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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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Design and development of a digital game to support civics education for fourth-grade students Moh. Farid Nurul Anwar; Elita Mega Selvia Wijaya; Hediana Woe
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.v14i6.916-927

Abstract

Civics education on the nation's struggle is often considered less interesting to elementary school students. Therefore, this study aims to develop Digital Educational Games as Civics Education learning media based on the History of the Nation's Struggle material for Class IV Elementary School students, with validity and effectiveness. This research uses a research and development model based on the Borg & Gall model, comprising nine stages from needs analysis to field trials. Validation was conducted by media, material, and linguistics experts, with an average validity of 92%, indicating that this media is highly valid for use. The field trial involving 29 students implied that this digital educational game was effective, with an average learning outcome of 95.66 and an effectiveness rate of 90%. Thus, this digital educational game proved to be valid and effective.
Grounding the prophet Muhammad eating manners: prophetic food as a local food literacy movement in elementary schools Nuraly Masum Aprily; Nana Supriatna; Mubiar Agustin; Ernawulan Syaodih
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.v14i6.1037-1053

Abstract

The low level of local food literacy among elementary school students, influenced by globalization and the dominance of instant food consumption, requires a more holistic educational approach. This article aims to formulate the conceptual framework of Prophetic Food as a literacy model grounded in the eating manners of Prophet Muhammad. A systematic literature review was conducted, screening 173 articles and narrowing them to 15 relevant studies using explicit inclusion and exclusion criteria. The analysis revealed three major themes: (1) the importance of school-based nutrition interventions in shaping healthy eating behaviors; (2) the increasing emphasis on halalan thoyyiban principles in food consumption; and (3) the relevance of local food systems for sustainability and cultural identity. Integrating the Prophet’s eating etiquette—simplicity, cleanliness, moderation, and communal sharing—this study proposes Prophetic Food as a framework built on five prophetic values: al-‘adl (justice), al-thohārah (cleanliness), qona’ah (moderation), al-karīm (generosity), and al-akhlaq al-karīmah (noble character). The findings conclude that Prophetic Food expands food literacy beyond nutrition toward ethical, spiritual, and sustainability-oriented education. Practical implications include project-based school activities, such as communal meals following prophetic traditions, and policy recommendations for integrating prophetic food literacy into the national curriculum.
Contribution of parental support and learning discipline to science learning outcomes of grade V elementary students Fajar Ashwary; Sintha Sih Dewanti; Amanda Listiani
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.v14i6.1054-1062

Abstract

The present study analyses the contribution of learning discipline and parental support to the learning outcomes of Natural Sciences (IPA) of grade V elementary students. The study used a quantitative approach with an associative correlational design involving 60 grade V students of SDN 1 Banda Sakti in Lhokseumawe. Data were collected through questionnaires and analysed using multiple linear regression with the help of SPSS. The results revealed that learning discipline and parental support had a significant effect on science learning outcomes, both simultaneously (F = 42.668; p < 0.05) and partially. An R² value of 0.600 indicates that the two variables together explain 60% of the variation in students' science learning outcomes. Regression coefficient analysis also revealed that learning discipline had a more dominant influence (β = 0.576; t = 6.836; p < 0.05) compared to parental support (β = 0.465; t = 5.516; p < 0.05). These findings confirm that strengthening learning discipline needs to be the main focus of educational interventions, in addition to increasing school-family collaboration in creating a learning environment that supports students' academic success.
Assessing socio-scientific reasoning through local water issues: instrument development for preservice elementary teachers Puji Winarti; Sri Haryani; Sri Wardani; Langlang Handayani
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.v14i6.871-886

