Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar)
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Effectiveness of augmented reality application on critical thinking skills of elementary school students based on learning interest
Full text linkMathematics learning in elementary schools is still dominated by conventional methods such as lectures and the use of two-dimensional images, which do not support the development of critical thinking skills and students' spatial understanding. This challenge is increasingly relevant in the era of the Industrial Revolution 4.0, which demands the integration of technology in the learning process. This study aims to analyze the effect of the use of Augmented Reality (AR) on critical thinking skills and students' learning interest in learning spatial figures. The study used a quantitative approach with a quasi-experimental method and a Nonequivalent Control Group design. The sample consisted of 60 elementary school students in Banjarsari District who were divided into an experimental group (using AR) and a control group (conventional method). Learning lasted for four weeks, with three sessions per week. The research instruments included a critical thinking test based on Ennis's indicators and a Likert-scale learning interest questionnaire. The results of the analysis using the Shapiro-Wilk and Mann-Whitney U tests showed a significant difference between the experimental and control groups in the critical thinking posttest scores (p = 0.0076). The increase occurred in the aspects of clarification, inference, and argument evaluation. In addition, students' learning interest in the experimental group also increased, indicated by active involvement and higher motivation. In conclusion, using AR effectively improves students' critical thinking skills and learning interests. The implications of this study indicate that AR technology can be an innovative alternative to mathematics learning. The contribution of this study lies in the development of technology-based learning strategies to support the 21st-century skills of elementary school students
Eco-pedagogy in action: transforming primary education for sustainability
No full textThis study explores the role of primary school teachers in integrating sustainability values into education within an ecologically vulnerable context. It examines how teachers in Sorong City, Southwest Papua, act as agents of change through eco-pedagogical practices, despite facing challenges such as limited training and systemic support. Employing a qualitative case study approach, data were collected through observations, interviews, and document analysis. Findings reveal a gap between teachers' strong ecological awareness rooted in local experiences and their limited understanding of formal sustainability frameworks like the SDGs. While sporadic efforts to integrate environmental themes exist, a systematic, curriculum-aligned approach is lacking. The study highlights the potential for participatory eco-pedagogy to engage students and emphasizes the need for contextualized teacher training and curriculum reform. This research contributes a contextualized pedagogical framework for integrating sustainability values in similar settings globally, advocating for a shift from individual initiatives to structured, reflective, and sustainable educational strategies
Social learning in karawitan education: contemporary patterns of cultural transmission in elementary schools of Surakarta
No full textThis study explores contemporary patterns of cultural transmission of gamelan among children in Surakarta through the interconnection between formal school learning and community-based learning. Using an ethnopedagogical perspective grounded in Social Learning Theory (Bandura, 1986), the research examines how observation, imitation, modeling, and reinforcement function as interconnected processes in karawitan education. Data were collected through an ethnographic approach that included interviews, observations, and visual documentation by observing extracurricular practices and gamelan learning activities in elementary school programs in Surakarta. The findings show that gamelan learning functions not only as musical instruction but also as a moral enculturation process, where collective practices cultivate social values such as rukun (harmony), gotong royong (cooperation), and tata krama (cultural respect). These findings affirm that the sustainability of Javanese musical heritage depends on active collaboration between schools and local communities, which transforms traditional music into a living pedagogical medium. Integrating traditional arts into formal education can foster mindful, meaningful, and joyful learning, a culturally grounded approach that blends skills, empathy, and collective happiness
The effectiveness numeracy learning strategies for early grade students in elementary school: a systematic review
Full text linkThe implementation of the Independent Curriculum in 2022 places improving numeracy skills as one of the priority programs for basic education in Indonesia. Early numeracy skills are an important foundation for children's cognitive development and long-term academic success. This study aims to evaluate and identify the most effective early numeracy learning strategies in supporting the strengthening of elementary school students' numeracy skills. The research method used is a systematic literature review with a qualitative-descriptive approach. Data sources were obtained through manual searches of 18 scientific journal articles and 4 conference proceedings published in the last five years. Of the total 22 publications analyzed, six learning strategies were found to be consistently reported as effective: (1) explicit learning through short-term interventions, (2) the use of concrete manipulatives, (3) the use of visual representations, (4) providing corrective feedback, (5) involving parents in the learning process, and (6) game-based learning. The last strategy is the most dominant, mentioned in eight different studies, with variations of digital and traditional games adapted to the local context. The results of this study provide a comprehensive illustration of relevant and implementable approaches in early numeracy learning. These findings contribute to providing an empirical basis for policy makers and educators to design contextual, adaptive, and evidence-based numeracy learning programs
The effectiveness of image-based media in enhancing essay writing skills of third-grade students at GUPPI Islamic Elementary School, Southwest Papua
No full textThis study aims to improve the essay writing skills of third-grade students at SD Islam GUPPI, Southwest Papua, through the use of image-based learning media. Initial assessment showed an average writing score of 62.3, below the Minimum Completeness Criteria (70), indicating a gap between curriculum demands and students’ actual competence. Using a Classroom Action Research design with two cycles, this study involved 24 students and employed observation sheets, writing rubrics, and performance tests. Data were analyzed using paired t-tests and effect size measures. The results showed a significant improvement in students’ writing skills, increasing from 62.3 in the pre-cycle to 82.5 in the second cycle (t = 5.47, p < 0.05; Cohen’s d = 1.21). The findings support Bruner’s constructivist view that visual stimuli help students build meaning and organize ideas more effectively. The study concludes that image-based media is an effective strategy to enhance students’ imagination, motivation, and expressive ability in elementary writing instruction
