P-ISSN : 2339-2495 E-ISSN : 2549-6611 Editor In Chief : Silvia Sandi Wisuda Managing Editor : Fakhrul Rijal Publisher : Universitas Islam Negeri Ar-Raniry Frequency : April, August, December Pionir: Jurnal Pendidikan is an open access Education scientific journal managed by the Madrasah Ibtidaiyah Teacher Education Study Program (PGMI) Faculty of Tarbiyah and teacher Training at UIN Ar-Raniry Banda Aceh. Published by Prodi PGMI FTK UIN Ar-Raniry Banda Aceh. PIONIR: Jurnal Pendidikan is a forum for lecturers, teachers, researchers and education observers to develop knowledge in the field of educational studies, in order to fulfill the Tri Dharma of Higher Education, particularly in the field of Basic Education and Madrasah Ibtidaiyah. In 2019 PIONIR was accredited by the Director General of Research and Technology Strengthening Ministry of Research, Technology and Higher Education Republic of Indonesia Number 10 / E / KPT / 2019. This accreditation is valid from April 2019 to April 2024. This journal is published third of year in January-April, May-August, September-December.
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DEVELOPMENT OF TAT TWAM ASI INTERACTIVE FLIPBOOK FOR FIFTH GRADE SCIENCE UNDERSTANDING
Students’ understanding of Natural and Social Sciences (IPAS) concepts in elementary schools is still relatively low, partly due to the limited use of interactive and contextual learning media in the classroom. In addition, the integration of local wisdom values in science learning remains minimal, even though these values can strengthen students’ character and contextual understanding. Therefore, this study aims to develop interactive Flipbook learning materials that integrate the local wisdom value of Tat Twam Asi. The study also evaluates the validity, practicality, and effectiveness of the developed media in improving fifth-grade students’ conceptual understanding of IPAS. Using the ADDIE model—which comprises the phases of analysis, design, development, implementation, and evaluation—development research (R&D) is the methodology employed. To examine the effectiveness of the developed media, a pre-experimental design using a one-group pretest–posttest approach was employed. This design was used to measure students’ conceptual understanding before and after using the interactive flipbook. The research subjects consisted of media experts, material experts, language experts, fifth-grade teachers, and fifth-grade students from Elementary School Cluster 5 in Busungbiu District. This research is important because it evaluates the potential of integrating local wisdom values, such as Tat Twam Asi, into digital learning media to improve students’ conceptual understanding of science. Tests, observations, and questionnaires were employed as data gathering methods. With an average Aiken's V value above 0.88, the study's findings demonstrated the interactive Flipbook media's extremely high level of validity. Teachers and students responded very well to the practicality exam, with a proportion exceeding 90%. With an N-Gain value of 0.54, which falls into the medium-to-high range, the effectiveness test demonstrated an improvement in students' comprehension of IPAS principles. As a result, Tat Twam Asi's interactive Flipbook medium is deemed legitimate, useful, and efficient for use in primary school scientific instruction. Keywords: Interactive Flipbook, Tat Twam Asi, Science, Conceptual Understanding, Elementary School
Copyright (c) 2026 Ni Putu Ayu Winaastari, Ni Nyoman Lisna Handayani, I Made Ari Winangun http://creativecommons.org/licenses/by-sa/4.0
ANALYSIS OF STUDENTS’ MATHEMATICAL PROBLEM SOLVING ABILITIES BASED ON POLYA’S STAGES IN MATHEMATICS LEARNING IN GRADE IV AT SD 25 BANDA ACEH
The low level of mathematical problem-solving ability among elementary school students remains a challenge in mathematics learning, particularly in students’ ability to plan strategies, carry out solution steps, and review their answers. This study aimed to describe and analyze students’ mathematical problem-solving abilities based on George Polya’s stages in mathematics learning for fourth-grade students at SD Negeri 25 Banda Aceh. This research employed a descriptive qualitative approach. The research subjects consisted of five students selected purposively. Data were collected through problem-solving tests and interviews, while data analysis included data reduction, data presentation, and conclusion drawing based on the indicators of each problem-solving stage, namely understanding the problem, planning the solution, carrying out the plan, and looking back. The results showed that, in general, students were able to understand the given problems, but they still experienced difficulties in planning and carrying out solution steps systematically. In addition, the looking back stage had not been carried out optimally by most students. Overall, students’ mathematical problem-solving ability was categorized as moderate. This category indicates that students were able to fulfill some of the problem-solving indicators, but had not demonstrated consistent and optimal performance across all stages. Specifically, two students were able to complete all stages, one student experienced difficulties at the planning and implementation stages, while the other two students experienced difficulties at the planning, implementation, and looking back stages. These findings indicate the need to strengthen the planning, implementation, and reflection stages in the learning process so that students’ mathematical problem-solving abilities can develop optimally. Keywords: Mathematical Problem-Solving Ability, Polya’s Stages, Mathematics Learning, Elementary School
Copyright (c) 2026 Maula Atika, Zikra Hayati , Herawati Herawati, Yuni Setia Ningsih, Daniah Daniah http://creativecommons.org/licenses/by-sa/4.0
DEEP LEARNING APPROACH IMPLEMENTATION IN SCIENCE EDUCATION IN SIXTH GRADE ELEMENTARY SCHOOL: PERSPECTIVES OF TEACHERS AND STUDENTS
