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INDONESIA
JPsd ( Jurnal Pendidikan Sekolah Dasar )
Published by Universitas Sultan Ageng Tirtayasa
ISSN : -     EISSN : 25030558     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 238 Documents
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SMART FLOOD DETECTOR AND INTERACTIVE DIGITAL TEXTBOOK FOR CRITICAL THINKING FOR SERANG ELEMENTARY SCHOOL STUDENTS Miftah Komala Putri; Anna Maria Oktaviani; Aditya Rachman
JPsd (Jurnal Pendidikan Sekolah Dasar) Vol 12, No 2 (2026): JPSD (Jurnal Pendidikan Sekolah Dasar)
Publisher : Department of Primary education, Faculty of Teacher Training and Education, Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jpsd.v12i2.40821

Abstract

The high exposure of Serang Regency to hydrometeorological hazards, especially floods, indicates the urgency of education-based mitigation in elementary schools. The present study designed and validated an Interactive Digital Textbook (IDT) with integrated Smart Flood Detector to improve climate literacy and disaster preparedness of the fifth-grade students. The research was conducted in five elementary schools in Padarincang District, namely SDN Kepuh 1, SDN Kepuh 2, SDN Cibojong 1, SDN Sukamaju and SDN Kalumpang by using 4-D model with purposive sampling technique. Data were collected via observation, interviews, questionnaires, and validated and reliable test instruments and analyzed using expert judgment, practicality assessment, and pre-post testing. Expert validation rated both products as "Highly Feasible" (mean score >85%), while teacher and student trials confirmed high practicality (>88%).  Implementation significantly improved climate literacy and disaster preparedness, evidenced by a high N-Gain score (0.70) and a large effect size (0.83).  The results showed that the integrated technology and context learning media effectively improved the disaster risk reduction competencies of primary school students in flood-prone areas. The study recommends the institutionalization of the IDT–Smart Flood Detector as a standard mitigation instrument and regular maintenance of the early warning system to foster a disaster-responsive school culture.
INTERACTIVE AND EXPERIENTIAL SCIENCE LEARNING: INTEGRATING WORDWALL AND MIND MAPPING TO ENHANCE CONCEPTUAL UNDERSTANDING Nafiatul Amalia; Khamdun Khamdun; Silvia Indriani
JPsd (Jurnal Pendidikan Sekolah Dasar) Vol 12, No 2 (2026): JPSD (Jurnal Pendidikan Sekolah Dasar)
Publisher : Department of Primary education, Faculty of Teacher Training and Education, Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jpsd.v12i2.42866

Abstract

The research was conducted to address the problem of the low level of conceptual understanding of light properties at SD Negeri 2 Kaliwungu in learning Science and Social Studies (IPAS). The pre-test revealed that only 15.79% or 3 students out of the total 19 were able to meet the Minimum Mastery Criteria (KKM), while the remaining majority of 84.21% did not. The aim of the study was to enhance students' conceptual understanding of light properties through the use of an experimental approach combined with Word Wall and Mind Mapping. The study employed a classroom action research design with two cycles of learning, where every cycle consisted of three sessions with each one lasting 2 x 35 minutes. The results of the analysis show that students' average scores improved from 57.63 in the pre-test to 71.84 in Cycle I and further to 81.58 in Cycle II. Also, the teacher's performance increased from 75% (Good) to 90% (Very Good), and the scores obtained by students increased from 68.75% (Good) to 87.5% (Very Good). Finally, the use of the experimental approach combined with Word Wall and Mind Mapping proved to be effective in increasing the level of teachers' knowledge and comprehension of light properties at SD Negeri 2 Kaliwungu School.
PROJECT-BASED LEARNING IN ELEMENTARY EDUCATION: ENHANCING STUDENTS’ COMPETENCIES IN INTEGRATED SCIENCE AND SOCIAL STUDIES Aan Andarwati; Yuyun Yuyun; Lia Aulia; Anah Setiawati; Nining Khoirun Nisa; Yeni Sulaeman
JPsd (Jurnal Pendidikan Sekolah Dasar) Vol 12, No 2 (2026): JPSD (Jurnal Pendidikan Sekolah Dasar)
Publisher : Department of Primary education, Faculty of Teacher Training and Education, Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jpsd.v12i2.42928

