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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 1,896 Documents
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Improving self-confidence and speaking skills in elementary students through action-based learning Ardhian Zahroni; Mohammad Syaifuddin; Khozin
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 1 (2026): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i1.94-105

Abstract

Low self-confidence and limited oral proficiency remain significant hurdles for young language learners, often exacerbated by high affective filters and conventional, non-interactive teaching methods. This study aims to evaluate the effectiveness of Action-Based Learning (ABL), integrated with gamified digital tools, in enhancing English-speaking skills and self-confidence among elementary school students. Drawing on constructivist learning theory and the Affective Filter Hypothesis, the pedagogical framework was operationalized through iterative "act-and-reflect" cycles, supported by digital platforms such as Wordwall, to foster a low-anxiety, high-engagement classroom environment. The research employed a quasi-experimental pretest-posttest control group design involving 50 fifth-grade students (n=25 per group). Data were gathered through standardized speaking tests, Likert-scale questionnaires, and classroom observations, and analyzed using paired and independent t-tests. Findings revealed that the experimental group achieved substantial gains in self-confidence (Mdif = 1.30, p < .001) and English-speaking skills (Mdif = 1.25, p < .001). Post-test comparisons confirmed that the ABL group significantly outperformed the control group in both confidence (t = 4.51, p < .001) and oral performance (t = 3.35, p = .0012). These results provide empirical evidence that experiential "learning-by-doing" tasks and gamification effectively mitigate Foreign Language Speaking Anxiety (FLSA) while bolstering communicative competence and self-efficacy. Consequently, ABL is recommended as a strategic pedagogical tool to evolve traditional instructional methods and foster early language success in elementary contexts.
The effectiveness of using the conversion ladder on the critical thinking skills of grade III students at Elementary School 36 South Pontianak Salsa Wulandari; Agung Hartoyo; Y. Touvan Juni Samodra; Procopio B. Dafun JR
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 1 (2026): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i1.27-41

Abstract

Elementary school students’ critical thinking skills in learning length unit conversions remain relatively low and require concrete instructional support. This study examined the effectiveness of conversion ladder media in improving third-grade students' critical thinking skills at elementary school 36 South Pontianak. A one-group pretest–posttest design was employed with 24 students selected through purposive sampling. Data were collected using a matching test based on six critical thinking indicators proposed by Facione. The Wilcoxon test revealed a significant improvement (p = 0.001 < 0.05), with mean scores increasing from 30.83 (pretest) to 76.46 (posttest). An effect size of 1.95 indicated a high level of effectiveness. These findings demonstrate that conversion ladder media effectively enhance elementary school students’ critical thinking skills in mathematics.
From silence to curiosity: outdoor science learning and students’ courage to ask questions in rural communities Maria Senisum; Wahyuni Purnami; Rizkia Suciati; Siti Nor Amira Bt Baharudin
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 1 (2026): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i1.58-68

Abstract

Students residing in rural communities require conducive learning environments to cultivate the courage to ask questions in the learning process. The act of posing inquiries signifies the capacity to transcend a conventional and rigid learning environment. This research objective is to determine whether outdoor learning methodologies increase students' willingness to ask questions in science learning in rural communities. This quantitative descriptive study examined 51 elementary students residing in rural communities. Data on students' question-asking skills were collected through five distinct items. The data were collected using two techniques: observation and interviews. The results indicated that 61.3% of students demonstrated the ability to formulate questions spontaneously, 52.1% exhibited a capacity to respond to their peers' inquiries, 39.5% exhibited confidence when posing questions, 33.1% of questions were pertinent to the context of the material, and 32.5% of students employed standard Indonesian in their questioning. The utilisation of outdoor learning methodologies in scientific education can address students' tendency in rural communities to be reticent about seeking knowledge. However, developing an outdoor learning design that provides enhanced support for these students is imperative to foster their confidence in asking questions and to prevent bullying.
Development of a project-based home materials model in science learning to enhance students' creative disposition Nanang Rahman; Nursina Sari; Hafiza Abas
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 1 (2026): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i1.42-57

