Primary : Jurnal Keilmuan dan Kependidikan Dasar

Development of Wing Media (Wordwall Interactive Games) for Cube and Rectangular Prism Concept

2026-04-06T11:55:27+07:00

Mathematics learning is often perceived as difficult and less engaging by students due to teacher-centered instruction, less varied teaching strategies, and limited learning media. These conditions cause classroom activities to become passive and hinder students' understanding of the material. This study aims to develop and analyze the feasibility and practicality of WING (Wordwall Interactive Games) media on the topic of three-dimensional shapes. The research method used was Research and Development (R&D) with the ADDIE model. The research subjects involved 28 fifth-grade students of SD Negeri Tembong 1, consisting of 12 students in the small-group trial and all students in the large-group trial. Data collection techniques included observation, interviews, expert validation, and student response questionnaires. The results showed that the WING media achieved a “highly feasible” criterion, with a media expert validation score of 95.4% and a material expert validation score of 96.4%. In addition, the practicality test results based on student response questionnaires obtained a score of 87%, categorized as “highly practical.” Therefore, the WING media is valid and practical to be used as a mathematics learning medium for the topic of cube and rectangular principles.

Development of Flashcard Media Assisted by a Letter Board to Improve Reading Skills of Upper Elementary Students with Reading Difficulties

2025-12-09T14:57:59+07:00

This Research was motivated by the fact that some sixth-grade Elementary students at Kebon Jahe were not yet familiar with the alphabet and had poor basic reading skills. This situation highlights the need for learning materials tailored to the students' needs. The purpose of this study is to describe the development and use of flashcard materials supplemented with an alphabet board to support early reading skills. The study employed the Research and Development (R&D) method using the ADDIE model. The research subject was a single sixth-grade student experiencing difficulties with basic reading. The developed media was designed to provide visual and kinesthetic stimulation in reading instruction. The results of the media validation indicated an improvement. The media validation has a validity of 78.4%, while the content has a validity of 87%, thus deeming the media suitable for use. Based on the results of the validation by media and material experts, as well as student feedback, the flashcards and letter boards can be deemed valid, practical, and effective in supporting students' early reading skills. The results of the implementation indicate an improvement in students' reading skills. In the pretest phase, students were only able to recognize 5 letters of the alphabet. After four sessions of learning using the media, students were able to recognize the letters A–Z, pronounce the sounds of the letters more accurately, and begin reading simple vocabulary. Students also showed positive responses and were more enthusiastic during the learning process

Development of Differentiated Learning Tools in Mathematics Learning in Elementary School

2026-04-08T13:15:44+07:00

The implementation of differentiated instruction remains ineffective due to learning materials that are overly complex and fail to fully address students' diverse learning needs. This study aims to develop differentiated instructional materials for mathematics learning in elementary schools (SD/MI). The participants of this research consisted of six lecturers serving as expert validators (two material experts, two language experts, and two media experts), one mathematics teacher, and 26 fourth-grade students (Class IV-1) at MIN 8 Aceh Besar. This research utilized the 4-D development model consisting of four stages: defining, designing, developing, and disseminating. Data were collected through observation, expert validation forms, and practicality questionnaires. The data were analyzed using quantitative techniques to assess the feasibility and practicality of the developed instructional materials. The results indicated that the instructional materials were highly feasible. Validation scores were 92.5% from media experts, 89.53% from material experts, and 82.5% from language experts, all categorized as “very feasible.” Additionally, practicality scores were 95% from the teachers and 87.66% from the students, both were categorized as “very practical”. The developed instructional materials are capable of accommodating students' diverse learning styles and are equipped with a digital barcode to facilitate access. There fore these instructional materials are considered valid and practical for use in the learning process.

