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INDONESIA
PIONIR: Jurnal Pendidikan
Published by Universitas Islam Negeri Ar-Raniry Banda Aceh
ISSN : 23392495     EISSN : 25496611     DOI : -
Core Subject : Education,
Other
PIONIR: Journal of Education is an open-access Education scientific journal managed by the Study Program of Madrasah Ibtidaiyah Teacher Education (PGMI) Faculty of Tarbiyah and Teaching Ar-Raniry State Islamic University (UIN) Banda Aceh. PIONIR: Educational Journal is a forum for researchers and educational staff to develop knowledge in the field of educational studies, in order to fulfill the Tri Dharma of Higher Education, especially in the field of Basic Education.
Arjuna Subject : -
Articles 482 Documents
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IMPLEMENTATION OF AUGMENTED REALITY (AR) PRIMARY SCHOOL STUDENTS SCIENCE LEARNING : A SYSTEMATIC LITERATURE Hariratul Mahya, Berlian; Ngabianto; Ellianawati; Subali, Bambang; Sholeh, Muh.; Kurniawan, Edi; Joko Raharjo, Tri
PIONIR: JURNAL PENDIDIKAN Vol 15 No 2 (2026): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v15i2.34745

Abstract

Primary science education fosters critical, analytical, and reflective thinking, though students frequently struggle with abstract concepts. To address this urgent issue, this study investigates publication trends and the overall efficacy of Augmented Reality (AR) from 2022 to 2025. Following a PRISMA-guided Systematic Literature Review (SLR) approach, the research scope was strictly limited to English peer-reviewed articles indexed in Scopus (Q2–Q3) and SINTA 2. Out of 1,000 records screened from the Google Scholar and Scopus databases, 23 met the inclusion criteria and were thoroughly analyzed using Publish or Perish, Microsoft Excel, and VOSviewer. Results show a publication surge peaking in 2025, with Semarang State University emerging as the top institutional contributor. Bibliometric mapping successfully identified two major research clusters: learning outcome evaluation metrics and advanced technology integration modes. While 3D AR visualizations effectively enhance student engagement and cognitive retention, a deeper synthesis uncovers critical barriers, including hardware gaps, low teacher technological readiness, and a lack of longitudinal studies. The distinct novelty of this study lies in its chronological overview of post-pandemic digital acceleration in elementary education, providing a strategic framework for immersive 21st-century curriculum design. Keywords: Augmented Reality, Learning Outcomes, and Science Education
THE EFFECT OF LAPBOOK MEDIA ASSISTED BY AUGMENTED REALITY (AR) ON IPAS LEARNING OUTCOMES IN ELEMENTARY SCHOOL Rahmawati, Aprilia; Khasanah , Aulia Fajar; Lestariningsih , Nofita
PIONIR: JURNAL PENDIDIKAN Vol 15 No 2 (2026): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v15i2.34909

Abstract

The low achievement in IPAS learning among fifth-grade students at SDN 3 Mendenrejo highlights the need for more creative and engaging instructional media. This study aims to investigate the effect of using Lapbook media integrated with Augmented Reality (AR) on students’ IPAS learning outcomes. The research employed a quasi-experimental method with a Nonequivalent Control Group Design. The participants consisted of 34 fifth-grade students, divided into two groups: Class VA as the experimental group and Class VB as the control group, with 17 students in each class. Data were collected through pretests and posttests, then analyzed using the Paired Sample T-Test and Independent Sample T-Test with SPSS 24. The results showed a significant improvement in the experimental group, where the mean score increased from 60.00 in the pretest to 86.18 in the posttest. In addition, the Independent Sample T-Test indicated that the experimental group’s posttest mean score (86.18) was higher than that of the control group (63.82), with a significance value of 0.000 < 0.05. These findings demonstrate that Lapbook media integrated with Augmented Reality is effective in improving IPAS learning outcomes in elementary school students. Keywords: Lapbook Media, Augmented Reality, IPAS, Learning Outcomes, Elementary School.
IMPROVING FIRST-GRADE STUDENTS' NUMERICAL SKILLS IN MATHEMATICS THROUGH THE USE OF PLAY MONEY Siska, Mira; Sungkowo, Sungkowo; Pajrini, Ani
PIONIR: JURNAL PENDIDIKAN Vol 15 No 2 (2026): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v15i2.34926

