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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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Effectiveness of STS-C-based multimodal science materials on primary students' digital science literacy and global character Novi Yuliyanti; Sarwi; Sri Wardani; Siti Fathonah
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.v15i3.729-745

Abstract

This study analyzes the effectiveness of Science, Technology, Society, and Culture (STS-C) based multimodal science materials in enhancing digital science literacy and global character among fifth-grade students. This quasi-experimental study employed a Non-equivalent Control Group design involving 64 students. Data gathered via digital science literacy tests, global character questionnaires, and observation sheets were analyzed using ANCOVA and N-Gain scores. The experimental group showed a significant increase in digital science literacy (mean post-test: 88.65; N-Gain: 0.74, high) and global character (mean post-test: 84.30; N-Gain: 0.58, medium). The analysis showed a significant difference in outcomes compared to the control class (p < 0.001). Conclusion: STS-C-based multimodal materials are effective in enhancing students' scientific understanding and internalizing global citizenship values within local cultural contexts. This study contributes a theoretically modeled instructional framework that bridges digital technology with socio-cultural elements in primary science education.
Teachers' beliefs about teaching and learning and their implications for meaningful learning practices in elementary school in Bandung: a phenomenological study Fransiskus Ransus; Verawaty Sinaga; Agrielsa Alphasati Sinaga; Christina Ester Manthalina Hutabarat
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.v15i3.762-771

Abstract

This study aims to explore teachers' beliefs and their implications for meaningful learning practices in elementary schools using a qualitative phenomenological approach. The participants consisted of ten elementary school teachers in Bandung, Indonesia, from both public and private schools, who were purposively selected based on the criteria that (a) they are recognized as highly dedicated teachers and (b) they have more than ten years of teaching experience. Data were collected through interviews, observations, and document analysis, and subsequently analyzed and categorized into thematic findings. The results reveal several patterns related to teachers' beliefs, including (1) teacher–student relationships as the foundation of learning, (2) knowledge construction through connecting new learning with students' prior experiences to promote meaningful learning, (3) teachers' flexibility in adapting instructional strategies to students' needs, (4) teachers' positive beliefs about the potential of every student, and (5) teachers' beliefs as a driver of instructional innovation. These findings indicate that meaningful learning is shaped not only by the strategies employed but also by the beliefs that underpin teachers' pedagogical practices. This study contributes to strengthening the role of teacher beliefs as a bridge between pedagogical knowledge and classroom practice. Practically, the findings may serve as a foundation for teacher professional development that focuses not only on technical competencies but also on reflective beliefs as a basis for pedagogical practice.
An analysis of the educational material needs for children with special needs: perspectives from students and tutors of the preservice teacher program at Universitas Terbuka Monika Handayani; Uliya Khoirun Nisa; Andayani; Rifat Shafwatul Anam; Ika Tri Yuanika
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.v15i3.561-575

Abstract

This study investigates the expectations of students and tutors in the Primary School Teacher Education (PGSD) program at Universitas Terbuka regarding instructional resources for the Special Needs Children Education (ABK) course. A needs analysis was conducted through surveys and interviews to inform the development of adaptive and inclusive materials aligned with the PGSD curriculum. Results show that 88.77% of students and 84.5% of tutors emphasized the importance of inclusive education in ABK materials. Moreover, 78.56% of students and 81% of tutors agreed on updating previous resources. In terms of accessibility, 90% of students and 66.6% of tutors considered earlier materials conceptually rich. The visual presentation remained appealing to 55% of students and 61.9% of tutors, and grammar was deemed clear by 66.3% of students and 57.1% of tutors. Divergent views emerged on interactivity: 40.8% of students found older resources less engaging, while 61.9% of tutors disagreed. Interviews highlighted the need for materials based on Universal Design for Learning (UDL), integrating technology, and adaptable to diverse student needs. Thus, interactive multimedia-based resources are recommended to meet both academic and practical demands of PGSD students.
Utilizing digital citizenship education to strengthen elementary students' civic skills: a systematic literature review Arya Chandra Kirana; Fathurrohman; Wuri Wuryandani; David Lailelleru; Ai Haidar Syahmanan; Iftinan R Azzah S
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.v15i3.819-844

