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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
Integration of Learning Beyond the Classroom and Project-Based Learning in a Nature-Based Elementary School Januardi, Ega; Cholily, Yus Mochamad; Syaifuddin, Mohammad
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.v12i3.89085

Abstract

This study is motivated by the limited effectiveness of conventional teaching methods that continue to dominate elementary education practices, particularly in fostering students’ conceptual understanding and 21st-century skills. The main objective is to explore the integration of Learning Beyond the Classroom (LBC) and Project-Based Learning (PjBL) as innovative strategies to improve learning quality. Employing a qualitative approach with a case study design, the research involved four teachers and twelve students from a Nature-Based Elementary School selected purposively. Data were collected through observations, interviews, and documentation, and analyzed using the Miles and Huberman model. Validation was ensured through source triangulation and member checking. The findings indicate that the integration of LBC and PjBL significantly enhanced students’ critical thinking, collaboration, and conceptual understanding. Students also demonstrated improvements in metacognitive awareness, learning independence, and socio-emotional skills. Learning became more meaningful as activities were connected to real-life experiences, increasing student engagement and motivation. However, challenges emerged, including limited facilities, varying levels of teacher readiness, and technical constraints in online learning integration. Overall, the approach proved effective in enhancing the quality of elementary education. The implications emphasize the importance of teacher professional development, flexible and context-responsive curricula, and adequate infrastructure to support the sustainable implementation of contextual and experiential learning.
Exploring Ice-Breaking in Natural and Social Sciences Learning: Case from an Indonesian Elementary School Arianti, Riska Octavia; Reffiane, Fine; Sukamto, Sukamto
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.v12i3.90255

Abstract

In the context of elementary school education, it is essential to apply teaching methods that maintain students’ engagement and interest. One effective method is ice-breaking, designed to create a pleasant and comfortable learning atmosphere by reducing initial tension. This study aimed to analyze the implementation of ice-breaking activities in the teaching of Natural and Social Sciences (NSS) for Grade 3 students at a public elementary school in Central Java, and its impact on student engagement and learning outcomes. The research adopted a qualitative case study approach, utilizing classroom observations and teacher interviews. The findings indicate that the application of ice-breaking activities significantly increased students’ interest and enjoyment in NSS lessons, improved comprehension of the material, and enhanced confidence in answering questions. Prior to the intervention, students showed relatively low engagement and interest in learning NSS. After the intervention, observations and interviews indicated that students became more engaged and expressed greater enjoyment in the learning process. Despite these benefits, challenges such as limited instructional time and initial resistance to new strategies were observed. To address these issues, concise and relevant activity planning and professional development for teachers are recommended. These results imply that the integration of ice-breaking activities can meaningfully improve the learning experience at the primary level.
Developing an Effective Character Education Model to Cultivate Noble Traits in Elementary School Students Iman, Bagus Nurul; Setiana, Diana; Darmini, Mimin; Karim, Abdul
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.v12i3.89515

Abstract

The increasing involvement of youth in criminal activities is often linked to a lack of character development, highlighting the need for an effective educational approach. This study aims to develop a Character Education Model (CEM) along with a guidebook to enhance noble values such as honesty, responsibility, empathy, and respect among elementary school students. National character building is crucial, but youth criminal behavior is also related to insufficient parental attention. Therefore, schools must provide a child-friendly environment that offers a fun and challenging learning atmosphere to foster these core values. The development of this model is based on character education theories and frameworks emphasizing holistic moral development. The implementation of the IC learning plays a significant role by promoting student-centered learning and supporting both academic and social growth. This research employed a Research and Development (RD) design, including stages of planning, product development, field testing, revision, and final implementation. Data were collected through interviews and questionnaires involving 12 teachers and parents, and analyzed using descriptive qualitative methods. The validity of the CEM was confirmed by feedback from experts and practitioners. The results not only met the research objectives but also provided a theoretical foundation for character education models in elementary schools. This aligns with the goals of the Independent Curriculum to create a more personalized, flexible, and holistic approach to education. This study contributes a practical model for improving student character development in elementary education.
Raising Public Awareness of the Benefits of Palm Oil: Tackling Negative Campaigns Starting with Elementary School Students Judijanto, Loso
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.v12i3.89217