Abstract

This study analyses the implementation of the Project-Based Learning (PjBL) method to develop pupils’ skills in Natural and Social Sciences (IPAS) in Class IV B at SDN 2 Selaraja. Conventional, teacher-centred teaching often leaves pupils passive, indicating the need for a more interactive approach. PjBL engages pupils in exploring Indonesia’s cultural diversity through real-world projects, using a Map of Indonesia’s Cultural Diversity as a contextual learning resource. This study used a descriptive qualitative approach, with data collected through observation, interviews and documentation, and analysed through the stages of data reduction, data display and conclusion drawing, supported by methodological triangulation. The findings indicate a positive change in pupils’ skills, with observed increases of 10 percentage points in critical thinking (from 55% to 65%), 10 percentage points in collaboration (from 60% to 70%), 10 percentage points in communication (from 50% to 60%), and 9 percentage points in creativity (from 58% to 67%). As this study is descriptive rather than experimental, these figures should be read as indicative rather than statistically confirmed change. The implementation of PjBL made learning more meaningful, increased pupils’ motivation, and encouraged their active engagement. These findings suggest that PjBL supported by contextual visual media, such as a cultural diversity map, can support the development of pupils’ skills in IPAS learning, particularly in understanding Indonesia’s cultural diversity, within this specific classroom context.
A THREE-TIER DIAGNOSTIC APPROACH TO UNCOVERING ELEMENTARY STUDENTS’ MISCONCEPTIONS IN ELECTRICITY AND MAGNETISM Dian Ayu Pramesti; Melvie Talakua
JPsd (Jurnal Pendidikan Sekolah Dasar) Vol 12, No 2 (2026): JPSD (Jurnal Pendidikan Sekolah Dasar)
Publisher : Department of Primary education, Faculty of Teacher Training and Education, Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jpsd.v12i2.41960

Abstract

Conceptual understanding is a fundamental component of science education at the elementary school level. The abstract nature of electricity and magnetism concepts, which cannot be directly observed, often poses substantial challenges for students in developing scientifically accurate conceptual understanding. Such difficulties may lead to misconceptions that can hinder students’ subsequent learning of scientific concepts. This study aimed to describe the profile of elementary school students’ misconceptions regarding electricity and magnetism at SD Inpres 24 Ambon. A descriptive quantitative research design was employed, involving 15 fifth-grade students as the study participants. The research instrument consisted of a three-tier diagnostic test integrated with the Certainty of Response Index (CRI) to identify students’ levels of conceptual understanding, lack of conceptual understanding, and misconceptions. The collected data were analyzed using descriptive statistical techniques by calculating the percentage distribution of students across each conceptual understanding category. The findings revealed that misconceptions constituted the largest proportion of students’ responses, accounting for 77.4%, while 18.0% demonstrated adequate conceptual understanding and 4.2% showed a lack of conceptual understanding. The highest proportion of misconceptions was identified in the indicator distinguishing permanent magnets from temporary magnets, reaching 87%, followed by students’ understanding of electrical circuits and the flow of electric current in closed circuits, which reached 82%. These findings indicate that the majority of students continue to experience significant conceptual difficulties in understanding electricity and magnetism. Therefore, instructional strategies that emphasize concrete learning experiences, simple hands-on experiments, and conceptual change-oriented learning activities are needed to facilitate the development of scientifically consistent conceptual understanding among elementary school students
ENHANCING ELEMENTARY STUDENTS’ SENTENCE CONSTRUCTION SKILLS THROUGH THINK-PAIR-SHARE COOPERATIVE LEARNING Rilla Ismiati; Riga Zahara Nurani; Deni Chandra
JPsd (Jurnal Pendidikan Sekolah Dasar) Vol 12, No 2 (2026): JPSD (Jurnal Pendidikan Sekolah Dasar)
Publisher : Department of Primary education, Faculty of Teacher Training and Education, Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jpsd.v12i2.42466

Abstract

This research departs from the low skill condition of grade IV students of SDN 1 Cieunteung in stringing sentences with a SPOK pattern. The data from the pre-action test revealed that 14 out of 25 students (56%) had not reached the Indonesian Minimum Completeness Criteria (KKM) of 80 in the SPOK sentence material, especially related to the difficulty of distinguishing subject and object elements, distinguishing transitive and intransitive sentences, and placing information elements according to the context of the sentence. Responding to these problems, this study was prepared with the aim of improving students' ability to compose SPOK sentences through the application of the Think Pair Share (TPS) type cooperative learning model. The approach used is Kurt Lewin's Kurt Lewin model Classroom Action Research (PTK), carried out in two cycles involving 25 grade IV students of SDN 1 Cieunteung as research subjects. Each cycle consists of four stages, namely planning, implementation, observation, and reflection. The results of the study recorded progress at each stage. In the planning stage, a learning tool based on the Think Pair Share (TPS) model was prepared that was complete and as needed. Furthermore, at the implementation stage, this model was successfully implemented and was able to encourage students to actively discuss, collaborate, and present the results of their discussions. The positive impact of the application of the model can be seen from the increase in the number of students who reached KKM in cycle I, which was 13 students (52%), although this figure did not meet the success indicators that had been set so that it was continued with improvements in the next cycle based on the results of reflection in cycle I. In cycle II, the number of students who reached KKM increased to 19 out of 25 students (76%), which means that this study has exceeded the targeted success indicator of 75%. Based on these findings, it can be concluded that the Think Pair Share (TPS) type cooperative learning model has proven to be effective in improving the ability to compose SPOK sentences in grade IV students of SDN 1 Cieunteung
LEARNING MATHEMATICS THROUGH PLAY: INTEGRATING LUDO-BASED BOARD GAMES INTO ELEMENTARY EDUCATION Qiqi Alawiyah; Yunia Rachman; Elisa Nurfaida; Isdayanti Putri; Nur Halimah; Omah Mukarromah
JPsd (Jurnal Pendidikan Sekolah Dasar) Vol 12, No 2 (2026): JPSD (Jurnal Pendidikan Sekolah Dasar)
Publisher : Department of Primary education, Faculty of Teacher Training and Education, Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jpsd.v12i2.42943

