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INDONESIA
Mimbar Sekolah Dasar
Published by Universitas Pendidikan Indonesia
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Core Subject : Education,
Education
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Articles 305 Documents
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Bibliometric Analysis of Studies on Empathy and Empathic Thinking Skills Bekiroğlu, Derya; Güllühan, Nur Ütkür
Mimbar Sekolah Dasar Vol 11, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i1.68880

Abstract

Empathy, a crucial social skill that can lead to positive results, has gained more attention in recent years. This study aims to systematically examine research on empathy and empathy skills. For this purpose, within the scope of the research, studies on empathy and empathic thinking skills were subjected to bibliometric analysis. Analyzing bibliographic information is one of the most important methods for tracking aspects of scholarly communication, assessing research trends, and determining the priorities of research fields. Since this study focuses on the trends of studies on empathy and empathic thinking skills, the method of the research was determined as bibliometric analysis. The study group of the research consists of between the years 2013-2023 1135 articles accessed from the Web of Science database. According to the first finding of the research, it was seen that studies on empathy were mostly published in 2014. Additionally, most of the studies were published in the journal "Social Cognitive".The third observation is that most research is conducted in the health field. Following it were psychology and education. A fourth conclusion was that the correlation design, one of the quantitative research methods, was preferred. Additionally, It was determined that the sample levels of the studies were primarily adults and university students, and the sample size was between 31-100. It was observed that descriptive analysis, correlation, and ANOVA were mainly used in data analysis of the studies. In light of the findings obtained from the research, it is suggested that empathy-based studies can be carried out with preschool, primary school, and young children, and the number of meta-analysis and meta-synthesis studies can be increased.
Elementary School Students’ Conflict: Fundamental Understanding, Forms, Post-Conflict Effect, and the Involvement of Teachers, Parents, and Friends Hanum, Citra Bahadur; Agustin, Mubiar; Maftuh, Bunyamin
Mimbar Sekolah Dasar Vol 11, No 2 (2024): On Progress
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i2.71801

Abstract

Elementary school age brings out many differences between students. It does not deny that it can lead to conflict, such as hitting, direct and indirect aggression manifested in the form of verbal abuse, gesture threats, and destruction of property. The impact of mishandling conflict in the school context can cause several negative consequences. This research aims to analyze the student conflict in elementary schools. It used a qualitative approach with a phenomenology method. The research subjects were 55 elementary school students (29 girls and 26 boys) in one city in West Java province. Obtaining further data through the help of research instruments, namely open-ended surveys and in-depth interviews. This research used the Miles and Huberman analysis technique. The result showed that (1) students' comprehension of conflict meaning lies to crime, dispute, problem or riot, argument, and enmity; (2) students found conflict words from the platform and other places they are used to; (3) students’ conflict forms are psychic and verbal; (4) there are the 11 post-conflict effects; (5) other parties’ involvement are students’ friend, teacher, and parents. Students’ fundamental method to understand a conflict is their experience and view relating to the level of conflict concept and handling method. External parties’ involvement is significant in offering help to l students’ conflict impact. The research result is expected as considered for the regulation or juridical matters directed at the knowledge of conflict and ways of handling it.
The Effect of Self-Regulated Learning Modules on Academic Procrastination and Critical Thinking Skills of Primary School Teacher Education Students of UNS Atmojo, Idam Ragil Widianto; Ardiansyah, Roy; Lestari, Endah Yuliana
Mimbar Sekolah Dasar Vol 11, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i1.61178

Abstract

This research aims to determine the effect of the self-regulated learning module on academic procrastination and critical thinking abilities among college students in the PGSD (Primary School Teacher Education) program at Universitas Sebelas Maret (UNS). This study follows an experimental design with a quasi-experimental approach. The research population comprises students enrolled in the PGSD program at UNS, with a sample size of 67 students. The sample group was divided into an experimental class and a control class. The experimental class consisted of 34 students from class 2E, while the control class comprised 33 students from class 2F. Content validity assessment using Aiken’s V confirmed the validity of all research instruments were valid. The reliability of the instruments, as measured by Cronbach’s Alpha coefficient, indicated their reliability, with a coefficient value of 0.833 for the academic procrastination scale and 0.713 for the critical thinking test. The hypothesis testing employed a Manova Test for Multivariate Analysis. The results demonstrate a significant simultaneous effect of self-regulated learning modules on academic procrastination and critical thinking skills among PGSD students at UNS, with a significance value (Sig.) in the Multivariate Test of 0.000, which is less than 0.05. These research findings can positively impact students by enhancing their understanding and application of self-regulation in learning—a crucial skill to develop. Moreover, the outcomes of this experimental research can motivate students to invest more effort in improving the quality of their learning experiences, leading to a reduction in academic procrastination levels and an enhancement of critical thinking skills.
Mathematics Learning Research for Deaf Elementary School Students in Indonesia: A Systematic Literature Review Alifulloh, Wenda; Juandi, Dadang; Ismail, Mochamad Tubagus; Khoirunnisa, Azizah Nurul; Nuralam, Humam
Mimbar Sekolah Dasar Vol 11, No 2 (2024): On Progress
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i2.71733

