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INDONESIA
Jurnal Pendidikan Dasar Nusantara
Published by Universitas Nusantara PGRI Kediri
ISSN : 24606324     EISSN : 25796461     DOI : -
Core Subject : Education,
Education
Jurnal Pendidikan Dasar Nusantara is an open access journal and published twice a year in January & July that contains research result where never published.
Arjuna Subject : -
Articles 298 Documents
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Microlearning-Based Learning Strategies to Strengthen Elementary School Students' Disciplined Character in the Digital Era Muallipah Muallipah; Mawita Restiani; Alfiah Noviana; Suherli Kusmana
JURNAL PENDIDIKAN DASAR NUSANTARA Vol 11 No 2 (2026): Jurnal Pendidikan Dasar Nusantara
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jpdn.v11i2.28025

Abstract

This study aims to investigate the impact of microlearning-based learning strategies on the academic achievement and learning discipline of elementary school students in Natural and Social Sciences (IPAS). The study used a quantitative approach with an experimental design conducted at SDN Kartini I and SDN Kartini II. The research subjects were 65 sixty five students divided into two groups. Each group implemented the Discovery Learning and Problem-Based Learning models combined with the microlearning approach. Microlearning was presented in the form of short, structured, and varied learning materials to increase student activity and focus during the learning process. Data collection was carried out through learning outcome tests in the form of pretests and posttests, as well as observations to assess student learning discipline during learning activities. Data analysis used paired t-tests to determine differences in learning achievement before and after treatment, and Pearson correlation analysis and simple regression to examine the relationship and influence between variables. The results showed a significant difference between students' pretest and posttest scores (p < 0.05). These findings prove that the combination of microlearning with the Discovery Learning and Problem-Based Learning models is effective in improving learning outcomes. In addition, this learning strategy also has a positive impact on improving student learning discipline.
Integration of Papuan Regional Songs as A Means of Cultural Preservation In Social Science Learning to Strengthen Students' Cultural Identity Class V C SD Hikmah 1 Yapis Jayapura Papua Province Selvia Yusuf; Susanto T Handoko; Ode Jamal
JURNAL PENDIDIKAN DASAR NUSANTARA Vol 11 No 2 (2026): Jurnal Pendidikan Dasar Nusantara
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jpdn.v11i2.28131

Abstract

This research aims to examine the integration of Papuan regional songs as a means of preserving culture in Social Sciences (IPS) learning in order to strengthen the cultural identity of class V students at SD Hikmah 1 YAPIS Jayapura. The background to this research is based on the importance of strengthening students' cultural identity from an early age and the limited use of Papuan regional songs as contextual and meaningful social studies learning media. This research uses a qualitative approach with a case study type of research. Research subjects included fifth grade social studies teachers, fifth grade students, school principals, Papuan cultural figures, and students' parents. Data collection techniques are carried out through observation, structured interviews, and documentation, while data analysis uses data reduction techniques, data presentation, and drawing conclusions. The research results show that the integration of Papuan regional songs in social studies learning is carried out through the planning and implementation stages of learning which link social studies material with local cultural values ​​contained in Papuan regional songs. The impact of integrating Papuan regional songs can be seen in increasing students' understanding of local social and cultural values, growing feelings of pride and love for Papuan culture, as well as strengthening students' cultural identity.
The Role of Scout Extracurricular Activities On The Independence of Grade V Students At Bangkal 01 State Elementary School Halimatus Sa&#039;adah; Uli Nur Baeti; Sima Gendis Pradina; Dani Syahiran; Ovi Nur Baytin; Nur Fitriana Sri Pangestu
JURNAL PENDIDIKAN DASAR NUSANTARA Vol 11 No 2 (2026): Jurnal Pendidikan Dasar Nusantara
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jpdn.v11i2.28163