This study examines the implementation of a deep learning approach in sixth-grade science learning at Madrasah Ibtidaiyah Miftahul Ulum Pontianak Utara. Grounded in the demands of 21st-century education, deep learning emphasizes meaningful, reflective, and student-centered learning to enhance conceptual understanding and higher-order thinking skills. This research employed a qualitative case study design, with data collected through in-depth interviews with science teachers and supported by literature review. Data were analyzed descriptively to identify implementation patterns, challenges, and teacher strategies. The findings indicate that deep learning has begun to be implemented through the use of audio-visual media and discussion methods, which promote active engagement, critical thinking, and improved conceptual understanding among students. However, the implementation remains suboptimal due to several constraints, including limited teacher understanding, insufficient professional training, inadequate infrastructure, and variations in student participation. To address these challenges, teachers utilize instructional videos and structured discussions as adaptive strategies. The study highlights the need for continuous professional development, improved learning resources, and stronger institutional support to optimize deep learning practices. These findings provide practical insights for developing more effective, contextual, and student-centered science learning aligned with the Merdeka Curriculum. Keyword: Deep Learning, Science, Pedagogical Approach
Copyright (c) 2026 Luthfiah Nanda Ananta, Vidya Setyaningrum http://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF THINK-PAIR-SHARE AND EMOTIONAL INTELLIGENCE ON SOCIAL SCIENCE LEARNING OUTCOMES THROUGH TOLERANCE ATTITUDES
This study was motivated by the low IPAS learning outcomes of students at SDN 1 Trenceng Tulungagung, as indicated by the low level of learning mastery (±35%) and the lack of tolerance attitudes in learning interactions. The conventional learning approach that still dominates classroom instruction is considered unable to optimize the achievement of cognitive and social learning objectives. This study aims to analyze the effect of students’ perceptions of the implementation of the Think Pair Share (TPS) learning model and emotional intelligence on IPAS learning outcomes through tolerance attitudes as a mediating variable. This study employed a quantitative approach with an explanatory correlational design. The sample consisted of 59 students determined using the Isaac and Michael formula. Data were collected through Likert-scale questionnaires and documentation of learning outcomes, and analyzed using Structural Equation Modeling based on Partial Least Squares (PLS-SEM) with SmartPLS. The results show that students’ perceptions of the implementation of the TPS model have a positive and significant effect on tolerance attitudes (β = 0.451; t = 4.215; p < 0.001) and learning outcomes (β = 0.312; t = 2.965; p = 0.003). Emotional intelligence also has a significant effect on tolerance attitudes (β = 0.389; t = 3.874; p < 0.001) and learning outcomes (β = 0.330; t = 3.450; p = 0.001). Furthermore, tolerance attitudes significantly affect learning outcomes (β = 0.322; t = 3.102; p = 0.002) and mediate the effects of both variables. The R² values indicate that the model explains 54.2% of the variance in tolerance attitudes and 61.8% of the variance in learning outcomes. Keywords: Think Pair Share, Emotional Intelligence, IPAS Learning Outcomes, Tolerance Attitude
Copyright (c) 2026 Imam Sujono, Nursalim Nursalim, Imam Sukwatus http://creativecommons.org/licenses/by-sa/4.0
LOWER-GRADE TEACHERS’ STRATEGIES FOR OVERCOMING OBSTACLES IN IMPLEMENTING INDEPENDENT CURRICULUM IN INDONESIAN LANGUAGE SUBJECTS
This study aims to examine the challenges faced by lower-grade teachers and the strategies used in implementing the Merdeka Curriculum in Indonesian language learning at SDS Ulumuddin. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation involving lower-grade teachers and the school principal. The findings indicate that challenges occur at the planning, implementation, and evaluation stages. In the planning stage, teachers experienced difficulties in understanding the Merdeka Curriculum concepts, preparing teaching modules, and limited technological skills. During implementation, challenges included students’ varied reading abilities, low reading interest, and limited use of learning media. In the evaluation stage, teachers encountered difficulties in applying assessment principles aligned with the Merdeka Curriculum. To address these challenges, teachers implemented several strategies, such as participating in training programs, independently developing teaching modules, using varied media and project-based learning, providing additional support for students with reading difficulties, and conducting continuous assessment. These strategies contributed to increased student participation, motivation, and understanding, although literacy development still requires ongoing support. Keywords: Merdeka Curriculum, Lower-grade Teachers, Indonesian Language Learning
Copyright (c) 2026 Hairunnisa Hairunnisa, Vidya Setyaningrum http://creativecommons.org/licenses/by-sa/4.0
DEVELOPING COMMUNICATION AND PROBLEM SOLVING IN ELEMENTARY SCHOOL MATHEMATICS LEARNING THROUGH PROJECT-BASED LEARNING
The low levels of mathematical communication and problem-solving skills among elementary school students in Indonesia are a serious concern, as reflected in the 2019 TIMSS scores, which fell below the international average (397 out of 487), and the PISA report, which indicates that Indonesian students’ higher-order thinking skills still lag behind those of other Southeast Asian countries. The dominance of conventional, teacher-centered teaching methods is considered one of the main factors hindering the development of these two 21st-century competencies. This study aims to analyze the effectiveness of the Project-Based Learning (PjBL) model as an alternative instructional strategy for developing elementary students’ communication and problem-solving skills in mathematics. The study employed a quasi-experimental method with a pre-test and post-test control group design, involving 60 fifth-grade students from two elementary schools in South Jakarta. Data were collected through problem-solving ability tests, mathematical communication assessment rubrics, and learning observation sheets. The results showed that students who learned using PjBL demonstrated significant improvements in problem-solving skills (t = 4.523, p < 0.001, Cohen’s d = 1.12) and mathematical communication (t = 3.876, p < 0.001, Cohen’s d = 0.95) compared to the control group using conventional learning methods. The improvement in the experimental group reached 41% for problem-solving and 44% for mathematical communication, while the control group improved by only 16% and 15%, respectively. These findings indicate that PjBL proved effective in the context of this study and demonstrate its potential for continued use as a learning strategy to develop 21st-century skills in mathematics education at the elementary school level. Keywords: Project-Based Learning, Mathematical Communication, Problem Solving, Elementary School Mathematics Learning, 21st Century Skills
Copyright (c) 2026 Riandi Marisa, Juli Firmansyah, Yulia Santi, Sarah Fazilla, Anisaturrahmi Anisaturrahmi http://creativecommons.org/licenses/by-sa/4.0
