Jurnal Cakrawala Pendas (JCP) with registered number ISSN 2579-4442 (online) and ISSN 2442-7470 (print), is an open access and peer-reviewed scholarly journal published by the Department of Primary Teacher Education, Universitas Majalengka in collaboration with Himpunan Dosen PGSD Indonesia (HDPGSDI). This Journal is published forth times a year, in January, April, July, and October. This publication is available online through open access. The purpose of this journal publication is to disseminate new theories and research results that have been achieved in the field of elementary education. JCP aims to provide researchers with scholarly discourses, theories, research methods, and findings. Therefore, the journal accepts manuscripts related to all aspects of elementary education. Jurnal Cakrawala Pendas is accredited by the Ministry of Research, Technology, and Higher Education Republic of Indonesia Number 72/M/KPT/2024. Accreditation (SINTA 3) is valid for five years, that is: from volume 9 no. 2 2023, until volume 14 no. 1, 2028.
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
IMPROVING QUR’ANIC MEMORIZATION THROUGH AN AUDIOVISUAL APPROACH: A QUALITATIVE STUDY AT SDIT AKMALA SABILA CIREBON
This study aims to analyze efforts to improve Qur’anic memorization through an audiovisual approach at SDIT Akmala Sabila, Talun District, Cirebon Regency. The research employs a qualitative approach with a case study design to explore in depth the implementation of audiovisual-based tahfidz learning. The participants include the school principal, tahfidz teachers, and students. Data were collected through observation, in-depth interviews, and documentation, while data analysis was conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that the audiovisual approach significantly enhances students’ Qur’anic memorization quality in terms of fluency, tajwid accuracy, memory retention, and learning motivation. The use of audiovisual media such as murottal videos, verse visualization, and repeated audio provides multisensory stimulation that strengthens students’ cognitive processes. Additionally, this approach increases student engagement and interest while enabling teachers to deliver learning materials more effectively and interactively. Supporting factors include the availability of facilities, teacher competence, and institutional support, whereas inhibiting factors involve limited infrastructure and technical issues. This study concludes that the audiovisual approach is an effective, innovative, and relevant learning strategy for improving Qur’anic memorization in Islamic elementary schools and can serve as an alternative model for tahfidz learning in the digital era.
Copyright (c) 2026 Indah Darojah, Nurlela, Moh Ali https://creativecommons.org/licenses/by-sa/4.0
STUDENTS' CRITICAL THINKING ABILITIES IN SOLVING FINAL YEAR SUMMATIVE ASSESSMENT (ASAT) QUESTIONS FOR SCIENCE SUBJECTS IN GRADE IV PRIVATE ELEMENTARY SCHOOLS IN KUTOARJO
Critical thinking skills are one of the important skills that need to be developed in 21st century learning. In the Natural and Social Sciences (IPAS) subject, critical thinking skills are needed to solve problems that require Higher Order Thinking Skills (HOTS). However, assessments in elementary schools are still dominated by questions oriented to Lower Order Thinking Skills (LOTS), so students' critical thinking skills have not been optimally measured. This study aims to analyze students' critical thinking skills in solving the Year-End Summative Assessment (ASAT) questions for science subjects grade IV Private Elementary School in Kutoarjo. This study used a qualitative descriptive approach involving 24 students in grade IV, while five students were selected purposively as the main subjects of the study. Data was collected through documentation, observation, and interviews, then analyzed using the Miles and Huberman models. The results showed that of the 30 ASAT questions analyzed, as many as 18 questions (60%) were included in the LOTS category and 12 questions (40%) were included in the HOTS category. Students' critical thinking skills are divided into the categories of Developing Very Good (20%), Developing as Expected (40%), and Starting to Develop (40%) based on the achievement of Ennis' critical thinking indicators, namely focus, reason, inference, situation, clarity, and overview. Students in the Very Well Developed category were able to meet most of the critical thinking indicators and showed better ability to solve HOTS questions, while students in the Developing Beginning category still had difficulty in giving reasons, drawing conclusions, and evaluating answers. The findings of the study show that the better the students' critical thinking skills, the better their ability to solve HOTS problems in science subjects.
Copyright (c) 2026 Elsa Agustina, S Eko Putro Widoyoko, Nur Ngazizah https://creativecommons.org/licenses/by-sa/4.0
THE INFLUENCE OF TRANSFORMATIONAL LEADERSHIP ON TEACHER PERFORMANCE MEDIATED BY JOB SATISFACTION IN ELEMENTARY SCHOOLS
Teacher performance is one of the key factors in improving the quality of education. One factor believed to influence teacher performance is the principal’s transformational leadership, both directly and through increased teacher job satisfaction. This study aims to analyze the effect of transformational leadership on teacher job satisfaction and performance and to examine the role of job satisfaction as a mediating variable. The study employs a quantitative approach using a descriptive-verificative method. The sample consists of 76 elementary school teachers in Panjalu Subdistrict, Ciamis Regency, selected using a saturation sampling technique. Data were collected via a questionnaire and analyzed using path analysis. The results indicate that both transformational leadership and teacher job satisfaction fall into the high category. Transformational leadership was found to have a positive and significant effect on both teacher job satisfaction and performance. Furthermore, job satisfaction also had a positive and significant effect on teacher performance and acted as a mediator in the relationship between transformational leadership and teacher performance. These findings suggest that the implementation of transformational leadership by school principals can enhance teachers’ job satisfaction, which ultimately leads to improved teacher performance.
