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Eddy Noviana
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Primary: Jurnal Pendidikan Guru Sekolah Dasar
Published by Universitas Riau
ISSN : 23031514     EISSN : 25985949     DOI : 10.33578
Core Subject : Education,
Education Other
Primary: Jurnal Pendidikan Guru Sekolah Dasar (Primary: Journal of Elementary Teacher Education) is a peer-reviewed journal on education and teacher training. This journal encompasses original research articles and review articles.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 19 Documents
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Search results for , issue "Vol. 14 No. 6 (2025): December" : 19 Documents clear
The development of outcome-based education (OBE)-oriented teaching materials through problem-based and project-based learning for the elementary science education course Laili Rahmi; Zaka Hadikusuma Ramadan; Ibnu hajar; Ratna Syafitri
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 6 (2025): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i6.835-851

Abstract

This study aims to develop new teaching resources for science education courses in elementary schools that emphasize outcome-based education (OBE) and integrate project-based learning (PjBL) and problem-based learning (PBL) methodologies. This development addresses the need to enhance the quality of OBE-based learning materials, highlighting that traditional teaching resources often fail to meet student expectations. This research focuses on the development and validation phase; the limitation of this research is that it does not include effectiveness testing. Employing the Research and Development (R&D) approach guided by the Borg and Gall framework, the study progressed through structured phases: prototype creation, initial testing, refinement, field implementation, and finalization of the product. Participants in this research included subject matter experts, instructional design specialists, media experts, course instructors, and students from the Elementary School Teacher Education (PGSD) program. Validation results indicated that the developed materials achieved an average feasibility score of 89.81%, placing them within the "highly valid" category. The use of these teaching materials is anticipated to foster students' critical thinking, analytical reasoning, and collaboration skills, aligning with OBE learning outcomes and the objectives of the Merdeka Belajar Kampus Merdeka (MBKM) initiative. The study suggests that future research should further investigate the impact and effectiveness of these materials across broader educational settings.
Child-Friendly learning media for inclusive schools:  A systematic literature review Candra Abdillah; Ani Rusilowati; Barokah Isdaryanti; Dameis Surya Anggara
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 6 (2025): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i6.852-870

Abstract

This research aims to review child-friendly learning media that support inclusive school learning. The research method used is a systematic literature review (SLR) with a bibliometric approach. The data are in the form of search results for articles from various relevant Scopus sources. To find articles, researchers used five keywords in accordance with the PRISMA protocol. The article's source is the last 5 years (2019 - 2024). The number of articles analyzed was 84 Scopus-indexed articles. The results of the literature review explain (1) child-friendly learning media in inclusive schools include various types such as Gamification media for ADHD, PECS and SELFI for autistic students, multiliteracies-based online and social media platforms, and Machine Learning-based Media Augmentation (ML-MA) for accessible digital environments; (2) learning methods that support the application of teaching media such as differentiated instruction, collaborative learning, and the Universal Design for Learning (UDL); (3) The principles of implementing child-friendly teaching media prioritize child-centered, interactive, safe, developmentally appropriate, enhanced access, and accessibility. (4) The main obstacles in the implementation of this media are teachers' lack of understanding of the needs of children with disabilities, limited facilities, and a lack of professional training.
Design and development of a digital game to support civics education for fourth-grade students Moh. Farid Nurul Anwar; Elita Mega Selvia Wijaya; Hediana Woe
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 6 (2025): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i6.916-927

Abstract

Civics education on the nation's struggle is often considered less interesting to elementary school students. Therefore, this study aims to develop Digital Educational Games as Civics Education learning media based on the History of the Nation's Struggle material for Class IV Elementary School students, with validity and effectiveness. This research uses a research and development model based on the Borg & Gall model, comprising nine stages from needs analysis to field trials. Validation was conducted by media, material, and linguistics experts, with an average validity of 92%, indicating that this media is highly valid for use. The field trial involving 29 students implied that this digital educational game was effective, with an average learning outcome of 95.66 and an effectiveness rate of 90%. Thus, this digital educational game proved to be valid and effective.
Grounding the prophet Muhammad eating manners: prophetic food as a local food literacy movement in elementary schools Nuraly Masum Aprily; Nana Supriatna; Mubiar Agustin; Ernawulan Syaodih
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 6 (2025): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i6.1037-1053