Abstract

Digital Citizenship Education (DCE) has emerged as a critical component in developing civic skills among elementary students amid rapid digital transformation. This study aims to examine how DCE is implemented across diverse educational contexts, identify technological, pedagogical, and socio-cultural challenges in its implementation, and explore effective practices that enhance students' digital literacy and civic engagement. Employing a Systematic Literature Review (SLR) with bibliometric analysis guided by the PRISMA framework, this study analyses 66 articles from the Scopus database and further examines them using VOSviewer to map citation networks, international collaboration, and keyword relationships. The findings reveal a significant upward trend in DCE publications since 2021, with the majority of publications originating from Asian and Western countries. DCE is operationalized through digital-based learning, inclusive multimedia approaches, and the integration of cyber wisdom. Key challenges include inadequate technological infrastructure, gaps in teacher competency, and disparities in digital access among social groups. Effective practices encompass digital privacy awareness, cross-subject collaboration, game-based learning, and systemic policy support. This study concludes that effective DCE implementation requires a holistic approach that includes comprehensive policy frameworks, enhanced teacher professional development, and a supportive educational ecosystem to equip elementary students to become ethical and responsible digital citizens.
Strengthening social literacy among elementary students through the integration of sdgs into social studies instruction Ani Rosidah; Indani Damayanti; Siti Zazak Soraya
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.v15i2.243-254

Abstract

This study examines the integration of Sustainable Development Goals (SDGs) values into Social Studies learning in elementary schools and its relation to the development of students’ social literacy. The research was conducted in three public elementary schools and involved twelve participants, consisting of three principals, six teachers, and three students. Using a qualitative case study design, data were collected through classroom observations, in-depth interviews, and document analysis. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing. The findings indicate that SDG values were integrated into Social Studies through (1) contextual discussions of local socio-environmental issues, (2) participatory learning activities such as group investigations and collaborative projects, and (3) guided critical reflection sessions. This integration was reflected in observable indicators of social literacy, including students’ ability to identify social and environmental problems in their surroundings, express reasoned opinions during classroom discussions, and participate in school-based environmental initiatives. The study contributes to a contextual description of SDGs integration practices in elementary Social Studies and clarifies their linkage to specific dimensions of students’ social literacy development.
Integrating STEAM and multimodal digital prompts for grade 5 creative poetry writing Iis Aprinawati; Nurmalina Nurmalina; Hatice Ergul
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.v15i1.137-150

Abstract

This qualitative descriptive–exploratory study documents the enactment of STEAM-oriented language arts instruction, supported by LCD-projected multimodal digital prompts, to scaffold Grade 5 creative poetry writing in one Indonesian elementary classroom. Addressing limited operational clarity in prior studies on digital media for poetry learning, particularly regarding stage-specific prompt functions and replicable sequencing, the study contributes a six-session instructional model specifying how prompts support observation, drafting, and revision. Data were drawn from classroom observations, semi-structured interviews with teachers and students, and analysis of poetry artefacts; a 1–4 rubric (diction, imagery, thematic alignment, originality) was used strictly for descriptive profiling. Findings are reported as data-grounded patterns: participants described prompts as useful entry points for initiating writing and elaborating imagery, while artefact excerpts indicate movement from general evaluative phrasing toward more specific sensory and figurative language, with variation across students. Interpretations remain bound to the single-classroom context and do not constitute causal or comparative claims.
Enacting meaningful social studies learning in Indonesian primary classrooms: A multiple-case study in Salo Muhammad Syahrul Rizal; Nurmalina Nurmallina; Eddy Noviana; Hatice Ergul
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.v15i1.180-191

Abstract

Meaningful learning has become a central concern in contemporary primary Education, particularly in Social Studies, to foster students’ social understanding and civic awareness rather than mere content acquisition. However, empirical evidence on how meaningful Social Studies learning is enacted in primary classrooms remains limited, especially in Indonesia. This study aims to explore how meaningful Social Studies learning is implemented and experienced in Indonesian primary schools through a qualitative multiple-case study conducted at SD 004 and SD 012 in Salo. Data were collected through classroom observations, semi-structured interviews with teachers, students, and principals, and document analysis. In addition, data were analyzed thematically using an interactive qualitative analysis approach. The findings reveal that meaningful Social Studies learning is shaped by the degree of contextualization, student interaction, and teachers’ pedagogical interpretations. Schools that integrated local social contexts, inquiry-oriented instruction, and dialogic classroom practices demonstrated higher levels of student engagement, social meaning-making, and perceived relevance of learning. In contrast, teacher-centered instruction constrained opportunities for meaningful engagement and limited learning outcomes to content mastery. This study contributes to the literature by demonstrating that meaningful learning in primary Social Studies is a pedagogical achievement rooted in contextual and interactional practices rather than curriculum policy alone. The findings highlight the essentials of teacher agency and context-responsive pedagogy in strengthening meaningful Social Studies learning.
Optimizing IPAS learning to improve learning outcomes through the application of the teaching at the right level approach integrated with quizizz Darinda Sofia Tanjung; Nanda Julfa Rezeki; Lolly Jean C. Simbulas
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.v15i2.481-493

