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<![CDATA[DESCRIPTION OF THE DISCIPLINE OF AUTISTIC STUDENTS AT SD SURYO BIMO KRESNO SEMARANG ]]>
<![CDATA[Fitria, Ana]]>;
<![CDATA[Abadi, Auliya Rahma]]>;
<![CDATA[Zahra, Dhafiyah]]>;
<![CDATA[Masfia, Irma]]>;
<![CDATA[Fahmy, Zulfa]]>
<![CDATA[ JPSD (Jurnal Pendidikan Sekolah Dasar) Vol 10, No 2 (2024): JPSD (Jurnal Pendidikan Sekolah Dasar) ]]>
Publisher : <![CDATA[Department of Primary education, Faculty of Teacher Training and Education, Universitas Su ]]>
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DOI: 10.30870/jpsd.v10i2.25783
<![CDATA[Inclusive education provides opportunities for children with special needs, including children with autism. One important aspect of education is discipline. Autistic children have unique challenges in following and understanding school rules. This article investigates the description of disciplinary behaviors that emerge in autistic children and includes an understanding of the routine of disciplinary behaviors of autistic children at school. This research method uses qualitative procedures. This research was conducted at SD Suryo Bimo Kresno, and the subject was autistic students. Data collection techniques used in this study include checklist observation, documentation, and interviews. Data analysis techniques in this study used data reduction, data presentation, and conclusion drawing. The results of observations show an increase in the discipline of autistic children, such as arriving on time, attending apples in an orderly manner, and being able to do tasks despite having impaired focus. While the results of interviews with accompanying teachers and principals show that the school still applies the applicable rules, there are several waivers for children with special needs. The role of the accompanying teacher is very important in gradually understanding students regarding existing rules to become more disciplined. A disciplined attitude is characterized by a calm reaction during learning, following the roll call, and being able to complete the tasks given by the teacher. The observations and interviews conclude that children with autism at school gradually show progress in discipline.]]>
<![CDATA[THE RELATIONSHIP BETWEEN PARENTAL SUPPORT AND STUDENT DISCIPLINE CHARACTER IN 4TH GRADE INDEPENDENT CURRICULUM ]]>
<![CDATA[Rahayu, Anisa Sri]]>;
<![CDATA[Purnanto, Arif Wiyat]]>;
<![CDATA[Pradana, Agrissto Bintang Aji]]>;
<![CDATA[Sufiyati, Dwi]]>
<![CDATA[ JPSD (Jurnal Pendidikan Sekolah Dasar) Vol 10, No 1 (2024): JPSD (Jurnal Pendidikan Sekolah Dasar) ]]>
Publisher : <![CDATA[Department of Primary education, Faculty of Teacher Training and Education, Universitas Su ]]>
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DOI: 10.30870/jpsd.v10i1.22679
<![CDATA[ Family involvement in education plays a crucial role in shaping a child’s character. Children with solid character contribute to preparing the next generation to face the nation’s changes. This research analyzes the relationship between parental support and the disciplined character of 4th grade class B students at MI An Nuur Cahaya Umat. The research involved 16 4th grade class B students at MI An Nuur Cahaya Umat. This research is a correlational study. The data collection method was a questionnaire, with respondents filling out a checklist and guided by a Likert scale. The data analysis technique employed in this research is the Pearson product-moment correlation analysis by Karl Pearson. The data analysis was conducted to observe the relationship between two variables, using the parametric technique with paired sample t-test, resulting in a significance level of 0.040 and Pearson correlation score of 0.518, indicating a moderate correlation. Therefore, the research findings show a significant relationship between parental support and discipline character. Thus, the conclusion drawn from this research is that higher parental support leads to the formation of stronger discipline character in students. Conversely, lower parental support correlates with lower levels of student discipline.]]>
<![CDATA[EFFORTS TO IMPROVE IPAS LEARNING OUTCOMES FOR 6TH GRADE ELEMENTARY STUDENTS USING THE CULTURALLY RESPONSIVE TEACHING (CRT) APPROACH ]]>
<![CDATA[Zhanni, M. Reza Azwaldi]]>;
<![CDATA[Maritasari, Donna Boedi]]>;
<![CDATA[in, Hurun]]>;
<![CDATA[Rini, Setia]]>;
<![CDATA[Hakim, Arif Rahman]]>
<![CDATA[ JPSD (Jurnal Pendidikan Sekolah Dasar) Vol 10, No 2 (2024): JPSD (Jurnal Pendidikan Sekolah Dasar) ]]>
Publisher : <![CDATA[Department of Primary education, Faculty of Teacher Training and Education, Universitas Su ]]>
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DOI: 10.30870/jpsd.v10i2.28336
