Jurnal ini membahas tentang hal-hal yang terkait dengan bidang Ke SD an. Beberapa hal yang menjadi bahan kajian dalam jurnal ini yakni metode pembelajaran, model pembelajaran, Teknologi pembelajaran, media pembelajaran, majanemen sekolah, bahan ajar sekolah dasar. Jurnal ini diterbitkan 6 kali dalam setahun yaitu pada bulan Februari, April, Juni, Agustus, Oktober, dan Desember.
Strategi Manajemen Kelas Guru dalam Mewujudkan Pembelajaran Joyful Learning di Sekolah Dasar
This study aims to examine teachers' classroom management strategies in realizing joyful learning in elementary schools. A qualitative approach was used with teachers and 23 fourth-grade elementary school students as subjects. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the interactive model of Miles and Huberman. The results showed that teachers implemented classroom management strategies through three integrated stages, namely a) planning, including the preparation of learning modules based on student needs, collaborative class agreements, varied methods and media, and light assessments, b) implementation, including managing the physical environment, enforcing rules with positive language, warm interactions, collaborative activities, utilizing digital media, and linking materials to real life, and c) evaluation, including continuous reflection, assessing the effectiveness of methods and media, identifying student needs, and designing solutions. This strategy actualizes the principles of joyful learning including enjoyable, student-centered, and collaboration and received positive responses from students in the form of a sense of comfort, enthusiasm, courage to participate, learning independence, and the ability to relate materials to everyday life. Obstacles encountered included time management, over-enthusiasm, differences in student abilities, group dynamics, and media limitations, which were overcome through adaptive solutions based on continuous reflection.
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Hubungan Minat Baca dan Penguasaan Kosakata dengan Kemampuan Membaca Pemahaman
Studi ini dirancang untuk mengkaji keterkaitan antara minat baca dan penguasaan kosakata terhadap kemampuan membaca pemahaman dalam pembelajaran Bahasa Indonesia pada siswa kelas V di Gugus Tarumanegara dan Gugus Kartasura. Penelitian ini menggunakan pendekatan kuantitatif dengan desain penelitian korelasional. Populasi dalam penelitian ini mencakup seluruh siswa kelas V yang berada di Gugus Tarumanegara dan Gugus Kartasura, dengan pengambilan sampel dilakukan melalui pendekatan cluster sampling. Pengumpulan data dilakukan menggunakan angket untuk mengukur minat baca, tes untuk mengukur penguasaan kosakata dan kemampuan membaca pemahaman, serta dokumentasi sebagai data pendukung. Data dianalisis menggunakan statistik deskriptif dan uji prasyarat analisis yang berupa uji normalitas, uji linearitas, kemudian dilanjutkan dengan uji korelasi Pearson dan korelasi berganda. Temuan penelitian mengungkapkan bahwa: (1) terdapat hubungan positif dan signifikan antara minat baca dengan kemampuan membaca pemahaman (Sig < 0,05); (2) penguasaan kosakata turut menunjukkan korelasi positif dan signifikan terhadap kemampuan membaca pemahaman (Sig < 0,05); dan (3) secara bersama-sama, minat baca dan penguasaan kosakata memiliki hubungan yang positif dan signifikan dengan kemampuan membaca pemahaman pada pembelajaran Bahasa Indonesia siswa kelas V Gugus Tarumanegara dan Gugus Kartasura (Sig < 0,05). Hasil studi ini mengindikasikan adanya pola bahwa peningkatan minat baca dan penguasaan kosakata siswa sejalan dengan meningkatnya kemampuan membaca pemahaman yang mereka miliki.
Pengaruh Model SAVI Berbantuan Media Kotak Magnet Terhadap Keterampilan Proses Sains Kelas V SD
Science process skills (SPS) need to be developed from the elementary school level so that students are able to understand science concepts through direct scientific activities. This study aims to analyze the effect of the SAVI learning model assisted by magnetic box media on the science process skills of fifth-grade students on the topic of magnetism and its properties. This research employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The sample consisted of 35 students in both the experimental and control groups, selected through cluster random sampling. The SAVI model assisted by magnetic box media was implemented in the experimental group, while the control group used the STAD model assisted by video media. Data were collected through performance assessments and observations and were analyzed using an independent samples t-test and Cohen’s d. The results showed that the mean post-test score of the experimental group was 88.60, which was higher than that of the control group (78.94). The t-test result indicated a significance value of < 0.001 (p < 0.05), with an effect size of 1.69. These findings indicate that the SAVI learning model assisted by magnetic box media has a significant effect on students’ science process skills through active, concrete, and meaningful science learning
Kemampuan Pemecahan Masalah Materi Pecahan Senilai Ditinjau dari Pemahaman Konsep dan Adversity Quotient (AQ)
This study aimed to determine the relationship between conceptual understanding and Adversity Quotient (AQ) and the mathematical problem-solving ability regarding fractions among fourth-grade students in the Sriwijaya Kartasura Cluster. A quantitative approach with a correlational design was employed, using fourth-grade students from SDN schools in the Sriwijaya Kartasura Cluster as the research population. Data were collected using essay tests to measure conceptual understanding and problem-solving ability, and a questionnaire to measure Adversity Quotient (AQ). Data analysis was conducted using SPSS 27, utilizing Pearson Product-Moment correlation and multiple correlation techniques. The results revealed a positive and significant relationship between conceptual understanding and problem-solving ability (r = 0.666), a positive and significant relationship between Adversity Quotient (AQ) and problem-solving ability (r = 0.608), and a positive and significant relationship between conceptual understanding and Adversity Quotient (AQ) combined and problem-solving ability (R = 0.689). These findings indicate that better conceptual understanding and a higher Adversity Quotient (AQ) are associated with improved student ability to solve mathematical problems involving fractions.
Pengaruh Game-Based Learning berbantuan Wordwall Terhadap Pemahaman Konsep Materi Pecahan pada Peserta Didik Kelas IV Sekolah Dasar Gugus R.A. Kartini
This research focuses on the understanding of fraction concepts, which many fourth-grade elementary school students still struggle with due to the abstract nature of the subject and teacher-centered learning. The purpose of this study was to determine the effect of using a Game-Based Learning paradigm combined with Wordwall media on fourth-grade students' knowledge of fraction concepts. This research was conducted at Kartini Elementary School, Laweyan District, Surakarta City. This study used a quantitative approach, with a quasi experimental Unequal Control Group Design method. The samples were selected using cluster random sampling, consisting of an experimental group of 52 students who were taught using the Game-Based Learning model assisted by Wordwall and a control group of 50 students who received conventional instruction. Data were collected through a conceptual understanding test consisting of 20 multiple-choice questions. The data were analyzed using descriptive and inferential statistics, including the Kolmogorov–Smirnov normality test, Levene’s homogeneity test, balance test, and the Independent Samples t-test. The results showed that the experimental group achieved a higher mean posttest score (81.44) than the control group (70.70). The hypothesis testing also indicated a significance value of less than 0.05. The findings revealed that students conceptual understanding became clearly evident during the Wordwall gameplay stage, where students identified, matched, classified, and applied fraction concepts to solve game-based challenges. Therefore, the implementation of the Game-Based Learning model assisted by Wordwall had a significant effect and was more effective in improving fourth-grade elementary school students conceptual understanding of fractions than conventional learning.
