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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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Exploring Key Factors and Solutions for English Academic Text Reading Difficulties among Elementary Teacher Education Students Kaltsum, Honest Ummi; Utami, Ratnasari Diah; Desstya, Anatri; Herliana, Shella; Pitaloka, Sinta Diah Ayu
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.v12i4.94748

Abstract

English academic reading is an essential skill for undergraduates both in English major students and non-English major students. However, many non-English major students, particularly Indonesian Elementary Teacher Education (ETE) students, face significant challenges in comprehending academic English texts. This qualitative study explores the core causes of these difficulties, focusing on linguistic, psychological, environmental, and reading experience factors. Data were collected via interviews with lecturers and students and through focus group discussions (FGDs) to identify potential solutions. Results indicate that linguistic challenges, including academic vocabulary and grammar, and psychological barriers like reading anxiety, are primary obstacles. Although students have access to a conducive learning environment, their reading habits remain limited, averaging only one to three times per week. To address these issues, the study suggests increasing reading frequency and vocabulary mastery[2.1][HH2.2]. Additionally, strategies such as intensive and extensive reading practices, vocabulary development, and skimming and scanning techniques are recommended to improve comprehension. The study concludes by recommending contextually appropriate strategies to enhance academic literacy and foster more effective reading skills among ETE students.
An Exploration of Pro-Environmental Values in Learning: A Case Study in Elementary Schools Rintoni, Rintoni; Hakam, Kama Abdul; Yudianto, Suroso Adi; Warlim, Warlim
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.v12i1.81618

Abstract

Pro-environmental values are crucial to instill in students to foster a generation that cares about the environment, promoting sustainability through education. Teachers play a central role in developing students' morals, encouraging responsible behavior and pro-environmental attitudes. This study explores pro-environmental values in ecology learning, focusing on ecosystem balance and the potential for more effective ecological education. Conducted at an elementary school in Subang Regency, West Java, it involved teachers and sixth-grade students. Using a qualitative case study approach, data was collected through observation, interviews, and discussions with 21 respondents, including principals, teachers, and students. Analysis followed stages of data collection, reduction, display, and conclusion. The study identified six key pro-environmental values taught: 1) environmental education, 2) energy-saving and renewable energy, 3) waste reduction, 4) anti-consumerism, 5) recycling, and 6) nature conservation. These values enhance students' capacity to act sustainably, fostering environmentally friendly behavior and responsible character. The findings underscore the importance of integrating pro-environmental values into ecological teaching to build environmentally conscious students. This study contributes to understanding how ecological learning materials can effectively promote sustainability, equipping teachers with tools to nurture environmentally aware future generations.
Teacher Performance Evaluation: A Holistic Approach to Improving the Quality of Education in Elementary Schools Susanto, Ratnawati; Agustina, Noni; Mujazi, Mujazi; Yulhendri, Yulhendri; Nasution, Evi Syafrida
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.v12i2.86833

Abstract

The lack of teacher performance assessment at the elementary school level which only focuses on quantitative aspects such as attendance and administrative completeness, so that it has not been able to describe the pedagogical, personal, and professional competencies of teachers as a whole. The urgency of this research, considering the strategic role of teachers in improving student learning outcomes and contributing to the advancement of national education. The purpose of the study is to analyse a comprehensive and sustainable teacher performance assessment system, which integrates pedagogical, personality, and student learning outcomes. The method used is a mixed-methods approach, including surveys, observations, and interviews, with a sample of 300 people from elementary schools in Jakarta and its surroundings that have implemented a comprehensive assessment system. Data collection techniques include questionnaires, observations, and documentation, while data analysis is carried out using descriptive statistics, t-tests, and content analysis. The results of the study indicate that a holistic assessment system can significantly increase student motivation, competence, and learning outcomes. The conclusion of the study states that comprehensive evaluation can improve teacher professionalism and the quality of education in general, with important implications for the development of continuing professional education and training policies.
Improving Self-Efficacy of Non-Music Specialist Teachers in Primary Schools Through Teacher Training Program: An Action Research in Indonesia Vassiyevna, Salomova Rano; Julia, J.; Supriyadi, Tedi; Gunara, Sandie; Agustian, Egi; Omonovich, Khimmataliev Dustnazar; Dustnazarovna, Omonova Mukhlisa
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.v12i3.89137

