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Jurnal Ilmiah Pendidikan Dasar
Published by Universitas Islam Sultan Agung
ISSN : 23549580     EISSN : 2685211X     DOI : 10.30659/pendas
Core Subject : Humanities, Education,
Humanities Education
Jurnal Ilmiah Pendidikan Dasar merupakan jurnal nasional yang mempublikasikan manuskrip dalam ranah pendidikan, pengelolaan, dan pembelajaran di sekolah dasar (lebih lengkapnya dapat dilihat pada Focus and Scope). Dipublikasikan oleh Prodi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Sultan Agung sejumlah dua kali dalam kurun satu tahun pada bulan Januari dan Juli (ISSN: 2354-9580).
Arjuna Subject : Psikologi - Psikologi (Lain-Lain)
Articles 173 Documents
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Teachers’ knowledge and implementation of inquiry-based-learning in elementary science education: a phenomenological study in indonesia Nurhairani, Nurhairani; Suyanta, Suyanta; Haryanto, Haryanto
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 1 (2026): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.13.1.226-244

Abstract

Science education in Indonesian elementary schools currently faces significant challenges in fostering students' critical and scientific thinking skills and positioning them as active learning subjects. A key contributing factor is teachers' insufficient knowledge regarding the effective implementation of Inquiry-Based Learning (IBL), which consequently diminishes student engagement. This phenomenological study, utilising a qualitative approach, investigates elementary school teachers' understanding of IBL and analyses its practical application in science classrooms. Data were gathered through open-ended questionnaires, interviews, and literature review, involving 74 in-service teachers distributed across Indonesia's Western, Central, and Eastern regions. The findings reveal significant conceptual gaps among teachers. Particularly, teachers demonstrated a limited and often inaccurate understanding of IBL's core principles, indicating prevalent misconceptions. This knowledge deficit critically hinders the effective implementation of IBL in science instruction. Furthermore, the study identified pronounced disparities in IBL knowledge between teachers in the Western, Central, and Eastern regions, highlighting distinct regional inequities. The study emphatically concludes that the systemic integration of IBL into elementary science education is imperative. Achieving this necessitates targeted professional development programs specifically designed to address the identified knowledge gaps and regional disparities among teachers.
Parenting styles and self-regulation in shaping elementary students’ learning independence Masyithoh, Siti; Loukam, Ahmed Ali; Latip, Asep Ediana; Sa’diyah, Rika; Musyarrofah, Syifa
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 1 (2026): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.13.1.132-146

Abstract

Learning independence is an important character trait in primary education that supports independent and lifelong learning abilities. Although parental upbringing and self-regulation have been extensively studied by academics, their relative contributions in the context of collectivist cultures are still not fully understood. This study aims to analyse the relationship between parental parenting styles and self-regulation in shaping the learning independence of elementary school students. This research uses a quantitative approach with a causal-comparative design. Data was obtained from 58 fifth-grade students in Sawangan District, Depok City, and analysed using two-way ANOVA (3x2). The research results indicate that parenting style contributes 4.4% to students' learning independence, while self-regulation contributes 50.3%. These findings indicate that students' internal capacity, particularly self-regulation skills encompassing metacognitive, motivational, and behavioural aspects, has a more dominant influence than external factors such as parental parenting styles. Parenting styles did not show a significant direct influence, and no significant interaction was found between parenting styles and self-regulation. This finding confirms that students' internal ability to regulate their learning process plays a more decisive role than external factors. In the context of a collectivistic culture, parenting serves as a supportive framework for the development of self-regulation and learning independence.
Gamified digipuzzle-based instruction to support early reading development in elementary learners Handayani, Tri; Chamalah, Evi; Kusumadewi, Rida Fironika; Muliasari, Desiani N; Silawati, Endah
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 1 (2026): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.13.1.50-56

Abstract

Reading is a foundational competency in early-grade education; however, many students experience delays in developing basic decoding and comprehension skills. This study aims to examine the effect of gamified learning using the Digipuzzle application on the reading skills of first-grade students at SDN Sukajaya 2. A quantitative one-group pretest–posttest design was employed involving 25 students. Reading performance was measured using a structured assessment administered before and after the intervention. The results indicate that the mean pretest score increased from 50.12 to 75.76 in the posttest. Statistical analysis using a paired-sample t-test confirmed a significant difference between the two measurements (p = 0.000 < 0.05). The gain analysis produced an average N-gain score of 0.486, indicating a moderate level of improvement. These findings demonstrate that integrating gamification through Digipuzzle is associated with measurable gains in early reading performance. This study provides empirical evidence supporting the use of game-based digital media as an instructional strategy to enhance foundational literacy skills in primary education.
Mathematical literacy for slow learners: a review of access and quality of elementary school education Haryadi, Herjan; Hastuti, Woro Sri; Wardani, Trisna Kusuma; Ismafitri, Ruhil
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 1 (2026): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.13.1.245-258

