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INDONESIA
Jurnal Prima Edukasia
Published by Universitas Negeri Yogyakarta
ISSN : 23384743     EISSN : 24609927     DOI : 10.21831
Core Subject : Education,
Education
Arjuna Subject : -
Articles 321 Documents
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Effectiveness of Deep Learning Approach Assisted by Wordwall Media on PPKn Learning Outcomes Maulana, Arif; Susilo Tri Widodo
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.85058

Abstract

Learning approaches and media that do not comply with Permendikbudristek Number 16 of 2022 on Process Standards have contributed to low learning outcomes. This study investigates the effectiveness of the Deep Learning approach supported by Wordwall media on Civics learning outcomes for Grade V students at Cahaya Bangsa Integrated Islamic Elementary School. Using a quasi-experimental design, the study involved 112 fifth-grade students from several elementary schools in the Ki Hajar Dewantara Cluster, Semarang. The sample was determined through cluster random sampling, with Class V-A as the experimental group and Class V-B as the control group. Data were collected through pre-tests, post-tests, observations, interviews, and documentation. Analysis included normality and homogeneity tests, followed by t-tests and N-Gain calculations. The results show a significant difference between groups, with the experimental class achieving a moderate N-Gain of 0.60 compared to 0.32 in the control class. These findings confirm that the integration of Deep Learning with Wordwall media positively impacts students’ performance and conceptual understanding. This study contributes to the field of education by providing empirical evidence that technology-supported Deep Learning can foster higher-order thinking, enrich Civics instruction, and offer innovative pedagogical models aligned with national standards at the elementary school level.
Lift The Flap Book INDORIA Assisted by Edugames to Improve Learning Outcomes of Fourth Grade Iskandar, Salma Labibah; Fathurrahman, Moh.
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.85369

Abstract

In learning Pancasila Education at the elementary school, there are still obstacles, especially related to the material of indonesia's social cultural diversity. The lack of learning media updates and low motivation are obstacles for students in exploring cultural diversity in Indonesia which results in low achievement of student learning outcomes. The purpose of this study was to develop, test the effectiveness, and assess the feasibility of Lift The Flap Book INDORIA media assisted by Edugames to improve student learning outcomes in Pancasila Education, especially on cultural diversity material for grade IV Elementary School. This research uses the Research and Development (R&D) method with the ADDIE approach. The research subjects included material and media experts, a fourth grade teacher, and a farge group test of 22 fourth grade students of MI Gisikdrono Semarang and a sample of 7 students with purposive sampling technique. Data collection techniques include performance tests, observation, interviews, questionnaires and documentation. Data analysis was done descriptively qualitative, quantitative, and inferential statistics. The develooment of INDORIA's Lift The Flap Book is designed to provide knowledge while stimulating children's motor responses through visual and interactive activities. Based on the results of the feasibility analysis, this media is considered "very feasible"The effectiveness of this media has been proven by the 30% increase in pretest and posttest scores.  Thus, the Lift The Flap Book INDORIA media becomes an innovative media and proven effective in improving student learning outcomes in learning Pancasila Education in grade IV elementary school.
Increased Skills and Liveliness Writing Paragraphs Through the Relay Writing Method Helping Elementary School Students Akit, Alina; Wibowo, Setiawan Edi
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.85633

Abstract

This study aims to increase the activeness and skill of paragraph writing through the straw media-assisted writing relay method in grade VI B SDN 09 Rangkang Bengkayang, West Kalimantan. The research method is in the form of Classroom Action Research (PTK) with 26 students, 13 males and 13 females. The research instrument was in the form of a performance test. Data collection techniques are in the form of observation of activeness and results of paragraph writing skills. Qualitative descriptive method for data analysis. The results of the research on the first cycle of paragraph writing skills were 76.92%, the class average was 73.42. In Cycle II, paragraph writing skills increased by 23.08% with a significant graduation rate of 100% with an average class of 90.42. The presentation of the activeness of the first cycle was 75% of the good category, and the second cycle increased significantly by 100% of the very good category. It was concluded that the application of the writing relay method assisted by straw media can increase the activeness and skill of paragraph writing in grade VI students of SDN 09 Rangkang. The findings imply that creative and collaborative learning strategies, such as the writing relay method with media support, can be an effective alternative for teachers to foster active participation and improve students’ writing competence. This approach not only enhances learning outcomes but also motivates students to engage more in language learning activities, and thus can be adopted in broader classroom contexts as a practical model for teaching writing in elementary schools.  
Analysis of Interactive Multimedia Needs in Strengthening Character Responsibility in Pancasila Education Learning in Elementary Schools Pratiwi, Lia; Wuryandani, Wuri; Wibowo, Setiawan Edi
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.86152