Analisis Kesalahan Membaca dan Menulis Permulaan Ditinjau dari Aspek Fonetik dan Grafomotor pada Peserta Didik Kelas I Sekolah Dasar
Here is the English translation suitable for an academic abstract: This study was motivated by various early reading and writing errors found among first-grade elementary school students. It aimed to describe early reading errors from a phonetic perspective and early writing errors from a graphomotor perspective. This study employed a descriptive qualitative approach involving 21 first-grade students and their teacher. Data were collected through four observation sessions, semi-structured interviews, diagnostic tests, and document analysis, with data validity established through technique triangulation. Data were analyzed using the Miles and Huberman interactive model. The findings revealed four types of early reading errors: substitution, the most dominant error involving consonant and vowel sound replacement; omission, involving the deletion of sounds in medial and final positions; addition, involving unnecessary sound insertion; and distortion, which occurred only in a student with speech developmental difficulties. Early writing errors included ten graphomotor aspects, with inconsistent letter size and poor spacing being the most dominant, while poor margin alignment, faulty letter joins, and unsteady trace were very low. These findings highlight the need to strengthen phonetic-based instruction and the use of concrete graphomotor learning aids to improve students’ early literacy skills
Peningkatan Pemahaman Konsep IPAS Keanekaragaman Hayati melalui Model Make a Match Kelas IV Sekolah Dasar
Conceptual understanding is an important skill in science learning because it helps students understand the material meaningfully. The observation results show that the conceptual understanding of fourth-grade students of Wirogunan 01 Public Elementary School on biodiversity material is still low, with the percentage of pre-action completion only being 47.06%. This study aims to improve the understanding of the concept of science on biodiversity material through the application of the Make a Match learning model. This study is a Classroom Action Research (CAR) which is carried out in two cycles by following the stages of planning, implementation, observation, and reflection. The research subjects consisted of teachers and 17 fourth-grade students of Wirogunan 01 Public Elementary School. Data were collected through tests, observations, interviews, and document analysis, then analyzed using descriptive quantitative and qualitative analysis techniques. The results of the study showed that the application of the Make a Match model can improve students' conceptual understanding, which is indicated by an increase in the percentage of learning completion in each cycle, namely from 58.82% in cycle I meeting 1 to 64.71% in cycle I meeting 2, then increasing to 70.59% in cycle II meeting 1 and reaching 88.24% in cycle II meeting 2. This increase was also followed by an increase in the average value of students from 66.85 in the pre-action stage to 82.15 in cycle II meeting 2. These findings indicate that the Make a Match model can be an alternative learning method to improve the understanding of the concept of science on biodiversity material in elementary schools.
Keaktifan Belajar Pendidikan Pancasila dalam Pembelajaran Kooperatif Tipe Jigsaw Kelas V Sekolah Dasar
Keaktifan belajar merupakan aspek penting dalam Pendidikan Pancasila karena mencerminkan keterlibatan perilaku, kognitif, dan emosional siswa sepanjang proses pembelajaran. Namun, tingkat keaktifan belajar di kalangan siswa sekolah dasar masih relatif rendah, sehingga menyoroti kebutuhan akan model pembelajaran yang mendorong partisipasi siswa yang lebih aktif. Penelitian ini bertujuan untuk menguji pengaruh model pembelajaran kooperatif Jigsaw terhadap keaktifan belajar siswa kelas lima sekolah dasar dalam Pendidikan Pancasila. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi-eksperimental dengan desain kelompok kontrol non-ekuivalen. Partisipan terdiri dari 26 siswa kelas lima dari SDN Tempel sebagai kelompok eksperimen, yang menerima pengajaran melalui model pembelajaran kooperatif Jigsaw, dan 28 siswa kelas lima dari SDN Banyuanyar 3 sebagai kelompok kontrol, yang diajar menggunakan model Pembelajaran Berbasis Masalah (PBL). Data dikumpulkan melalui kuesioner dan observasi kelas dan dianalisis menggunakan statistik deskriptif dan inferensial, termasuk uji t sampel independen. Hasil penelitian menunjukkan bahwa kelompok eksperimen mencapai nilai rata-rata posttest yang lebih tinggi (66,13) dibandingkan kelompok kontrol (59,78). Selanjutnya, uji hipotesis menghasilkan nilai signifikansi 0,001 (p < 0,05), yang menunjukkan perbedaan signifikan secara statistik antara kedua kelompok. Kelompok eksperimen juga menunjukkan nilai yang lebih tinggi pada dimensi perilaku, kognitif, dan emosional dari keaktifan belajar. Temuan ini menunjukkan bahwa model pembelajaran kooperatif Jigsaw memiliki pengaruh positif terhadap keaktifan belajar siswa dan dapat berfungsi sebagai alternatif pembelajaran yang efektif untuk mendukung implementasi Kurikulum Merdeka dalam Pendidikan Pancasila tingkat dasar.
Strategi Implementasi 7 Kebiasaan Anak Indonesia Hebat dalam Pembentukan Karakter Disiplin Murid Sekolah Dasar
Teaching good character is very important in elementary school because kids are just starting to learn how to study, care about others, and take charge of their own behavior. The "7 Habits of Great Indonesian Children" program offers a real-life approach that fits into students' everyday routines.It teaches habits like waking up early, praying, exercising, eating healthy and balanced food, loving learning, being involved in the community, and going to bed on time. This study looks at the methods that teachers and schools use to carry out the “7 Habits of Great Indonesian Children” program, with the goal of helping young students develop good behavior and self-discipline. This study used a descriptive qualitative method and focused on a case study at an integrated Islamic primary school in Kartasura. Data was gathered by talking to the principal and fourth-grade teachers, and by watching and writing down the activities that help form habits. Data validity was checked using multiple sources and different research methods. Data analysis was done by collecting data, simplifying it, showing the results, and making conclusions. The study shows that the strategies used to implement the program involved teachers leading by example, repeating activities to help students build habits, encouraging students with motivation and praise, providing extra support to those who needed it, and working together with parents through frequent communication and meetings between teachers and parents. This approach helps students stay disciplined because the values they learn are not just rules, but are shown through caring actions and consistent habits. This study shows that it's important for schools, teachers, and families to work together so that developing strong, disciplined character in students becomes more effective and long-lasting.
Pengaruh Media Story dice terhadap Keterampilan Menulis Cerita Pendek Peserta didik Sekolah Dasar
Elementary school students' short story writing skills still face obstacles in idea development, plot structuring, completeness of story elements, and written language usage. This study aims to determine the effect of Story Dice media on short story writing skills in Indonesian language learning for fourth-grade elementary school students. This study employed a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The research sample comprised 50 students, consisting of 25 students in the experimental group and 25 students in the control group. The experimental group received instruction using Story Dice media, while the control group used series pictures. Data were collected through short story writing tests consisting of a pretest and a posttest, then analyzed using an independent samples t-test assisted by IBM SPSS Statistics Version 25. The results showed that the posttest mean score of the experimental group was 70.4432, higher than that of the control group at 59.7224. The hypothesis testing yielded a t value of 4.625 with a significance level of 0.000 < 0.05. Thus, Story Dice media significantly affects students' short story writing skills. The study's implications indicate that Story Dice media can be utilized as an alternative visual medium in short story writing instruction.
Model Jigsaw Menggunakan Pendekatan Deep Learning Terhadap Kepercayaan Diri Siswa Sekolah Dasar
Self-confidence is a crucial aspect supporting student engagement during learning. However, the learning process is still dominated by teachers, resulting in students being less confident in expressing their opinions and participating actively. The purpose of this study was to determine the effectiveness of the Jigsaw model using a Deep Learning approach on student self-confidence in fifth-grade science learning in elementary school. The researchers applied a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The study sample consisted of 59 students, with 33 students in the experimental class and 26 students in the control class. Data were collected through a self-confidence test in the form of a Situational Judgment Test (SJT), observation sheets, and documentation. Data were then analyzed using an Independent Samples t-test using IBM SPSS Statistics 25. The experimental class achieved a higher average posttest score of 93.64 compared to the control class of 86.00. Based on the results of the hypothesis test, this difference was declared significant with a t-value of 8.151 with a significance level of 0.000 (<0.05). Thus, the Jigsaw model using a deep learning approach has an impact on student self-confidence. The implications of this discussion clarify that the Jigsaw model using a deep learning approach is an effective learning alternative for developing student self-confidence in science learning.
