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Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar
Published by Universitas Trunojoyo Madura
ISSN : 2303307X     EISSN : 25415468     DOI : https://doi.org/10.21107/Widyagogik
Core Subject : Education,
Education
Widyagogik, terbit dua kali setahun berisi tulisan yang diangkat dari hasil penelitian di bidang pendidikan dan pembelajaran sekolah dasar.
Arjuna Subject : -
Articles 248 Documents
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The Use of Kinetic Sand Media to Improve the Initial Writing Ability of Disabled Students Hartanti, Herma Raidha; Pratama, Toni Yudha; Utami, Yuni Tanjung
Widyagogik Vol 13, No 3: Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/widyagogik.v13i3.32140

Abstract

This study aimed to determine the effectiveness of using kinetic sand media as an intervention tool to improve the initial writing skills, specifically graphomotor control and letter imitation, in students with Intellectual Disabilities (ID) at SKh Negeri 02 Lebak. The research employed a quantitative pre-experimental design using the One Group Pre-test Post-test design. The subjects consisted of three students with intellectual disabilities (N=3) from the SDLB level. Data were collected through observation checklists (pre-test and post-test) and analyzed using the non-parametric Wilcoxon Signed Rank Test, appropriate for a small sample size. The analysis revealed a significant increase in the subjects’ initial writing scores following the kinetic sand intervention. The statistical test yielded an Asymp. Sig. (2-tailed) value of p 0.05, indicating a significant difference between pre-test and post-test scores. This result substantiates that the sensory and manipulative nature of kinetic sand successfully strengthened the subjects' intrinsic hand muscles and enhanced fine motor control necessary for writing. It is concluded that the use of kinetic sand media has a positive and statistically significant effect on improving the initial writing skills of students with intellectual disabilities. The intervention is highly recommended for special education settings as an engaging and effective pre-writing preparatory activity.
The Effect of the Wordwall Educational Game on Madurese Language Learning Outcomes of Fifth Grade Students at UPTD SDN Tanjung Jati 2 Yuniar, Faridatul; Fauziyah, Humairah
Widyagogik Vol 13, No 4: Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/widyagogik.v13i4.32210

Abstract

This study was motivated by the low learning outcomes of students in the Madurese language, particularly in mastering vocabulary and understanding narrative texts. The purpose of this study was to determine the effect of the Wordwall educational game on the Madurese learning outcomes of fifth-grade students at UPTD SDN Tanjung Jati 2. This study applied a quantitative approach with a one-group pretest-posttest design. The research subjects consisted of 18 fifth-grade students. Data were collected through tests (pretest and posttest) and observation sheets of learning implementation. The hypothesis was tested using the Wilcoxon Signed Rank Test, which obtained a significance value of 0.001 0.05, indicating that the alternative hypothesis was accepted. The results showed that the use of Wordwall had a significant effect on students' Madurese learning outcomes. The media proved to be effective in improving learning outcomes as well as creating a more interactive, enjoyable, and engaging classroom atmosphere.
Patrol Music as an Educational Medium for Exploring History, Cultural Values, and Musical Functions in Primary Schools Proborini, Chandra Ayu; Mayangsari, Marrisa Aulia; Muhammad Ahsin Maulana, Muhammad Ahsin Maulana Muhammad Ahsin Maulana
Widyagogik Vol 13, No 1 (2025): Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/widyagogik.v13i1.30357

Abstract

Traditional arts hold a vital role in preserving cultural identity and fostering character education in early schooling. Patrol music, a community-based percussive ensemble developed in local traditions, offers rich historical, cultural, and educational values that remain underutilized in formal education. This study investigates the potential of patrol music as a pedagogical medium in elementary school education. This study employs a qualitative approach using the literature review method. Academic journals, books, and institutional reports were analyzed to examine the historical development, cultural significance, and pedagogical relevance of patrol music within the framework of contextual and thematic learning. The findings reveal that patrol music does not only serve as an engaging tool to contextualize subjects (e.g. Social Studies, Civic Education, and Arts), but it is also as a medium to cultivate students’ social-emotional skills, including cooperation, empathy, and cultural pride. Integrating it into the school curriculum could align with character education and local wisdom-based learning emphasized in curriculum policy in Indonesia. To maximize the educational potential of patrol music, some strategic actions are recommended, such as administering teacher training, developing local-based learning resources, and encouraging collaboration with cultural communities. These steps are critical in revitalizing traditional arts education and reinforcing cultural resilience among younger generations.
Analysis of students’ reading comprehension skills in indonesian language subject of fourth-grade students at SDN Barurambat Kota 1 pamekasan Safitrih, Irene May Widiyani; Setyawan, Agung
Widyagogik Vol 13, No 3: Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/widyagogik.v13i3.32154

Abstract

This study aims to analyze the reading comprehension skills of fourth-grade students at SDN Barurambat Kota 1 Pamekasan in the Indonesian language subject. The research focuses on students’ mastery of reading comprehension indicators in accordance with the Merdeka Curriculum, including the ability to identify main ideas, understand explicit and implicit information, interpret vocabulary in context, draw logical conclusions, and evaluate the author’s purpose. This study employed a qualitative approach with a case study design. Data were collected through reading comprehension tests based on ten indicators, classroom observations, interviews with teachers and students, and documentation. The results revealed variations in students’ reading comprehension abilities. Students in the high-ability group demonstrated good literal and inferential comprehension, used active strategies such as summarizing, and showed strong motivation to read. Meanwhile, most students were in the moderate and low categories, showing difficulties in identifying implicit information, interpreting contextual vocabulary, and constructing coherent conclusions. These findings indicate that most students are still at the literal comprehension level, while inferential and evaluative skills remain underdeveloped. The study concludes that limited vocabulary mastery, low motivation, and the use of conventional teaching strategies hinder reading comprehension development. Therefore, teachers need to design contextual and student-centered learning strategies to improve comprehension skills holistically. The results of this research are expected to serve as a reference for strengthening school literacy culture and developing innovative reading instruction models.
The Role of Elementary School Teachers' Professional Competencies in Optimizing Learning Quality Bendriyanti, Rita Prima; Dewi, Citra; Suwarni, Suwarni; Sukirdi, Sukirdi
Widyagogik Vol 13, No 1 (2025): Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/widyagogik.v13i1.30403

