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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 1,912 Documents
 188   189   190   191   192 
Montessori method assisted by activity books for enchancing social skills and information literacy Yussi Martha Sukma Astuti; Agus Sutono; Achmad Buchori
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.v15i3.623-640

Abstract

Amid the demands of the 21st century, elementary school students often face challenges in interpersonal cooperation and in processing critical information. This study empirically examines the effect of the Montessori Method, supported by a Natural and Social Sciences (IPAS) activity book, on the social skills and information literacy of sixth-grade students. Using a quantitative, quasi-experimental design with a non-equivalent control group, the study involved a sample of 56 students at SDN Jatisari, utilizing validated questionnaires and objective tests, and was analyzed using MANOVA. Descriptive results showed that the experimental group achieved significantly higher mean scores for social skills (M = 82.07; N-Gain = 0.61) and information literacy (M = 91.89) than the control group (M = 59.25; N-Gain = 0.04; M = 68.50). The MANOVA simultaneous test confirmed high statistical significance (p = 0.000; Wilks' Lambda = 0.066) with robust univariate R-squared values of 0.932 and 0.676. In conclusion, this application effectively mitigates class conflict whilst optimizing scientific data verification skills. This research makes a new scientific contribution by integrating traditional Montessori physical principles into a modern printed activity book format and by expanding their pedagogical application in social studies instruction at the upper elementary school level.
Analysis bibliometrics study reasoning mathematical in mathematics education: trends, structures, and implications for elementary school education Yunni Arnidha; Agus Suyatna; Sugeng Sutiarso
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.v15i3.797-818

Abstract

Mathematical reasoning is a fundamental competency in mathematics education that supports students' logical, critical, and systematic thinking skills. Along with technological advancements and the growing demands of twenty-first-century learning, research on mathematical reasoning has expanded significantly and become increasingly multidisciplinary. This study employed a bibliometric analysis to map the global development of research on mathematical reasoning in mathematics education. Data were retrieved from the Scopus database using the keywords "mathematical reasoning" and "learning". A total of 685 documents published between 1979 and 2026 were analyzed using Biblioshiny. The analysis focused on identifying publication trends, thematic structures, collaboration patterns, and the geographical distribution of research contributions. The results reveal a substantial increase in publications, particularly since 2006, with research productivity peaking in 2023. The field is organized around three major domains: pedagogical aspects of mathematics learning, mathematical modeling development, and technology integration, including artificial intelligence and machine learning. Furthermore, research contributions are predominantly led by the United States and China, supported by strong international collaboration networks. This study concludes that mathematical reasoning research has evolved into a global, interdisciplinary, and technology-oriented field. However, its implementation in elementary mathematics education remains relatively limited. The findings provide a comprehensive overview of the development of research on mathematical reasoning and offer insights for designing more contextually grounded and practice-oriented mathematics learning approaches at the elementary school level.
Corrigendum to “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-corrigendum

Abstract

In the original published version of this article, the authors inadvertently omitted “Universitas Pendidikan Indonesia, Bandung, Indonesia” as the second affiliation for Uus Kuswendi. The affiliation of Uus Kuswendi has now been corrected to include both Institut Keguruan dan Ilmu Pendidikan Siliwangi, Cimahi, Indonesia, and Universitas Pendidikan Indonesia, Bandung, Indonesia. The authors apologize for the error. The PDF version of the article has been updated to correct the error.
Corrigendum to “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-corrigendum

Abstract

In the original published version of this article, the corresponding author was incorrectly listed as Anisa Anggi Febrianti. The corresponding author has now been corrected to Lina Putriyanti. The authors apologize for the error. The PDF version of the article has been updated to correct the error.
Ruma Bolon-based IPAS instruction for strengthening elementary students' critical thinking skills Eka Margareta Sinaga; Nova Florentina Ambarwati; Ahmad Sudito Sihotang
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.v15i3.786-796