Abstract

This study aims to describe pupils’ understanding of fraction division following the implementation of the Mathematical Ludo Board as a teaching aid. The study employed a descriptive qualitative approach. Data were collected through observation, interviews, documentation, and pupils’ worksheet (LKPD) results and were analysed descriptively. The results show that, after the learning activity, 19 of the 20 pupils in Class VI B at SDN 2 Selaraja (95%) achieved the required standard, while one pupil (5%) did not. Classroom observations also showed pupils’ participation in group discussion, problem solving, and hands-on practice during the game. The Mathematical Ludo Board required pupils to solve fraction-division problems before advancing, so mathematical practice was directly integrated into the game. The findings indicate that the Maths Ludo Board shows potential for supporting pupils’ understanding of fraction division and engagement in mathematics learning.
INTERACTIVE DIGITAL INSTRUCTION IN ELEMENTARY IPAS LEARNING: EFFECTS OF POWERPOINT AND INTERACTIVE FLAT PANEL INTEGRATION ON SAINTIFIC UNDERSTANDING Putri Alva Rizky; Joko Suprapmanto
JPsd (Jurnal Pendidikan Sekolah Dasar) Vol 12, No 2 (2026): JPSD (Jurnal Pendidikan Sekolah Dasar)
Publisher : Department of Primary education, Faculty of Teacher Training and Education, Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jpsd.v12i2.42407

Abstract

Students’ scientific conceptual understanding in elementary school IPAS learning is often suboptimal due to the predominance of conventional teaching methods and the limited use of interactive media to visualize abstract concepts. This study aimed to examine the effectiveness of interactive PowerPoint media assisted by an Interactive Flat Panel (IFP) in improving the scientific conceptual understanding of fifth-grade elementary school students. A quasi-experimental approach was employed using a non-equivalent control group design. A total of 78 students participated in the study, comprising 22 fifth-grade students from SD Negeri Gudang as the experimental group and 55 fifth-grade students from SD Negeri 1 Nagrak as the control group. Data were collected through multiple-choice written tests administered as pretests and posttests to assess conceptual understanding at Bloom’s C2 cognitive level, complemented by observation and documentation. As the data were not normally distributed, hypothesis testing was conducted using the Mann–Whitney U test, while learning gains were analyzed using the N-Gain analysis with the assistance of SPSS. The Mann–Whitney U test revealed a statistically significant difference between the two groups, as indicated by an Asymp. Sig. (2-tailed) value of 0.001 (p < 0.05). Meanwhile, the control group obtained a mean N-Gain score of 51%, categorized as less effective, whereas the experimental group achieved a mean N-Gain score of 68%, categorized as effective. The integration of interactive PowerPoint visualization with the touch-based, kinesthetic features of the IFP effectively transformed science learning into a more concrete, multisensory, and student-centered learning experience, thereby strengthening students’ cognitive retention. These findings underscore the importance of optimizing IFP technology as an interactive exploratory medium to support the implementation of deep learning in elementary school science education.
IMPROVING ELEMENTARY STUDENTS’ WHOLE-NUMBER ACHIEVEMENT THROUGH PROBLEM-BASED LEARNING Siti Yasmin Erlit Monika; Geri Syahril Sidik; Winarti Dwi Febriani
JPsd (Jurnal Pendidikan Sekolah Dasar) Vol 12, No 2 (2026): JPSD (Jurnal Pendidikan Sekolah Dasar)
Publisher : Department of Primary education, Faculty of Teacher Training and Education, Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jpsd.v12i2.42474

Abstract

Mathematics learning is an important part of basic education because it functions as a foundation for understanding various scientific concepts. This study aims to improve second-grade students' learning outcomes in recognizing whole numbers through the application of the Problem Based Learning (PBL) model. The research employed the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, comprising four stages: planning, action implementation, observation, and reflection, and was conducted over two cycles with 20 second grade students at SDN Cintajaya as subjects. Data were collected through learning outcome tests, observation sheets on lesson-plan quality and on teacher and student activities, and documentation, then analyzed using both quantitative and qualitative approaches. The results indicate that the percentage of students reaching mastery increased from 40% (average score 64.55) before the action, to 60% (average score 73.75) in Cycle I, and to 85% (average score 84.75) in Cycle II, thereby meeting the study's success indicator of at least 75% mastery. The quality of lesson planning improved from an average of 3.58 to 3.75 (a 4.75% increase), while the implementation of learning activities improved from 3.30 to 3.57 (an 8.18% increase). Thus, the Problem Based Learning model is proven to enhance student learning outcomes in recognizing, sequencing, and comparing whole numbers among second-grade students at SDN Cintajaya.

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