Jurnal Elementaria Edukasia
Jurnal of Elementaria Edukasia (JEE), mainly focuses on major issues in Teaching in Elementary School, Assessment in Elementary School, Learning Media in Elementary School, Development subject of Elementary School, and Management of Elementary School. This Journal received All topics about the results of studies and research of lecturers, students, teachers, practitioners and scientists in the field of elementary education. For the research category, articles can be written using quantitative and qualitative approaches and can be made in a variety of research designs, such as action research, experiments, and case studies.
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<![CDATA[Analysis of the Ideals and Reality of the Leadership Style of the Ministry of School in the Application of the Pancasila Student Profile Strengthening Project ]]>
<![CDATA[I Nyoman Yadi Anggara Putra]]>;
<![CDATA[Kadek Hariana]]>;
<![CDATA[Arif Firmansyah]]>;
<![CDATA[Muchdar]]>
<![CDATA[ Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): juni ]]>
Publisher : <![CDATA[Elementary Teacher Education Program, Majalengka University ]]>
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DOI: 10.31949/jee.v7i2.9201
<![CDATA[This research aims to describe the leadership style of the Principal of SDN Inpres 1 Lolu in implementing the Pancasila Student Profile Strengthening Project (P5). The type of research in this research is descriptive qualitative. The subjects in this research were the principal, class I (one) teacher, class II (two) teacher, class V (five) teacher, class VI (six) teacher, teacher in the field of Islamic religious studies, 1 class V (five) student and 2 students of class VI (six). The data collection techniques used in this research are observation, interviews and documentation. Data analysis uses data reduction, data presentation and drawing conclusions. Meanwhile, the data validity checking technique uses source triangulation. The results of the research show that the leadership style applied by the school principal in the Implementation of the Project for Strengthening the Profile of Pancasila Students (P5) at SDN Inpres 1 Lolu tends to be democratic. This is reflected in the school principal's way of solving problems and making decisions. In this case, the Principal carries out discussions and deliberations with the staff and teachers. The principal's attitude is to always accept opinions, criticism and suggestions from subordinates well, be open-minded and sincere and participate actively in every activity at school. Apart from that, the school principal always develops and prioritizes a sense of unity and oneness such as togetherness and cohesiveness.]]>
<![CDATA[Needs Analysis the Development of Ethnoscience-Based Batik (Ethnostik) on Material Changes Form in Elementary School ]]>
<![CDATA[Amalia Dwi Oktaviani]]>;
<![CDATA[Anatri Desstya]]>
<![CDATA[ Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): juni ]]>
Publisher : <![CDATA[Elementary Teacher Education Program, Majalengka University ]]>
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DOI: 10.31949/jee.v7i2.9207
<![CDATA[This research is motivated by the need for ethnoscience-based teaching materials to increase student’s love for local wisdom in Indonesia. The purpose of this study: a) evaluate the shortcomings of the use of teaching materials, b) determine the teacher’s understanding of ethnoscience, c) describe the teacher’s experience in using ethnoscience-based teaching materials, d) analyze the urgency of Ethnosciense-Based Batik (ETHNOSTIK) teaching materials in elementary schools. The research design in Research and Development, 4D model on the define stage. The research subjects were 6 teachers from 4th grade of SDN 04 Lempong, SDN Telukan 02, SDN Gelaran 1, SD 06 Al Islam Al fajar Surakarta, SDIT Nurul Huda Pracimantoro. Data collection techniques used questionnaires and interviews. The data were analyzed descriptively. Triangulating sources and techniques tested data validity. The results of this study are: a) the lack of use of teaching materials in the aspect of materials and practically, b) teachers consider ethnoscience as the utilization of goods around, c) the application of the ethnoscience-based teaching materials by several teachers has positive impact on students, d) 100% of teachers agree to develop teaching materials on the phasing transition that raise the Laweyan Batik Solo process for elementary school students. Keywords: Teaching Materials; Ethnoscience; Batik]]>
<![CDATA[The Role Of Socıal And Emotıonal Learnıng (Sel) In Growıng The Socıal And Emotıonal Skılls Of Prımary School Students ]]>
<![CDATA[Jelita Dwi Septya]]>;
<![CDATA[Zaini Dahlan]]>
<![CDATA[ Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): juni ]]>
Publisher : <![CDATA[Elementary Teacher Education Program, Majalengka University ]]>
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DOI: 10.31949/jee.v7i2.9215
