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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 244 Documents
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Digital game-based learning and creativity in elementary fraction learning: a factorial study using match-up wordwall Dewi Astuti Suwarno; Mardiyana Mardiyana; Supianto Supianto
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.a32446

Abstract

Fractions are a foundational topic in elementary school mathematics, and many fourth-grade students struggle with them because the topic demands abstract reasoning. Yet few studies have tested how such game media interact with students' creativity levels in fraction learning. This study examined how learning media and student creativity levels affect fraction learning outcomes. A quasi-experimental design with a 2 × 3 factorial structure was used. The first factor was the learning media, namely the Match Up game media and PowerPoint. The second factor was student creativity, understood here as creative thinking skill and classified according to the hierarchical framework of Subanji and Nusantara. The participants were 62 fourth-grade students from the Diponegoro Cluster public elementary schools in Wonogiri Regency, with 32 students in the experimental group and 30 in the control group. Fraction learning outcomes were measured with a 16-item multiple-choice test. Creativity was measured with a three-item essay test scored against a rubric, and the students were then grouped into high, medium, and low creativity levels. The data were analyzed with a two-way ANOVA with unequal cell sizes, followed by the Scheffé post hoc test. Three main results emerged. First, the Match Up group obtained a better mean score (M = 80.27) than the PowerPoint group (M = 71.46), with F = 7.4677 and p = 0.008. Second, students with high and medium creativity scored significantly better than their low-creativity peers, with F = 6.6645. Third, media and creativity interacted significantly, with F = 7.5431, meaning that the effect of the media depended on the students' creativity level; the advantage of Match Up was largest among highly creative students. These findings add to the evidence on digital game-based learning in elementary school mathematics and suggest that teachers can use Match Up for differentiated instruction that matches media features to students' creativity profiles. The main contribution of this study is evidence that the benefit of digital game-based media is conditional on students' creativity rather than uniform, which extends earlier Wordwall studies that reported only average effects.  
Needs analysis of kelom geulis Ethno-STEM module oriented to creative thinking skills Rizka Amalia; 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.a32124

Abstract

Creative thinking is an essential 21st-century skill, yet it remains under- facilitated in elementary science education. Current Ethno-STEM materials are predominantly theoretical, focusing on conceptual understanding while neglecting hands-on engineering activities. Operating within the needs analysis phase of Design-Based Research (DBR), this study employed a mixed-methods convergent parallel design to investigate these material shortcomings alongside actual field requirements. The study was conducted at SD Tamansari in Tasikmalaya, West Java, involving three fourth-grade educators experienced in elementary science and five fourth-grade students as participants. Data were concurrently collected through document analysis of three existing Ethno-STEM modules, questionnaires, and in- depth interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were processed using an interactive model consisting of data reduction, data display, and conclusion drawing. Document analysis revealed a severe deficit in existing materials, showing only 30% PjBL syntax availability and 25% creative thinking stimuli. Field data highlighted a critical pedagogical gap for teachers, who encounter severe barriers translating theoretical concepts into actionable projects due to a lack of practical guides. Furthermore, 85% of students expressed a strong preference for hands-on experiences, specifically desiring physical assembly tasks like cutting and constructing Kelom Geulis miniatures. These findings offer a significant theoretical and empirical contribution to ethnoscience education by mapping precise pedagogical gaps and validating that a craft-based engineering project can structurally foster the fluency, flexibility, and originality of students' ideas. Ultimately, this study provides a concrete foundational framework for developing a PjBL- based Kelom Geulis Ethno-STEM module to bridge these documented classroom needs.  
Augmented reality in elementary science (IPA/IPAS) learning: a systematic review of effectiveness and design principles (2015 to 2026) Donny Hartanto; Indina Tarjiah; Maria Paristiowati
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.a32354

Abstract

Augmented reality (AR) is growing quickly as an immersive technology in education. However, evidence that is specific to elementary science, and to the integrated IPAS construct in Indonesia's Merdeka Curriculum, remains scattered. This systematic literature review maps the effectiveness, design principles, moderating factors, and implementation challenges of AR in elementary science (IPA/IPAS) learning from 2015 to 2026. Following the PRISMA 2020 protocol, the review synthesized 45 open-access primary studies and appraised their quality with the Mixed Methods Appraisal Tool. The results show three patterns. The effect on motivation and engagement is the most consistent. The effect on cognitive outcomes is positive but inconsistent, because the AR advantage often shrinks under controlled designs with an active comparison. The effect on science process skills is promising but not yet robust. Because only 12 of the 45 studies used a control group, these results are read as associational rather than causal: the value of AR appears to be conditional on the pedagogy that accompanies it, on generative or embodied activity, and on the management of cognitive load, and it is not produced by the technology alone. None of the 45 studies operationalized the integration of natural and social science, so the existing AR for IPAS is essentially AR for science. The main contribution is a design principle framework, the AR IPAS 5 P framework, derived inductively from the cross tabulation of design features against effect direction across the corpus, together with a research agenda that closes the integrated-construct gap.
Dialogic becoming of teachers of deep learning in inclusive primary schools M Tolkhah Adityas; Amaliyah Ulfah
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.a32761

Abstract

Deep learning has become an aspiration of contemporary educational reform, but little is known about how teachers experience becoming teachers of deep learning, particularly within inclusive primary classrooms. This study aimed to explore teachers' lived experiences of becoming teachers of deep learning through the combined lenses of Ricoeur's hermeneutic phenomenology and Bakhtin's philosophy of dialogism. Four teachers from inclusive primary schools were purposively selected based on their experience implementing deep learning. Data were generated through in-depth semi-structured interviews and analyzed following Ricoeur's hermeneutic arc of naïve reading, structural analysis, and comprehensive understanding.  The empirical analysis identified three themes: becoming through negotiating multiple voices, becoming through responsive pedagogical authoring, and becoming as an unfinalizable journey. In the subsequent theoretical interpretation, these experiences were understood through Bakhtinian dialogism as forms of professional becoming shaped through encounters with learners, curriculum expectations, institutional demands, and teachers' evolving pedagogical commitments. The study therefore shifts attention from deep learning as an instructional reform to teachers' dialogic becoming as they enact reform within inclusive educational contexts. It contributes a Bakhtinian perspective that conceptualizes teacher identity not as a stable or developmental achievement but as an ongoing process of relational and unfinalizable becoming.  

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