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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 1,838 Documents
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The effect of flash card media and problem-based learning to critical thinking skills in elementary school science lessons Rudi Hermansyah Sitorus; Rita Kurnia; Dinda Widyastika
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.p738-747

Abstract

The present study examines the effect of flash card media and learning-based problem-solving on the critical thinking skills of students in Science Lessons, Grade V, Elementary School. This is an experimental study with a quantitative approach. The method used is quasi-experimental. Research design is a non-equivalent control group design. The research population involved all the students in Class V of State Elementary School 060970 Medan Belawan. The research sample consisted of 44 students from Classes VA and VB. The research results showed that the independent sample T-Test analysis of the post-test classes, both experimental and control, yielded a significant result. (2-tailed) is 0.000 while the level of significance α = 0.05. The results show a significant value since the value (2-tailed) < 0.05, it is concluded that Ha is accepted and H0 is rejected. This indicates an effect on improvement skills, critical thinking, student class experiments, and controls. It can be concluded that using flash card media and problem-based learning affects these skills, particularly in Class V students of SDN Negeri 060970 Medan Belawan.
The influence of school principals' academic supervision on the quality of learning through teacher professionalism as an intervening variable Ikrima Mailani
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-p826-834

Abstract

The present study reviews the impact of the principal academic supervision on the teacher professionalism and learning quality in SDIT. It tests the contribution of teacher professionalism as a mediating variable. This study is quantitative research using a survey method. A questionnaire gathered the data and was analysed using path analysis based on Structural Equation Modelling with Partial Least Squares (SEM-PLS). The result is that the principal’s academic supervision positively affects teacher professionalism, and teacher professionalism positively and significantly influences learning quality. Nevertheless, the principal’s academic supervision does not considerably influence the learning quality. The other important finding is that teacher professionalism fully mediates the relationship between the principal academic supervision and learning quality. It can be said that the quality of learning can be improved by constantly developing the professionalism of teachers, which is fostered through good academic supervision by the principal.
The relationship between parental attention and elementary student discipline Siti Quratul Ain; Adelia Putri; Mitha Dwi Anggriani
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.p758-767

Abstract

This study aims to examine and analyse the relationship between parental attention and elementary school students' discipline. The method used is an ex post facto approach with a quantitative approach. The research population included all 78 fourth and fifth-grade students of SD Negeri 001 Buluh Cina, who were also sampled using a total sampling technique. The research instrument was a closed questionnaire whose validity and reliability had been tested. Data analysis was carried out using the Spearman Rank correlation test and the calculation of the coefficient of determination (R²). The results showed a positive and significant relationship between parental attention and student discipline, with a correlation coefficient of 0.516 and a significance value of 0.000 (<0.05). This value indicates a moderate category relationship, meaning that the higher the parental attention, the higher the level of student discipline. In addition, the coefficient of determination (R²) of 29.6% indicates that parental attention contributes to variations in student discipline, while the remaining 70.4% is influenced by other factors not examined. These findings emphasise the importance of parental involvement in the educational process, both through regular communication and more structured mentoring programs, so that it can support the formation of students' disciplined character more comprehensively.
Practicality of a batak toba culture-based realistic model in the higher-order thinking skills of pre-service elementary school teachers Patri Janson Silaban; Anton Sitepu; Israil Sitepu
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.p780-796

Abstract

This study evaluates the practicality of a Realistic Mathematics Education model integrated with Batak Toba cultural elements to develop Higher-Order Thinking Skills among pre-service elementary school teachers. Using a Research and Development (R&D) design based on Plomp’s three-phase model, the research involved preliminary investigation, design and development, and evaluation. The model was validated through expert judgment, pilot testing, and classroom trials. Practicality was assessed using indicators of implementation, ease of use, student engagement, and practitioner acceptance. Results from two trials showed significant improvements: implementation increased from 3.2 to 4.5, lecturer ease from 3.1 to 4.4, student engagement from 3.0 to 4.3, and practitioner acceptance from 3.3 to 4.6 (scale 1–5). Students’ HOTS improved from a moderate category (0.63) in the first trial to a high category (0.85) in the second. These findings indicate that the Batak Toba culture-based RME model is practical, culturally relevant, and pedagogically effective, with strong potential for integration into teacher education programs.
Needs analysis for the visual auditory kinesthetic (VAK) model using smart floor in physical education, sports, and health learning in elementary schools Widya Handayani; Hikmah Lestari; Siti Ayu Risma Putri; Muhsana El Cintami Lanos; Evi Megariani
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.p797-811