Copyright (c) 2026 Samsu Bahtiar, Lutfi Nur, Sandra Arhesa https://creativecommons.org/licenses/by-sa/4.0
DEVELOPMENT OF INTERACTIVE MULTIMEDIA FUN EXPLANATION TO IMPROVE SIXTH-GRADE STUDENTS' READING COMPREHENSION OF EXPLANATORY TEXTS
Elementary school students' ability to read and understand explanatory texts still needs to be improved, while the use of learning media that supports the process of understanding texts interactively is still limited. This study aims to develop a feasible and effective interactive multimedia Fun Explanation to improve the ability to read and understand explanatory texts of sixth-grade elementary school students. This study uses the Research and Development (R&D) method with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 28 sixth-grade students of SD Negeri Wates 01 Semarang. The feasibility of the product was assessed by material experts, media experts, and educational practitioners, while the effectiveness of the product was tested through a one-group pretest-posttest design. Data collection techniques used interviews, observations, questionnaires, and tests. Data were analyzed descriptively and quantitatively, using the Wilcoxon test and N-Gain. The results showed that the interactive multimedia Fun Explanation obtained an average validation score of 94.1% with a very feasible category. The results of the Wilcoxon test showed a significant difference between the pretest and posttest scores (Z = -4.549; p < 0.05). Furthermore, the N-Gain value of 0.6417 indicates that the developed multimedia is quite effective in improving students' reading comprehension skills. Students' responses to the use of multimedia reached 86%, categorized as very good. Thus, the interactive multimedia Fun Explanation is considered very feasible and quite effective for use in teaching reading comprehension of explanatory texts in elementary schools.
Copyright (c) 2026 Aulia Rahmawati, Andarini Permata Cahyaningtyas https://creativecommons.org/licenses/by-sa/4.0
THE INFLUENCE OF PJBL MODEL ON DESCRIPTIVE TEXT WRITING SKILLS IN ELEMENTARY SCHOOLS
This study motivated by the low level of descriptive writing skills among fifth-grade students at SDN 2 Kasugengan Lor. The main issues include students’ difficulty in expressing their ideas in writing, particularly when writing descriptive texts, as well as the lack of innovative teaching models in the learning process. This study aims to determine the effect of the Project Based Learning (PjBL) model on descriptive writing skills. The method used is a quantitative approach with a quasi-experimental design of the non-equivalent control group type. The research sample consisted of an experimental group and a control group. Data collection instruments included a questionnaire to assess students’ initial abilities and descriptive text writing test in the form of pre-test and post-test. The results of the data analysis indicate that there is a significant difference in students’ writing abilities between the class using the Project Based Learning (PjBL) model and the class using conventional learning. This is evidenced by the experimental class’s post-test mean score of 85.17, which is higher than the control class’s score of 81.14, along with a significance value of 0.000 (<0. 05). Thus, the Project Based Learning (PjBL) model has been proven effective in improving descriptive text writing skills in Indonesian language instruction at the elementary school level.
Copyright (c) 2026 Sherlin Amaliah Gunaeni, Widia Nur Jannah, Prabawati Nurhabibah https://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF THE TEAMS GAMES TOURNAMENT (TGT) LEARNING METHOD ON THE COOPERATIVE ABILITY OF ELEMENTARY SCHOOL STUDENTS
The low level of student cooperation skills in elementary schools remains a common problem, primarily due to the dominance of teacher-centered learning, which limits student interaction and active participation. This condition results in students having less opportunity to develop social skills such as cooperation, communication, and collective responsibility. One alternative that can be implemented to overcome this problem is the Teams Games Tournament (TGT) cooperative learning model, which integrates teamwork with games and academic competitions. This study examines the effectiveness of the TGT method in improving students' cooperation skills. The study used a quantitative approach with a quasi-experimental pretest-posttest control group design. The subjects were fifth-grade students divided into experimental and control groups. Data were collected through a Likert-scale questionnaire that measured indicators of cooperation skills. Data analysis was carried out using normality and homogeneity tests, and hypothesis testing with a Paired Samples T-Test. The results of the data analysis showed that there was a significant difference between student outcomes before and after treatment. In conclusion, it shows that the use of the TGT method based on tournament games in this learning is effective in improving students' cooperation skills in groups. This method makes learning more meaningful, enjoyable, and can increase student engagement in learning. Rendahnya kemampuan kerja sama siswa di sekolah dasar masih menjadi permasalahan yang sering dijumpai, terutama akibat dominasi pembelajaran yang berpusat pada guru sehingga membatasi interaksi dan partisipasi aktif siswa. Kondisi ini menyebabkan siswa kurang memiliki kesempatan untuk mengembangkan keterampilan sosial seperti kerja sama, komunikasi, dan tanggung jawab kolektif. Salah satu alternatif yang dapat diterapkan untuk mengatasi permasalahan tersebut adalah metode pembelajaran kooperatif tipe Teams Games Tournament (TGT) yang mengintegrasikan kerja sama tim dengan permainan dan kompetisi akademik. Penelitian ini mengkaji efektivitas metode TGT dalam meningkatkan kemampuan kerja sama siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi eksperimen pretest-posttest control group. Subjek penelitian adalah siswa kelas V yang dibagi menjadi kelompok eksperimen dan kontrol. Data dikumpulkan melalui angket skala Likert yang mengukur indikator kemampuan kerja sama. Analisis data dilakukan dengan uji normalitas dan homogenitas, serta uji hipotesis dengan Paired Sample T-Test. Hasil analisis data menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil siswa sebelum dan sesudah perlakuan. Kesimpulannya, menunjukkan bahwa penggunaan metode TGT berbasis permainan tournament pada pembelajaran ini efektif dalam meningkatkan kemampuan kerja sama siswa dalam kelompok. Metode ini membuat pembelajaran lebih bermakna, menyenangkan, dan dapat meningkatkan keterlibatan siswa dalam pembelajaran.
