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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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Profiling Junior High School Students’ Spatial Ability in Geometry Transformations Based on Five Spatial Indicators Fitriyana, Nur; Luthfiana, Maria; Purwasi, Lucy Asri
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.v12i4.95235

Abstract

Spatial ability plays an essential role in students’ cognitive development, particularly in learning mathematics and science. This study aims to map the initial profile of junior high school students’ visual–spatial ability by emphasizing five cognitive indicators: spatial perception, spatial visualization, mental rotation, spatial relations, and spatial orientation. The research employed a mixed-methods approach, combining a quantitative descriptive design with qualitative data from interviews. The quantitative instrument consisted of five validated essay test items with acceptable reliability (α = 0.78). The research subjects were 23 ninth-grade students from a junior high school in Rejang Lebong Regency, Bengkulu. The analysis revealed that 43.48% of students were in the low category, 47.83% in the medium category, and only 8.69% reached the high category. The highest achievement was found in the spatial perception indicator (91.30%), while the lowest was in mental rotation (34.78%). Interview data supported the quantitative findings, showing that students still experienced difficulties in mentally manipulating objects. These findings highlight the importance of spatial skills in supporting the understanding of geometric concepts and indicate the need for instructional strategies that place greater emphasis on visualization and rotation aspects. This study is expected to serve as a foundation for developing effective, adaptive, and contextual spatial-based mathematics learning.
Improving Technological Pedagogical Content Knowledge (TPACK) of Elementary School Teachers through Training with a Collaborative, Practical and Reflective Approach Rahayu, Ai Hayati; Widodo, Ari; Saud, Udin Syaefudin; Muslim, Muslim
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.v11i4.78644

Abstract

The integration of technology into teaching and learning processes is highly relevant in today’s educational landscape, as technology has become essential for facilitating student learning. However, in practice, technology has not been fully optimized to develop students' critical thinking skills. The TPACK framework, which guides teachers in integrating technology into the learning process, must be continuously refined through relevant strategies. This study aims to describe how elementary school teachers' TPACK can be improved through collaborative, practical, and reflective approaches. A mixed methods design with an embedded experimental approach was employed. The study involved 84 teacher participants, randomly assigned to experimental and control groups. Data were collected using a 21st-century TPACK questionnaire and interviews. The findings indicate that collaborative, practical, and reflective approaches significantly enhanced elementary school teachers' TPACK. Statistical tests revealed a significant difference between the experimental and control groups, with the experimental group achieving higher average TPACK scores. Training that incorporates teacher collaboration, real-world classroom practices, and self-reflection effectively enhanced Technological Pedagogical Knowledge (TPK), contributing to the overall improvement of TPACK.
The Effect of the Phonics Method Using Beginning Reading Media on Primary School Students' Beginning Reading Skills Ayuningtyas, Tyagita; Iswara, Prana Dwija; Sopandi, Wahyu; Sujana, Atep
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.v12i1.81908

Abstract

One significant obstacle to improving basic literacy standards in Indonesia is the low initial reading proficiency among primary school students. To strengthen students' understanding of letter-sound relationships, innovative teaching approaches are essential. This study investigated the combined effects of phonics instruction and Beginning Reading (BR) media on elementary students' early reading abilities. Using a quasi-experimental pre-experimental design, the research employed descriptive and inferential statistical analysis of data collected through questionnaires, interviews, and a one-group pretest-posttest framework. Eighteen participants demonstrated pretest scores ranging from 28.46 to 70.76, reflecting varying baseline reading levels. Following the instructional intervention, posttest results revealed substantial improvement, with scores climbing to 82-100 and an average N-Gain score of 82.85. These outcomes demonstrate marked progress in reading competency, providing robust empirical support for integrating phonics methodology with interactive BR media. The results highlight two key findings: (1) the effectiveness of combining systematic phonics with multimedia tools, and (2) technology's role in creating engaging, practical learning solutions for foundational literacy. This research contributes meaningfully to primary education by validating an evidence-based approach that addresses Indonesia's literacy challenges while aligning with contemporary digital learning environments. The demonstrated improvements in reading skills underscore the potential of this combined methodology to transform early reading instruction.
Assessing the Structural Reform of National Accreditation Bodies and Its Implications for Education Quality Control in Indonesia Utari, Tria Ina; Bafadal, Ibrahim; Ubaidillah, Aan Fardani
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.v12i2.86722

Abstract

Changes in the scope of educational organizations are believed to ensure that all levels of education in Indonesia receive accreditation in accordance with the National Education Standards. This study aims to examine the impact of the structural transition from National Accreditation Board for Schools and Madrasahs to National Accreditation Board for Early Childhood Education, Primary Education, and Secondary Education in implementing quality assurance in Indonesian education. A literature review approach is employed in this research. The findings indicate that changes in name and accreditation scope have led to structural and functional transformations within the National Accreditation Body. The functions of National Accreditation Board for Early Childhood Education, Primary Education, and Secondary Education are expected to accommodate more accurate and beneficial educational services tailored to each level, including early childhood education, primary education, and secondary education. The implications of this transition are believed to enhance the quality of Indonesia’s accreditation institutions by fostering greater transparency and openness in carrying out their duties and functions as quality assurance bodies in the country.
Developing Environmental Numeracy Materials through Problem-Based Learning and Contextual Mathematics for Young Learners Delamontano, Eldo; Endyana, Cipta; Winoto, Yunus; Novianti, Evi
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.v12i3.89170

