Jurnal Ilmiah Sekolah Dasar

Teacher’s Role: Implementation of Religious Character Education through the Habituation Method in Elementary School

Ailula Mufidatus Solihah — 2024-08-25

Students' religious character is generally emphasized by PAI teachers, but in this case the class teacher has more awareness in forming character through habituation. This habit needs to be studied so that it can be an example for other schools in optimally forming religiosity. This research aims to analyze the implementation of religious character education through habituation in fourth grade elementary school students. This research uses a qualitative case study approach with the subjects being teachers, students and student guardians. Data collection was carried out through interviews, observation and documentation. The data analysis used is the Miles and Huberman model. The results of the research show that shaping students' religious character is the existence of habituation activities such as routine repetition and assistance in aqidah, morals and worship. Routine repetition of aqidah is carried out by praying before and after learning, and TPA activities. Implementation of routine repetition of worship is carried out by purifying and salat. Implementation of routine repetition of morals is carried out by behaving and speaking politely at all times and doing good deeds every Thursday. Implementation of aqidah assistance is carried out with cult guidance every Thursday morning and assistance in activities of believing in Allah and His Angels. Implementation of worship assistance is carried out with the practice of purification and assistance with congregational prayers such as sunnah and obligatory prayers as well as moral assistance including assistance in cultivating good character and counseling assistance.

Enhancing Digital Literacy: An Analysis of Islamic Primary School Prospective Teachers' Competency in Navigating the Digital Era

Maya Agustina — 2025-01-06

The big data era demands an enhancement in human resource quality, particularly in mastering digital skills, including digital literacy. As part of the younger generation, university students must possess adequate digital literacy to support their academic and professional activities. This study aims to analyze the digital literacy proficiency of students in the Islamic Primary School Teacher Education (PGMI) program using a quantitative approach through a survey method. The study population consisted of 801 students, with a sample of 209 students selected using the stratified random sampling technique. The research instrument was a questionnaire with a Likert scale covering indicators of Digital Skills, Digital Culture, Digital Safety, and Digital Ethics. The findings indicate that the digital literacy proficiency of PGMI students falls within the "Good" category, with an overall percentage of 77%. Specifically, Digital Skills achieved a score of 85% ("Very Good"), Digital Culture 79.5% ("Good"), Digital Safety 75.2% ("Good"), and Digital Ethics 68.8% ("Good"). The aspect of Digital Ethics involves responsible social media use, such as avoiding the spread of misinformation or hoaxes. The study concludes that PGMI students possess a generally good level of digital literacy; however, further reinforcement is needed, particularly in the area of digital ethics, to better prepare them for the challenges of the digital era.

Pancasila Student Profile Strengthening Project: Self-Efficacy and Its Influence on Primary School Students' Motivation to Engage in Citizenship Issues

Muh Rifqienur Adiwardana — 2025-01-06

Good self-efficacy is a key factor in enhancing students' motivation to engage in citizenship issues. This study aims to analyze the impact of students' self-efficacy, resulting from the Pancasila student profile strengthening project in primary schools, on students' motivation to engage in citizenship issues. This quantitative research employs a survey method. The population consists of fifth-grade primary school students, with all 45 students in this grade serving as the sample. Data were collected using a self-efficacy questionnaire developed based on the Pancasila student profile competencies and a student motivation questionnaire based on the characteristics of citizenship engagement. The data were analyzed using simple linear regression analysis. The results showed a regression coefficient significance of 0.00, and the regression equation Y = 0.347X + 36.968, indicating that students' motivation to engage in citizenship issues increases by 0.347 for each unit of self-efficacy. Self-efficacy contributed 24.1% to students' motivation to engage in citizenship issues. Based on these findings, it can be concluded that students' self-efficacy, derived from the Pancasila student profile strengthening project, positively influences their motivation to engage in citizenship issues.