Abstract

This study aimed to improve the numerical ability of first-grade elementary school students through the use of play money as a learning medium in mathematics. This research employed classroom action research conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The subjects of the study were 12 first-grade students. Data were collected through tests and observations. The results showed that the use of play money as a learning medium improved students’ numerical abilities, particularly in number recognition and simple addition and subtraction operations. The improvement was reflected in the increase in the students’ average scores from 60 in the initial condition to 70 in the first cycle, and further to 80 in the second cycle. In addition, student participation and engagement in the learning process also increased. It can be concluded that the use of play money is effective in improving the numerical ability of first-grade elementary school students. Keywords: Numerical ability, play money, mathematics, first-grade students, learning media
THE APPLICATION OF THE FLASHCARD-ASSISTED GROUP INVESTIGATION MODEL ON ELEMENTARY SCHOOL STUDENTS' CRITICAL THINKING SKILLS IN SCIENCE Nurhaliza, Adinda Puspa; Fajrussalam, Hisny; Hikmatunisa, Nenden Permas
PIONIR: JURNAL PENDIDIKAN Vol 15 No 2 (2026): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v15i2.35090

Abstract

Given the increasingly complex challenges in the world of education, students’ critical thinking skills have become a key issue that requires attention. Currently, students’ critical thinking skills remain relatively low, largely due to unengaging teaching methods where students focus solely on textbooks and the delivery of material, causing them to become bored more quickly during the learning process. The Group Investigation (GI) model supported by Flashcard media can serve as a solution to enhance these skills, as the learning process encourages students to be more active in identifying and analyzing problems. The objective of this study is to present the Group Investigation (GI) model supported by Flashcard media as an interactive model and medium for learning activities in Grade 5 at SDN Pasawahan Anyar. This study was conducted using a quasi-experimental method through a descriptive quantitative approach. The results of the study indicate that the implementation of the Group Investigation (GI) model, supported by flashcards, has a significant positive effect of 60.1% on students’ critical thinking skills in science. It was also observed that the improvement achieved through the Group Investigation (GI) model supported by flashcards was superior to that of the Think Pair Share learning model. Theoretically, this study supports the application of constructivist and collaborative learning approaches in developing students’ critical thinking skills. In practice, the findings of this study can serve as an alternative for teachers in creating active and interactive science lessons using the Group Investigation model aided by flashcards. Keywords: Group Investigation, Flashcards, Critical Thinking
ARTIFICIAL INTELLIGENCE IN PRIMARY EDUCATION: A BIBLIOMETRIC ANALYSIS OF TRENDS, OPPORTUNITIES, AND CHALLENGES (2018–2026) Yuliani, Anis; Dwi Cahyani, Arini; Ellianawati , Ellianawati; Subali, Bambang; Raharjo, Tri Joko
PIONIR: JURNAL PENDIDIKAN Vol 15 No 2 (2026): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v15i2.35092

Abstract

This study presents a bibliometric analysis of research trends, opportunities, and challenges related to artificial intelligence (AI) in primary education over the period 2018–2026. A total of 155 documents were retrieved from the Scopus database using a structured search query combining terms such as "artificial intelligence," "generative AI," "ChatGPT," "primary education," and "elementary school." After applying filters for subject area (Social Sciences), document type (articles), language (English), and specific keywords, 155 articles were analyzed. Descriptive analysis was conducted to examine publication trends by year, country, and affiliation. Bibliometric mapping using VOSviewer (version 1.6.20.0) identified keyword co-occurrence networks and research clusters. The findings reveal a significant increase in publications, especially from 2024 to 2026, with the highest number of articles published in 2025 (57 documents). It is important to note that the data for 2026 is partially retrieved (as of March 2026), and the full year's publication count may be higher. Three major research clusters were identified: (1) AI effects on student learning and engagement, (2) AI integration and implementation in primary schools, and (3) generative AI and student motivation. Opportunities include personalized learning and teacher support, while challenges include infrastructure, teacher readiness, and data privacy. This bibliometric analysis provides a comprehensive mapping of the field and highlights future research directions. Keywords: Artificial intelligence, primary education, bibliometric analysis, VOSviewer, Scopus, research trends
PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBANTUAN SIMULASI PERUBAHAN ENERGI TERHADAP PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA Maulida, Rosda; Alindra, Afridha Laily; Rosmana , Primanita Sholihah
PIONIR: JURNAL PENDIDIKAN Vol 15 No 2 (2026): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v15i2.35120

