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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
 186   187   188   189   190 
Ecosystem-based IPAS modules: traces of innovation by pre-service elementary school teachers in 21st-century learning Jeane Kalengkongan; Deane Umboh
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.v15i3.711-728

Abstract

This study examines how pre-service elementary teachers develop pedagogical competence through a project-based learning experience involving the design of ecosystem-based IPAS (integrated science and social studies) modules. The study aims to explore (1) the instructional design process, (2) the characteristics and quality of the modules produced, and (3) participants' perceptions of their pedagogical competence development. A qualitative case study design was employed involving 30 pre-service teachers enrolled in a primary teacher education program. Data were collected through classroom observations, document analysis of instructional modules, and semi-structured interviews, and were analyzed thematically. Module quality was further examined using expert validation criteria. The findings indicate that pre-service teachers demonstrated emerging pedagogical competence, particularly in aligning content with learning objectives and adapting instructional materials to students' characteristics. The modules produced demonstrate satisfactory content and instructional quality, while technical components, such as organization and visual presentation, were less consistent. Interview data suggest that the project supported reflective engagement with teaching practices, although participants reported challenges in simplifying scientific concepts and using digital tools effectively. This study contributes to the literature by providing an empirical account of how project-based learning supports the development of pedagogical competence in integrated science instruction. It highlights the importance of combining authentic design tasks with structured pedagogical and technical support in teacher education programs.
Beyond the surface: a narrative inquiry into the transformation of prospective teachers' pedagogical content knowledge for early numeracy Deane Umboh; Jeane Kalengkongan
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.v15i3.641-652

Abstract

This study explores how prospective teachers' Pedagogical Content Knowledge (PCK) for early numeracy is articulated and reconstructed across different stages of teacher education. While prior research has examined PCK development, limited attention has been given to how prospective teachers at varying stages conceptualize and integrate numeracy knowledge within practice. Addressing this gap, the study aims to compare narrative representations of PCK among prospective teachers at early, intermediate, and final stages of their preparation. Adopting a qualitative narrative inquiry approach, data were collected from six participants through in-depth interviews and classroom observations within a single semester. Rather than tracking the same individuals over time, the study contrasts developmental perspectives across stages. Data were analyzed using thematic-narrative analysis to identify patterns in how PCK is understood and enacted.The findings reveal three interconnected trajectories: (1) From Abstraction to Awareness, reflecting a shift from procedural to more conceptual understandings of numeracy; (2) Awakening the Need for Concreteness, indicating increasing recognition of the role of representations and manipulatives; and (3) Pedagogical Integration in Action, illustrating emerging alignment between content knowledge and instructional strategies. These trajectories are synthesized into a meta-narrative that highlights the role of reflection, field experiences, and dialogic engagement in shaping PCK. The study contributes to the literature by offering a stage-based narrative perspective on PCK in early numeracy, providing insights for structuring teacher education programs. However, findings are limited to a small sample within a specific institutional context and should be interpreted accordingly. Implications highlight the importance of integrating reflective practice and field-based experiences to support prospective teachers' pedagogical development.
Development of a moodle-based "siparti" (participatory synergy) academic supervision model to enhance elementary school teachers' pedagogical competence Maria Magdalena Deti Irmawanti; Listyani Listyani; Sophia Tri Satyawati
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.v15i2.386-402

Abstract

This study aims to develop a Moodle-based Academic Supervision Model, "SiParti" (Participatory Synergy), to enhance elementary school teachers' pedagogical competence. The research employed a Research and Development (R&D) approach adapted from Sugiyono's model, with the stages limited to the first product revision phase. The research subjects consisted of five teachers (ranging from junior to senior levels), one principal, one school committee member, and two expert validators (a supervision expert and an ICT expert). The research instruments included validation sheets, feasibility questionnaires, and user satisfaction surveys. The results of the material expert validation indicated a feasibility percentage of 88.3%, categorized as "Highly Feasible," while the ICT expert validation obtained 80%, categorized as "Feasible." Field testing demonstrated a user satisfaction rate of 95.1%, categorized as "Very High," particularly in aspects of collaboration, system security, and ease of use. The SiParti model integrates the stages of Si (Preparation), Par (Observation), and Ti (Follow-up) digitally through a role-based access control (RBAC) system to ensure data security and teacher professionalism. These findings indicate that the Moodle-based SiParti Academic Supervision Model is valid, feasible, and effective as a digital collaborative supervision innovation in supporting the sustainable improvement of elementary school teachers' pedagogical competence.
Self-compassion and maternal involvement: an analysis of the relationship in parents of elementary students with special needs Pradana Chairy Azhar; Azri Ranuwaldy Sugma; Kiki Pratama Rajagukguk; Aisya Nabila Suhaimy
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.v15i3.675-695