IMPLEMENTATION OF SIMPLE PRACTICAL ACTIVITIES IN SCIENCE LEARNING (CASE STUDY IN THREE ELEMENTARY SCHOOL IN BANDA ACEH)
The Independent Curriculum calls for students to actively participate in science classes through simple practicum exercises, However, the problem is that not all schools carry out simple practicum exercises in science learning. The purpose of this research is to outline the preparation, execution, and challenges of basic hands-on scientific learning activities in three Banda Aceh elementary schools. The study employed a case study design and a qualitative methodology. Teacher interviews, observation, and document analysis were used to gather data, which was then descriptively evaluated. The subjects of this study took three teachers from three different schools, namely SD Negeri 35 Banda Aceh, SD Negeri 54 Banda Aceh and SD Negeri 46 Banda Aceh. The data analysis technique used was data triangulation.The findings demonstrated how well-organized and in line with learning objectives the practical preparation was. Students were allowed to actively participate in the actual implementation and acquire science process skills. Time management and the classroom were the main areas of difficulty. It has been demonstrated that straightforward practical exercises improve students' comprehension of scientific ideas in a more tangible and significant way. Keywords: Simple Practicum, IPAS, Merdeka Curriculum, Elementary School
Copyright (c) 2026 Nada azizah, Wati Oviana, Misbahul Jannah, Herawati Herawati http://creativecommons.org/licenses/by-sa/4.0
INTEGRATION OF AUGMENTED REALITY AND ETHNOMATHEMATICS: INNOVATION IN INTERACTIVE LEARNING MEDIA FOR SPATIAL GEOMETRY MATERIAL
The purpose of this study is to develop an interactive learning medium based on Augmented Reality (AR) and ethnomathematics for fifth-grade solid geometry at MIN 2 Pontianak, as well as to determine the validity and practicality of the developed medium. This study falls under the category of Research and Development (R&D), utilizing the 4D development model. The data sources for this study were fifth-grade teachers and students at MIN 2 Pontianak. Data collection techniques included interviews using a structured interview instrument as well as questionnaires consisting of a validity questionnaire and a practicality questionnaire. Data analysis techniques included validity analysis and practicality analysis. Based on the research results, during the definition phase, it was found that students require interactive visual media connected to the local cultural context. The design phase resulted in an AR-based media design that integrates traditional buildings such as the Pontianak Grand Mosque and the Radangk House to visualize the structures of cubes and blocks. The development phase demonstrated that this media is highly valid and practical, with a practicality score of 82.2%. During the dissemination phase, the media was distributed in the form of digital links via WhatsApp. Overall, this media is considered suitable for use because it effectively combines technology, culture, and students’ learning needs. Keywords: Media Development, Augmented Reality, Ethnomathematics, Spatial Construction
Copyright (c) 2026 Hidayu Sulisti, Zulkarnain Zulkarnain, Desty Septianawati, Ahmad Syaifuddin; Vidya Setyaningrum http://creativecommons.org/licenses/by-sa/4.0
A SPEAK CUSTOM: HOW THE MARKOBAR TRADITIONAL CEREMONY AFFECTS ELEMENTARY SCHOOL TEACHER EDUCATION STUDENTS' SPEAKING SKILL
Speaking is one way to convey messages and mandates verbally. In this process, the speaker acts as an encoder, using language codes to send messages and mandates. These messages are then received by the listener who serves as a decoder, breaking down the codes conveyed to provide meaning and interpretation. This communication process occurs interactively, with speakers and listeners alternating roles, creating a dynamic reciprocal communication flow. The goal of this research is to ascertain how the application of the Markobar custom be learning strategy impacts the speaking abilities of fifth grade Elementary School Teacher Education. Markobar, an oral tradition from the Mandailing culture, was transformed into a learning strategy that focuses on delivering messages in turns, with politeness and structure. A quantitative approach with an experimental design was employed in this study. Class A, the experimental group, received a learning intervention using Markobar, and Class B, the control group, utilized the lecture method. The data collcetive involved a speaking skills observation sheet that comprised indicators of expression, fluency, sentence structure, word choice, and content accuracy. The outcomes of the tests for normality and homogeneity indicated that the data followed a normal distribution and was homogeneous. The significance value for Hypothesis was 0.000 < 0.05. it means, the use of Markobar significantly affected the enhancement of students' speaking skills. This study's findings suggest that the Markobar strategy is effective for enhancing students' speaking skills and serves as a significant initiative for local culture preservation in education. Deviations from expected outcomes—such as persistent student passivity—can be attributed to heterogeneous student backgrounds, where not all comprehend Mandailing language/terms, coupled with limited rehearsal time for markobar exercises, preventing universal achievement of advanced proficiency levels. Keywords: Speak custom, Markorbar traditional ceremony, Speaking skill
Copyright (c) 2025 Suci Perwita Sari http://creativecommons.org/licenses/by-sa/4.0
ANALYSIS OF DIFFERENTIATED TEACHING MODULES FOR PGMI STUDENTS IN MICRO TEACHING LEARNING
Students are required to master the subject matter and also create teaching modules that follow differentiated learning guidelines. This aligns with the objectives of the Merdeka Curriculum, which prioritizes student-centered learning. The purpose of this study was to analyze students' abilities in developing differentiated teaching modules. The method used in this research is a quantitative descriptive method. The subjects were 16 student teachers in the even semester of the 2024/2025 academic year. The research instrument was a differentiated teaching module assessment instrument sheet. The teaching module documents were collected and then analyzed using descriptive statistics with percentage techniques, which were interpreted into scores. Based on the analysis results, students' abilities in designing differentiated teaching modules at PGMI are classified as good and lacking, with a score of 37% for differentiated learning mapping, 73% for general information, 72% for core competencies, and 33% for attachments. This demonstrates the need for the PGMI study program to develop specific training related to differentiated learning mapping and the development of teaching modules, as well as to strengthen lecturer support for students' teaching module design assignments. The results of this study can serve as a basis for curriculum evaluation and the development of learning tools to enhance the competency of PGMI students. Keywords: Differentiated Learning, Teaching Module, Independent Curriculum