Delivering Dynamic Civics Learning Through the TPACK Approach at the Elementary School Level

2026-05-03T19:55:34+07:00

This research aims to analyze the implementation of the Technological Pedagogical Content Knowledge (TPACK) approach in creating dynamic Civic Education (PKn) learning at the elementary school level and to identify the challenges educators face. The method used is a Systematic Literature Review (SLR) that reviews 15 selected research articles published between 2020 and 2026. Literature sources were obtained from Google Scholar, DOAJ, SINTA, and Garuda databases using the keywords "TPACK", "Citizenship Education" (Civic Education), and "elementary school Civics learning". The review findings indicate that the TPACK approach has transformative potential for Civics learning, especially when combined with Project-Based Learning and Contextual Teaching and Learning models, which have been shown to improve students' cognitive and affective learning outcomes and their motivation to learn. Moreover, TPACK plays an important role in strengthening students' character and digital citizenship. This review also highlights the integration of artificial intelligence (AI), such as ChatGPT, as a future instructional assistant. Nevertheless, several key challenges were identified, including low digital literacy among teachers (particularly senior teachers), limited technological infrastructure, difficulties in time management when using project-based models, and the gap between teachers' content mastery and their integration of pedagogy and technology.

The Effect of Problem-Based Learning Assisted by Magic Straw Media on Elementary School Students' Mathematical Conceptual Understanding

2026-05-21T15:51:39+07:00

Mathematical conceptual understanding is a fundamental ability that students need to master, as it serves as the foundation for learning more complex mathematical concepts. However, elementary school students' conceptual mathematical understanding remains relatively low. This research aimed to determine the effect of the Problem Based Learning (PBL) model assisted by Magic Straw media on students' mathematical conceptual understanding. The study employed a quantitative approach using an experimental method with a one-group pretest-posttest design. The sample consisted of 20 fifth-grade students from SDIT Ilmu Purwakarta selected through purposive sampling. The research instrument was an essay test consisting of five items designed to measure students' mathematical conceptual understanding. The data were analyzed using descriptive statistics, normality tests, paired sample t-tests, and N-Gain analysis with the assistance of IBM SPSS Statistics 26. The results revealed a significant effect of the Problem Based Learning model assisted by Magic Straw media on students' mathematical conceptual understanding, indicated by a significant value of less than 0.05. Furthermore, the N-Gain score of 0.5321 indicated a moderate improvement in students' mathematical conceptual understanding. Therefore, the Problem Based Learning model assisted by Magic Straw media can be considered an effective alternative learning approach to improve elementary school students' mathematical conceptual understanding.

The Relationship Between the Intensity of Gadget Use at Home and Students' Discipline at School: A Study of Elementary School Students

2025-12-14T21:42:53+07:00

This research to determine the relationship between gadget use at home and the disciplinary attitudes of elementary school students in the school environment. The research used a quantitative approach with a correlational research type. The research population was third-grade students of Margajaya 2 Elementary School and their parents in the 2025/2026 academic year. Data were collected using two types of questionnaires, namely a gadget use questionnaire filled out by parents and a discipline attitude questionnaire filled out by students. Before the correlation test was carried out, the data were first tested for normality using Shapiro-Wilk. The results of the normality test showed that the data were not normally distributed (Sig. <0.05), so the correlation analysis was carried out using the Spearman Rank correlation test. The results showed a correlation coefficient of 0.121 with a significance value of 0.538 (p>0.05). These results indicate that the relationship between gadget use at home and students' disciplinary attitudes is in the very low and insignificant category. Thus, it can be concluded that there is no significant relationship between gadget use at home and students' disciplinary attitudes at school. It is thought that students' disciplinary attitudes are more influenced by other factors such as parenting patterns, family environment, learning habits, and the role of teachers at school.

The Effect of Realistic Mathematics Education on the Mathematical Problem-Solving Ability of Fifth-Grade Students at SD 21 Banda Aceh

2026-04-08T13:17:53+07:00

This research to examine the effect of implementing the Realistic Mathematics Education (RME) model on students' mathematical problem-solving abilities. This research employs a quantitative approach with a quasi-experimental design, specifically a control group pretest–posttest design. The sampling technique used is random sampling. The population of this study consisted of fifth-grade students, while the sample consisted of two groups: an experimental group consisting of 17 students taught using the RME model, and a control group consisting of 17 students taught using conventional instruction. Data were collected using a mathematical problem-solving ability test. Data analysis was conducted using an independent sample t-test with the assistance of SPSS version 26 for Windows. The results indicate a significant difference between the group that received the RME treatment and the group that received conventional instruction, with a significance value of 0.003 < 0.05. This finding demonstrates that the implementation of the RME model has a significant effect on improving students' mathematical problem-solving abilities. Therefore, the RME model can serve as an effective alternative instructional approach to enhance problem-solving skills among elementary school students.

