JURNAL MERAH PUTIH SEKOLAH DASAR Journal Title : Jurnal Merah Putih Sekolah Dasar, The Indonesian Journal of Primary School Education Initials : JMPSD Language : Indonesia and English e-ISSN : 3032-6214 Citation Analysis : Google Scholar | SINTA | Garuda | Dimensions | Crossref Frequency : 6 Issue per year (Sept, Nov, Jan, March, May, dan July) Publisher : Medan State University DOI : prefix 10.24114/jmpsd Editor In Chief : Waliyul Maulana Siregar, S.Pd., M.Pd. Author Fee : IDR. 150,000. Update. 01 Sept 2024 Article Process 2 Days 7 Days 90% Submission to 1st Decision Peer-review Process Acceptance Rate of the total submissions Welcome to the Open Journal System of Jurnal Merah Putih: Journal of Elementary School Education (JMPSD). We are pleased to announce that JMPSD is a peer-reviewed academic journal that publishes scholarly articles through a fair and rigorous quality control process. We recognize that authors require a reliable platform for disseminating their research, while readers expect trustworthy and credible academic information. JMPSD is a scientific journal published by Medan State University and managed by the PGSD Unimed Study Program. It contains articles related to research results, education, learning, science, culture, technology, language, arts, social issues, and community service. JMPSD is published six times a year: in September, November, January, March, May, and July. The editorial board welcomes manuscripts in the field of Elementary Education and Basic Education Studies. Jurnal Merah Putih Sekolah Dasar (JMPSD) supports the achievement of the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education). The journal publishes research articles that contribute to improving the quality of elementary education through innovative teaching and learning practices, inclusive education, teacher professional development, and sustainable educational practices. Important notice before submission: All submitted manuscripts must be free from plagiarism. JMPSD upholds the highest standards of academic integrity and does not tolerate any form of ethical misconduct or publication malpractice. The article publication process in the Jurnal Merah Putih Sekolah Dasar (JMPSD) is conducted through several systematic and transparent stages, as illustrated in Figure 1. The process begins with manuscript submission by the author (Article Submitted), followed by an initial editorial assessment (Article Reviewed). At this stage, the editor determines whether the manuscript is suitable to proceed to the peer-review process or should be rejected. Figure 1. Article Publication Process in JMPSD Figure 1 illustrates the workflow of the manuscript submission, review, and publication process in an academic journal. The process begins with the submission of a manuscript by the author. Once submitted, the manuscript undergoes an initial editorial screening, where the editor evaluates it based on basic criteria, including the journal’s aim and scope, scholarly significance, academic tone and style, consistency, formatting, language quality, grammar, and plagiarism. Manuscripts that do not meet these criteria are rejected at the initial stage. Those that pass the screening are accepted for peer review and sent to multiple reviewers. Typically, two reviewers assess the manuscript, and if necessary, an additional reviewer may be involved to support the editorial decision. Based on the reviewers’ evaluations and recommendations, the editor makes a final decision. The manuscript may be accepted, rejected, or accepted with revisions, which may be minor or major. If revisions are required, the author revises the manuscript according to the reviewers’ comments, and the revised version is re-evaluated by the editor. Once the manuscript is fully accepted, the author proceeds with the payment process, followed by the publication stage, where the article is prepared and published in the journal.
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Implementation of Reproductive Health Education for Children with Special Needs from an Inclusivity Perspective
This study aims to examine the implementation of reproductive health education for Children with Special Needs (CSN) with consideration of inclusivity and effectiveness perspectives. The approach used is descriptive qualitative with a case study in several Special Needs Schools (SLB) and inclusive schools. Data were collected through in-depth interviews, participatory observations, and document analysis of relevant curriculum and teaching materials. The results indicate that while the importance of reproductive health education is recognized, many teachers still face challenges in teaching the subject due to a lack of training and support. The responses of CSN students to the material vary, with many needing visual explanations and adaptations in teaching methods. Parents also play a key role in supporting students' understanding, but there remains a sense of awkwardness when discussing this topic at home. The main obstacle faced is the lack of policies supporting the implementation of inclusive reproductive health education. Some schools have attempted innovations using visual media and technological applications to enhance students' understanding. In conclusion, to improve the inclusivity and effectiveness of reproductive health education for CSN, collaboration between teachers, parents, and supportive policies is needed to develop an adaptive and inclusive curriculum.
Copyright (c) 2026 Siska Syofiana, Insiatun Insiatun, Zulma Indra Rahmi Putri, Umri Rahman Efendi https://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF DIGITAL COMICS BASED ON MALAY LOCAL WISDOM ON THE LEARNING OUTCOMES OF PANCASILA EDUCATION FOR FIFTH GRADE ELEMENTARY SCHOOL STUDENTS
This study aims to determine the effect of using digital comics based on Malay local wisdom on Pancasila Education learning outcomes for fifth-grade students at SDN 101744, Klambir Village. This study used a quantitative approach with a quasi-experimental nonequivalent control group design. The sample consisted of two classes: Class VA as the control class using the lecture or conventional method, and Class VB as the experimental class receiving treatment. Data were collected through pretests and posttests and analyzed using an independent sample t-test. The results showed a significant effect between the implementation of digital comics based on Malay local wisdom and the implementation of digital comics based on Malay local wisdom. Students learning using this method, or the experimental class, experienced a significant increase in learning outcomes, at 81.48%, compared to 32% in the control class. Data analysis revealed a t-test value greater than the t-table (6.102>2.010), with a significant value (2-tailed) of less than 0.05 (0.000<0.05). The hypothesis test results indicate that the H0 is rejected and the H is accepted. Therefore, the application of digital comic media based on Malay local wisdom to improve student learning outcomes in Pancasila Education has proven effective.