Pengaruh Model Problem Based Learning Berbasis Ecopedagogy terhadap Environmental Awareness Peserta Didik Kelas IV Sekolah Dasar
This study aims to determine the effect of Problem Based Learning model based on Ecopedagogy on Environmental awareness of fourth-grade elementary school students at Gugus Sriwijaya Kartasura. This study used a quasi-experimental method with a Nonequivalent Pretest-Posttest Control Group Design. The sample consisted of 37 students: 20 students in the experimental class (IVA SDN Pucangan 04) and 17 students in the control class (IVB SDN Pucangan 04). Environmental awareness was measured using a Situational Judgement Test (SJT) instrument consisting of 22 valid scenarios focusing on the affective dimension, which includes indicators of environmental concern, sensitivity, empathy, responsibility, and appreciation of nature. The results showed that the experimental class obtained a posttest mean of 77.50, while the control class obtained 65.24, with a difference of 12.26 points. Mann-Whitney U analysis showed U = 330.500 with a significance value of 0.000 < 0.05, so H₀ was rejected. The gain score analysis showed that the experimental class obtained an average gain score of +2.00, while the control class obtained -4.18. These results indicate that the Problem Based Learning model based on Ecopedagogysignificantly influences the affective dimension of Environmental awareness of fourth-grade elementary school students
Model Quantum Teaching Berpendekatan TANDUR sebagai Strategi Mendorong Keaktifan Peserta Didik pada Mata Pelajaran Pendidikan Pancasila
This study aims to analyze the implementation of the Quantum Teaching model using the TANDUR principles in Pancasila Education instruction in the fourth grade at SD N Madyotaman, examine students' active participation, and identify the factors that support and hinder its implementation. The study employed a qualitative approach using a holistic single-case study method. Data were collected through participatory observation, in-depth interviews, and documentation. The results indicate that all six stages of TANDUR (Nurture, Experience, Name, Demonstrate, Repeat, Celebrate) were implemented systematically and consistently. Student active participation showed a high level across six of the seven indicators of engagement. Supporting factors included student motivation, teacher competence, and parental involvement. Barriers included time constraints and teachers' administrative workload.
Peningkatan Pemahaman Konsep Energi melalui Model Discovery Learning pada Siswa Kelas III Sekolah Dasar
Conceptual understanding is a key competency that must be developed in science learning at the elementary school level, so that students are able to understand and relate concepts to everyday life. However, learning outcomes on energy material in grade III of SDN Kartasura 04 indicate that the level of students' conceptual understanding still does not meet the specified mastery target. This study was conducted to improve the understanding of energy concepts through the application of the Discovery Learning model in grade III elementary school students. This study applies the CAR method which is implemented through two cycles. Each cycle consists of the stages of planning, action implementation, observation, and reflection. The subjects in this study were grade III students. Data collection was carried out through tests, observations, interviews, and documentation. The data obtained were then analyzed using quantitative and qualitative descriptive approaches. The results of the study showed an increase in understanding of energy concepts after the Discovery Learning model was implemented. The average student score increased from 70.59 in the initial stage to 76.76 in cycle I and again increased to 81.47 in cycle II. In addition, the percentage of classical completion also increased, from 47.06% in the pre-action to 70.59% in cycle I and reaching 82.35% in cycle II, thus meeting the established success indicators. Based on these findings, the Discovery Learning model can be used as an alternative learning method to support the improvement of understanding of energy concepts in elementary school students.
Pengaruh Penggunaan Model PJBL terhadap Kemampuan Berpikir Kreatif pada Kelas IV SD Gugus Ki Hajar Dewantara
Creative thinking is a crucial competency in 21st-century education, essential for generating innovative solutions. However, the creative thinking skills of elementary school students in Natural and Social Sciences (IPAS) lessons remain relatively low. This study aimed to analyze the impact of the Project-Based Learning (PjBL) model on the creative thinking skills of fourth-grade elementary school students. A quantitative approach was employed using a quasi-experimental design—specifically, a non-equivalent control group design—involving 48 students from the Ki Hajar Dewantara Cluster. Creative thinking skills were assessed using essay tests administered before and after the intervention. Data were analyzed using descriptive statistics and an independent sample t-test. The results showed an increase in creative thinking skills in the experimental class from 38.88 to 61.64, while the control class improved from 36.52 to 58.09. These findings indicate that the PjBL model is effective in enhancing students' creative thinking skills, making it a suitable approach for active, contextual, and student-centered IPAS instruction.
Model Discovery Learning Berbantuan Baamboozle: Solusi Membangun Pemahaman Konsep Matematika Peserta Didik
An understanding of mathematical concepts is a fundamental competency that students must possess as a foundation for learning mathematics. However, instruction that remains dominated by lecture-based methods leads to students being less active, causing them to struggle with understanding decimal fractions. This study aims to analyze the effect of applying the Discovery Learning model aided by the Baamboozle media on the understanding of mathematical concepts regarding decimal fractions among fourth-grade elementary school students in the Sriwijaya Cluster, Kartasura District. The study employed a quasi-experimental approach using a pretest-posttest control group design. The experimental group received instruction using the Discovery Learning model supported by the Baamboozle media, while the control group followed conventional instruction. Research data were obtained through an essay test developed based on five indicators of conceptual understanding and analyzed using an Independent Samples t-test. The results showed a significant difference between the two groups with a significance value of 0.001 (p < 0.05). The average posttest score for the experimental group reached 83.65, higher than that of the control group, which scored an average of 68.90. In addition, all indicators of conceptual understanding showed improvement in the experimental group, with the most notable improvement observed in the ability to identify examples and non-examples of a concept.
Computational Thinking dan Self-Efficacy dalam Kemampuan Pemecahan Masalah Matematika pada Materi Penyajian Data
This study intend to decide the relationship between computational thinking and self-efficacy with mathematical problem-solving ability in data presentation materials. The study used a quantitative correlational approach. The study population was 194 fourth-grade students of elementary schools in the Jenderal Sudirman Boyolali cluster, with a sample of 74 students obtained through probability sampling techniques with cluster sampling. Data were collected using computational thinking tests and mathematical problem-solving abilities as well as self-efficacy tests, then analyzed using Product Moment correlation and multiple correlations. The outcomes showed a very strong positive and significant relationship between computational thinking and mathematical problem-solving abilities (r = 0.821; p < 0.001), a strong positive and significant relationship between self-efficacy and mathematical problem-solving abilities (r = 0.776; p < 0.001), and a very strong positive and significant relationship between computational thinking and self-efficacy together with mathematical problem-solving abilities (R = 0.881; p < 0.001). It is concluded that computational thinking and self-efficacy have a relationship with mathematical problem-solving abilities both separately and together.
Analisis Kemampuan Menulis Teks Deskripsi Peserta Didik Kelas IV Sekolah Dasar
Writing skills are an important language skill for elementary school students to master. One form of writing skill taught in upper grades is writing descriptive texts. However, students still face difficulties with the linguistic conventions of descriptive texts. This issue highlights the importance of conducting an in-depth analysis of students’ ability to write descriptive texts to serve as a basis for improving writing instruction. This study aims to describe the ability of fourth-grade elementary school students to write descriptive texts about objects, places, and events based on the indicators of descriptive writing skills. The study employed a descriptive qualitative approach. Data were collected through documentation of students’ descriptive texts about objects, observations, and interviews with fourth-grade teachers. The results indicate that all students were able to describe objects based on the scope element. Regarding the text structure indicator, most students were able to write a title, a general overview, and a description of parts, but were not yet able to write a conclusion. Regarding the language conventions indicator, students still struggled with the use of capital letters, punctuation, and coherence between paragraphs. This indicates that students’ ability to write descriptive texts about objects is relatively good in terms of content but still requires further understanding in terms of structure and language conventions
Hubungan Regulasi Diri dalam Belajar dan Kemampuan Pemecahan Masalah Siswa Sekolah Dasar pada Materi Ekosistem
This study aims to prove a positive correlation between self-regulated learning and problem-solving ability on ecosystem material, as well as to measure the magnitude of its contribution among fifth-grade students of SDN Se-Gugus Tarumanegara. The study is motivated by the still-weak problem-solving ability of students regarding ecosystem material, as reflected in learning outcomes that remain below the minimum competency standard (KKM), as well as students' weak self-regulation in managing their own learning process independently. The research subjects were 106 fifth-grade students from three elementary schools (SDN Ngadirejo 01, SDN Gumpang 01, and SDN Kartasura 07), selected through cluster random sampling from a population of 143 students of SDN Se-Gugus Tarumanegara in the 2025/2026 academic year. The instruments used were a Situational Judgment Test (SJT) to measure self-regulated learning and a Polya-based essay test to measure problem-solving ability. Data analysis techniques included the Pearson Product Moment correlation test, simple linear regression analysis, and the coefficient of determination, assisted by SPSS version 27. The results revealed a significant positive relationship between self-regulated learning and problem-solving ability (r = 0.429; p < 0.001) with a moderate strength of association, in which self-regulated learning contributed 18.4% to students' problem-solving ability. The majority of students' self-regulated learning levels fell in the moderate category (73.58%), as did their problem-solving ability (65.09%). This study implies that the development of students' self-regulation in cognitive, motivational, and behavioral aspects needs to be integrated into IPAS learning through the presentation of contextual problems that encourage students to plan, monitor, and evaluate their own learning process independently.
