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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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The relationship between critical thinking and problem-solving skills in social studies among primary school students Uus Kuswendi; Bunyamin Maftuh
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.v15i2.354-368

Abstract

Critical thinking skills contribute to the development of problem-solving skills. Therefore, when students use problem-solving skills, they are also using their critical thinking skills. This study aims to analyze the relationship between critical thinking skills and problem-solving skills of primary students. The study used a quantitative, correlational approach and involved 81 students from four primary schools in Cilacap. The research instrument consisted of a critical thinking test based on Facione's indicators, covering interpretation, analysis, evaluation, inference, and explanation, and a problem-solving questionnaire based on Polya's four steps. The four steps consist of understanding the problem, planning a solution, implementing a strategy, and evaluating the results. Data were analyzed using Spearman's rank correlation because neither variable was normally distributed. The results reveal that critical thinking skills and problem-solving skills were in the good category. The Spearman correlation test yielded a coefficient of 0.914 and a significance level of 0.000, indicating a very strong, unidirectional relationship between the two variables. This finding confirms that improving critical thinking skills aligns with improving problem-solving skills, especially in the context of Social Studies, which demands analysis of social issues, logical reasoning, and evidence-based decision-making. The research results are expected to serve as a basis for teachers and schools in designing learning that is more reflective, contextual, and oriented towards strengthening students' critical thinking skills.
The effectiveness of the SEPTIA model integrating Taneyan Lanjhang local values on elementary students’ social-cultural literacy Nanda Septiana; Wahono Widodo; Ganes Gunansyah; Gül Erkol Bayram
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.v15i3.576-591

Abstract

This study aims to evaluate the effectiveness of the SEPTIA model (Solving Education through Problem, Tradition, and Indigenous Approach) in enhancing fourth-grade students’ socio-cultural literacy in elementary natural and social science studies (IPAS). The model integrates Problem-Based Learning (PBL) with the local cultural values of Taneyan Lanjhang to develop four dimensions of socio-cultural literacy: intellectual (analysis of social issues), social (empathy and tolerance), cultural (appreciation of local values), and collaborative (cooperative problem-solving skills). A quasi-experimental pretest–posttest control-group design was implemented, involving 50 fourth-grade students from two elementary schools in Pamekasan (25 in the experimental group and 25 in the control group). Data were collected using a validated socio-cultural literacy test and structured observation sheets, and were analyzed through paired-sample t-tests, independent-sample t-tests, and Cohen’s d effect size. The results indicate that the experimental group demonstrated a statistically significant improvement in socio-cultural literacy scores compared to both their pre-test performance and the control group (p < .001). The mean score increased from 59.39 to 77.03 in the experimental group, whereas the control group exhibited a comparatively smaller gain. The effect size was large (d = 1.72), indicating a substantial impact of the SEPTIA model. All four dimensions of socio-cultural literacy improved, with the most pronounced gains observed in the social and cultural dimensions. These findings suggest that integrating local cultural values into a PBL framework is an effective pedagogical strategy for enhancing students’ socio-cultural literacy. This study advances culturally responsive and context-based instructional models in elementary education, particularly by fostering social and cultural competencies alongside cognitive development.
Backround of the Study Teachers’ Strategies for Implementing the Merdeka Curriculum in Elementery Schools in 3T Areas : A literature Review bintan jahara; Mahpudin; Yuyun Dwi Haryanti; Mat Rahimi Yusof
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.v15i2.540-560

Abstract

This study is motivated by educational disparities in 3T areas (disadvantaged, frontier, and outermost regions), which are characterized by limited infrastructure, restricted access to technology, and insufficient teacher competence in implementing the Merdeka Curriculum. These conditions necessitate the development of adaptive, context-specific learning strategies. This study aims to analyze adaptive teaching strategies and examine the relationships among contextual challenges, pedagogical adaptation, instructional strategies, and their implications for teaching practices. The study employs a Systematic Literature Review (SLR) approach based on 15 relevant scholarly articles. The findings indicate that the dominant strategy is contextual learning (26.7%), followed by Project-Based Learning (20%) and differentiated instruction (13.3%). These results suggest that teachers develop flexible strategies by utilizing local contexts and adapting instructional methods accordingly. Furthermore, this study proposes a conceptual model that illustrates the dynamic relationships among contextual challenges, pedagogical adaptation, instructional strategies, and learning implications. The model highlights that adaptive teaching strategies serve as a mediating mechanism in implementing the Merdeka Curriculum in 3T areas, and underscores the importance of strengthening teachers' adaptive competencies.
Value in Wayang Sukuraga as material for fiction texts in elementary school Yoesrina Novia Vini Syafitri; Mamat Supriatna; Hazrul Affendi Mohmad Razali; Suciati Nur Apriyati
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.v15i2.369-385