Abstract

This study develops and evaluates the feasibility of a Project-Based Home Materials (PjBL-HM) model in science learning to enhance students' creative disposition at the elementary level. Creative disposition—comprising inquisitiveness, persistence, imagination, collaboration, and discipline—is a crucial 21st-century competence. However, conventional science instruction often lacks contextualization, active engagement, and opportunities for creative thinking. The PjBL-HM model integrates household materials into science projects, providing a low-cost and locally relevant alternative for schools with limited laboratory infrastructure. Employing the Educational Design Research (EDR) method, the model was validated by experts and tested with 28 fifth-grade students for practicality, and with two groups (VA and VB, 28 students each) for effectiveness. Data were collected through expert validation sheets, observation checklists, student questionnaires, and pre-/post-tests using a creative disposition scale. Results showed that the model had high levels of content and construct validity (average scores of 3.87 and 3.85, respectively). The practicality test yielded an average score of 4.27, indicating strong student engagement and ease of implementation. The effectiveness analysis based on N-gain scores implied that the experimental group (VA) achieved a higher mean N-gain (0.76) than the control group (VB) (0.45), indicating a substantially greater improvement in students’ creative disposition. These findings indicate that the PjBL-HM model is valid, practical, and effective in fostering creative dispositions through contextualized, project-based science learning using everyday materials.
Cultural and digital literacy in rural indonesian elementary schools: a case study from Melawi Mastiah; Mardiana; Rokiah Paee; Tri Marhaeni Pudji Astuti; Muhammad Akip
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 1 (2026): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i1.69-83

Abstract

The present study examines the implementation of cultural and digital literacy in elementary schools in Melawi Regency, Indonesia, a rural area rich in cultural traditions, yet constrained by limited digital infrastructure. This study addresses a gap in previous research, which has not explored the relationship between these two forms of literacy within rural school contexts. This research aims to analyze the implementation of cultural and digital literacy by examining teacher training, classroom practices, the availability of learning resources, and the integration of folklore into instruction. Using a qualitative case study design, data were collected from 22 schools through classroom observations and semi-structured interviews with 22 principals and 22 teachers. The data were analyzed using descriptive qualitative analysis supported by a coding process applied to interview transcripts and observation notes. The findings indicate that: (1) teacher training remains limited, with only 15 schools participating in short district-level workshops; (2) cultural literacy was present in a majority of schools, with folklore integrated into learning activities in 13 out of 22 schools, although the frequency of use varied; and (3) digital literacy has not yet developed due to unstable electricity, weak internet connectivity, and limited opportunities for student engagement. This study contributes to the literature by demonstrating how cultural literacy continues to develop despite digital constraints and filling a research gap concerning the integration of cultural and digital literacy in rural elementary schools.
Game-based learning intervention: the effect of baamboozle on science learning interest in primary education Safrizal; Reva Selpia; Kavita Arafah; Jamiu Temitope Sulaimon
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 1 (2026): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i1.15-26

Abstract

This study aims to analyze the effectiveness of the educational game Baamboozle as a gamification intervention in enhancing learning interest in Science and Social Studies (IPAS) among fifth-grade primary school students. This research is motivated by the existing challenge of low student interest and engagement in IPAS, often exacerbated by the dominance of conventional teaching methods, which fail to counter student apathy and concentration decline, particularly during post-recess sessions.The methodology adopted was quantitative, quasi-experimental, with a nonequivalent control group posttest-only design, and a total sample of 45 students from the accessible population.Data was collected via a 20-item Likert scale questionnaire (Cronbach’s alpha = 0,956). The results demonstrate that the experimental group achieved a higher mean score (M = 75.82) than the control group (M = 57.27).The t-test yielded t(43) = 0,000, p < .001, confirming a significant difference in learning interest. The effect size was calculated as Cohen’s d = 5.14, indicating a large effect. This suggests that Baamboozle serves as an interactive, collaborative tool that supports student engagement, aligning with constructivism and the ARCS motivation model. This research contributes to educational science by providing empirical data regarding the use of accessible digital gamification to foster learning interest in primary education.
Transformation of english listening learning in second grade elementary school through the Total Physical Response (TPR) method Berliana Fika Meysa Ayu Widuri; Abdurrohman Muzakki; Heru Wardana Yoga; Nagoor Meera Abdullah; Deny Pradana Saputro
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 1 (2026): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i1.84-93