Copyright (c) 2026 Putri Agustia, Misbahul Jannah, Wati Oviana http://creativecommons.org/licenses/by-sa/4.0
FROM READING TO INTERPRETING: STRENGTHENING THE DIGITAL LITERACY OF PGSD STUDENTS IN INDONESIAN LANGUAGE LEARNING BASED ON THE INDEPENDENT CURRICULUM
The rapid development of digital technology in education requires the strengthening of students’ digital literacy, particularly for students of the Elementary School Teacher Education Program (PGSD) as prospective primary school teachers. Digital literacy is not merely defined as the ability to read digital texts, but also the ability to understand, evaluate, and critically interpret information within Indonesian language learning contexts. This study aims to examine the effect of Indonesian language learning based on the Merdeka Curriculum on the digital literacy of PGSD students at the Faculty of Teacher Training and Education, Universitas Muhammadiyah Sumatera Utara (FKIP UMSU). This study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The research sample consisted of an experimental group and a control group selected through purposive sampling. The research instrument was a digital literacy questionnaire that had been tested for validity and reliability. Data were analyzed using descriptive statistics and an independent sample t-test. The results indicate a significant difference in digital literacy between PGSD students in the experimental and control groups. Indonesian language learning based on the Merdeka Curriculum was proven to be effective in improving students’ abilities to understand, evaluate, and interpret digital texts critically. These findings emphasize the importance of implementing the Merdeka Curriculum in Indonesian language learning to prepare digitally literate and adaptive prospective primary school teachers to meet the demands of 21st-century education. Keywords: digital literacy, Indonesian language learning, Merdeka Curriculum, PGSD
Copyright (c) 2025 Mutia Febriyana, Melyani Sari Sitepu http://creativecommons.org/licenses/by-sa/4.0
DIGITAL ANIMATION IN PANCASILA EDUCATION LEARNING: POWTOON MEDIA INNOVATION TO ENHANCE CIVIC KNOWLEDGE AND UNITY VALUES IN ELEMENTARY SCHOOL STUDENTS
This study aims to analyze the differences in civic knowledge between students using Powtoon digital animation media and students learning through conventional methods, as well as to measure the effectiveness of Powtoon media in improving civic knowledge and the value of unity in elementary school students. The research uses a quantitative approach with a quasi-experimental design of the non-equivalent control group type. The research subjects are the fourth-grade students of SDN Sempu 1, consisting of class IV A as the experimental group and class IV B as the control group. The research instruments are learning outcome tests and student attitude observation sheets. Data were analyzed using the Shapiro-Wilk normality test, Levene's Test for homogeneity, t-tests, and Cohen's d effect size. The research results show a significant difference between students' civic knowledge before and after learning using Powtoon media, with a significance value of p < 0.05. The effect size value of 0.83 indicates that using Powtoon media has a large impact on improving civic knowledge and unity values. Additionally, the observation results indicate that student attitudes and engagement are in the very good category. Thus, Powtoon digital animation media is effectively used as an innovative learning medium in Pancasila Education lessons in elementary school. Keywords: Elementary Education, Civic Knowledge, Digital Animation, Powtoon
Copyright (c) 2026 Viona Savira Bahar, Iik Nurulpaik, Oki Suprianto http://creativecommons.org/licenses/by-sa/4.0
THE IMPACT OF CHILD-FRIENDLY LIBRARIES ON EDUCATIONAL BEHAVIOR OF ELEMENTARY SCHOOL STUDENTS IN TEGAL REGENCY
The low reading interest among elementary school students in Indonesia is a critical issue, often exacerbated by school library conditions that are rigid, non-ergonomic, and visually unappealing. This study aims to deeply analyze the impact of child-friendly library interior design innovations on the formation of educational behavior among students in Tegal Regency. This research serves as a response to the "unattractive" library phenomenon by proposing a holistic design intervention. Using a qualitative approach with an instrumental case study design, the research was conducted in three elementary schools participating in the National Child-Friendly Library program: SD Negeri Rangimulya, SD Negeri Dampyak 02, and SD Negeri Procot 03. Data were collected via triangulation techniques, including participatory observation, structured interviews with principals, teachers, and students, and extensive documentation. The data were then analyzed using the Miles and Huberman interactive model. The results indicate that interior design transformations focusing on three core elements physical (vibrant colors, zoning, ergonomic furniture), environmental (lighting, ventilation), and inclusivity successfully created a more stimulating, safe, and comfortable library atmosphere. This spatial transformation significantly impacted students' educational behaviors in multidimensional ways. First, there was a surge in Independent Visit Initiatives, indicating a shift from passive to active literacy interest. Second, Persistence and Focus improved, evidenced by longer durations of reading time ("time on task") facilitated by comfortable seating options like bean bags and carpets. Third, Positive Social Interaction flourished, where the library became a hub for collaborative learning and discussion, fostering mutual respect. Fourth, Curiosity and Exploration were heightened through accessible low-shelving and thematic visual displays. It is concluded that library interior design serves not merely as an aesthetic improvement, but as a vital pedagogical instrument. The child-friendly design effectively bridges the gap between students and literacy, transforming the library from a mere storage room into a vibrant center for character building and educational development. Keywords: Interior Design, Child-Friendly Library, Educational Behavior, Reading Interest, Elementary School, Literacy Environment.
