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INDONESIA
Mimbar Sekolah Dasar
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 19 Documents
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Search results for , issue "Vol 12, No 3 (2025)" : 19 Documents clear
Analysing the Role of Education in Shaping Students' Critical Thinking Starting from Elementary School Djumat, Irwan; Rajaloa, Nani I.; Hasmawati, Hasmawati
Mimbar Sekolah Dasar Vol 12, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i3.89262

Abstract

The limited literacy and critical thinking skills of elementary school students in understanding media information can give rise to the spread of hoaxes. This research is considered urgent as it seeks to examine the critical thinking process in fostering social awareness from an early age. The purpose of this study is to analyze the design of learning strategies that can enhance students’ media literacy and critical thinking abilities. A quantitative approach was applied, involving a sample of 460 students from grades 4–6, selected through stratified random sampling from several elementary schools in Ternate City. Data were collected using a Likert-scale questionnaire ranging from strongly disagree (1) to strongly agree (5). The data were analyzed using descriptive statistics and regression techniques with the assistance of SPSS Version 29.0. The findings indicate that the implementation of social media-based education significantly improves students’ critical thinking skills in relation to media literacy. In conclusion, integrating social education with media literacy can help students develop the ability to think critically and act responsibly when evaluating information they read or encounter in the media. The study suggests the need for training programs and additional learning resources in elementary schools to strengthen these competencies. The practical implication is that students will increasingly develop the capacity to identify and understand valid information, thereby reducing susceptibility to misinformation.
Enhancing Elementary School Students' Reading Comprehension Skills Using the Assurance, Relevance, Interest, Assessment, Satisfaction (ARIAS) Model based on Project-Based Learning (PjBL) Milah, Neneng Hayatul; Damaianti, Vismaia S.; Mardiah, Dede
Mimbar Sekolah Dasar Vol 12, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i3.89165

Abstract

Reading comprehension is a crucial language skill for elementary school students in the 21st century. However, the quality of reading instruction in Indonesian schools remains inadequate. An assessment of fourth-grade narrative text comprehension found that only 30% of students answered questions effectively, while 70% struggled. This study aimed to evaluate the effectiveness of the ARIAS (Assurance, Relevance, Interest, Assessment, Satisfaction) model, integrated with Project-Based Learning (PjBL), in improving reading comprehension among fourth-grade students in Cimahi, Indonesia. Using a one-group pretest-posttest design with 30 students as participants, the intervention was conducted over four sessions. The teacher implemented ARIAS through Project-Based Learning. Students created an explosion box project based on 5W+1H questions (Who, What, Where, When, Why, and How), targeting skills such as identifying main ideas, locating details, interpreting vocabulary, making inferences, and evaluating text structure. The pretest mean score was 62.70, rising to 77.10 on the posttest. A paired sample t-test showed a t-value of -14.133 with a significance level of 0.001, indicating significant improvement. These findings suggest that integrating ARIAS with PjBL fosters student engagement and enhances reading comprehension. The study offers insights for educators on using structured motivational strategies and hands-on projects to improve literacy skills in elementary students.
The Bibliometric Analysis of Life Science and Social Studies Teaching with Art Studies Atasoy, Meltem; Güllühan, Nur Ütkür; Bekiroğlu, Derya
Mimbar Sekolah Dasar Vol 12, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i3.89072

Abstract

This study investigates the limited integration of art into life sciences and social studies education in Turkey, despite these subjects being designed to reflect real-life experiences and social contexts. The primary aim is to identify research trends on this topic through descriptive, content-based bibliometric analysis. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a total of 318 academic studies, including theses and peer-reviewed articles, were systematically reviewed. Data was analyzed according to publication year, research type, method and design, study group, grade level, sample size, and art branch. Results show that publication activity peaked in 2019, with the majority of studies being master’s theses. Most research focused on 7th-grade students, involved small samples (0–30 or 31–60 participants), and employed qualitative or experimental designs. Drama emerged as the most integrated art form. These findings reveal a growing academic interest in interdisciplinary approaches, while also underscoring the need for broader exploration of underrepresented art branches in life sciences and social studies education. The results highlight a growing scholarly interest in interdisciplinary approaches, while simultaneously revealing significant gaps in the representation of diverse art forms. These findings underscore the need for future research to adopt broader methodological diversity, include larger and more varied participant groups, and expand the scope of artistic integration to enrich both cognitive and socio-emotional dimensions of learning in life sciences and social studies education.
Exploring the Use of the Sustained Silent Reading (SSR) Method to Support Comprehension of Culture-Based Non-Fiction Texts Among Inclusive Students in Primary Schools: A Case Study Aisyah, Wafa Nur; Ahmad, Mubarak
Mimbar Sekolah Dasar Vol 12, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i3.90113