Copyright (c) 2026 Mia Ningsih, Waliyul Maulana Siregar, Nurmayani Nurmayani, Apiek Gandamana, Laurensia Masri Perangin Angin https://creativecommons.org/licenses/by-sa/4.0
The Effect of Augmented Reality Learning Media on Cultural Diversity Material on the Learning Outcomes of Pancasila Education for Fifth Grade Primary School Students
This study aims to determine the effect of using Augmented Reality media on student learning outcomes in Pancasila Education in grade V of SD Negeri 101744 Klambir Village. This study used a quantitative approach with a quasi-experimental design of the nonequivalent control group type. The research sample consisted of two classes, namely class VA as the control class, which received conventional learning methods in the form of lectures and assignments, and class VB as the experimental class, which was given treatment using Android-based Augmented Reality media. Data collection was carried out through pretest and posttest tests, then analyzed using the independent sample t-test. The results showed that there was a significant effect on student learning outcomes after the implementation of Augmented Reality media. Students in the experimental class experienced an increase in learning outcomes of 84.63%, while students in the control class only achieved 72.00%. Based on the results of data analysis, the t-count value was greater than the t-table (4.798 > 2.009) with a significance value (2-tailed) of 0.000 < 0.05. The results of the hypothesis test show that H₀ is rejected and Hₐ is accepted, so it can be concluded that the use of Augmented Reality media in Pancasila Education learning is proven to be effective in improving student learning outcomes.
Copyright (c) 2026 Khofifah Shaira Siregar, Waliyul Maulana Siregar, Elvi Mailani, Apiek Gandamana, Putra Afriadi https://creativecommons.org/licenses/by-sa/4.0
ELEMENTARY SCHOOL STUDENTS' INTEREST IN LEARNING THE “GREETINGS AND INTRODUCTION” MATERIAL IN ENGLISH LANGUAGE LEARNING
This study aims to describe the level of elementary school students’ interest in learning the material “Greetings and Introduction” in English lessons. This research employed a descriptive quantitative approach using a Likert-scale questionnaire consisting of 10 statements administered to 21 fifth-grade students. The results showed that the average score of students’ learning interest was 39.48, which falls into the high category. These findings indicate that students demonstrate strong enthusiasm for learning English, influenced by interest in the material, ease of understanding, and enjoyable learning methods. This study highlights the importance of implementing engaging and contextual learning strategies to maintain and enhance students’ interest in English learning at the elementary school level.
Copyright (c) 2026 Bintang Adriani, Eva Betty Simajuntak, Elsa Renata, Gisela Agita Sofia, Luthfi Vivia Diwani, Lyra Kartika, Yusma Fadhilah https://creativecommons.org/licenses/by-sa/4.0
THE URGENCY OF DEVELOPING PRIMARY SCHOOL STUDENTS' MATHEMATICAL THINKING SKILLS IN THE CONTEXT OF 21ST CENTURY EDUCATION
The twenty-first century is characterized by rapid developments in science, technology, and information, which require students to possess higher-order thinking skills. One essential skill that needs to be developed from the elementary school level is mathematical thinking ability. This ability is not limited to mastering mathematical concepts and procedures, but also includes logical, critical, and systematic reasoning, as well as problem-solving skills in real-life contexts. This article aims to examine the development of elementary school students’ mathematical thinking skills in response to the challenges of twenty-first-century education. The study employed a qualitative approach using a literature review method by analyzing relevant academic sources, including journals, books, and research articles. The findings indicate that the development of mathematical thinking skills can be effectively enhanced through twenty-first-century learning approaches that are student-centered, problem-based, project-based, contextual, and supported by the integration of technology. In addition, the role of teachers and a supportive school environment is crucial in fostering students’ reflective and creative thinking habits. Strengthening mathematical thinking skills from an early age is expected to equip students to become adaptive, solution-oriented, and well-prepared to face future life challenges.
Copyright (c) 2026 Syahrial Syahrial, Doni Irawan Saragih, Husnah Siregar, Nabila Syahara, Sasri Agustina Putri https://creativecommons.org/licenses/by-sa/4.0
ANALYSIS OF OBSTACLES TO LEARNING ENGLISH READING SKILLS IN PRIMARY SCHOOLS
This study aims to analyze the challenges encountered in teaching English reading skills at the elementary school level. The research employed a qualitative descriptive approach and was conducted at a public elementary school in Binjai City. Data were collected through semi-structured interviews with an English teacher to obtain in-depth information regarding learning difficulties, instructional practices, and supporting factors in the classroom. The results indicate that students experience significant difficulties in English reading skills, particularly in phonological awareness, word pronunciation, contextual comprehension, and reading confidence. These challenges are influenced by several factors, including limited learning media and technological facilities, the dominance of teacher-centered instructional methods, low student motivation, and minimal parental support at home. The findings also reveal that inadequate exposure to English outside the classroom further hampers students’ reading development. This study highlights the importance of adopting a holistic approach that involves improving teacher competence, providing interactive and contextual learning media, and strengthening collaboration between schools and families. The results are expected to contribute to the improvement of English language instruction at the elementary school level and serve as a reference for developing more effective learning strategies.