Peran Guru Dalam Menumbuhkan Empati Peserta Didik Untuk Mencegah Perilaku Bullying di Sekolah Dasar
Bullying verbal masih menjadi salah satu permasalahan yang masih terjadi di lingkungan sekolah dasar dan memiliki dampak pada perkembangan sosial maupun emosional peserta didik. Salah satu upaya yang dapat dilakukan untuk mencegah terjadinya perilaku Bullying verbal adalah dengan menumbuhkan sikap empati pada peserta didik. Dalam proses tersebut, guru memiliki peran penting karena berhubungan secara langsung dengan peserta didik melalui berbagai kegiatan pembelajaran maupun aktivitas sehari-hari di sekolah. Penelitian ini bertujuan untuk mendeskripsikan peran guru dalam menumbuhkan empati peserta didik untuk mencegah perilaku Bullying verbal di SD Negeri Tegalrejo Surakarta. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data penelitian dikumpulkan melalui observasi, wawancara, dan dokumentasi. Informan dalam penelitian meliputi guru serta peserta didik yang pernah terlibat dalam kasus Bullying sebagai pelaku, korban, maupun saksi. Keabsahan data diuji menggunakan triangulasi sumber dan triangulasi teknik, sedangkan analisis data dilakukan dengan model Miles dan Huberman yang mencakup tahap pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru berperan sebagai teladan, pembimbing, fasilitator, dan motivator dalam menumbuhkan empati peserta didik. Peran tersebut terwujud melalui pemberian contoh perilaku positif, pendampingan dalam penyelesaian konflik, menyediakan kesempatan bagi peserta didik untuk berinteraksi dan beBullying sama, serta pemberian dukungan dan apresiasi. Temuan penelitian menunjukkan bahwa berbagai peran yang dilakukan guru mampu mendorong sikap saling menghargai, kepedulian terhadap sesama, serta kemampuan memahami perasaan orang lain sehingga dapat membantu mencegah terjadinya perilaku Bullying di sekolah dasar.
Pengembangan Multimedia Interaktif Berbasis Articulate Storyline Pada Materi Kerajaan Hindu-Buddha Untuk Meningkatkan Pengetahuan Sejarah Peserta Didik Kelas IV Sekolah Dasar
Historical knowledge is a key learning outcome in the IPAS (Natural and Social Sciences) curriculum at the elementary school level, as it fosters an understanding of the chronological progression of past events and their relevance to daily life. However, mastering this material remains a challenge for some students. Consequently, there is a need for innovative interactive learning media to facilitate the learning process. This study focuses on developing interactive multimedia based on Articulate Storyline, specifically evaluating its feasibility, practicality, and effectiveness in enhancing students' historical knowledge. The research employs the Research and Development (R&D) method using the ADDIE model. Feasibility was determined through evaluations by subject matter, media, and language experts, while practicality was assessed via questionnaires completed by teachers and students. Effectiveness was measured by analyzing pre-test and post-test scores using the N-Gain test. The resulting interactive multimedia met all feasibility criteria—validity, practicality, and effectiveness. The use of this multimedia improved students' historical knowledge regarding Hindu-Buddhist kingdoms and fostered a more active and engaging learning environment. The findings indicate that the Articulate Storyline-based multimedia is a suitable learning medium for fourth-grade elementary school students.
Pengaruh Penggunaan Model Discovery learning Terhadap Self-efficacy Peserta Didik Pada Mata Pelajaran Pendidikan Pancasila
Efikasi diri merupakan keyakinan peserta didik terhadap kemampuannya dalam menyelesaikan tugas dan berpartisipasi aktif dalam pembelajaran. Rendahnya Efikasi diri pada mata pelajaran Pendidikan Pancasila mendorong perlunya penerapan model Discovery learning yang melibatkan peserta didik secara aktif. Penelitian ini bertujuan menganalisis pengaruh model Discovery learning terhadap Self-efisiensi peserta didik kelas V SD Negeri se-Kecamatan Jatipuro. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi eksperimen dan desain Nonequivalent Control Group Design . Sampel dipilih menggunakan teknik cluster random sampling . Data dikumpulkan melalui angket Self-Efficacy dan dianalisis menggunakan uji normalitas, homogenitas, uji keseimbangan, Independent Sample t-Test , effect size , dan N-Gain . Hasil Independent Sample t-Test memperoleh nilai signifikansi 0,018 (<0,05), yang menunjukkan adanya pengaruh signifikan model Discovery learning terhadap Self-efisiensi peserta didik. Nilai effect size sebesar 0,905 termasuk kategori besar, sehingga model Discovery learning memberikan pengaruh yang kuat terhadap peningkatan Self-efisiensi . Hasil N-Gain menunjukkan peningkatan Self-Efficacy pada kelas eksperimen sebesar 0,583 lebih tinggi dibandingkan kelas kontrol sebesar 0,499, yang mengindikasikan bahwa Discovery learning lebih efektif dibandingkan pembelajaran konvensional. Dengan demikian, model Discovery learning dapat menjadi alternatif pembelajaran untuk mendukung pengembangan Efikasi diri peserta didik pada mata pelajaran Pendidikan Pancasila di sekolah dasar
Kepercayaan Diri dalam Komunikasi Sains sebagai Proyeksi Keterampilan Argumentasi Ilmiah Mahasiswa PGSD
Pembelajaran sains abad ke-21 menuntut mahasiswa PGSD sebagai calon pendidik memiliki kemampuan komunikasi sains dan argumentasi ilmiah yang kokoh. Namun, rendahnya keterampilan argumentasi ilmiah yang bersifat berbasis bukti masih menjadi kendala nyata di lapangan. Penelitian kuantitatif korelasional ini melibatkan 132 mahasiswa PGSD angkatan 2024 yang dipilih menggunakan teknik probability sampling. Data self confidence dalam komunikasi sains (Variabel X) dikumpulkan melalui Situational Judgement Test (SJT), sedangkan data scientific argumentation skills (Variabel Y) diukur menggunakan tes uraian berbasis Claim, Evidence, and Reasoning (CER) yang disebarkan secara daring via Google Form. Temuan penelitian mengindikasikan adanya korelasi positif dan signifikan antara tingkat kepercayaan diri dalam komunikasi sains dengan kualitas keterampilan argumentasi ilmiah mahasiswa. Data menunjukkan bahwa penguasaan self confidence yang optimal berbanding lurus dengan kemampuan menyusun klaim yang disertai bukti logis. Hasil penelitian memberikan interpretasi signifikan bahwa penguatan aspek psikologis, khususnya rasa percaya diri dalam mengomunikasikan sains, merupakan fondasi krusial yang harus diintegrasikan dalam kurikulum pencetakan guru sekolah dasar demi meningkatkan literasi sains.
Penggunaan Metode Survey, Question, Read, Recite, Review (SQ3R) Terhadap Kemampuan Membaca Interpretatif Bahasa Indonesia
Elementary school students' interpretive reading ability is still relatively low, characterized by difficulties in understanding implied meanings, drawing conclusions, and interpreting the content of reading in depth. This condition is also found in fourth-grade elementary school students in the Karangpandan District II Assistance Area, which shows low achievement of Indonesian language learning outcomes and the still dominant use of learning methods that do not train active and systematic reading skills. This study aims to determine the effect of the use of the Survey, Question, Read, Recite, Review (SQ3R) method on the Indonesian interpretive reading ability of fourth-grade elementary school students in the Karangpandan District II Assistance Area. This study uses a quantitative approach with an experimental method that was carried out in the even semester of the 2025/2026 academic year. Research data were obtained through an interpretive reading ability test instrument given before and after treatment. The SQ3R method is implemented through the stages of survey, question, read, recite, and review to encourage more active, directed, and meaningful reading activities. The results of the study are expected to show a positive effect of the use of the SQ3R method on improving students' interpretive reading ability. The implications of this research are expected to be an alternative literacy learning strategy in Indonesian language learning and support the implementation of the Independent Curriculum in elementary schools.