Abstract

This study investigates the enhancement of self-efficacy among non-music specialist primary school teachers in Indonesia through a targeted training program. Many primary educators, particularly those without formal music training, often lack confidence in their musical abilities, which limits their willingness to teach music. Using an action research design, the program was implemented in three stages—pre-action, action, and post-action—aimed at improving teachers’ competence and confidence in music instruction. Twenty-eight teachers from Sumedang Regency, West Java, participated, representing diverse demographics in certification status, age, employment type, teaching grade level, and years of experience. The training included workshops, collaborative reflections, teaching simulations, and practical sessions on integrating music into classroom activities. Quantitative data from pre- and post-tests, along with qualitative observation notes, revealed significant gains in all self-efficacy dimensions, with the overall mean score increasing from 3.3 to 4.3 (p 0.001) and a very large effect size (d = 2.5). Notable improvements were observed in developing higher-order thinking skills, assessing students’ understanding of music, and fostering the value of music learning. The findings underscore the importance of sustained, practice-based professional development to build teacher confidence, promote innovative pedagogy, and integrate music meaningfully into primary curricula. This research highlights the necessity of equipping non-specialist teachers with pedagogical strategies and personal empowerment to strengthen music education frameworks and improve student learning experiences in primary schools.
The Impact of Digital Cultural Transformation on Elementary School Students' Identity in the Era of Globalization Hasmawati, Hasmawati; Djumat, Irwan; Rajaloa, Nani I.
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.v12i4.91609

Abstract

The limited understanding and use of social media by teachers and parents in shaping elementary school students has negatively affected local cultural values and character development. Studying the use of social media among elementary school students is therefore urgent, as it can influence self-perception, cultural identity, and potential future risks. The purpose of this study is to analyze the direct impact of social media on the formation of student identity and to identify the factors that support the effective management of social media use in elementary education settings. This research employed a quantitative survey approach with a sample of 360 respondents. Data were collected through a Likert-scale questionnaire ranging from 1 (Strongly disagree) to 5 (Strongly agree). The data were analyzed using descriptive statistics and linear regression with SPSS Version 29.0. The findings revealed that social media use significantly influences children’s perceptions of identity and local culture, highlighting the role of intensive supervision by teachers and parents as well as the importance of integrating digital literacy into learning materials. In conclusion, digital literacy and active environmental involvement have a positive impact on the character development of elementary school students. The practical implication is that digital literacy training within the school environment supports students in forming a positive cultural identity.
Implementation of Social Studies Using Local Wisdom to Inform Learning as an Attempt to Strengthen Resilient Character in Elementary Students Murfiah, Uum; Maman, Maman; Ayuningtyas, Tyagita
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.v11i4.78859

Abstract

This research investigates how social studies instruction based on local knowledge helps primary school pupils develop resilient character. Many primary school pupils participated in this research as respondents, which used a quantitative methodology. A questionnaire instrument to gauge students' knowledge of local wisdom and how Local wisdom-based learning impacts the development of resilient traits like self-reliance, self-discipline, and responsibility was used to gather data. Local wisdom-based social studies instruction and students' development of resilient character were shown to be strongly correlated. This study demonstrates how important it is to include local knowledge into the curriculum, particularly in social studies classes, to effectively train a generation to meet global issues without losing their cultural identity. This study makes a unique contribution by creating a character-based education paradigm based on resilient attitudes like self-control, bravery, diligence, and never giving up. Thus, the findings of this research may be used as a basis for creating educational policies that are more culturally appropriate and inclusive.
The Role of the Teacher as A Prototype of Students' Language Policy in Elementary School Afidah, Nuri Novianti; Syihabuddin, Syihabuddin; Sauri, Sofyan; Hidayat, Mupid
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.v12i2.86487

Abstract

In today's world, the development of digital technology and social media has had a major impact on communication patterns, including the use of language. The language used in digital interactions often pays little attention to politeness norms. Seeing this problem, this study aims to develop politeness in language and communication, especially for students in elementary schools. This research uses a descriptive qualitative method with a phenomenological design through interview techniques with twenty students at the Az-Zahra Character Elementary School. Then get the results in the form of facts of violations of politeness in schools, this can be seen from every utterance or sentence and interaction between teachers and students or students with students that are expressed while in the school environment. Therefore, it is hoped that teachers can become prototypes of politeness in schools as a shaper of national character. This can be done by integrating positive politeness values in learning at school so that it is more optimal and of course useful in building harmonious relationships or establishing closeness between teachers and students which is where the teacher as a motivator and gives attention to students, or students with students  for example, being able to cooperate in academic activities and be active in study group.
The Role of Literature and Art in Social Movements in Contemporary Elementary Schools Simanjuntak, Nensy Megawati; Sumartono, Sumartono; Wardhani, Widya Desary Setia; Sugianto, Iwan; Sari, Fransiska Marta
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.v12i3.89826

