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INDONESIA
Terampil : Jurnal Pendidikan dan Pembelajaran Dasar
Published by Universitas Islam Negeri Raden Intan Lampung
ISSN : 23551925     EISSN : 25808915     DOI : -
Core Subject : Education,
Education
TERAMPIL is a journal of basic education and learning p-ISSN 2355-1925 e-ISSN 2580-8915 which is managed by Prodi PGMI Faculty of Tarbiyah and Teacher Training of Raden Intan State Islamic University of Lampung. This journal is published twice a year and serves as a tool for researchers, academics and practitioners interested in basic education and learning studies and wishes to channel their thoughts and findings, especially in relation to studies in science at madrasah ibtidaiyah / elementary schools. The articles contained are the results of research, scientific and critical and comprehensive review of the important and current issues covered in the journals.
Arjuna Subject : -
Articles 255 Documents
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Literature Review: Implementation of Realistic Mathematics Education (RME) Based on Concrete Media in Mathematics Learning Musrian; Fironika Kusumadewi, Rida
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 13 No 1 (2026): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v13i1.29109

Abstract

This study aims to analyze the implementation of Realistic Mathematics Education (RME) based on concrete media in mathematics learning and identify research trends and development opportunities. A Systematic Literature Review (SLR) combined with bibliometric analysis was employed as the research method. Literature searches were conducted through Google Scholar, Scopus, Garuda, and Lens.org databases covering publications from 2021–2025, following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol. Of 221 identified documents, 200 were screened, 95 qualified for full review, and 20 met all inclusion criteria for in-depth analysis. Bibliometric analysis using VOSviewer software was applied to the 200 screened documents to map keyword relationships, research trends, and understudied areas, while the 20 selected articles underwent thematic synthesis to identify implementation patterns and impacts of concrete media-based RME. Findings indicate that concrete media-based RME is generally implemented through real-world contexts, hands-on media exploration, mathematization processes, and student-centered collaborative discussions. This approach has demonstrated positive impacts on conceptual understanding, mathematical reasoning, representation, problem-solving, mathematical literacy, and student engagement. Bibliometric analysis reveals that RME research remains dominated by general mathematics education studies, while the integration of RME with concrete media is still relatively scarce, representing a promising gap for future research agendas. These findings confirm that integrating RME with concrete media is a potential strategy for creating mathematics learning that is more contextual, meaningful, and responsive to students' characteristics.
Academic Supervision and Reflective Literacy-based Teacher Performance Management in Elementary Schools Winarti, Winarti; Salamun, Salamun; Wahyudi, Apri
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 13 No 1 (2026): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v13i1.30614

Abstract

This study aims to explore the potential effects of academic supervision and reflective literacy on teacher effectiveness. Using a qualitative approach and a case study design, the study was conducted in a public elementary school in Tulang Bawang Regency, Indonesia. Data were collected through semi-structured interviews with 14 participants (1 principal, 2 supervisors, and 11 classroom teachers). In addition, records from performance reviews, supervision reports, and teacher reflection journals were examined, and six classroom learning sessions were directly observed. The results demonstrate that typical supervision, which focuses solely on administrative tasks, is insufficient to improve instructors' instructional competency. However, teachers who actively engaged in reflective literacy practices such as updating lesson plans, interacting with colleagues and journaling independently showed significant performance improvements. This group of reflective teachers achieved an average performance score of 85/100, compared to the mere 70/100 for non-reflective teachers. They may also change their teaching methods three or four times a semester since they become more adaptable. Principal leadership, which sees supervision as a coaching process, is one crucial component of strength. The study's conclusions indicate that the integration of reflective literacy transforms academic supervision into a teacher-centered professional learning process.
Fostering Elementary Students' Social Skills through Social Studies-Oriented Project-Based Learning in Natural and Social Sciences Purwanti, Eri; Pratiwi, Wulaan OctiPratiwi; Umurohmi, Ulfah; Al Fathan, Kukuh Maulana
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 13 No 1 (2026): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v13i1.30502

Abstract

This study aims to analyze the social skills of elementary school students through social science-oriented project-based learning in natural science and social science. The research method used a qualitative case study involving 30 students and two homeroom teachers. Data were collected through observation, semi-structured interviews, and documentation. Data analysis adopted the Miles and Huberman model, which includes data reduction, data presentation, and verification/ conclusion. The results showed that the implementation of social science-oriented project-based learning effectively improved students' social skills in five indicators, namely cooperation (86,67%), communication (86,67%), responsibility (90%), tolerance (76,6%), and active participation (90%). These findings indicate that structural-functional social skills are formed more quickly through clear role division in the project, while affective-emotional skills such as tolerance require more time and habituation. This research contributes to expanding the study of project-based learning, which has so far focused more on cognitive and creative aspects, towards strengthening students' social skills in an integrated manner in natural and social science learning in elementary schools.
Factors Affecting Elementary School Students’ Enjoyment of Learning Nur Budiono, Arifin; Hakim, Miftahul; Kinanthy Karamoy, Yurike
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 13 No 1 (2026): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v13i1.31094

Abstract

This study aims to determine the relationship between factors related to the role of teachers, the learning process, teacher feedback, the learning environment, and school enjoyment in elementary school students. A quantitative descriptive–correlational survey was conducted with 291 students in Grades IV–VI from two elementary schools in Indonesia. Data were collected through a structured five-point Likert questionnaire and analysed using descriptive statistics, Pearson correlations, and multiple linear regression. All four predictors were positively related to school enjoyment at the bivariate level. The regression model was statistically significant, F(4, 286) = 46.724, p < .001, and explained 39.5% of the variance in school enjoyment (R² = .395). The learning process made the strongest unique contribution (B = 0.757, p < .001), followed by learning environment comfort (B = 0.281, p = .005). Teacher role and feedback did not retain significant unique effects once the predictors were examined simultaneously. Overall, 75.2% of students reported high levels of school enjoyment. These findings suggest that students’ enjoyment of school is associated most closely with the quality of their daily learning experiences and the physical conditions that support them. As the design was cross-sectional, the results indicate association rather than causality.
Kurikulum Merdeka Implementation Competence as a Predictor of Elementary School Teacher Performance: Regression Analysis in Pioneer Schools in Semarang Regency Putra, Lisa Virdinarti; Nurjanah, Ratih Laily; Purwanti, Rina; Suwanto, Suwanto; Aini, Wahyu Nur
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 13 No 1 (2026): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/hrjgha75

Abstract

The purpose of this study is to determine how primary school teachers' ability to autonomously apply curricula affects their performance. The study used an ex post facto quantitative methodology and involved 100 instructors from five elementary schools in Semarang Regency that implemented the Kurikulum Merdeka. A validated Likert-scale questionnaire was used to evaluate teachers' performance and competence in implementing Kurikulum Merdeka. The data were analysed using descriptive statistics and simple linear regression. The findings indicated that teacher performance and the skill in implementing Kurikulum Merdeka were significantly and positively correlated (β = 0.671, p < 0.001). 45% of the variation in teacher performance was explained by the implementation skill of Kurikulum Merdeka (R2 = 0.450), indicating a significant predictive effect. Higher levels of pedagogical, professional, social, and personal performance were typically exhibited by teachers with greater competence in implementing the Kurikulum Merdeka. In the context of Indonesian curriculum reform, this study adds to the body of literature by experimentally verifying independent criteria implementation skill as a multidimensional predictor of teacher success. Policymakers, school administrators, and professional development providers should use these findings to guide the development of interventions to help teachers implement the Kurikulum Merdeka more effectively.

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