Copyright (c) 2026 Alya Zulfa Ramadhani, Eva Betty Simajuntak, Pangadilan Daulay, Nadhin Salwa, Gustyven Tambunan, Rafiqi@gmail.com, Joya Salomita Sinambela https://creativecommons.org/licenses/by-sa/4.0
IMPLEMENTATION OF THE FIFTH PRINCIPLE OF PANCASILA IN ELEMENTARY SCHOOL CIVIC EDUCATION TO REDUCE SOCIAL INEQUALITY
This study aims to analyze the implementation of the Fifth Principle of Pancasila values in Civic Education (PPKn) learning in elementary schools as an effort to reduce social inequality from an early age. Social inequality remains a significant issue in Indonesian society and may lead to injustice in various aspects of life. Elementary education plays a strategic role in instilling social justice values as a foundation for students’ character development. This research employs a qualitative descriptive method through a literature review by examining scientific journals, books, and policy documents related to Pancasila, character education, and Civic Education learning in elementary schools. The findings indicate that the implementation of social justice values can be carried out through the integration of PPKn learning materials, contextual learning approaches, teacher role modeling, and the habituation of fair attitudes, tolerance, and social empathy in school life. Civic Education learning based on Pancasila values is expected to foster students’ awareness of social justice and contribute to reducing social inequality in the future.
Copyright (c) 2026 Juan Vito Simanjuntak, Muhammad Iqbal, Maharani Br Purba, Nurdilla Ramadhani, Risky C Pratama Manullang, Tiara Niammusyfah Pasaribu https://creativecommons.org/licenses/by-sa/4.0
Optimising Educational Technology to Support Indonesian Language Learning in Primary Schools
This study aims to examine the role of digital technology in improving the quality of Indonesian language learning in elementary schools. The background of this research is the limited use of technology and the dominance of conventional teaching methods, which often result in low student engagement and learning effectiveness. This study employed a qualitative approach using a literature review method by analyzing relevant national and international journal articles published in the last ten years. Data were collected through systematic searches using academic databases such as Google Scholar and were analyzed using content analysis techniques. The results of the study indicate that the integration of digital technology, such as interactive learning media, educational videos, online learning platforms, and digital assessment tools, can significantly enhance students’ motivation, participation, and comprehension in Indonesian language learning. Technology also supports the development of students’ language skills, including reading, writing, speaking, and listening, through more engaging and contextual learning experiences. However, challenges remain, including limited technological infrastructure, unequal access to digital resources, and insufficient teacher competence in utilizing technology effectively. Therefore, continuous teacher training, adequate infrastructure support, and policy alignment are essential to optimize the use of technology in Indonesian language learning at the elementary school level.
Copyright (c) 2025 Eliezer sembiring, Nasrun Tumanggor, Trinanda Putra Pohan, Riwan Jordan Peranginangin, Trisnawati Hutagalung https://creativecommons.org/licenses/by-sa/4.0
LOCALLY-BASED REALISTIC MATHEMATICS LEARNING TO IMPROVE RELEVANCE AND INTEREST IN LEARNING FOR PRIMARY SCHOOL PUPILS
This study aims to examine the utilization of local cultural contexts in realistic mathematics learning to enhance the relevance and learning interest of elementary school students. The background of this research is the low level of students’ engagement and the lack of contextual relevance in mathematics learning, which often causes students to perceive mathematics as abstract and disconnected from their daily lives. This study employed a qualitative approach using a literature review method by analyzing various relevant sources, including national and international journal articles, books, and research reports published within the last ten years. The results of the analysis indicate that the integration of local cultural elements in realistic mathematics learning can make learning more meaningful, contextual, and engaging for students. Cultural contexts help students understand mathematical concepts through real-life experiences that are familiar to them, thereby increasing motivation and interest in learning. In addition, realistic mathematics learning based on local culture supports the development of students’ critical thinking skills and strengthens their appreciation of local values. Therefore, the application of local culture-based realistic mathematics learning is considered an effective strategy to improve the relevance and learning interest of elementary school students.
Copyright (c) 2026 Putri Adhelia Br Damanik, Nazwi Haliza Purba, Rahmayani Rahmayani, Doni Irawan Saragih, Syahrial Syahrial https://creativecommons.org/licenses/by-sa/4.0
DEVELOPMENT OF SANCA DIGITAL LEARNING MEDIA BASED ON S.id TO IMPROVE STUDENTS' INTEREST IN READING
Readings skills are one of the competencies that must be mastered by students. V-grade students at SDN Ngale 2, Paron District, Ngawi Regency have low reading interest due to the lack of innovative learning media used. This is the basis for this research which aim to: design a digital learning media design based on S.id; 2) process the development of digital learning media based on S.id to provide stimulation to students to like reading more. This development research uses the ADDIE model. Of the five stages, only the Analyze, Design, and Development stages are carried out. The design results collaborate Canva, FlipHTML5 Flipbook applications to create digital comics, and Youtube for content about reading. Meanwhile, the process of developing digital learning media called SANCA (Sahabat Anak Suka Baca) which contains audio-video containing material about reading and a digital comic entitled Legenda Golan dan Mirah, a folk tale originating from Ponorogo Region, into the S.id microsite to facilitate its use.