Abstract

The professional competence of elementary school teachers plays a crucial role in optimizing the quality of learning at the primary level. Competent teachers not only master the subject matter but are also skilled in designing, implementing, and evaluating learning effectively. This study aims to analyze the contribution of elementary teachers' professional competence in improving learning quality through a literature review. The method used is a library study, analyzing various relevant journals and articles. The findings indicate that pedagogical mastery, professionalism, and innovative teaching skills significantly influence student learning outcomes. Teachers with strong pedagogical abilities can adapt teaching methods to students' needs, fostering better understanding and engagement. Additionally, professional competence enables teachers to utilize technology and creative learning strategies, making lessons more interactive and effective. Furthermore, continuous assessment and feedback from competent teachers help identify students' weaknesses and improve learning strategies. Continuous teacher training and qualification enhancement should be prioritized. Workshops, certification programs, and mentoring can help teachers stay updated with the latest educational developments. By improving teachers' professional competence, schools can ensure higher learning quality, better student achievement, and long-term educational success. Investing in teacher development is essential for building a strong foundation in elementary education
Value–Reflective Pedagogy (VRP–3F): A Conceptual Framework for Pancasila-Based Reflective–Value Learning mujtahidin, mujtahidin
Widyagogik Vol 13, No 3: Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/widyagogik.v13i3.32288

Abstract

This conceptual article formulates the Value–Reflective Pedagogy (VRP–3F) and its operational counterpart, the Reflective–Value Learning Model (RVLM), as an integrated framework to strengthen reflection-based value education in elementary schools. The proposed framework addresses the gap between conventional reflective practices—often limited to administrative activities at the end of lessons—and the need for meaningful reflection that nurtures moral awareness, ethical reasoning, and value-oriented action. In alignment with current educational policies emphasizing deep learning and holistic character formation, the VRP–3F model serves as a pedagogical guide for teachers to embed reflective-value learning throughout the instructional process. Through a theoretical synthesis and reflective thematic analysis, the VRP–3F framework integrates Ki Hadjar Dewantara’s Among philosophy, Kolb’s Experiential Learning Theory, and Lickona’s Character Education model. The synthesis identifies three interrelated pillars of reflection: Feel (empathic–affective), Find (rational–cognitive), and Flow (practical–conative), forming a continuous cycle of value formation. The RVLM operational model elaborates these principles into seven core learning phases: value orientation, reality exploration, value reflection, value meaning construction, value appreciation, value enactment, and value reconstruction. The article concludes by recommending empirical implementation of VRP–3F and RVLM in value-based and deep-learning contexts to reinforce a reflective Pancasila pedagogy in Indonesian education.
Effectiveness of Educaplay Games on Students' Cognitive Understanding in Mathematics Learning in Grade II at SDN Bugih 3 Pamekasan Salsabila, Annisa; Maltufah, Nuriyanti
Widyagogik Vol 13, No 1 (2025): Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/widyagogik.v13i1.29922

Abstract

This study aims to evaluate the effectiveness of educational games utilizing the Educaplay platform in improving cognitive understanding of second- grade students in Mathematics at SDN Bugih 3 Pamekasan. The approach used was a quasi-experiment, with a one-group pretest-posttest design with 30 students as subjects. Multiple-choice tests were used as instruments to assess students' understanding before and after the intervention. The results of the Wilcoxon Signed-Rank test showed a significant difference between the pretest and posttest scores (p 0.05), indicating an increase in understanding after using Educaplay. Furthermore, the N-Gain analysis showed an average increase of 82.33%, which is included in the high category. These results indicate that combining interactive game-based learning effectively improves students' motivation, engagement, and conceptual understanding. Thus, Educaplay is recommended as an innovative alternative tool for elementary education.
The Effect of Role-Playing Learning Models on The Javanese Krama Inggil Speaking Skills Marzuki, Gilang Achmad; Sumadi, Conny Dian
Widyagogik Vol 13, No 3: Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/widyagogik.v13i3.32195

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran bermain peran terhadap keterampilan berbicara bahasa Jawa Krama Inggil siswa kelas IV SDN Sendangrejo I Lamongan. Penelitian ini menggunakan pendekatan kuantitatif dengan desain one-group pretest-posttest. Jumlah siswa dalam penelitian ini adalah 10 orang. Teknik pengumpulan data meliputi observasi, pelaksanaan pembelajaran (kinerja), dan tes hasil belajar (pretest posttest). Aspek keterampilan berbicara yang dinilai meliputi kebahasaan, pengucapan, intonasi, dan pilihan kata (diksi). Hasil penelitian menunjukkan adanya peningkatan skor rata-rata dari 57,5 pada pretest menjadi 92,5 pada posttest. Uji statistik menggunakan uji-t sampel berpasangan menunjukkan bahwa model pembelajaran bermain peran berpengaruh signifikan terhadap peningkatan keterampilan berbicara siswa. Dengan demikian, model ini efektif untuk meningkatkan keterampilan berbicara bahasa Jawa Krama Inggil pada jenjang sekolah dasar. 

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