Abstract

The low level of local food literacy among elementary school students, influenced by globalization and the dominance of instant food consumption, requires a more holistic educational approach. This article aims to formulate the conceptual framework of Prophetic Food as a literacy model grounded in the eating manners of Prophet Muhammad. A systematic literature review was conducted, screening 173 articles and narrowing them to 15 relevant studies using explicit inclusion and exclusion criteria. The analysis revealed three major themes: (1) the importance of school-based nutrition interventions in shaping healthy eating behaviors; (2) the increasing emphasis on halalan thoyyiban principles in food consumption; and (3) the relevance of local food systems for sustainability and cultural identity. Integrating the Prophet’s eating etiquette—simplicity, cleanliness, moderation, and communal sharing—this study proposes Prophetic Food as a framework built on five prophetic values: al-‘adl (justice), al-thohārah (cleanliness), qona’ah (moderation), al-karīm (generosity), and al-akhlaq al-karīmah (noble character). The findings conclude that Prophetic Food expands food literacy beyond nutrition toward ethical, spiritual, and sustainability-oriented education. Practical implications include project-based school activities, such as communal meals following prophetic traditions, and policy recommendations for integrating prophetic food literacy into the national curriculum.
Contribution of parental support and learning discipline to science learning outcomes of grade V elementary students Fajar Ashwary; Sintha Sih Dewanti; Amanda Listiani
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 6 (2025): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i6.1054-1062

Abstract

The present study analyses the contribution of learning discipline and parental support to the learning outcomes of Natural Sciences (IPA) of grade V elementary students. The study used a quantitative approach with an associative correlational design involving 60 grade V students of SDN 1 Banda Sakti in Lhokseumawe. Data were collected through questionnaires and analysed using multiple linear regression with the help of SPSS. The results revealed that learning discipline and parental support had a significant effect on science learning outcomes, both simultaneously (F = 42.668; p < 0.05) and partially. An R² value of 0.600 indicates that the two variables together explain 60% of the variation in students' science learning outcomes. Regression coefficient analysis also revealed that learning discipline had a more dominant influence (β = 0.576; t = 6.836; p < 0.05) compared to parental support (β = 0.465; t = 5.516; p < 0.05). These findings confirm that strengthening learning discipline needs to be the main focus of educational interventions, in addition to increasing school-family collaboration in creating a learning environment that supports students' academic success.
Assessing socio-scientific reasoning through local water issues: instrument development for preservice elementary teachers Puji Winarti; Sri Haryani; Sri Wardani; Langlang Handayani
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 6 (2025): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i6.871-886

Abstract

The study aims to develop and validate a Socio-Scientific Reasoning (SSR) assessment instrument based on local water issues for preservice elementary teachers. The simplified Research and Development (R&D) method from the Borg & Gall model was used in this study. The development process includes three main stages: preliminary study, instrument development and Validation, and limited trials. The instrument was designed around six key dimensions of SSR and consists of 24 extended-response items, contextualized within a conflict over the distribution of Senjoyo springs in Semarang Regency. Content validation was done through expert review using Aiken's V, while empirical validity and reliability were tested using the Rasch model. The results showed that most questions were valid and reliable, with high internal consistency. The instrument trial with 108 preservice elementary school teachers showed that participants' SSR abilities varied, with the highest achievements in the inquiry and context-bound dimensions and the lowest in the skepticism and affordances of science and non-science considerations dimensions. This study emphasizes developing SSR instruments tailored to local contexts to support critical, reflective, and contextually grounded elementary science learning.
Development of the KIRASA interactive website for exemplary students of grade IV elementary school Jenuri; Ani Nur Aeni; Gamal Abdul Nasir Zakaria; Salsa; Ghaida Mufidah Nuha; Berliani, Irena Okta
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 6 (2025): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i6.928-940