Abstract

Critical thinking skills are an essential competency that must be developed starting in elementary school as a cornerstone of 21st-century learning. However, according to the 2022 PISA report, the level of critical thinking among students in Indonesia remains in the low category. Therefore, there is a need to implement a learning model capable of facilitating student engagement in discovering concepts through structured guidance. This study aims to assess how primary school students' IPAS critical thinking abilities are improved and impacted by using the Guided Inquiry methodology with the help of the Energy Change Simulation Application. This quasi-experimental quantitative research with a non-equivalent control group design involved 40 fourth-grade elementary school students divided into an experimental class (n = 20) and a control class (n = 20). The research instruments included a valid (0.81) and reliable (0.90) critical thinking essay test, as well as an observation sheet. The research results showed that the experimental class obtained an average N-Gain of 0.60 (medium category), higher than the control class with 0.3582 (medium category). The results of the independent sample t-test confirmed a statistically significant difference in improvement (t = 0.000, p < 0.05). Furthermore, the simple linear regression analysis obtained an R2 value of 0.608 (p < 0.05), indicating that the guided inquiry learning model assisted by energy change simulation applications contributes 60.8% to students' critical thinking skills. In conclusion, the integration of energy change simulation applications in Guided Inquiry has proven effective and serves as a practical strategy for elementary school teachers to concretize abstract science concepts while enhancing students' higher-order thinking skills. Keywords: Guided Inquiry, Energy Change Simulation Application, Critical Thinking
AUGMENTED REALITY-ASSISTED RADEC: A LEARNING INNOVATION FOR HUMAN DIGESTIVE SYSTEM CONCEPTUAL UNDERSTANDING Muhjiliyah, Nida Mahjatul; Sujana, Atep; Ali, Enjang Yusup
PIONIR: JURNAL PENDIDIKAN Vol 15 No 2 (2026): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v15i2.35164

Abstract

The low conceptual understanding of students on the human digestive system material is a problem in science learning in elementary schools. Observation results show that 23 out of 30 students () have not reached the Minimum Completion Criteria (KKM). Conventional learning is considered less able to increase student engagement and conceptual understanding. This study aims to analyze RADEC (Read, Answer, Discuss, Explain, and Create) learning model effectiveness assisted by Augmented Reality to improve fifth grade students' conceptual understanding on the human digestive system material. The quantitative approach with a quasi-experimental method and a nonequivalent control group design implemented. The sample consisted of 30 students in the experimental class and 32 students in the control class in elementary schools in North Sumedang. The research instruments were pretest-posttest essay tests and observation sheets for learning implementation. Data analyzed through Shapiro–Wilk, Levene, Mann–Whitney, Welch’st, N-Gain, and effect size tests. The results showed that learning implementation reached  (very good). The average experimental class () posttest higher than control class () with a significant difference (). The N-Gain value of the experimental class  (high) and the control class was  (moderate), and the effect size was  (very large). These findings indicate RADEC model through Augmented Reality is effective to improve students' conceptual understanding. Keywords: RADEC, Augmented Reality, Concept Understanding, Human Digestive System, Elementary School
Pendekatan STEM/STEAM terhadap Keterampilan Berpikir Kritis pada Siswa Sekolah Dasar: Tinjauan Pustaka Sistematis Saputri, Riska Nadia; Mulyono, Sungkowo Edy; Ellianawati, Ellianawati; Subali, Bambang
PIONIR: JURNAL PENDIDIKAN Vol 15 No 2 (2026): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v15i2.35191