Comparison of Students' Speaking Skills Using the Round Robin and Direct Instruction Learning Models: An Experimental Study of Fourth-Grade Elementary School Students

2026-04-30T20:09:18+07:00

This study aimed to compare the speaking skills of students taught using the Round Robin learning model and those taught using the Direct Instruction model. This study employed a quasi-experimental method with a nonequivalent control group design. The participants were 63 fourth-grade students of SD Negeri Experiment, consisting of 32 students in the experimental class and 31 students in the control class. Data were collected through speaking skill tests administered before and after the treatment. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, the Levene homogeneity test, the independent sample t-test, the Mann-Whitney test, and the N-Gain test. The findings revealed that there was no significant difference in students' initial speaking skills between the experimental and control groups (Sig. = 0.699 > 0.05). However, the posttest results showed a significant difference between the two groups (Sig. = 0.003 < 0.05). The experimental class obtained an average N-Gain score of 0.39 (moderate category), whereas the control class obtained an average N-Gain score of 0.19 (low category). Furthermore, the Mann-Whitney test on N-Gain scores indicated a significant difference in improvement between the two groups (Sig. < 0.001). These findings suggest that the Round Robin learning model is more effective than the Direct Instruction model in improving the speaking skills of fourth-grade elementary school students.

Madrasah Ibtidaiyah Teachers' Strategies for Fostering Scientific Attitudes in Science Learning: A Case Study of State Madrasah Ibtidaiyah in Aceh Besar Regency

2026-04-08T13:13:47+07:00

Science learning in the Merdeka Curriculum emphasizes the development of scientific attitudes as an essential component of the learning process. Scientific attitudes are needed to cultivate students' carefulness, honesty, critical thinking, and curiosity toward the phenomena they study. This study aims to describe the role of teachers in fostering scientific attitudes in fifth-grade science learning at State Madrasah Ibtidaiyah (MIN) in Aceh Besar Regency, both at the planning and implementation stages of instruction. This study employed a qualitative descriptive method with a case study design. The research subjects consisted of three fifth-grade teachers from three State Madrasah Ibtidaiyah in Aceh Besar. Data were collected through observations, interviews, and documentation. The data were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings indicate that teachers have made efforts to foster scientific attitudes in science learning; However, their implementation varies across schools and has not been consistently integrated into every learning activity. Scientific attitudes were reflected in observing, questioning, and discussion activities, with varying levels of intensity and depth depending on classroom conditions and teachers' instructional practices. Therefore, continuous reinforcement and habituation are needed to optimize the cultivation of scientific attitudes in science learning.

The Love-Based Curriculum as an Implementation of Rahmatan lil 'Alamin Values in Elementary Education

2026-05-11T13:50:11+07:00

Elementary education often prioritizes cognitive achievement and academic outcomes, while neglecting the development of humanistic values such as empathy, compassion, and care. This imbalance creates a gap between the ideals of character education and actual classroom practices. Therefore, this study aims to examine the implementation of a love-based curriculum as an expression of rahmatan lil 'alamin values in elementary education. This research employs a qualitative approach with a phenomenological design to explore teachers' experiences in integrating values of compassion and empathy into the learning process. The participants were elementary school teachers selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that teachers understand the concept of a love-based curriculum and apply it through humanistic interactions and supportive classroom environments. However, the implementation remains unstructured in formal lesson planning and faces challenges such as academic demands and limited time. Despite these constraints, teachers continue to integrate love-based values flexibly in their teaching. In conclusion, a love-based curriculum has strong potential to foster rahmatan lil 'alamin values in elementary education, but requires stronger systemic support for effective implementation.