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INDONESIA
JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar)
Published by Universitas Ahmad Dahlan
ISSN : 23563869     EISSN : 26140136     DOI : -
Core Subject : Education,
Education
Jurnal Pendidikan Sekolah Dasar (JPSD) dengan ISSN : 2356-3869 (printed) e-ISSN: 2614-0136. JPSD mempublikasikan makalah yang berisi hasil penelitian tentang pendidikan dasar, gagasan konseptual, kajian dan aplikasi teori, tulisan praktis, pengajaran sekolah dasar. Naskah akan diterbitkan 2 kali dalam setahun (Februari dan Agustus).
Arjuna Subject : -
Articles 241 Documents
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Development and implementation of kintung-based learning media in elementary music education Benny Mahendra; Rita Milyartini; Juju Masunah
Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar) Vol. 12 No. 2 (2025): November
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jpsd.v12i2.a31516

Abstract

The limited availability of contextual and culture-based music learning media in elementary schools restricts students’ understanding of musical concepts and diminishes engagement with local cultural values. This study aims to develop and implement Kintung-based music learning media by utilizing the traditional bamboo musical instrument of the Banjar community to enhance students’ musical skills and cultural appreciation. The research adopted a Research and Development (R&D) design using the ADDIE model, with qualitative techniques embedded in each stage. During the Analysis phase, data were collected through interviews, observations, and documentation of Kintung practices in community and school settings involving musicians, art teachers, and elementary school sudents. The Design and Development stages involved selecting appropriate bamboo materials, cutting and shaping resonant tubes, tuning instruments to the diatonic scale, and preparing instructional materials aligned with learning objectives. The Implementation stage consisted of learning activities structured into preparation, presentation, practice, and performance, through which students learned instrument-playing techniques, rhythmic patterns, and traditional Banjar songs such as Ampar-Ampar Pisang and Ampat Si Ampat Lima. Evaluation results indicate that the media effectively improved students’ technical performance, rhythmic accuracy, ecological awareness, and appreciation of local culture. This study concludes that Kintung-based, music learning media provides a culturally grounded and pedagogically relevant innovation for integrating traditional music into elementary education, supporting students’ musical skill development, and contributing to the preservation of local cultural identity.
The influence of the brain-based learning (BBL) model assisted by multimedia phet simulation on critical thinking ability An Nisaa', Mutiara; Karsono, Karsono; Salimi, Moh
Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar) Vol. 12 No. 2 (2025): November
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jpsd.v12i2.a31405

Abstract

Mathematics learning in elementary schools is still dominated by conventional methods that do not foster the development of critical thinking skills. This challenge is relevant to 21st-century learning and the Independent Curriculum, which demands the integration of technology and high-level thinking skills. This research aims to analyze the effect of Brain-Based Learning (BBL) supported by PhET Simulations on the critical thinking abilities of fifth-grade students in Magelang City. The research approach uses a quasi-experimental design with a nonequivalent control group. The research instrument is an essay test to measure critical thinking abilities. The results of the analysis show that the BBL model assisted by PhET Simulation provides a significant improvement in critical thinking abilities. Data testing uses the t-test and N-Gain to prove the hypothesis. The t-test produces a significance value of 0.00 < 0.05, indicating a significant effect of using BBL assisted by the PhET Simulation. This finding is strengthened by the average N-Gain value of 0.5002, which falls within the medium category, indicating that brain-based work learning is quite effective in improving students' critical thinking abilities. Integration of BBL and PhET Simulations proved effective in supporting 21st-century skills. Implementing this model can provide learning experiences that support optimal brain function through technology, making it relevant for developing 21st-century skills.
Social learning in karawitan education: contemporary patterns of cultural transmission in elementary schools of Surakarta Karsono Karsono; Khusnul Mutiara Wardani; Joko Daryanto; Endrise Septina Rawanoko; Deni Zein Tarsidi; Moh. Salimi; Brian Rusty Santosa
Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar) Vol. 12 No. 2 (2025): November
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jpsd.v12i2.a31644

