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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
Implementation of character values in project activities for Phase C primary school students in South Sulawesi Rahma Ashari Hamzah; Sitti Mania; Andi Achruh; St. Syamsudduha
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.v14i6.1063-1082

Abstract

The purpose of this study is to identify the implementation of character values through the execution of project activities, which serves as a case study for Phase C primary school students at SD Inpres 100 Dare Bunga-Bungae, Soppeng Regency, South Sulawesi. The research employed a qualitative descriptive approach, with data obtained from the principal, teachers, and students at the elementary school. Data were collected through interviews, observations, and documentation. Data analysis followed the Miles and Huberman model, which consists of four components: data collection, data reduction, data display, and conclusion drawing. The findings indicate that the project was implemented in accordance with the established guidelines, covering the introduction, contextualization, action, reflection, and follow-up stages. The character values reinforced through this project include faith and devotion to God Almighty, global diversity, collaboration, and creativity. The project's outcome was a performance of traditional dances from various regions, presented during the exhibition. Therefore, the project's implementation serves as a platform for elementary school students to develop their competencies and strengthen their character in line with the Pancasila student profile, ultimately contributing to achieving national education goals.
Integrating local culture into IPAS learning: A culturally responsive teaching approach in elementary school Avhiony Puspa Sari; Kumalasani, Maharani Putri
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.v14i6.941-956

Abstract

Education in the era of globalization faces various challenges, including accommodating cultural diversity, particularly students' diverse cultural backgrounds. This study explores the implementation and integration of local culture through a Culturally Responsive Teaching approach in science and social studies (IPAS) lessons for fourth-grade students at SDN Junrejo 1, Batu. Through Hernandez's theoretical perspective, which covers five aspects, namely: content integration (combining material with cultural context), facilitating knowledge construction (constructing knowledge according to cultural background), reducing prejudice (reducing bias on differences), social Justice (becoming agents of change), and academic development (helping students achieve academic success). This study used a descriptive qualitative research method. The subjects in this study included teachers and fourth-grade students at SDN Junrejo 1, Batu. The results of this study indicate that the school's efforts to develop culture-based activities and the fourth-grade teachers' efforts to integrate local culture into IPAS learning have made learning relevant and meaningful. The conclusion of this study shows that integrating local culture into IPAS learning can help students understand scientific and social concepts in context. With the school's support, students are motivated to recognize, appreciate, and preserve their culture. This study provides a new contribution to implementing Culturally Responsive Teaching (CRT) practices based on Hernandez's five aspects in the context of science and mathematics learning, a topic rarely discussed comprehensively.
Development of geometry teaching materials based on RME in the context of the perahu baganduang tradition Sri Marlini; Jesi Alexander Alim; Zetra Hainul 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.v14i6.970-983

Abstract

This research aims to improve the mathematical communication skills of grade V elementary school students in mathematics subjects through geometry teaching materials based on Realistic Mathematics Education (RME) with the context of baganduang boats. This teaching material was developed on building flat and curved side spaces by emphasizing the relationship of mathematical concepts with daily life, so that abstract ideas are easier to understand. The research uses the Plomp model development method, which consists of three stages, namely preliminary research, prototyping phase, and assessment phase. In the initial stage, literature studies, curriculum analysis, and student needs are identified. Furthermore, the prototype of teaching materials that includes teacher books and student books is validated by three validators, then tested through one-to-one, small groups, and revisions according to field input. The final stage is in the form of a large group trial to assess the practicality and effectiveness of the teaching materials. The validation results show an average score of 0.89 (very valid). The practicality test obtained a score of 94.22% from students and 98.13% from teachers in small groups, as well as 95.8% from students and 99.16% from teachers in large groups (very practical). Effectiveness was shown through the N-Gain test of 0.8 (high category) with a percentage of 82.6% (effective). The score of mathematical communication ability increased from 45.6 (pretest) to 88.3 (posttest) with an average increase of 42.78 (sufficient category). Thus, RME-based geometry teaching materials in the context of baganduang boats have proven to be valid, practical, and effective in improving mathematical communication of elementary school students
Weaving harmony from the classroom: A religious moderation-based classical guidance module as a preventive strategy against toxic positivity in elementary schools Hadiarni; Rafsel Tas’adi; Wenda Asmita; Yosi Lestia
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.v14i6.1101-1113

Abstract

Toxic positivity, the pressure to always think positively and deny negative emotions, is now emerging even in elementary school-aged children. This phenomenon may hinder emotional health and communication openness. This study aims to develop a classical guidance module grounded in religious moderation to reduce toxic positivity among elementary students. This study uses a 4-D model development research approach (Define, Design, Develop, Disseminate). However, this research only reached the development stage. The study was conducted at SDN 01 Lima Kaum, Tanah Datar, with a sample of 39 students from the fifth and sixth grades, selected using purposive sampling. Data were collected through questionnaires and interviews and were subsequently analysed descriptively and quantitatively. The results showed that 51% of students experienced toxic positivity in the high to very high category. The developed module was validated by experts, achieving a validity score of 76% (categorised as "valid"). It was subsequently revised in response to validator input on language simplification, the addition of contextual examples, and the integration of religious moderation values. These findings demonstrate the urgency of early intervention grounded in moderate religious values to foster healthy emotional literacy in children. Consequently, this module guides classroom teachers to achieve balance and address negative emotions to support students' mental health.
Social emotional well-being: What we do and its impact on development? - A literature review Devi Risma; Hendriati Agustiani; Aulia Iskandarsyah; Ratna Jatnika
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.v14i6.984-997