Abstract

Mathematics education for deaf elementary school students is a crucial goal outlined in Article 31 of Indonesia's 1945 Constitution. Immediate and focused interventions are essential to support their mathematical education, a fundamental field for problem-solving in various aspects of life. This study involves a systematic literature review (SLR), examining the substance of multiple scholarly articles listed on Google Scholar and published across Indonesia from 2013 to 2022. Its primary focus is on different facets concerning the learning of mathematics for elementary school students who are deaf in Indonesia. While there hasn't been a notable upward trend in research studies focused on the learning of mathematics among deaf elementary school students over the past three years, it is revealed that the predominant research design is quantitative. The most researched material is "Numbers," and the commonly chosen instrument is "tests." Research locations are most frequently in Java, particularly East Java Province. Moreover, many studies highlight the central attention given to creating educational materials as a primary area of interest. These findings have led to the proposal of several suggestions for future research concerning the education of mathematics for deaf elementary school students in Indonesia, including the need to enhance research efforts in this area, explore more complex mathematical topics, and ensure a more equitable distribution of chosen research locations.
Classroom-Based Assessment System to Improve the Quality of Learning in Malaysia and Indonesia Poerwanti, Jenny Indrastoeti Siti; Marmoah, Sri; Supianto, Supianto; Sukarno, Sukarno; Istiyati, Siti; Mahfud, Hasan
Mimbar Sekolah Dasar Vol 10, No 3 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i3.61098

Abstract

Malaysia and Indonesia have introduced their educational systems and are developing human resources using learning evaluation systems. Based on the issues raised, this study aims to portray the learning assessment in primary schools in Indonesia and Malaysia in accordance with the educational program utilized in both countries and the impediments experienced in carrying out classroom-based evaluation in schools. This studyused the research literature survey technique to gather information on a research topic fromnews, official government documents, etc. The analysis was conducted using a compilation of data from several references related to the assessment of primary school learning in Merdeka curricula, or other documents relevant to this study. The results of this study revelead that the assessment used in primaryschools in Indonesia refers to Minister of Education and Culture Regulation No. 21 of 2022, namely formative assessment and summative assessment. The Merdeka curriculum aimsat create a positive, high-quality learning atmosphere in Indonesia. Education system in Malaysia implements the concept of school-based assessment (SBA) in line with the implementation of Lower School Standard Curriculum, known as Primary School Curriculum. The ability to develop classroom-based assessments, the creativity of teachers in designing assessments, and knowledge literacy issues are all barriers to implementing classroom-based assessments in both countries.
Elementary School Physical Education Teachers' Perceptions of Strengthening Character Education in Physical Education Isyabella, Annisa; Suherman, Ayi; Supriyadi, Tedi
Mimbar Sekolah Dasar Vol 11, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i1.69177

Abstract

The government has been implementing the Strengthening Character Education (PPK) program since 2016, mandating teachers, including Physical Education (PE) teachers, to integrate character values into the learning process. However, practical implementation often needs to be improved, with character values being documented mainly in administrative records like learning plans. Preliminary studies in the Sumedang district reveal a need for more emphasis on the affective domain, as PE teachers tend to focus on the psychomotor domain. So, in-depth research must be conducted on this topic. This research, a case study involving 10 PE teachers in Sumedang Regency, explores their perceptions of character education. The data were collected by distributing short questionnaires to collect participant demographic data; ten people participated in semi-structured interviews. Through inductive and thematic data analysis, themes voiced by participants were identified, evaluated, and created with the help of NVivo 12 Pro. Significant findings emerged through open questionnaires and semi-structured interviews, which included teacher understanding, urgency, challenges, learning strategies in integrating character values, and PPK's contribution to improving holistic student development. This research contributes to improving the quality of physical education learning in elementary schools, which is oriented toward strengthening character education. These insights are crucial for policymakers, curriculum writers, and educators to enhance character education in physical learning.
Application of TPACK for Student Learning Motivation in Science Subjects in Elementary School Herwanto, Agus; Wati, Unik Ambar; Senen, Anwar; Nurhayati, Nurhayati; Marwan, Marwan
Mimbar Sekolah Dasar Vol 11, No 2 (2024): On Progress
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i2.71840

