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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 278 Documents
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Application of Coding Unplugged to Improve Computational Thinking in Respiratory System Topic at Elementary School Regina Wulandari; Aisyah Uchrowiah; Niken Sukma Ayu; Neni Hermita; Rifqa Gusmida Syahrun Barokah
Widyagogik Vol 14, No 2 (2026): 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.v14i2.34372

Abstract

Computational thinking is an essential skill that needs to be developed from elementary school to prepare students for the challenges of the 21st century. This study aims to describe the level of computational thinking of fifth-grade students at Elementary School of 111 Pekanbaru after participating in learning using coding unplugged-based worksheets on the topic of the respiratory system. The study employed a descriptive quantitative approach with 35 students as subjects. The instrument used was an objective multiple-choice test covering four computational thinking indicators: decomposition, pattern recognition, abstraction, and analysis. Data were analyzed using descriptive statistics, including means and percentage scores per indicator. The results showed that decomposition reached 82.5% (high category) and pattern recognition 83.8% (high category), while abstraction obtained 75.24% (moderate category) and analysis 79.05% (moderate category). Overall, the coding unplugged approach proved effective in encouraging students to think systematically and logically without relying on digital devices. This study implies that teachers need to design learning activities that explicitly train abstraction and analytical skills through contextual problem-based approaches.
Implementation of Unplugged-Based Student Worksheets (LKPD) to Improve Critical Thinking Skills in the Solar System Material for Elementary School Students Della Purminda Sari; Ines Novita Theodora; Nadiya Yumna; Neni Hermita; Rifqa Gusmida Syahrun Barokah
Widyagogik Vol 14, No 2 (2026): 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.v14i2.34390

Abstract

Education is fundamental to the development of high-quality human resources and the creation of a brighter and more sustainable future. Science is one of the pivotal subjects for achieving this goal. Science learning extends beyond conceptual mastery; it also plays a critical role in cultivating students' critical thinking skills. These skills are essential for students to solve problems, analyze data, and make informed decisions in everyday life. However, science instruction in elementary schools remains largely teacher-centered and offers limited opportunities for students to engage in active thinking. The unplugged learning approach offers a promising alternative to address this issue. This method employs hands-on, technology-free activities such as contextual problem-solving, simulations, educational games, and collaborative discussions. By actively involving students in the learning process, this approach can deepen conceptual understanding while simultaneously enhancing critical thinking. In an unplugged science learning environment, students are encouraged to observe, question, experiment, reason, and communicate their ideas. This process enables them to develop analytical, evaluative, and reflective thinking skills. Moreover, unplugged learning fosters a fun, interactive, and meaningful learning atmosphere that can increase students' learning motivation. Consequently, unplugged learning holds significant potential for improving students' critical thinking skills in science, and it should be considered by teachers as an innovative, student-centered instructional strategy to create a more effective learning process.
Development of a Digital Integrated Science Teaching Module Based on Problem-Based Learning to Enhance Critical Thinking Skills Among Elementary School Students in Grade 3 Indah Wulandari; Arie Rakhmat Riyadi; Asep Saefudin
Widyagogik Vol 14, No 2 (2026): 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.v14i2.34058

Abstract

This study was motivated by students’ lack of critical thinking skills, as well as the introduction of a new curriculum and the Pancasila Student Profile, which necessitate the development of teaching modules to cultivate these skills. Based on this, the study aims to develop a digital IPAS teaching module based on problem-based learning to enhance the critical thinking skills of elementary school students in Phase C. The research method used is the Design and Development method through five stages, namely analyze, design, development, implementation, and evaluation, abbreviated as ADDIE. Data collection techniques were conducted through interviews, validation questionnaires, and tests. The data analysis techniques in this study used qualitative and quantitative data analysis. The subjects of this study were fifth-grade elementary school students. The evaluation results from subject matter experts were 92.2%, media experts 85.4%, and instructional design experts 91.2%, all categorized as “highly suitable.” The product pilot test yielded an average improvement in scores between the pre-test and post-test. Additionally, the N-gain test resulted in a value of 0.93, meeting the criteria for effectiveness. Based on these findings, the digital IPAS teaching module based on Problem-Based Learning is suitable for use and capable of improving the critical thinking skills of elementary school students in Phase C.
Improving Science and Social Studies Learning Outcomes Through 'Pop-Up Book Bentang Alam' Projects to Foster a Growth Mindset in Third-Grade Students Hudaidah Hudaidah; Talitha Alysia Nasywa Anand; Fenny Ambarrulan; Resti Astria; Ayu Marsilina; Mistaf Agung Saputra
Widyagogik Vol 14, No 3 (2026): 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.v14i3.34964