The Impact of MERDEKA Path-Based Project Based Learning Model on Self-Efficacy in Primary School Mathematics Learning

Anisa Khayati Nur Kafah — 2025-01-06

Merdeka Belajar is currently a primary goal in the learning process, driven by students' needs. Not only character, but students must also possess soft skills to face the challenges of the 21^stcentury. Self-efficacy is important for students to have confidence and determination in performing tasks, making the learning process effective and positively impacting their learning outcomes. This study aims to analyze the impact of the MERDEKA path-based Project-based Learning (PjBL) model on self-efficacy in mathematics. This study employs a quasi-experimental design with a one-group pretest-posttest design, involving 22 students from the fourth grade as a saturated sample. The research instruments include a self-efficacy questionnaire and a test. Data analysis was conducted using descriptive analysis and Paired Sample t-Test. Prior to hypothesis testing, prerequisite tests including normality and homogeneity tests were performed. The results indicate that the implementation of the MERDEKA path-based PjBL model can improve students' self-efficacy compared to before the treatment. This is evident from the increase in the average score of students, from 62.09 before the treatment to 79.31 after the implementation of the MERDEKA path-based PjBL model. The t-test results show t_count ≥ t_table (17.422 > 2.05954), indicating that H₀ is rejected and H₁ is accepted. Therefore, it can be concluded that the MERDEKA path-based PjBL model has a positive impact on students' self-efficacy in fourth-grade primary school mathematics.

Innovative 7E Learning Cycle E-Worksheets: Improving Fraction Learning and Numeracy Literacy in Elementary Students

Dyah Triwahyuningtyas — 2024-08-25

Student worksheets in schools generally consist of printed evaluation sheets with limited instructions and no visual aids, leading to low reading comprehension and difficulty in understanding learning materials, particularly fractions. This study aims to develop a 7E Learning Cycle-based electronic worksheet that is valid, practical, and effective in improving the numeracy literacy skills of fourth-grade elementary school students. This research employed a developmental research method using the 4D model. The study involved 21 fourth-grade students in an elementary school. Data analysis techniques included both qualitative and quantitative approaches. Qualitative data were obtained through interviews, expert validation sheets, and student response questionnaires, while quantitative data were derived from validation tests and response questionnaires. The validation results showed that the electronic worksheet received a score of 99.47% from material experts and 97.72% from media experts, both categorized as highly valid. The effectiveness test, measured through pre-test and post-test results, indicated a significant improvement of 39.4 points, with an average N-gain score of 0.788, categorized as high. Student response questionnaires revealed that the electronic worksheet is highly practical. These findings demonstrate that the 7E Learning Cycle-based electronic worksheet on fractions is valid, practical, and effective in enhancing elementary school students' numeracy literacy skills.

Improving Elementary Students' Reading Skills Through the Cooperative Integrated Reading and Composition Method

Paskalia Wae — 2025-01-06

Reading skills are crucial for everyone, especially for elementary school students. Currently, reading difficulties are commonly encountered, with many students struggling with reading comprehension due to suboptimal reading skills. This study aims to examine the impact of the Cooperative Integrated Reading and Composition (CIRC) learning model on students' reading skills. The research method used is quantitative with a quasi-experimental design. The design applied is a Non-Equivalent Control Group Design with pre-test and post-test. Participants in this study were fifth-grade elementary school students, with a sample of 37 students selected using purposive sampling. These students were divided into two groups: the experimental group consisting of 20 students and the control group consisting of 17 students. Data collection was carried out using assessment rubrics, pre-test and post-test, and structured questionnaires distributed to students to measure reading skills using the CIRC learning model. Data were analyzed using inferential statistics. The results showed a significant difference between the experimental and control groups. The significance value (2-tailed) of 0.000 < 0.05 indicates that the Cooperative Integrated Reading and Composition (CIRC) learning model has a positive impact on the reading skills of fifth-grade students. Based on these results, it can be concluded that the CIRC learning model is effective in improving students' reading skills.