Abstract

Motivation Learning science and technology in elementary school is a problem faced by teachers. Students think social studies lessons are boring so teachers need to apply Technology Pedagogy and Content Knowledge (TPACK) to increase student learning motivation by integrating technology in learning, creating relevant, active and varied learning experiences, as well as facilitating effective collaboration between students, and can improve student engagement and understanding. This research aims to develop TPACK-based teaching media to increase learning motivation in Natural and Social Sciences (IPAS) learning. This research is included in the Research and Development (RD) category, using the ADDIE development model as stages in developing learning materials. Data collection techniques using interviews, observation, questionnaires and documentation. Data analysis used parametric statistical methods, namely the t-test with a significance level of 0.05. The research results show that: (1) there are significant differences in motivation to learn science S especially historical material between the TPACK learning model and the conventional model, the t - test results show a significance value of 0.002 or sig (2-tailed) 0.05; (2) the use of the TPACK learning model has been proven to be more successful in increasing students' motivation in studying historical material compared to conventional approaches. This was revealed from the posttest results, where the experimental group that took part in TPACK-based learning achieved an average score of 71.52, while the conventional group only achieved an average score of 58.89.
The Relationship between Self-Regulated Learning and Students' Critical Thinking Skills Atmojo, Idam Ragil Widianto; Ardiansyah, Roy; Adi, Fadhil Purnama; Chumdari, Chumdari; Saputri, Dwi Yuniasih; Wahyuningtyas, Maria
Mimbar Sekolah Dasar Vol 10, No 3 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i3.61151

Abstract

Self-regulated learning can provide self-reinforcement in gaining academic achievement which in this case is the ability to solve problems by using critical thinking skills. Students need to know their characteristics so they can plan learning strategies and self-regulation processes according to their characteristics so that their critical thinking skills can improve. The purpose of this research is to determine the level of conscientiousness and self-regulated learning (SRL) of university students in the elementary school teacher education study program at Sebelas Maret University. The research sample was 105 students from the class of 2022. The data collection technique used was a test. The data analysis used inferential statistical analysis. The results showed that the SRL of the students was 35% which was mostly in the medium category, while their critical thinking was 35% and mostly in the low category. Based on the Kendal Tau correlation test, the relationship between SRL and critical thinking skills was 0.000 0.05. The results of this research can be used as a reference to measure the correlation between SRL and the critical thinking of university students.
Implementation of Problem-Based Learning to Improve Collaboration Skills in Grade 4 Elementary School Students Mandalika, Wayan Pudma Febby; Srihastuti, Woro; Syahrizal, Irvan; Marwan, Marwan
Mimbar Sekolah Dasar Vol 11, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i1.68905

Abstract

The learning model used by educators only transmits knowledge and does not provide opportunities for students to interact, causing them to lose time to develop their experience in the collaborative learning process. This research aims to improve collaboration skills by implementing a problem-based learning model in grade IV elementary school. The research method used is Classroom Action Research (CAR) using the Kemmis McTaggart model. The results of the research are 1) how to improve collaboration skills with a problem-based learning model using stages; a) Provide orientation regarding problems; b) Organize students; c) Assist with investigations; d) present work results; e) Analyze and apply problem-solving processes. 2) Obstacles in improving collaboration skills with learning models are; a) Students are hampered in finding problems; b) the teacher is constrained in encouraging students to investigate learning tasks related to the problem. Efforts made to overcome this problem are by presenting the problem in the form of news, videos, and photos that illustrate the problem. Students are encouraged to investigate solutions by presenting more references on how to solve the problem accompanied by news, videos, and photos of related solutions.
Optimizing Inclusive Education: Uncovering Challenges and Strategies in Primary Schools Through a Literature Review Ediyanto, Ediyanto; Mahanani, Putri; Aprilia, Imas Diana; Ramadhani, Risa Safira; Wulandary, Verra
Mimbar Sekolah Dasar Vol 11, No 2 (2024): On Progress
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i2.71803

Abstract

Inclusive education means that every student, including those with special needs, has the right to an education in an inclusive school environment. In the context of inclusive education, several fundamental obstacles stand in the way of creating an inclusive and supportive learning environment. The current study aims to provide a deeper understanding of the importance of inclusive education and the steps that can be taken to ensure that every child, including those with special needs, can benefit from a balanced and equitable education. The method used in writing this article is a literature review, with the ten articles used being literature published in 2020-2023 Articles were selected by determining the scope, selecting relevant keywords, and writing eligible articles related to the implementation of inclusive education in Indonesia. The results show that most schools in Indonesia have an understanding of inclusive education but still need to improve their implementation. Factors include the need for more special assistant teachers, socialization of inclusion policies, and limited budgets. Although some schools have implemented the inclusion program well, there are still challenges, including a need for more understanding from the community and parents, a shortage of human resources, and barriers to the optimality of inclusive education activities. In implementing inclusive education, success factors involve teachers' attitudes and knowledge, communication, and adequate infrastructure.

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