Abstract

This study explores contemporary patterns of cultural transmission of gamelan among children in Surakarta through the interconnection between formal school learning and community-based learning. Using an ethnopedagogical perspective grounded in Social Learning Theory (Bandura, 1986), the research examines how observation, imitation, modeling, and reinforcement function as interconnected processes in karawitan education. Data were collected through an ethnographic approach that included interviews, observations, and visual documentation by observing extracurricular practices and gamelan learning activities in elementary school programs in Surakarta. The findings show that gamelan learning functions not only as musical instruction but also as a moral enculturation process, where collective practices cultivate social values such as rukun (harmony), gotong royong (cooperation), and tata krama (cultural respect). These findings affirm that the sustainability of Javanese musical heritage depends on active collaboration between schools and local communities, which transforms traditional music into a living pedagogical medium. Integrating traditional arts into formal education can foster mindful, meaningful, and joyful learning, a culturally grounded approach that blends skills, empathy, and collective happiness.
Examining the effect of the case method on critical thinking, creativity, collaboration, and communication skills among pre-service elementary teachers Intan Safiah; Muhammad Yunus; Ahadin Ahadin; Tursinawati Tursinawati
Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar) Vol. 12 No. 2 (2025): November
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jpsd.v12i2.a30838

Abstract

This study examined the effects of the Case Method on students’ 4C skills, critical thinking, creativity, collaboration, and communication, within the context of Indonesian pre-service elementary teacher education. A quantitative quasi-experimental approach employing a posttest-only nonequivalent group design was used. The participants consisted of 107 second-semester students enrolled in the Elementary Teacher Education Program at Syiah Kuala University, divided into an experimental group (Case Method) and a control group (conventional instruction). Data were collected through observation sheets and performance-based assessments and analyzed using descriptive statistics and one-way ANOVA. The findings revealed significant differences between the two groups in collaboration (F = 9.621, p = .003), critical thinking (F = 15.487, p < .001), communication (F = 5.764, p = .020), and creativity (F = 18.214, p < .001). Students in the Case Method group achieved higher scores in collaboration, critical thinking, and creativity, whereas communication scores were slightly higher in the conventional group. These findings suggest that the Case Method is particularly effective in fostering higher-order thinking, creativity, and collaborative competencies among pre-service teachers. The study contributes empirical evidence supporting the integration of case-based learning into teacher education programs to strengthen 21st-century skills development.
The impact of project-based learning on integrated school well-being on fifth-grade students’ natural and social sciences outcomes Priandita Mindiari; Roemintoyo Roemintoyo; Mintasih Indriayu
Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar) Vol. 13 No. 1 (2026): May
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jpsd.v13i1.a31404

Abstract

Elementary science education in Indonesia often remains teacher centered and offers limited opportunities for active inquiry, necessitating innovative strategies to boost both learning outcomes and student well being. This study investigated the effect of Project-Based Learning (PjBL) integrated with School Wel -Being on fifth grade students’ Natural and Social Sciences (IPAS) achievement under the Kurikulum Merdeka. A quasi-experimental pretest–posttest control group design involved an experimental class receiving PjBL enriched with the four well-being dimensions (having, loving, being, health) and a control class using standard PjBL. This study involved 48 students from to elementary schools. Data were collected through a validated IPAS achievement test and observation checklist, then analyzed using Shapiro Wilk and Levene tests for normality and homogeneity, independent-samples t-test for group comparisons, and N-Gain. Results showed the experimental group achieved a higher mean posttest score, a larger mean N-Gain (0.58 vs. 0.38), and consistently strong implementation of the loving and being dimensions.  School Well-being as reinforcement in each step of PJBL to strengthen the results of natural and social sciences learning. The result of this study indicated that the selection of the right learning model that is reinforced using School Well-being can significantly improve  natural and social sciences outcomes in Elementary School.
Need analysis for developing an ethno-ESD science learning module based on Galendo local wisdom in elementary schools Puti Hera Febiyan; Ghullam Hamdu
Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar) Vol. 13 No. 1 (2026): May
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jpsd.v13i1.a32134