Copyright (c) 2026 Apri Kartikasari H.S, Pramesti Dwi Nurahma, Dienta Yanu Anggita, Wafiq Yasfin Abdillah https://creativecommons.org/licenses/by-sa/4.0
The Role of Pancasila Values in Shaping National Character in the Digital Age
The digital era has significantly transformed social interactions, learning processes, and character formation, particularly among younger generations. As the ideological foundation of the Indonesian state, Pancasila plays a crucial role in guiding moral values and strengthening national character amid rapid technological development and globalization. This study aims to analyze the role and relevance of Pancasila values in building national character in the digital era, as well as the challenges faced in their implementation. The research employed a qualitative approach using a literature review method by examining books, scientific journals, and relevant academic documents related to Pancasila, character education, and digital society. The findings indicate that the values of Pancasila—belief in God, humanity, unity, democracy, and social justice—remain highly relevant as ethical guidelines for digital behavior, particularly in addressing issues such as digital ethics, cyberbullying, misinformation, and declining social awareness. The study also highlights the importance of integrating Pancasila-based character education within educational institutions to foster responsible, ethical, and socially aware digital citizens. Therefore, collaboration among government, educational institutions, and society is essential to internalize Pancasila values through character education and positive utilization of digital technology.
Copyright (c) 2025 Muhammad Iqbal, Ruth Lumbantoruan, Ocha Tondang, Hertati Sitanggang, Alpida Sari, Anggun Ronauli, Shaniya Bangun https://creativecommons.org/licenses/by-sa/4.0
Guidance and Counselling Orientation in Primary Schools in Supporting Student Development
Guidance and counseling orientation is a fundamental service that plays an important role in helping elementary school students recognize the school environment, understand school rules, and adjust psychologically, socially, and academically. Given that young learners are at a precarious developmental juncture, they often encounter significant adaptive hurdles, necessitating systematic and sustained intervention. This study aims to theoretically examine the implementation of guidance and counseling orientation in elementary schools and its role in supporting student development. The research method employed is a literature review by analyzing relevant books and national and international journal articles. The synthesized findings indicate that orientation programs, when executed in an integrated manner, significantly bolster student readiness and environmental adaptation. In addition, orientation services contribute to the prevention of emotional and social problems among students. Consequently, it is imperative to design these services as an inseparable core of the primary education framework.
Copyright (c) 2025 Ayu Safitri, Titi Sunarti, Irodati Karimah, Tarsih Tarsih, Alda Sapriyah https://creativecommons.org/licenses/by-sa/4.0
THE ROLE OF TEACHERS’ TEACHING STYLES IN STUDENTS’ MOTIVATION TO LEARN MATHEMATICS IN ELEMENTARY SCHOOL
Education quality is closely related to the effectiveness of teachers’ teaching styles in the learning process. This study aims to explore the role of teachers’ teaching styles in enhancing students’ motivation to learn mathematics in elementary school. The research employed a descriptive qualitative approach. Data were collected through classroom observations and in-depth interviews with a fourth-grade teacher and eight fourth-grade students at SD Negeri 060792 Medan Timur. The findings indicate that teaching styles that actively involve students, consider students’ psychological conditions, and connect mathematical concepts to real-life situations significantly contribute to increased learning motivation. In addition, positive teacher–student interactions and the creation of a safe and supportive classroom environment encourage students to participate more actively and confidently in mathematics learning. The use of contextual teaching approaches, group practices, and interactive activities was found to reduce students’ boredom and foster independent learning. This study concludes that appropriate and varied teaching styles play an important role in motivating elementary school students to learn mathematics. Therefore, teachers are encouraged to apply flexible and student-centered teaching styles to create meaningful and engaging mathematics learning experiences.
Copyright (c) 2025 Sinthya Dwi Putri Manik, Berliana Y. Sianturi, Atiqatul Hasnah, Anestasya Amanda Sitepu, Elvi Mailani https://creativecommons.org/licenses/by-sa/4.0
Analysis of PPKn Learning Evaluation in Strengthening Character Values of Elementary School Students
This study aims to analyze the results of learning evaluation in Pancasila and Citizenship Education (PPKn) to assess the strengthening of character values among elementary school students. Learning evaluation serves not only to measure cognitive achievement but also to assess affective and psychomotor aspects related to character development. This research employed a descriptive qualitative approach with a case study method conducted at SDN 060791 Medan Area. Data were collected through classroom observations, in-depth interviews with the PPKn teacher, and documentation analysis of assessment rubrics, teacher journals, and students’ assignments. The findings indicate that PPKn learning evaluation can identify the reinforcement of character values such as responsibility, discipline, cooperation, honesty, and patriotism. Evaluation instruments used include attitude rubrics, project-based assignments, behavioral observations, and student self-reflections. However, several challenges were identified, including limited instructional time, administrative workload, and the lack of systematically structured affective assessment instruments. Therefore, PPKn learning evaluation needs to be designed in a systematic and continuous manner to function as an effective reflective tool for strengthening character education in elementary schools.