Abstract

The purpose of this article is to examine the impact of STEM/STEAM education on critical thinking skills in elementary schools. The study employ is a Systematic Literature Review (SLR) employing the PRISMA analysis technique. This article collected data from the Scopus database for the period 2016–2026 using the keywords “elementary school” or “primary school” and “STEAM” or “STEM” and “critical thinking.” The database inclusion criteria were date range, subject, source type, language, and document type. The search criteria in the database were the timeframe from 2016 to 2026, subject: social sciences, source type: journal, language: English, and document type: article. The search results with these limitations yielded 37 articles on the theme of the influence of STEM/STEAM on critical thinking. This study reviewed 14 articles relevant to the title and research questions. The results of this study identified the top three countries by number of publications: Indonesia, Turkey, and Spain. The dominant methodology used was quasi-experimental with a quantitative approach. The critical thinking skills of elementary school students have been shown to improve through the integration of STEM/STEAM projects into the curriculum. Keywords: STEM, STEAM, critical thinking, elementary school, systematic literature review, PRISMA
TABAYYUN-BASED REFLECTIVE DIGITAL LITERACY MODEL IN ELEMENTARY SCHOOL SOCIAL STUDIES LEARNING Sarah, Siti; Wiyanarti, Erlina; Hyangsewu, Pandu
PIONIR: JURNAL PENDIDIKAN Vol 15 No 2 (2026): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v15i2.35292

Abstract

This study develops and examines a Tabayyun-based Reflective Digital Literacy Model in elementary school Social Studies (IPS) learning to address the critical challenge of digital misinformation. While current educational interventions focus heavily on operational and technical device skills, they fail to foster the deep epistemic skepticism and ethical reflection needed by young learners. This study offers a novel framework by integrating the Islamic ethical principle of tabayyun (information verification) into reflective inquiry. Employing a qualitative case study design at an elementary school in Bandung, data were gathered through interviews, observations, documentation, and surveys involving 48 students in Grades IV and V. Data analysis followed the interactive model proposed by Miles, Huberman, and Saldaña. The findings reveal that the model successfully operates through three stages: guided digital habituation, tabayyun-based critical verification, and structured reflective synthesis. Post-implementation evaluation showed that 88% of student responses demonstrated substantial growth in digital critical thinking, verification habits, reflective awareness, and responsible citizenship. This model provides an alternative to conventional, textbook-centric IPS pedagogy by transforming it into an ethically anchored, reflective digital learning practice that accommodates teachers' varying digital competencies. Keywords: Reflective Digital Literacy, Tabayyun, IPS Learning, Elementary School, Hoax Prevention.
Menanamkan Hubbunnafs dan Hubbunnaas: Perbandingan Metode Kurikulum Berbasis Cinta di Madrasah Ibtidaiyah Salsabila, Muthia; Maknun, Lulu'il
PIONIR: JURNAL PENDIDIKAN Vol 15 No 2 (2026): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v15i2.35622

Abstract

This study aims to compare two learning methods, Storytelling and Dialogue Pedagogy, within the Love-Based Curriculum to instill the values of hubbunnafs (self-love) and hubbunnaas (love for others) among Madrasah Ibtidaiyah students. This study employed a literature study approach by reviewing relevant scholarly works. The findings indicate that the storytelling method tends to be effective in fostering hubbunnafs through self-awareness, empathy, and personal reflection, while the dialogue pedagogy method emphasizes hubbunnaas by encouraging discussion, collaboration, and the development of social attitudes. Both methods complement each other in creating a balance between love for oneself and love for others. The implementation of a Love-Based Curriculum in Madrasah Ibtidaiyah requires curriculum integration, teacher training, and adaptation to local contexts. The limitation of this study lies in the scarcity of empirical literature concerning the practical application of the Love-Based Curriculum in Indonesia. This study contributes to the implementation of the Love-Based Curriculum by providing a comparative understanding of how Storytelling and Dialogue Pedagogy complement each other in fostering hubbunnafs and hubbunnaas among Madrasah Ibtidaiyah students. This study recommends the development of an integrated learning model that combines Storytelling and Dialogue Pedagogy for implementing the Love-Based Curriculum in Madrasah Ibtidaiyah as a contribution to strengthening Islamic character education in the modern era. Keywords: Love-Based Curriculum, Hubbunnafs, Hubbunnaas, Islamic Elementary School, Teaching Methods

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