Abstract

Extracurricular activities are a school program that trains students to be independent from an early age. This independence is important because it is related to students' abilities to be responsible, manage their time, and make their own decisions. This study was conducted to describe how extracurricular activities play a role in shaping student independence at Bangkal 01 Public Elementary School. This study used a simple descriptive quantitative method with a 15-item questionnaire instrument to 15 students. Data were collected by distributing questionnaires to students participating in scouting activities. The analysis results showed that the level of student independence was high with an average percentage of 93%. The study shows that extracurricular activities have a positive impact on student independence. In addition, these activities also help students build self-confidence and practice problem-solving skills through direct experiences. Thus, the extracurricular program at Bangkal 01 Public Elementary School plays a significant role in supporting student independence.
Reconstruction of Indonesian Arts Education Pedagogy: From Aesthetic Reproduction to Industrialization of Creativity Ayu Titis Rukmana Sari; Wahyudi; Ardika Dwi Gita Pratama
JURNAL PENDIDIKAN DASAR NUSANTARA Vol 12 No 1 (2026): Jurnal Pendidikan Dasar Nusantara
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jpdn.v12i1.26110

Abstract

Arts education in Indonesia currently stands at an ideological crossroads between preserving traditional aesthetics and the demands of creative industrialization in the digital economy. This article aims to critically analyze the paradigm of arts education in Indonesia and develop a conceptual framework for pedagogical reconstruction relevant to the challenges of the 21st century. The research employed a qualitative approach using the Critical Conceptual Literature Review (CCLR) method combined with Critical Discourse Analysis (CDA). Data were obtained through a literature search of scientific articles, academic books, and international organization reports relevant to arts education, critical pedagogy, cultural studies, creativity, and the creative industry in Scopus, ERIC, Google Scholar, and Garuda databases. The research identified four main themes shaping the paradigm of arts education in Indonesia: aesthetic reproduction, cultural romanticization, digital transformation, and creative pedagogy. A synthesis of these four themes indicates that arts education remains oriented toward the preservation of artistic forms rather than the development of critical and innovative creativity, thus failing to fully address the needs of the creative community. Based on these findings, this article offers a conceptual framework for reconstructing arts education pedagogy that integrates creativity, critical reflection, cultural contextualization, digital literacy, and collaboration as the foundation of transformative arts education in the creative industry era
School Readiness of Prospective Cimanggis Character Elementary School Students Before and After the Covid-19 Pandemic Riski Septiadevana; Edianna Putri Mayangsari; Trias Syaifulina; Yulia Pratiwi
JURNAL PENDIDIKAN DASAR NUSANTARA Vol 12 No 1 (2026): Jurnal Pendidikan Dasar Nusantara
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jpdn.v12i1.28757

Abstract

A child’s readiness to be ready for elementary school is the most important thing in the education system. During this period, a child undergoes a transition in both their learning and social environments. School readiness tests aim to assess a child’s current abilities and developmental maturity. This helps parents and school officials understand various aspects of a child’s development, such as basic abilities, skills, and maturity. However, during the pandemic, most students engaged in remote learning from home. Certain aspects of a child’s development were not optimally stimulated because the learning process occurred remotely without face-to-face interaction. This article aims to provide an analysis of the school readiness of prospective students at Cimanggis Karakter Elementary School before and after the pandemic. The research method used is descriptive quantitative, employing a t-test on the School Readiness Test results of prospective students at Cimanggis Karakter Elementary School from 2019 and 2021. The results of the study indicate that the School Readiness Test scores of students prior to the pandemic demonstrated a higher level of readiness compared to those after the pandemic. Students who took the test after the pandemic were kindergarten B students who were unable to participate in face-to-face learning because instructional activities were conducted online.
Evaluating the 2026 Computer-Based Academic Ability Test in Kediri Elementary Schools: Procedural Compliance and Infrastructure Readiness Ali Muchasan; Desy Putri P; Inchinia Angger Rowin; Joko Irianto; Sanusi
JURNAL PENDIDIKAN DASAR NUSANTARA Vol 12 No 1 (2026): Jurnal Pendidikan Dasar Nusantara
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jpdn.v12i1.28798