Abstract

This study aims to develop the KIRASA Interactive Website (Kisah Rasulullah SAW) as an innovative learning medium in Islamic Religious Education to address the challenge of low student engagement in learning Islamic history in the digital era. KIRASA is designed to address the challenges of the current digital era in conveying the history of the Prophet Muhammad SAW's leadership in Medina. The approach used is design and development (D&D) with the ADDIE model. This study involved 17 fourth-grade students and Islamic education teachers from SDN Kadujajar III in Sumedang. This website combines multimedia elements, including digital comics, interactive digital books, an attendance system, a collection of prayers, Word Wall-based interactive games, and various other features that can be accessed anywhere and anytime, or flexibly. The media validation results revealed high feasibility with an average score of 95.6% from experts, which explicitly confirmed that this media met quality standards in terms of material, design, and function. In addition, the positive response rate from students reached 91.5%, indicating that this media was very effective and well-received by the target users. The combination of expert validation results and student responses clearly reinforces the position of the KIRASA Interactive Website as an effective and innovative learning tool. Thus, KIRASA becomes a learning alternative that can improve students' understanding of the leadership of the Prophet Muhammad SAW with a more interesting, interactive, and meaningful learning atmosphere in the classroom.
Student perceptions of creativity and information literacy following project-based learning in Indonesian language instruction Kamelia Marsanda Muslim; Putri Awalia Syahra; Aliem Bahri
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 6 (2025): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i6.1083-1100

Abstract

The issue of low levels of creativity and information literacy among elementary school students necessitates an innovative, contextual learning approach. This study aims to describe the level of students’ creativity and information literacy following the implementation of a Project-Based Learning (PjBL) in third-grade Indonesian language instruction at SD Negeri Pao-Pao, Makassar. Employing a descriptive quantitative method, 24 students were selected through purposive sampling. Data were collected using a four-point Likert scale questionnaire designed to assess creativity (fluency, flexibility, originality, elaboration) and information literacy (ability to identify, evaluate, and apply information). Data analysis was conducted using SPSS version 25, including tests of validity and reliability and descriptive statistics. All instruments were found to be valid and reliable, with Cronbach's Alpha values exceeding 0.883. The mean creativity score was 82.04, and the mean information literacy score was 82.06, on a 0-100 scale, indicating that both fell within the "High" category. These findings suggest that after the implementation of PjBL, students demonstrated strong creative abilities and information literacy. Project-based learning fosters active engagement and independent information management among students. The study highlights the potential of PjBL as a pedagogical strategy to support the development of 21st-century skills in elementary education.
Improving pancasila education learning outcomes with the CRT approach for grade V students of SDN 2 Prambanan Sri Suwartini; Putri Zudhah Ferryka; Nela Rofisian; Isna Rahmawati
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 6 (2025): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i6.957-969

Abstract

The present study examines the improvement in Pancasila learning outcomes of fifth-grade students of SD Negeri 2 Prambanan through the application of the Culturally Responsive Teaching (CRT) approach. The research background was based on the low achievement of student learning outcomes, where as many as 74.6% of them obtained scores below the Learning Objective Completion Criteria (KKTP). This condition was derived from the lack of innovation in the learning process carried out by educators, so that students had difficulty understanding the material. This study used the Classroom Action Research (CAR) type with the Kemmis and McTaggart model, which includes four stages: planning, implementation of action, observation, and reflection. The research subjects were all 28 students of grade V SD Negeri 2 Prambanan, consisting of 16 male and 12 female students. Data collection techniques used included observation sheets, learning outcome tests, and documentation. The data analysis technique used was descriptive analysis with a percentage approach. The research results indicated an increase in learning outcomes in each cycle. In cycle I, 18 students (65.8%) achieved mastery, while in cycle II, this figure increased to 25 students (89.2%). These findings indicate that the Culturally Responsive Teaching (CRT) approach can have a significant positive impact on improving students' Pancasila learning outcomes, particularly in recognising local wisdom.
Empowering elementary students’ higher-order thinking and creativity: the role of a problem-solving learning model with mentimeter integration in social sciences Leny Julia Lingga; Siti Quratul Ain; Muhamad Nukman; Chantika Resdayanti; Rizqi Fajar Adi Putra
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 6 (2025): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i6.887-899

Abstract

The present study explores the role of problem-solving learning models integrated with Mentimeter media in empowering higher-order thinking skills (HOTS) and creativity in social sciences learning at the elementary school level. A quasi-experimental, non-equivalent control-group design was used, involving two classes purposively selected. A total of 70 students were enrolled, 34 in the experimental class and 36 in the control class. Data were collected using essay tests that measured students' HOTS and creativity, then analysed using MANOVA after meeting the assumptions of normality and homogeneity. The results yielded a significant difference between the experimental class, taught using the problem-solving model with Mentimeter integration, and the control class, taught using the conventional teaching model, both in HOTS (p < 0.001) and in creativity (p < 0.001). These findings confirm the importance of combining problem-solving pedagogy with interactive technology tools in empowering elementary school students' cognitive and creative skills in social sciences learning.

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