Abstract

Low literacy levels remain a significant challenge in primary education in Indonesia, particularly among students with mild Attention Deficit Hyperactivity Disorder (ADHD). This study explores the experiences of such students in applying the Sustained Silent Reading (SSR) method in third-grade primary school classrooms and describes the challenges and adjustments that occurred during the process. This qualitative case study involved three students with mild ADHD and one teacher, with data collected through observation, interviews, and documentation. Thematic analysis identified six main themes: classroom environment, adaptation of culturally based reading materials, implementation strategies of the SSR method, development of reading comprehension, challenges in maintaining focus, and the growth of self-confidence. Findings indicate that the SSR method encouraged student engagement and improved comprehension of non-fiction texts, particularly when supported by relevant materials and a conducive atmosphere. Moreover, integrating local cultural content increased students’ motivation and facilitated meaningful connections to their daily lives. The results highlight the importance of adaptive and contextualized literacy approaches in inclusive education. Overall, the study suggests that the SSR method, when modified to suit individual needs, can serve not only as a literacy strategy but also as a tool for building self-efficacy and fostering active participation among students with special needs.
Strategies to Improve Literacy and Numeracy Based on Computer-Based National Assessment Indicators Koro, Maxsel; Benu, Adam Bol Nifu; Mariana, Pola
Mimbar Sekolah Dasar Vol 12, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i3.89088

Abstract

Low literacy and numeracy achievement remains a challenge in various regions, including East Nusa Tenggara, Indonesia. This study aims to describe strategies implemented in a primary school to improve literacy and numeracy based on Computer-Based National Assessment (CBNA) indicators. A qualitative approach with a case study method was used. Data were collected through interviews, observations, and document analysis. This study did not conduct direct testing; instead, indicators of improvement were identified through changes in school practices, student engagement in literacy and numeracy activities, teacher reflections, and official school reports. Five main strategies were identified: (1) School management, emphasizing structured programs such as the 15-minute reading habit and the formation of literacy and numeracy clubs; (2) Classroom management, using interactive methods such as abacus, the gasing method and sparking questions to build engagement; (3) Increasing teacher competency, supported through technical guidance, webinars, and workshops; (4) CBNA preparation, involving regular practice with assessment-style questions and technical readiness; and (5) Collaborative Teaching Initiatives, through collaboration between teachers, learning community, and work program. Improvements were evident in student confidence, active participation, and the ability to solve CBNA-style problems. This study contributes practical insights for schools and policymakers to develop sustainable, context-based strategies to strengthen foundational skills in literacy and numeracy.    
Understanding Elementary Students’ Difficulties in Mathematization of Pre-Algebra Problems Salsabila, Syifa; Jupri, Al; Umayrah, Anggi; Salsabila, Salwa
Mimbar Sekolah Dasar Vol 12, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i3.89167

Abstract

This study aims to explore the mathematization process of elementary school students in solving pre-algebraic story problems. Adopting a sequential explanatory mixed-method design with a qualitative descriptive case study as the core component, the research focuses on understanding students’ thinking patterns based on their written work and reflections. Participants consisted of 53 Grade V students from three schools in Tasikmalaya, Indonesia. The initial quantitative phase was conducted to identify general patterns of performance and guide case selection for the qualitative phase, while qualitative data were obtained from students’ written outputs, video recordings, unstructured interviews, and field notes. Findings from the initial phase indicated a wide range of abilities, revealing learning gaps that warranted deeper exploration. Qualitative analysis shows that students face difficulties in understanding problem statements, formulating mathematical models, applying operational rules, and re-examining their solutions. The most dominant errors occur in vertical mathematization, particularly in the problem-solving and reflection stages. These findings highlight the urgent need to design classroom practices and learning strategies that explicitly develop students’ mathematization abilities, especially during the transition from arithmetic to algebraic thinking in primary education.
The Role of Gender Mainstreaming Policy and Teacher Belief: Strategies to Reduce the Impact of Stress on Special Needs Children's Mental Health Mutiawati, Mutiawati; Syahputra, Andy; Nelly, Nelly
Mimbar Sekolah Dasar Vol 12, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i3.89079