Problem Based Learning Berbantuan Augmented Reality untuk Mengembangkan Kemampuan Metakognitif pada Materi Sistem Pencernaan Kelas V Sekolah Dasar
Metacognitive ability is an important skill that needs to be developed in elementary school students to support an effective learning process. However, students' metacognitive ability is still relatively low due to teacher-centered learning and the use of less interactive media. This study aims to determine the effectiveness of the Problem Based Learning (PBL) model assisted by Augmented Reality (AR) media on students' metacognitive abilities in the digestive system material for fifth grade elementary school students. The study used a quasi-experimental method with a Nonequivalent Control Group Design involving an experimental group and a control group. Data were collected through tests, observations, and documentation, then analyzed using statistical tests. The results showed that students who participated in learning using AR-assisted PBL had better metacognitive abilities than students who participated in conventional learning. Improvements were seen in the aspects of planning, monitoring, and evaluating the thinking process. These findings indicate that the integration of PBL and AR can be an effective learning alternative to develop elementary school students' metacognitive abilities.
Peningkatan Kemampuan Numerasi Siswa Melalui Model Problem-Based Learning Pada Pembelajaran Matematika
The low numeracy skills of students in the material of subtraction of whole numbers in grade III of SD Negeri Pabelan 02 Kartasura is the background of this research, which is caused by learning that is still teacher-centered and students' difficulties in understanding borrowing techniques and story problems. This two-cycle Classroom Action Research (CAR) aims to describe the application of the Problem-Based Learning (PBL) model in improving students' numeracy skills. The research subjects involved 36 grade III students of the 2025/2026 academic year. Data were collected through tests, observations, interviews, and documentation, which were then validated by triangulation of sources and techniques, then analyzed qualitatively (Miles and Huberman model) and quantitatively. The results of the study showed a significant increase in numeracy skills, where the class average score increased from 74 in the pre-cycle, to 76.69 in cycle I, and reached 82.08 in cycle II. In line with that, the percentage of classical learning completion jumped from 63.89% in the pre-cycle, increasing to 80.56% in the first cycle, and reaching 88.89% in the second cycle, which means it has exceeded the success indicator of 80%. The implications of this study indicate that the application of a contextual problem-based learning model can increase students' active involvement and numeracy skills, so it can be used as a recommendation for an innovative mathematics learning strategy for teachers in elementary schools.
Penerapan Model Game Based Learning Berbantuan Wordwall terhadap Hasil Belajar IPAS Peserta Didik Sekolah Dasar
This study aims to examine the effect of the Wordwall-assisted Game-Based Learning model on the IPAS learning outcomes of fourth-grade elementary school students in the Serengan District, Surakarta. The study employed a quantitative approach using a non-equivalent control group design. The sample was selected via cluster random sampling, with the experimental group utilizing the Wordwall-assisted Game-Based Learning model and the control group utilizing Contextual Teaching and Learning. Data were collected through tests and observations and analyzed using prerequisite tests, the Independent Sample T-Test, and N-Gain analysis. Prerequisite test results indicated that the data were normally distributed and homogeneous, and that the initial abilities of both groups were balanced. The Independent Sample T-Test results showed a t-value of 3.482 (exceeding the t-table value of 1.982) and a significance level of <0.001 (below 0.05), leading to the rejection of the null hypothesis (H0). The N-Gain score for the experimental class was 0.4845 (moderate), whereas the control class scored 0.1819 (low). Thus, the Wordwall-assisted Game-Based Learning model has an effect on students' IPAS learning outcomes.
Efektivitas Penggunaan Google Earth terhadap Peningkatan Kemampuan Spasial Siswa Sekolah Dasar
Spatial ability is a fundamental cognitive capacity that enables elementary school students to understand the position, direction, distance, and physical characteristics of geographical areas, particularly in science and social studies (IPAS) learning involving map-related content. However, instructional practices that continue to rely on conventional media, such as printed images and static maps, are considered less effective in developing this ability. This study aimed to examine whether the use of Google Earth as a learning medium significantly improves the spatial ability of fifth-grade students at SD 1 Al-Islam Surakarta. Methods: This study employed a quantitative approach using a quasi-experimental design involving 41 students, consisting of an experimental group (20 students) that received instruction using Google Earth and a control group (21 students) that learned through conventional media. Both groups completed pre-tests and post-tests to measure their spatial ability. The data were analyzed using an Independent Samples t-test and the N-Gain test. Results: The mean post-test score of the experimental group (77.450) was higher than that of the control group (67.476), with a statistically significant difference (p < .001). Furthermore, the N-Gain analysis indicated that the experimental group achieved a moderate level of improvement (0.379), whereas the control group demonstrated a low level of improvement (0.137). These findings suggest that Google Earth is an effective instructional medium for enhancing elementary school students' spatial ability and can serve as a more contextual, visual, and interactive alternative for IPAS instruction. Nevertheless, since the observed improvement remained within the moderate category, further optimization of its implementation is recommended to maximize learning outcomes.
Penerapan Problem Based Learning untuk Meningkatkan Pemahaman Konsep Siklus Hidup Makhluk Hidup
This study was conducted to describe the implementation of the Problem-Based Learning (PBL) model as an effort to improve the understanding of the concept of living things' life cycles among third-grade students at SDN Pabelan 02 during the 2025/2026 academic year. The study employed the Classroom Action Research (CAR) method, based on the Kemmis and McTaggart model, and was carried out over two learning cycles. Thirty-six students served as the research subjects. Data were collected through observation, interviews, testing, and documentation. Data validity was verified using source and technique triangulation. The findings reveal that the implementation of PBL successfully improved students' understanding of the concepts being studied. The average learning outcome score rose from 70.42 at the initial stage to 76.31 in Cycle I, and further increased to 80.49 in Cycle II. The percentage of classical learning mastery also increased from 44.44% to 66.66%, eventually reaching 83.33%. This improvement occurred because students were actively engaged in learning activities involving problem-solving, group discussions, inquiry, and the presentation of their findings. Therefore, the PBL model proved effective in enhancing elementary school students' understanding of the concept of living things' life cycles.
Implementasi Media Diorama untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Kelas V Sekolah Dasar
This study aims to (1) describe the steps in implementing diorama media to improve the critical thinking skills of fifth-grade students at Al-Hilal Islamic Elementary School, Kartasura, and (2) improve students' critical thinking skills in Natural and Social Sciences (IPAS) learning on the topic of ecosystems and Indonesia's natural wealth. Prior studies on diorama media have largely focused on pure science subjects, general learning outcomes, or psychological factors such as learning independence and reading interest, leaving a gap in research that specifically measures elementary students' critical thinking skills based on Facione's six indicators through diorama media in an integrated IPAS context. This research is a Classroom Action Research (CAR) following the Kemmis and Mc. Taggart model, conducted collaboratively with the classroom teacher across two cycles, each consisting of planning, action, observation, and reflection stages. The subjects were 21 fifth-grade students at Al-Hilal Islamic Elementary School, Kartasura, in the 2025/2026 academic year. Data were collected through observation, written tests, and documentation, with validity established through source and technique triangulation. Data were analyzed qualitatively using the Miles and Huberman interactive model and quantitatively through descriptive analysis. The results show that the implementation of diorama media improved teacher performance from the fair to the good category and increased student activity from the fair to the good category. Students' critical thinking skills also improved substantially from the pre-action stage through Cycle I to Cycle II, with the percentage of students achieving mastery ultimately exceeding the predetermined success indicator of 80%. It is concluded that diorama media effectively enhances fifth-grade students' critical thinking skills in IPAS learning, offering a concrete, contextual alternative to teacher-centered instruction in elementary science and social studies education.