Copyright (c) 2026 Lia Lesmana, Anggy Giri Prawiyogi, Yayan Alpian https://creativecommons.org/licenses/by-sa/4.0
EARLY READING READINESS LEVELS AMONG YOUNG CHILDREN IN THAILAND AND INDONESIA
Early reading readiness in early childhood is still a concern in the world of education, because not all children have adequate literacy skills when they enter elementary school. Although comparative studies on early reading readiness between Indonesia and Thailand remain limited, this study aims to address this gap by comparing children’s reading readiness in both countries. This study aims to determine the early reading readiness of early childhood and to compare the readiness between kindergartens in Indonesia and Thailand. This research uses a qualitative descriptive method with a case study approach. Data collection techniques were carried out through observation, interviews, and documentation. The results show that there are similarities and differences in children’s reading readiness in both countries. The similarities can be seen in children’s ability to speak clearly, imitate the sounds of letters and words, recognize alphabet letters, understand the direction of reading from left to right, and show interest in books, especially picture books. In addition, children are able to hold pencils properly, write simple letters, and retell stories even though they are not yet fully complete. Meanwhile, the differences lie in the level of vocabulary mastery and the process of letter introduction. Children in Thai kindergartens tend to have a wider vocabulary and have been introduced to the alphabet since kindergarten 1, while in Indonesian kindergartens the introduction of letters is given gradually according to the child’s developmental stage. These differences are influenced by teaching methods, educational curriculum, children’s language environment, and support from teachers and parents in reading and daily communication activities. These findings contribute to a deeper understanding of early literacy development in Southeast Asia and provide implications for designing developmentally appropriate literacy programs for young children.
Copyright (c) 2026 Labibatul Millah, Radja Maulana Akbar, Widia Nur Jannah, Prabawati Nurhabibah, Sheilla Mae Dumaguin https://creativecommons.org/licenses/by-sa/4.0
THE EFFECTIVENESS OF THE STEM APPROACH USING ECOMINI ON THE ECONOMIC LITERACY OF FIFTH-GRADE STUDENTS IN ECONOMIC ACTIVITIES
The low level of economic literacy among elementary school students regarding economic activities indicates that instruction has not yet fully provided a learning experience that is contextual, active, and relevant to students’ daily lives. This study aims to analyze the improvement in students’ economic literacy through the application of the STEM approach using Ecomini (Economy Mini) a mini-scale simulation of economic activities designed to provide real-world learning experiences in the classroom and to compare its effectiveness with conventional teaching methods. This study employed a quasi-experimental method with a non-equivalent control group design, involving 62 students from two elementary schools in Conggeang Subdistrict: 32 students from SDN Cibubuan II as the experimental group and 30 students from SDN Narimbang I as the control group. Data were collected through pretests, posttests, and observations, then analyzed using descriptive and nonparametric statistics via the Wilcoxon, Mann-Whitney, N-Gain, and effect size tests. The results showed that the average pretest score of the experimental class increased from 51.50 to 88.84 on the posttest, while the control class increased from 51.97 to 68.27. The results of the Wilcoxon test for both classes showed a significance value of 0.000 < 0.05, while the Mann-Whitney test indicated a significant difference between the two classes with a significance value of 0.000 < 0.05. The N-Gain score for the experimental class was 77.16%, placing it in the effective category, while the control class scored 33.98%, placing it in the ineffective category. Furthermore, the effect size of 0.84 falls into the large category, indicating a strong impact of implementing STEM through Ecomini on students’ economic literacy. These findings confirm that the STEM approach via Ecomini is more effective than conventional instruction because it fosters more active, contextual, participatory, and meaningful economic learning for elementary school students.
Copyright (c) 2026 Windi Nurlaela Sari, Enjang Yusuf Ali, Kusman Rukmana https://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF THE NUMBERED HEADS TOGETHER (NHT) LEARNING MODEL ON SECOND GRADE STUDENTS’ EARLY READING SKILLS
This study was motivated by the low early reading skills of elementary school students, particularly in the lower grades. There are still students who experience difficulty recognizing letters and reading syllables, words, and simple sentences, therefore a learning model is needed that can increase student engagement in the learning process. The research question in this study is whether there is a significant effect of the use of the Numbered Heads Together (NHT) learning model on the early reading skills of second-grade students at SDN 1 Megu Cilik. This study aims to determine the effect of the Numbered Heads Together (NHT) learning model on the early reading skills of second-grade students at SDN 1 Megu Cilik. The study employs a quantitative approach using a quasi-experimental method and a nonequivalent control group design. The research subjects consisted of 46 students, comprising 23 students in the experimental class and 23 students in the control class. Data collection techniques were conducted through observation, testing, and documentation. The results of the study showed that the average score of the experimental class increased from 51.74 to 77.87, while that of the control class increased from 47.83 to 69.57. The Mann-Whitney test yielded a significance value of 0.001, leading to the conclusion that the Numbered Heads Together (NHT) learning model has a positive effect on the early reading skills of second-grade students at SDN 1 Megu Cilik.
Copyright (c) 2026 Nani Jubaedah, Prabawati Nurhabibah, Widia Nur Jannag https://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF THE VAK LEARNING MODEL ON THE READING COMPREHENSION ABILITY OF GRADE III ELEMENTARY SCHOOL STUDENTS
This research is motivated by the low reading comprehension ability of elementary school students, especially in determining the main idea, understanding the meaning of reading, andThis research is motivated by the low reading comprehension ability of elementary school students in determining the main idea, understanding the content of the reading, and concluding information. This study aims to describe changes in students' reading comprehension skills after the implementation of the Visual, Auditory, and Kinesthetic (VAK) learning model in grade III students of SDN 2 Tegalwangi. The study used a quantitative approach with pre-experimental methods and a one-group design before and after treatment. The research subjects amounted to 37 students. Data collection techniques are carried out through observation, tests, and documentation. Data analysis used the Wilcoxon test and the calculation of improved learning outcomes. The results showed that the average score of students increased from 67.30 to 89.19. The results of the Wilcoxon test obtained a significance value of 0.000 < 0.05 which showed a difference in reading comprehension skills before and after learning. The results of the calculation of the improvement of learning outcomes obtained an average score of 0.6739 in the medium category, while the observation results showed that student involvement was in the very good category. Thus, the implementation of the VAK learning model shows changes in students' reading comprehension skills and supports student involvement during learning. concluding the content of the text. This study aims to determine the influence of the Visual, Auditory, and Kinesthetic (VAK) learning model on the reading comprehension ability of grade III students of SDN 2 Tegalwangi. This study uses a quantitative approach with a pre-experimental method and a one group pretest-posttest design. The research subjects amounted to 37 grade III students. Data collection techniques are carried out through observation, tests, and documentation. The results showed that the average pretest score of 67.30 increased to 89.19 in the average posttest score. The results of the Wilcoxon Signed Rank Test obtained a significance value of 0.000 < 0.05 which shows a significant influence of the VAK learning model on students' reading comprehension skills. In addition, the results of the N-Gain test obtained an average value of 0.6739 in the medium category. The application of the VAK learning model helps students to be more active in learning activities through direct seeing, listening, and doing activities so that students can more easily understand the content of reading. Thus, the Visual, Auditory, and Kinesthetic (VAK) learning model can be used as an alternative learning to improve elementary school students' reading comprehension skills.