Abstract

This study examines how Ruma Bolon-based IPAS instruction can strengthen elementary students' critical thinking skills while sustaining Toba Batak cultural values as learning resources. Using an explanatory mixed-methods design, the study involved 30 fourth-grade students in Medan Helvetia District. Quantitative data were gathered through a validated critical-thinking test, supported by interviews, classroom observations, questionnaires, and documentation. Instrument validation showed strong content validity (CVI = 0.91), valid item coefficients (0.42-0.81), and high reliability for the critical-thinking test (Cronbach's alpha = 0.88) and student perception questionnaire (Cronbach's alpha = 0.86). The quantitative findings showed increases in analytical skills from 40% to 70%, synthesis skills from 50% to 75%, and evaluation skills from 60% to 80%; the average score rose from approximately 65% to 85%. A paired-sample t-test confirmed the improvement, t(29) = 16.84, p < 0.001, with a large effect size (Cohen's d = 1.92) and a normalized gain of approximately 0.60. Qualitative findings indicated that Ruma Bolon symbols, spatial organization, and values such as cooperation and social harmony helped students relate IPAS concepts to familiar cultural experiences. The integration of local culture made classroom discussion, project work, and evaluation tasks more meaningful. These findings suggest that culturally grounded IPAS instruction can support critical thinking, creativity, and cultural appreciation when it is designed through clear learning indicators and valid assessment procedures.
Corrigendum to "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 Hermansyah
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-corrigendum

Abstract

This corrigendum addresses an error in the author byline and associated metadata of the originally published article. The fifth author's name was published as 'Agus Kichi Firmansyah' when it should have appeared as 'Agus Kichi Hermansyah'. The author's ORCID iD is https://orcid.org/0000-0002-1172-0869. The authors sincerely apologize for this oversight and any inconvenience it may have caused. The online version of the article and its associated metadata have been amended to reflect this correction.
Innovative science teaching materials based on case-based learning to improve critical thinking skills Fembriani Fembriani; Taty R Koroh
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 4 (2026): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i4.909-921

Abstract

The development of critical thinking skills among pre-service elementary teachers remains a persistent challenge, particularly given the limited availability of instructional materials that explicitly integrate higher-order thinking processes into science instruction. While case-based learning (CBL) has been widely recognized as an effective pedagogical approach, its systematic integration into structured teaching materials in elementary teacher education contexts remains underexplored, especially in local Indonesian settings. This study aims to develop and evaluate the feasibility and effectiveness of CBL-oriented science teaching materials designed for pre-service elementary teachers. This research employed a Research and Development (R&D) design based on the Borg and Gall model, involving multiple stages of product validation and field testing. The participants consisted of undergraduate students from a Primary School Teacher Education program. The effectiveness of the developed materials was examined using a quasi-experimental design with pretest–posttest control groups. Data were collected through expert validation instruments, response questionnaires, and a critical thinking skills test, and analyzed using descriptive statistics, independent-sample t-tests, and normalized gain (N-gain) scores. The findings indicate that the developed CBL-based teaching materials are highly feasible, as demonstrated by expert validation scores across language, content, instructional design, and practitioner assessments, all categorized as “excellent.” Furthermore, the materials were effective in improving students’ critical thinking skills, as evidenced by a statistically significant difference between the experimental and control groups (p = 0.00 < .05) and a moderate learning gain. This study contributes to the field by providing empirically validated, context-specific instructional materials that integrate case-based learning into science education for pre-service elementary teachers. The findings highlight the potential of structured CBL materials to enhance critical thinking and support the preparation of future teachers capable of implementing higher-order thinking-oriented instruction in elementary classrooms.
Innovative learning as a strengthening of 21st-century skills of elementary school students Wiworo Retnadi Rias Hayu; Septian Maulana; Mega Febriani Sya; La Ode Amril
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 4 (2026): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i4.845-859

