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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 379 Documents
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Artificial Intelligence in Educational Management: A Systematic Literature Review on AI-Based Primary Curriculum Design Ma’mun, Saepul; Rochaendi, Endi; Susanti, Aty; Ishar, Yulikha Shobarohmi; Shidiq, Galih Albarra; Ismanto, Ismanto
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.v12i4.91614

Abstract

The integration of Artificial Intelligence (AI) into primary education curriculum governance remains constrained by conceptual ambiguity, ethical concerns, and digital inequalities, particularly in under-resourced education systems where technological readiness is limited. This study addresses these challenges by conducting a systematic literature review to explore how AI can be ethically, effectively, and contextually embedded into curriculum decision-making. Grounded in five theoretical frameworks—Data-Driven Decision Making, Adaptive Learning, AI-Based Decision Support Systems, Contextual Curriculum Design, and Technology Ethics in Education—the review synthesizes findings from peer-reviewed publications over the past decade. Results reveal that AI holds significant potential to strengthen curriculum planning through real-time assessment, personalized learning trajectories, and prescriptive analytics that enhance evidence-based decisions. Nevertheless, systemic barriers such as poor digital infrastructure, limited AI literacy among educators, and fragmented policy directions continue to hinder large-scale adoption and sustainability. To respond to these challenges, the study proposes an integrative conceptual model that repositions AI not merely as a technological tool but as an ethically grounded and contextually adaptive agent within curriculum governance. Such a model emphasizes that the meaningful and equitable application of AI requires strong cross-sectoral collaboration, coherent policy alignment, and sustained capacity-building initiatives. By advancing this perspective, the study underscores the importance of positioning AI as a catalyst for inclusive and transformative educational change, ensuring that technological innovation aligns with ethical imperatives and local contextual needs.
Analysis of the Utilization of Technology-Based Learning Media in Elementary School Students' Listening Skills: A Systematic Literature Review Siregar, Sina Wardani; Sunendar, Dadang; Nanola, Nouval; Burhanudin, Burhanudin
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.v11i4.78885

Abstract

The ability to convey messages through sounds is known as language skills, with listening skills being one of its most essential components. Listening skills are developed by children before they can speak, read, and write. However, these skills are often neglected, which affects other language skills. To improve students' listening skills, it's necessary to use innovative and creative learning media. Learning media is a teaching strategy employing innovative learning tools to achieve the intended learning objectives. This research aims to provide an in-depth understanding of using technology-based learning media to improve students' listening skills. After analyzing 24 articles using the Systematic Literature Review (SLR) method, the study concludes that technology-based learning media positively influences students' listening abilities. Using technology-based learning media during the learning process enhances students' enthusiasm and interest in learning. Learning media positively influences students' listening abilities. Using technology-based learning media during the learning process enhances students' enthusiasm and interest in learning. The analysis results indicate that using technology-based learning media, such as podcasts, animated videos, and audiovisual materials, has a positive impact on students' listening skills. The observable outcomes include increased student interactivity and improved understanding of a broader and deeper context regarding information.
Exploring the Impact of Reading Motivation on Academic Achievement Among 3rd Grade Students Using Univariate and Bivariate Analysis Widyaningsih, Yuli; Nugroho, Ikhlasul Ardi
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.v12i2.86491

Abstract

This study explores the impact of reading motivation and academic performance among third-grade students. The problem addressed in this research is the limited understanding of how reading motivation influences students' performance, particularly in the context of early education. The background highlights the importance of intrinsic motivation in learning, with previous studies indicating that motivated students are more likely to engage with educational materials and perform better academically. This study employs a quantitative approach, using both univariate and bivariate analyses to assess the distribution of reading motivation and its effect on academic performance. A total of 27 third-grade students were surveyed on their reading motivation, and their academic performance was analyzed. The findings reveal that 59.3% of students exhibited high reading motivation, with 63% showing high academic performance. The logistic regression analysis further shows a significant association between reading motivation and performance (p-value = 0.004), with students exhibiting high motivation more likely to perform well academically. This research contributes to the growing body of literature on the role of motivation in educational outcomes, emphasizing the need for fostering intrinsic reading motivation to improve academic performance. It also provides practical implications for educators and policymakers, encouraging the creation of supportive environments that promote reading engagement and motivation.
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.
A Profile of Reproductive Health Awareness Character among Early Adolescents in Primary Education in Bandung City Handayani, Dini Saraswati; Suryadi, Ace; Wahyudin, Dinn; Nurdin, Encep Syarif; Riyanti, Yanti; Megawati, Anita
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.v12i4.99589