Abstract

The transition of primary education assessment toward Computer-Based Testing (CBT) requires not only student readiness but also procedural compliance, adequate devices, reliable internet connectivity and electricity, and sufficient technical support at the school level. Differences in capacity across educational institutions may result in unequal implementation, particularly among schools located in peripheral areas. Against this background, the research problem concerns the extent of procedural compliance and technical infrastructure readiness among elementary schools in implementing the CBT-based Academic Ability Test (Tes Kemampuan Akademik—TKA) in Kediri Regency in 2026. This study aimed to evaluate the implementation of the elementary-level TKA in relation to these two aspects. A descriptive quantitative approach was employed using a structured survey based on a monitoring instrument developed by the Kediri Regency Education Council. The study involved 22 sampled schools across 10 districts, comprising 18 public elementary schools and four private/Islamic elementary schools, with 853 registered participants. The instrument consisted of a 29-item dichotomous checklist and a five-point Likert scale covering the preparation and implementation dimensions. The findings revealed a participant attendance rate of 99.88%; all schools independently administered online CBT; checklist compliance reached 95.5%; and the mean scores for preparation, implementation, and overall performance were 4.503, 4.257, and 4.380, respectively, all of which were classified as excellent. The primary constraint was the absence of an uninterruptible power supply (UPS) or generator in four schools (18%). The study concludes that the initial implementation of the elementary-level TKA was highly successful; however, further improvements are needed in electrical infrastructure, support for schools in peripheral areas, and the institutionalization of annual monitoring.
The Effectiveness of E-Worksheet Use in the Elementary Social Studies Teaching Course to Enhance Self-Regulated Learning among Preservice Elementary School Teachers Karimatus Saidah; Muhamad Basori
JURNAL PENDIDIKAN DASAR NUSANTARA Vol 12 No 1 (2026): Jurnal Pendidikan Dasar Nusantara
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jpdn.v12i1.28809

Abstract

This study aims to determine the effectiveness of using e-worksheets in elementary social studies courses to improve students’ self-regulated learning (SRL). SRL is an important ability that enables students to manage, control, and evaluate their own learning processes independently. The use of e-worksheets is considered a digital learning medium that can encourage active student engagement in the learning process while also fostering greater learning autonomy. This research employed a quantitative approach with a pre-experimental design. The study was conducted by implementing e-worksheets as a learning intervention in elementary social studies courses. Research data were collected by measuring students’ SRL abilities before and after the treatment. Furthermore, the data were analyzed using a paired sample t-test to identify differences in students’ SRL abilities before and after the implementation of e-worksheets. The findings revealed a significant difference in students’ SRL abilities before and after the use of e-worksheets, with a significance value of 0.028 (<0.05). These results indicate that the use of e-worksheets is effective in improving students’ self-regulated learning abilities in elementary social studies learning.
A Systematic Review of the ARGRA Model for Technology-Based Reading Diagnosis in Elementary Education Ita Kurnia; Alfi Laila; Saktian
JURNAL PENDIDIKAN DASAR NUSANTARA Vol 12 No 1 (2026): Jurnal Pendidikan Dasar Nusantara
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jpdn.v12i1.29473

Abstract

Accurate reading assessment is fundamental to elementary school literacy development. The ARGRA model (Adaptive Reading Assessment, Readability Analysis, Gamification, and Android-Based Assessment) addressed the static nature and poor engagement of conventional testing. Following PRISMA 2020 guidelines, a systematic review was conducted across six databases (2009—2025). Out of 38 full-text articles assessed, 30 independent empirical studies (reported across 37 papers) met inclution criteria. Methodological quality was evaluated using the Newcastle Ottawa Scale (NOS), categorizing 78% of studies as high quality. Results demonstrate a morderate to strong association between ARGRA components and reading diagnosis accuracy (r = 0.41, 95% CI [0.35, 0.47]). Computerized Adaptive Testing (CAT) yielded the highest unique effect (r = 0.52), followed by readability formulas (r = 0.44), gamification r = 0.38), and Android platforms (r = 0.35). gamification significantly elevated student engagement, although its direct effect on diagnostic score accuracy varied based on game mechanics. Furthermore, intervention trials showed a combined transfer effect size of Hedges g = 0.31. these findings confirm that integrating adaptive item selection, readability targeting, and mobile delivery establishes a scalable, evidence-based diagnostic framework for early literacy intervention.

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