Copyright (c) 2026 Rullis Rullis, Sutji Muljani http://creativecommons.org/licenses/by-sa/4.0
REFLECTIVE SPIRITUAL LITERACY MODEL THROUGH PRAYER AND ASMAUL HUSNA HABITUATION FOR STRENGTHENING RELIGIOUS CHARACTER IN ELEMENTARY STUDENTS
This study aims to develop and describe a reflective spiritual literacy model implemented through the habituation of reciting prayers and Asmaul Husna to strengthen elementary school students’ religious character. This research employed a qualitative approach with a case study design conducted at SDN Serang 20. Data were collected through in-depth interviews, observations, questionnaires, and documentation, and analyzed using an interactive model with triangulation techniques.The findings reveal that the implementation of reflective spiritual literacy transforms ritual religious activities into meaningful and reflective practices. Approximately 90% of student responses fall into the appropriate category, indicating improvements in spiritual awareness, worship habits, self control, and social religious attitudes. The model integrates three main stages: guided habituation, contextual meaning making, and structured reflection. These results demonstrate that reflective spiritual literacy is effective in fostering internalization of religious values and promoting sustainable character development. The study contributes an integrative model that shifts religious habituation from mechanical routines to reflective and transformative learning experiences. Keywords: Reflective Spiritual Literacy, Prayer Habituation, Asmaul Husna, Religious Character, Elementary School
Copyright (c) 2026 Syalaysa Fhenia Al Najwa, Firman Robiansyah http://creativecommons.org/licenses/by-sa/4.0
DEVELOPMENT OF AN ACEHNESE CULTURE-BASED TEACHING MODULE TO ENHANCE ELEMENTARY STUDENTS’ UNDERSTANDING OF MATHEMATICAL CONCEPTS IN ACEH BESAR
Mathematics learning in elementary schools is often considered abstract and difficult for students to understand due to the lack of connection with cultural contexts and everyday life. Studies show that most students in Aceh Besar experience difficulties in understanding mathematical concepts, particularly in abstract topics such as fractions and geometry. This is caused by conventional teaching methods, the limited availability of contextual teaching materials, and the lack of integration of local culture as a learning medium. This study aims to develop an Acehnese culture-based teaching module that is valid, practical, and effective in improving elementary school students’ conceptual understanding of mathematics in Aceh Besar. The research employed a Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects were 118 fourth-grade students from three schools (SDN 1 Peukan Bada, SDN 2 Peukan Bada, and SDN Lamteh) along with three classroom teachers. The instruments used included validation sheets from subject matter, media, and cultural experts, interview guidelines for the module practicality test, and conceptual understanding tests. Data were analyzed using a mixed-methods approach with an Explanatory Sequential design, in which quantitative analysis was followed by qualitative analysis. The results showed that the Acehnese culture-based teaching module was judged valid by experts, practical for teachers to use, and effective in improving students’ mathematical conceptual understanding. This was indicated by the significant increase in average pretest to posttest scores, N-gain values in the high category, paired t-test and Wilcoxon results with p < 0.001, as well as a very large effect size. Therefore, the Acehnese culture-based teaching module is feasible to be used as an alternative teaching material in elementary school mathematics learning. Keywords: Teaching module development, Acehnese culture, Conceptual understanding, Mathematics, Elementary school
Copyright (c) 2025 Tria Marvida, Sofiyan Siregar, Helminsyah Helminsyah http://creativecommons.org/licenses/by-sa/4.0
IMPLEMENTATION OF THE JARIMATIKA METHOD USED BY REPLICA MEDIA ON STUDENTS' LEARNING OUTCOMES ON THE MATERIAL OF MULTIPLICATION OF INTEGRATED NUMBERS IN MIN 3 BANDA ACEH
The action research in this classroom was undertaken as a result of the fourth-grade students in MIN 3 Banda Aceh struggling to grasp the concepts of multiplication and recalling what they have learned before, which impacted their learning performance. The purpose of the study was to enhance the learning outcome of students in multiplication using Jarimatika method with the help of replica media. It consisted of 40 students and was conducted in three cycles. Teacher and student activities and learning achievement tests were used as data collection methods in the form of observation sheets. The success indicators were teacher and student activity scores ≥80%, individual mastery, at least 75 and classical mastery, >85. The findings indicated improvement throughout the cycles. Teacher activity increased from 69.31% to 78.40% and 90.90%, student activity from 62.61% to 76.90% and 90.47%, and learning outcomes from 67.5% to 77.5% and 90%. Thus, Jarimatika method was found to be effective with the help of replica media, which enhanced the learning outcomes of students in multiplication. Keywords: Jarimatika, Replica Media, Multiplication, Learning Outcomes, Students
Copyright (c) 2026 Syifa Zia Muharni, Nida Jarmita, Zainuddin Zainuddin http://creativecommons.org/licenses/by-sa/4.0
STRATEGIC IMPACT OF EDWARD DEMING'S TQM PRINCIPLES ON A HEALTHY AND PRODUCTIVE ELEMENTARY SCHOOL ENVIRONMENT
This study aims to analyze the strategic impact of Deming’s TQM principles on creating a healthy and productive elementary school environment, in SDN Pondok Pucung 3 Tangerang Selatan. This research employed a qualitative descriptive approach, with data collected through observation, in-depth interviews with the principal, teachers, and school committee members. The results reveal that the school has successfully implemented key TQM principles such as participatory leadership, the Plan-Do-Check-Act (PDCA) cycle, stakeholder involvement, and customer-oriented service. The commitment of the principal, together with the active participation of teachers, students, and the school committee, has significantly improved environmental cleanliness, reduced student absenteeism due to health issues, and fostered a culture of healthy and responsible behavior among the school community. The findings indicate that the application of Deming’s TQM principles not only enhances the efficiency of school management but also contributes to the creation of a healthy, safe, and productive learning environment. The strategic impact is continuous improvement, stakeholder collaboration, and process-focused leadership enhance student well-being and learning outcomes. Keywords: Deming’s TQM Principle, Elemetary School, Environment
Copyright (c) 2025 Sari Febrianti, Alifa Syauqi Hatami, R Madhakomala http://creativecommons.org/licenses/by-sa/4.0
CONTRIBUTION OF SIPENALI PROGRAM IN CHARACTER STRENGTHENING AT SDN BEGAWAT 01, KABUPATEN TEGAL
