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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
 184   185   186   187   188 
ARES (Augmented Reality-Ethnoscience): development of digital learning media to improve critical thinking ability in elementary school students Zidni Alfian Barif; Apnorlince Paulus; Raihatul Jannah; Alwiana Hamidah Nugroho; Nabila Ariiqah
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.v15i1.163-179

Abstract

The 21st century presents various global challenges that require the development of students’ critical thinking skills; however, the lack of contextual digital media to support ecosystem observation has contributed to low levels of students’ critical thinking ability. This study aims to develop and examine the effectiveness of ARES, an Augmented Reality digital learning media integrated with the ethnoscience of Perelek Runtah, in improving students’ critical thinking skills. The research employed the ADDIE development model (Analyze, Design, Develop, Implement, and Evaluate) using validation sheets, critical thinking tests, and questionnaires, with a sample of 24 fifth-grade elementary school students. The media trial was conducted using a quasi-experimental one-group pretest–posttest design across four learning sessions. Expert validation results obtained a score of 88% (very feasible), while the average posttest score (56.0) was higher than the pretest score (29.9). A paired-sample t-test showed a significant difference between pretest and posttest scores (p = 0.000 < 0.05), and the N-Gain value of 0.37 indicated a medium improvement. Student response results showed an average score of 82.91% (Highly Practical). Therefore, it can be concluded that ARES is effective in improving students’ critical thinking skills and is recommended for use in elementary school science learning.
The relationship between pedagogical competence and teacher self-efficacy on the ability to implement differentiated learning in public elementary schools Agustin Nurochmah Hayati; Firmansyah; Anwar Novianto; Muhammad Alfatih Panatagama
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.v15i1.122-136

Abstract

This study examines the relationships among pedagogical competence, teacher self-efficacy, and the ability to implement differentiated learning among public elementary school teachers in Cluster 04, Jetis. The study employed a quantitative correlational design with an ex post facto approach. The study population comprised all teachers in public elementary schools in Cluster 04 Jetis and was drawn using simple random sampling. The instrument was a closed questionnaire that had been tested for validity and reliability. Data analysis was conducted using multiple linear regression. The results indicate that pedagogical competence and teacher self-efficacy are significant predictors of differentiated learning implementation, both as partial and as simultaneous predictors. In the partial analysis, pedagogical competence emerged as a strong positive predictor (b = 1.301, p < .05), whereas teacher self-efficacy exhibited a significant negative relationship (b = -.543, p < .05). The simultaneous test yielded a significant model (F = 62.271, p < .05), with a coefficient of determination (R2) of .762, indicating that the two variables collectively account for 76.2% of the variance in differentiated learning implementation. These findings suggest that while high pedagogical mastery is essential for adaptive instruction, general professional confidence without technical calibration may not yield optimal results. This research strengthens the scientific basis for teacher capacity development to improve the quality of adaptive learning in elementary schools.
A hybrid systematic review and bibliometric analysis of character education in science and social studies Fadilla Aisah Nurikhsani; Wasino Wasino; Eko Handoyo; Sarwi Sarwi
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.v15i2.518-539

Abstract

Character education is increasingly crucial amid growing social complexity. However, its integration within science and social studies remains fragmented. This study aims to map research trends, identify dominant character values, and examine key gaps in this field. A hybrid approach combining a systematic literature review and bibliometric analysis was applied to 131 Scopus-indexed articles (2016–2025). The findings reveal a growing body of research with a fragmented yet interconnected intellectual structure. Five categories of character values were identified, with social–civic and moral–ethical values as the most dominant, followed by scientific, environmental, and social–emotional values. Six main pedagogical approaches were integrated learning, project-based learning, and citizenship-based approaches. Key gaps include the absence of an integrated conceptual framework, limited use of experimental and longitudinal designs, and insufficient development of context-sensitive character assessment tools. These findings highlight the need for more integrated models, rigorous research designs, and practical strategies to support effective character education in science and social studies.
Innovation of student worksheet (lkpd) based on geblek renteng local wisdom for grade V elementary school students Nova Riswanti; Annery Fienta; Ali Mustadi; Sammy Enggar Patalatu
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.v15i2.414-428