Copyright (c) 2026 Agustina Rahmawati, Prabawati Nurhabibah, Widia Nur Jannah https://creativecommons.org/licenses/by-sa/4.0
DAKON MEDIA WITH GUIDED DISCOVERY TO IMPROVE PRIMARY STUDENTS’ MATHEMATICAL UNDERSTANDING AND REASONING
Conceptual understanding and mathematical reasoning are essential foundations for students’ mastery of multiplication and division in primary school. The initial classroom diagnosis showed that many third-grade students still learned multiplication and division procedurally and had difficulty connecting concrete situations, visual representations, and mathematical symbols. This classroom action research aimed to improve students’ conceptual understanding and mathematical reasoning through dakon mathematics media integrated with Guided Discovery Learning and the Concrete–Representational–Abstract pathway. The study involved 31 third-grade students of SD Muhammadiyah Sapen Yogyakarta during January and February 2026 in the second semester of the 2025/2026 academic year. The action was conducted in two cycles consisting of planning, action implementation, observation, and reflection. Data were collected through conceptual understanding tests, mathematical reasoning tasks, observation sheets, and brief interviews. The findings showed that students’ conceptual mastery improved progressively. The percentage of students achieving mastery increased from 32.26% in the pre-action stage to 58.06% in Cycle I and 77.42% in Cycle II. The class average increased from 69.35 in Cycle I to 79.35 in Cycle II. Mathematical reasoning improved from a mean score of 8.71 in Cycle I to 9.68 in Cycle II. These results indicate that dakon media, when supported by guided discovery and structured representational transition, can strengthen students’ conceptual connections, justification, strategy comparison, and answer verification. The study concludes that culturally familiar manipulatives are effective when their use is integrated with reflective questioning and systematic representation.
Copyright (c) 2026 Yunia Kurniasih, Fery Muhamad Firdaus, Setiawan Edi Wibowo https://creativecommons.org/licenses/by-sa/4.0
RESEARCH TRENDS IN THE IMPLEMENTATION OF PROBLEM-BASED LEARNING WITH AUDIO-VISUAL MEDIA IN PRIMARY SCIENCE EDUCATION: A SYSTEMATIC LITERATURE REVIEW (2020–2026)
Science education in primary schools requires active, contextual, and meaningful learning to develop students’ conceptual understanding and critical thinking skills. Although Problem-Based Learning (PBL) supported by audio-visual media has been widely implemented, existing empirical evidence remains fragmented and has not been comprehensively synthesized. Therefore, this study aims to analyze research trends, implementation characteristics, and research gaps concerning the use of PBL supported by audio-visual media in primary science education during the period 2020–2026. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Relevant studies were retrieved from Google Scholar and Scopus using predefined search keywords. The articles were screened through identification, screening, eligibility, and inclusion stages based on predetermined inclusion and exclusion criteria, resulting in 22 empirical studies for analysis. Data were synthesized using content analysis and narrative synthesis to identify research trends, implementation patterns, and emerging research gaps. The findings indicate a substantial increase in publications, particularly in 2024. Most studies employed experimental and quasi-experimental designs and primarily focused on learning outcomes and critical thinking. Overall, integrating PBL with audio-visual media consistently enhanced students’ learning outcomes, critical thinking, motivation, and engagement. However, studies investigating implementation processes, teacher readiness, and long-term sustainability remain limited, indicating important directions for future research. This review provides a comprehensive synthesis of current evidence, highlights key research gaps, and offers theoretical and practical implications for researchers and educators in developing more effective and context-sensitive primary science education.
Copyright (c) 2026 Fartini Damayanti, Tri Joko Raharjo, Nuni Widiarti , Arif Widiyatmoko https://creativecommons.org/licenses/by-sa/4.0
ENVIRONMENTAL NEGLECT AND RESPONSIBILITY IN ELEMENTARY CLASSROOMS: A DESCRIPTIVE QUALITATIVE STUDY USING SOCRATIC-ORIENTED QUESTIONNAIRES
Environmental responsibility in elementary schools is often promoted through rules, reminders, and routines. Yet students may still ignore visible problems, such as litter, misplaced belongings, and untidy classrooms, even when they know cleanliness matters. This study examines environmental neglect as a gap between awareness and responsible action in everyday classroom life. Using a descriptive qualitative design, data were collected from 20 elementary students and one teacher at Cendekia Harapan School, Bali, through an online open-ended questionnaire with Socratic-oriented reflective questions about responsibility, consequences, and action. Data were analyzed thematically, with simple percentages used only to describe one closed-response item. The findings show that environmental neglect is shaped by weak personal responsibility, limited awareness of consequences, dependence on teacher reminders, reluctance to act, and peer influence. These themes indicate that environmental neglect is not merely a knowledge problem, but a reflective responsibility gap. The study contributes to environmental character education by showing the need to combine reflective questioning, teacher modeling, classroom routines, and shared responsibility to help students transform environmental awareness into consistent action.