Copyright (c) 2025 Anzilnii Asy Syifa, Debora Keiko Pasaribu, Arika Angelia Sitompul, Rachell Maretta Laurencia, Nurhudayah Manjani https://creativecommons.org/licenses/by-sa/4.0
DEVELOPMENT OF LIFE CYCLE TEACHING AIDS IN IPAS LEARNING FOR THIRD-GRADE ELEMENTARY SCHOOL STUDENTS
The purpose of this study was to design and evaluate the feasibility, usability, and effectiveness of the SIKMAHI (Life Cycle of Living Things) learning media as a tool for teaching IPAS to third-grade elementary school students. The background of this study stems from the low level of students’ interest and learning outcomes related to the topic of life cycles, which is caused by monotonous teaching methods and the limited use of concrete learning media. This research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research subjects consisted of 18 third-grade students at SDN 060857 Durung. Data were collected through observation, interviews, documentation, questionnaires, and tests (pretest and posttest). Validation results from subject matter experts, media experts, and teachers indicated that the SIKMAHI media is highly feasible for use. Usability testing showed that teachers found the media easy and engaging to apply in the learning process. Furthermore, the pretest and posttest results demonstrated a significant improvement in students’ learning outcomes. In conclusion, the SIKMAHI learning media is effective for use in IPAS learning, particularly for the topic of life cycles of living things. This media is able to enhance students’ understanding, increase learning interest, and encourage active participation in the teaching and learning process.
Copyright (c) 2025 Suci Ramadhani Batubara, Zainuddin Muchtar https://creativecommons.org/licenses/by-sa/4.0
TRANSFORMATION OF GUIDANCE AND COUNSELLING AND ITS IMPLICATIONS FOR PRIMARY SCHOOL EDUCATION
Guidance and counseling (BK), is a field of science that studies self-development, potential, problem solving, and decision-making in the individual itself with the guidance of a counselor / teacher. The first counseling guidance counseling was in America in the early 20th century, pioneered by Frank Parsons, known as the Father of "career guidance". He founded the Boston Vocational School in 1908 to help individuals find jobs that match their interests and talents. In Indonesia, guidance and counseling began to be known in the 1960s, using the latest educational impacts and western psychology. BK is integrated into the formal education system to help students find their interests, talents, personal, social and career, BK in Indonesia continues to develop over time and adapt to current conditions. The history of BK reflects a transformation based on simple methods to complex approaches and structured scientific approaches, achieving individuals to reach their maximum potential.
Copyright (c) 2026 Siti Nurhalisa, Titi Sunarti, Vivit Vitrianti, Putri Robiatul Aliyah, Silvi Silvi https://creativecommons.org/licenses/by-sa/4.0
PRINCIPLES OF COUNSELLING SERVICE IMPLEMENTATION IN SCHOOL GUIDANCE AND COUNSELLING PROGRAMMES
This article discusses the ideas and principles of guidance and counseling as guidelines for counselors in implementing school-based services. Applying these principles helps improve program effectiveness and supports students in understanding themselves better. The principles serve as a foundation to ensure that counseling services are conducted consistently, meet established standards, and help individuals make appropriate decisions. Key principles include openness, voluntariness, independence, dynamism, integration, normativity, professionalism, and tut wuri handayani. Overall, these principles provide practical recommendations to ensure that guidance and counseling services are delivered ethically, effectively, and in accordance with students’ developmental needs.
Copyright (c) 2026 Nabilla Nur Shifa, Titi Sunarti, Novia Amanda, Putri Raisya, Shilfa Muhimatun Ulwiyah https://creativecommons.org/licenses/by-sa/4.0
THE ROLE OF COOPERATIVE LEARNING IN SUPPORTING INCLUSIVE EDUCATION IN PRIMARY SCHOOLS
Inclusive education aims to ensure that all students, including those with special needs, have equal opportunities to learn in a normal classroom environment. However, there are still some challenges to overcome in implementing it at the primary education level. The most important thing is a learning strategy that can accommodate the diverse characteristics of students. The purpose of this study is to evaluate the collaborative learning role in supporting inclusive education in elementary schools, specifically in terms of improving student learning outcomes and social interaction. A qualitative descriptive approach was used in this study. Data was collected from books, scientific journals, and relevant academic sources on inclusive education and cooperative learning strategies. The results show that cooperative learning strategies such as Jigsaw, Two Stay Two Stray (TSTS), STAD, and Think-Pair Share are effective in promoting participation, cooperation, and positive social interaction in inclusive classrooms. Cooperative Learning remains a relevant and effective approach if supported by proper planning and teacher ability. However, there are issues such as a lack of learning time and teacher readiness to manage the classroom. Therefore, cooperative learning can be considered a beneficial strategy for creating an inclusive, collaborative, and equitable learning environment in elementary schools.
Copyright (c) 2026 Nabilla Nur Shifa, Laxmi Permata Sari Suardi, Intan Nurmaliya, Risti Fauziah, Mutiara Citra Amalia https://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF SMART BOX MEDIA ON IPAS LEARNING OUTCOMES IN FOURTH GRADE ELEMENTARY SCHOOL STUDENTS
This study aims to determine the effect of using smart boxes on students' science learning outcomes in the Indonesiaku Kaya Budaya (My Indonesia is Rich in Culture) material in grade IV of SDN 107443 Kampung Taiwan. This study is a quantitative study using a quasi-experimental method. The research population consisted of all 30 fourth-grade students at SDN 107443 Kampung Taiwan, divided into two classes. Random sampling was used to determine the research sample, namely 15 students in class IV-A as the experimental class and 15 students in class IV-B as the control class. The results of data analysis showed that students' IPAS learning outcomes were influenced by the use of smart box learning media. Students in the control class obtained an average learning outcome score of 64.66, while students in the experimental class obtained an average score of 78.66. Based on the t-test results at a significance level of 0.05, with a t-value greater than the t-table (3.009 > 2.048), it can be concluded that there is a difference in student learning outcomes between the two research classes. Thus, smart box learning media has an effect on the learning outcomes of fourth-grade students at SDN 107443 Kampung Taiwan.