Abstract

Integrating local wisdom into student worksheets (LKPD) helps learners connect with their surrounding culture, fostering a deeper sense of appreciation and pride in their regional heritage. This study aimed to develop student worksheets that integrate the local wisdom of Geblek Renteng into the economic concepts taught in the Indonesian language curriculum, using concrete examples from students' immediate surroundings. The participants in this research were 15 fifth-grade elementary school students. This study employed the ADDIE Research and Development (R&D) model, which encompasses five systematic phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. Data were collected through observations, interviews, needs analysis questionnaires, and validation surveys administered to media and subject matter experts, alongside feedback forms for teachers and students. The gathered data were subsequently evaluated using quantitative descriptive analysis techniques. Validation results from subject matter and media experts indicated that the product is "Highly Feasible," achieving average scores of 83% and 87%, respectively. Furthermore, responses from teachers and students classified the product as "Highly Practical," with average scores of 94% and 97%, respectively. Ultimately, it can be concluded that the newly developed worksheets based on the Geblek Renteng local wisdom are both feasible and practical for implementation in the learning process.
Articulate storyline-based multimedia development to improve the mathematical representation skills of grade V elementary school students Kinanti Adlina; Tri Suryaningsih
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 3 (2026): June
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i3.592-606

Abstract

This research is motivated by the limited use of interactive multimedia, specifically designed to improve elementary school students' mathematical representation skills in integer operations materials. Previous studies have generally focused on improving learning outcomes without emphasizing mathematical representation as a key competency. Therefore, this study aims to develop and test the effectiveness of Articulate Storyline-based multimedia specifically designed to support students' mathematical representation abilities. This research uses the Research and Development (R&D) method with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The study subjects were elementary school grade V students (n = 34) with an evaluation design using a one-group pretest–posttest. The primary instrument was a mathematical representation test, constructed based on NCTM indicators and operationalized as items assessing students' abilities to translate, interpret, and construct representations. The product's feasibility was validated by content experts (80%), subject matter experts (80%), media experts (97%), and field practitioners (96%), indicating that multimedia was in the very feasible category. The students' response to the product's practicality was also very good, with an average score of 96.42%. The results of the effectiveness test showed a significant improvement in students' mathematical representation abilities after using multimedia (p < 0.001), indicating that the product is not only feasible and practical but also pedagogically effective. The novelty of this research lies in the development of interactive multimedia in Articulate Storyline that explicitly integrates mathematical representation indicators into content design and learning activities. These findings make a practical contribution to the development of technology-based mathematics learning media aimed at strengthening the mathematical representation competence of elementary school students.
Developing a multicultural education-based assessment instrument for Indonesian language learning in fourth-grade elementary schools Ani Satul Inajati; Ngatmini; Asrofah
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 3 (2026): June
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i3.607-622

Abstract

This study developed a multicultural education-based assessment instrument for fourth-grade Indonesian language learning that integrates reading-comprehension assessment with indicators of tolerance, empathy, cooperation, and cultural appreciation. A research and development design adapted from Gall et al. was implemented in eight stages: needs analysis, information gathering, product design, expert validation, revision, limited trial, product refinement, and field implementation. The study involved three experts, five Grade IV teachers, and 108 students across the development stages; the final implementation and student response testing involved 77 students from three elementary schools in Semarang. The final product consists of an assessment blueprint, reading-comprehension tasks, and a multicultural attitude rubric. Expert validation yielded an overall mean of 92%, indicating high validity. Teacher practicality testing reached 96%, indicating that the instrument was feasible and easy to use. Student responses yielded a mean score of 92.3%, interpreted as high acceptability and perceived usefulness rather than evidence of causal learning gains. The instrument provides teachers with a curriculum-aligned assessment tool for linking Indonesian language learning with multicultural character development, while further comparative and longitudinal testing is recommended.
Implementation of contextual learning to strengthen the character of gotong royong and understanding of Toraja culture in elementary schools Harmelia Tulak; Alexander Pakiding; Topanus Tulak; Natalya Banne
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.v15i2.304-313

