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Eddy Noviana
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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
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Empowering preservice teachers’ pck development through resource folio pck development tools: Cores and pap-ers Wiputra Cendana; Sean Patrick Kang; Dea Deviani Pradhipta
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.v15i4.994-1008

Abstract

Effective teaching entails PCK, enabling teachers to integrate different elements of instructional design in dynamic ways. The tacit nature of PCK poses challenges for novice teachers in understanding the reasons behind certain pedagogical approaches throughout the teaching-learning process. Resource Folio, as one of the PCK development tools that combines Content Representations (CoRes) and Pedagogical and Professional-experience Repertoires (PaP-eRs), is expected to be the solution for capturing teachers’ implicit pedagogical reasoning embedded in instructional design. This study investigates the use of the Resource Folio in developing and refining topic-specific PCK. 27 4th- to 6th-grade teachers in Tangerang were surveyed. The analysis of CoRes and PaP-eRs across the additional files reveals that teachers consistently use CoRes as a forward-planning pedagogical tool to align content knowledge, instructional strategies, and anticipated student difficulties, and PaP-eRs highlight teachers’ real-time decisions when students struggle, ask unexpected questions, or display alternative ways of thinking. The interaction between CoRes and PaP-eRs supports continuous pedagogical improvement rather than one-time lesson preparation. In conclusion, integrating CoRes and PaP-eRs fosters intentional instructional design, responsive teaching practices, and deeper student learning. This study provides a robust framework for developing reflective educators who can translate complex scientific concepts into meaningful, accessible learning experiences.
An analysis of the curriculum development to improve literacy skills in islamic elementary school based on hilda taba’s framework Ahmad Syauqi Fuady; Eka Saptaning Pratiwi; Miftakhur Rizki; Sofan Sulong
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.v15i4.922-936

Abstract

Literacy is an important skill and the foundation for students. Therefore, the school needs to develop a curriculum (planning, implementation, and evaluation) to develop students' literacy skills. This study aims to understand curriculum development to improve literacy skills in Islamic elementary schools. Using a qualitative research approach with a case study design, this study gathers information through interviews with two key informants, analysis of curriculum documents, and observation. The research analysis includes five stages: data collection, coding, data reorganization, data interpretation, and the presentation of findings. Hilda Taba's curriculum development theory serves as a framework for analyzing research data. The results indicate that: (1) the curriculum planning stage is carried out by identifying student needs and exploring community aspirations; (2) the implementation stage of the Madrasah Literacy Movement is realized in the form of a 15-minute daily reading movement, library visits, reading corners, and integration into Indonesian language learning; (3) an evaluation stage once a year to measure the results of curriculum implementation and provide report card for co-curricular activities each semester. The conclusion of this study shows that curriculum development is carried out in a bottom-up manner (grassroots approach) and emphasizes the pivotal role of teachers, as outlined by Hilda Taba.
Effectiveness of digital game-based learning in elementary education: A systematic literature review Fauzia Hasanah; Sandi Budi Iriawan; Effy Mulyasari; Zsalzsa Puspa Alivia
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.v15i4.1036-1052

Abstract

This study aims to systematically synthesize empirical evidence on the effectiveness of Digital Game-Based Learning (DGBL) in elementary education, focusing on both academic achievement and affective learning outcomes. A systematic literature review was conducted following the PRISMA protocol to ensure methodological rigor and transparency. Peer-reviewed empirical articles published between 2021 and 2025 were retrieved from the Scopus database using pre-defined inclusion and exclusion criteria. The selection process involved identification, screening, eligibility assessment, and final inclusion stages, resulting in 20 eligible studies. Data were analyzed using thematic synthesis to identify recurring pedagogical patterns and trends in outcomes across studies. The validity of the review process was ensured through clearly defined selection criteria, consistent screening procedures, and cross-checking of extracted data. The findings reveal that effective DGBL implementation is strongly associated with pedagogical alignment, particularly the integration of explicit learning objectives into game mechanics, immediate and adaptive feedback, student-centered learning approaches, progressive scaffolding, and functional gamification elements. These features consistently contributed to improvements in students’ academic achievement, conceptual understanding, and learning retention. In the affective domain, learning motivation and student engagement emerged as the most prominently enhanced outcomes, followed by positive shifts in learning attitudes and self-efficacy. The most stable and consistent effects were observed in language-related subjects, upper elementary grades (Grades 4–6), and formal classroom settings. Overall, the findings indicate that DGBL's effectiveness depends more on instructional and pedagogical design than on technological complexity, highlighting the importance of pedagogically grounded game-based learning in elementary education.
A practical life based digital literacy framework for preservice teachers’ digital transformation Uswatun Hasanah; Arpinda Syifa Awalin; Annas Ribab Sibilana; Miqdarul Khoir Syarofit
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.v15i4.877-892