Abstract

Social-Emotional Well-Being (SEWB) is an integral part of a child's development that affects learning readiness, academic success, and long-term psychological well-being. This article examines the impact of SEWB on child development and the approaches that can be taken to improve it, especially in early childhood. The method used was a systematic literature review of articles published between 2010 and 2023, focusing on early childhood SEWB. The technique used was a systematic literature review of 11 articles published between 2010 and 2023, focusing on early childhood SEWB. The research results imply that strategies to improve effective SEWB include increasing physical activity, interaction with nature, art education, a holistic curriculum, and a positive emotional relationship among children, teachers, and parents. SEWB is closely related to mental health, which affects social abilities, academic achievement, and the formation of positive emotions and children's character. In conclusion, this literature review confirms that various efforts to improve children's social-emotional well-being, such as physical activity, engagement with nature, art education, a holistic curriculum, and positive emotional relationships with parents and teachers, have been shown to have a significant impact on children's development. These strategies not only strengthen social and emotional abilities but also improve learning readiness, academic achievement, and long-term psychological well-being. Thus, Social-Emotional Well-Being in children is an essential foundation for optimal growth and development and for future success.
Internalisation of the bedience values to the Baladang-Bakabau tradition in social studies learning Yuliantoro; Dewi Liesnoor Setyowati; Thriwaty Arsal; Apik Budi Santoso
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.v14i6.900-915

Abstract

Environmental damage resulting from declining public awareness has prompted the need for solutions based on local traditions. Tradition is a cultural practice that regulates communal living patterns in an orderly manner. The Baladang-Bakabau tradition is an artistic practice that embodies the value of obedience in maintaining the balance of the social and natural environment. This study aims to uncover the perfection of the obedience values within this tradition and formulate a concept for character education to be integrated into social studies learning. The study used a qualitative approach with data collection techniques through interviews with traditional elders, traditional figures, and village heads; observation of the practice of obedience values; and photo documentation of the research objects and literature review. The research results indicate that the obedience values within the Baladang-Bakabau tradition have been internalised through behaviours of togetherness (mutual respect, helping, and sacrificing), cooperation (mutual understanding, sharing roles, and building closeness), and responsibility (cooperation and deliberation). These values provide an answer to the problem of environmental damage and have the potential to be conceptually transformed into social studies learning materials and examples to strengthen students' character education.
Developing an e-student worksheet on natural disasters to train elementary school students' scientific reasoning and environmental sensitivity Putu Eka Suarmika; Nuris Hidayat; Mufarrahatus Syarifah; Afira; Nurul Arifa
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.v14i6.998-1010

Abstract

An understanding of natural disasters that may occur in the environment around students is expected to facilitate their scientific reasoning by enabling them to explain natural phenomena using knowledge. This study aims to test the effectiveness of Science Student Worksheets on natural disasters in improving scientific reasoning skills and environmental sensitivity among fifth-grade Elementary School students. The research method used is the 4D Research & Development model. The results of the study show that the developed product is valid, effective, and practical in improving scientific reasoning skills and environmental sensitivity. The digital platform is an effective solution for 21st-century learning that focuses on enhancing high-level thinking skills and utilising digital learning technology.
Cultivating critical thinking: the development and impact of PBL worksheets in elementary science learning Tri Damayanti; Herpratiwi; Fatkhur Rohman; Nurhanurawati
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.v14i6.1011-1025

Abstract

This study was motivated by the low level of critical thinking skills among primary school students in science learning, which requires innovation in teaching materials. The purpose of this study was to develop and test the effectiveness of Student Worksheets based on Problem-Based Learning (PBL) to improve critical thinking skills in the subject of 'Light and Its Properties'. Research and Development (R&D) were conducted using the ADDIE model and a quasi-experimental design. The research subjects consisted of 52 fifth-grade elementary school students, divided into experimental and control groups. The research instruments included essay tests, observation sheets, and assessment rubrics. Expert validation results showed that the Student Worksheet was deemed highly valid in terms of media (4.58), valid in terms of material (4.44), and valid in terms of language (4.46). The effectiveness test results proved that the experimental class experienced a significant increase in all critical thinking indicators (total score of 20.9) compared to the control class (14.1). Statistical tests (p < 0.001) and effect sizes (Cohen's d = 1.65-2.45) confirmed that this improvement was statistically significant and had a large effect. It was concluded that PBL-based Student Worksheets were effective in fostering critical thinking skills in primary school students and were recommended for use in science learning.
Analysis of PGSD students' perception of the implementation of STEAM in learning literacy and numeracy Elok Fariha Sari; Yl Sukestiyarno; Wiwi Isnaeni; Sarwi
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.v14i6.1026-1036

Abstract

The STEAM approach is closely related to 21st-century skills that accommodate innovation in thinking and skills so as to create superior learning outcomes. This study aims to present the results of a descriptive survey on the application of STEAM in numeracy literacy learning in PGSD students. The method in this study uses a quantitative descriptive method supported by a survey through a questionnaire on Google Form and a WhatsApp Group. The subjects of this study are 81 PGSD students. The results of the study showed a significant gap in students' perceptions of STEAM implementation, namely that 55.6% of students already understood the STEAM approach; on the other hand, only 34.6% of students in the category agreed to integrate numeracy concepts with STEAM components. Meanwhile, 66.3% of students believe that STEAM can help students develop problem-solving skills in numeracy. It is necessary to strengthen STEAM-based learning to encourage numeracy literacy skills.

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