Copyright (c) 2025 Sri Lewi Giovani Lubis, Yusra Nasution, Tiarnita Maria Sarjani Br. Siregar, Husna Parluhutan Tambunan, Masta Marselina Sembiring https://creativecommons.org/licenses/by-sa/4.0
DEVELOPMENT OF TEACHING MATERIALS USING THE CANVA APPLICATION FOR IPAS CHAPTER 6 TOPIC B INDONESIAN CULTURAL HERITAGE IN GRADE IV ELEMENTARY SCHOOL
Penelitian ini bertujuan untuk mendeskripsikan proses dan efektivitas pengembangan bahan ajar handout berbantuan aplikasi Canva pada materi IPAS Bab 6 Topik B “Kekayaan Budaya Indonesia” untuk siswa kelas IV SDN 101766 Bandar Setia. Model pengembangan yang digunakan adalah ADDIE (Analysis, Design, Development, Implementation, Evaluation), dengan melibatkan 20 siswa sebagai subjek uji coba. Teknik pengumpulan data meliputi validasi ahli, angket kepraktisan guru dan siswa, serta tes hasil belajar (pretest dan posttest). Hasil penelitian menunjukkan bahwa handout tergolong sangat layak (82%), praktis digunakan (85%), dan efektif meningkatkan hasil belajar siswa dengan nilai N-Gain sebesar 0,68. Handout berbasis Canva ini dapat dijadikan alternatif bahan ajar visual yang kontekstual dan menarik dalam pembelajaran IPAS di sekolah dasar.
Copyright (c) 2025 Lania Adinda Ibrahim Lubis, Robenhart Tamba https://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF THE NUMBER HEAD TOGETHER (NHT) LEARNING MODEL ASSISTED BY WORDWALL MEDIA ON STUDENTS' LEARNING OUTCOMES IN THE SUBJECT “MY INDONESIA IS RICH IN CULTURE”
This study aims to determine the effect of the Numbered Heads Together (NHT) learning model assisted by Wordwall media on students' learning outcomes in the topic "My Culturally Rich Indonesia" in fourth-grade students at SDN 101768 Tembung. The research was motivated by low student achievement in IPAS (Science and Social Studies Integration), limited use of varied teaching methods, and lack of interactive media. This quantitative study used a quasi-experimental method with a non-equivalent control group design. The research subjects were two fourth-grade classes, IV-A as the control group and IV-B as the experimental group, each consisting of 16 students. The research instrument was a multiple-choice test administered as a pretest and posttest. The analysis showed a significant difference in posttest scores between the experimental and control groups. The NHT model assisted by Wordwall significantly improved student learning outcomes in cognitive, affective, and psychomotor domains. Therefore, the NHT model with Wordwall is effective in enhancing student engagement and academic performance in integrated IPAS learning.
Copyright (c) 2025 Elisa Febriani Pasaribu, Laurensia Masri Perangin Angin, Robenhart Tamba, Imelda Free Unita Manurung, Fajar Sidik Siregar https://creativecommons.org/licenses/by-sa/4.0
Ethnomathematics as a Framework for Developing Culturally Responsive Mathematics Education
This study examines ethnomathematics as a discourse for the development of culturally responsive mathematics education within a multicultural context. The purpose of this study is to explore the relationship between ethnomathematics, multicultural education, and local wisdom in enhancing meaningful mathematics learning. This research employs a qualitative approach through a literature review, analyzing relevant books, journal articles, and previous studies related to ethnomathematics and multicultural education. The findings indicate that ethnomathematics plays a significant role in connecting mathematical concepts with students’ cultural backgrounds and everyday experiences. Integrating local wisdom into mathematics learning not only increases student engagement and conceptual understanding, but also strengthens cultural identity and appreciation of diversity. Furthermore, ethnomathematics supports the construction of mathematical knowledge that is contextual, relevant, and socially meaningful. In the context of multicultural education, ethnomathematics contributes to equal learning opportunities by valuing diverse cultural perspectives in mathematics instruction. This study concludes that the integration of ethnomathematics into mathematics curricula is a strategic approach to developing cultural mathematics education that aligns with the principles of multiculturalism and holistic learning.
Copyright (c) 2025 Yusniar Arroyo Nainggolan, Nenny Windah Sipangkar, Jogian Sibatuara, Mhd Irwansyah, Maya Alemina Ketaren, Elvi Mailani https://creativecommons.org/licenses/by-sa/4.0
IMPLEMENTING CONTEXTUAL LEARNING BASED ON LOCAL WISDOM IN MATHEMATICS EDUCATION
This study was motivated by the limited research on the integration of local wisdom in mathematics learning, despite its significant impact in supporting meaningful learning and strengthening students' cultural identity. This study aims to explore and analyze the application of local wisdom-based contextual learning methods in mathematics education, as well as their impact on learning outcomes and the strengthening of students' cultural identity in the digital age. This study adopts a qualitative design with a literature review approach, where data sources are obtained from relevant scientific journals, books, and research reports. The findings show that contextual learning based on local wisdom is effective in bridging abstract mathematical concepts with students' concrete experiences, increasing learning motivation, and strengthening cultural identity awareness. This study concludes that this method has significant pedagogical and cultural potential and contributes to the development of contextual learning and ethnomathematics theory. This study also identifies opportunities for future research on the effectiveness of this approach in various cultural contexts and the use of digital platforms in its implementation.
