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INDONESIA
Dinamika Jurnal Pendidikan Dasar
Published by Universitas Muhammadiyah Purwokerto
ISSN : 2655870X     EISSN : -     DOI : -
Core Subject : Science,
Decision Sciences, Operations Research & Management
Dinamika is a peer-reviewed scientific journal that publishes different kinds of scientific articles based on the research-article and ideas-article. Dinamika aims to provide a platform for the publication of the most advanced high-quality research in the areas of learning, development, instruction, and teaching at elementary level.
Arjuna Subject : -
Articles 275 Documents
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Implementation of Education for Sustainable Development in Elementary School Science Learning: A Systematic Review Afra Mahlia Putri; Chairul Amriyah; Irwandani
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 18 No. 1 (2026): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v18i1.30041

Abstract

Rapid global change, including environmental degradation and climate change, demands the strategic role of education in fostering sustainability awareness from an early age. This study aims to systematically review and synthesize research findings related to the implementation of Education for Sustainable Development (ESD) in Natural Sciences (IPA) learning in elementary schools. This study uses a Systematic Literature Review (SLR) approach by following the PRISMA 2020 guidelines to identify, screen, and analyze relevant studies published in the range of 2021 to 2025. Articles are obtained from selected academic databases by applying the inclusion and exclusion criteria that have been set. A total of eleven articles met the eligibility criteria and were analyzed using qualitative thematic synthesis. The findings show that the implementation of ESD in elementary school science learning is generally carried out through active learning models, the development of ESD-based media and teaching materials. All of the studies analyzed reported the positive impact of ESD implementation on cognitive, social-emotional and 21st-century skills aspects. Practically, these findings recommend that primary school teachers integrate sustainability issues through active learning models, project-based activities, and the use of contextual media. In addition, the results of these findings can be a reference for curriculum developers and education policymakers in strengthening the integration of ESD principles in science learning in elementary schools.
Developing and Testing Digital Book Media to Enhance Reading Literacy in Blended Elementary Learning: An ADDIE-Based Experimental Study Ragil Dian Purnama Putri; Anindiya Sri Nugraheni; Faza Zakiya
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 18 No. 1 (2026): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v18i1.30196

Abstract

Reading literacy is a basic competence that must be mastered by elementary school students; however, students’ reading literacy in Indonesia remains relatively low due to limited literacy facilities, suboptimal teacher roles, and the lack of literacy media aligned with student characteristics in blended learning. This study aimed to develop digital book–based literacy media and examine its feasibility and effectiveness in improving the reading literacy of third-grade elementary school students. The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of needs analysis at Pilangrejo and Natah Elementary Schools, media design and development using Flip PDF Corporate Edition, validation by media and content experts, and implementation in an experimental class. The results showed that the digital book media was categorized as very feasible based on evaluations by media experts with a score of 57 (95), material experts with a score of 60 (100), and third-grade teachers with a score of 54 (90). Effectiveness testing indicated a significant improvement in students’ reading literacy, as evidenced by the t-test results in the experimental class (t = 2.787 > t-table = 2.037), while the control class showed no significant difference (t = 1.413 < t-table = 2.145). These findings demonstrate that digital book–based literacy media is effective in increasing elementary school students’ reading literacy in blended learning.
A PERMA-Based Measure of Student Well-Being in Science Learning: Development and CFA Validation Asih Utami; Mohammad Ghufroni Farid; Kristiani Natalina; Novy Trisnani; Norma Yunaini; Siska Adelia; Zain Nur Ilham
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 18 No. 1 (2026): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v18i1.30294

Abstract

Student well-being is essential for effective and sustainable science learning. However, no instrument has specifically assessed it based on this context’s PERMA (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment) model. This study aims to develop and validate a PERMA-based well-being instrument for secondary school students. The instrument was developed through three phases: item generation and expert validation, pilot testing, and scale evaluation using Confirmatory Factor Analysis (CFA). Data were collected from secondary school students and analysed using the Maximum Likelihood Robust (MLR) estimator. The five-factor model demonstrated good fit (χ²/df = 2.01; RMSEA = 0.055; CFI = 0.964; TLI = 0.957) and met convergent validity, discriminant validity, and construct reliability criteria. The instrument is valid, reliable, and sensitive to the science learning context, supporting and integrating social-emotional learning in STEM education to enhance student well-being.
Multidimensional Effects of Family Environment on Primary Students’ Achievement: Insights from Kupang, Indonesia Heryon Bernard Mbuik; Rismawaty Djawa Ratu; Roswita Lioba Nahak
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 18 No. 1 (2026): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v18i1.28433

Abstract

This study investigates the influence of the family environment on students’ learning achievement, focusing on Grade IV students at SD Inpres Oesapa Kecil 1, Kupang, Indonesia. Employing a descriptive quantitative approach, the study explores the roles of parental attention, educational support, home learning atmosphere, and motivation. Data were gathered through structured questionnaires administered to 30 students and analyzed using descriptive statistics, including frequency, percentage, and mean. The results reveal that the family environment has a significant and positive influence on students’ academic achievement. Educational support emerged as the most impactful factor, followed by parental attention and motivation, while the home learning atmosphere remained slightly lower but still within the high category. The study underscores the critical role of active family involvement and collaborative efforts between parents and schools to enhance learning outcomes.
Improving IPAS Learning Outcomes through Differentiated Instruction and Assembler Edu Shofwatul Azkiya; Susilawati; Dewi Yulianawati
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 17 No. 2 (2025): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v17i2.27235

Abstract

This study aims to analyze the implementation of differentiated instruction integrated with Assemblr Edu media to enhance student learning outcomes in IPAS (Integrated Science and Social Studies). The issue addressed is the limited accommodation of students' diverse abilities and learning styles, which leads to suboptimal achievement. Differentiated instruction is considered an adaptive pedagogical approach, and the use of Assemblr Edu is expected to support its innovative application. This Classroom Action Research (CAR) employed the Kemmis and McTaggart spiral model, conducted in two cycles involving 30 fourth-grade students at UPTD SDN 1 Weru. Data were collected through learning outcome tests, observation sheets, and documentation. Quantitative data were analyzed by calculating average scores and classical completeness percentages, while qualitative data were analyzed descriptively. The results show a significant improvement in student learning outcomes. The average score increased from 52 (pre-cycle) to 63 in Cycle I and 73 in Cycle II. Classical completeness improved from 26.67% in the pre-cycle to 40% in Cycle I and 83.33% in Cycle II, surpassing the success indicator of 75%. Observations also revealed increased student engagement and more effective teacher facilitation tailored to student needs. In conclusion, implementing differentiated instruction supported by Assemblr Edu effectively enhances learning outcomes by addressing diverse learning needs and fostering interactive learning. It is recommended that teachers adopt pedagogical strategies aligned with student characteristics and leverage educational technology to optimize learning goals.

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