Paula Coa Christenia Mekar Kusuma Maharani
Copyright (c) 2026 Emma Maryam Andrew, Paula Coa Christenia Mekar Kusuma Maharani https://creativecommons.org/licenses/by-sa/4.0
THE IMPACT OF TRADITIONAL GAMES ON THE SOCIAL SKILLS OF ELEMENTARY SCHOOL STUDENTS IS REVIEWED FROM A GENDER PERSPECTIVE
Developing elementary school students' social skills is an important objective of physical education; however, studies examining traditional games while considering gender characteristics remain limited. This study aimed to analyze the effect of traditional games and gender on the social skills of elementary school students. A quasi-experimental study employing a 2 × 2 pretest-posttest factorial design was conducted involving 52 fifth-grade elementary school students who were divided into four treatment groups based on traditional game type and gender. The treatments were conducted through the traditional games of boy-boyan and bakiak. Data were collected using a social skills questionnaire covering communication, cooperation, assertion, responsibility, empathy, engagement, and self-control. Data analysis was conducted using descriptive statistics, prerequisite tests, and two-way analysis of variance followed by a post hoc comparison test. The results revealed a significant main effect of traditional game type on students' social skills (F(1.48) = 69.447, p = 0.001, η²p = 0.591), indicating that students participating in boy-boyan demonstrated higher social skill scores than those participating in bakiak. Gender also significantly affected social skills (F(1.48) = 4.506, p = 0.039, η²p = 0.086). Furthermore, a significant interaction effect between traditional game type and gender was found (F(1.48) = 107.694, p = 0.003, η²p = 0.692). This study contributes to the literature by providing empirical evidence regarding the interaction between traditional game type and gender in shaping elementary school students' social skills, an area that has received limited attention in previous traditional game research. These findings suggest that traditional games can be effectively integrated into physical education programs to enhance students' social development while considering gender-related characteristics.
Copyright (c) 2026 Ridha Nuranisa, Lutfi Nur, Rafdlal Saeful Bakhri https://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF THE TEAMS GAME TOURNAMENT LEARNING MODEL ON CRITICAL THINKING ABILITIES AND MOTIVATION TO LEARN IPAS IN 5TH GRADE ELEMENTARY SCHOOL STUDENTS
This study aims to determine the effect of the TGT (Teams Games Tournament) Cooperative Learning model on critical thinking skills and student learning motivation in the fifth grade science subject at Tambongwetan 1 Elementary School, Klaten Regency. This type of research is a quasi-experimental study using a Pretest-Posttest Control Group Design. The experimental class was given TGT learning and the control class was given conventional learning. The sampling technique used simple random sampling. The data analysis technique used inferential statistics. The results showed that the average critical thinking skills of the experimental class increased significantly by 30 points, and the control class only increased by 20.8 points. Student learning motivation in the experimental class also experienced a greater increase, namely by 19 points, compared to the control class which only increased by 5.11 points. The results of the inferential analysis showed a significant effect (p <0.001) of the TGT model on both dependent variables. In conclusion, the TGT model is effective for improving students' critical thinking skills and learning motivation in science learning.
Copyright (c) 2026 Endang Yuliani, Firmansyah https://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF PROBLEM-BASED LEARNING ASSISTED BY FUN MATH QUEST BASED ON QR CODE ON THE COMPUTATIONAL THINKING AND MATHEMATICAL REASONING SKILLS OF ELEMENTARY SCHOOL STUDENTS
The low computational thinking and mathematical reasoning skills of students in fractions material indicate the need for more interactive and meaningful learning innovations. This study aims to analyze the effect of Problem-Based Learning assisted by Fun Math Quest based on QR Code on computational thinking and mathematical reasoning skills of elementary school students. This study used a mixed method with an explanatory sequential design. The research subjects consisted of 60 fourth-grade elementary school students selected using a purposive sampling technique. The research instruments included computational thinking and mathematical reasoning skills tests, student response questionnaires, interviews, and observations. Quantitative data were analyzed using N-gain, Independent Sample t-test, and effect size (Cohen's d), while qualitative data were analyzed descriptively to explain the quantitative results. The results showed that the experimental class obtained an increase in computational thinking skills (N-gain = 0.56) and mathematical reasoning skills (N-gain = 0.53) with a moderate category, while the control class obtained N-gains of 0.31 and 0.37, respectively. The results of the Independent Sample t-test showed that the computational thinking and mathematical reasoning skills of students in the experimental class were significantly higher than those of the control class. Effect size analysis showed a very large effect on computational thinking skills (d = 2.14) and a large effect on mathematical reasoning skills (d = 1.26). Qualitative data showed that the use of QR Code-based Fun Math Quest increased student engagement, supported systematic problem solving, and helped develop computational thinking and mathematical reasoning skills. In addition, student responses to learning were in the good category with an average of 75%. The conclusion of the study showed that Problem-Based Learning assisted by QR Code-based Fun Math Quest had a positive effect on elementary school students' computational thinking and mathematical reasoning skills and supported the creation of active, collaborative, and meaningful learning.
Copyright (c) 2026 Pebri Yanti, Heris Hendriana, Muhammad Ghiyats Ristiana https://creativecommons.org/licenses/by-sa/4.0
TEACHER COMPETENCE, LEARNING MEDIA, AND MOTIVATION IN RELATION TO ELEMENTARY SCHOOL EDUCATION: A SYSTEMATIC LITERATURE REVIEW
Improving learning outcomes in elementary education requires a comprehensive understanding of multiple educational factors that contribute to effective teaching and learning. This study aims to systematically synthesize empirical evidence regarding teacher competence, instructional media, and learning motivation in relation to elementary school students’ learning outcomes through a Systematic Literature Review (SLR). The review followed the PRISMA 2020 guidelines, encompassing the stages of identification, screening, eligibility assessment, and inclusion. Literature was retrieved from Scopus, SINTA, and Google Scholar, yielding 145 records, of which 20 empirical studies published between 2020 and 2025 met the predefined inclusion criteria and were included in the qualitative synthesis. The findings were analyzed using thematic synthesis and organized into four recurring themes: teacher competence, instructional media, learning motivation, and competence–media integration. The synthesis indicates that teacher competence is consistently associated with instructional quality, while interactive instructional media support students’ engagement and conceptual understanding when integrated appropriately into classroom practices. Learning motivation is frequently reported as an important learner-related factor associated with participation, persistence, and academic achievement. However, variations across studies suggest that these relationships are influenced by differences in educational contexts, instructional approaches, and methodological designs. This review contributes by integrating fragmented empirical evidence into an integrative conceptual framework that organizes recurring research patterns and contextual relationships among the reviewed variables. The findings provide theoretical guidance for future research and practical implications for teacher professional development, instructional innovation, and educational policy aimed at improving elementary school learning outcomes.