Bullying in elementary schools is a manifestation of a serious character crisis, marked by the weakening of core values such as empathy and responsibility. This qualitative research aims to deeply analyze the contribution of the Sipenali Program (System for Bullying Prevention and Management Actions) as a holistic intervention model in the effort to strengthen student character to prevent and manage bullying at SDN Begawat 01. The study's focus is to investigate the extent to which this program successfully cultivates four fundamental characters: empathy, responsibility, courage, and mutual respect. Using an instrumental case study approach with data triangulation techniques (interviews, observation, and documentation) involving the school principal, teachers, students, and parents, the findings show that the implementation of Sipenali successfully and significantly fostered a positive character foundation. The program’s contribution is realized through four systematic components: socialization, a reporting application, coaching sessions, and an Anti-Bullying Week. Specifically, the program succeeded in significantly cultivating empathy, courage, responsibility, and mutual respect among students, establishing a new social norm of positive interaction. This success is underpinned by the strong commitment of school leadership and the active participation of the entire community. Despite facing challenges in the form of negative influences from digital media and the need for intensive collaboration with parents, the Sipenali Program proves to be a fundamental and effective solution in shaping a safe and positive school environment built on character. This research recommends Sipenali as a replicable model for sustainable character strengthening in elementary schools. Keywords: Sipenali Program, Character Strengthening, Bullying, Empathy, Responsibility, Elementary School
Copyright (c) 2026 Rega Sukmawati, Basukiyatno Basukiyatno, Suriswo Suriswo http://creativecommons.org/licenses/by-sa/4.0
ANALYSIS OF STUDENT MINI-RESEARCH REPORT ON THE DEVELOPMENT OF TEACHER COMPETENCE IN THE DIGITAL ERA
This study analyzes student mini-research reports on teacher competency development in the digital era. The objectives of the study include reviewing mini-research activities to identify teacher competency development amidst digital transformation, both in terms of challenges and needs. The research method used is a descriptive qualitative approach and examines mini-research reports compiled by students with an assessment rubric. The research subjects were 14 PGMI Semester V students divided into 5 groups. Data collection used observation, interviews and documentation of student mini-research reports. The results of the study are that: 1) students are able to identify gaps in teacher competency in mastering learning technology, digital literacy and digital pedagogy, 2) through the reports compiled by students, it reveals the need for teacher quality in designing innovative technology-based learning according to student needs, 3) and mini-research activities provide references for the development of teacher competency on an ongoing basis. The research conducted contributes to studying contemporary educational issues and produces data to develop teacher quality in the digital era. This study sharpens the foundation regarding teacher competency in the digital era and opens opportunities for further research in terms of mastering technology-based learning, digital literacy and digital pedagogy. Keywords: Student Mini-Research, The Digital Era, Teacher Competence
Copyright (c) 2026 Aziz Nuri Satriyawan, Agus Sriyanto, Nur Maya Rohmawati , Galih Priyani , Elyaum Farihah, Ndaru Putri Yudhiarti http://creativecommons.org/licenses/by-sa/4.0
ANALYSIS OF CANVA PUZZLE MEDIA NEEDS IN INDONESIAN LANGUAGE LEARNING FOR ELEMENTARY SCHOOL GRADE III
This study aims to develop Canva-based puzzle media for Indonesian language subjects for third-grade elementary school students using the Research and Development (R&D) method of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), but this study is limited to the development stage, so the resulting product has not yet reached the stage of implementation and comprehensive evaluation in the field. Data collection was carried out through observation, student questionnaires, and teacher interviews which showed that 74.1% of students liked Indonesian language subjects, but 55.6% found it difficult, 92.6% of students wanted more creative learning, and 51.9% were more enthusiastic about game methods. The conclusion of this study is that Canva-based puzzle media is expected to increase students' interest in learning and active participation, while providing practical solutions for teachers in overcoming low interest in learning and enriching digital learning media references. Keywords: Puzzle Media, Elementary School
Copyright (c) 2025 Vera Juniar, Herlina Usman, Mahmud Yunus http://creativecommons.org/licenses/by-sa/4.0
DEVELOPMENT OF 4D MODEL–BASED STUDENT WORKSHEETS TO IMPROVE LEARNING INDEPENDENCE IN GRADE V ELEMENTARY SCHOOL
This study aimed to develop Student Worksheets (LKPD) based on the 4D model (Define, Design, Develop, and Disseminate) in science learning to improve the learning independence of fifth-grade elementary school students. The research employed a Research and Development (R&D) approach using the 4D development model. The study was conducted in elementary schools within the General Sudirman Cluster, Taman District, Pemalang Regency. Data were collected through expert validation, learning independence questionnaires, and pretest–posttest instruments. The feasibility of the developed LKPD was evaluated based on validity, practicality, and effectiveness criteria. The results of expert validation indicated that the LKPD was categorized as valid and suitable for use. Statistical analysis showed an improvement in students’ learning independence after the implementation of the 4D model–based LKPD in the experimental class compared to the control class. These findings indicate that the developed LKPD is feasible, practical, and effective as an alternative instructional material to support student-centered science learning and enhance learning independence among fifth-grade elementary school students. Keywords: Student worksheets, 4D model, learning independence
Copyright (c) 2025 Idhi Agung Mulyawan, Suriswo Suriswo, Rahmad Agung Nurgraha http://creativecommons.org/licenses/by-sa/4.0
THE CONCEPT OF PUNISHMENT IN ISLAMIC EDUCATION PERSPECTIVE OF THE MANUSCRIPT OF H. ISMAIL ARSYAD
This study aims to examine the concept of punishment in Islamic education based on a few manuscripts on Islamic education written by H. Ismail Arsyad. This research employs a qualitative library research approach, with the manuscript as the primary data source, supported by relevant literature. Data were analyzed using thematic content analysis to identify key ideas related to the educational purpose, principles, and implementation of punishment in Islamic education. The findings reveal that punishment, according to H. Ismail Arsyad, is conceptualized as an educational and corrective instrument intended to shape students’ moral behavior rather than as a repressive form of discipline. His perspective emphasizes justice, proportionality, and wisdom, while explicitly rejecting physical punishment in educational settings. This study contributes to Islamic education scholarship by highlighting a manuscript-based perspective from a local Islamic education figure, thereby enriching existing discussions on humane and character-oriented disciplinary practices in Islamic education. Keywords: Punishment, Islamic Education, Manuscripts, Ismail Arsyad