Abstract

Listening comprehension is a fundamental skill in early foreign language learning; however, it is often underdeveloped in elementary classrooms due to low student engagement and conventional instructional practices. This study aims to examine the effectiveness of the Total Physical Response (TPR) method in improving English listening comprehension among second-grade elementary school students. A quasi-experimental nonequivalent control group pretest–posttest design was employed involving 60 students from an elementary school in East Jakarta, Indonesia. The participants were divided into an experimental group (n = 30) that received TPR-based instruction and a control group (n = 30) that received conventional instruction over four weeks. Quantitative data were collected via listening comprehension tests and analyzed using independent-samples t-tests. The results indicated that the experimental group achieved significantly higher posttest scores (M = 80.17) than the control group (M = 68.50), t(58) = 3.25, p = .003, with a large effect size (Cohen's d = 0.84). These findings suggest that TPR is an effective and developmentally appropriate approach for enhancing English listening comprehension in early elementary education.
Profile of science process skills of elementary teacher education students in science learning at primary schools Fitriyeni; Dea Mustika; Bella Kurnia Sari; Dara Muslimah
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 1 (2026): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i1.106-121

Abstract

Science process skills are essential for prospective educators today, especially in the subject of IPAS (Integrated Science and Social Studies). The purpose of this study is to describe the science process skills of PGSD (Primary School Teacher Education) students in science learning at elementary schools. This research employs a quantitative descriptive method. The data was obtained through the analysis of student practical assignments in the elementary school science education course involving 113 students in the 2024/2025 academic year. The results of the study show that students achieved an excellent category in the observing indicator (89%); a good category in the questioning and predicting indicators (85%), planning and conducting investigations (80%), and communicating results (80%). However, students were only in the fair category for the processing and analyzing information indicator (72%) and the evaluating and reflecting indicator (75%). This condition is attributed to students not being adequately trained in processing and analyzing information, as well as in evaluating and reflecting on observational results—skills that require critical thinking to connect learned concepts. These findings indicate the need to strengthen learning to train students' critical thinking skills in science education.
The effect of traditional congklak game-based learning on the numeracy achievement of second-grade elementary students Beti Istanti Suwandayani; Lala Jelita Ananda; Rivatul Ridho Elvierayani; Erna Yayuk; Dyah Worowirastri Ekowati; Trisniawati; Zulkifley Bin Mohamed
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 1 (2026): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i1.1-14

Abstract

This study examines the effect of traditional game-based learning with Congklak on numeracy achievement among second-grade elementary students. The study addresses the limited availability of experimental evidence on culturally grounded, non-digital games for early numeracy instruction. A pre-test–post-test control-group design was employed with 60 students (aged 7–8 years) from a public elementary school in Indonesia. Participants were assigned to either an experimental group receiving Congklak-based numeracy instruction or a control group receiving conventional textbook-based instruction for four weeks. Numeracy achievement was measured using the Numeracy Achievement Test (NAT), consisting of 30 dichotomously scored items covering number recognition, counting skills, and logical reasoning (score range 0–100; reliability coefficient α = 0.82). Data were analyzed using paired-samples and independent-samples t-tests. Results indicated significant pre-test–post-test improvement in both groups (p < .001). However, the experimental group achieved higher post-test scores (M = 78.47, SD = 6.92) than the control group (M = 66.13, SD = 7.25), with a statistically significant between-group difference, t (58) = 4.96, p < .001, d = 1.27. These findings suggest that integrating traditional Congklak-based activities into mathematics instruction can support early numeracy development through culturally responsive and play-based learning experiences.
Analysis of bachelor students’ perspectives from the pedagogical department on academic challenges in school education Aryanti; Ghany Taufik Sidik; Rianita Puspitasari
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 2 (2026): April
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i2.214-229

Abstract

Elementary school education in Indonesia faces academic challenges, including curriculum changes, uneven teacher competence, limited facilities, and low student motivation, which affect learning effectiveness. Previous studies have mainly examined these issues from teachers or policymakers, while limited research explores the views of bachelor’s students from the pedagogical department enrolled in the primary school teacher education program as prospective elementary school teachers. This study addresses this gap by analyzing their perspectives on academic challenges in Indonesian elementary schools. This study used a qualitative approach involving 22 undergraduate students from the pedagogical department in the primary school teacher education program at a public university in Bandung, Indonesia, selected through purposive sampling. Data were collected through in-depth interviews and analyzed using thematic analysis. The findings reveal five main challenges: curriculum changes and relevance, teacher competence and availability, teaching and learning implementation issues, student potential and learning attitudes, and limitations in educational facilities and infrastructure. These results indicate that academic challenges in elementary school education are multidimensional and related to human resource capacity and policy implementation. The study provides insights for developing adaptive and inclusive policies to improve elementary school learning in Indonesia.

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