Abstract

This study presents the needs of the VAK game model using Smart Floors in Physical Education, Sports, and Health learning for elementary school students. Using Smart Floors (a technology-based interactive surface) as part of technological advancements provides sports facilities that can enhance exercise, prevent injuries, and create a more engaging sports experience for elementary school students. A descriptive exploratory design with a mixed-method approach was used as the research method. The study was conducted at five elementary schools in Palembang. Participants involved as informants were 200 fourth and fifth-grade elementary students and five sports teachers. Data collection techniques were observation (direct surveys to schools), interviews, questionnaires, and documents. Data analysis techniques were carried out quantitatively and qualitatively. The results of the needs analysis concluded that teachers and students gave a positive response to the need for a Physical Education, Sports, and Health learning model, and with the percentage of 'agree' and 'strongly agree' responses from students reaching >70% for the audio and visual content aspects, strengthening the findings of this needs analysis. The most desired game model was based on traditional games, supported by technology. The VAK game model using Smart Floor was created to contain 1) content aspects (audio, visual, and kinesthetic), 2) process aspects (exploration, elaboration, and confirmation), and 3) impact aspects. Based on the findings of this needs analysis, the design of the VAK game model should be implemented using various traditional games. The research implications indicate that the findings provide a concrete basis for the design and development phase of the VAK game model, which is based on Smart Floors and traditional games.
Integrating toba batak culture in elementary school learning: an effort to strengthen the local identity of the nation's children Mangido Nainggolan
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.p826-834

Abstract

This paper describes the implementation of Toba Batak culture-based learning in elementary schools and analyse the roles of teachers, schools, families, and traditional leaders in preserving local cultural values. The research background departs from the phenomenon of the weakening of the younger generation's attachment to Toba Batak culture due to globalisation and the dominance of digital popular culture. This study uses a qualitative method with a descriptive approach. Data were collected through participatory observation, in-depth interviews with teachers, principals, parents, and traditional leaders, and documentation of learning activities at Lumban Bulbul Elementary School in Toba. Data analysis was carried out through the stages of data reduction, data presentation, and thematic conclusion drawing. The research results indicate that Toba Batak culture-based learning in elementary schools is still in early stages and has not been fully integrated into the curriculum. Teachers have attempted to link local cultural elements through regional songs, folk tales, storytelling competitions, Tor Tor performances, and Ulos exhibitions. However, limited teaching materials, lack of training, and minimal collaboration with traditional institutions remain obstacles. Meanwhile, families remain the primary agents of cultural heritage transmission through the Batak language, participation in traditional ceremonies, and the instillation of the values ​​of Dalihan Natolu, Hamoraon, Hasangapon, and Hagabeon. Traditional leaders also play a role in maintaining cultural continuity through social activities and collaboration with schools. The research implications emphasise the need to develop local culture-based learning guidelines, teacher training on integrating cultural values ​​into the curriculum, and formal partnerships between schools and traditional institutions to ensure the sustainability of cultural preservation.
Burnout in shadow teachers in teaching science to children with special needs: a case study at an inclusive elementary school in jambi Budiono, Hendra; Rosyadi, Akmad Fikri; Noviyanti, Silvina; Zahyuni, Violita; Antonio, Marites D
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.p748-757

Abstract

The risk of burnout among shadow teachers significantly impacts the quality of services for children with special needs, so this issue needs to be considered, especially in inclusive education. The research purpose was to describe and examine aspects of burnout among shadow teachers in science education for children with special needs in inclusive elementary schools in Jambi. This study was qualitative and used a case study approach with three shadow teachers as subjects. The subjects were selected through purposive sampling and consisted of three shadow teachers with educational backgrounds and who had received training in handling children with special needs. Data collection techniques included observation and interviews. The results showed various forms of burnout in science teaching for children with special needs in inclusive schools, including emotional and physical exhaustion, depersonalization, and reduced self-esteem. Based on these results, it is necessary to develop a professional support system to prevent burnout and ensure the quality of assistance for children with special needs.
The effectiveness of universal design for learning (UDL)-based counselling guidance programs on the social-emotional readiness of early childhood children to elementary school early childhood children for elementary school Sean Marta Efastri; Novembli, Meta Silfia; Suharni; Devi Afriyuni Yonanda
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.p768-779