<![CDATA[This research was conducted due to problems found in the classroom, namely the low science learning outcomes of the students and the lack of understanding of concepts and the meaning of learning that fosters critical thinking skills, which causes students to be passive during the learning process. This research aims to improve the learning outcomes of 6th-grade students at SD Negeri 3 Sekarteja by implementing the Culturally Responsive Teaching (CRT) approach in science lessons, particularly on the human musculoskeletal system. The subjects of this study were 30 students in the 6th grade at SD Negeri 3 Sekarteja, consisting of 14 male and 16 female students. This research used the Classroom Action Research (CAR) method, conducted in two learning cycles: planning, implementation, observation, and reflection. Data collection techniques were carried out through tests and quantitative data analysis. The study results showed that implementing the Culturally Responsive Teaching (CRT) approach significantly improved students’ learning outcomes on the human musculoskeletal system. In the pre-cycle stage, student learning outcomes reached 53.3%. In Cycle I, there was an increase in student learning outcomes with a classical completeness of 70%. In Cycle II, there was a further increase in student learning outcomes, achieving a classical completeness of 86.7%. It proves that applying the Culturally Responsive Teaching (CRT) approach effectively improves student learning outcomes in science lessons, particularly on the topic of the human musculoskeletal system]]>
<![CDATA[IMPLEMENTING RECONSTRUCTIONISM PHILOSOPHY IN LEARNING ENGLISH: A CASE STUDY FOR 5TH GRADE STUDENTS IN PRIMARY SCHOOL ]]>
<![CDATA[Nuraini, Hery]]>;
<![CDATA[Hasani, Aceng]]>;
<![CDATA[Nulhakim, Lukman]]>
<![CDATA[ JPSD (Jurnal Pendidikan Sekolah Dasar) Vol 10, No 1 (2024): JPSD (Jurnal Pendidikan Sekolah Dasar) ]]>
Publisher : <![CDATA[Department of Primary education, Faculty of Teacher Training and Education, Universitas Su ]]>
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DOI: 10.30870/jpsd.v10i1.24474
<![CDATA[Reconstructionism is a philosophical school that emphasizes change and renewal of the education system. Technological advances influence changes and developments in the education system. English as a second language for students in Indonesia brings challenges in the learning process, as felt by students in 5th grade at SDN Kedaung Wetan 3 who consider English very difficult to learn due to their lack of vocabulary knowledge. The presence of technology as a media is expected to solve the problems the students face. This research aims to describe the implementation of the reconstructionism philosophy in learning English. This research uses a qualitative method using observation, interview, and documentation as research instruments. The subjects of this research are three students from 5th grade and one English teacher, with 4 respondents as the subject research. The observation, interview, and test results show that changes in the education system apply culture to forming student’s character through the Adiwiyata program. Apart from that, this school also experienced changes in the curriculum’s implementation from using the 2013 Curriculum to Kurikulum Merdeka following central government policy. Changes have also occurred in learning English, where teachers and students use textbooks and media such as the Quizizz application and YouTube to deliver the material. It also shows positive findings in achieving their vocabulary.]]>
<![CDATA[IMPLEMENTATION OF DIGITAL LITERACY IN THE LEARNING PROCESS AT SD ISLAM KHALIFAH SERANG ]]>
<![CDATA[meilany, fafa fauziah]]>;
<![CDATA[Hakim, Zerri Rahman]]>;
<![CDATA[Setiawan, Sigit]]>
<![CDATA[ JPSD (Jurnal Pendidikan Sekolah Dasar) Vol 10, No 2 (2024): JPSD (Jurnal Pendidikan Sekolah Dasar) ]]>
Publisher : <![CDATA[Department of Primary education, Faculty of Teacher Training and Education, Universitas Su ]]>
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DOI: 10.30870/jpsd.v10i2.26090
<![CDATA[The internet has made everything more accessible, including education, as schools and universities can now provide high-quality education. This research aims to describe the strategies teachers use to implement digital literacy in the learning process and to explain the implementation of digital literacy in the 4th grade at SD Islam Khalifah Serang. The research uses a qualitative method by exploring participants’ perspectives through observations, interviews, and data collection. The results show that teachers effectively incorporate digital literacy into the learning process. The school also supports teachers by providing adequate learning facilities. Besides improving students’ writing, sentence structuring, and reading abilities, implementing digital literacy in the learning process can also enhance their skills in using social media. In conclusion, implementing digital literacy at SD Islam Khalifah Serang includes developing lesson plans, conducting learning activities, strategizing the integration of digital literacy into the learning process, and preparing teachers before starting the lessons]]>