Abstract

Parents of children with special needs often experience emotional and psychological challenges in parenting, making self-compassion an essential internal resource that may influence parental involvement. This study aims to examine the relationship between self-compassion and maternal involvement among parents of children with special needs enrolled in elementary school. A quantitative correlational design was used involving 165 parents in Langkat, selected through purposive sampling. Data were collected using the Self-Compassion Scale (SCS), the Nurturant Mothering Scale (NMS), and the Mother Involvement Scale (MIS), and analyzed using the Pearson Product–Moment correlation test. The findings reveal a significant positive relationship between self-compassion and affective maternal involvement (r = 0.159, p < 0.05) and behavioral maternal involvement (r = 0.179, p < 0.05). However, no significant relationship was found between self-compassion and desired maternal involvement (p > 0.05). Although significant, both correlations were weak. These findings indicate that self-compassion may support emotional warmth and behavioral involvement in parenting children with special needs. This study contributes to the literature by providing empirical evidence on the relationship between self-compassion and maternal involvement among parents of children with special needs in the Indonesian context, particularly in Langkat.
The use of cloud-based learning media and its implications for elementary students' digital literacy Ragil Dian Purnama Putri; Fajar Kurnia Al Farisi; Tri Lestari; Safika Maranti; Agus Kichi Firmansyah
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.v15i3.696-710

Abstract

The use of cloud-based learning media is a relevant digital learning strategy for supporting the development of digital literacy among elementary students. This study aims to analyze the digital literacy skills of elementary school students using cloud-based learning media in Kulon Progo. The study employs a qualitative approach, involving elementary school students, classroom teachers, and ICT administrators as participants. Data were collected through in-depth interviews, learning observations, and documentation studies, subsequently analyzed through data reduction, data presentation, and conclusion drawing using source and technique triangulation. The results reveal that students are accustomed to using digital devices to support learning, especially in accessing information, taking online quizzes, and completing cloud-based assignments. The use of cloud-based media contributes to increased student engagement, motivation, and learning experiences. However, the ability to critically evaluate digital information, creativity in producing digital content, and the use of artificial intelligence-based technology still require strengthening. In addition, digital literacy development is influenced by the availability of ICT infrastructure, teacher competence, and family support. Thus, the use of cloud-based learning media has the potential to support the development of digital literacy in elementary students if balanced with appropriate guidance and support from schools and families.
Learning trauma in elementary social studies classrooms (IPS): a phenomenological inquiry Aramudin; Omah Mukarromah; R. Toni Taufik; R. Hariyani Susanti
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.v15i3.746-761

Abstract

Emotional experiences significantly shape students’ engagement and academic identity, yet subject-specific learning trauma in elementary Social Studies remains underexplored. This study explored the lived experiences of elementary students who encountered learning trauma—defined as a pedagogical phenomenon of repeated emotional distress, not a clinical diagnosis—during Social Studies instruction. A qualitative phenomenological approach was employed. Data were collected through semi-structured interviews with eight purposively selected students (grades 4–6) from two elementary schools in Pekanbaru, Indonesia, who reported experiencing repeated negative emotions during Social Studies lessons. Data were analyzed using Colaizzi’s phenomenological method. Four essential themes emerged: fear of public humiliation, anxiety toward evaluation and memorization, emotional withdrawal, and defensive avoidance behaviors. These experiences were shaped by evaluative classroom practices and teacher-centered instruction, not extreme events. The findings suggest that learning trauma can arise from routine emotional injuries in the classroom. Practical implications include minimizing public correction (e.g., providing individual feedback privately), shifting from memorization-based to inquiry-driven assessment, and embedding trauma-informed emotional safety strategies—such as predictable routines and supportive teacher–student relationships—into daily Social Studies teaching.
The effectiveness of storytelling in improving language literacy in children aged 5–6 years to support primary school readiness Yesi Novitasari; Efastri Sean Marta; Suharni
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.v15i3.772-785

