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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 961 Documents
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Corrigendum to "The readability 'Sangkuriang': asal-mula tangkuban perahu' folklore for elementary school students using gunning fog index" Welsi Damayanti; Jendriadi; Ida Nuraeni; Abdul Razak
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 3 (2025): June
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i3.p250-266-corrigendum

Abstract

This corrigendum addresses an error in the originally published version of this article. An author's name was incorrectly spelled in the author byline and the running header. The name was published as 'Welsi Damyanti' when it should have appeared as 'Welsi Damayanti'. The authors sincerely apologize for this oversight and any inconvenience it may have caused. The online version of the article has been amended to reflect this correction.
Critical thinking transformation in the digital era: The effectiveness of e-module based on read-STEM in elementary school Kusumawati Shindi Nur Rahmawati; Suratno; Rizki Putri Wardani
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 5 (2025): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i5.p627-642

Abstract

Critical thinking is an essential 21st-century skill students need to face global challenges. It involves the ability to analyse information deeply, present arguments objectively, and make evidence-based decisions. However, the level of critical thinking skills of elementary students in Indonesia remains relatively low. To address this issue, the development of suitable learning media is needed. This study aims to develop and test the effectiveness of an e-module based on Read-STEM in improving elementary students’ critical thinking skills. The research used the Borg and Gall development model, involving 4th-grade students from several elementary schools in Jember. Instruments were validation sheets and critical thinking skill tests. The validation results showed a validity score of 95.1%, categorised as “very valid.” The effectiveness test indicated an average N-Gain of 0.61, placing it in the “medium” improvement category. These results indicate that the Read-STEM-based e-module is a valid and effective learning medium. Furthermore, these findings have broader implications for other educational contexts, such as science or social studies, which require complex problem analysis and evidence-based reasoning. This research contributes to the existing body of knowledge on digital learning tools by providing a specific, practical framework that combines the strengths of the STEM approach with critical reading strategies, demonstrating its potential for developing higher-order thinking skills beyond the elementary level.
Students' mathematical representation ability in Learning fractions through a concrete-representational-abstract approach with a joyful learning nuance Fuad Nasir; Gunawan; Shanti Nurhidayah; Salsabila Anindiyah; Yudistira Indra Prahasta Putra Elwanda; Setiyani; Rahmad Khodari; Mohammad Dadan Sundawan; Laelasari
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 5 (2025): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i5.p643-658

Abstract

Mathematical representation ability is crucial in understanding fraction concepts, especially for elementary school students still in the concrete cognitive development stage. This study aims to describe the mathematical representation abilities of fourth-grade students in learning fractions through the Concrete-Representational-Abstract (CRA) approach with a joyful learning atmosphere. This approach was implemented through educational games such as Run Speech Fraction, Jump and Draw Fraction, and Walk Fast Fraction. The study employed a descriptive qualitative method, involving three fourth-grade students from an elementary school in Cirebon, each representing a high, medium, and low ability level. Data were collected through written tests and in-depth interviews, and analysed using the Miles and Huberman model. The results indicate that when delivered in an engaging and enjoyable atmosphere, the CRA approach effectively supports the gradual development of verbal, visual, and symbolic representations. High-ability students demonstrated consistency across all three forms of representation; medium-ability students showed basic understanding but still required guidance; low-ability students faced difficulties yet remained enthusiastic throughout the learning process. This study contributes to developing instructional strategies that promote gradual conceptual understanding, foster enjoyable learning experiences, and encourage active student engagement in mathematics.
The effect of deep Learning-based practicum with simple tools on improving the science process skills of prospective teacher students Dea Mustika; Fitriyeni; Dina Liana; Nordin Mamat
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 5 (2025): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i5.p616-626

Abstract

The study aims to determine the effect of deep learning-based practical work using simple tools on improving students' science process skills. The research method employs a quasi-experimental design with a one-shot case study approach. The sample consisted of 43 PGSD FKIP UIR students, with research instruments as observation sheets and questionnaires. The data obtained were analysed using prerequisite tests, specifically normality and hypothesis tests, including the t-test with a significance level 0.05. The normality test results showed that the data were normally distributed with a Sig value of 0.2 > 0.05. The hypothesis test results yielded a Sig value of 0.000 < 0.05, so H0 was rejected and H1 was accepted. The results show a significant improvement in science process skills, including observing, classifying, measuring, and communicating. In conclusion, students' science process skills improve when applying the deep learning-based practical method using simple tools.  These findings indicate practical potential that can be used to support effective science learning for prospective teacher students.
Designing an IPAS lesson plan with understanding by design approach for grade v elementary school Vigo Pratama Saputra; Iin Purnamasari; Suyitno
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 5 (2025): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i5.p659-670

Abstract

This study presents the feasibility and validity of IPAS learning planning using the Understanding by Design (UbD) approach in a fifth-grade elementary school. This study uses a research and development (R&D) methodology that adopts the ADDIE model (Analyse, Design, Development, Implementation, and Evaluation). The data collection instruments were expert lecturer validity, teacher feasibility questionnaires, and student feasibility questionnaires, developed based on the review of the supervising lecturer and expert assessment. The implementation stage involved applying the developed learning plan to fifth-grade students at Karangsono 02 Public Elementary School. The trials at this stage included product validity and feasibility tests conducted by expert lecturers, classroom teachers, and fifth-grade students. The results show that the subject matter experts scored 91% in the excellent category, the learning planning experts scored 81% in the good category, and the teacher and student questionnaires were rated very feasible (93% and 87%). The evaluation stage included evaluations conducted at each stage of the ADDIE model. Data analysis techniques used triangulation. The results demonstrate that the IPAS learning plan, developed using the UbD approach, was valid and feasible for use in elementary schools, offering a valuable and innovative learning experience for teachers and students.
Development of academic supervision instruments based on differentiated instruction in merdeka curriculum Rudiyanto; Ngatmini; Joko Sulianto
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 5 (2025): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i5.p671-682