Abstract

Science learning in elementary schools remains predominantly textbook- oriented and insufficiently connected to students’ local cultural contexts, resulting in less meaningful learning experiences. Previous studies on ethnoscience and Education for Sustainable Development (ESD) have generally emphasized contextual learning; however, limited studies have explored the integration of ethnoscience and ESD in elementary science modules based on local food production practices. Therefore, this study aims to analyze the need for developing an Ethno-ESD-based science learning module grounded in galendo local wisdom in Tasikmalaya. This study employed a qualitative descriptive design involving nine elementary school teachers, six students, and three galendo entrepreneurs selected through purposive sampling. Data were collected through interviews, observations, document analysis, and content analysis, then analyzed using the Miles and Huberman interactive model. The findings indicate that existing instructional materials remain decontextualized and minimally integrate local culture, sustainability values, and inquiry-based activities. Students demonstrated higher engagement when science learning was connected to real-life experiences and local cultural practices. The galendoproduction process shows strong potential as an ethnoscience context because it reflects scientific concepts such as heat transfer, physical and chemical changes, and sustainability-oriented resource utilization practices. However, these aspects have not been systematically integrated into instructional modules currently used in schools. This study contributes by identifying the instructional needs and essential components required for developing an Ethno-ESD science module for elementary schools.  
Integrating deep learning in Pancasila education: evaluating the ‘Tugas Mulia Sila’ comic in elementary schools Devy Yuliastri Kurnia Putri; Triyanto Triyanto; Deni Zein Tarsidi
Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar) Vol. 13 No. 1 (2026): May
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jpsd.v13i1.a32215

Abstract

Pancasila education in Indonesian elementary schools remains predominantly teacher-centered, limiting students' opportunities to internalize values through meaningful learning experiences. Although educational comics have been widely explored as instructional media, little empirical evidence exists regarding their integration with the four pillars of deep learning, integrative, mindful, meaningful, and joyful, as a unified framework for value-based learning. This study evaluates the practicality, student responses, and learning effectiveness of the Tugas Mulia Sila comic designed to support deep learning in fifth-grade Pancasila education. A mixed-method study employing a concurrent embedded design was conducted with 30 fifth-grade students, one classroom teacher, and two external observers at an Indonesian public elementary school. Quantitative data were collected through practical observations, student response questionnaires, and pretest–posttest assessments, while qualitative data were obtained through classroom observations and teacher interviews. Quantitative data were analyzed using descriptive statistics and normalized gain (N-gain), whereas qualitative findings were analyzed using the interactive model of Miles, Huberman, and Saldaña. The comic demonstrated high practicality (94%), while student responses across the four deep learning pillars were consistently positive (95%). Students' learning outcomes improved substantially, with an average N-gain of 0.69, indicating moderate-to-high learning effectiveness. The findings demonstrate that value-based comics can simultaneously operationalize integrative, mindful, meaningful, and joyful learning while improving students' understanding of Pancasila values. This study contributes an empirical framework for evaluating deep learning-based instructional media and offers practical implications for strengthening value education in elementary schools.
Instructional leadership in the transformation of deep learning: a case study of data-driven strategies in an Indonesian primary school Irma Pangestika; Karsono Karsono; Akhmad Arif Musadad
Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar) Vol. 13 No. 1 (2026): May
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jpsd.v13i1.a32218