The Effectiveness of Team Games Tournament in Improving Students’ Collaborative Abilities

Norfadila B. — 2025-01-06

The inappropriate application of learning models in the learning process often results in passive student engagement. This study aims to analyze the impact of the Team Games Tournament (TGT) cooperative learning model on students' collaboration skills in classes A6-22 and A7-22. The study employed a quasi-experimental design with a quantitative approach, categorized as experimental research. The population consisted of all students in class A6-22 (control group, 34 students) and A7-22 (experimental group, 33 students). Data collection techniques included validity tests, normality tests, homogeneity tests, and hypothesis testing using the independent sample t-test. The results indicated that the data were normally distributed and homogeneous, with a significant difference between the experimental and control groups. The average score in the experimental group was 61.15, while the control group scored 57.85. Based on the analysis, the null hypothesis (H₀) was rejected, and the alternative hypothesis (Hₐ) was accepted, indicating a significant positive effect of the Team Games Tournament (TGT) learning model on students' collaboration skills. Therefore, the TGT learning model is proven to be more effective than conventional teaching methods in enhancing students' collaboration abilities.

Analyzing the Influence of Digital Literacy and Pedagogical Knowledge on TPACK in Elementary School Teachers

Veni Veronica Siregar — 2024-08-25

The rapid development of technology requires the education sector to adapt digital literacy to make the learning process more relevant to 21st-century needs. However, many teachers have yet to master the Technological Pedagogical Content Knowledge (TPACK) framework, particularly in integrating technology into teaching practices. This study aims to analyze the influence of digital literacy on TPACK and the influence of pedagogical knowledge on TPACK among elementary school teachers. The research employs a quantitative method with an ex post facto design. A saturated sampling technique was used, involving all 35 elementary school teachers as respondents. Data were collected through structured questionnaires on digital literacy, pedagogical knowledge, and TPACK competencies. The data were then analyzed using multiple linear regression techniques. The results indicate that digital literacy has no significant influence on TPACK, with a significance value of 0.147. In contrast, pedagogical knowledge shows a significant influence on TPACK, with a significance value of 0.015. These findings suggest that while digital literacy is essential, pedagogical knowledge plays a more substantial role in improving teachers' ability to integrate technology into the learning process. In conclusion, enhancing pedagogical knowledge can strengthen teachers’ competencies in effectively utilizing technology in elementary school education.

Problem-Based Learning with Manipulative Media: Enhancing Elementary Students' Conceptual Understanding in Area and Volume

Sintha Sih Dewanti — 2025-01-07

The learning model plays a crucial role in ensuring students' conceptual understanding through active and meaningful learning experiences. A structured and collaborative model fosters a conducive learning environment, encouraging students to actively grasp concepts. This study aims to develop a Problem-Based Learning (PBL) model assisted by manipulative media to enhance elementary students' conceptual understanding of area and volume measurement. The study follows a Research & Development approach using the ADDIE model, with fourth-grade elementary students as research subjects. Data collection techniques include interviews, classroom observations, and tests. The data were analyzed qualitatively using descriptive analysis. The findings reveal that students became more actively engaged in the learning process and were able to connect abstract concepts through hands-on practice using manipulative media. The independent learning activity level reached 91.84%, while group activities achieved 96.85% in the first session and 97.30% in the second session. The test results on area and volume measurement indicated a mastery learning rate of 96.76%. Students' conceptual understanding fell into the very high category, with a mastery percentage between 85-100% based on the Criterion-Referenced Assessment scale. The study concludes that implementing the PBL model assisted by manipulative media effectively enhances students' conceptual understanding and promotes their active participation in collaborative problem-solving activities.

HeatnBomb Bingo Media Based on PBL Learning Model for Science Learning in Grade V Elementary School