Abstract

Academic supervision plays an important role in improving school learning quality. However, its implementation remains suboptimal, particularly regarding the instruments used and their alignment with differentiated instruction in the Merdeka Curriculum. This study aims to develop academic supervision instruments based on differentiated instruction, based on the Merdeka Curriculum. The products include a teaching module review instrument, a classroom observation tool, and a simple digital tool to support their use. The research employed a research and development (R&D) approach with the Borg and Gall model, covering six stages: problem identification, data collection, product design, design validation, design revision, and product testing. The subjects were 10 principals and three expert validators in Dabin II, Subah in Batang Regency. Data were collected using validation questionnaires and user response surveys. Validation results showed all items were rated Good to Excellent with an average score of 0.90, while principal responses indicated very high practicality with an average score of 94.05%. These findings confirm that the developed instruments are valid, practical, and effective in supporting the implementation of differentiated instruction within the Merdeka Curriculum.
Development of M1 smart card as an anti-corruption education media in SD Muhammadiyah Surakarta Suyitno; Suyadi; Dikdik Baehaqi Arif; Abdulaziz Kalupae
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 5 (2025): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i5.p699-710

Abstract

In response to the urgent corruption issue in Indonesia, which is reflected in the Corruption Perception Index (CPI) 2024 score of 34, the present study was conducted. One preventive effort is anti-corruption education at SD Muhammadiyah Ketelan Surakarta, a school designated by the Indonesian Corruption Eradication Commission (KPK) as a Pilot School for Anti-Corruption Education. The M1 Smart Card was developed as a learning medium based on anticorruption values to support this. This study aims to (1) examine the development of the M1 Smart Card, (2) analyse its implementation in the learning process, and (3) evaluate its impact on students’ behaviours. Using a qualitative approach with observations, interviews, and documentation, data were analysed through Miles and Huberman’s model. The findings reveal that (1) the M1 Smart Card was collaboratively designed to integrate character values, (2) it has been consistently implemented through school culture and classroom practices, and (3) its application fosters honesty by functioning as a zero-cheating tool, leading to a noticeable increase in students’ awareness, responsibility, and integrity in daily learning activities. This research contributes to the field of elementary education by providing evidence of how an innovative, value-based learning medium can strengthen anti-corruption character education and serve as a practical model for other schools.
Understanding depression and mood disorders: implications for interventions in elementary children Daviq Chairilsyah; Rita Kurnia
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 5 (2025): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i5.p683-698

Abstract

Mood disorders, especially depression, are one of the most common mental health problems and have a broad impact on various aspects of elementary school students' lives. Depression not only affects emotional conditions, but also the sufferer's social function, work, and physical health. This article provides a comprehensive understanding of depression and other mood disorders, including symptoms, causes, risk factors, and treatment strategies. This study uses a literature study method by reviewing various scientific references, such as journals, books, and articles from trusted sources that discuss mood disorders from a psychological and medical perspective. The research results indicate that mood disorders have a complex and varied aetiology, involving biological, psychological, and environmental factors. Effective treatment requires a multidisciplinary approach, including psychotherapy, pharmacotherapy, and ongoing social support. The conclusion of this study emphasises the importance of early detection and appropriate intervention to prevent the long-term impact of mood disorders on the quality of life of elementary children.
Implementation of language politeness in online learning as an effort to optimise character education of pre-service elementary school teachers Nugraheti Sismulyasih SB; Panca Dewi Purwati; Moh. Farizqo Irvan
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 5 (2025): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i5.p711-721

Abstract

The issue that requires serious attention is the use of language through mobile phones, which often neglects aspects of politeness in communication. This study aims to (1) examine the use of language politeness among PGSD UNNES student teachers in their interactions with lecturers through short messages and direct communication in online learning, (2) identify violations of the principles of language politeness in short message communication, and (3) develop a language politeness program in online learning as an effort to optimise character education. The research employed the research and development (R&D) method using the Borg & Gall model, with PGSD UNNES students as the subjects. Data were collected through interviews, observations, questionnaires, rating scales, tests, and performance tasks, and were analysed both descriptively and using the n-gain test. The validation results indicated that the language politeness handbook was deemed feasible to use (media expert score: 57 out of a total score of 75; material expert score: 73 out of a total score of 75). The effectiveness test yielded an n-gain of 0.7 (high category), demonstrating that the handbook effectively improves the language politeness of pre-service elementary school teachers and significantly increases students' understanding and application of polite language after the intervention.
Exploring the impact of discovery learning and self-efficacy on students’ mathematical reasoning skills Sylvia Rabbani; Ryan Dwi Puspita
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 5 (2025): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i5.p722-737

Abstract

The research aims to test the effect of discovery learning on mathematical reasoning and analyse the differences in impact based on elementary school students' self-efficacy level. This study uses a quantitative approach with a quasi-experimental pre-test-post-test control group type design. The research sample consisted of 120 elementary school students randomly divided into experimental and control groups. The experimental group was given treatment for eight meetings using the Discovery Learning model, while the control group followed normal learning. The instruments used included a mathematical reasoning test and a self-efficacy questionnaire. Data analysis was carried out using paired sample t-test and independent sample t-test to determine the effect of the learning model, as well as one-way ANOVA to analyse differences in influence based on the level of self-efficacy. The results showed that the Discovery Learning model significantly improved students' mathematical reasoning skills with a value of <0.001. In addition, there was a significant difference in the acquisition of mathematical reasoning skills based on students' self-efficacy level. These findings indicate the importance of considering academic self-confidence factors in designing effective mathematics learning in elementary schools

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