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Mifta Khairina
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Department of PPSD FIP UNIMED William Iskandar Street Pasar V Medan Estate. Kode Pos: No. 1589-Medan 20221 Phone: 08126341083 -085297619696 / Fax. 061-6614002 Email: education_pgsd@unimed.ac.id
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SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Published by Universitas Negeri Medan
ISSN : 23551720     EISSN : 24074926     DOI : https://doi.org/10.24114/sejpgsd
Core Subject : Education,
Languange, Linguistic, Communication & Media
The journal countains the result of education research, learning research, and service of the public at primary school, elementary school, senior high school and the university.
Arjuna Subject : Umum - Umum
Articles 1,117 Documents
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PENGARUH MODEL INKUIRI TERBIMBING TERHADAP PEMAHAMAN KONSEP GEOGRAFI SISWA KELAS V SEKOLAH DASAR Salsaila Imani Fatha; Rana Gustian Nugraha; Kusman Rukmana
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol. 16 No. 3 (2026): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/a37x2054

Abstract

Geographical concept understanding is a key learning outcome in elementary education, yet many students face difficulties due to instructional practices that emphasize teacher explanations over active learning. This study examined the effectiveness of the Guided Inquiry learning model in improving fifth-grade students' geographical concept understanding. A quasi-experimental method with a Nonequivalent Control Group Design was employed, involving 63 students (33 in the experimental group and 30 in the control group). Data were analyzed using nonparametric statistical tests and N-Gain analysis. The findings revealed that Guided Inquiry significantly improved students' geographical concept understanding (Sig. = 0.000 < 0.05). Between-group comparisons also showed a significant difference with a moderate effect size (0.464). The experimental group achieved a higher N-Gain score (0.6137) compared to the control group (0.4508), although this difference was not statistically significant (Sig. = 0.371 > 0.05). These findings suggest that Guided Inquiry can serve as an effective student-centered approach for strengthening geographical concept understanding in elementary schools.
PERAN GURU DALAM MENGINTEGRASIKAN DEEP LEARNING DAN DIFERENSIASI UNTUK PEMBELAJARAN BERMAKNA Putri Aulia Septiyanti; Sheza Andriani; Azizah Gita Cahyani
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol. 16 No. 3 (2026): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/%sejpgsd16i3.75099

Abstract

This st This study aims to explain the role of teachers integrating deep learning and differentiation for meaningful learning in school learning. The research method uses library research. Data were collected through literature search techniques and analyzed using a qualitative approach with content analysis to produce a comprehensive and systematic overview of the themes studied. The main source of this study used Google Scholar. Sources can be journals, books, dictionaries, documents, magazines, and other related sources. The results of this study are: The application of deep learning focuses on deep conceptual understanding and critical thinking, not just memorizing material. Then, the strategy of integrating differentiation in facilitating learning diversity of needs, interests, and learning styles of students so that the learning process can run in depth in an inclusive and optimal manner. The application of deep learning strategies can foster student interest in learning, which can be done by using a deep learning approach according to the material that has been explained. The concept of deep learning has a strategic role in improving the quality of education by encouraging deeper conceptual understanding, critical thinking skills, and problem-solving abilities among students. The integration of deep learning in the educational curriculum shows that this approach not only improves academic outcomes but also forms a more analytical and innovative mindset. The evaluation results, using performance tasks, successfully shifted the traditional assessment paradigm (multiple-choice) to one that realistically tested students' analytical, synthetic, and innovative abilities.
PENINGKATAN KETERAMPILAN MEMBACA PERMULAAN MELALUI MEDIA BUKU BACA BERJENJANG KELAS 1 SD Ine Rachmawaty; Din Azwar Uswatun; Arsyi Rizqia Amalia
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol. 16 No. 3 (2026): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/%sejpgsd16i3.75196

Abstract

This study was motivated by the reading profiency target for firdt-grade elementary school students, which serves as one of the foundational programs for beginning learners and a basic requirement for progressing to the next educational level. The purpose of this study was so identify students’ early reading skills through the use of the graded reading medium called Buku Bacalah. This book consist of three stages of reading development, namely Bacalah 1, Bacalah 2, and Bacalah 3. The study was conducted at SDIT Insani and involved two teachers and 23 students (10 female students and 13 male students) as research participants. Data were collected through obsevation, performance tests, and documentation. The data were analyzed using a qualitative approach. The expected results of the initial assessment indicated that 7 students were still at the Bacalah 1 reading level, 2 students had progressed to the Bacalah 2 level, and the remaining students were able to read fluently and had reached the Bacalah 3 level. It is expected that the implementation of this program will achieve its target, namely enabling all students to attain a similar level of reading profiency.
KORELASI ANTARA KEMANDIRIAN BELAJAR DAN TIME MANAGEMENT BELAJAR SISWA DENGAN HASIL BELAJAR IPAS KELAS V SEKOLAH DASAR maulidiarahmah_2026; Yuni Ratnasari; Siti Masfuah
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol. 16 No. 3 (2026): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/%sejpgsd16i3.75266

