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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 188 Documents
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Steam-based natural and social sciences learning materials integrated with local culture for elementary schoolsl Culture for Elementary Schools Erna Zumrotun; Sabar Narimo; Harun Joko Prayitno
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 2 (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.13.2.358-370

Abstract

Natural and Social Sciences learning in elementary schools requires instructional materials that integrate scientific and social concepts while remaining relevant to students’ cultural environments. Existing materials frequently present local culture as supplementary information and provide limited guidance for interdisciplinary learning. This study aimed to develop the Pesona Jepara textbook, which integrates Jepara’s local culture into Grade V Natural and Social Sciences learning through a Science, Technology, Engineering, Arts, and Mathematics approach. The study employed a research and development design involving the analysis, design, and development stages of the ADDIE framework. Product feasibility was evaluated by three experts in elementary education, elementary science education, and elementary social studies education using a four-point validation instrument covering nine aspects. Quantitative data were analysed descriptively, while expert comments guided product refinement. The textbook obtained an overall mean score of 3.78 out of 4.00, equivalent to 94.53%, and was categorised as very feasible. Conceptual accuracy, STEAM implementation, and the integration of natural and social sciences received the highest percentages of 97.25%. Design practicality received 88.25% but remained within the very feasible category. Classroom trials are required to establish the product’s practicality and effectiveness.
Megoak-goakan game with vak model improves elementary students' mathematical concept understanding Muhardila Fauziah; Malysa Harteva Putri; Niken Wahyu Utami; Azamul Fadhly Noor Muhammad; Ravinesh Rohit Prasad
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 2 (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.13.2.259-270

Abstract

This study investigated the effectiveness of a traditional megoak-goakan game, integrated with the Visual, Auditory, Kinesthetic (VAK) learning model and supplemented with student worksheets (LKS), in enhancing Phase A elementary school students' understanding of mathematical concepts. Using a quasi-experimental approach with a time-series design, the research was conducted with first-grade students at SDN Kranji VI and SDN Kayuringin Jaya VI in Bekasi City. The findings showed a significant improvement in students' understanding of mathematical concepts. Post-test scores and N-Gain scores increased by 35% at SDN Kranji VI and 51% at SDN Kayuringin Jaya VI. These results suggest that integrating traditional games with the VAK model and LKS provides an interactive and enjoyable learning experience, effectively improving mathematical concept understanding as well as students' social and emotional skills.
Development of ethnopedagogical augmented reality media “culture spinner” for elementary cultural diversity Novi Setyoningsih; Muhamad Afandi
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 2 (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.13.2.468-495

Abstract

Pancasila Education learning on the topic of cultural diversity in elementary schools still faces challenges in enhancing students’ understanding of local culture engagingly and contextually. This study aimed to develop and examine the feasibility, practicality, and effectiveness of an Augmented Reality-based culture spinner media for elementary school students. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The research subjects included media experts, material experts, language experts, classroom teachers, and 28 elementary school students. Data collection instruments consisted of expert validation questionnaires, teacher and student response questionnaires, and learning achievement tests administered through pretests and posttests. The results showed that the developed learning media achieved a “highly feasible” category from media experts with a percentage of 93.18%, material experts with 88.16%, and language experts with 92.11%. Teacher assessments also indicated a “highly feasible” category with a percentage of 100%, while student responses demonstrated a “very practical” category with a percentage of 100%. The effectiveness test revealed an improvement in students’ learning outcomes, with the average pretest score increasing from 60.71 to a posttest score of 83.14. The N-Gain analysis yielded a score of 0.57, which falls into the moderate category. Therefore, the culture spinner media was declared feasible, practical, and effective for supporting Pancasila Education learning on the topic of cultural diversity in elementary schools.
Strengthening mathematical translation through project and problem-based instruction in primary schools Purwanti Purwanti; H. Sujati
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 2 (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.13.2.371-392

Abstract

This study investigates the comparative impact of Problem-Based Learning (PBL) and Project-Based Learning (PjBL) on elementary school students' ability to transform word problems into mathematical sentences. The research addresses a critical issue in mathematics education where students often struggle to interpret contextual story problems, which hinders their problem-solving skills. Utilising a quasi-experimental design, the study involved 32 fifth-grade students randomly selected from a population of 56 at SD Negeri Kauman Pleret. Participants were divided equally into control and experimental groups, receiving instruction through the PBL and PjBL models, respectively. Data were collected through written tests and classroom observations, with the validity of assumptions tested via normality and homogeneity checks. An independent samples t-test was used to analyse differences in learning outcomes. The findings reveal that the PjBL model significantly outperformed the PBL model in enhancing students’ abilities, with the PjBL group achieving a higher post-test mean score (M = 12.06) compared to the PBL group (M = 9.69). The significance value (p = 0.011) confirms the statistical difference between the two instructional approaches. These results suggest that PjBL is a more effective model for fostering mathematical comprehension through contextual problem-solving tasks, highlighting its potential for broader application in mathematics instruction.
Stem-ethnoscience learning improves elementary students' critical thinking Rahmat Hidayat; Setyo Eko Atmojo; Mitha Dwi Anggriani; Tommy Tanu Wijaya
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 2 (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.13.2.271-284