Think Pair Share Berpendekatan Kontekstual Meningkatkan Keterampilan Kolaborasi Peserta Didik
Collaboration skills are a crucial 21st-century learning competency that needs to be fostered in students, aligning with the gotong royong (mutual cooperation) dimension of the Pancasila Student Profile (P5). In reality, however, the collaboration skills of elementary school students remain low, as evidenced by limited participation in discussions, role allocation, and group task completion. Addressing this issue, this study investigated the impact of implementing the Think-Pair-Share learning model—integrated with a contextual approach—on the collaboration skills of fourth-grade students regarding the topic of the area of 2D shapes. A quantitative approach with a quasi-experimental design was employed. Data were collected via a collaboration skills questionnaire and subsequently analyzed using prerequisite tests and an independent sample t-test for hypothesis testing. The results demonstrated an improvement in students' collaboration skills following the model's implementation, as it facilitated independent thinking, discussion, the exchange of ideas, and cooperative problem-solving. These findings indicate that the Think-Pair-Share model combined with a contextual approach holds potential as an alternative mathematics teaching strategy for developing collaboration skills among elementary school students.
Internalisasi Nilai Nasionalisme Dalam Pembelajaran Pendidikan Pancasila Pada Peserta Didik Sekolah Dasar
Internalization of nationalism values is one of the strategic goals of Pancasila Education in elementary schools. However, in practice, learning is often more oriented towards the cognitive aspect without addressing the dimensions of appreciation and behavior. This study aims to describe the process of internalizing nationalism values in Pancasila Education learning, the factors that support and hinder it, and the responses of students in grade IV of SD Islam Nurul Yaqin Pacitan. The research used a qualitative approach with a case study design. Informants consisted of one homeroom teacher of grade IV C and 22 students. Data were collected through observation, semi-structured interviews, and document review, then analyzed using the Miles and Huberman interactive model. The results indicate that the internalization of nationalist values occurs through three interrelated aspects: teacher strategies that integrate nationalist values into the material, namely (1) role modeling, and (2) habituation; active learning interactions through (1) group discussions, (2) questions and answers, and (3) collaboration; positive student responses, evident in attitudes of (1) tolerance, (2) mutual cooperation, (3) discipline, and (4) love of country. Supporting factors include a (1) religious-based school culture, (2) supporting infrastructure, and (30 active student participation. Inhibiting factors include (1) differences in student characteristics, (2) the influence of the outside environment, (3) uncontrolled use of social media, and (4) limited learning time. This research implies that the internalization of nationalist values requires a holistic, contextual, and sustainable approach involving the entire school ecosystem.
Efektivitas Pendekatan TaRL Menggunakan Model Case Based Learning terhadap Hasil Belajar Kognitif Berbasis Taksonomi SOLO
The cognitive learning outcomes of fifth-grade elementary school students in science are not optimal because learning is still dominated by note-taking and listening activities. This study aims to determine the effect of the Case Based Learning model integrated with the TaRL approach to cognitive learning outcomes in science, especially based on the SOLO Taxonomy. The method used in this study is Quasi Experimental with a Non-Equivalent Pretest-Posttest Control Group Design. The research subjects consisted of 47 students in the experimental class and 37 students in the control class. The research data were obtained through an essay test consisting of 5 questions and then analyzed through Independent Samples t-Test, N-Gain test, and Effect Size test. The results of the study showed an increase in cognitive learning outcomes in science based on the SOLO Taxonomy through the application of the Case Based Learning model integrated with the TaRL approach. The increase in learning outcomes in the experimental class was higher than in the control class, indicating that the application of the Case Based Learning model integrated with the TaRL approach can be used as one way to improve cognitive learning outcomes in science learning.
Praktik Prinsip Pembelajaran Mendalam Pada Pendidikan Alternatif Sekolah Dasar Alam Bengawan Solo
The demands of 21st-century education necessitate a shift from surface learning to deep learning, a transition articulated by the Ministry of Basic and Secondary Education through three pillars: mindful learning, meaningful learning, and joyful learning. However, research regarding the implementation of these concepts in nature-based alternative schools remains limited. This study aims to examine the implementation of deep learning and its three pillars at SD Alam Bengawan Solo, a school characterized by contextual learning. A qualitative approach with a descriptive case study design was employed. Data were collected through interviews, non-participant observation, and documentation, then analyzed using the Miles and Huberman interactive model, with data validity verified through source and technique triangulation. Deep learning at SD Alam Bengawan Solo is implemented through a process of understanding, applying, and reflecting. Mindful learning is realized through engagement and autonomy tailored to students' developmental stages; joyful learning is achieved through varied teaching methods and the use of nature as a learning space; and meaningful learning is fostered by linking subject matter to real-life experiences and integrating the nature school curriculum with the national curriculum. SD Alam Bengawan Solo represents an alternative education model that demonstrates the paradigm shift from surface learning to deep learning.
Analisis Nilai-Nilai Demokrasi dalam Pembelajaran Pendidikan Pancasila untuk Menumbuhkan Civic Skill
The cultivation of democratic values through Pancasila Education learning is a strategic effort to develop students’ civic skills from elementary school. This study aims to describe and analyze the implementation of democratic values in Pancasila Education learning to foster the civic skills of fourth-grade students at SDIT Al-Anis Kartasura. This study employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation, and then analyzed using the Miles and Huberman interactive model, which includes data condensation, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings indicate that democratic values were implemented through group discussions, deliberations, question-and-answer activities, presentations, and cooperation by integrating the values of tolerance, freedom of expression, consensus-based deliberation, cooperation, mutual respect, equality of rights, responsibility, and self-confidence. Intellectual skills developed through students’ ability to analyze and provide reasoning, participation skills through active involvement in discussions and deliberations, and communication skills through the ability to express opinions politely, listen to others, and respect differing opinions.
Penerapan Model Problem Based Learning Untuk Meningkatkan Motivasi dan Keaktifan Pada Mata Pelajaran Pendidikan Pancasila
Low student motivation and engagement in the Pancasila Education subject pose a challenge to achieving learning objectives. This situation is evidenced by students who lack focus, remain passive during lessons, and tend to rely on peers to concentrate on and comprehend the material explained by the teacher. This study aims to enhance student motivation and engagement through the implementation of the Problem-Based Learning (PBL) model. It is a collaborative Classroom Action Research (CAR) study conducted over two cycles, each comprising the stages of planning, action implementation, observation, and reflection. The subjects of the study were 28 fourth-grade elementary school students. Data collection techniques included observation, questionnaires, interviews, and documentation. Data analysis involved data collection, reduction, presentation, and conclusion drawing. Validity was established through source and technique triangulation. The results indicate that the implementation of the Problem-Based Learning model successfully improved student motivation and engagement. Evidence shows an increase in learning motivation from 44% in the pre-action stage to 57% in Cycle I and 76% in Cycle II. This is further supported by results from other research instruments, showing an increase from 70% in Cycle I to 83% in Cycle II. Additionally, student engagement levels rose from 43% in the pre-action stage to 66% in Cycle I and 83% in Cycle II. Based on these findings, it can be concluded that implementing the Problem-Based Learning model enhances motivation and engagement in the Pancasila Education subject for fourth-grade elementary school students.
Model Pembelajaran Discovery Learning menggunakan Pendekatan Pembelajaran Mendalam terhadap Kemampuan Berpikir Kritis Siswa Sekolah Dasar
This study was motivated by the low critical thinking skills of elementary school students, resulting from instructional designs that failed to optimally facilitate the development of critical thinking through meaningful learning. The study aimed to analyze the impact of the Discovery Learning model, utilizing a Deep Learning approach, on critical thinking skills. A quantitative method was employed using a quasi-experimental, non-equivalent control group design. The study population consisted of all fourth-grade students in the Matesih 2 School Cluster (Dabin 2), with the sample selected via simple random sampling. Research instruments included an essay test for critical thinking skills and an observation sheet. Data analysis encompassed normality and homogeneity tests, an independent sample t-test, and SmartPLS analysis. The results indicate that the Discovery Learning model using a Deep Learning approach had a significant effect on students' critical thinking skills (p < 0.001). The mean post-test score for the experimental class was 86.12, surpassing the control class score of 70.29. SmartPLS analysis revealed that each phase of the Discovery Learning model contributed to specific aspects of critical thinking skills: stimulation to interpretation, problem statement to analysis, data collection to inference, data processing to explanation, verification to evaluation, and generalization to self-regulation. Teachers can implement this model as an innovative alternative in Natural and Social Sciences (IPAS) instruction to foster critical thinking skills among elementary school students.