<![CDATA[TEACHER CREATIVITY IN IMPLEMENTING ENJOYABLE LEARNING AT SD CILENGGANG 2 SOUTH TANGERANG CITY ]]>
<![CDATA[may lanny, putri dwi]]>;
<![CDATA[Andriana, Encep]]>;
<![CDATA[Yuliana, Rina]]>
<![CDATA[ JPSD (Jurnal Pendidikan Sekolah Dasar) Vol 10, No 2 (2024): JPSD (Jurnal Pendidikan Sekolah Dasar) ]]>
Publisher : <![CDATA[Department of Primary education, Faculty of Teacher Training and Education, Universitas Su ]]>
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DOI: 10.30870/jpsd.v10i2.26009
<![CDATA[A teacher’s creativity in the learning process is one of the supporting factors. However, some teachers must be more creative and willing to develop their teaching activities. This research uses a qualitative approach and collects descriptive data through observations, interviews, and documentation. Based on the results and discussion regarding the process of teachers’ creativity in conducting attractive learning at SDN Cilenggang 2 in South Tangerang City, it concluded that teachers have been creative in implementing attractive learning. The school also supports teachers’ creativity by providing adequate learning facilities and offering teaching training to help them enhance their creativity. However, the classroom educators have not fully discovered their imagination in increasing the learning interest of 5th-grade students at SDN Cilenggang 2 in South Tangerang City. Teachers have used learning media effectively for certain subjects, although for others, they have yet to use media that aligns with the appropriate model. Due to the lack of educational games for 5th-grade students, educators still need to fully use their imagination to create an attractive teaching and learning environment. Nonetheless, teachers have created a conducive learning atmosphere by frequently conducting homerooms and encouraging students to sing to alleviate boredom during classes.]]>
<![CDATA[INTERACTIVE MEDIA DEVELOPMENT WITH ARTICULATE STORYLINE 3 FOR 5TH GRADE MATHEMATICS: VOLUME OF 3D SHAPES ]]>
<![CDATA[Lail, Khofifatul]]>;
<![CDATA[Fiantika, Feny Rita]]>;
<![CDATA[Rusminati, Susi Hermin]]>
<![CDATA[ JPSD (Jurnal Pendidikan Sekolah Dasar) Vol 10, No 2 (2024): JPSD (Jurnal Pendidikan Sekolah Dasar) ]]>
Publisher : <![CDATA[Department of Primary education, Faculty of Teacher Training and Education, Universitas Su ]]>
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DOI: 10.30870/jpsd.v10i2.28353
<![CDATA[This research explores the creation of interactive learning materials based on Android for the Mathematics subject, specifically the topic of Volume of 3D Shapes (Cuboids and Cubes) for 5th-grade elementary students. The aim is to provide practical guidance on using Articulate Storyline 3 to create accessible interactive learning materials through Android devices. The research employed a sequential exploratory mixed-methods approach and the ADDIE model in the development process. Validation by subject and media experts obtained scores of 90% (Very Satisfied) and 87% (Very Satisfied). The developed application, “Volume of 3D Shapes,” enables direct interaction with the material, enhancing student engagement and comprehension. This research demonstrates the effectiveness of Articulate Storyline 3 in creating innovative interactive learning media.]]>
<![CDATA[THE IMPACT OF USING QUIZLET-BASED PBL MODEL ON GLOBAL DIVERSITY IN ELEMENTARY SCHOOLS ]]>
<![CDATA[Angelina, Tiara]]>;
<![CDATA[Qurrotaini, Lativa]]>
<![CDATA[ JPSD (Jurnal Pendidikan Sekolah Dasar) Vol 10, No 2 (2024): JPSD (Jurnal Pendidikan Sekolah Dasar) ]]>
Publisher : <![CDATA[Department of Primary education, Faculty of Teacher Training and Education, Universitas Su ]]>
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DOI: 10.30870/jpsd.v10i2.28563
<![CDATA[This research examines how the Quizlet application and the PBL model can improve elementary students’ understanding of cultural diversity. The research targets the low level of global diversity awareness among 5th-grade students at SDN Sudimara 1 Tangerang despite implementing the Merdeka Curriculum. An experimental method was employed, using a Non-Equivalent Control Group Design with two student groups: a control group using traditional teaching methods and an experimental group utilizing Quizlet alongside the PBL paradigm. Researchers collected data through observations, interviews, and tests, including pretests and post-tests. The findings showed that the experimental group’s average post-test score was higher than the control group’s. The experimental group achieved an average post-test score of 84.48, while the control group reached an average of 73.08, a difference of 11.4 points. Additionally, the experimental group improved its average score from 66.04 to 84.48, whereas the control group increased from 58.44 to 73.08. The results indicate that the PBL model supported by Quizlet can help students understand global diversity better. According to this research, using the Quizlet application with the PBL paradigm can raise educational standards and enhance elementary students’ awareness of cultural diversity. Implementing this model in the educational process enables students to gain a deeper understanding of cultural diversity and fosters a stronger desire to learn.]]>