Dewinta Arum Maulida — 2025-01-07

The introduction of Natural and Social Sciences (IPAS) concepts should be conducted through problem-based and simple game-based methods to engage students effectively. However, field observations reveal that teachers often employ complex teaching methods accompanied by heavy assignments, causing students to struggle in comprehensively understanding IPAS concepts. This study aims to develop and analyze the effectiveness of HeatnBomb Bingo media for IPAS learning in fifth-grade elementary students. The research method used is Research and Development, with fifth-grade students as the subjects. Data analysis techniques include the Kolmogorov-Smirnov test for normality, paired sample t-test to compare pre-test and post-test results, and N-Gain test to measure learning improvement. Media validation by experts indicates that HeatnBomb Bingo is highly valid, with a score of 85.93%. The paired sample t-test shows a significance value of 0.000 < 0.05, indicating a significant impact of using HeatnBomb Bingo on students' learning outcomes. The N-Gain test result of 0.5997 reflects a 59.97% improvement in learning outcomes. Thus, HeatnBomb Bingo is valid and effective for IPAS learning. The media fosters active student participation by engaging them in discussions and problem-solving activities, enhancing their conceptual understanding in a more profound and enjoyable way.

The Impact of School and Parent Collaboration in Curriculum Implementation in Elementary School Education

Prihantini — 2024-08-25

The education curriculum emphasizes the importance of parental involvement in children’s learning processes. Active parental participation is expected to enhance the effectiveness of education through collaboration between schools and parents. However, many schools face challenges in involving parents due to social disparities. This study aims to analyze parents' backgrounds and describe the results of school-parent collaboration in supporting children's education. The research utilized a quantitative method with a questionnaire as the primary instrument, developed based on indicators of parental involvement. The study involved 165 elementary school students and their parents as research subjects. Data were analyzed using SPSS through averaging each indicator and interpreting the results. The findings reveal a significant relationship between school-parent collaboration and children’s educational improvement. Parents’ involvement tends to increase when they feel their presence at school is appreciated by school authorities. Furthermore, parental participation is higher when schools collaborate with parents to discuss issues related to their children and provide information about meetings, activities, and programs that require parental attendance. In conclusion, effective school-parent collaboration positively impacts children's education by fostering a supportive learning environment and enhancing learning outcomes.

Ethnomathematics-Collaborative Augmented Reality: An Innovative Framework to Enhance Problem-Solving Skills in Elementary Geometry

I Nyoman Jampel — 2025-01-07

This study addresses the urgent need to develop problem-solving skills among elementary school students as a fundamental basis for effective learning processes. The research aims to analyze the effectiveness of a geometry framework based on ethnomathematics-collaborative augmented reality in enhancing students' problem-solving abilities. This experimental research employs a quantitative approach with a one-group pre-test post-test design. The study involved 30 fourth-grade elementary school students as subjects. The effectiveness of the framework was measured using pre-test and post-test methods. Data analysis was conducted using descriptive and inferential statistics, with the Paired Sample T-Test applied to test the hypothesis, utilizing IBM SPSS Statistics for Windows version 21.0. The results indicated a significant difference in students' problem-solving abilities before and after the implementation of the geometry framework. The post-test results showed a notable improvement in students' problem-solving skills compared to the pre-test. The application of the ethnomathematics-collaborative augmented reality framework proved effective in providing contextual, collaborative, and technology-based learning experiences, which significantly enhanced students' problem-solving capabilities. Therefore, this framework offers a relevant innovation in geometry learning for elementary education, promoting the integration of local cultural values into the learning process and supporting students’ cognitive development through problem-solving tasks.

The Reflective Reading Corner: Enhancing Literacy and Critical Thinking in Elementary Schools

Triastuti Dian Anggraeni — 2025-01-07

One of the primary challenges in achieving equitable education quality at the elementary school level is students' low reading literacy skills. This study aims to analyze the effectiveness of reading corners in improving students' literacy and critical thinking skills. The research employed a qualitative design with data collected through interviews, observations, and documentation. The research instruments included tests and documentation. Data collection involved interviews with teachers and students, observations of reading corner activities, and documentation of literacy programs conducted by the school. Data analysis was carried out using thematic analysis to identify patterns and relevant categories. The findings revealed that reading corners effectively enhance students' literacy and critical thinking skills. Students who regularly visited the reading corner were more active in literacy activities, demonstrated higher reading interest, and showed improved critical thinking abilities during learning sessions. Teachers also played a crucial role in managing the reading corner and creating supportive literacy activities. The study concludes that reading corners are an effective tool for improving literacy and critical thinking skills in elementary students. Therefore, schools and teachers are encouraged to continuously develop reading corners to achieve broader positive impacts on student learning outcomes.