Abstract

Globalization has weakened the younger generation's attachment to local culture, including the value of mutual cooperation, which is a crucial part of character education. Elementary schools play a strategic role in reinstilling these values through contextual, meaningful learning. The Tongkonan concept is presented as a learning innovation based on Toraja culture to strengthen students' character and cultural understanding from an early age. This research aims to strengthen the character of mutual cooperation and increase students' understanding of Toraja culture as part of local identity. The research method uses a quantitative approach with a one-group pre-test-post-test quasi-experimental design. The research subject was grade VI elementary school students. Core activities include a miniature Tongkonan-making project and a field visit to the Tongkonan site. This program involves teachers and local community leaders as companions to the activity. Data collection techniques include participatory observation, pre- and post-tests, interviews, and assessment of student activity results. The results of the study show that contextual learning grounded in Toraja culture is effective in strengthening elementary school students' character and understanding of Toraja culture, fostering mutual cooperation.
Development of an interactive heyzine flipbook e-module for ipas with a deep learning approach in elementary schools Faizal; Khoirunnisa; Hendra Budiono; Violita Zahyuni; Michael Escaros Mananghaya
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.v15i2.343-353

Abstract

This research aims to develop an interactive e-module using Heyzine flipbook integrated with a deep learning approach for the IPAS (Science and Social Studies) subject in elementary schools. The deep learning approach in this study refers to a pedagogical strategy that emphasizes conceptual understanding, meaningful learning, and active student engagement. The e-module was developed using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Validity was assessed by three experts (media, content, and language) using a Likert-scale questionnaire, while practicality was evaluated by one teacher and 26 fourth-grade students through response questionnaires. The results showed an average validity score of 4.7 (highly valid) and an average practicality score of 4.69 (highly practical). Based on these findings, the developed e-module is declared valid and practical, thus feasible for use in the learning process. Further research is needed to examine its effectiveness in improving student learning outcomes.
When history begins to be taught:  an analysis of shifting historical representations in Indonesian primary school textbooks Nanang Suryana; Didin Saripudin; Abdul Razaq Ahmad
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.v15i2.429-446

Abstract

History education in Indonesian primary schools has been reconfigured following the transition from the 2013 Curriculum to the Merdeka Curriculum, particularly through the shift from Social Studies (IPS) to Natural and Social Sciences (IPAS) as the main subject area in which historical content is introduced. This study examines changes in historical representation across official primary school textbooks under the two curricula. Using a qualitative descriptive design with content analysis, the study analyzes government-issued textbooks published by the Ministry of Education, Culture, Research, and Technology, covering Grade 4–6 IPS textbooks in the 2013 Curriculum and Grade 3–6 IPAS textbooks in the Merdeka Curriculum. The units of analysis include historical narratives, visual representations, and learning activities presented within themes and chapters that contain historical content. To enhance credibility, the analysis was conducted systematically through cross-checking between textbook content, curriculum documents, and relevant policy texts. The findings show that the 2013 Curriculum textbooks primarily emphasize national narratives, heroic figures, and political history, with learning activities tending to focus on reading comprehension and factual recall. In contrast, the Merdeka Curriculum textbooks introduce history earlier through family history, local traditions, community experiences, and context-based inquiry, while Grade 6 expands the discussion to colonialism, independence, and nationalism through a more reflective approach. These findings indicate that curriculum reform has reshaped not only the structure of school subjects but also the pedagogical orientation of history education in primary schools, shifting it from transmissive, national-narrative-based instruction toward a more contextual, inquiry-oriented, and reflective model. This shift has important implications for the development of inclusive history textbooks and for strengthening teachers' capacity to connect local, national, and civic historical learning from an early age.
The kodály method and angklung: an engaging way to enhance music notation reading skills among PGSD students Hikmawati Usman; Andi Ihsan; Sayidiman; Abidinova Laziza
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.v15i1.151-162

Abstract

This study examines the effectiveness of implementing the Kodály method, integrated with the Angklung as a learning medium, in enhancing the music notation reading skills of PGSD (Elementary School Teacher Education) students. The research employed a quasi-experimental method with a pre-test-post-test control group design. It involved 30 fourth-semester students from a university in Makassar, who were randomly assigned to experimental and control groups. The research instrument was a music notation reading test validated by an expert. The results indicated a significant improvement in the experimental group, with an average gain score of +31.6 (a 67.7% increase). While the control group showed an average increase of only 11.4% (21.2%). These findings demonstrate that integrating the Kodály method with the Angklung is more effective than the conventional method in enhancing music literacy. This study demonstrates that an experiential, culturally contextual approach is essential in teacher education to develop creative and applicable musical competencies.

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