Abstract

This study aims to analyse the effect of implementing STEM-based science learning integrated with ethnoscience on critical thinking skills of elementary school students. This research is based on the importance of mastering critical thinking skills as one of the 21st-century competencies that must be developed since the elementary school level, as well as efforts to link science learning with the local cultural context through ethnoscience. The research method used was a pseudo-experiment with a pretest-posttest control group design. The research instrument was a validated critical thinking skills test. Data analysis was conducted using prerequisite tests (normality and homogeneity) and hypothesis testing with a paired-samples t-test and an independent-samples t-test using SPSS 25. The results showed that there was a significant increase in critical thinking skills in students who participated in STEM-ethnoscience-based learning compared to students who participated in conventional learning. The application of STEM-ethnoscience provides a more meaningful learning experience because it connects science concepts with local cultural practices. Thus, it can be concluded that STEM learning integrated with ethnoscience is effective in improving critical thinking skills of elementary school students and has the potential to become an innovative model in the development of culture-based science learning in the 21st-century education era.
Analysis of Social Skills on Elementary School Students in Rural and Urban Area Moh Salimi; Ratna Hidayah; Muna Fauziah; Dewi Astuti; Anesa Surya; Nurham Hahsa
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 2 (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.13.2.518-537

Abstract

Technological advancements have shifted students’ social interactions from in-person to virtual, challenging them to develop healthy social relationships and collaborative skills in line with the demands of 21st-century education. Therefore, this study aims to analyse the social skills of elementary school students in Kebumen and Purworejo Regencies, specifically in rural and urban areas. This study employs a mixed-methods design with an explanatory sequential approach. Samples were selected using cluster sampling for students and purposive sampling for teachers, resulting in 107 fifth-grade students and 4 homeroom teachers from five elementary schools representing both rural and urban areas. Data were collected through a social skills questionnaire containing 20 Likert-scale items and a semi-structured interview guide. Quantitative data were analysed using comparative descriptive statistics, while qualitative data were analysed thematically. The results indicated that the average total social skills scores of both groups were relatively comparable, yet they exhibited complementary profiles. Rural students excelled in cooperation (3.504) and self-control (3.451), rooted in a culture of mutual assistance and social harmony, while urban students significantly excelled in assertiveness (3.783), driven by a competitive learning environment and public speaking training programs. Responsibility indicators were relatively balanced in both regions, with more than 85% of students achieving the high category. These findings imply the need for context-specific educational strategies namely, strengthening self-reliance in rural areas without undermining the value of mutual cooperation, and fostering cooperation and empathy in urban areas through collaborative learning. Character education policies must be responsive to regional differences in order to comprehensively develop students’ social skills.
Strengthening school management as a strategy to improve the quality of learning in elementary schools Izlan Sentryo; Muhamad Abas; Sarnely Uge
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 2 (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.13.2.393-411

Abstract

The quality of learning greatly determines the learning process and outcomes of elementary school students, but it remains low due to ineffective school management. This study aims to analyse the practice of strengthening school management as a strategy to improve the quality of learning, analyse teachers' perceptions and analyse the effectiveness of strengthening school management. The method used is a mixed method. The design is an exploratory sequential design. Data collection was carried out using interview guidelines and questionnaires. The technique of data analysis was carried out using interactive qualitative and descriptive quantitative. The result of this study showed that: (1) there are eight practices for strengthening school management as a strategy to improve the quality of learning, namely strengthening school's vision and mission, strengthening leadership, strengthening the curriculum, strengthening students, strengthening teaching staff, strengthening finance, strengthening infrastructure, strengthening administration and strengthening public relations; (2) teachers' perceptions of strengthening school management are average in good category, it means that teachers have good perceptions of strategies for strengthening school management; (3) strengthening school management has a positive correlation by improving quality of learning. Evidenced by the Pearson product-moment correlation coefficient (r) = 0.775, it means that close relationship between variables included in the strong or high category and has a positive and significant influence on improving the quality of learning. The more effective the strengthening of school management, the better the quality of learning. In conclusion, the implemented practice of strengthening school management is considered effective as a strategy to improve the quality of learning at Elementary School.
Implementation of the projek penguatan profil pelajar pancasila (p5) integrated into fourth-grade natural and social sciences (ipas) learning in elementary schools within the raflesia school cluster Siwi Utaminingtyas; Windarni Lestari; Atika Dwi Evitasari
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 2 (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.13.2.285-310

Abstract

Through the Merdeka Curriculum, the Projek Penguatan Profil Pelajar Pancasila (P5) is integrated into Natural and Social Sciences (IPAS) learning to support the development of students’ character and competencies. However, its implementation in elementary schools continues to face various challenges. This study aimed to analyse the implementation of P5 in IPAS learning, identify the challenges encountered, and describe the efforts made to overcome these challenges in public elementary schools within the Raflesia Cluster, Borobudur District. This study employed a descriptive qualitative approach involving principals and fourth-grade teachers from SD Negeri Tuksongo 1 and SD Negeri Tanjungsari as the research participants. The research utilised semi-structured interviews, non-participant observations, and document reviews as sources of data. Analysis was conducted systematically through the stages of qualitative data processing, including data reduction, presentation of findings, and verification of conclusions. The study findings indicated that the implementation of P5 within IPAS learning was conducted through six sequential phases, including understanding P5, preparing the school ecosystem, planning and implementing projects, documenting and reporting outcomes, and conducting evaluation processes and planning subsequent follow-up actions. The main challenges included limited learning facilities and infrastructure, insufficient instructional time, teachers' limited ability to integrate Pancasila Student Profile elements embedded in IPAS learning activities, difficulties in developing project modules and assessments, and differences in students' characteristics. To address these challenges, schools enhanced teachers' competencies through professional training, utilised the surrounding environment as a learning resource, improved learning facilities, strengthened coordination among school stakeholders, and provided continuous guidance to students during project implementation. These findings indicate that integrating P5 into IPAS learning has the potential to strengthen students' character while enhancing their competencies, provided that it is supported by competent teachers, adequate school readiness, and effective project-based learning management.

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