Pengembangan Board Game Berbasis Assemblr Edu untuk Pembelajaran Tata Surya di Sekolah Dasar
(1) Background: The Solar System material in Natural and Social Sciences (IPAS) learning at the elementary school level contains abstract concepts that are difficult to observe directly, causing students to often experience difficulties in understanding the material. This condition indicates the need for learning media that can present concepts in a more concrete, engaging, and interactive manner. This study aimed to develop an Assemblr Edu-based board game for Solar System material and to determine its validity, practicality, and effectiveness in improving students’ cognitive learning outcomes; (2) Method: This study employed a Research and Development (R&D) method using the Sukmadinata model, which consisted of a preliminary study stage including problem and needs analysis, a development stage including planning, development, validation, revision, limited and extensive trials, and a final product testing stage to determine the effectiveness of the product. Data were collected through observation, interviews, questionnaires, documentation, and tests. The effectiveness of the media was tested using a Non-Equivalent Control Group Design; (3) Results: The developed media obtained an average validity score of 4.70 from the media expert and 4.90 from the material expert, categorized as very good. The practicality of the media was demonstrated by positive responses from teachers and students. The effectiveness of the media was indicated by an increase in students’ mean scores from 52.77 on the pretest to 83.06 on the posttest, a 61% improvement in learning outcomes compared with the control group, and an effect size of 1.17, which falls into the high category.
Optimalisasi Hasil Belajar Kognitif IPA SD melalui Experiential Learning Berbasis Next Generation Science Standards (NGSS)
The low mastery of science concepts and cognitive learning outcomes among elementary school students remains a challenge that requires attention. Data from the 2024 Education Report indicate that literacy and numeracy achievement has not yet fully reached the expected competencies, highlighting the need to improve students’ cognitive abilities. This condition is further supported by field findings showing that science learning still predominantly relies on lecture-based methods, resulting in limited student engagement and difficulties in mastering abstract concepts. This study aims to examine the effect of the NGSS-based Experiential Learning model on students’ cognitive learning outcomes in science. The study employed a quantitative approach with a quasi-experimental design, involving an experimental class that received NGSS-based Experiential Learning instruction and a control class that received conventional instruction. The results showed that the NGSS-based Experiential Learning model had a significant effect on students’ cognitive learning outcomes in science, as indicated by a significance value of 0.001 (<0.05), an effect size of 0.944 (large effect), and an N-Gain score of 0.41 (medium category) in the experimental class, which was higher than that of the control class. Therefore, the implementation of the NGSS-based Experiential Learning model had a significant effect on improving students’ cognitive learning outcomes while supporting the development of deeper and more meaningful conceptual understanding.
Perencanaan pembelajaran berdiferensiasi pada mata pelajaran bahasa Indonesia fase C berbantuan canva
Pembelajaran berdiferensiasi dalam Kurikulum Merdeka menuntut guru merancang pembelajaran yang selaras dengan kebutuhan, minat, dan profil belajar peserta didik. Penelitian ini bertujuan mendeskripsikan perencanaan pembelajaran berdiferensiasi pada mata pelajaran Bahasa Indonesia Fase C berbantuan Canva. Penelitian ini menggunakan pendekatan kualitatif dengan jenis fenomenologi. Data diperoleh melalui wawancara, observasi, dan studi dokumen yang melibatkan guru serta peserta didik kelas V. Keabsahan data diuji melalui triangulasi sumber dan triangulasi teknik, sedangkan analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran diawali dengan pemetaan kebutuhan belajar peserta didik berdasarkan gaya belajar visual, auditori, dan kinestetik. Hasil pemetaan tersebut menjadi dasar penyusunan modul ajar, pemilihan media, serta perencanaan diferensiasi lingkungan belajar, proses, dan konten. Canva dimanfaatkan untuk merancang media pembelajaran berupa presentasi, video, poster, LKPD, soal interaktif, dan refleksi. Namun, aspek produk belum dirancang secara optimal karena peserta didik belum diarahkan untuk menghasilkan karya digital berbantuan Canva. Temuan ini menunjukkan bahwa Canva dapat mendukung perencanaan pembelajaran berdiferensiasi secara lebih terstruktur, adaptif, dan sesuai dengan kebutuhan belajar peserta didik, tetapi perlu penguatan pada perencanaan produk pembelajaran.
Peningkatan Keterampilan Kolaborasi Peserta Didik melalui Model Inquiry Terbimbing pada Pembelajaran IPAS
One of the 21st-century skills that needs to be developed among elementary school students is collaboration. The results of observations in Grade IV at SDN Nayu Barat 1 Surakarta showed that the students’ collaboration skills were relatively low, as indicated by limited participation in discussions, uneven task distribution, and low levels of responsibility in group work. This study aimed to describe the implementation of the Guided Inquiry learning model and improve students’ collaboration skills in the IPAS learning process on the topic of Changes in the State of Matter. This study employed Classroom Action Research conducted in two cycles, involving a teacher and 27 Grade IV students at SDN Nayu Barat 1 Surakarta in the 2025/2026 Academic Year. Data were collected through observation, interviews, and documentation. The results showed that the implementation of the Guided Inquiry learning model could improve students’ collaboration skills. The average collaboration skills increased from 58.36% in the pre-action stage to 71.34% in Cycle I and 81.29% in Cycle II. Classical mastery increased from 37.04% in the pre-action stage to 70.37% in Cycle I and 88.89% in Cycle II. Therefore, the Guided Inquiry learning model can improve the collaboration skills of Grade IV students in IPAS learning on the topic of Changes in the State of Matter.
Permainan Etnomatematika Gobak Sodor untuk Pemahaman Konsep Bangun Datar
Mathematics instruction in elementary school requires a context that is closely related to students’ experiences so that abstract concepts can be more easily understood. This study aims to examine the use of the ethnomathematics game “gobak sodor” on fourth-grade students’ understanding of plane figure concepts. The study employed a quantitative approach using a quasi-experimental nonequivalent control group design. The study sample consisted of 24 students divided into a control group of 13 students and an experimental group of 11 students. Data were collected through multiple-choice pretest and posttest assessments. The instruments were validated using Aiken’s V, and reliability was tested using Cronbach’s Alpha. Data analysis was conducted through tests of normality, homogeneity, balance of initial ability, and hypothesis testing using the Mann-Whitney U test. The results showed that the instrument was valid with an Aiken’s V of 0.875, while the final reliability was 0.724 for the pretest and 0.751 for the posttest. The pretest equivalence test yielded a p-value of 0.064, indicating that the initial abilities of the two classes were equivalent. The posttest hypothesis test yielded a p-value of 0.000, with a mean rank of 17.95 for the experimental class and 7.88 for the control class. These findings suggest that ethnomathematics-based learning using the “gobak sodor” game can support a more concrete, active, and contextual understanding of plane figure concepts.
Implementasi Semantik Bahasa Indonesia dalam Penulisan Teks Cerita Pendek Siswa Kelas VI SDN Wirogunan 02
The application of semantics in short story writing instruction is crucial for helping students convey ideas accurately and in a contextually appropriate manner. This study aims to describe the application of semantics in short stories written by sixth-grade students at SD Negeri Wirogunan 02 and to identify the specific semantic elements employed. A qualitative approach with a case study design was adopted. Data were collected through observation, interviews, and document analysis, and subsequently analyzed using an interactive model, with validity verified through the triangulation of techniques and sources. The findings indicate that students demonstrated a commendable ability to apply semantic aspects—specifically accuracy, contextual appropriateness, clarity, and semantic consistency. Achievement levels for these indicators were: semantic consistency (88.89%), semantic accuracy (68.89%), contextual appropriateness (29.33%), and semantic clarity (6.67%). However, the use of synonyms, antonyms, and figurative language, as well as the range of word choices (diction), remained limited due to a restricted vocabulary. These results suggest that semantic instruction needs to be strengthened to enhance the quality of students' short story writing skills.