Abstract

Reproductive health issues among adolescent girls are a global concern, particularly during early adolescence, a critical phase that significantly influences the quality of future generations. This study aimed to identify changes in growth, development, and knowledge related to reproductive health among girls aged 9–12 years, a period classified as early adolescence. The study employed a quantitative approach with a cross-sectional design. A total of 263 adolescent girls were selected using purposive sampling. The findings revealed that 52.47% of the participants were categorized as underweight, indicating nutritional problems that may have serious implications for reproductive health. Adolescent girls with poor nutritional status are at risk of reproductive function disorders, including irregular menstrual cycles and reduced reproductive health quality. In the long term, this condition may increase the likelihood of giving birth to babies with low birth weight (LBW), a significant factor contributing to stunting in the next generation. These findings highlight the urgent need for multidisciplinary interventions, including reproductive health education at the primary education level, to foster awareness and concern for reproductive health. Developing caring character and promoting reproductive health awareness among adolescent girls are vital as part of a long-term investment in sustainable national development.
Analysis of TPACK Competence of Elementary School Physical Education Teachers: A Cross-Sectional Study Saptani, Entan; Rukmana, Anin; Supriyadi, Tedi
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.v11i4.78743

Abstract

One of the obstacles to teaching physical education in the 21st century is the necessity for teachers to integrate technology-based learning. The TPACK framework plays a crucial role in enhancing the quality of instruction in physical education. This study aims to map the TPACK competencies of physical education teachers. A cross-sectional survey design with a quantitative approach was employed, utilizing convenience sampling techniques. The research participants consisted of 14 physical education teachers from North Sumedang in Sumedang Regency. Data were analyzed using descriptive statistics through the SPSS 20 program. The results indicated that the understanding of the Content Knowledge component was 78.57, categorized as sufficient; Pedagogical Knowledge was 83.48, classified as excellent; Technological Knowledge was 73.21, also sufficient; Pedagogical Content Knowledge was 79.64, appropriate; Technological Content Knowledge was 73.21, sufficient; Technological Pedagogical Knowledge was 74.55, appropriate; and Technological Pedagogical and Content Knowledge was 79.17, also appropriate. The application of TPACK in the learning process showed that 78% of teachers have mastered it; similarly, 78% of teachers demonstrated mastery in implementing learning, while 77% of teachers showed proficiency in evaluating learning. Thus, physical education teachers in the North Sumedang sub-district effectively integrate technology, pedagogy, and content in their physical education instruction. This finding underscores the importance of ongoing support and training to enhance teachers' TPACK competencies, ensuring effective technology integration in physical education.
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.    
Factors Causing Elementary School Teacher Education Students' Difficulties in Understanding Mathematics Courses
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.v12i4.95234

Abstract

This study investigates the main factors causing difficulties faced by PGSD students in learning mathematics, driven by internal issues like low motivation and anxiety, as well as external factors such as teaching methods and the learning environment. The findings aim to serve as a foundation for improvements in teaching practices, student support, and institutional strategies. This study used a mixed-methods survey design using factor analysis to identify the underlying dimensions of students’ learning difficulties. The population comprised second-semester PGSD students at Ahmad Dahlan University (2024/2025), with 41 survey participants. Instruments included an observation checklist, a structured questionnaire, and a semi-structured interview guide. The collected data were tested for validity using the Kaiser-Meyer-Olkin Measure of Sampling Adequacy and Bartlett's Test of Sphericity. The MSA value was 0.707 in the first stage and 0.751 in the second stage, both exceeding the threshold of 0.50. Bartlett's Test showed a significance level of 0.00, which is smaller than 0.05, indicating that the data is suitable for factor analysis. The results showed that there are four main factors that contribute to students' difficulties in learning mathematics, namely: (1) Learning and Academic Support Factor (eigenvalue 4.858, variance 34.703%), (2) Individual Ability and Attitude Factor (eigenvalue 2.156, variance 15.396%), (3) Family Environment Factor (eigenvalue 1.639, variance 11.710%), and (4) Health Factor (eigenvalue 1.171, variance 8.363%). These findings were supported by interviews with six students, whose experiences aligned with the identified factors, providing a more comprehensive understanding of the challenges they faced in learning mathematics.
Implementation of the Futsal Sports Program as a Media for Leadership Development in Elementary School Age Children Hidayat, Hidayat; Ma’mun, Amung; Fitri, Mustika; Mahendra, Agus
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.v11i4.78611

Abstract

Leadership is one of the important skills that need to be developed from an early age to equip children with the ability to adapt in a dynamic environment. Futsal as a team sport provides an ideal environment for developing social and leadership skills, such as cooperation, respect for differences. This study aims to explore the effectiveness of the implementation of futsal sports programs that integrate leadership development in elementary school children. The method used was an experiment with a pre-test – post-test control group design, the population of grade 6 students in SD Lembang 1, 2, and 3 with a total of 60 students, the sample used was 30 students taken from each school as many as 10 students. This study involved three groups of 6th grade elementary school children who participated in a leadership-based futsal program, a control group that participated in a futsal program without leadership integration, and a control group that did not participate in futsal and did not have leadership. Data was collected through questionnaires that measured leadership skills. The results of the study showed that the group participating in the leadership integration futsal program experienced a significant increase, with an average of 73.8. In conclusion, futsal programs that integrate leadership are effective in improving children's leadership skills and can be used as a model for character development and social skills in elementary schools.

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