Abstract

Children with special needs often experience stress due to the lack of inclusive environmental support, which can negatively impact their mental health and hinder the development of their full potential. This research discusses the role of education policy using the Integrated Education System (IES) as an effort to improve the quality of education in Aceh Besar district, Indonesia. The IES program organizes an education system by integrating national education with Acehnese cultural wisdom, namely, implementing a gender mainstreaming system and teachers' beliefs in the education patterns of children with special needs. The main objective of this study was to reduce the impact of stress on the mental health of children with special needs. This research employs a mixed-methods approach in a concurrent design structure, combining primary research using quantitative surveys with semi-structured qualitative interviews. The sample included principals and teachers from primary and secondary schools. Materials were delivered to students through instructional videos to eliminate gender-based discrimination and create an inclusive environment for students with disabilities. The findings show that the establishment of character-based Islamic education rooted in local excellence in the form of gender equality and teacher beliefs can reduce the impact of stress on the mental health of children with special needs. Ultimately, this research has the potential to contribute significantly to the development of a more equitable and inclusive education system for children with special needs. An interdisciplinary approach that integrates gender policy and teacher beliefs as two key factors in creating a supportive and inclusive learning environment.
The Role of Reading Corners in Encouraging Reading Literacy in Grade V Students at Muhammadiyah Robbani Elementary School Romadlona, Adinda Laila; Suhartono, Suhartono
Mimbar Sekolah Dasar Vol 12, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i3.90218

Abstract

This research aims to describe the optimization strategies, describe constraints, and analyze the role of reading corners in encouraging reading literacy in grade V students of Muhammadiyah Robbani Elementary School. This study used a qualitative descriptive approach involving 20 Grade V Al Farabi students. Data were collected through interviews, observations, and documentation, then analyzed using reduction, display, and verification. Reading literacy was assessed through six indicators: frequency, duration, engagement in discussions, material variety, interest and motivation, and participation. Reading corner aspects were examined based on eight characteristics: design, book collection, location, literacy activities, teacher support, parental involvement, comfort, and accessibility. Findings revealed strategies to optimize reading corners, such as parental involvement in creating and donating books. Constraints included limited book collections and differences in students’ abilities and interests, making it difficult for teachers to facilitate discussions. Overall, reading corners play an essential role in promoting reading literacy by providing convenient classroom access and fostering engagement. The study presents several key implications: (1) reading corners represent a cost-effective and scalable approach to promoting reading literacy; (2) educators are encouraged to design reading corners that are both visually engaging and inclusive in terms of content and learning preferences; (3) future initiatives should focus on enriching book collections and incorporating interactive, literacy-based activities; (4) policymakers should provide sustained support to schools by ensuring access to adequate and culturally relevant reading materials; and (5) the development of early reading literacy skills should be prioritized as a foundation for long-term academic success.
The Impact of Emotional Intelligence on Soft Skill Development in Elementary School Student Learning Liestyowati, Liestyowati
Mimbar Sekolah Dasar Vol 12, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i3.89324

Abstract

The development of students’ social-emotional skills remains limited and tends to focus primarily on cognitive aspects and academic subject mastery. This research is important because students require strong soft skills to succeed in various life contexts. The study aimed to examine the effectiveness of emotional intelligence-based learning methods in enhancing students’ soft skills. A mixed-methods approach was employed, involving 730 purposively selected elementary school students from the Bandung area. Data were collected through Likert-scale questionnaires, in-depth interviews, observations, and documentation of the learning process at elementary schools in Buahbatu, Bandung. Quantitative data were analyzed using descriptive and inferential statistics with SPSS Version 29.0, while qualitative data were analyzed through data collection, reduction, coding, and interpretation of coding results. The findings revealed a significant improvement in students’ communication skills, empathy, emotional regulation, and collaboration after participating in the emotional intelligence-based learning program. Furthermore, the enhancement of students’ soft skills was closely linked to the effective management of their emotional intelligence. In conclusion, the development of learning programs that integrate personal skills can serve as an educational model supporting the curriculum. The practical implication is that fostering social-emotional competence equips students with essential abilities to meet future challenges.
Developing Environmental Numeracy Materials through Problem-Based Learning and Contextual Mathematics for Young Learners Delamontano, Eldo; Endyana, Cipta; Winoto, Yunus; Novianti, Evi
Mimbar Sekolah Dasar Vol 12, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i3.89170

Abstract

This study develops and examines an educational material that integrates mathematics learning with environmental awareness, titled Mathematics in Action: Counting Waste, Saving the Earth. Designed for learners aged 8 to 12, the material connects core arithmetic concepts such as addition, multiplication, and estimation with real-world environmental issues, particularly waste management. Using authentic local data from the Citarum River in West Java as a contextual anchor, students engage in mathematical activities that encourage reflection on personal consumption habits and the long-term ecological impact of daily behavior. Employing a descriptive qualitative design that combines a systematic literature review and semi-structured interviews with mathematics teachers, the study synthesizes key perspectives from Environmental Education, Contextual Mathematics, and Problem-Based Learning. The findings indicate that embedding mathematics within environmental contexts enhances student engagement, critical thinking, and emotional connection to sustainability issues. Furthermore, the material aligns with Sustainable Development Goal 12 (Responsible Consumption and Production), offering a practical and values-driven model for integrating ecological literacy into elementary mathematics curricula. This research contributes to the broader discourse on interdisciplinary education and demonstrates how foundational math skills can foster environmental responsibility from an early age.

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