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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 305 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): On Progress
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.

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