Copyright (c) 2026 Firman Maulana, Rohimat, Elis Masridah, Ai Nurhaeti, Ade Tutty Rokhayati Rosa https://creativecommons.org/licenses/by-sa/4.0
OPTIMIZING STUDENT LEARNING OUTCOMES THROUGH THE FLIPPED CLASSROOM MODEL IN THIRD GRADE ELEMENTARY SCHOOL
This study was conducted because student achievement in the Natural and Social Sciences (IPAS) subject for third-grade students at SD Negeri 1 Susukan remains low. The use of conventional teaching methods has led to a decrease in student activity and independence during the learning process. This study aims to determine the effect of implementing the flipped classroom model on student achievement regarding the diversity of Earth’s surface features. The method used was quantitative with a one-group pretest-posttest pre-experimental design. This study involved 25 third-grade students. Data collection was carried out through observation, documentation, and tests consisting of pretests and posttests. Data analysis was performed using normality tests, n-gain tests, and t-tests for paired samples with the assistance of SPSS version 22. The results of the normality test indicate that the pretest and posttest data follow a normal distribution, with significance values of 0.193 and 0.063, respectively, as both are greater than 0.05. This study demonstrates that the implementation of the flipped classroom model can improve student learning outcomes. The N-Gain score of 0.7010 falls into the high category, while the N-Gain percentage of 70.0954 falls into the moderately effective category. Based on the results of the hypothesis test, a significance value of 0.000 was obtained, which is smaller than 0.05, and a calculated t-value of 14.400, which is greater than the table t-value of 2.064. Therefore, H0 is rejected and H1 is accepted. Thus, the flipped classroom model has a significant impact on student learning outcomes.
Copyright (c) 2026 Mutiara Laelatul Ulya Kurniati, Abdul Karim, Sati https://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF USING SMART BOX MEDIA ON THE IPAS LEARNING OUTCOMES OF FOURTH-GRADE STUDENTS
This study was motivated by the low learning outcomes in the IPAS learning subject among fourth-grade elementary school students, which were attributed to the lack of innovative learning media and the prevalence of conventional teaching methods. The study aimed to determine the effect of using the Smart Box media on the learning outcomes of fourth-grade students in the IPAS learning subject regarding the topic “Me and My Needs”,as assessed from cognitive, affective, and psychomotor learning outcomess. This study employs a quantitative approach using a quasi-experimental design with an unequal control group. The sample consists of two groupes: an experimental group and control group and a control group, each comprising 21 students. Data collection techniques included tests, observations, and documentation. Data analysis was conducted using normality tests, homogeneity tests, N-Gain tests, and t-tests for independent samples with the assistance of SPSS. The results showed that the average posttest score for the experimental group was 81.90, higher than that of the control group, which was 67.14. The results of the t-test for independent samples showed a Sig. (2-tailed) value of 0.000 < 0.05, indicating a significant effect of the use of the Smart Box media on IPAS learning outcomes.
Copyright (c) 2026 Ulya Dorazatun, Muhammad Khozinul Huda, Susilawati https://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF GAMES-BASED LEARNING MODEL ASSISTED BY QUIZIZZ ON PROBLEM-SOLVING ABILITIES AND MATHEMATICAL UNDERSTANDING OF GRADE V ELEMENTARY SCHOOL STUDENTS
This study examines the effect of a Game Based Learning (GBL) model assisted by Quizizz on mathematical problem-solving ability and mathematical understanding of fifth-grade elementary school students, and exploring their learning experiences. A sequential explanatory mixed methods design was used with 70 fifth-grade students and one teacher at SDN Soreang in the second semester of 2025/2026. Data were collected through tests, open-ended questionnaires, interviews, observations, and documentation. Quantitative data were analyzed using Shapiro-Wilk normality test, Mann-Whitney U test, and N-Gain; qualitative data through reduction, categorization, and thematic analysis. Mann-Whitney U results showed significant differences in both variables (Sig. = 0.000 < 0.05). The experimental group achieved N-Gain of 56.11% (moderate) for problem-solving and 56.55% for mathematical understanding, far exceeding the control group (21.81% and 29.64%). GBL with Quizizz more effectively supports procedural engagement than deep conceptual reasoning. Student responses averaged 74% (good category). GBL needs supplementing with conceptual guiding questions and reflective activities to fully optimize mathematical understanding.