Revolutionizing Elementary Math Learning: Exploring the Potential of Metaverse Technology Integration

Loso Judijanto — 2024-08-25

The integration of metaverse technology in education continues to evolve, providing immersive learning experiences. However, its implementation in elementary mathematics education remains limited, resulting in low student engagement. This study aims to analyze the extent to which teachers utilize metaverse technology in teaching mathematics at the elementary level. Employing a quantitative approach, data were collected using questionnaires administered to teachers and gifted student supervisors. The findings reveal that teachers significantly recognize and utilize metaverse technology in mathematics instruction, positively influencing student engagement and creating more meaningful learning experiences. The perspectives of teachers and supervisors indicate that integrating metaverse technology supports more effective teaching practices. The data analysis shows a statistically significant difference between teachers’ and supervisors’ perspectives regarding the use of metaverse technology, particularly among individuals who have attended more than two related training sessions. However, no significant differences were found based on teaching experience with gifted students. This study concludes that metaverse technology holds great potential for integration into elementary mathematics education, promoting sustainable educational innovation. It can enhance students' interest and understanding of mathematical concepts through interactive and engaging learning environments.

The Effect of Problem Based Learning Models and Auditory Learning Styles on Internship Learning Outcomes in Elementary Schools

Safril Haskin — 2024-08-25

Education in Indonesia faces the challenge of improving student learning outcomes through appropriate learning models and effective content delivery. This study aims to analyze the influence of Problem-Based Learning (PBL) and auditory learning styles on the critical thinking skills of elementary school students. The study employed a quantitative approach using a pre-experimental (non-design) method. Data were collected through multiple-choice tests to assess learning outcomes and questionnaires to identify students' auditory learning preferences. The sample consisted of 28 fifth-grade students. The findings revealed a significant impact of the PBL model on students with auditory learning styles in enhancing critical thinking skills. Hypothesis testing showed a probability value of 0.000 > α = 0.05, indicating a significant relationship between the learning model and student outcomes. The integration of PBL tailored to students' learning styles can effectively improve their conceptual understanding and critical thinking skills. The study concludes that implementing a problem-based learning model combined with an auditory learning style positively influences students' learning outcomes in civic education, particularly in developing critical thinking abilities in elementary school students.

Empowering 21st Century Skills: The Impact of Independent Curriculum Modules on Elementary Students

Febrina Dafit — 2025-01-08

This study was motivated by the problem of students' weak reading literacy and 4C skills in elementary schools. Reading literacy and 4C skills are essential components of 21st-century education that need to be developed through effective learning processes. The research aims to analyze the effect of the Independent Curriculum teaching modules on improving reading literacy and 4C skills among fourth-grade elementary students. A quantitative approach with an experimental design was employed in this study. The sample consisted of 148 fourth-grade students selected using a purposive sampling technique. Data collection techniques included tests to measure reading literacy and observation sheets to assess 4C skills. Instrument validity and reliability tests were conducted to ensure the quality of the research tools. Data analysis was performed using Multivariate Analysis of Variance (MANOVA) to test the research hypotheses. The results indicate that the Independent Curriculum teaching modules significantly influence the improvement of students' reading literacy and 4C skills. In conclusion, the implementation of the Independent Curriculum teaching modules enhances students' ability to comprehend texts and develop essential 21st-century skills needed to face future challenges.