Abstract

21st-century skills are essential competencies that need to be developed from the elementary school level to prepare students for future challenges. This study aimed to explore the role of innovative learning in strengthening 21st-century skills among elementary school students within the context of the Merdeka Curriculum. This study employed a qualitative case study design. The participants consisted of three elementary school teachers from two districts in Bogor Regency, Indonesia, who had implemented innovative learning practices in their classrooms. Data were collected through open-ended questionnaires and thematically analyzed in NVivo 12 using the stages of open coding, axial coding, and selective coding. The findings revealed that innovative learning practices, such as project-based learning, problem-based learning, collaborative discussion, and the integration of digital media, contributed positively to strengthening students’ critical thinking, creativity, communication, collaboration, and problem-solving skills. Innovative learning also encouraged active student participation, increased students’ confidence, and created more meaningful and student-centered learning experiences. Teachers played an important role as facilitators, guiding students through collaborative, context-based learning activities. However, the implementation of innovative learning still faced several challenges, including limited learning facilities, time constraints, and differences in students’ learning abilities. This study concludes that innovative learning plays an important role in strengthening 21st-century skills in elementary schools and highlights the need for continuous teacher support, adequate learning facilities, and collaborative learning environments to sustain implementation.
Local phenomena-based science learning to enhance science process skills of preservice primary school teachers Marheni Rayung Puspaningrum; Devi Anggi Friani; Arina Wanawati
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 4 (2026): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i4.977-993

Abstract

Science process skills (SPS) are essential competencies for preservice primary school teachers because they support scientific inquiry and inquiry-oriented science instruction. However, previous studies indicate limited empirical evidence regarding the use of authentic local environmental phenomena as a field-based inquiry context for developing SPS among prospective teachers. This study aimed to examine how science learning grounded in local phenomena supports SPS development among preservice primary school teachers. A quantitative quasi-experimental design with a pretest–posttest control group structure was employed with 67 participants: an experimental group (n = 34) and a control group (n = 33). The intervention was conducted over six weeks through inquiry activities based on local environmental phenomena in Magetan, East Java, Indonesia. Data were analyzed using descriptive statistics, normalized gain (N-gain), and Analysis of Covariance (ANCOVA). The results showed that the experimental group achieved higher posttest SPS scores (M = 82.47) than the control group (M = 69.32), with greater improvement reflected in N-gain values (0.60 and 0.30, respectively). ANCOVA revealed a significant treatment effect after controlling for pretest differences, F(1,63) = 30.24, p < .001, partial η² = .321. The largest gains occurred in designing investigations, interpreting data, and predicting. These findings suggest that locally phenomena-based science learning was effective in supporting SPS development within the context of this study. The study contributes to the science education literature by providing empirical evidence on integrating authentic local environmental phenomena into field-based inquiry learning to strengthen SPS among preservice primary school teachers.
Improving elementary teachers' digital pedagogical competence through google classroom training: a one-group pretest-posttest study Guntur Arie Wibowo; Sourav Choudhury; Bayu Tri Ambarsari; Aulia Rahman; Mufti Riyani
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 4 (2026): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i4.860-876

Abstract

The digital transformation of education represents a significant social shift that requires elementary school teachers to develop strong digital pedagogical competence. As schools increasingly integrate learning management systems into instructional practice, teachers play a central role in shaping how technology influences classroom interaction and learning processes. This study aimed to examine whether Google Classroom training was associated with changes in elementary school teachers' digital pedagogical competence within the broader context of educational digital transformation. A quasi-experimental one-group pretest-posttest design was employed involving 30 teachers from a public elementary school in East Java, Indonesia. Data were collected using a validated Likert-scale questionnaire and analyzed using descriptive statistics, the Shapiro-Wilk normality test, a paired-samples t-test, and Cohen's d effect size. The results revealed a statistically significant increase in competence scores after the training (p < .001) with a very large effect size (d = 2.60), interpreted using Cohen's conventional criteria (0.20 = small, 0.50 = medium, 0.80 = large). The study suggests that structured and pedagogically grounded Google Classroom training was associated with substantial gains in teachers' self-reported digital competence. These findings provide preliminary empirical evidence that targeted professional development may support teachers' readiness for digital learning environments in elementary education; however, because the study did not include a control group, the observed changes cannot be fully attributed to the training alone.

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