Abstract

This study was motivated by the limitations of innovative learning media in internalizing students' character of responsibility in Pancasila education learning in elementary schools. The purpose of this study was to analyze the need for interactive multimedia as a supporting medium for strengthening the character of responsibility. The research used a descriptive qualitative method with data collection through questionnaires, semi-structured interviews, and observations. The data were analyzed descriptively using triangulation techniques to increase validity. The research subjects consisted of 157 fourth-grade students and 10 teachers in elementary schools in the Kemantren Kraton area, Yogyakarta City. The results of the study indicate that students' character of responsibility is still low, teacher-parent collaboration is not yet optimal, and there is a high need for effective and contextual interactive multimedia. These findings emphasize the need to develop interactive multimedia that not only supports the understanding of Pancasila Education material but also optimally strengthens the formation of character of responsibility in elementary school students.
ESD and Critical Thinking in IPAS Learning for Grade IV Elementary School Suryani, Lilis; Nugroho, Ikhlasul Ardi; Wibowo, Setiawan Edi; Haliem, Theresa Dwita
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.86222

Abstract

Education for Sustainable Development (ESD) and critical thinking have been incorporated into elementary school Natural and Social Science (IPAS) learning, although this integration is still limited. This study describes the application of ESD principles and examines the development of critical thinking in grade IV IPAS learning. A case study approach with a qualitative method with six grade IV teachers in Moyudan District, Sleman. Collect data through interviews, classroom observations, and document studies, then analyze using Miles and Huberman’s (1984) framework. The results show that ESD integration is limited to the IPAS subject and has not influenced school programs or culture. Students’ critical thinking competencies developed unevenly, with the analysis of information indicator emerging as the most prominent (43.7%), while the reflection on perspectives indicator showed no development. Limited worksheets further constrained students’ independence, making them reliant on teacher guidance. A whole-school strategy, problem-and project-based learning resources, and institutional support are all necessary, according to these findings. In addition to providing educators with helpful advice, the study demonstrates that Indonesian elementary schools continue to favor analytical skills when implementing ESD.
Development of Unity Based Smart Board Media to Improve Learning Outcomes of IPAS Liani, Sabrina Amanda; Tyas, Dewi Nilam
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.86268

Abstract

The low learning outcomes of students regarding the material on changes in the form of objects and the limited application of learning media are issues that need immediate attention in teaching IPAS in elementary schools. This study aimed to develop and test the feasibility and effectiveness of unity-based smart board media to enhance the learning outcomes of grade IV IPAS concerning the material on changes in the form of objects. Data collection was conducted through observation, surveys, interviews, and documentation. Non-test techniques used in this study included interviews, observations, documentation, and questionnaires. The results indicated that the unity-based smart board media met the eligibility standards, with scores from media experts of 92.5% and material experts of 90.04%, qualifying as very feasible. The fourth-grade teacher's response averaged 93.75%, and student responses averaged 94.79%, qualifying as feasible. The t-test results showed a significance value (2-tailed) of 0.000, which indicates that Ha is accepted while Ho is rejected. The n-gain calculation is 0.6536, falling within moderate criteria. Based on the study's results, it can be concluded that the developed unity-based smart board media is feasible and effective for improving the learning outcomes of grade IV IPAS regarding the material on changes in the form of objects, so that it can be a reference for teachers in designing interactive learning on various IPAS materials, increasing student motivation and engagement in learning.
Cultural Literacy Indicators for Elementary Schools: A 4D Model Development Erlisnawati, Erlisnawati; Marhadi, Hendri
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.87972

Abstract

This research aims to develop cultural literacy indicators that describe students’ abilities to understand, analyze, and compare, enabling them to apply cultural values in their daily lives. To collect data, the research uses a developmental research method with the 4D design (Define, Design, Development, and Disseminate). The data collected consists of cultural literacy indicators, which, after development, are validated by two expert judgments. The validation results indicate that the developed cultural literacy indicators are suitable to be used as instruments or guidelines for measuring elementary school students’ cultural literacy abilities. Based on the research findings, it was determined that the cultural literacy indicators encompass four domains related to culture: (1) cultural diversity, (2) diversity of cultural values, (3) participation in culture, and (4) cultural awareness. Each of these cultural aspects has indicators tailored to the cultural literacy skills being measured. These cultural literacy indicators can be used to assess students’ cultural literacy by adapting them to the culture present in the regions or environments where the students live.
The Role ff Teachers and Parents in Overcoming Learning Difficulties of Autism Students in Elementary School Rosmida, Rosmida; Immawati, Sri; Hapiz, Hapiz
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.81522