Hubungan Pendekatan Deep Learning dengan Keterampilan Fleksibilitas Kognitif Murid dalam Pembelajaran IPAS Kelas V Se-KKMI Kota Surakarta
21st-century education requires students to possess cognitive flexibility when solving problems in Natural and Social Sciences (IPAS) subjects. However, classroom realities indicate that the reasoning of fifth-grade students tends to be rigid and reliant on rote memorization. This study aimed to empirically examine the relationship between the implementation of the Deep Learning approach characterized by mindful, meaningful, and joyful learning and students' cognitive flexibility skills. This quantitative correlational study involved a sample of 162 fifth-grade students from the KKMI (Islamic Madrasah Working Group) in Surakarta City, selected using cluster random sampling. Data were collected using a Situational Judgment Test (SJT) and a written essay test. Pearson Product Moment analysis revealed a positive and significant relationship between the Deep Learning approach and cognitive flexibility (r=0.189; p=0.016), albeit within a very weak category. Analysis of the coefficient of determination (R²=0.036) showed that the Deep Learning approach contributed 3.6% to cognitive flexibility, while the remaining 96.4% was influenced by other factors. These findings imply that cognitive flexibility is complex and influenced by working memory capacity limits, the child's biological cognitive maturity, and teacher guidance patterns. Nevertheless, educators are encouraged to consistently integrate Deep Learning elements to prevent rigid rote memorization habits and to gradually cultivate students' reasoning flexibility.
Pengaruh Model Problem Based Learning (PBL) Berbasis Socio Scientific Issue Terhadap Keterampilan Scientific Explanation Murid Kelas V Sekolah Dasar
The scientific explanation ability of elementary school students remains relatively low, particularly in the aspects of claim, evidence, and reasoning, indicating the need for a learning model capable of connecting scientific concepts with real-world issues. This study aims to analyze the effectiveness of implementing Problem Based Learning (PBL) based on Socio Scientific Issues (SSI) in improving the scientific explanation ability of fifth grade elementary school students. This research employed a quasi-experimental method with a pretest-posttest control group design, involving an experimental class of 26 students and a control class of 23 students. Data were collected through a scientific explanation ability test covering the indicators of claim, evidence, and reasoning. The results showed that the experimental class experienced a higher improvement compared to the control class, with posttest achievement on the claim indicator reaching 76.92%, evidence 71.15%, and reasoning 58.97%. Meanwhile, the control class showed a low improvement. These findings indicate that Socio-Scientific Issue based Problem Based Learning has an effect on scientific explanation.
Bentuk dan Faktor Penyebab Kesulitan Menulis Teks Deskripsi Bahasa Jawa pada Siswa Kelas V
This study aims to describe the types of difficulties in writing Javanese descriptive texts and the factors causing these difficulties among fifth-grade students at SDIT Al-Anis Kartasura. This study employed a qualitative method with a case study approach. The subjects consisted of class VD students and the Javanese language teacher at SDIT Al-Anis Kartasura. Data were collected through tests, observations, interviews, and documentation, and then analyzed using Miles and Huberman's interactive data analysis model. Data trustworthiness was tested through source triangulation and technique triangulation. The results showed that the difficulties in writing Javanese descriptive texts included title-content alignment, clarity and completeness of content, essay organization, as well as the use of spelling, writing mechanics, and Javanese speech levels (unggah-ungguh). The factors influencing these difficulties included linguistic factors, understanding of Javanese descriptive text concepts, learning conditions, and the limitations of learning media. Based on the findings, it can be concluded that difficulties in writing Javanese descriptive texts are influenced by various interconnected factors. Therefore, teachers are recommended to implement more varied learning strategies, teach Javanese writing conventions before introducing essay writing materials, habituate the use of Javanese in learning activities, and utilize effective learning media to enhance students' writing skills.
Kentongan sebagai Media Kontekstual dalam Pembelajaran Realistic Mathematics Education Terhadap Kemampuan Pemahaman Konsep Sekolah Dasar
This study was conducted to examine the effect of the implementation of the Realistic Mathematics Education (RME) learning model integrated with kentongan media on students conceptual understanding ability in pattern material, using a quasi-experimental approach. The study population included all second-grade elementary school students in Gugus Cahyana, Karangmoncol District, Purbalingga Regency, while the sample was determined through a cluster random sampling technique which resulted in the selection of SD Negeri 2 Tajug and SD Negeri 2 Pekiringan as research subjects. Data on conceptual understanding ability were collected using essay-shaped tests given before and after treatment, then analyzed using the Independent Sample t-Test to determine the differences in learning outcomes between the two classes. The analysis results obtained a significance value (2-tailed) of 0.005, which is below the significance level of 0.05, thus indicating a significant difference between the posttest results of the experimental class and the control class. These findings indicate that the implementation of the RME model integrated with kentongan media has a better impact on students' conceptual understanding ability in pattern material compared to direct instruction learning.
Pengaruh Pembelajaran Seni Lukis Berbasis Media Digital terhadap Kreativitas Siswa Kelas VI SDIT Nur Hidayah Surakarta
This study aims to empirically examine the effect of visual digital media- based painting learning (using the Kleki application) on the cognitive-figural creative thinking of Grade VI students at SDIT Nur Hidayah Surakarta. This research utilized a quantitative approach with a quasi-experimental method using a Non-equivalent Control Group Design. The research population comprised all 116 Grade VI students at SDIT Nur Hidayah Surakarta. The sample was determined using a cluster sampling technique, divided into an experimental group (58 students) receiving the Kleki visual digital media treatment and a control group (58 students) receiving conventional painting instruction using A4 paper and crayons. The data collection instrument was a figural creativity test adapted from the Torrance Tests of Creative Thinking (TTCT), measuring four cognitive indicators: fluency, flexibility, originality, and elaboration. Content validity of the instrument was tested through expert judgment by 3 experts and analyzed using Aiken’s V coefficient (yielding V = 0.80 - 1.00, high category). Reliability testing used the Cronbach’s Alpha formula (alpha = 0.820, reliable category). Data analysis was conducted using IBM SPSS Statistics 27 software. Hypothesis testing using an Independent Sample t-Test yielded a t-value of 5.088 > t-table 1.659 with a significance level of p < 0.001 (p < 0.05), thus rejecting H0 and accepting H1. The experimental group's posttest mean score (70.94) was significantly higher than that of the control group (63.50). The highest increase in the experimental group occurred in the originality indicator (+12%), whereas the control group experienced only a 1% increase in originality. In conclusion, visual digital media-based painting learning has a positive and significant effect on elementary school students' cognitive creativity.
Analisis Student Well-Being Peserta Didik Kelas III SDN Pucangan 03 Ditinjau Dari Interaksi Sosial Teman Sebaya
This study aims to analyze the well-being of third grade students at SDN Pucangan 03 in terms of their social interactions with peers. The study employs a qualitative approach using the case study method. Data collection was conducted through open-ended questionnaires, observations, student interviews, homeroom teacher interviews, and document analysis., all of which were analyzed using the NVivo software. The results indicate that the five forms of peer social interaction cooperation, accomodation, competition, contravention, and conflict coexist in the students social lives wiyhin the school environment. Cooperation appeared most consistently, but a dominance in group discussions was found, leading to uneven participation. Student well-being presented two coexisting aspects, students felt happy, had friends, and were comfortable at school, while simultaneously experiencing sadness, disappointment, and discomfort under certain conditions, altough these conditions were temporary.
RepresentaModalitas Gaya Belajar dalam Bahan Ajar seni Tari Sekolah Dasar
Differences in students' learning styles are often overlooked when developing dance education materials for primary schools, even though the *Kurikulum Merdeka* (Independent Curriculum) mandates student-centered learning that accommodates diverse learning approaches. This study aims to describe the representation of learning style modalities in Grade 1 dance teaching materials and their implications for potential student engagement. A qualitative descriptive approach was employed, utilizing content analysis based on Krippendorff’s interactive model and the Universal Design for Learning (UDL) framework by Rose and Meyer as a categorization lens. Primary data sources consisted of four teaching modules and one student worksheet for Grade 1 dance; data were collected through document review and validated via a Focus Group Discussion (FGD) with classroom teachers. The analyzed materials represent all three UDL principles through a combination of visual, auditory, and kinesthetic modalities. The kinesthetic modality is most dominant, manifested through practical activities and movement demonstrations; the visual modality frequently appears in material presentation and assessments; while the auditory modality is relatively limited, appearing more often in teaching modules than in student worksheets. These findings underscore the importance of integrating UDL principles and visual-auditory-kinesthetic modalities into dance teaching materials to foster flexible, inclusive, and student-centered learning. Furthermore, the study serves as a reference for teachers and curriculum developers in designing arts education materials that are more responsive to the diverse learning styles of primary school students