Abstract

Elementary school students' lack of understanding of the benefits of the palm oil industry and numerous negative campaigns. The urgency of researching how to increase students' awareness and knowledge of the economic, social, and environmental benefits of palm oil. The aim is to identify effective strategies in increasing understanding and positive perceptions of the palm oil industry. The research approach is quantitative, survey type. The sample amounted to 240 sixth grade students who were randomly selected. The data collection technique was a questionnaire. The questionnaire was developed, validated by measuring students' knowledge, attitudes, and perceptions with a Likert scale. The data analysis technique used descriptive statistics with the help of SPSS Version 29.0. The results found a significant increase in students' knowledge and positive values after implementing educational strategies with field trips, explanations of benefits and group discussions. Explaining the benefits of the palm oil industry to students with the help of media can reduce negative impressions. In conclusion, the integration of palm oil material into the school curriculum significantly helps students understand the benefits of the palm oil industry. The implications of this research have an impact on the younger generation in the future.
Perceptions, Attitudes, and Readiness toward Environment-Based Education: An Exploration of Indonesian In-Service Elementary School Teachers Ikhlas, Muhammad; Mailani, Elvi; Machmud, Muhammad Takwin
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.v12i3.89135

Abstract

This study explores elementary school teachers’ perceptions, attitudes, and readiness toward implementing environment-based education, a pedagogical approach that integrates environmental awareness and sustainability into classroom practices. It also compares these variables based on teachers’ participation in relevant training or prior experience and examines the relationships between them. A quantitative survey approach was employed involving 161 public elementary school teachers from North Sumatra, Indonesia. Data were gathered using structured self-report questionnaires and analyzed through descriptive statistics, the Mann-Whitney U test, and Spearman’s Rho correlation analysis to identify differences and associations between key factors. The findings reveal that teachers generally hold high to very high levels of perception, positive attitudes, and readiness for environment-based education. Teachers who had participated in training or had prior experience showed significantly higher scores in aspects such as self-efficacy, availability of teaching documents, and willingness to implement environment-based learning. Strong correlations were found among key variables, particularly between teaching resources, institutional policy, and teacher confidence. These results emphasize the importance of professional development and institutional support in fostering effective environmental education practices among teachers. The study offers valuable insights for policymakers, curriculum developers, and school administrators aiming to strengthen environmental education initiatives in primary schools.
Building Tolerance Among Elementary School Students in Multicultural Education from Elementary School to College Rajaloa, Nani I.; Hasmawati, Hasmawati; Djumat, Irwan
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.v12i3.89825

Abstract

The level of tolerance and appreciation for cultural diversity among elementary and university students remains relatively low. This research is considered urgent because of the discrepancy between societal expectations and the realities observed in educational settings, where tolerance as a foundation for fostering inclusive and harmonious attitudes is still minimal. The purpose of this study is to examine the effectiveness of multicultural education programs in instilling the values of tolerance and respect for cultural diversity. This study employed a quantitative approach with a purposive sample of 370 students. Data were collected through a validated questionnaire and analysed using descriptive statistics, ANOVA, and regression techniques with the assistance of SPSS Version 29.0. The results demonstrate that multicultural education programs significantly enhance students’ tolerant attitudes (F = 58.67, p .001), with a contribution of 41%. In addition, social interaction within groups was found to be effective in developing empathy and strengthening cultural understanding among students. These findings highlight that systematic and sustainable multicultural education can play a pivotal role in shaping a generation that values diversity and demonstrates inclusive behaviour. In conclusion, the study emphasizes the importance of integrating multicultural education into the curriculum, not only as a theoretical concept but also as a practical framework for classroom and community engagement. The implications suggest that collaboration between schools, families, and communities is essential to building an inclusive learning environment that nurtures tolerance, empathy, and mutual respect across cultural boundaries.
Developing Animated Videos as Islamic Religious Education Learning Media Hasriadi, Hasriadi; Yamin, Muh.; Fakhrunnisa, Nur; Mutmainna, Mutmainna; Pamessangi, Andi Arif
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.v12i3.89238