Copyright (c) 2025 Nadhilah Nazwa, Desi Sri Kelengna Surbakti, Anggita Uli Angel Gultom, Elvi Mailani https://creativecommons.org/licenses/by-sa/4.0
DIGITAL LITERACY AND ITS IMPACT ON LANGUAGE LEARNING IN PRIMARY SCHOOLS
The rapid advancement of information and communication technology has made digital literacy an essential competence in contemporary education. The ability to access, evaluate, and utilize credible information sources has become increasingly critical in response to the accelerated growth of digital technologies. In the context of education, digital literacy encompasses the capacity to access, analyze, create, reflect on, and act upon information using digital devices, multiple modes of expression, and diverse communication strategies. This article presents a conceptual and literature-based analysis of the impact of digital literacy on language learning in primary schools, as well as the challenges associated with its implementation. The findings indicate that digital literacy contributes positively to language learning by supporting instructional processes, enabling learners to distinguish valid and relevant learning resources, and encouraging teachers to develop more innovative and productive digital learning media. However, the effective integration of digital literacy in language instruction requires teachers not only to master digital tools and software but also to develop advanced competencies, including content production skills, visual literacy, hypertextual navigation, information evaluation, and socio-emotional skills.Overall, digital literacy plays a crucial role in enhancing language learning and fostering essential twenty-first-century skills among primary school students.
Copyright (c) 2025 Dini Andriyani, Farah Nazwa, Nur Indah Maharani, Ria Aminarti, Susilawati Purba, Juliati Juliati https://creativecommons.org/licenses/by-sa/4.0
INTEGRATION OF LOCAL WISDOM IN GEOMETRY LEARNING THROUGH CONTEXTUAL LEARNING MODELS IN ELEMENTARY SCHOOLS
This study was conducted in response to the limited number of studies examining the integration of local wisdom in geometry learning at the elementary school level, despite its potential to enhance conceptual understanding and cultural preservation. The purpose of this study is to analyze the integration of local wisdom in teaching geometric shapes through a contextual learning model in elementary schools. This research employed a qualitative approach using a library research method. Data were collected from relevant national and international literature and analyzed through thematic synthesis to identify patterns, concepts, and effective instructional strategies. The findings indicate that elements of local culture, such as traditional buildings, fabric motifs, traditional games, arts, and community traditions, contain various geometric concepts that can be utilized as contextual learning resources. The application of Contextual Teaching and Learning (CTL) integrated with local wisdom has been shown to improve students’ motivation, conceptual understanding, and engagement by connecting abstract geometric concepts with students’ real-life experiences. Furthermore, this approach contributes to strengthening students’ cultural awareness and appreciation. The study concludes that integrating local wisdom into geometry learning through a contextual model enhances instructional effectiveness while supporting the development of ethnomathematics-based learning and cultural preservation in elementary education.
Copyright (c) 2025 Nur Kibah Mandasari, Apriyanda Apriyanda, Ilda Zahratunisa, Suhailah Haya Nasution, Syahrial Syahrial, Doni Irawan Saragih https://creativecommons.org/licenses/by-sa/4.0
PROBLEMS IN ELEMENTARY SCHOOL STUDENTS' UNDERSTANDING OF MATHEMATICAL CONCEPTS AS SEEN FROM TEACHERS' TEACHING METHODS
This study aims to examine the problems of elementary school students’ understanding of mathematical concepts in relation to teachers’ teaching strategies. The research employed a descriptive qualitative approach using structured interviews as the main data collection technique. The participants consisted of third-grade students and a mathematics teacher at SD UPT Negeri 060866 Medan Timur. Data were analyzed through stages of data reduction, data display, and conclusion drawing. The findings reveal that students’ low understanding of mathematical concepts is influenced by several interrelated factors. From the students’ perspective, the main obstacles include low learning motivation, the perception that mathematics is a difficult subject, difficulties in connecting mathematical concepts with everyday life, and limited abstract thinking abilities. From the teachers’ perspective, mathematics learning is still dominated by conventional teaching methods, limited use of learning media and concrete teaching aids, monotonous instructional strategies, and the use of language that is not aligned with students’ cognitive development. In addition, teachers rarely provide feedback or explanations regarding students’ errors in solving mathematical problems. These results indicate that students’ conceptual understanding of mathematics is closely related to the teaching strategies applied by teachers. Therefore, more interactive, contextual, and student-centered learning approaches supported by appropriate media and simple, communicative language are needed to improve students’ understanding of mathematical concepts.