Abstract

The lack of literary and artistic resilience has contributed to heightened stress and social conflict in elementary school learning. This issue highlights the urgency of re-examining the role of literature and art in educational practices, particularly in supporting social movements within elementary schools to address increasingly complex social dynamics. The main objective of this study is to analyze the contribution of literature and art in strengthening students’ social and emotional resilience within the elementary school curriculum. The research employed a quantitative approach with a sample of 450 participants, consisting of 400 students and 50 teachers from elementary schools in Surabaya, selected using stratified random sampling. Data were collected using a validated questionnaire with a five-point Likert scale and analyzed through descriptive statistics and linear regression with the assistance of SPSS Version 29.0. The results revealed that literature and art significantly improved students’ perceptions and participation in developing social and emotional resilience, with mean scores of 62.5% and 59.5% respectively. These findings confirm the effectiveness of arts-based and literature-oriented education in fostering social-emotional competencies. In conclusion, literature and art play complementary roles in shaping students’ resilience in contemporary educational contexts. The practical implications suggest that integrating literature and art more systematically into the curriculum can enhance social awareness, promote solidarity in learning, and foster tolerance among students. Furthermore, such integration provides a sustainable framework for cultivating both individual resilience and collective harmony in school environments.
Learning Trajectory on Probability Using the Context of the Bekulo Tradition Mandasari, Novianti; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Susanti, Ely; Mulyono, Budi
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.v12i4.95283

Abstract

In everyday life, individuals are required to be cautious in making decisions and analyzing the possibilities of various alternatives. Probability theory emerges as one of the important branches of mathematics that provides an understanding of uncertainty and ways to measure the likelihood of an event. However, field observations reveal that many students still encounter difficulties in understanding probability, particularly in the subtopic of combinations. These difficulties are generally caused by abstract learning processes, limited contextual activities, and the lack of connection between mathematics and real-life experiences or local culture close to students’ lives. This study aims to design probability learning based on Indonesian Realistic Mathematics Education (IRME) by utilizing the Bekulo tradition in Rejang Lebong Regency as a relevant local cultural context. The method employed is design research with a validation study type, involving ninth-grade students of SMP IT Salsabillah Rejang Lebong as research subjects. Data were collected through observation, documentation, and interviews. In this study, the researchers developed a Hypothetical Learning Trajectory (HLT) adapted to the Bekulo tradition context. The results show that integrating IRME with cultural contexts can effectively support the development of students’ understanding of the concept of combinations in a more meaningful way. These findings affirm that culturally rooted learning designs not only enrich students’ learning experiences but also foster their appreciation of local wisdom while making mathematics more relevant to everyday life.
Primary School Teachers’ Perceptions of Critical Literacy in EFL Classrooms Hidayat, Raden Aulia Utami; Setyaarini, Sri; Gustine, Gin Gin; Hermawan, Budi
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.v11i4.78721

Abstract

Critical literacy has become an essential approach in education, yet research on its perception and implementation at the primary school level, particularly in EFL contexts, still needs to be completed. This study examines primary school teachers' perceptions of critical literacy in English as a Foreign Language (EFL) classroom in West Java. Using a mixed-methods approach, data were collected from 50 primary school teachers through structured surveys and open-ended questionnaires. Quantitative data were analyzed using descriptive statistics, while qualitative responses were analyzed thematically. Findings indicate a limited understanding of critical literacy, although teachers are strongly willing to incorporate it into their teaching. Key challenges include inadequate professional development, insufficient resources, and rigid curriculum constraints, emphasizing the need for targeted training to enhance students' learning experiences. Limitations include the small sample size and focus on one region. Future research should explore broader contexts and the longitudinal impacts of critical literacy practices. However, it is still expected that the study could give primary school teachers insight into critical literacy as one of the approaches in education.

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