Abstract

This study aims to develop Islamic Education learning media using animated videos for elementary school students. The objectives are to: (1) identify the development stages of an animated video themed on sincerity for fifth-grade students; (2) evaluate its validity; and (3) assess its practicality in classroom use. The research employed a Research and Development (RD) approach using the ADDIE model. The study involved Islamic Education teachers and fifth-grade students. Data were collected through observations, interviews, and questionnaires for expert validators, teachers, and students, as well as documentation. The results indicate that the animated video was developed in accordance with the ADDIE stages. The analysis revealed limited use of instructional media. In the design and development phases, materials were prepared, and the video was produced. It was then validated by experts and tested by users. The media was rated highly valid with a score of 89.15%, and its practicality was rated at 94.5% based on feedback from teachers and students. These findings suggest that the media has strong potential as a practical learning tool. It is recommended that teachers receive training in instructional media development and that animated videos be effectively integrated into the curriculum. Future studies should investigate broader applications and the long-term effects on student learning outcomes.
Improving Self-Efficacy of Non-Music Specialist Teachers in Primary Schools Through Teacher Training Program: An Action Research in Indonesia Vassiyevna, Salomova Rano; Julia, J.; Supriyadi, Tedi; Gunara, Sandie; Agustian, Egi; Omonovich, Khimmataliev Dustnazar; Dustnazarovna, Omonova Mukhlisa
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.v12i3.89137

Abstract

This study investigates the enhancement of self-efficacy among non-music specialist primary school teachers in Indonesia through a targeted training program. Many primary educators, particularly those without formal music training, often lack confidence in their musical abilities, which limits their willingness to teach music. Using an action research design, the program was implemented in three stages—pre-action, action, and post-action—aimed at improving teachers’ competence and confidence in music instruction. Twenty-eight teachers from Sumedang Regency, West Java, participated, representing diverse demographics in certification status, age, employment type, teaching grade level, and years of experience. The training included workshops, collaborative reflections, teaching simulations, and practical sessions on integrating music into classroom activities. Quantitative data from pre- and post-tests, along with qualitative observation notes, revealed significant gains in all self-efficacy dimensions, with the overall mean score increasing from 3.3 to 4.3 (p 0.001) and a very large effect size (d = 2.5). Notable improvements were observed in developing higher-order thinking skills, assessing students’ understanding of music, and fostering the value of music learning. The findings underscore the importance of sustained, practice-based professional development to build teacher confidence, promote innovative pedagogy, and integrate music meaningfully into primary curricula. This research highlights the necessity of equipping non-specialist teachers with pedagogical strategies and personal empowerment to strengthen music education frameworks and improve student learning experiences in primary schools.
The Role of Literature and Art in Social Movements in Contemporary Elementary Schools Simanjuntak, Nensy Megawati; Sumartono, Sumartono; Wardhani, Widya Desary Setia; Sugianto, Iwan; Sari, Fransiska Marta
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.v12i3.89826

Abstract

The lack of literary and artistic resilience has contributed to heightened stress and social conflict in elementary school learning. This issue highlights the urgency of re-examining the role of literature and art in educational practices, particularly in supporting social movements within elementary schools to address increasingly complex social dynamics. The main objective of this study is to analyze the contribution of literature and art in strengthening students’ social and emotional resilience within the elementary school curriculum. The research employed a quantitative approach with a sample of 450 participants, consisting of 400 students and 50 teachers from elementary schools in Surabaya, selected using stratified random sampling. Data were collected using a validated questionnaire with a five-point Likert scale and analyzed through descriptive statistics and linear regression with the assistance of SPSS Version 29.0. The results revealed that literature and art significantly improved students’ perceptions and participation in developing social and emotional resilience, with mean scores of 62.5% and 59.5% respectively. These findings confirm the effectiveness of arts-based and literature-oriented education in fostering social-emotional competencies. In conclusion, literature and art play complementary roles in shaping students’ resilience in contemporary educational contexts. The practical implications suggest that integrating literature and art more systematically into the curriculum can enhance social awareness, promote solidarity in learning, and foster tolerance among students. Furthermore, such integration provides a sustainable framework for cultivating both individual resilience and collective harmony in school environments.

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