Abstract

The study aims to develop and validate a Socio-Scientific Reasoning (SSR) assessment instrument based on local water issues for preservice elementary teachers. The simplified Research and Development (R&D) method from the Borg & Gall model was used in this study. The development process includes three main stages: preliminary study, instrument development and Validation, and limited trials. The instrument was designed around six key dimensions of SSR and consists of 24 extended-response items, contextualized within a conflict over the distribution of Senjoyo springs in Semarang Regency. Content validation was done through expert review using Aiken's V, while empirical validity and reliability were tested using the Rasch model. The results showed that most questions were valid and reliable, with high internal consistency. The instrument trial with 108 preservice elementary school teachers showed that participants' SSR abilities varied, with the highest achievements in the inquiry and context-bound dimensions and the lowest in the skepticism and affordances of science and non-science considerations dimensions. This study emphasizes developing SSR instruments tailored to local contexts to support critical, reflective, and contextually grounded elementary science learning.
Development of the KIRASA interactive website for exemplary students of grade IV elementary school Jenuri; Ani Nur Aeni; Gamal Abdul Nasir Zakaria; Salsa; Ghaida Mufidah Nuha; Berliani, Irena Okta
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.v14i6.928-940

Abstract

This study aims to develop the KIRASA Interactive Website (Kisah Rasulullah SAW) as an innovative learning medium in Islamic Religious Education to address the challenge of low student engagement in learning Islamic history in the digital era. KIRASA is designed to address the challenges of the current digital era in conveying the history of the Prophet Muhammad SAW's leadership in Medina. The approach used is design and development (D&D) with the ADDIE model. This study involved 17 fourth-grade students and Islamic education teachers from SDN Kadujajar III in Sumedang. This website combines multimedia elements, including digital comics, interactive digital books, an attendance system, a collection of prayers, Word Wall-based interactive games, and various other features that can be accessed anywhere and anytime, or flexibly. The media validation results revealed high feasibility with an average score of 95.6% from experts, which explicitly confirmed that this media met quality standards in terms of material, design, and function. In addition, the positive response rate from students reached 91.5%, indicating that this media was very effective and well-received by the target users. The combination of expert validation results and student responses clearly reinforces the position of the KIRASA Interactive Website as an effective and innovative learning tool. Thus, KIRASA becomes a learning alternative that can improve students' understanding of the leadership of the Prophet Muhammad SAW with a more interesting, interactive, and meaningful learning atmosphere in the classroom.
Student perceptions of creativity and information literacy following project-based learning in Indonesian language instruction Kamelia Marsanda Muslim; Putri Awalia Syahra; Aliem Bahri
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.v14i6.1083-1100

Abstract

The issue of low levels of creativity and information literacy among elementary school students necessitates an innovative, contextual learning approach. This study aims to describe the level of students’ creativity and information literacy following the implementation of a Project-Based Learning (PjBL) in third-grade Indonesian language instruction at SD Negeri Pao-Pao, Makassar. Employing a descriptive quantitative method, 24 students were selected through purposive sampling. Data were collected using a four-point Likert scale questionnaire designed to assess creativity (fluency, flexibility, originality, elaboration) and information literacy (ability to identify, evaluate, and apply information). Data analysis was conducted using SPSS version 25, including tests of validity and reliability and descriptive statistics. All instruments were found to be valid and reliable, with Cronbach's Alpha values exceeding 0.883. The mean creativity score was 82.04, and the mean information literacy score was 82.06, on a 0-100 scale, indicating that both fell within the "High" category. These findings suggest that after the implementation of PjBL, students demonstrated strong creative abilities and information literacy. Project-based learning fosters active engagement and independent information management among students. The study highlights the potential of PjBL as a pedagogical strategy to support the development of 21st-century skills in elementary education.
Improving pancasila education learning outcomes with the CRT approach for grade V students of SDN 2 Prambanan Sri Suwartini; Putri Zudhah Ferryka; Nela Rofisian; Isna Rahmawati
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.v14i6.957-969