Abstract

The rapid digital transformation in preservice teacher education requires future teachers not only to use digital technologies but also to design innovative learning practices that address real-world educational needs. However, many programs still emphasize technical skills rather than the meaningful integration of digital competencies into authentic professional contexts. This study aims to examine how digital literacy is developed among preservice teachers in Islamic higher education institutions and to formulate a practical-life-based digital literacy framework to support their digital transformation. A qualitative multiple case study was conducted at two Indonesian Islamic universities. Data were collected through semi-structured interviews with faculty leaders and program administrators, analysis of curriculum documents, student digital portfolios, and observations of technology-enhanced learning environments. Data analysis followed an interactive model and thematic analysis supported by NVivo to ensure systematic coding and interpretation. The findings reveal that digital literacy development is shaped by institutional policy, curriculum integration, and practical-life-based learning activities, forming a digital ecosystem that transforms preservice teachers into innovative and reflective digital practitioners.
Descriptive analysis of key determinants of postgraduate education quality in Cambodian universities Wiputra Cendana; Keun Im; Joy Trison Zebua
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.v15i4.1009-1020

Abstract

This study presents a comprehensive descriptive analysis of the core determinants influencing postgraduate education quality in Cambodia. Drawing on empirical data from 431 postgraduate students across three leading Cambodian universities, we examine how curriculum structure, faculty competency, research environment, quality assurance, institutional resources, and student satisfaction shape educational experiences. The analysis is anchored in robust theoretical frameworks and employs validated measurement instruments. Results provide foundational insights that inform educational leadership, policymaking, and future research in developing country contexts.
Authentic assessment in elementary mathematics: A systematic review of task design, effectiveness, and research gaps Dameis Surya Anggara; Candra Abdillah
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.v15i4.1053-1069

Abstract

Authentic assessment has emerged as an approach that bridges assessment practices with meaningful learning in elementary mathematics education. However, studies integrating task design, effectiveness, and research gaps remain limited. This study aims to systematically synthesize authentic assessment in elementary mathematics, focusing on task design, effectiveness, and future research directions. This research employs a Systematic Literature Review (SLR) guided by PRISMA. Articles were retrieved from Scopus using keywords related to authentic assessment and mathematics education. A total of 48 Scopus-indexed articles were identified, of which 15 were analyzed in depth according to inclusion criteria. Data were analyzed thematically and supported by bibliometric mapping using VOSviewer. The findings indicate that authentic assessment is commonly implemented through performance-based tasks, project-based assessment, portfolios, and rubric-based evaluation. These approaches are effective in enhancing students’ conceptual understanding, critical thinking, problem-solving skills, and engagement in learning. Moreover, authentic assessment provides comprehensive diagnostic information to support differentiated instruction. However, several gaps remain, including limited teacher competence in assessment design, low integration of technology, a lack of culturally responsive assessment, and the scarcity of longitudinal studies. The present study contributes by offering a comprehensive synthesis and proposing directions for developing more adaptive, inclusive, and technology-integrated authentic assessment models in elementary mathematics education.
Learning in pairs, thinking in shapes: A study on spatial reasoning in elementary school Lingga Nico Pradana; Octarina Hidayatus Sholikhah; Joel I. Alvarez
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.v15i4.953-976

Abstract

This study examines the effectiveness of the Power of Two learning model in improving fifth-grade students’ spatial reasoning skills, specifically in understanding plane figures and composite areas. A quantitative approach was employed using an Interrupted Time Series Design, involving 29 students from a public elementary school. The instrument used was the VR-test (Visualization and Relation Test), designed to measure two components of spatial reasoning: spatial visualization and spatial relation. The test was administered in two phases: a pre-test before the intervention and a post-test afterward. The pre-test assessed students’ initial ability to identify and calculate the area of shapes that form composite figures. After the Power of Two intervention, students showed an increase in their average post-test scores, indicating improved spatial reasoning. Statistical analysis using paired and independent-samples t-tests revealed significant differences between pre- and post-test results, confirming the intervention's effectiveness. The findings also demonstrated that both male and female students improved, although males slightly outperformed females in spatial visualization and spatial relations. Furthermore, the study highlights the pedagogical potential of peer collaboration and structured dialogue in developing students’ spatial thinking. These findings provide empirical support for integrating cooperative learning models, such as the Power of Two, into elementary mathematics instruction.
Transforming learning quality in elementary schools through the reflective action model in values-based instructional management Seprie; Sri Wahyudi; Marheni Rayung Puspaningrum
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.v15i4.937-952