Abstract

The 2030 Sustainable Development Goals (SDGs) on inclusive and equitable quality education have elevated inclusive education to a high priority in a global context. Mathematical literacy is not simply the ability to calculate, but a fundamental competency for individuals to fully participate in a modern, data-driven society. This study aims to analyse the equity and quality of the mathematical literacy learning process for slow-learning students. The research method used is qualitative. The type of research is phenomenological. The qualitative research design consists of three stages: orientation, focused exploration, and data analysis. Data collection techniques include interviews, observation, and documentation. The data analysis technique used is Miles and Huberman's data analysis, which is a systematic and interactive method for analysing qualitative data. The results of this study indicate that schools and curricula are not flexible enough to address the unique needs of each slow-learning student in learning mathematical literacy. This includes modifying the curriculum and learning strategies to suit their individual potential. Schools have not fully provided physical access or safe facilities for slow-learning students. Students tend to adapt to school. Assessments given to slow-learning students in summative assessments tend to be similar to those given to non-slow-learning students. Inhibiting factors include the lack of teacher competency development in assisting slow-learning students and limited facilities and teaching material for slow-learning students.
Implementation of differentiated learning to improve critical thinking in elementary school students Fatimah, Siti; Rokhman, Fathur; Pramono, Suwito Eko; Subali, Bambang; Widiarti, Nuni
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 1 (2026): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.13.1.175-196

Abstract

Critical thinking skills are one of the key 21st-century skills that need to be developed from primary education onwards, requiring a learning approach tailored to students' needs and characteristics, one of which is differentiated learning. This study aims to analyse the application of differentiated learning in developing critical thinking skills in elementary school students, identify the challenges of its implementation, and explore learning adaptation strategies during the 2020–2024 period. The study used a qualitative approach with a systematic review method of relevant national and international journal articles, which were collected through structured literature searches, selected based on specific criteria, and analysed thematically. The results of the study show that differentiated learning generally contributes positively to increasing student engagement, conceptual understanding, and critical thinking skills because it allows teachers to tailor learning to the readiness, interests, and learning styles of students. However, its implementation still faces various obstacles, such as limitations in teachers' pedagogical competencies, planning time, and learning facility support, especially in the context of online and hybrid learning. This study concludes that differentiated learning has great potential as an adaptive learning strategy in improving the critical thinking skills of elementary school students. Therefore, policy support, ongoing training, and professional guidance are needed to ensure optimal and sustainable implementation.
Coding-based instruction for developing computational thinking in primary education: a systematic review Purwono, Rohmadi; Nuswowati, Murbangun; Subali, Bambang; Ellianawati, Ellianawati
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 1 (2026): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.13.1.66-84

Abstract

The integration of computational thinking (CT) into elementary education is increasingly viewed as essential for developing students' problem-solving and digital literacy skills. However, effective implementation of CT-based instruction through coding remains varied in practice. This study aims to synthesise empirical evidence on how coding supports CT development in primary school students. A systematic literature review was conducted following PRISMA guidelines, with an initial identification of 1145 records from Scopus and Google Scholar. After removing 104 duplicates, 1041 titles and abstracts were screened, and 113 full-text articles were assessed for eligibility. Based on the inclusion criteria, five empirical studies published between 2021 and 2025 were selected. Thematic analysis revealed that instructional approaches such as unplugged activities, educational robotics, and pair programming effectively enhanced core CT skills—abstraction, decomposition, and algorithmic thinking—while also promoting student engagement and collaboration. However, persistent barriers include limited teacher readiness, inadequate assessment tools, and unequal access to technology. The study concludes that early exposure to structured coding interventions positively influences CT development. To ensure sustainability and equity, future efforts must focus on teacher training, culturally responsive pedagogy, and integration of CT into the broader curriculum. This review provides a focused synthesis that can guide educational stakeholders in designing and supporting effective CT instruction at the primary level.
Augmented inquiry: developing ar-based media for spatial geometry in elementary schools Rusnilawati, Rusnilawati; Rizki, Ardhian Fajar; Rahman, Farizky; Hazima, Atika Azzahro; Utomo, Arief Cahyo; Sulaimon, Jamiu Temitope
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 1 (2026): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.13.1.147-174