Copyright (c) 2025 Reginata Thesalonika Sembiring, Agnes Veronika Br Tarigan, Adela Siregar, Elvi Mailani https://creativecommons.org/licenses/by-sa/4.0
THE EFFECTIVENESS OF FORMATIVE ASSESSMENT IN IMPROVING ELEMENTARY SCHOOL STUDENTS’ LEARNING ACHIEVEMENT
This study aims to examine the effect of formative assessment on elementary school students’ learning achievement. The background of this research is the limited implementation of formative assessment in classroom learning, where assessment practices tend to focus on summative tests rather than continuous evaluation of the learning process. This research employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The study was conducted at a public elementary school in Bandung during the 2024/2025 academic year. The participants consisted of two fifth-grade classes, with one class assigned as the experimental group implementing formative assessment strategies and the other as the control group using conventional assessment methods. Data were collected over a six-week period through learning achievement tests and classroom observations. The results of the data analysis revealed a significant difference in post-test scores between the experimental and control groups. Students who experienced formative assessment showed higher learning achievement compared to those who received conventional assessment. In addition, formative assessment was found to increase student motivation, participation, and engagement in the learning process. These findings indicate that formative assessment is effective in improving students’ learning achievement and supporting a more meaningful and student-centered learning environment in elementary schools.
Copyright (c) 2025 Intan Suriani Siregar, Putri Claudia Situmorang, Aisyah Sihombing, Annisa Khairiyah, Yudha Darmansyah Daulay, Nurhudayah Manjani https://creativecommons.org/licenses/by-sa/4.0
THE IMPLEMENTATION OF FORMATIVE EVALUATION IN SCIENCE LEARNING TO IMPROVE ELEMENTARY SCHOOL STUDENTS’ LEARNING OUTCOMES
This study aims to analyze the implementation of formative evaluation in Natural Science (IPA) learning at SDN 060858 Medan and its impact on improving students’ learning outcomes. The research employed a qualitative descriptive approach to gain an in-depth understanding of how formative evaluation is applied during the learning process. Data were collected through classroom observations and literature studies. The results indicate that formative evaluation was implemented systematically through three main stages: planning, implementation, and follow-up. During the learning process, teachers applied various formative evaluation techniques such as oral questioning, simple experiments, short quizzes, written reflections, and group discussions. These activities enabled teachers to monitor students’ understanding continuously and provide immediate feedback. The findings show that formative evaluation contributes positively to students’ conceptual understanding, learning motivation, and active participation in science learning. Students became more confident in expressing their ideas and showed better comprehension of scientific concepts. In addition, formative evaluation allowed teachers to adjust instructional strategies based on students’ learning needs, making the learning process more adaptive and meaningful. Therefore, formative evaluation can be considered an effective evaluation strategy to improve the quality of science learning and students’ learning outcomes at the elementary school level.
Copyright (c) 2025 Auni Afifah Novianti, Artha Uli Sitanggang, Clodia Kristy, Kristin Natalia Warasi, Rima Melati Saputri, Nurhudayah Manjani https://creativecommons.org/licenses/by-sa/4.0
STRENGTHENING THE PROFILE OF PANCASILA STUDENTS THROUGH 21ST CENTURY SKILLS-BASED LEARNING
The rapid changes of the twenty-first century require education systems to develop students who possess not only academic competence but also strong character and essential life skills. In Indonesia, the Pancasila Student Profile has been introduced through the Merdeka Curriculum as a strategic framework for strengthening character education while responding to global educational demands. This study aims to analyze how twenty-first-century learning approaches contribute to strengthening the Pancasila Student Profile in educational practice. This research employed a qualitative literature review design by analyzing academic journal articles, books, and policy documents related to the Pancasila Student Profile, twenty-first-century learning, and character education. Data were analyzed thematically to identify patterns, key findings, and relationships between contemporary pedagogical approaches and the six dimensions of the Pancasila Student Profile. The results indicate a strong alignment between the Pancasila Student Profile and twenty-first-century competencies, particularly critical thinking, creativity, collaboration, and communication. Project-based learning, problem-based learning, collaborative learning, and the Project for Strengthening the Pancasila Student Profile (P5) were found to be effective in internalizing Pancasila values through contextual and experiential learning. However, challenges such as teacher readiness, limited resources, and infrastructure disparities remain significant obstacles to effective implementation.In conclusion, strengthening the Pancasila Student Profile through twenty-first-century learning requires integrated efforts involving innovative pedagogy, continuous teacher professional development, and systemic institutional support. By combining global competencies with national values, Indonesian education can foster students who are resilient, ethical, and well-prepared to face future challenges.
Copyright (c) 2025 Rizky Zulaidah, Sastri Kirani, Cut Kumala Sari https://creativecommons.org/licenses/by-sa/4.0
REVITALIZING TEACHER EDUCATION TO MEET THE CHALLENGES OF THE 21ST CENTURY
The rapid advancement of technology in the 21st century presents significant challenges for the education sector, particularly in improving teacher professionalism at the elementary school level. Teachers are required not only to master subject matter but also to adapt to technological developments and implement innovative learning strategies. However, the integration of technology in elementary education still encounters various obstacles, such as limited infrastructure, unequal access to digital resources, and insufficient teacher competencies, especially in underdeveloped, outermost, and frontier (3T) areas. This study aims to analyze strategies for revitalizing teacher education in response to 21st-century challenges. The research employed a qualitative approach through a literature review by examining relevant scientific articles, journals, and policy documents. The findings indicate that revitalizing teacher education through strengthening professional competencies, integrating educational technology, and implementing supportive government policies can enhance the quality of elementary education. Furthermore, collaboration among teachers, parents, and policymakers is essential to create an inclusive, adaptive, and future-oriented education system. Strengthening teacher professionalism is a key factor in ensuring the sustainability and relevance of education in the digital era.
Copyright (c) 2025 Cut Kumala Sari, Gina Alya Zahara, Intan Latifa https://creativecommons.org/licenses/by-sa/4.0