Abstract

This study investigates the implementation of the Reflective Action model within values-based instructional management to improve learning quality and character development in elementary education. The research examined how reflective cycles can enhance instructional management, student participation, academic achievement, and students’ character formation. A Reflective Action Research (RAR) design was employed through two iterative cycles consisting of planning, action, observation, and reflection stages. The study involved one fifth-grade classroom and one teacher, with data collected through observation sheets, student assessments, field notes, and teacher reflective journals. Data were analyzed using descriptive statistics and thematic analysis. The findings reveal consistent improvements across all variables from Cycle I to Cycle II. Instructional management became more structured and values-oriented, student participation increased significantly, and learning achievement improved, with mastery learning rising from 65% to 90%. In addition, character development indicators such as responsibility, discipline, cooperation, and respect also showed substantial improvement. The study concludes that reflective action integrated with values-based instructional management effectively enhances both academic and non-academic outcomes. The model contributes to educational practice by offering a systematic framework for continuous instructional improvement and holistic student development in elementary schools.
The effectiveness of tilawati, ummi, and talaqqi methods on BTQ learning outcomes regarding the gender of elementary students in Bandung Hafilda Anisa; Rindang Rabi’ah Adawiyah; Ariibah Radita Ayu Candrika; Sal Shakhiba Albira Nanda Hanafi; Zulfa Uswatun Hasanah
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.v15i4.893-908

Abstract

This study aims to compare students’ learning outcomes in reading and writing the Qur’an (BTQ) based on three teaching methods: Tilawati, Ummi, and Talaqqi. While taking gender differences into account. This study employs a quantitative comparative approach involving 87 elementary school students from three Islamic schools in Bandung. Data were analyzed using SPSS 25, with assumptions tested, and two-way ANOVA, the Median Test, and the Mann-Whitney U Test used as post hoc analyses. The results indicate significant differences in BTQ learning outcomes among the three teaching methods. Post hoc analysis reveals significant differences between the Tilawati and Ummi methods (p = 0.001), the Tilawati and Talaqqi methods (p = 0.010), and the Ummi and Talaqqi methods (p < 0.000). Among the three methods, the Ummi method yielded the highest learning outcomes. Furthermore, no significant differences in BTQ learning outcomes were found by gender (p > 0.05). Interaction analysis also indicates that gender did not significantly moderate the relationship between learning methods and BTQ learning outcomes (p = 0.367), a finding further supported by profile plots showing relatively parallel patterns across all gender groups. The contribution of this study lies in the simultaneous comparison of three widely used BTQ learning methods within the same educational context while incorporating gender as an analytical variable. These findings suggest that the choice of learning method plays a more substantial role in determining BTQ learning outcomes than gender differences, with the Ummi method yielding the most favorable results in this study.
Exploring the cyber world: the innovation of the cristal booklet to improve speaking literacy skills and critical thinking for elementary school students Esty Yuliana Rabiah Aswadah; Nurul Istiq&#039;faroh; Wahyu Sukartiningsih
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.v15i4.1021-1035

Abstract

This study aims to examine the contribution of the CRISTAL Booklet (Critical Reading, Interactive Speaking, and Technology-Assisted Learning) to improving the speaking literacy and critical thinking skills of fifth-grade students who participated in the study. Speaking, literacy, and critical thinking are important skills that students need to develop. However, there are still challenges in applying these skills in the classroom. The CRISTAL Booklet was designed as a multimodal learning medium that combines critical reading, interactive speaking, and technology to enrich students’ learning experiences. This study used a quantitative approach with a one-group pretest-posttest research design. The participants were fifth-grade students from an elementary school. The research instruments included a pretest and a posttest to measure students’ speaking literacy and critical thinking skills. The results showed that the CRISTAL Booklet improved students’ speaking literacy and critical thinking skills, with a significant difference between pretest and posttest scores. Overall, the findings indicate that the CRISTAL Booklet can be used as an innovative and effective learning medium to improve speaking literacy and critical thinking skills among elementary school students.

Page 191 of 192 | Total Record : 1912

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