Copyright (c) 2026 Andri Herdiana Andri, Heris Hendriana, Muhammad Ghiyats Ristiana https://creativecommons.org/licenses/by-sa/4.0
THE USE OF DIORAMAS AS AN INNOVATIVE MEDIA FOR IPAS IN FOURTH GRADE ELEMENTARY SCHOOL
Learning outcomes are the primary output of the learning process. Low student achievement is a problem in the learning process. In this study, low achievement is attributed to the fact that instruction is theoretical and monotonous and does not utilize engaging, concrete teaching materials; as a result, students still struggle to understand the material—particularly abstract concepts—which makes learning tedious. This study aims to determine the effects and benefits of using dioramas on the learning outcomes of fourth-grade students at SD Negeri 1 Kasugengan Kidul. The research method used was a quantitative experimental study with a single-group pre-experimental design involving pre- and post-tests. The study population consisted of all students at SD Negeri 1 Kasugengan Kidul. The sampling technique used was non-probabilistic sampling, specifically a subjective sampling technique in which the sample was selected based on specific considerations. The sample consisted of 21 students. Data were collected through academic achievement tests, observations, and documentation. The research instruments included pre-test/post-test performance assessments consisting of five essay questions, a learning module observation sheet, teacher performance observations, affective observations, and student psychomotor observations. The results showed that the average score on the pre-test, which was initially 41.19, increased to 83.57 on the post-test. The normality test results indicated a normal distribution. Data analysis using the N-gain score test yielded a value of 0.7314, which falls into the “high” category, with an N-gain percentage of 73.1415%, classified as “effective.” Based on the hypothesis test using a t-test on paired samples, the significance value was < 0.001 < 0.05, with a value greater than the critical value, namely 27.051 > 2.086; thus, H₀ was rejected and H₁ was accepted. This means that this study demonstrates a significant effect of the diorama medium on the learning outcomes of fourth-grade students at SD Negeri 1 Kasugengan Kidul.
Copyright (c) 2026 Puji Liana Dewi, Abdul Karim, Sati https://creativecommons.org/licenses/by-sa/4.0
MONOPOLY POP-UP MEDIA AS INSTRUCTIONAL INNOVATION FOR GRADE V ELEMENTARY IPAS LEARNING
The low learning outcomes in IPAS at the elementary school level indicate the need for learning media capable of increasing student engagement in the learning process. Although various game-based media have been widely developed, media that integrate the Monopoly game with pop-up visualizations for IPAS learning are still rarely used. This study aims to determine the effect of the Monopop (Monopoly Pop-Up) media on the IPAS learning outcomes of fifth-grade students at SD Negeri 1 Kasugengan Kidul. The study employed a quantitative approach using a pre-experimental one-group pretest-posttest design involving 29 students. Data were collected using multiple-choice tests that met validity and reliability criteria and were then analyzed using the Shapiro-Wilk test, the paired-sample t-test, and the N-Gain measure. The results showed a significant difference between learning outcomes before and after the use of the Monopop medium (Sig. = 0.000 < 0.05), with an average N-Gain of 0.6356, which falls into the moderate category. These findings indicate that the Monopop (Monopoly Pop-Up) medium is effective in improving IPAS learning outcomes through more active, interactive, and collaborative learning. The contribution of this study lies in the development of a Game-Based Learning medium that integrates elements of the Monopoly game and pop-up visualizations into a single learning medium. In practice, the Monopop (Monopoly Pop-Up) medium can serve as an alternative for elementary school teachers to support student-centered IPAS learning and create more meaningful learning experiences.
Copyright (c) 2026 Vellena Brendawati, Muhammad Khozinul Huda, Susilawati https://creativecommons.org/licenses/by-sa/4.0
IMPROVEMENT OF CRITICAL THINKING SKILLS OF ELEMENTARY SCHOOL STUDENTS AFTER THE IMPLEMENTATION OF PROBLEM-BASED LEARNING
Elementary school students’ critical thinking skills remain low because instruction tends to be teacher-centered and does not yet provide many opportunities to analyze contextual problems. This study aims to determine the improvement in students’ critical thinking skills following the implementation of the Problem-Based Learning model, supported by instructional videos, in the Natural and Social Sciences subject on the topic of “A Changing Earth.” The study employed a pre-experimental method with a one-group pretest-posttest design. The research participants consisted of 29 fifth-grade students selected using saturation sampling. Data were collected using open-ended tests based on higher-order thinking skills, as well as observation sheets assessing instructional implementation and critical thinking behaviors. Data analysis was conducted through normality tests, paired t-tests, calculations of normalized gains, and analysis of the percentage of observation results. The results showed that the students’ average scores increased from 30.17 on the pretest to 70.25 on the posttest. The paired t-test revealed a significant difference in critical thinking skills before and after instruction. The normalized gain of 0.5740 fell into the moderate category. The implementation of the learning process reached 82.5%, falling into the “good” category, while critical thinking behaviors improved from the “low” category to the “high” category. Improvements were observed across all indicators, particularly in providing simple explanations and drawing conclusions. Thus, the application of the Problem-Based Learning model, supported by instructional videos, led to an improvement in students’ critical thinking skills, although further reinforcement is still needed in the areas of providing more detailed explanations and formulating strategies and tactics.
Copyright (c) 2026 Elsa Safitri, Nur Asyiah, Aliet Noorhayati Sutisno https://creativecommons.org/licenses/by-sa/4.0
DEVELOPMENT OF INTERACTIVE LEARNING MEDIA “RUMAH RANIA” TO IMPROVE STUDENTS’ CULTURAL AND CITIZENSHIP LITERACY SKILLS IN ELEMENTARY SCHOOL
The low of cultural and citizenship literacy skills in elementary school level remain a significant challenge that urgently requires innovative solutions, particularly through the use of instructional media that adaptive to technological advancements. This study aims to: (1) analyze the needs of teachers and students to interactive learning media, (2) design the prototype of the learning media, (3) assess the validity and practicality of the media, and (4) to assess the suitability and practicality of using interactive learning media Rumah Rania to improve cultural and citizenship literacy skills of elementary school students. This study employed a Research and Development (R&D) approach using the ADDIE development model. Data was collected through observation, user feedback questionnaires, expert validation, usability, practicality, and effectiveness testing. The results of the study show that: (1) A needs analysis has shown that teachers require interactive learning media that are easy to use and relevant to the curriculum, while the students prefer visual-based learning, videos, quizzes and engaging, easy-to-understand educational games; (2) The development of the media was carried out using the ADDIE model, focusing on analysis, design, development and implementation; (3) The validation results show that the media has a very high level of suitability, with a score of 91,0% from media experts and 88.0% from subject matter experts. The high Aiken’s V index scores in both validation studies—0.875 for the media validation and 0.887 for the content validation—indicate that all the indicators developed are relevant, appropriate and capable of significantly supporting the learning achievement. Meanwhile, from a practical perspective, the validation results from the observer showed a Percentage of Agreement (PoA) of 97,9%, which falls within the ‘Highly Reliable’ category. The results of the effectiveness test carried out on 28 year 6 students at Eelemntary School 01 Jatirokeh showed an average N-Gain score of 0.729. The data distribution indicated that 75.9% of students showed a moderate improvement, whilst 24.1% showed a high level of improvement. Based on these findings, the Rumah Rania interactive learning media has been found to be valid, practical and worthy of recommendation as an alternative learning media that supports the improvement of students cultural and citizenship literacy skills and learning quality in elementary schools.