Abstract

Wayang Sukuraga is a traditional Sundanese art that visualizes human body parts as symbolic figures laden with moral values. This study aims to describe the values ​​contained in Wayang Sukuraga characters, such as Eyes, Ears, Mouth, Hands, and Feet, and their relevance as fictional text material in elementary schools. The method used is qualitative description with data collection techniques including interviews, observation, and documentation. The results of the study indicate that each Wayang Sukuraga character contains a strong moral message, including Eyes, which symbolize caution in judging, Ears, which depict the ability to filter information, mouth, which represents ethics in speaking, Hands, which reflect real work and actions, and Feet, which teach the right direction in life. These values ​​are educational, humanistic, and relevant for strengthening the character of elementary school students. In addition, Wayang Sukuraga has high potential as a source of inspiration in learning fictional texts, because the symbolism of its characters can be developed into imaginative stories rich in moral messages. Thus, Wayang Sukuraga is an effective cultural medium for instilling character values ​​through literacy learning in elementary schools.
A comparative study of early grade writing assessment in 2nd grade elementary students in urban, suburban, and rural areas in Pekalongan Adiyatma Nur Zain Purohita; Moh. Farizqo Irvan
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.v15i2.273-287

Abstract

This study provides evidence of early literacy gaps as measured by EGWA in the Indonesian context. This study aims to compare the early writing skills of second-grade elementary students in urban, suburban, and rural areas. The study used a quantitative, comparative research design and was conducted in three elementary schools in Pekalongan. The subjects were second-grade students selected using simple random sampling. Data collection was carried out using an early writing skills test administered with the standardized and reliable Early Grade Writing Assessment (EGWA) instrument. The data obtained were analyzed statistically to determine differences in early writing skills across regions. The research results indicate a significant difference in the average between urban and rural areas. The averages are 89.30 for SDN 01 Pekuncen (urban area), 88.03 for SDN 03 Sragi (suburban area), and 80.55 for SDN 03 Tengeng Wetan (rural area). The analysis results using the Kruskal–Wallis test indicate significant differences in early literacy scores between children in urban and rural areas, providing initial empirical evidence of the literacy gap measured by EGWA in Indonesia
Linking LMS usability with critical reading intention in teacher education: a CRIS assessment (TPB-Based) on PPG PGSD students Otang Kurniaman; Bench G. Fabros; Eddy Noviana; Munjiatun Munjiatun; Guslinda Guslinda; Nugraheti Simulyasih SB; Yantoro Yantoro; Radini Radini; Beny Al Fajar
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.v15i2.288-303

Abstract

The development of critical reading and critical thinking skills is essential in teacher education, particularly for pre-service elementary school teachers who are expected to evaluate information critically and guide students in higher-order literacy practices. The increasing use of Learning Management Systems (LMS) in higher education provides opportunities to support students’ engagement with academic texts. However, limited research has examined how LMS engagement relates to students’ intention to participate in critical reading activities within teacher education contexts. The present study examines the relationship between LMS engagement and pre-service (PPG) students’ intention to engage in critical reading, as measured by the Critical Reading Intention Scale (CRIS), based on the Theory of Planned Behavior (TPB). A quantitative survey design was employed involving 109 pre-service teacher students from three universities in Indonesia. Data were collected via an online questionnaire that measured LMS usability and critical reading intention. The data were analyzed using non-parametric statistical analysis. The results indicate a statistically significant relationship between LMS engagement and students’ critical reading intention (p < 0.05). These findings elucidate that LMS-supported learning environments may be associated with students’ attitudes, perceived norms, and perceived control regarding critical reading activities. The study highlights the potential role of LMS-based instructional design in supporting critical reading engagement in pre-service teacher education.
Effectiveness of PjBL on pgsd students’ ability to design social studies modules-based local wisdom Nurul Sinta Nirwana; Safitri Yosita Ratri; Vera Yuli Erviana; Oktavian Muning Sayekti
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.v15i2.403-413

Abstract

The present study examines changes in PGSD students’ ability to design local wisdom-based social studies modules after participating in Project-Based Learning (PjBL). The study employed a quasi-experimental one-group pre–test–post–test design involving 42 fifth-semester students. The intervention consists of PjBL activities, including exploring local culture, designing collaborative projects, and engaging in reflective learning. Data were collected using pre- and post-tests, observations, and validated self-assessment instruments. Data were subsequently analyzed using paired-sample t-tests and N-Gain calculations. The results indicate a significant increase in students’ module design skills, particularly in content organization, integration of local wisdom, collaboration, and socio-cultural relevance (p < 0.001). These findings indicate that PjBL supports the development of more advanced skills in designing contextual learning modules.
Analysis of project-based learning implementation on Indonesian language mastery of fifth-grade students Anisa Anggi Febrianti; Lina Putriyanti; Sukamto
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.v15i2.314-325

