models such as Convolutional Neural Networks (CNN) and Bidirectional Long Short-Term Memory (BiLSTM). While both approaches demonstrate effectiveness in fostering higher-order thinking skills (HOTS), their successful implementation in developing countries is strongly constrained by disparities in digital infrastructure and teacher competency readiness. This study contributes by clarifying the dual interpretation of deep learning in basic education and highlighting the contextual factors shaping its implementation. Accordingly, it recommends the development of adaptive teacher training models and more equitable technology integration policies to bridge global disparities in educational quality.
The use of web-based digital media to develop oral literacy skills of elementary school students: systematic literature review Ika Kurnia Setya Anggara; Wahyu Sukartiningsih; M. Bambang Edi Siswanto
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 14 No. 1 (2026): April 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v14i1.43724

Abstract

Oral literacy skills are fundamental competencies that elementary school students must master as a foundation for communication and lifelong learning. The development of digital technology opens new opportunities in language learning by integrating web-based media, increasing students' engagement, and improving the effectiveness of their speaking skill development. This study aims to systematically analyse the effectiveness of web-based digital media, particularly Google Sites and digital storytelling applications, in developing elementary school students' oral literacy skills. The systematic literature review method was used by analyzing 24 scientific articles published between 2020 and 2025 from trusted academic databases. Inclusion criteria include research that addresses web-based digital media, oral or spoken literacy skills, and learning contexts in primary schools. Data analysis was carried out thematically by identifying the patterns, advantages, limitations, and recommendations of each study. The results showed that digital storytelling media and web-based platforms were effective in improving students' speaking skills, with an average score increase of 15-35%, while integrating the Think Talk Write learning model with digital media was highly effective in developing social communication and collaboration. The discussion revealed that the successful implementation of digital media depends on proper instructional design, adequate technology support, and comprehensive teacher training. The conclusion of this study recommends the development of a web-based interactive digital platform that integrates constructivist pedagogical approaches to optimize oral literacy learning in primary schools.
Fostering 21st-century skills: a phenomenological study of problem-solving development through coding extracurriculars Maisyaroh Salsa Maharani; Firman Robiansyah; Susilawati
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 14 No. 1 (2026): April 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v14i1.43896

Abstract

The problem-solving skills of elementary school students are still a major challenge in 21st century education, especially in the digital era. This study aims to analyze the development of students' problem-solving skills through Scratch-based extracurricular coding at SD Islam Al-Azhar 10 Serang. Using a qualitative case study method with 25 students as subjects, data was collected through observation, interviews, and questionnaires, which were analyzed using the interactive model Miles, Huberman, and Saldaña. The results of the study revealed that there is a paradox of implementation, where students are more dominant in the indicators of plan implementation (67%) and evaluation of results (62%), but still low in the indicators of problem identification (51%) and plan preparation (49%). These findings show that extracurricular coding is effective in building students' technical skills and perseverance, but is not optimal in developing conceptual and reflective independence. This study highlights the need for transformation in learning models to optimize the development of algorithmic thinking skills and independent problem solving. A more interactive and student-centered approach is needed to encourage more in-depth high-level thinking skills.
Development and validation of RME-based monopoly game for enhancing mathematical sentence problem-solving in primary school students Tanaya Rizkika; Deni Adi Putra; Holy Ichda Wahyuni
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 14 No. 1 (2026): April 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v14i1.43939

Abstract

This study aimed to develop and evaluate the feasibility of a Monopoly-based learning media integrated with Realistic Mathematics Education (RME) to improve elementary students’ understanding of mathematical sentence problems. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The study was conducted with 18 third-grade students at an elementary school in Surabaya, Indonesia. Data were collected through expert validation sheets, teacher and student questionnaires, interviews, and pre-test and post-test assessments. Data analysis used descriptive quantitative techniques, including percentage and mean scores to determine validity, practicality, and effectiveness. The developed Monopoly Math Adventure media obtained a validity score of 92%, categorized as highly valid. The practicality level reached 82% based on teacher responses and 94% based on student responses, indicating a very practical category. The effectiveness analysis showed a classical learning completeness of 83%, demonstrating that the media significantly supported students’ learning outcomes in mathematical sentence comprehension. The integration of RME principles into a Monopoly-based learning game provides an effective and engaging instructional medium for elementary mathematics learning. The developed media is valid, practical, and effective, and it has strong potential to enhance students’ conceptual understanding of mathematical sentence problems in primary education contexts.
Quality of digital learning media for elementary school teacher education students Dian Fitri Nur Aini; Maharani Putri Kumalasani; Dian Ika Kusumaningtyas
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 14 No. 1 (2026): April 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v14i1.44065

Abstract

The COVID-19 pandemic, which persisted for two years, significantly impacted various sectors, particularly education and learning environments. However, as COVID-19 cases declined, the government authorized limited face-to-face learning. One essential tool to support both online and offline learning is digital learning media. Such media can be developed by teachers and pre-service teachers based on four aspects: content, instructional design, media and communication, and implementability and user response. This study aimed to provide an in-depth description of the quality of content, instructional design, and constructs of digital learning media developed by elementary school teacher education (PGSD) students. This study employed a qualitative approach with a descriptive design. The research was conducted at the University of Muhammadiyah Malang and the University of Borneo, involving PGSD students from both universities as the research subjects. Data were collected using observation guidelines, questionnaires, assessment instruments, and interviews. The results showed that the average quality score for the content aspect reached 86%, instructional design reached 83%, and the construct aspect reached 85%. All three dimensions demonstrated excellent quality. Ultimately, the utilization of high-quality digital learning media in the teaching and learning process can enhance students' learning motivation.
The effect of interactive big book media on beginning reading skills of first-grade students Innany Mukhlishina; Arinta Rezty Wijayaningputri; Murtyas Galuh Danawati; Exzal Antolyn Febriansyah
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 14 No. 1 (2026): April 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v14i1.44169

Abstract

Early reading ability is a very important basic skill for elementary school students because it is the foundation for mastering advanced literacy. This study aims to determine the effect of using Interactive Big Book media on the early reading ability of first-grade students at Muhammadiyah 01 Kepanjen Elementary School. The background of this study shows that students still experience difficulties in recognizing letters, distinguishing similar letter sounds, and understanding simple texts, which is caused by the limited availability of interesting and interactive learning media. This study uses a quantitative approach with a one-group pretest-posttest pre-experimental design. The subjects of the study were 28 first-grade students. Data were obtained through an initial test (pretest) and a final test (posttest) that measured students' early reading ability, and supported by observation and documentation during the learning process. Treatment was given through the application of Interactive Big Book media in three learning meetings that were designed in a structured and interactive manner. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, paired t-test, and the N-gain test to see the level of improvement in learning outcomes. The results showed a significant increase in students' reading ability after using Interactive Big Book media. The average pretest score of 62.21 increased to 83.14 in the posttest. The t-test results showed a significance value of 0.000, meaning there was a significant difference between before and after the treatment. In addition, the N-gain result of 0.6003 was in the moderate category, indicating a fairly effective increase in reading ability. Thus, it can be concluded that the use of Interactive Big Book media has a positive and significant effect on improving the beginning reading ability of first-grade students at SD Muhammadiyah 01 Kepanjen through more interactive, interesting, and meaningful learning.

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