Abstract

This classroom action research examined whether the Teaching at the Right Level (TaRL) approach could improve fourth-grade students' learning outcomes in IPAS, especially on the topic of ethnic and cultural diversity, at UPT SDN 066047 Medan Helvetia. The study involved 14 students and was conducted in two cycles. The mean score increased from 57 in the pre-cycle to 76 in Cycle I and 89 in Cycle II, while classical mastery improved from 43% to 79% and finally to 100%. The study addresses a gap in the Indonesian elementary education literature, where TaRL has been discussed more often in literacy and numeracy than in interdisciplinary IPAS learning for lower- and middle-grade students. Its contribution lies in showing how diagnostic grouping, focused reinforcement, and cycle-based reflection can be operationalized in a real classroom to improve conceptual understanding of a contextually meaningful IPAS topic. The findings suggest that TaRL is not only effective at improving test performance but also a useful adaptive pedagogical strategy for elementary classrooms with heterogeneous readiness levels. The study therefore provides empirical support for differentiated instruction in IPAS and offers a practical reference for teachers seeking more responsive classroom interventions.
Development of an innovative differentiated learning model for inclusive education in the independent elementary school curriculum Asnita Hasibuan; Berman Hutahaean; Charles Andre F. Nieves
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.v15i2.507-517

Abstract

This study addresses the limited availability of empirically validated differentiated learning models for inclusive elementary classrooms within the Merdeka Curriculum. It aims to develop and examine the feasibility, practicality, and effectiveness of an innovative differentiated learning model for Indonesian language instruction in an inclusive elementary school. The study employed research and development using the ADDIE model and involved two Indonesian language teachers, 67 fifth-grade students, and three expert validators at SD Santo Petrus Medan Johor. The resulting products consist of a teacher handbook and a student workbook integrating diagnostic assessment, learner-profile mapping, differentiated content-process-product pathways, and adaptive assessment. Expert validation placed the model in the highly feasible category (86.75%). Practicality was also high, as indicated by teacher responses (88.40%) and student responses (85.60%). Effectiveness testing revealed an increase in learning outcomes from 70.85 to 82.30 with a moderate N-gain of 0.39, while students’ social skills improved by 15.20%. These findings indicate that the developed model is feasible, practical, and effective for strengthening inclusive, adaptive, and student-centered learning. The study contributes an operational syntax-based model that bridges inclusive education principles and the Merdeka Curriculum in elementary Indonesian language learning.
Differentiated social studies based on hypermedia e-modules to foster sustainable social attitudes of elementary students Yuyun Dwi Haryanti Haryanti; Mohamad Syarif Sumantri; Hamdan Tri Atmaja; Sapriya; I Gusti Agung Ayu Wulandari; Seah Siok Peh; Rina Nengsih; Rahma Halipah
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.v15i2.494-506

Abstract

The present study examines the effect of differentiated social studies supported by hypermedia e-modules on the development of sustainable social attitudes among elementary students. A quasi-experimental design with a pre-test–post-test control group is employed. The participants were 60 fifth-grade students from an elementary school in Majalengka, Indonesia. They were selected using total sampling and divided into an experimental group (n = 30) and a control group (n = 30). The experimental group receives differentiated social studies instruction supported by hypermedia e-modules, while the control group receives instruction using conventional textbooks. Data were collected using a 10-item sustainable social attitudes questionnaire that measures empathy, social responsibility, cooperation, tolerance, environmental concern, and social awareness. The instrument demonstrates acceptable validity and reliability (Cronbach’s α = 0.744). Data were analyzed using descriptive statistics and an independent samples t-test. The results indicate that the experimental group obtained higher post-test scores (M = 85.60, SD = 8.66) than the control group (M = 80.90, SD = 9.11), with a statistically significant difference, t(58) = 2.05, p = 0.045, and a moderate effect size (Cohen’s d = 0.53). These findings imply that integrating hypermedia e-modules within differentiated social studies instruction can support the development of sustainable social attitudes among elementary students. The study contributes to the growing body of research on technology-supported differentiated learning in elementary social studies, although further research with larger samples and longer interventions is recommended.

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