Copyright (c) 2026 Agus Mulyono, Sutji Muljani, Tri Mulyono https://creativecommons.org/licenses/by-sa/4.0
DESIGN AND DEVELOPMENT OF A WORDWALL-BASED ASSESSMENT GUIDED BY THE FIVES LEARNING MODEL TO FOSTER STUDENTS' CRITICAL THINKING SKILLS
The limited development of critical thinking skills among elementary school learners indicates the necessity of assessment innovations that extend beyond measuring academic achievement and actively promote higher-order thinking processes. This study was conducted to design a Wordwall-based digital assessment grounded in the FIVES instructional framework and to evaluate its validity, practicality, and effectiveness in enhancing the critical thinking performance of fifth-grade students at SD Dharma Karya UT. The investigation adopted a Research and Development approach employing the ADDIE framework, encompassing the phases of analysis, design, development, implementation, and evaluation. The participants consisted of 48 students assigned to experimental and control groups. Data were obtained through expert appraisal, questionnaires, classroom observations, interviews, documentation, and critical thinking assessments. The results revealed that the developed assessment attained a very high level of validity based on expert judgments and demonstrated excellent practicality from the perspectives of teachers and students. In terms of effectiveness, the average score of the experimental group rose from 55 before treatment to 84 after treatment, producing an N-Gain value of 0.64, whereas the control group achieved an N-Gain value of 0.53. Statistical analysis using a paired-samples t-test yielded a significance level of 0.000 (p < 0.05), confirming a significant improvement in students’ critical thinking abilities following the implementation of the developed assessment. Overall, the findings demonstrate that the developed assessment met the criteria of validity, practicality, and effectiveness, supporting its use as a digital assessment tool for enhancing fifth-grade students' critical thinking skills.
Copyright (c) 2026 Lutfiatuzzahroh; Nirmala Sri Dewi ; Dwi Puspita Ryan https://creativecommons.org/licenses/by-sa/4.0
META-ANALYSIS STUDY: IMPLEMENTATION OF DIFFERENTIATED LEARNING IN IMPROVING ELEMENTARY SCHOOL STUDENTS' LEARNING OUTCOMES
Differentiated instruction is a learner-centered approach that accommodates students' diverse readiness levels, interests, and learning profiles. Although it has been widely implemented across various educational settings, previous studies have reported inconsistent findings regarding its effectiveness in improving elementary school students' learning outcomes. Therefore, this study aimed to examine the effectiveness of differentiated instruction on elementary school students' learning outcomes through a meta-analysis. The study was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A total of 15 eligible studies involving 200 participants were included in the analysis. Data were analyzed using JASP version 0.18 under the random-effects model. Heterogeneity was assessed using Cochran's Q test, while publication bias was evaluated through funnel plot analysis, Egger's regression test, and Rosenthal's Fail-Safe N. The results revealed that differentiated instruction had a statistically significant and large positive effect on elementary school students' learning outcomes, with a pooled effect size of 1.561 (SE = 0.206; 95% CI = 1.157–1.966; Z = 7.576; p < .001). The heterogeneity analysis indicated significant variability among the included studies (Q = 270.720, p < .001), supporting the use of the random-effects model. Furthermore, the publication bias analyses demonstrated that the pooled effect estimate was stable and was not substantially influenced by publication bias, as indicated by the funnel plot, Egger's regression test, and Rosenthal's Fail-Safe N. In conclusion, differentiated instruction is an effective instructional approach for improving elementary school students' learning outcomes and is recommended as an adaptive, inclusive, and student-centered teaching strategy.
Copyright (c) 2026 Rona Taula, Syofiani, Yulfianora, Ira Rahmani Jusar, Adek Sri Rahayu, Amanda Mardiana Putri, Novita Sari https://creativecommons.org/licenses/by-sa/4.0
INTEGRATING LOCAL WISDOM INTO DIGITAL STORYBOOKS: AN INNOVATIVE LITERACY APPROACH TO ENHANCING ELEMENTARY STUDENTS' READING INTEREST
The low level of reading interest among elementary school students in the digital era has become a significant challenge in literacy development, particularly due to the dominant use of gadgets for entertainment rather than educational purposes. This study aims to analyze the effectiveness of digital storybooks based on local wisdom in improving students’ reading interest. The research employed a quantitative approach using a quasi-experimental design with a one-group pretest-posttest model. The participants were fourth-grade elementary school students, and the instrument used was a reading interest questionnaire covering indicators of interest, frequency, and motivation to read. Data were analyzed using descriptive statistics and a paired sample t-test. The results revealed a significant improvement in students’ reading interest after the implementation of local wisdom-based digital storybooks, as indicated by the increase in mean scores and the shift in reading interest categories from low to high. Statistically, the significance value obtained was less than 0.05, confirming that the intervention had a significant effect. This improvement is attributed to the interactive, visual, and contextual nature of the media, as well as the integration of local cultural values that make learning more meaningful. Therefore, local wisdom-based digital storybooks are recommended as an effective and relevant innovation for literacy learning in elementary schools in the digital era.
Copyright (c) 2026 Jepri Yansyah, Bernadus Wahyudi Joko Santoso, Haryadi https://creativecommons.org/licenses/by-sa/4.0