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INDONESIA
Mimbar Sekolah Dasar
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 9 Documents
 1 
Search results for , issue "Vol 12, No 1 (2025)" : 9 Documents clear
Interactive Learning Media for Better Learning Outcomes in Elementary School: A Systematic Literature Review Aryfien, Wahyu Noor; Atmojo, Idam Ragil Widianto; Matsuri, Matsuri
Mimbar Sekolah Dasar Vol 12, No 1 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i1.82323

Abstract

The rapid development of digital technology is impacting the learning system in elementary schools and increasing students' screen time. Currently, teachers in Indonesia lack adequate digital competencies, which has become one of the factors affecting students' learning outcomes. This research aims to provide scientific evidence that learning through the use of interactive learning media can improve students' learning outcomes. This study employs the PRISMA method for a systematic literature review, utilizing internationally reputable databases such as Scopus, ScienceDirect, Springer, and ProQuest, covering publications from 2020 to 2024. A total of 21 articles met the research objectives based on the established inclusion and exclusion criteria. The study found a growing trend in the use of interactive learning media in elementary schools, with China emerging as the country with the highest number of relevant publications. Most of the research focuses on STEM subjects and utilizes online learning platforms. The study also revealed that the majority of interactive learning media are multimedia-based, making them engaging and enhancing student motivation. These findings serve as recommendations for future researchers to develop multimedia-based interactive learning media that accommodate various student learning styles. This report provides a scientific foundation for policymakers to establish best practices for the use of technology in education.
The Impact of Independent Learning on Academic Achievement in Social and Science Education Among Sixth Grade Elementary Students Meilany, Nur Isdha; Kawuryan, Sekar Purbarini; Adi, Banu Setyo
Mimbar Sekolah Dasar Vol 12, No 1 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i1.81858

Abstract

This study explores the relationship between independent learning and academic performance among sixth-grade students in the Gugus SD Karangmojo 2 cluster. The background of the problem lies in the increasing demand for self-directed learning skills in modern education, driven by technological advancements and the need for students to adapt to rapidly changing environments. Using a quantitative research design, data were collected from 30 students across five elementary schools through a questionnaire assessing independent learning with 15 Likert-scale items. Academic performance was evaluated based on students’ recent test scores in key subjects, including mathematics, science, and social. The analysis, utilizing univariate and bivariate statistical methods, revealed a significant positive correlation between independent learning and academic performance. This research finds that students who exhibited higher levels of self-directed learning tended to achieve better academic outcomes, highlighting the crucial role of independent learning in educational success. The contribution of this research lies in its empirical evidence supporting the integration of self-regulation and autonomy-promoting strategies in elementary education, which can enhance academic achievement and foster lifelong learning skills. These findings suggest that fostering self-regulation and autonomy in students can enhance their academic achievement.
Leveraging Digital Learning Tools to Boost Student Motivation: A Study Using Univariate and Bivariate Analysis on Enhancing Engagement in Elementary Science and Social Studies Wigati, Evia Nursanti; Lidyasari, Aprilia Tina; Adi, Banu Setyo
Mimbar Sekolah Dasar Vol 12, No 1 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i1.81864

Abstract

The integration of digital learning tools is increasingly shaping modern education, driven by technological advancements and the need for interactive teaching methods. These tools are believed to enhance student engagement and motivation, particularly in foundational subjects like Science and Social Studies. This study examines the relationship between digital learning tools and student motivation among Grade 3 learners, employing a non-experimental, cross-sectional survey design with 30 participants from two elementary schools. The research assesses two key variables: the use of digital learning tools and student motivation levels, measured through a standardized motivation questionnaire, classroom records, and teacher reports. Findings reveal a statistically significant association between digital tool usage and higher motivation levels (p = 0.006). The odds ratio of 4 suggests that students using digital tools are four times more likely to exhibit high motivation than those relying on traditional methods. These results highlight the potential of digital learning tools to enhance student engagement and underscore the need for their integration into educational practices. However, the study acknowledges its limitations, such as its cross-sectional design. Despite this, the findings provide valuable insights for educators and policymakers seeking to improve teaching strategies and student outcomes through technology integration in elementary education.
The Effect of the Phonics Method Using Beginning Reading Media on Primary School Students' Beginning Reading Skills Ayuningtyas, Tyagita; Iswara, Prana Dwija; Sopandi, Wahyu; Sujana, Atep
Mimbar Sekolah Dasar Vol 12, No 1 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i1.81908

