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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 324 Documents
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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.
Contextual teaching and learning in elementary education: a classroom action research to enhance student discipline and academic achievement Aura Adelia Saputri; Aji Heru Muslim
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 14 No. 2 (2026): September 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v14i2.44628

Abstract

This study aims to examine the implementation of the Contextual Teaching and Learning (CTL) model to improve discipline and academic achievement among fourth-grade students at SD Negeri 1 Sumbang. In its implementation, the CTL model was supported by the use of comic books as a learning medium. Based on the results of initial observations, students did not consistently demonstrate discipline, which resulted in low academic achievement. Therefore, it is necessary to apply a learning model capable of actively engaging students through real-life experiences in their daily lives. This study is a Classroom Action Research conducted in two cycles. The research subjects consisted of 33 fourth-grade students. Data collection techniques included observation, tests, questionnaires, and documentation. The results showed that student engagement during instruction reached 86.5%, while the teacher’s implementation of the instructional process reached 92.5%. Additionally, the average disciplinary attitude score increased from 2.44 to 3.26, while the percentage of students meeting academic achievement standards rose from 55.5% in Cycle I to 82.5% in Cycle II. These findings indicate that the implementation of the CTL model is effective in improving students’ disciplinary attitudes and academic achievement. The use of comics as a learning aid also helped create a more engaging, contextual, and meaningful learning experience.
The effect of ethnomathematics learning through the galah asin traditional game on fourth-grade students' mathematical problem-solving ability Sri Waty Sitinjak; Supriadi
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 14 No. 2 (2026): September 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v14i2.44045

Abstract

This study aims to analyze the effect of ethnomathematics-based learning through the traditional Galah Asin game on students’ mathematical problem-solving ability in geometry, focusing on rectangles and relationships between lines (parallel and perpendicular), including area, perimeter, and partitioning of plane figures. The study employed a quantitative approach with a quasi-experimental method using a nonequivalent control group design. The participants were fourth-grade students from a public elementary school in Serang City, divided into an experimental class and a control class, each consisting of 41 students. The experimental class received ethnomathematics-based instruction through the Galah Asin game, while the control class received conventional instruction. The research instrument was an essay-based mathematical problem-solving test developed according to Polya’s problem-solving stages. Data were collected through pretest and posttest and analyzed descriptively and inferentially using an independent samples t-test, normalized gain (N-Gain), and Cohen’s d effect size. The pretest results indicated no significant difference in initial ability between the experimental and control classes (t = −0.711; p = 0.479), whereas the posttest results showed a significant difference (t = −17.755; p < 0.001). The experimental class achieved an average N-Gain of 0.71 (high category), while the control class obtained 0.39 (moderate category). The Cohen’s d value of 3.92 indicates a very large effect. These findings imply that integrating ethnomathematics through traditional games is a viable strategy for teaching geometry to enhance problem-solving ability, as it helps students understand concepts of area, perimeter, and relationships between parallel and perpendicular lines through meaningful real-life contexts.

Page 33 of 33 | Total Record : 324

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