Copyright (c) 2025 Natasya Camelawaty, Sukino Sukino, Muh Gitosaroso http://creativecommons.org/licenses/by-sa/4.0
MATHEMATICS LEARNING IN THE DIFUSI ERA: STRATEGIES AND CHALLENGES IN MADRASAH IBTIDAIYAH
This study aims to examine the effectiveness of the application of Project-Based Learning strategies combined with digital classroom media in learning basic mathematics for prospective elementary school teachers. The background of this research is based on students' low interest and understanding of mathematics, as well as the dominance of conventional learning approaches that are still teacher-centered. Through the Project-Based Learning approach, students are involved in making project-based learning media according to math materials such as KPK, FPB, whole numbers, fractions, and flat shapes. This process is also strengthened by the use of digital media for discussion, collaboration, and online task collection. The research used a quantitative descriptive approach with data collection techniques in the form of questionnaires distributed to 24 students. The results showed that 58.3% really understood the material taught, and 79.1% considered the learning strategy used to be effective. In conclusion, the digital classroom-based Project-Based Learning strategy is able to increase students' involvement, understanding, and motivation to learn mathematics. This approach also trains 21st century skills such as collaboration, creativity, and communication, and prepares students as competent teachers in the digital era. Keywords: Project-Based Learning, Digital Classroom, Mathematics Learning, Prospective Teacher Students, Learning Strategy
Copyright (c) 2026 Risma Diana, Prapti Octavia Ningsih, Yuni Azura http://creativecommons.org/licenses/by-sa/4.0
THE DEVELOPMENT OF PANCASILA EDUCATION LEARNING MEDIA USING ARTICULATE STORYLINE WITH A CONTEXTUAL MODEL FOR FOURTH GRADE ELEMENTARY SCHOOL
Pancasila Education within the Merdeka Curriculum emphasizes the development of students’ critical thinking skills; however, instructional practices at the elementary school level continue to face challenges related to the analytical nature of the content, the potential for conceptual misconceptions particularly in distinguishing the second and fifth principles of Pancasila and the limited variation of learning media and integration of educational technology. Although previous studies have reported the effectiveness of Articulate Storyline and Contextual Teaching and Learning (CTL) when implemented separately, research that systematically integrates both approaches in the context of fourth-grade Pancasila Education, especially for Chapter 4 “Pancasila Dalam Diriku”, remains limited. This study aims to develop Pancasila Education learning media assisted by Articulate Storyline integrated with the CTL model and to examine its feasibility through expert validation involving content, media, and language specialists. The study employed a Research and Development (R&D) approach using the ADDIE model proposed by Branch, implemented up to the formative evaluation stage through expert validation, without conducting classroom implementation or student trials. The developed media, named Pandaku, incorporates trigger videos, interactive content, quizzes with automated feedback, contextual examples, summaries, and reflective activities. The validation results indicate that the media is highly feasible, achieving feasibility percentages of 95.38% (media expert), 96.92% (content expert), and 96% (language expert). Theoretically, this study contributes to the development of instructional design in Pancasila Education by offering a systematic integration of interactive digital media and CTL for value-based content that is prone to misconceptions. Practically, the developed media has the potential to enrich teachers’ instructional resources and support technology-based contextual learning in offline formats. Nevertheless, improvements in students’ critical thinking skills remain an anticipated potential that requires empirical verification through field implementation and effectiveness testing in future studies. Keywords: Pancasila Education, Articulate Storyline, Contextual Model
Copyright (c) 2025 Dellayla Ayu Az Zahra, Eko Handoyo, Isdaryanti Isdaryanti http://creativecommons.org/licenses/by-sa/4.0
THE INFLUENCE OF USING PHET DIGITAL MEDIA ON MATHEMATICS LEARNING OUTCOMES FOR FRACTION MATERIAL FOR CLASS 3 SDN 1 TLOGOTUWUNG
This study aims to determine the effect of using PhET digital media on the mathematics learning outcomes of grade 3 students at SDN 1 Tlogotuwung. The basis of this study is the insufficient education achievement of learners, especially the physical learning outcomes, as well as the lack of optimal use of innovative and interactive learning media in the learning process.This research adopts a qualitative approach, specifically utilizing a Pre-Experimental Design framework. The specific design implemented in this study is the One Group Pretest-Posttest model, which involves measuring the same group of participants before and after the intervention. The population targeted in this study consists of all third-grade students enrolled at SDN 1 Tlogotuwung. From this population, the sample was drawn, comprising two sets of data pretest and posttest results each involving 25 students. To gather the required data, a multiple-choice test was employed as the main research instrument, serving to evaluate students' understanding and learning outcomes before and after the use of the intervention. The data analysis methods employed included the normality test also matched pairs t-test. The data indicated a notable difference in students’ educational attainment who used the PhET digital media and those who did not use it. This is proven by the results of the Double-Sided T-Test 0.000 which shows a significance value of less than 0.05. Thus, it may be inferred that utilizing PhET digital media yields a beneficial impact on improving students' mathematical learning outcomes. Keywords: Learning Outcomes, PhET Digital Media, Mathematics, Fractions
Copyright (c) 2025 Wanda Widyasari, Arum Dwi Rahmawati, Novia Rahma Rista Utami Utami http://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF PHET SIMULATION MEDIA ON CRITICAL THINKING SKILLS IN ELECTRICAL CIRCUIT MATERIAL
Finding out how PhET simulations affect the critical thinking abilities of fifth-grade electrical engineering students at SDN Slipi 11 Jakarta Barat is the goal of this study. A quasi-experimental design with a pretest-posttest control group design is the research methodology employed. All fifth-grade students make up the study population, and the sample is divided into two classes: a control class that uses traditional instruction and an experimental class that uses PhET simulations. Descriptive tests to measure critical thinking skills that had undergone validity and reliability testing served as the instruments. The normality and homogeneity tests were completed before the hypothesis test. The data were homogeneous and regularly distributed, according to the hypothesis test results. With a significance value of 0.001 (<0.05), the Independent Sample t-test hypothesis test rejected H₀. This demonstrates how using PhET simulations significantly enhances students' capacity for critical thought. PhET simulations also promote active student participation and enhance the interactiveness and enjoyment of learning. PhET simulations could therefore develop into a cutting-edge teaching tool for science in elementary schools. Keywords: PhET Simulation, Critical Thinking, Electrical Circuit Material
