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INDONESIA
Mimbar Sekolah Dasar
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
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Articles 379 Documents
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The Influence of Student Self-Efficacy at School on the Quality of Religious Education Teachers as Murabbi Muhdi, Ali; Suwito, Suwito; Afandi, Rahman; Purnama, Yulian; Azis, Abd.
Mimbar Sekolah Dasar Vol 11, No 2 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i2.72098

Abstract

The importance of the role of teachers as agents of change and understanding the relationship between the level of student independence and the quality of religious teachers in schools. However, in fact, there are differences between expectations and reality on the ground, religious education has decreased among students. So, it is necessary to carry out research with the aim of finding out the relationship between the level of student independence and the quality of Islamic education teachers (IET) as murabbi. This research method uses a quantitative approach with a questionnaire as the main research instrument. Respondents consisted of 554 IET primary and secondary school teachers in Indonesia, who were selected using a multistage cluster sampling technique. Data collection techniques were through structured questionnaires which were analyzed using SPSS Version 25.0. The data analysis technique uses SPSS Version 25.0 to gain meaningful insight from the IET response. As a result, it was found that there was a positive correlation between the level of student independence and the quality of IET Islamic education teachers as murabbi. In conclusion, it is important to pay attention to the level of student independence in improving the quality of religious teacher teaching. The research implications have an impact on the development of religious education in primary and secondary schools.
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.
Perspectives on Mathematics: Insights from Primary School Students, Parents, and Teachers Deringöl, Yasemin; Değirmenci, Tuğçe
Mimbar Sekolah Dasar Vol 12, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i2.86441

Abstract

This study investigates the perceptions of primary school students, their parents, and primary school teachers regarding the concept of mathematics. The research was motivated by the need to understand how different stakeholders in primary education cognitively and effectively relate to mathematics, which significantly influences students’ long-term attitudes and success in the subject. The objective was to explore how mathematics is defined and emotionally experienced across these groups. Using a qualitative research design, data were collected through semi-structured interviews with a working group composed of primary school students, parents, and teachers. The data were analyzed thematically. Findings revealed that while most primary school students expressed a liking for mathematics, this percentage was slightly lower among parents. Teachers showed the highest rate of positive attitudes toward mathematics, with nearly all reporting a strong enjoyment of teaching it. Regarding conceptualizations of mathematics, most responses aligned with the Cognitive Domain, particularly within the sub-themes “Numbers and Operations” and “Mathematics is part of daily life.” In contrast, negative affective responses were more prevalent among students and parents, while teachers predominantly expressed positive emotions. The study concludes that fostering a connection between mathematics and real-life contexts is essential. Both teachers and parents should play an active role in nurturing positive mathematical experiences in children to support the development of mathematically competent individuals.
The Analysis of Elementary School Students’ Descriptive Writing Skills in EFL Nurnaningrum, Gayatri; Musthafa, Bachrudin; Sopandi, Wahyu; Sujana, Atep; Astuti, Indri Andriani
Mimbar Sekolah Dasar Vol 12, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i2.87667

Abstract

This study examines the challenges elementary school students face in English as a Foreign Language (EFL) descriptive writing, a crucial skill often perceived as one of the most complex aspects of language learning. It was conducted on 39 fifth-grade public elementary school students in Pacet sub-district, Bandung Regency, to assess students’ writing abilities through test and non-test instruments. The research employed a descriptive methodology using purposive participant selection on the following criteria: schools that use the Independent curriculum, English is taught by a teacher who is a graduate of English education, and the school is one of the representatives of the sub-district, as determined by the elementary school supervisor. The tests evaluated key aspects of descriptive writing, including format and content, organization and coherence, and sentence construction and vocabulary, while structured questionnaires explored students' difficulties and influencing factors. The study aimed to identify the specific challenges students encounter in writing descriptive texts and uncover factors impacting their performance to inform the development of more effective instructional strategies. The findings show that many students struggle with content development, coherence, and grammar. Corpus analysis reveals frequent issues such as unclear phrasing, code-mixing, and overly brief, highlighting gaps in vocabulary use and sentence construction. Additionally, the questionnaire results revealed that a significant number of students encountered challenges in various aspects of descriptive writing, particularly in vocabulary use, grammar, sentence structure, and idea development. These findings underscore the need for targeted, collaborative, and technology-supported instructional strategies to address students’ specific difficulties and enhance their proficiency and confidence in English descriptive writing.
Analysis of Collaboration Ability in the RADEC Learning Model for Elementary School Students As'ary, Mohamad Yasin; Sujana, Atep; Sopandi, Wahyu
Mimbar Sekolah Dasar Vol 11, No 4 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i4.88317