Abstract

This research is motivated by the low learning outcomes in Natural and Social Sciences (IPAS) among fifth-grade elementary school students, which is partly attributed to the lack of student learning independence and time management. This study aims to analyze the partial and simultaneous effect of learning independence and time management on the IPAS learning outcomes of fifth-grade students. Employing a quantitative approach with an associative correlational method, this research involved 26 fifth-grade students as a saturated sample. Data were collected using questionnaires for the independent variables and documentation of scores for the dependent variable. The data were analyzed using multiple linear regression analysis. The results indicate that: (1) there is a significant effect of time management on IPAS learning outcomes with a significance value of 0.026 (< 0.05), (2) learning independence does not show a significant partial effect, and (3) simultaneously, learning independence and time management contribute 39,8% to IPAS learning outcomes, while the remaining 60,2% is influenced by other factors outside the research model. It is concluded that effective time management is proven to enhance students' IPAS learning achievements in elementary schools.
ANALISIS KOMPETENSI GURU SEKOLAH DASAR DALAM MENGIMPLEMENTASIKAN KURIKULUM MERDEKA Naila Cahya Kirana; Salsabila Fiqi Fauziah; Saddam Hussaen
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol. 16 No. 3 (2026): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/%sejpgsd16i3.75409

Abstract

Teacher competency is a decisive factor in the successful implementation of the Merdeka Curriculum. This study aims to analyze the pedagogical and professional competency of elementary school (SD) teachers in implementing the Merdeka Curriculum, identify the obstacles they face, and map efforts to improve their competency. The research employed a library research method by analyzing relevant journals and policy documents. The findings show that many SD teachers still struggle with developing differentiated teaching modules, conducting diagnostic assessments, and implementing the Pancasila Student Profile Strengthening Project (P5). Key obstacles include limited understanding of Merdeka Curriculum elements, low digital literacy, and uneven training distribution. In addition, limited access to learning resources and varying levels of institutional support further affect teachers’ readiness. Competency improvement efforts such as In-House Training (IHT), academic supervision, professional learning communities, and the Merdeka Mengajar Platform (PMM) have proven effective when implemented in an integrated and synergistic manner. This study concludes that a holistic and ecosystem-based approach is essential for authentic, sustainable, and high-quality Merdeka Curriculum implementation in elementary schools.
UPAYA MENINGKATKAN KETERAMPILAN KOLABORASI DAN HASIL BELAJAR MURID KELAS V MELALUI PENERAPAN MODEL PROBLEM BASED LEARNING DI SEKOLAH DASAR Nurul Huda; Dwi Annisa; Muhammad Ridha Ardhana; Miftah Hasanah; Salsabila; Dessy Dwitalia Sari
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol. 16 No. 3 (2026): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/%sejpgsd16i3.77095

Abstract

This research was initiated due to low student engagement, lack of learning motivation, and underdeveloped collaboration skills in Natural and Social Sciences (IPAS) at grade V of SDN Seberang Mesjid 1 Banjarmasin. Utilizing the Problem-Based Learning (PBL) model, this study aimed to describe teacher performance and evaluate improvements in student activity, collaboration skills, and learning outcomes. A collaborative Classroom Action Research (CAR) approach was implemented across three sessions, involving 26 fifth-grade students. Data were collected using class activity instruments, collaboration skill rubrics, and written tests comprising formative and summative assessments. During the intervention, all observed indicators showed progressive increases. Both teacher and student activities advanced to the highly active category, while students' collaboration skills also demonstrated positive growth. Furthermore, a drastic increase was observed in cognitive learning outcomes, evidenced by the classical mastery rate in the summative evaluation, which rose from an initial 46% to 73% in the second session, and reached 96% in the third session. In conclusion, the maximum implementation of the PBL model proven to effectively enhance collaboration skills and IPAS learning outcomes for elementary school students.
MENINGKATKAN AKTIVITAS BELAJAR, KETERAMPILAN KOLABORASI, DAN HASIL BELAJAR MELALUI MODEL PROBLEM BASED LEARNING (PBL) PADA PEMBELAJARAN IPAS DI SEKOLAH DASAR Gina Maulida; Marfuah; Novia Anjelina Ardhana Prawita; Fatimah Azzahra; Malika Nor Modzayanah; Dessy Dwitalia Sari
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol. 16 No. 3 (2026): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/%sejpgsd16i3.77096

Abstract

The low levels of learning participation, collaborative skills, and learning outcomes among third-grade students at SDN Seberang Mesjid 1 in Integrated Science and Social Studies (IPAS) served as the basis for this study. This research aimed to describe the instructional activities carried out by teachers and the learning activities undertaken by students activities and to examine the improvement of students' collaborative skills and learning outcomes through the implementation of the Problem-Based Learning (PBL) model. This study employed a Classroom Action Research (CAR) design conducted over three instructional meetings. The findings revealed that the implementation of the Problem-Based Learning (PBL) model improved all observed aspects. Teacher activity increased from a score of 16 to 18, student activity improved from 50% to 97%, collaborative skills increased from 56% to 91%, formative learning outcomes rose from 59% to 97%, and summative learning outcomes improved from 59% to 84%. These results provide evidence supporting the effectiveness of the Problem-Based Learning (PBL) model.in enhancing student participation, collaborative skills, and the outcomes of the learning process in IPAS learning.

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