Copyright (c) 2025 Daradinanti Ansori, Prima Mutia Sari http://creativecommons.org/licenses/by-sa/4.0
DEVELOPMENT OF A FLIPBOOK PICTURE STORYBOOK ON HERO MATERIAL FOR GRADE IV OF MIS KADUAJA ELEMENTARY SCHOOL, TANA TORAJA
Learning media are instruments that help deliver knowledge or messages by using the senses of sight, sound, and touch. Learning resources are crucial for assisting students in picking up new knowledge and abilities. The dearth of educational media in schools often makes it difficult for students to increase their enthusiasm in learning. Analyzing the requirements, viability, and usefulness of creating Picture Story Book (Flipbook) learning materials for the Heroes curriculum for Grade IV at MIS Kaduaja Tana Toraja is the goal of this study. Using the ADDIE development model, this study employs an R&D (Research and Development) methodology. The five phases of the ADDIE development model are as follows: (1) analysis; (2) design; (3) development; (4) implementation; and (5) evaluation. Twenty pupils and a teacher served as the study's subjects. A picture story book (Flipbook) with presentation-style learning materials about Tana Toraja heroes was created as a result of this study, which was carried out at MIS Kaduaja Tana Toraja. Tests, questionnaires, interviews, and observations were the methods utilized to collect the data, which were subsequently subjected to both qualitative and quantitative analysis. According to the study's findings, students require a picture book with vibrant illustrations. According to the criteria, the flipbook storybook media satisfies the requirements for validity and has reached a practical level. Picture Story Book (Flipbook) was validated by three experts as validators including language experts 70% (Valid), material experts 86% (valid), and design experts 72.5% (valid). Meanwhile, for the practical results involving 20 students and a fourth grade homeroom teacher as research subjects obtained very positive values with results of 78.3% of students and 90.38% of fourth grade teachers with a very practical level of practicality. Keywords: Picture Story Book, Flipbook, Heroes
Copyright (c) 2025 Filda Angriani Malagunna http://creativecommons.org/licenses/by-sa/4.0
ANIMATION VIDEO DEVELOPMENT USING THE ANIMAKER APPLICATION BASED ON NAGAN RAYA LOCAL WISDOM IN CLASS IV MIN
The issue of limited learning media and students' difficulties in understanding the material prompted the author to conduct this research. Based on an analysis of the textbooks used, the material presented is general in nature and not connected to local wisdom relevant to students' surroundings. This study aims to: (1) design an Animaker-based instructional video integrating local wisdom; (2) assess its feasibility; and (3) evaluate its practicality. The research method used is Research and Development (R&D) with the Alessi and Trollip model.The results indicate that the developed instructional video is highly feasible and practical for use. Validation results showed the following scores: material expert 93.8%, media expert 91.5%, and language expert 98.4%—all rated as “Highly Feasible.” Practicality tests by classroom teachers yielded scores of 100% (Grade IV-A) and 94% (Grade IV-B), both categorized as “Highly Practical.” The student practicality test yielded a score of 88.8%, also rated as “Highly Practical.” Therefore, the Animaker-based instructional video integrating local wisdom is suitable for use in learning, particularly in introducing the local wisdom of Nagan Raya at MIN 1 Nagan Raya. Keywords: Animated Videos, Animaker Apps, Local Wisdom.
Copyright (c) 2025 Putri Rahmi http://creativecommons.org/licenses/by-sa/4.0
IMPLEMENTATION OF TOTAL PHYSICAL RESPONSE METHOD TO IMPROVE ARABIC LANGUAGE LEARNING INTEREST OF GRADE 2 STUDENTS OF DARUSSALAM ELEMENTARY SCHOOL PATNAWITYA, YALA THAILAND
This study aims to improve the interest in learning Arabic of grade 2 students of Darussalam Elementary School, Patna Witya School, Yala, Thailand, through the Total Physical Response (TPR) method. This study used Classroom Action Research (CAR) which was carried out for three cycles. The subjects of the study were 15 students. The research data were collected through observation techniques using learning interest instruments that had gone through a validation process. Data analysis used quantitative (percentage) and qualitative descriptive. The results showed a significant increase in students' learning interest in each cycle. The percentage of students' learning interest in cycle I was 39% (low), cycle II was 53.1% (moderate) and cycle III was 85.93% (very high). This shows that the TPR method is effective in improving students' learning interest through the integration of physical movement with verbal instructions. The application of the TPR method creates a more dynamic and interactive learning environment, which motivates students to participate actively. Keyword: Total Physical Response Method, Interest In Leraning, Arabic Language
Copyright (c) 2025 pocut silvasya, salma hayati, rokiyah dolohbongo http://creativecommons.org/licenses/by-sa/4.0
DEVELOPMENT OF THE POTAR BUNGKERLA MEDIA TO DISCOVER THE VOLUME FORMULAS IN GRADE VI AT MIN 22 ACEH BESAR
Teachers need a simple teaching aid that aligns with the topic of three-dimensional shapes and can be reused over a long period. This research is motivated by students' difficulties in understanding the elements of three-dimensional shapes, as well as their confusion in determining the volume formulas of curved-sided solids that are relatively similar. Therefore, this study aims to develop an appropriate instructional media to help address these student learning difficulties. Therefore, research and development are necessary to produce the Potar Bungkerla media, which is adapted from the environment. R&D (Research and Development) with a model ADDIE (analysis, design, development, implementation and evaluation) used in this research. The instruments consist of expert validation sheets for media and content experts, as well as teacher and student response questionnaires. The final results obtained from media expert validation scored 93.6%, while content expert validation scored 83%, both classified as "highly feasible." Meanwhile, the teacher response scored 95% with a "very interesting" classification, and the student response scored 88.75%, also classified as "very interesting." As a result, this study successfully developed a learning media that can be used by students to overcome difficulties in discovering the volume formulas of curved-sided solids. These figures indicate that this media is highly feasible and captures students' interest. Therefore, the research has been completed, and the media can be used in Grade VI at MIN 22 Aceh Besar. Keywords: Potar Bungkerla Media, Curved-Surface Three-Dimensional Shapes.
Curved-Surface Three-Dimensional Shapes.
Copyright (c) 2025 Nida Jarmita, Zikra Hayati, Rachmawati Rachmawati, Muhammad Afif Narfi http://creativecommons.org/licenses/by-sa/4.0