Abstract

Mathematics learning on solid geometry topics in elementary schools still faces challenges in visualising abstract and spatial concepts. This study aimed to develop and examine the feasibility, practicality, and effectiveness of an Augmented Reality (AR) learning medium based on Inquiry Learning for fifth-grade elementary students on solid geometry material. This research employed the Research and Development (R&D) method. The research subjects consisted of two media experts, two subject-matter experts, two fifth-grade teachers, and 20 fifth-grade students at Purwosari Elementary School. Data collection instruments included expert validation questionnaires, teacher and student response questionnaires, and learning achievement tests administered through pretests and posttests. The results showed that the AR learning media was categorised as highly feasible by media experts with a percentage of 83.75% and by subject-matter experts with 88.33%. Teachers’ evaluations indicated a highly practical category with a percentage of 87.6%, while students’ responses showed a practical category with an average percentage of 75.60%. The effectiveness test revealed a significant improvement in learning outcomes, with a significance value of 0.000 (< 0.05) and an N-Gain score of 0.45, classified as moderate. The findings imply that AR-based Inquiry Learning media can serve as an innovative alternative to enhance students’ motivation, conceptual understanding, and mathematics learning outcomes in elementary schools.
Flipped classroom video-based instruction to foster critical reasoning and learning independence in elementary learners Waty, Citra Kumala; Buchori, Achmad; Asrofah, Asrofah
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 1 (2026): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.13.1.85-100

Abstract

This study aims to analyse the effect of the application of the flipped classroom learning model integrated with video learning on lower-class elementary school students, which is still limited to an empirical study. Previous research generally focused on the application of flipped classrooms at the secondary and tertiary education levels, while this study adapted the model to elementary school grade III science learning by considering the characteristics of students' cognitive development through the use of simple and contextual learning videos. This study uses a quantitative method with an experimental design. The research subjects were selected based on the inclusion and exclusion criteria that had been set. Data was collected through a critical reasoning ability test and a learning independence questionnaire, then analysed using the N-Gain Score, the Independent Sample T-Test, and a simple linear regression test. The results showed that the improvement in students' ability in the experimental class (N-Gain 78.34%) was higher than that of the control class (41.94%), with an average score of 86.32 and 68.22, respectively. The regression test showed that the learning model had a significant effect on students' critical reasoning skills and learning independence. These findings suggest that video-assisted flipped classrooms are effectively applied to science learning in lower-class elementary schools.
Stories in motion: integrating project-based digital-literary-platforms and tri-n-pedagogy to foster narrative writing in primary education Kurnia, Atik Jayanti; Rochmiyati, Siti
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 1 (2026): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.13.1.1-22

Abstract

Narrative writing in Indonesian primary education remains underdeveloped and insufficiently supported, constrained by limited access to culturally grounded digital resources and pedagogical models. This research develops a digital literary platform and instructional module that integrates Project-Based Learning (PjBL) with the Tri-N philosophy, an experiential framework inspired by Ki Hajar Dewantara’s educational thought. Mixed-methods data were collected through surveys, interviews, document analysis, writing assessments, and classroom observations with 58 students across three schools. Quantitative analysis (independent sample t-tests) revealed significant improvements in students’ narrative writing performance, while qualitative findings highlighted increased engagement, creativity, and agency. The platform’s multimodal features, including interactive texts, student-generated content, audio narratives, and automated feedback, facilitated differentiated learning and collaborative composition. By explicitly framing Stories in Motion as a novel pedagogical framework, this research emphasises both its technological design and its empirical impact. This contribution offers a replicable model that integrates local philosophy with responsive technology, strengthening literacy outcomes while positioning Indonesian classrooms within global debates on digital narrative pedagogy. Ultimately, Stories in Motion fosters narrative writing in primary education by bridging pedagogy and technology.
The Implementation of SQ3R in Elementary School: A Quasi-Experimental Research Mu'awwanah, Uyu; Syahbudin, M.; Fajri, Khaerul
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 1 (2026): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.13.1.197-211

Abstract

This study aims to examine the effectiveness of applying the SQ3R (Survey, Question, Read, Recite, Review) reading strategy in improving reading comprehension skills among elementary school students. The background of this research is based on the low reading comprehension abilities observed in students, which is evident in their difficulty in identifying key information, summarising the content of the text, and answering questions based on the reading. The research method employed is a quasi-experimental design with a pretest-posttest control group. The subjects of the study are fifth-grade students from a public elementary school, divided into an experimental group and a control group. The instrument used was a reading comprehension test. Data analysis results reveal a significant difference in the posttest scores between the experimental group and the control group. The application of the SQ3R strategy proved to be more effective in enhancing students' reading comprehension compared to conventional teaching methods. Therefore, the SQ3R strategy can serve as an innovative learning alternative to improve the literacy quality of elementary school students.

Page 17 of 18 | Total Record : 173

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