Abstract

This study develops and examines an educational material that integrates mathematics learning with environmental awareness, titled Mathematics in Action: Counting Waste, Saving the Earth. Designed for learners aged 8 to 12, the material connects core arithmetic concepts such as addition, multiplication, and estimation with real-world environmental issues, particularly waste management. Using authentic local data from the Citarum River in West Java as a contextual anchor, students engage in mathematical activities that encourage reflection on personal consumption habits and the long-term ecological impact of daily behavior. Employing a descriptive qualitative design that combines a systematic literature review and semi-structured interviews with mathematics teachers, the study synthesizes key perspectives from Environmental Education, Contextual Mathematics, and Problem-Based Learning. The findings indicate that embedding mathematics within environmental contexts enhances student engagement, critical thinking, and emotional connection to sustainability issues. Furthermore, the material aligns with Sustainable Development Goal 12 (Responsible Consumption and Production), offering a practical and values-driven model for integrating ecological literacy into elementary mathematics curricula. This research contributes to the broader discourse on interdisciplinary education and demonstrates how foundational math skills can foster environmental responsibility from an early age.
Developing Thematic-Based Physical Activity Models to Enhance Physical Literacy in Early Childhood Suherman, Asep; Suherman, Adang; Juliantine, Tite; Mahendra, Agus
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.v12i4.92376

Abstract

This study aims to develop a thematic-based physical activity model to improve physical literacy in early childhood and to test its effectiveness. The method used is research and development (RD) following the ADDIE procedure, which includes analysis, design, development, implementation, and evaluation stages. The research sample consisted of 41 children aged 4-5 years. Instruments used were a needs analysis questionnaire, validation questionnaires from experts on the physical activity model and physical literacy, a learning module validation questionnaire, and a physical literacy observation sheet. The findings show that the developed model is very good. The effectiveness test using a pre-experimental design showed a significant improvement in children's physical literacy, with an average pretest score of 68.2 and posttest score of 89, and an N-gain score of 0.52 (moderate category). Interview results indicated a positive impact of the model on children's holistic development, including increased confidence, cooperation, and motivation for physical activity, despite challenges such as limited facilities, classroom management, and children's egocentric attitudes. In conclusion, the thematic-based physical activity model is feasible for use in learning and effective in improving physical literacy in early childhood. According to these findings, early childhood educators can improve children's physical, psychological, social, and cognitive development by incorporating thematic physical activities. They can also promote its inclusion in national literacy policies.
The Development of Teaching Material on Integers with Problem-Based Learning Model Saputro, Bagus Ardi; Fadlilah, Siti Nur; Azizah, Mira
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.v11i4.79677

Abstract

A variety of observations and findings revealed that the current teaching materials for mathematics learning, particularly in the area of integer operations at the elementary school level, are inadequate to meet the learning needs of students. To address this issue, this study was conducted with the goal of developing effective and engaging learning materials for integer operations designed around a Problem-Based Learning (PBL) model. The research involved 17 students and 2 teachers from the 6th grade at SDN 2 Ringin. Data collection was carried out through a combination of observation, interviews, and questionnaires, ensuring a thorough understanding of the teaching and learning environment. The PBL approach was integrated into classroom activities, while the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) guided the systematic development of the materials. Results showed that both students and teachers responded favorably, with experts evaluating the materials as practical and valid. These materials offer a promising alternative for improving mathematics learning in elementary schools.
Implementation of the Talented Thursday Habituation Program to Encourage Active Participation and Creativity of Elementary School Students Nurrahmasari, Afrenna Tri; Setiawan, Deni
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.v12i2.86724

Abstract

This study examines the implementation of the Talented Thursday Habituation Program at Jatibarang State Elementary School 03 as an effort to increase the active participation and creativity of grade II students. Using a descriptive qualitative approach, this study describes the process of planning, implementing, and evaluating programs designed to provide a forum for expression through non-academic activities such as art, sports, and drama. Data was collected through observation, interviews, and documentation. The results of the study show that since the implementation of the program in 2022, the active participation of students has increased significantly from 45% of students who actively participated in the talented Thursday habituation program has increased and changed to 80% of students who participated in the talented Thursday habituation program within three months, driven by the active role of teachers, principals, and parental support. Despite obstacles such as limited facilities and time, adjustments to activities and coordination with related parties are able to overcome these obstacles. The findings show that the program is effective in boosting students' confidence and creative expression, while also making a positive contribution to the development of character and non-academic skills. The results of this research are expected to be a practical reference for the development of educational innovations at the elementary level.
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.

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