Abstract

ABSTRACT Indonesia's low science literacy scores and continued teacher-centered lecturing in elementary Science and Social Studies (IPAS) instruction highlight the need for contextual, student-centered learning, particularly for spatially demanding topics such as landscapes. Although prior studies have separately shown the effectiveness of Project Based Learning (PjBL) and Pop-Up Book media for IPAS, research integrating both as a group project on landscape material in third grade, while examining its contribution to growth mindset, remains limited. This study describes the improvement in IPAS learning outcomes and the contribution of a Pop-Up Book project to growth mindset of Grade III B students at SDN 57 Palembang. A Classroom Action Research design following Kemmis and McTaggart was conducted over two meetings with 26 students. Data were collected through pre-tests and post-tests, structured observation of growth mindset indicators (1-4 scale), Pop-Up Book product assessment, and documentation, analyzed using mixed methods. Results show average scores increased from 68.85 (diagnostic) to 77.69 (Meeting 1) and 81.35 (Meeting 2), with completion rising from 42.31% to 80.00%. The average growth mindset indicator increased from 62.5% (Good) to 84.6% (Very Good). These findings confirm the PjBL-based Pop-Up Book Landscape project effectively improves cognitive outcomes while fostering growth mindset. This study is limited by the small number of meetings and a sample restricted to one class, so generalization should be cautious. Practically, findings can guide elementary teachers in designing interactive, low-cost IPAS lessons supporting the Merdeka Curriculum. Future research should extend cycle duration and use standardized growth mindset instruments. Project Based Learning; Pop-Up Book; IPAS learning outcomes; growth mindset; bentang alam  
Mapping The Evidence of Instructional Leadership and Human Resource Management for AI Adoption in Primary Education. Jastin Martino
Widyagogik Vol 14, No 3 (2026): 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.v14i3.35320

Abstract

Despite the rapid proliferation of advanced educational technologiesranging from gamified numeracy platforms to artificial intelligence-powered inclusive learning assistantssustained adoption in primary schools frequently fails due to inadequate human resource management and a profound deficit in instructional leadership. This systematic review, adhering strictly to the PRISMA protocol, synthesizes empirical evidence to ascertain how principal leadership styles and localized human resource interventions dictate educator technology readiness. The extracted literature reveals that standard top-down administrative mandates systematically exacerbate cognitive overload among primary teachers, precipitating severe change fatigue and subsequent technology abandonment. Conversely, the findings demonstrate that distributed leadership frameworks, when structurally paired with peer-to-peer mentoring initiatives, significantly outperform traditional instructional approaches by decentralizing technical authority and contextualizing continuous professional development within pre-existing grade-level networks. To address the documented deficit in organizational psychology within contemporary educational technology research, this paper constructs a novel conceptual framework mapping the pedagogical-managerial nexus. This structural model is validated through theoretical triangulation, cross-referencing extracted global case studies to mathematically and theoretically simulate the framework's viability in mitigating educator burnout. The resulting synthesis establishes a highly objective blueprint for educational policymakers and school administrators to sustain artificial intelligence integration while preserving the cognitive equilibrium of the workforce.  
The Implementation Of Scratch-Assisted Game-Based Learning to Improve Elementary School Students’ Analogical Reasoning Skills on Biotic and Abiotic Topics Alifa Rahma Aulia; Naila Rahmadani Ridwan; Suci Rohmawati; Neni Hermita; Rifqa Gusmida Syahrun Barokah
Widyagogik Vol 14, No 1 (2026): 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.v14i1.34311