Abstract

This study aims to analyse how a primary school principal exercises instructional leadership to translate the Deep Learning policy into practice through data-driven decision making and a peer-tutoring strategy. The study uses a qualitative single-case design at SDN 8 Boyolali, Central Java, a school appointed as a target site of the BBGTK (Centre for Teacher and Education Personnel Development) Deep Learning programme. Data were collected through in-depth interviews with the principal, six teachers, the school operator, and the supervising school inspector; classroom observations of four classes; and document analysis of the school’s Education Report Card (Rapor Pendidikan) and budget documents. Data were analysed using the interactive model of Miles, Huberman, and Saldaña, and triangulated across sources and techniques. The findings reveal four interrelated leadership practices: (1) reframing Deep Learning as joyful, meaningful, and lasting learning; (2) data-driven prioritisation of programmes based on the Education Report Card; (3) cross-generational peer tutoring that pairs the school operator and younger teachers with senior teachers to bridge the digital gap; and (4) two-way reflective coaching after classroom observation. The novelty of this study lies in articulating an integrative instructional leadership model that combines Education Report Card analysis as the operational entry point for principal decision-making, the deployment of the school operator and younger teachers as legitimate cross-generational peer tutors, and the use of an internal learning community (Wolu Maju) as the dissemination forum for external training a configuration not previously documented in Indonesian primary-school research. Theoretically, the study extends instructional leadership theory by showing that data-driven leadership can operate effectively in resource-constrained primary schools without expensive technology, and that distributed leadership can extend beyond the teacher cadre to include non-teaching personnel. Empirical evidence of impact includes mean classroom-observation scores of 4.2–4.5 on a five-point 6C rubric in classes led by teachers who completed the BERDIKARI training (compared with 3.2–3.8 in transition classes), the institutionalisation of an IDR 7,500,000 digital-literacy programme in the 2025 School Activity and Budget Plan (RKAS), and the sustained operation of the Wolu Majulearning community across 18 sessions over twelve months.
Content validity of a patriotism questionnaire for Rodha Basa media-based learning using Aiken’s V index Aginia Ashari; Sri Yamtinah; Endrise Septina Rawanoko
Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar) Vol. 13 No. 1 (2026): May
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jpsd.v13i1.a32235

Abstract

Patriotism is one of the essential character values that should be instilled in elementary school students through contextual and meaningful learning. Although previous studies have widely discussed character education and patriotism, limited attention has been given to the availability of validated measurement instruments integrated with local culture-based learning media, particularly Rodha Basa media. This study aimed to analyze the content validity of a patriotism questionnaire designed for elementary school students within the context of Rodha Basa media-based learning using Aiken’s V index. A quantitative descriptive method was employed, with data collected through expert judgment involving six validators consisting of two academics and four elementary school practitioners using a validation sheet. Content validity was analyzed using Aiken’s V based on a four-point relevance scale. The results showed that both the pre-test and post-test questionnaires each contained 15 valid items, with Aiken’s V index values ≥ 0.78. The questionnaire demonstrated good content validity, ranging from moderate to high categories, and was considered appropriate for research use. These findings indicate that the developed instrument shows potential for measuring patriotism among elementary school students in a valid and reliable manner within the context of Rodha Basa media-based learning.  
Teachers’ personal competencies in fostering student character through Pancasila education Siti Rohana; Sugeng Kurniawan; Mabruri Mabruri
Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar) Vol. 13 No. 1 (2026): May
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jpsd.v13i1.a32307

Abstract

Teachers’ personality competencies play a crucial role in shaping students’ character through Pancasila Education instruction. However, research explaining how these competencies are implemented in the classroom and the mechanisms by which they shape students’ character in the context of integrated Islamic elementary schools remains limited. This study aims to explore the role of teachers’ personal competencies in building students’ character through Pancasila Education instruction at SDIT Al-Akhyar Muara Bungo. The study employs a qualitative descriptive approach, involving the school principal, Pancasila Education teachers, and students selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the interactive model developed by Miles, Huberman, and Saldaña and validated through triangulation of sources and techniques. The results identified six dimensions of teachers’ personality competencies: exemplary behavior, discipline, responsibility, wisdom and prudence, compassion, and social interaction. These six dimensions are consistently implemented through role modeling, habit formation, and positive interactions, thereby supporting the development of students’ discipline, responsibility, social awareness, and social interactions. This study offers a conceptual model that explains the relationship between teachers’ personality competencies, the implementation of Pancasila education, the process of value internalization, and the character development of students. These findings contribute to the development of character education and the strengthening of teachers’ personality competencies in elementary schools.  

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