Abstract

This study examines the effect of storytelling on the language and literacy skills of children aged 5–6 years, as a foundation for school readiness. Language literacy is an essential component of school readiness because it supports children's ability to understand instructions, communicate effectively, participate in classroom interactions, and engage in early learning activities when entering primary school. However, numerous preschool children still experience difficulties with listening, speaking, vocabulary, retelling, early reading, and early writing. Therefore, effective learning strategies are needed to strengthen children's language literacy before transitioning to formal education. This study employs a quasi-experimental, non-equivalent control group design. The participants consisted of 20 children aged 5–6 years from TK Negeri Pembina V Pekanbaru, divided into an experimental group (n = 10) and a control group (n = 10). Data were collected using an observation sheet comprising 18 items covering six language literacy indicators: listening, speaking, vocabulary, retelling, early reading, and early writing. The experimental group received storytelling-based instruction, while the control group participated in conventional learning activities. Data were analyzed using descriptive statistics and an independent-samples t-test after confirming the assumptions of normality and homogeneity. The results reveal that the experimental group achieved a substantially higher mean score (M = 78.50, SD = 3.37) than the control group (M = 31.00, SD = 5.16). The Independent Samples t-test indicates a statistically significant difference between the two groups (t = -24.349, p < .001), demonstrating that storytelling had a significant positive effect on children's language literacy development. The findings underscore that storytelling is a potentially effective pedagogical strategy for developing language literacy and strengthening school readiness in early childhood education.
Analysis of human resource management for teaching staff at Budi Murni 2 private elementary school in Medan Regina Sipayung; Antonius Remigius Abi; Darinda Sofia Tanjung; Irmina Pinem
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.v15i2.466-480

Abstract

This study aims to analyze the human resource (HR) management of teaching staff at Budi Murni 2 Private Elementary School in Medan, focusing on teacher needs planning, recruitment, training and development, performance evaluation, and the challenges the school faces in managing its teaching staff. The research method used is a descriptive qualitative approach, employing data collection techniques such as interviews, observations, and documentation. The results indicate that HR management at this school has been conducted systematically, with planning tailored to the school's needs, and continuous improvements in recruitment, training, and performance evaluation processes. This study makes an important contribution by highlighting the need for human resource planning based on real needs at the elementary school level and by introducing the concept of competency-based evaluation to improve educators' performance. The recommendations provided include enhancing continuous teacher training, strengthening competency-based evaluation, and reinforcing the principal's role in managing human resources more effectively. It is hoped that the results of this study will provide a foundation for the development of more effective and integrated human resource management for educators, as well as serve as a reference for other elementary schools in this area, grounded in real needs and more objective measurements.
Developing picture storybooks assisted by word search puzzle to improve elementary students’ indonesian vocabulary mastery Andhini Pramudita; Nugraheti Sismulyasih SB
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.v15i2.447-465

Abstract

This study presents the low reading comprehension of elementary students associated with limited vocabulary mastery. It aims to develop picture storybooks assisted by a word search puzzle and examine their feasibility and the tendency of vocabulary improvement after implementation. The study employed a Research and Development (R&D) design based on Borg & Gall’s model, adapted into eight stages. The participants were 30 fourth-grade students of SDN Jatilor Grobogan, including a small-scale trial (6 students) and a usage trial (24 students). Data were collected through observation, interviews, questionnaires, and pre-test–post-test using valid and reliable instruments. Product feasibility was evaluated by a media expert, a material expert, a teacher, and students. Meanwhile, effectiveness testing employed a one-group pre-test–post-test design, and was analyzed using a paired-sample t-test and N-Gain. The results indicated that the product was highly feasible, with scores above 90%. Statistical analysis showed a significant difference between pre-test and post-test scores (p < 0.05), with mean scores increasing from 63.75 to 80.83 and an N-Gain of 47,11% (moderate category). These findings indicate an improvement in vocabulary mastery following implementation, although these should be interpreted with caution due to the absence of a control group.
Strengthening ecoliteracy through eco comic in peat conservation efforts in Kampung Jati Baru Siak Viony Syafitra; Wilasari Arien; Desi Yusnita Mailinda; Lutfiana Arbiah; Masyitha Ramadhani; Ningrum Melihayatri
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.v15i3.653-674

Abstract

Environmental education plays an important role in developing ecological literacy among primary school students, particularly in regions characterized by unique local ecosystems. However, environmental learning materials often remain disconnected from students’ everyday environmental experiences. This study aimed to evaluate the implementation of the Eco Comic program as a contextual learning medium for strengthening ecological literacy related to peatland conservation among primary school students in Kampung Jati Baru, Siak Regency, Riau Province, Indonesia. The study employed a descriptive qualitative approach with a program evaluation design. Data were collected through observations, interviews, documentation, and learning evaluations involving students, teachers, environmental practitioners, illustrators, and village officials. An initial needs assessment involving 30 students was conducted to identify students’ prior understanding of peatland ecosystems, while the implementation stage involved 65 students from three elementary schools. The findings revealed that the Eco Comic program was implemented through four interconnected stages: planning, organizing, implementation, and evaluation. During the planning stage, peatland-related environmental issues were integrated into comic narratives that were familiar to students. The study highlights the potential of locally contextualized comic-based learning media to support the development of ecological literacy and strengthen environmental education in primary schools. These findings contribute to environmental education literature by demonstrating how local peatland ecosystem knowledge can be integrated into visual learning media for young learners.

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