Abstract

The present study analyzes the process and impact of implementing the PjBL model on fifth-grade elementary students’ mastery of Indonesian language materials. The study employed a qualitative approach, with data collected through observation, interviews, tests, and documentation. The tests were used to support qualitative findings rather than for quantitative analysis. The study focused on implementing the PjBL model and assessing its impact on students’ mastery of the learning materials. The findings reveal that implementing the PjBL model successfully created meaningful learning experiences. Pre-test results indicate differences in students’ initial achievement levels. After implementing the PjBL model, students’ learning outcomes improved, particularly among those who previously scored lower, while the highest scores remained relatively stable. These results indicate an overall improvement in students’ understanding of the material, as reflected in increased scores. Interview findings reveal that students were more actively engaged, more motivated, and found it easier to understand the material through direct participation in project-based activities. This study is expected to contribute to educational research by enhancing understanding of the implementation of the PjBL model in elementary schools and to serve as a reference for educators and future researchers.
Elementary school teachers’ identification ability and perceptions of hots mathematics items Briliian Prisillia; Dinie Anggraeni Dewi; Deni Darmawan
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.v15i2.326-342

Abstract

Despite widespread policy emphasis on Higher Order Thinking Skills (HOTS) in elementary mathematics education, prior research has predominantly focused on teachers' declarative perceptions, leaving open the question of whether they can reliably identify HOTS items in practice. This gap between endorsing HOTS in principle and demonstrating operational competence represents a critical yet underexplored dimension of teacher assessment literacy. This study examines elementary school teachers' ability to identify HOTS mathematics items and investigates the relationship between their perceptions and identification performance. A descriptive quantitative approach was employed with 52 elementary school teachers in West Java, Indonesia, selected through purposive sampling. Data were collected using a performance-based HOTS item-identification test, a Rasch model analysis, and a teacher-perception questionnaire. Although teachers generally held positive perceptions of HOTS, no significant relationship was found between perception scores and identification ability (ρ = −0.061, p = .666), indicating that favorable attitudes do not necessarily translate into operational competence. Rasch analysis further revealed a tendency among teachers to conflate procedural complexity with genuine cognitive demand, as reflected in item misfit patterns. Teachers who had received HOTS training demonstrated higher identification ability than those without such training, whereas teaching experience revealed no significant effect. These findings highlight a gap between declarative knowledge and operational skill and call for competency-based HOTS training in elementary teacher professional development, while demonstrating the value of integrating performance-based assessment with psychometric modeling to strengthen teacher assessment literacy.
From habit to deep learning: teacher strategies for advancing elementary students’ reading literacy Sri Dewi Nirmala; Ryan Dwi Puspita; Sendi Ramdhani
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.v15i2.255-272

Abstract

Reading literacy is a fundamental competency in elementary education and a prerequisite for lifelong learning. However, literacy skills in Indonesia, particularly reading literacy, indicate that students still face challenges with higher-order literacy skills, especially in making inferences, evaluating texts, and engaging in reflective reading. This situation highlights the importance of refining teachers' strategies, promoting meaningful reading habits, and using technology to support literacy through a deep-learning approach. This study aims to analyze (1) the level of reading literacy among elementary students, (2) the influence of reading habits and teacher instructional strategies on literacy development, and (3) teachers’ efforts to enhance literacy through learning models, technology, and deep learning-based experiences. The study employed a descriptive quantitative approach involving 124 elementary school teachers from 17 provinces in Indonesia. Data were collected using structured questionnaires and observation sheets, and subsequently analyzed using descriptive statistics. The results indicate varied literacy levels among students that (1) 15% require special intervention, (2) 40% are at the basic level, (3) 25% are at the proficient level, and (4) 20% are at the advanced level. Reading habit programs were implemented consistently and had a positive impact. However, they remained routine and insufficient in fostering reflective and critical thinking skills. Teachers played an active role in integrating literacy into learning, although the instructional strategies used to enhance literacy remained limited in variety and innovation. Technology integration appeared in implementation and assessment, but was mostly limited to the planning stage. A gap exists between teacher strategies and student literacy achievement. To bridge this gap, literacy instruction should shift from routine practices to a deep-learning-based approach grounded in the principles of meaningfulness, awareness, and enjoyment, accompanied by systematic teacher capacity building and technology integration to support sustainable literacy development.

Page 187 of 190 | Total Record : 1896

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