Abstract

The aim of this research is to find out The Role of Teachers and Parents in Overcoming Learning Difficulties of Autistic Students in Special Elementary Schools. This research was carried out at the Muara Bungo State Special School.  Research subjects include school principals, class teachers, parents. The research method used by researchers is qualitative, with a case study approach that uses data collection techniques through observation, interviews and documentation. The data analysis technique uses the Miles and Huberman model which consists of three stages, namely data reduction, data presentation and conclusion drawing. Testing the validity of the data uses a credibility test with triangulation. The results of this research are the first one the role of teachers in overcoming the learning difficulties of autistic students in the classroom, including 1) the role of the teacher as a class manager in overcoming the learning difficulties of autistic students, namely the teacher arranges the order of the students' chairs and benches. The teacher always uses visual aids for classroom management. 2) the role of the teacher as a mediator in overcoming the learning difficulties of autistic students. Namely, the teacher provides learning media such as pictures and learning videos in class. 3) The role of the teacher as a guide in overcoming the learning difficulties of autistic students, namely the teacher guides students how to hold a pen, guides students to sit quietly in a chair, the teacher guides students when writing, reading and arithmetic. Meanwhile the second the role of parents in overcoming the learning difficulties of autistic students in class includes 1) The role of parents as guides to overcome the learning difficulties of autistic students, namely provide assistance to children who have learning difficulties when running around in the classroom.  2) The role of parents as facilitators for parents overcome the learning difficulties of Autistic students, namely providing children with facilities to support their learning process such as notebooks, media and therapy for children after school. 3) The role of parents as Educators in overcoming the learning difficulties of autistic students, namely parents provide providing life, religious and general learning lessons. The obstacles faced by teachers and parents in overcoming the learning difficulties of Autistic Students in State Special Elementary Schools are that they have two main obstacles in learning, namely low learning focus and rapid changes in mood. Furthermore, the efforts of teachers and parents in overcoming the learning difficulties of autistic students at Muara Bungo State Special Elementary School are, the solution implemented by the teacher is to wait for the child's mood to be good before the learning process, provide entertainment, and ask parents to repeat the material. At home. Improving the quality of learning for children with autism requires various ongoing efforts, such as training for teachers, curriculum development, adding learning media, communication with parents, and emotional support for children. Improving the quality of learning for children with autism requires various ongoing efforts, such as training for teachers, curriculum development, adding learning media, communication with parents, and emotional support for children. Teachers also provide motivation to learn. In the learning process, the teacher provides motivation for autistic students, where this motivation takes the form of giving words of praise, such as the teacher saying the words congratulations, great, extraordinary. The second one provide a variety of learning methods. In learning activities, teachers use various learning methods for autistic students, such as teachers making learning materials presented in the form of learning outside the classroom and learning using image media.
Improving Appropriate Behaviour of a Student with Emotional and Behavioural Problems Through SWPBS and LST Collaboration Pujaningsih, Pujaningsih; Haryanto, Haryanto
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.77502

Abstract

Support for students with emotional and behavioural problems (EBP) in Indonesia remains limited. This action research explores the use of School-Wide Positive Behaviour Support (SWPBS) to improve student behaviour through collaboration among classroom teachers, subject teachers, special education teachers, school administrators, parents, and psychologists. The study involved 13 teachers and key school stakeholders working together as a learning support team to enhance the appropriate behaviours of a student with EBP. Data were collected through structured and informal teacher reflections and analysed using descriptive statistics. Findings show that collaborative implementation of SWPBS increased the student’s appropriate behaviours and reduced inappropriate ones. Internalising behaviours, such as staying on task and avoiding distractions, reached 100% frequency, while externalising behaviours like physical disruptions dropped to 0%. Class cooperation and routine adherence also reached 100%. However, verbal engagement remained low, with 0% participation in discussions and 33–67% in other academic behaviours, indicating the need for continued support in this area. Teachers reported using various strategies to foster a supportive classroom environment, including greeting the student (66.7%), maintaining a calm setting (40%), assisting with problem-solving (33.3%), and teaching emotional regulation (26.7%). Other strategies included adapted tasks, physical activity, leadership opportunities, and positive reinforcement. These findings highlight the effectiveness of teacher-driven, relationship-based strategies in supporting students with EBP. They also suggest implications for future educational policy, including the integration of social-emotional learning in teacher training and the inclusion of student wellbeing indicators in school practice to promote more inclusive and responsive educational environments.
Understanding Pre-Service Elementary Teachers’ Expectations for a Culture-Integrated Learning Management System Ardiansyah, Amalia Rizki; Joronavalona, Rasamimanana; Rashid, Salman; Murjainah; Ame, Ibrahim Pandu
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.90290

Abstract

The increasing demand for learning platforms that effectively integrate local wisdom and cultural content necessitates an understanding of user expectations, especially among pre-service elementary teachers (PSETs) who will utilize these tools. This study aims to identify the expectations of PSET students regarding the design and implementation of a culture-integrated Learning Management System (LMS), and to explore the challenges they encounter in its use. This study employs a mixed-methods approach, collecting data through a survey administered to 30 PSETs and in-depth interviews with four participants (two male and two female) from the Elementary School Teacher Education Study Program at Yogyakarta State University. The findings reveal seven main aspects that affect the LMS user experience: ease of access, clarity of navigation, material management, speed of assignment collection, technical problems, timely notification, and discussion features. The survey and interview results indicate that technical issues and accessibility remain the primary challenges, while aspects of material management and speed of assignment submission receive positive ratings. Students emphasize the importance of interactive features, culturally relevant content, and an improved LMS interface design. This study concludes that continuous improvements in accessibility, technical support, and the strategic integration of culturally relevant content are crucial for enhancing the learning experience of PSETs. These findings contribute to the body of knowledge by providing specific, empirically-driven design and implementation recommendations for developers and educators seeking to create culturally sensitive and effective digital learning environments for future elementary school teachers.

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