Transforming Literacy: The Impact of Chromebook and Let's Read on Elementary Students' Reading Engagement

Jeni Bastian Kamba — 2024-08-25

Students' literacy skills in Indonesia remain a critical concern in education. The lack of reading interest, particularly among elementary school students, necessitates the integration of technology as an innovative solution in learning. This study aims to explore the impact of Chromebook and Let's Read application on students' reading interest through picture stories. A qualitative approach using a case study method was employed, involving 30 students from two elementary schools as research subjects. The results indicated a positive trend in students' engagement and enthusiasm, along with significant improvements in concentration and focus during learning activities. Teacher reports confirmed that the use of Chromebook and Let's Read significantly enhanced students' motivation to read and explore picture stories. However, the study also identified challenges such as technical issues and curriculum adjustments. Despite these obstacles, the integration of technology in education demonstrated promising outcomes in increasing students' reading interest and literacy skills. This research concludes that the use of Chromebook and Let's Read application can create a more engaging and effective learning environment, fostering active student participation in reading activities. The findings emphasize the importance of leveraging technology in elementary education to cultivate sustainable reading habits and improve literacy outcomes.

Measuring Learning Outcomes of Integer Arithmetic Operations through E-MoBil Media in Primary Education

Yanuar Puji Rahayu — 2024-08-25

The ability of Indonesian students to solve math exam questions, particularly in integer arithmetic operations, remains a challenge, indicating incomplete mastery of mathematical concepts. This study aims to test the construct validity and reliability of a learning outcome scale for integer arithmetic operations in AKM numeracy for fifth-grade elementary school students through the development of E-MoBil media based on Flip PDF Professional. The development method used follows Borg & Gall's model but focuses on nine key steps: information gathering, planning, initial product development, preliminary field testing, initial product revision, main field testing, product revision, operational field testing, and final product revision. The primary data collection instrument was a questionnaire, analyzed using confirmatory factor analysis with LISREL 8.80 software. The results show that the developed learning outcome scale meets the criteria for model fit, convergent validity, discriminant validity, and construct reliability. These findings demonstrate that the E-MoBil media developed using Flip PDF Professional is effective in enhancing students' understanding of integer arithmetic operations and is suitable for use in learning activities. This study provides significant contributions to the development of technology-based learning evaluation tools to improve elementary students' numeracy literacy.

Validating Educational Game Development to Foster Learning Motivation in Elementary School Students

Shofie Putriningtyas — 2025-01-08

One of the causes of low student learning motivation is the lack of engaging and need-based instructional media developed by teachers for specific subjects. Educational games can foster intrinsic motivation by stimulating students' curiosity, thereby supporting the teaching and learning process in formal educational environments. This study aims to analyze the validity of an educational game developed to enhance students' learning motivation through a validity test. The development process employed the Research and Development (R&D) model recommended by Borg and Gall. Data collection instruments included validation sheets from media, material, and language experts, a media usage guidebook, observation guidelines for media implementation in learning, interview guidelines for teachers and students, and a student motivation instrument. The data analysis technique used was descriptive quantitative analysis. The validity test results indicated that the media's validity level was categorized as good. The product quality category from the instrument experts showed a score of 0.785. Since the Cronbach's Alpha value was 0.785, which is greater than 0.60, it can be concluded that the reliability test was deemed reliable. Therefore, the educational game developed is considered feasible and effective for improving students' learning motivation in elementary schools.

Enhancing Prospective Elementary School Teachers' 4C Skills: Instrument Development in the Context of Materials and Changes Lecture

Yusup Maulana — 2024-08-25

This research is driven by the urgent need to ensure that prospective elementary school teachers possess adequate 4C skills (Communication, Collaboration, Critical Thinking, and Creativity) to meet the challenges of 21^st-century education, particularly in the context of materials and changes lectures. The purpose of this study was to develop and validate a 4C skills instrument for prospective elementary school teachers in lectures on the topic of matter and its changes. The approach used was quantitative with a survey design involving 400 elementary school teacher education students in Indonesia. The sample selection was based on simple random sampling technique. Findings from the PLS-SEM analysis of the measurement model showed that the convergent validity test value through factor loading for communication skills (CMC), collaboration (CLB), critical thinking (CTC), creativity (CTV), and lecturer assignments (C) showed values greater than 0.6 and and the Average Variance Extracted (AVE) value showed values greater than 0.5. The Reliability test value through the composite Reliability (CR) value for each variable shows a value greater than 0.7 and the Cronbach's Alpha value shows a value greater than 0.6. Based on this value, the instrument is declared valid and reliable so that the instrument can be used.