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Daerah istimewa yogyakarta
INDONESIA
Jurnal Prima Edukasia
Published by Universitas Negeri Yogyakarta
ISSN : 23384743     EISSN : 24609927     DOI : 10.21831
Core Subject : Education,
Education
Arjuna Subject : -
Articles 334 Documents
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Effectiveness of the Deep Learning Approach Assisted by Wordwall Media on Civics Education 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 Education 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- and 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 Education 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 Fourth-Grade Learning Outcomes 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.
Improving Paragraph Writing Skills and Learning Activeness through a Collaborative Writing Relay Method in Elementary School 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 improve students’ activeness and paragraph writing skills through a straw media-assisted writing relay method in Grade VI B at Rangkang Bengkayang 09 Elementary School, West Kalimantan. The research employed Classroom Action Research (CAR) involving 26 students, consisting of 13 male and 13 female students. The research instrument was a performance test. Data were collected through observations of students’ activeness and assessments of paragraph writing skills, and data analysis was conducted using a qualitative descriptive approach. The results show that students’ paragraph writing skills in Cycle I reach 76.92%, with a class average score of 73.42. In Cycle II, paragraph writing skills increased by 23.08%, achieving a 100% mastery level with an average class score of 90.42. Students’ learning activeness in Cycle I reaches 75% in the good category and increases to 100% in the very good category in Cycle II. These findings indicate that the straw media-assisted writing relay method effectively improves students’ activeness and paragraph writing skills. This study contributes to elementary language education by providing empirical evidence on the effectiveness of combining collaborative writing strategies with simple, low-cost learning media. It also offers a practical instructional model that teachers can readily implement to foster active participation and enhance writing competence, particularly in resource-limited classroom contexts.
Analysis of Interactive Multimedia Needs in Strengthening Character Responsibility in Pancasila Education Learning in Elementary Schools Pratiwi, Lia; Wuryandani, Wuri
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 employed a descriptive qualitative method, with data collected through questionnaires, semi-structured interviews, and observations. The data were analyzed descriptively, using triangulation to enhance validity. The research subjects comprised 157 fourth-grade students and 10 teachers from elementary schools in the Kemantren Kraton area of Yogyakarta City. The results of the study indicate that students' sense of responsibility remains low, teacher-parent collaboration is not yet optimal, and there is a strong need for effective, contextually relevant 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 Science and Social Studies 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 Science and Social Studies Learning Outcomes 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 Science and Social Studies Learning in elementary schools. This study aimed to develop and evaluate the feasibility and effectiveness of Unity-based smart board media to enhance the learning outcomes of grade IV Science and Social Studies Learning students regarding changes in the form of objects. Data were collected 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 media expert scores of 92.5% and material expert scores of 90.04%, indicating high feasibility. The fourth-grade teacher's response rate averaged 93.75%, and the student response rate averaged 94.79%, both of which are considered 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 is 0.6536, which falls within the 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 Science and Social Studies Learning 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 Science and Social Studies Learning 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.
Teachers’ and Parents’ Roles in Addressing Learning Difficulties of Students with Autism 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

This study aims to describe the roles of teachers and parents in overcoming the learning difficulties of autistic students at Muara Bungo Special Elementary School. A qualitative case study design was employed involving the school principal, classroom teachers, parents, and second-grade students with autism. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using the Miles and Huberman interactive model, including data reduction, display, and verification. Triangulation techniques were applied to ensure credibility and validity. The findings reveal four interconnected factors that contribute to reducing learning difficulties: teachers' adaptive instructional practices, active parental involvement at home, supportive school facilities, and the implementation of Individualised Learning Programs (ILP). Teachers applied multisensory and visual-based strategies, structured routines, and positive reinforcement, which improved students’ attention, participation, and comprehension. Parents supported learning through consistent guidance, home routines, and emotional encouragement, promoting continuity between school and home. Sensory-friendly facilities and assistive technologies enhanced students’ emotional regulation and engagement, while ILPs enabled personalized academic and social development. Thesynergy among teachers, parents, and school resources was found to be essential for addressing students’ diverse needs. These results imply that strengthening teacher–parent collaboration, providing professional training, and optimizing individualized and resource-based support systems are critical for improving educational outcomes for autistic students in special and inclusive elementary settings.
Improving Appropriate Behaviour of a Student with Emotional and Behavioural Problems through SWPBS and LST Collaboration Haryanto, Haryanto; Pujaningsih, Pujaningsih
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; Murjainah; Joronavalona, Rasamimanana; Ame, Ibrahim Pandu; Rashid, Salman
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 PSET students' expectations for 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.

Page 32 of 34 | Total Record : 334

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