<![CDATA[Good mastery of various skills allows individuals to achieve success in life. This also applies to elementary school-age children. One of the skills that are considered important to master is social and emotional skills. From the results of simple interviews and observations that have been conducted in pre-research at SD Prestige Bilingual School, this school implements the Social and Emotional Learning (SEL) Program as an effort to overcome various social and emotional problems felt by students. From the findings of simple interviews and observations that have been carried out in pre-research, this research was conducted to find out and describe the implementation of Social and Emotional Learning (SEL) in fostering students' social and emotional skills, especially in the implementation of learning. This type of research is qualitative research. The methods used are observation, interview, and document study. This research is located at SD Prestige Bilingual School. From the results of this study it can be concluded that grade 2 students of SD Prestige Bilingual School have good social and emotional skills, although there are still some students who are considered to have to hone their social and emotional skills again. The Social and Emotional Learning (SEL) program has an important role in fostering the social and emotional skills of grade 2 students of Prestige Bilingual School through a series of activities such as SEL learning, classroom goals, meet up, buddy up, community buiders, and SEL week.]]>
<![CDATA[Analytical Study: the Use of Digital Technology-Based Learning Media at Alam Surya Mentari Elementary School ]]>
<![CDATA[Alviana Metasari]]>;
<![CDATA[Nur Amalia]]>
<![CDATA[ Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): juni ]]>
Publisher : <![CDATA[Elementary Teacher Education Program, Majalengka University ]]>
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DOI: 10.31949/jee.v7i2.9302
<![CDATA[This research is motivated by examining the use of digital technology-based learning media at Alam Surya Mentari Elementary School, where the existence of digital technology-based learning media is important for teachers to use in the current 4.0 era. Digital technology-based learning media is a means of supporting learning activities using digital media as a tool used by teachers in providing effective, creative and efficient learning activities to students according to the learning that will be discussed. Therefore, this research aims to analyze the use of digital technology-based learning media that teachers have used during learning activities with students at SD Alam Surya Mentari, because basically the school is a natural school that adheres to a direct learning system with nature. This research uses qualitative research methods, with a case study design. The data that has been collected in this research was carried out using interview data, observation and documentation. The analysis technique uses three stages, namely data reduction, data presentation and drawing conclusions. The results of this research show that teachers at SD Alam Surya Mentari have carried out teaching and learning activities using digital technology-based learning media as a tool if learning material media for students cannot be obtained directly around the school. So from this research it is concluded that learning media with a learning system with nature remains the main media for Alam Surya Mentari Elementary School teachers, while learning media based on digital technology is only used to support visual material.]]>
<![CDATA[The Implementation of Moral Character Education in SD Tunas Metropolitan ]]>
<![CDATA[Darmawan Sunarja]]>;
<![CDATA[Encep Syarif Nurdin]]>;
<![CDATA[Ace Suryadi]]>;
<![CDATA[Edi Suresman]]>
<![CDATA[ Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): juni ]]>
Publisher : <![CDATA[Elementary Teacher Education Program, Majalengka University ]]>
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DOI: 10.31949/jee.v7i2.9304
<![CDATA[This research aims to determine the implementation of character education in elementary schools in SD Tunas Metropolitan. Character education has recently become the subject of public debate regarding its implementation and the loss of character values such as honesty, courtesy, friendliness and religiosity which is gradually becoming an erosion of foreign culture. Hopefully this research can be a reference in building and implementing character education in elementary schools and the community. The type of research used was qualitative research conducted at SD Tunas Metropolitan. Primary data was collected from the results of in-depth interviews with key informants, namely: the principal, deputy principal, principal and students. After the data is collected, it is then analyzed using inductive techniques with the following steps: data reduction, data presentation, and data verification. The results of this research are that student character formation can be done through internal strategies and external strategies. Internal strategies can be implemented through four activities, namely activities in the teaching and learning process, daily activities in the form of school culture, habit formation activities, and internal and external activities. Meanwhile, external strategies can be implemented through the family environment and community environment. If all these strategies can be implemented well, the student's personality will be formed firmly.]]>
<![CDATA[The Impact Project Based Learning of Animation-Assisted Videos on the Capability for Creative Thinking in Light of Self Efficacy ]]>
<![CDATA[Kartikasari Kartika]]>;
<![CDATA[Yurniwati Yurniwati]]>;
<![CDATA[Karsih]]>
<![CDATA[ Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): juni ]]>
Publisher : <![CDATA[Elementary Teacher Education Program, Majalengka University ]]>
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DOI: 10.31949/jee.v7i2.9305