Abstract

Social-emotional readiness constitutes a fundamental prerequisite for the successful transition of early childhood children to elementary school. The inherent limitations of conventional guidance and counselling approaches in accommodating the diverse learning profiles of children trigger the need for a more inclusive intervention model. This research examined the effectiveness of a counselling guidance program based on Universal Design for Learning (UDL) in enhancing children's social-emotional readiness. The study employed a one-group pre-test and post-test design with 30 children aged 5-6 years as subjects. The UDL intervention was implemented over 12 sessions, focusing on the three principles: Representation, Action and Expression, and Engagement. Social-emotional readiness was measured using the Social-Emotional Readiness Scale (SKSE) completed by teachers and the Child Behaviour Observation Sheet (LOPA). Data analysis was conducted using the Paired Samples t-test and the effect size calculation (Cohen's d). The t-test results showed a statistically highly significant increase in scores for both instruments (SKSE: t (29) = 9.22, p<0.001; LOPA: t (29) = 11.55, p<0.001). The effect size (Cohen's d) was considerable (SKSE: d=1.95; LOPA: d=2.44), indicating a substantial practical impact of the intervention. This significant improvement confirms that the UDL-based counselling guidance program, through its multimodal flexibility, effectively enhances emotional regulation and pro-social behaviour in early childhood children. The practical implication of this finding is that the UDL-based counselling model can be adopted as an inclusive, standard intervention framework to prepare children for the diverse demands of the elementary school environment.
The development of outcome-based education (OBE)-oriented teaching materials through problem-based and project-based learning for the elementary science education course Laili Rahmi; Zaka Hadikusuma Ramadan; Ibnu hajar; Ratna Syafitri
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 6 (2025): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i6.835-851

Abstract

This study aims to develop new teaching resources for science education courses in elementary schools that emphasize outcome-based education (OBE) and integrate project-based learning (PjBL) and problem-based learning (PBL) methodologies. This development addresses the need to enhance the quality of OBE-based learning materials, highlighting that traditional teaching resources often fail to meet student expectations. This research focuses on the development and validation phase; the limitation of this research is that it does not include effectiveness testing. Employing the Research and Development (R&D) approach guided by the Borg and Gall framework, the study progressed through structured phases: prototype creation, initial testing, refinement, field implementation, and finalization of the product. Participants in this research included subject matter experts, instructional design specialists, media experts, course instructors, and students from the Elementary School Teacher Education (PGSD) program. Validation results indicated that the developed materials achieved an average feasibility score of 89.81%, placing them within the "highly valid" category. The use of these teaching materials is anticipated to foster students' critical thinking, analytical reasoning, and collaboration skills, aligning with OBE learning outcomes and the objectives of the Merdeka Belajar Kampus Merdeka (MBKM) initiative. The study suggests that future research should further investigate the impact and effectiveness of these materials across broader educational settings.
Child-Friendly learning media for inclusive schools:  A systematic literature review Candra Abdillah; Ani Rusilowati; Barokah Isdaryanti; Dameis Surya Anggara
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 6 (2025): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i6.852-870

Abstract

This research aims to review child-friendly learning media that support inclusive school learning. The research method used is a systematic literature review (SLR) with a bibliometric approach. The data are in the form of search results for articles from various relevant Scopus sources. To find articles, researchers used five keywords in accordance with the PRISMA protocol. The article's source is the last 5 years (2019 - 2024). The number of articles analyzed was 84 Scopus-indexed articles. The results of the literature review explain (1) child-friendly learning media in inclusive schools include various types such as Gamification media for ADHD, PECS and SELFI for autistic students, multiliteracies-based online and social media platforms, and Machine Learning-based Media Augmentation (ML-MA) for accessible digital environments; (2) learning methods that support the application of teaching media such as differentiated instruction, collaborative learning, and the Universal Design for Learning (UDL); (3) The principles of implementing child-friendly teaching media prioritize child-centered, interactive, safe, developmentally appropriate, enhanced access, and accessibility. (4) The main obstacles in the implementation of this media are teachers' lack of understanding of the needs of children with disabilities, limited facilities, and a lack of professional training.

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