Abstract

One significant obstacle to improving basic literacy standards in Indonesia is the low initial reading proficiency among primary school students. To strengthen students' understanding of letter-sound relationships, innovative teaching approaches are essential. This study investigated the combined effects of phonics instruction and Beginning Reading (BR) media on elementary students' early reading abilities. Using a quasi-experimental pre-experimental design, the research employed descriptive and inferential statistical analysis of data collected through questionnaires, interviews, and a one-group pretest-posttest framework. Eighteen participants demonstrated pretest scores ranging from 28.46 to 70.76, reflecting varying baseline reading levels. Following the instructional intervention, posttest results revealed substantial improvement, with scores climbing to 82-100 and an average N-Gain score of 82.85. These outcomes demonstrate marked progress in reading competency, providing robust empirical support for integrating phonics methodology with interactive BR media. The results highlight two key findings: (1) the effectiveness of combining systematic phonics with multimedia tools, and (2) technology's role in creating engaging, practical learning solutions for foundational literacy. This research contributes meaningfully to primary education by validating an evidence-based approach that addresses Indonesia's literacy challenges while aligning with contemporary digital learning environments. The demonstrated improvements in reading skills underscore the potential of this combined methodology to transform early reading instruction.
Enhancing Reading and Writing Skills Through the Local Wisdom-Based Animated Video Media Handayani, Winarsih; Adi, Banu Setyo
Mimbar Sekolah Dasar Vol 12, No 1 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i1.81915

Abstract

This study investigates the impact of local wisdom-based animated video media on enhancing the reading and writing skills of first-grade students. The challenge of improving literacy skills among young learners, particularly where traditional methods may not fully engage them. Utilizing a pre-test and post-test framework, the research involved 67 students from four elementary schools. The study employs a pre-test and post-test research design, utilizing a quantitative approach to measure changes in student performance. The findings revealed a significant improvement in literacy scores, with the mean score increasing from 11.373 before exposure to the videos to 16.179 afterward. This 4.806 means difference, supported by a t-value of 19.956 and a p-value of 0.000, underscores the effectiveness of culturally relevant materials in engaging students and improving their literacy skills. The reduction in score variability after the intervention indicates a more uniform enhancement in literacy across the student population.  This study advocates integrating local wisdom into educational resources, as it fosters deeper engagement, motivation, and a sense of identity among learners. The contribution of this research lies in demonstrating that culturally responsive teaching strategies can bridge the gap between home and school literacy experiences, ultimately contributing to improved academic outcomes and lifelong learning.
Development of a Student Worksheet Based on Creative Thinking Using Maze Chase Wordwall for Natural and Social Sciences Luthfitrania, Filaili Desya; Huda, Choirul; Kartinah, Kartinah
Mimbar Sekolah Dasar Vol 12, No 1 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i1.81597

Abstract

This study is motivated by observations indicating that students exhibit low creative thinking skills in learning natural and social sciences. Additionally, there is a lack of variation in teaching methods, and the use of technology in learning is not optimal, making this a complex issue. To address these problems, the implementation of creative thinking-based student worksheets with maze chase features is expected to enhance students' creative thinking skills, make the learning process more engaging and interactive, and leverage existing technological potential. This research explores the development of a creative thinking-based student worksheet using the Maze Chase Wordwall platform, following the RD method and the ADDIE research model. Data were collected quantitatively through observations, interviews, questionnaires, and documentation. The study involved a fourth-grade class with a total of 20 students. The results indicate that the Maze Chase Wordwall-based student worksheet provided students with a new and varied learning experience. Furthermore, the integration of technology in natural and social sciences learning increased students' enthusiasm, as they were highly engaged in completing each level of the game. This approach fostered motivation and helped students better understand the evaluation questions presented by educators.
Applying the Preview, Question, Read, Summarize, and Test Method to Enhance the Effective Reading Speed of Elementary School Students Juneli, Juni Artha; Hartati, Tatat; Sopandi, Wahyu; Sujana, Atep
Mimbar Sekolah Dasar Vol 12, No 1 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i1.81938