Abstract

This study investigates the effectiveness of the Read, Answer, Discuss, Explain, and Create (RADEC) learning model in fostering collaboration skills among elementary school students during electricity science lessons. Collaboration is defined as a group effort aimed at achieving a shared goal. A descriptive qualitative research method was employed, involving 24 sixth-grade students from an elementary school in Bandung City, Indonesia. Data were collected using questionnaires and observation sheets. The results indicated that students’ collaboration skills averaged 84% based on observations and 82% based on questionnaire responses, both categorized as good. The assessment was based on indicators of collaboration, including positive interdependence, face-to-face interaction, individual accountability, group communication, and group processes. These findings suggest that the RADEC learning model can serve as a useful approach for teachers to develop students' collaborative abilities. Furthermore, this model promotes student engagement and teamwork, enhancing the overall quality of learning experiences in elementary education.
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.
Analysis of Changes in the Meaning of Loanwords in the Modern Indonesian Corpus Nahak, Kristofel Bere; Dapubeang, Abdul Rahim Arman Putera; Kurniawan, Muh. Ardian
Mimbar Sekolah Dasar Vol 12, No 4 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i4.95232

Abstract

The phenomenon of changes in the meaning of loanwords in modern Indonesian occurs without adequate linguistic supervision, potentially leading to ambiguity. The urgency of this research lies in the need to map changes in meaning influenced by digital media, the social environment, and culture. The purpose of this study is to analyse the types and patterns of changes in the meaning of loanwords in the modern Indonesian corpus and to understand the perceptions of young users towards this phenomenon. The study used a descriptive qualitative approach supported by quantitative data. The sample size was 260 elementary school students in Kefamenanu City, selected purposively. Data collection techniques were carried out through corpus analysis, closed-ended surveys with a Likert scale, and structured interviews. Data analysis techniques combined descriptive statistics and thematic analysis. The results show that the meaning of words such as event, platform, and literacy has shifted significantly from their original meaning due to the influence of media and social usage. In conclusion, the meaning of loanwords is dynamic and contextual. The implications of these findings indicate the need to integrate material on changes in meaning in language learning and the development of language policies that are adaptive to the semantic developments of modern society.
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.
Exploring the Effectiveness of PjBL in Enhancing Students' Understanding of Astronomy Concepts Using Universe Sandbox Kusumaningrum, Sabrina Ratih; Khamdun, Khamdun; Riswari, Lovika Ardana
Mimbar Sekolah Dasar Vol 12, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i2.87025

Abstract

Challenges in elementary education frequently arise from the continued use of conventional and monotonous teaching methods, which often lead to low student engagement and difficulty in grasping abstract concepts such as astronomy. These issues are further compounded by the limited availability of digital learning tools and insufficient teacher training. The gap between the expected implementation of interactive learning and actual classroom practices highlights the urgent need for innovative approaches. One such approach is PjBL integrated with interactive media to improve students' conceptual understanding. This study aims to (1) analyze students’ conceptual understanding of astronomy before and after instructional intervention, and (2) measure the extent of improvement achieved through the implementation of PjBL supported by Universe Sandbox media. Employing a quasi-experimental design (one-group pretest-posttest) involving 32 sixth-grade students at SDN 7 Gondosari, data were collected using tests, observations, interviews, and documentation. The data were analyzed through normality testing, paired sample t-tests, and N-Gain calculations. The results indicated a statistically significant difference between pretest and posttest scores, with the paired sample t-test yielding a Sig. (2-tailed) value of 0.000 (0.05), suggesting a substantial increase in conceptual understanding. Additionally, the N-Gain analysis produced an average score of 0.7486, categorized as moderate to high improvement. These findings confirm that the PjBL model, when supported by Universe Sandbox media, is effective in enhancing students’ comprehension of astronomical concepts.
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.

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