Abstract

This study aims to examine the effect of using game-based learning media, assisted by Scratch, on improving students’ analogical reasoning skills in learning biotic and abiotic concepts in the third grade of elementary school. Previous studies have generally focused on the use of Scratch to enhance programming or computational thinking skills; therefore, research that specifically investigates its effect on analogical reasoning skills in elementary science learning remains limited.This study employed a quantitative, quasi-experimental method using a one-group pretest–posttest design. The research subjects consisted of 25 third-grade students at SDN 130 Pekanbaru. Data were collected through validated, reliable essay-based tests. The research procedure included administering a pretest, implementing game-based learning using Scratch, and conducting a posttest.The results showed an improvement in students’ mean scores from 50.83 in the pretest to 67.50 in the posttest. The N-Gain score of 0.31 falls into the moderate category, indicating an improvement in students’ analogical reasoning skills after the learning intervention. In addition, the decrease in standard deviation from 22.25 to 18.24 suggests a more even distribution of students’ understanding.In conclusion, the implementation of Scratch-assisted game-based learning demonstrates a positive contribution to improving students’ analogical reasoning skills in learning biotic and abiotic concepts at the elementary school level. 
Problems of Implementing the Independent Curriculum in Lower Elementary School Grades and Efforts to Overcome Them: A Literature Study Christi Pelita Hutagaol; Kania Tiur Adelia Siringoringo; Romaito Pardosi; Sryance Romaster Simarmata; Agum Budianto
Widyagogik Vol 14, No 3 (2026): Widyagogik: Jurnal Pendidikan dan Pembelajaran Sekolah Dasar
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The implementation of the Independent Curriculum in lower grades (I-III) of elementary schools faces systemic and multidimensional challenges. Amidst post-pandemic learning loss recovery, this curriculum presents innovations in the form of phase-based Learning Outcomes (CP), Learning Objective Flow (ATP), comprehensive teaching modules, the Pancasila Student Profile Strengthening Project (P5), and a diagnostic-formative-summative assessment system. However, the gap between policy design and implementation reality is wide, especially considering the developmental characteristics of students aged 6-9 years who demand a unique pedagogical approach. This study aims to: (1) identify and classify the problems of implementing the Independent Curriculum in lower grades and (2) formulate strategic efforts for stakeholders. The method used is a literature study with thematic content analysis of journal articles published in 2022-2025. The results of the study reveal problems in three stages of causality: (1) planning, including difficulties in developing contextual ATP, designing modules according to developmental phases, and determining essential material for flexible CP; (2) implementation, including limited understanding of curriculum philosophy, low teacher ICT competency, disparity in facilities between regions, challenges of heterogeneous classes, and the dilemma of automatic class promotion; and (3) evaluation, including confusion over the implementation of three-stage assessments, the impact of the elimination of the Minimum Competency Test (KKM), and the double burden of preparing academic reports and P5. Strategic recommendations include five simultaneous pillars, namely (1) redesigning teacher training based on lesson study and professional learning communities (2) revitalizing the KKG (3) equalizing digital infrastructure (4) strengthening instructional leadership and synergy in the educational environment and (5) developing specific guidelines for lower classes. Further empirical research based on participatory action research and a longitudinal approach is urgently needed.
Improving Learning Outcomes on Rights and Obligations Material Through Flash Card Media for Grade III Elementary School Students. Maulana Riski Fauzi; Wulan Octi Pratiwi; Puja Sugesti; Nisa Azkirotul Jannah; Ismu Khanifah
Widyagogik Vol 14, No 3 (2026): 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.v14i3.34549

Abstract

Rendahnya hasil belajar siswa pada topik hak dan kewajiban menunjukkan bahwa proses pembelajaran masih kurang menarik dan belum memanfaatkan media secara optimal. Penelitian sebelumnya telah menunjukkan bahwa penggunaan media pembelajaran dapat meningkatkan hasil belajar, tetapi penerapan media sederhana seperti kartu flash pada siswa sekolah dasar belum dieksplorasi secara mendalam, khususnya pada topik hak dan kewajiban.Tujuan penelitian ini adalah untuk meningkatkan hasil belajar siswa kelas tiga sekolah dasar menggunakan flashcard. Penelitian tindakan ini dilakukan dalam dua siklus, masing-masing terdiri dari perencanaan, pelaksanaan, observasi, dan refleksi. Data dikumpulkan melalui tes pencapaian dan observasi aktivitas siswa. Data kemudian dianalisis menggunakan metode deskriptif kuantitatif, termasuk perhitungan rata-rata dan persentase.Hasil penelitian menunjukkan peningkatan hasil belajar siswa. Rata-rata nilai siswa meningkat dari Siklus I ke Siklus II, disertai dengan peningkatan signifikan dalam persentase siswa yang memenuhi standar pembelajaran. Hal ini menunjukkan bahwa penggunaan kartu flash efektif dalam membantu siswa memahami konsep hak dan kewajiban dengan cara yang lebih konkret dan menarik.Penelitian ini tidak melibatkan banyak partisipan dan hanya dilakukan di satu kelas, sehingga hasilnya tidak dapat digeneralisasikan. Namun penelitian ini memberikan manfaat praktis bagi guru mengenai cara menggunakan media pembelajaran sederhana untuk meningkatkan kualitas pengajaran. Penelitian lebih lanjut diperlukan untuk menentukan seberapa efektif media ini di berbagai mata pelajaran dan tingkat kelas.

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