<![CDATA[Preparing pupils for the difficulties of the twenty-first century is the goal of basic education. One of the skills of the twenty-first century is the capacity for the creative thought. Students who study mathematics are able to develop creative thingking skills and behaviors that are valuable in life. However, in fact, based on preliminary studies, students' creative thinking ability in elementary school is still low. This is because learning is still centred on memory and finding the right answers to the questions given. The aim of this research is to ascertain how Project Based Learning, with the support of animated movies, affects students capacity for creative thought in relation to students self-efficacy. This study used cluster random sampling, quasi-eksperimental methodology (pretest posttest), and quantitative analysis. The study’s findings indicate that students who participate in Project Based Learning with video animation have higher creative thinking skills than those who enrol in expository learning, there was an interaction between the learning model and self-efficacy on creative thinking skills students with high self-efficacy were more able to think creatively in Project Based Learning with animated videos than in expository learning, and students with low self-efficacy in expository learning were more able to think creatively in Project Based Learning with animated videos. Keywords: Project Based Learning; Creative Thinking Ability; Self Efficacy Tujuan pendidikan dasar yaitu mempersiapkan peserta didik siap menghadapi tantangan abad 21. Kemampuan berpikir kreatif adalah salah satu keterampilan abad ke-21. Pembelajaran matematika memungkinkan siswa untuk dapat berpikir kreatif sehingga memiliki keterampilan dan perilaku yang penting dalam kehidupan. Namun, pada kenyataannya, berdasarkan studi pendahuluan, kemampuan berpikir kreatif siswa di sekolah dasar masih rendah. Hal ini dikarenakan pembelajaran masih berpusat pada daya ingat dan menemukan jawaban yang tepat atas pertanyaan yang diberikan. Tujuan dari penelitian ini untuk mengetahui bagaimana pembelajaran Project Based Learning berbantuan video animasi mempengaruhi kemampuan berpikir kreatif peserta didik dalam kaitannya dengan self efficacy peserta didik. Penelitian ini menggunakan teknik cluster random sampling, metodologi quasi eksperimen (pretest posttest), dan analisis kuantitaif. Hasil penelitian menunjukkan bahwa peserta didik yang mendapat pembelajaran Project Based Leraning berbantuan video aniamsi memiliki kemampuan berpikir kreatif lebih tinggi dibandingkan dengan peserta didik yang mendapat pembelajaran ekspositori, terdapat interaksi antara model pembelajaran dan self efficacy terhadap keterampilan berpikir kreatif, peserta didik dengan self-efficacy tinggi lebih mampu berpikir kreatif pada pembelajaran Project Based Learning berbantuan video animasi dibandingkan pada pembelajaran ekspositori, siswa dengan self efficacy rendah pada pembelajaran ekspositori lebih mampu berpikir kreatif dibandingkan pada pembelajaran Project Based Learning berbantuan video animasi. Kata Kunci: Project Based Learning; Kemampuan Berpikir Kreatif; Self Efficacy]]>
<![CDATA[Improving Geometry Problem Solving Abilities Through Spatial Reasoning-Based Problem Based Learning in Elementary Schools ]]>
<![CDATA[Resi Ratna Suminar]]>;
<![CDATA[Meiliasari]]>;
<![CDATA[Nurjannah]]>
<![CDATA[ Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): juni ]]>
Publisher : <![CDATA[Elementary Teacher Education Program, Majalengka University ]]>
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DOI: 10.31949/jee.v7i2.9308
<![CDATA[Problem-solving abilities are the core of mathematics learning, but in reality the problem-solving abilities of elementary school students in particular have not shown satisfactory results. The aim of this research is to improve the geometric problem-solving abilities of elementary school students in class VB at SD N Cimanggis 02 by using a Problem Based Learning model based on spatial reasoning. This research is Classroom Action Research which was carried out on 38 students in class VB SD N Cimanggis 02 as research subjects and involving the class VB teacher as a collaborator. Obtaining data through geometric problem-solving ability tests, interviews, field notes and documentation. Indicators of problem-solving ability in this research include understanding the problem, planning a solution, implementing the problem-solving plan and evaluating or checking again. This PTK was carried out in three cycles with four research procedures, namely the planning stage, implementation stage, observation stage and reflection stage. In this case, there was an increase in geometric problem-solving abilities of 66% in cycle I and increased to 70% in cycle II and increased to 80% in cycle III. These results illustrate that Problem Based Learning based on spatial reasoning can improve the geometric problem-solving abilities of class VB students at SD N Cimanggis 02. Keywords: Problem-Solving Ability; Problem Based Learning; Spatial Reasoning]]>
<![CDATA[The Impact of Open-Ended Based Learnıng Modıfıed by Realıstıc Mathematıc Educatıon on Computatıonal Thınkıng Skılls ]]>
<![CDATA[Maryam Aunurrahim]]>;
<![CDATA[Yurniwati Yurniwati]]>;
<![CDATA[Faisal Madani]]>
<![CDATA[ Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): juni ]]>
Publisher : <![CDATA[Elementary Teacher Education Program, Majalengka University ]]>