Abstract

Reading ability is a fundamental skill essential to the learning process. However, a low Effective Reading Speed (ERS), which includes both reading speed and comprehension, poses a significant challenge that can negatively impact student learning outcomes. Slow reading speed and inadequate comprehension hinder students from effectively absorbing information, ultimately affecting their overall academic performance. This study aims to assess the ERS of elementary school students after implementing the Preview, Question, Read, Summarize, Test (PQRST) method in their learning process. It employs a quantitative approach with a pre-experimental one-group pretest-posttest design. The sample consists of 20 fifth-grade students selected from a population of 84 at a primary school in Coblong Subdistrict, Bandung City, West Java Province, Indonesia. Data collection involved reading speed and comprehension tests, which were analyzed using the ERS formula. The results indicate that the PQRST method is effective for teaching reading, particularly in improving ERS. Post-test results show a notable improvement compared to pretest scores. This study provides empirical evidence supporting the effectiveness of the PQRST method in elementary education, encouraging teachers to integrate it into their reading instruction. Additionally, it serves as a reference for further research on reading strategies in early education.
An Exploration of Pro-Environmental Values in Learning: A Case Study in Elementary Schools Rintoni, Rintoni; Hakam, Kama Abdul; Yudianto, Suroso Adi; Warlim, Warlim
Mimbar Sekolah Dasar Vol 12, No 1 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i1.81618

Abstract

Pro-environmental values are crucial to instill in students to foster a generation that cares about the environment, promoting sustainability through education. Teachers play a central role in developing students' morals, encouraging responsible behavior and pro-environmental attitudes. This study explores pro-environmental values in ecology learning, focusing on ecosystem balance and the potential for more effective ecological education. Conducted at an elementary school in Subang Regency, West Java, it involved teachers and sixth-grade students. Using a qualitative case study approach, data was collected through observation, interviews, and discussions with 21 respondents, including principals, teachers, and students. Analysis followed stages of data collection, reduction, display, and conclusion. The study identified six key pro-environmental values taught: 1) environmental education, 2) energy-saving and renewable energy, 3) waste reduction, 4) anti-consumerism, 5) recycling, and 6) nature conservation. These values enhance students' capacity to act sustainably, fostering environmentally friendly behavior and responsible character. The findings underscore the importance of integrating pro-environmental values into ecological teaching to build environmentally conscious students. This study contributes to understanding how ecological learning materials can effectively promote sustainability, equipping teachers with tools to nurture environmentally aware future generations.
Science E-Modules Learning Based on Sasak Local Wisdom to Enhance the Creative Disposition of Elementary School Students Rahman, Nanang; Wiranata, Sandra; Haifaturrahmah, Haifaturrahmah; Liswijaya, Liswijaya
Mimbar Sekolah Dasar Vol 12, No 1 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i1.81974

Abstract

Science learning in elementary schools is often perceived as abstract and theoretical. This perception makes it difficult for students to grasp scientific concepts, which may sometimes feel distant from their daily lives. Ideally, science instruction should adopt a contextual approach, allowing students to recognize the relevance of scientific knowledge in their environment. The purpose of this research is to develop a science e-module based on Sasak local wisdom to enhance the creative dispositions of elementary school students. The research design employs a development model encompassing validity, practicality, and effectiveness tests. The limited trial involved 15 students, while the field trial included 42 elementary school students. Validation results indicate that the e-module demonstrates excellent quality in terms of media aspects (80.75%) and material aspects aligned with the curriculum (72.93%). The limited trial revealed high practicality (89.78%), while the field trial showed an increase in post-test scores from 58.78% to 88.31%, with an N-gain score of 0.71. The e-module has proven effective in developing students’ creative dispositions. This research contributes to the integration of local wisdom in digital learning resources by fostering culturally relevant science education while simultaneously enhancing students' creative dispositions and promoting cultural preservation through the embedding of Sasak values.

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