Abstract

The present study examines the improvement in Pancasila learning outcomes of fifth-grade students of SD Negeri 2 Prambanan through the application of the Culturally Responsive Teaching (CRT) approach. The research background was based on the low achievement of student learning outcomes, where as many as 74.6% of them obtained scores below the Learning Objective Completion Criteria (KKTP). This condition was derived from the lack of innovation in the learning process carried out by educators, so that students had difficulty understanding the material. This study used the Classroom Action Research (CAR) type with the Kemmis and McTaggart model, which includes four stages: planning, implementation of action, observation, and reflection. The research subjects were all 28 students of grade V SD Negeri 2 Prambanan, consisting of 16 male and 12 female students. Data collection techniques used included observation sheets, learning outcome tests, and documentation. The data analysis technique used was descriptive analysis with a percentage approach. The research results indicated an increase in learning outcomes in each cycle. In cycle I, 18 students (65.8%) achieved mastery, while in cycle II, this figure increased to 25 students (89.2%). These findings indicate that the Culturally Responsive Teaching (CRT) approach can have a significant positive impact on improving students' Pancasila learning outcomes, particularly in recognising local wisdom.
Empowering elementary students’ higher-order thinking and creativity: the role of a problem-solving learning model with mentimeter integration in social sciences Leny Julia Lingga; Siti Quratul Ain; Muhamad Nukman; Chantika Resdayanti; Rizqi Fajar Adi Putra
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.v14i6.887-899

Abstract

The present study explores the role of problem-solving learning models integrated with Mentimeter media in empowering higher-order thinking skills (HOTS) and creativity in social sciences learning at the elementary school level. A quasi-experimental, non-equivalent control-group design was used, involving two classes purposively selected. A total of 70 students were enrolled, 34 in the experimental class and 36 in the control class. Data were collected using essay tests that measured students' HOTS and creativity, then analysed using MANOVA after meeting the assumptions of normality and homogeneity. The results yielded a significant difference between the experimental class, taught using the problem-solving model with Mentimeter integration, and the control class, taught using the conventional teaching model, both in HOTS (p < 0.001) and in creativity (p < 0.001). These findings confirm the importance of combining problem-solving pedagogy with interactive technology tools in empowering elementary school students' cognitive and creative skills in social sciences learning.
Implementation of character values in project activities for Phase C primary school students in South Sulawesi Rahma Ashari Hamzah; Sitti Mania; Andi Achruh; St. Syamsudduha
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.v14i6.1063-1082

Abstract

The purpose of this study is to identify the implementation of character values through the execution of project activities, which serves as a case study for Phase C primary school students at SD Inpres 100 Dare Bunga-Bungae, Soppeng Regency, South Sulawesi. The research employed a qualitative descriptive approach, with data obtained from the principal, teachers, and students at the elementary school. Data were collected through interviews, observations, and documentation. Data analysis followed the Miles and Huberman model, which consists of four components: data collection, data reduction, data display, and conclusion drawing. The findings indicate that the project was implemented in accordance with the established guidelines, covering the introduction, contextualization, action, reflection, and follow-up stages. The character values reinforced through this project include faith and devotion to God Almighty, global diversity, collaboration, and creativity. The project's outcome was a performance of traditional dances from various regions, presented during the exhibition. Therefore, the project's implementation serves as a platform for elementary school students to develop their competencies and strengthen their character in line with the Pancasila student profile, ultimately contributing to achieving national education goals.
Integrating local culture into IPAS learning: A culturally responsive teaching approach in elementary school Avhiony Puspa Sari; Kumalasani, Maharani Putri
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.v14i6.941-956

Abstract

Education in the era of globalization faces various challenges, including accommodating cultural diversity, particularly students' diverse cultural backgrounds. This study explores the implementation and integration of local culture through a Culturally Responsive Teaching approach in science and social studies (IPAS) lessons for fourth-grade students at SDN Junrejo 1, Batu. Through Hernandez's theoretical perspective, which covers five aspects, namely: content integration (combining material with cultural context), facilitating knowledge construction (constructing knowledge according to cultural background), reducing prejudice (reducing bias on differences), social Justice (becoming agents of change), and academic development (helping students achieve academic success). This study used a descriptive qualitative research method. The subjects in this study included teachers and fourth-grade students at SDN Junrejo 1, Batu. The results of this study indicate that the school's efforts to develop culture-based activities and the fourth-grade teachers' efforts to integrate local culture into IPAS learning have made learning relevant and meaningful. The conclusion of this study shows that integrating local culture into IPAS learning can help students understand scientific and social concepts in context. With the school's support, students are motivated to recognize, appreciate, and preserve their culture. This study provides a new contribution to implementing Culturally Responsive Teaching (CRT) practices based on Hernandez's five aspects in the context of science and mathematics learning, a topic rarely discussed comprehensively.

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