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<![CDATA[This research was based on the problem of students' computational thinking skills that are still low, especially in elementary school mathematics subjects in term of students' mathematics anxiety. One solution is to use a learning method to improve computational thinking skills: Problem Based Learning (PBL) modified with the Open-Ended Problem (OEP) and Realistic Mathematic Education (RME) approaches to produce the Open-Ended Based Learning Modified by Realistic Mathematic Education (OEBL-RME) method. The purpose of this study is to determine the impact of the OEBL-RME method on computational thinking skills in terms of mathematics anxiety in elementary school students. This research used quasi-experimental method of post-test only control group design using a design treatment by level 2x2. Data were collected using computational thinking skills tests and math anxiety questionnaires and analyzed with the 2-way ANAVA test using SPSS 27. The sample used was 108 grade V elementary school students consisting of 54 students in the experimental class and 54 students in the control class. The results showed that there is an impact of OEBL-RME method on students' computational thinking skills in learning mathematics. In addition, it is proven that there is an interaction between learning methods and mathematical anxiety towards computational thinking skills.]]>
<![CDATA[The Impact of Problem-Posing Learning Method on Critical Thinking Skills in terms of Self-Confidence ]]>
<![CDATA[Nurul Hermiyati]]>;
<![CDATA[Yurniwati Yurniwati]]>;
<![CDATA[Gusti Yarmi]]>
<![CDATA[ Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): juni ]]>
Publisher : <![CDATA[Elementary Teacher Education Program, Majalengka University ]]>
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DOI: 10.31949/jee.v7i2.9336
<![CDATA[Elementary school students need help solving math description problems due to weak critical thinking skills. The need for appropriate learning methods for developing critical thinking skills and student self-confidence factors cause the low quality of the mathematics learning process. The purpose of this research is to test the effect of Problem Posing learning method on critical thinking skills in terms of students' self-confidence in mathematics learning. The research methodology applied was an experiment with a 2 x 2 design. The research sample was selected using Cluster Random Sampling with a total sample of 140 students. The research instruments used were the critical thinking skills test in the form of description test questions and the self-confidence questionnaire using the Likert scale. Data analysis began with prerequisite tests in the form of normality and homogeneity followed by two-way ANOVA hypothesis testing and the Tukey test as a further test with the help of SPSS statistical software. The results revealed that the critical thinking skills of students who were given Problem Posing treatment was higher than that of students who were given expository learning treatment; there was an interaction between learning methods and self-confidence in critical thinking skills, critical thinking skills in Problem Posing was higher than expository learning for students who had high self-confidence, and students who had low self-confidence in expository learning had higher critical thinking ability than Problem Posing learning. Based on the results of the study, it can be concluded that the Problem-posing learning method significantly affects critical thinking skills in terms of the self-confidence of elementary school students.]]>
<![CDATA[Implementation of differentiated learning with a Culturally Responsive Teaching approach to increase students' interest in learning ]]>
<![CDATA[Irfan Saninur Azis]]>;
<![CDATA[Siti Dewi Maharani]]>;
<![CDATA[Vinencia Ika Indralin]]>
<![CDATA[ Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): juni ]]>
Publisher : <![CDATA[Elementary Teacher Education Program, Majalengka University ]]>
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DOI: 10.31949/jee.v7i2.9348
<![CDATA[Implementing learning aligned with the Culturally Responsive Teaching (CRT) approach is a method enabling a more accurate comprehension and representation of knowledge, tailored to students' individual learning tendencies and styles, while considering the diverse cultures surrounding them. Transitioning from the old paradigm to adopting learning in accordance with the demands of the 21st century and the current curriculum is imperative, despite the uneven distribution of the Independent Curriculum across schools. This study is prompted by students' lack of interest in learning, evident in their limited engagement in the learning process. The objective of this research is to illustrate the impact of employing differentiated learning with a Culturally Responsive Teaching (CRT) approach on enhancing students' learning interest. The research methodology employed was classroom action research conducted over two cycles. The research process was executed collaboratively, employing a lesson study approach and utilizing qualitative descriptive methods, with data collection techniques comprising observation and questionnaires. Research findings demonstrate an increase in students' learning interest through the implementation of differentiated learning with a Culturally Responsive Teaching (CRT) approach. This is evidenced by the average N-Gain value for learning interest in Cycle I, which was 0.4029, classified as medium, and in Cycle II, it reached 0.7014, classified as high. Thus, differentiated learning integrating the Culturally Responsive Teaching (CRT) approach has been proven highly effective in establishing a more inclusive and meaningful learning atmosphere within the classroom]]>