<![CDATA[IMPACT OF READING INTEREST AND LIBRARY FACILITY UTILIZATION ON SOCIAL SCIENCE LEARNING ACHIEVEMENT OF 6TH GRADE STUDENTS ]]>
<![CDATA[Nurhidayat, Afandi]]>;
<![CDATA[Nisa, Ana Fitrotun]]>
<![CDATA[ JPSD (Jurnal Pendidikan Sekolah Dasar) Vol 11, No 1 (2025): JPSD (Jurnal Pendidikan Sekolah Dasar) ]]>
Publisher : <![CDATA[Department of Primary education, Faculty of Teacher Training and Education, Universitas Su ]]>
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DOI: 10.30870/jpsd.v11i1.30997
<![CDATA[In today’s learning, students tend to prefer listening activities over reading. Therefore, the world of education has an important role in addressing this phenomenon by providing appropriate supporting facilities, one of which is a school library representative of students’ learning needs. Social studies subjects emphasize reading and comprehension competencies. If this aspect is not a primary concern in improvement efforts, it is feared that students’ reading interests will continue to decline. This concern can also impact student learning outcomes, especially in social studies subjects. This research aims to (1) analyze the extent to which reading interest influences student learning outcomes in social studies subjects in 6th grade at SD Negeri Jagamangsan 1, (2) examine the impact of library facility utilization on student learning outcomes, and (3) investigate the simultaneous influence between reading interest and library utilization on student learning outcomes. The research method used is a quantitative approach with a correlational research type. The research sample consisted of 45 students from SD Negeri Jagamangsan 1, selected using a total sampling technique. Data collection techniques were carried out through questionnaires and documentation. The research results indicate that a significance value of 0.001<0.005 and an F-count value of 8.302>3.21 were obtained based on the F-test. Thus, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted. It proves that there is a significant relationship between the reading interest variable (X1) and the utilization of library facilities (X2) on student learning outcomes (Y).]]>
<![CDATA[THE INFLUENCE OF TASK COMPLEXITY AND WORKLOAD ON JOB SATISFACTION AMONG CONTRACT ELEMENTARY SCHOOL TEACHERS IN THE KEMRANJEN SUB-DISTRICT ]]>
<![CDATA[Yustie, Herawati Anggraeni]]>;
<![CDATA[Sunarso, Ali]]>
<![CDATA[ JPSD (Jurnal Pendidikan Sekolah Dasar) Vol 11, No 1 (2025): JPSD (Jurnal Pendidikan Sekolah Dasar) ]]>
Publisher : <![CDATA[Department of Primary education, Faculty of Teacher Training and Education, Universitas Su ]]>
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DOI: 10.30870/jpsd.v11i1.31709
<![CDATA[This research examines and analyzes the influence of task complexity and workload on the job satisfaction of non-permanent (contract) elementary school teachers, both partially and simultaneously. The research was conducted on all non-permanent teachers serving in the Kemranjen Sub-district, Banyumas Regency. A quantitative research approach was employed using multiple linear regression analysis. The sampling technique employed was saturated sampling, resulting in a sample of 32 respondents that represented the entire population. Data were collected through questionnaires distributed directly to the respondents. The analysis revealed that task complexity has a negative and significant effect on the job satisfaction of non-permanent teachers, as indicated by a significance value of less than 0.05 and a t-count of -4.245. Conversely, the workload variable did not significantly impact job satisfaction, indicated by a significance value greater than 0.05 and a t-count of 0.987. However, when task complexity and workload were analyzed simultaneously, both variables significantly influenced the job satisfaction of non-permanent elementary school teachers in the Kemranjen Sub-district, contributing 43.1% to the variance explained. These findings suggest that compared to workload, task complexity plays a more significant role in enhancing the job satisfaction of contract teachers. Therefore, the results of this research may serve as a reference for policymakers in designing strategies to improve the well-being and work effectiveness of non-permanent teachers at the elementary school level. These welfare improvement efforts are expected to create a more supportive and productive work environment for non-permanent teachers.]]>