Design of the gamifying anti-bullying education: a transformative approach with the giant snakes and ladders bullying game
Full text linkBullying in elementary school environments is a serious problem that can hinder children's emotional and social development. This study aims to provide anti-bullying education to elementary school students through interactive game media, namely Giant Bullying Snakes and Ladders. The method used was an in-depth interview with elementary school teachers in Pracimantoro District, Wonogiri Regency. This interview aims to obtain information about the forms of bullying behavior that often occur in schools and educational efforts that have been implemented previously. Based on the results of data analysis, researchers designed a creative solution in the form of an educational game that is not only fun but also full of anti-bullying moral messages. This game is designed on a large scale to attract students' attention and can be played in groups. Each box in the game contains illustrations and educational messages, such as an invitation to stop bullying and empathy for friends. The results of implementing this game show that students become more active in discussing bullying and are more courageous in saying "stop bullying" when witnessing similar incidents. This study contributes to providing innovative and fun learning media, which teachers can use to effectively instill anti-bullying values in children from an early age
The effect of a culturally responsive teaching approach using digital comics on critical thinking skills in photosynthesis learning
No full textLearning in the 21st century highlights the need to enhance students' critical thinking abilities by incorporating information and communication technology. This study examines the effect of the Culturally Responsive Teaching (CRT) approach using digital comics on the critical thinking skills of fourth-grade students in learning about photosynthesis. The aspects of critical thinking measured include analysis, evaluation, and interpretation. This study employed a quasi-experimental design with a non-equivalent control group, involving 62 students who were assigned to either the experimental or control group. The independent samples t-test revealed a statistically significant difference between the experimental and control groups (p = 0.024), indicating that students taught using CRT-based digital comics demonstrated better critical thinking performance than those taught using conventional methods. The digital comics integrated local cultural values, such as traditional beverages, indigenous plants, and everyday community practices, making the learning process more contextual and meaningful. This study highlights the potential of CRT-based digital comics to enhance students’ cognitive skills and offers an innovative model for integrating cultural relevance into elementary science education
Integrating TPACK and digcompedu to strengthen primary school teachers’ digital competence
No full textThe rapid digitalisation of education requires teachers to develop comprehensive competence that integrates technological, pedagogical, and ethical digital practices. However, existing research often examines the Technological Pedagogical and Content Knowledge (TPACK) model and the Digital Competence of Educators (DigCompEdu) framework separately, resulting in limited conceptual guidance on how both can be systematically combined to strengthen teachers’ digital competence. This study applies a qualitative systematic literature review using the PRISMA 2020 protocol to analyse peer-reviewed articles published between 2017 and 2025 across Scopus, ERIC, and SINTA databases. Thirty studies met the inclusion criteria and were synthesised thematically. The findings show that TPACK provides the pedagogical–technological knowledge base, while DigCompEdu operationalises digital professionalism through measurable and ethical indicators. Their integration promotes reflective, inclusive, and learner-centred digital pedagogy and offers a multi-level foundation aligned with global policies (SDG 4), national education reforms (Merdeka Belajar), and institutional digital ecosystems. This review proposes an integrated conceptual map highlighting how global, national, institutional, and teacher-level factors interact to support digital competence development. The integrated framework provides direction for professional development, curriculum design, and future empirical validation in primary education
The influence of the brain-based learning (BBL) model assisted by multimedia phet simulation on critical thinking ability
No full textMathematics learning in elementary schools is still dominated by conventional methods that do not foster the development of critical thinking skills. This challenge is relevant to 21st-century learning and the Independent Curriculum, which demands the integration of technology and high-level thinking skills. This research aims to analyze the effect of Brain-Based Learning (BBL) supported by PhET Simulations on the critical thinking abilities of fifth-grade students in Magelang City. The research approach uses a quasi-experimental design with a nonequivalent control group. The research instrument is an essay test to measure critical thinking abilities. The results of the analysis show that the BBL model assisted by PhET Simulation provides a significant improvement in critical thinking abilities. Data testing uses the t-test and N-Gain to prove the hypothesis. The t-test produces a significance value of 0.00 < 0.05, indicating a significant effect of using BBL assisted by the PhET Simulation. This finding is strengthened by the average N-Gain value of 0.5002, which falls within the medium category, indicating that brain-based work learning is quite effective in improving students' critical thinking abilities. Integration of BBL and PhET Simulations proved effective in supporting 21st-century skills. Implementing this model can provide learning experiences that support optimal brain function through technology, making it relevant for developing 21st-century skills
Factors influencing student engagement in online ideological and political education: a qualitative study of vocational college students in China
Full text linkThe COVID-19 pandemic accelerated the global shift to online education, exposing both opportunities and challenges in ideological and political (I&P) courses at Chinese higher vocational colleges, where student engagement remains pivotal yet underexplored. This qualitative study examines how students perceive and experience engagement in online I&P courses, framed by Activity Theory, Social Interaction, and Critical Pedagogy. Semi-structured interviews were conducted with 30 students (15 males, 15 females; freshman to junior cohorts) from Anhui Vocational and Technical College, using Tencent Meetings for 30-minute sessions. Thematic analysis identified two core themes: (1) Infrastructure—students emphasized the necessity of clear rules, stable platforms (e.g., MOOCs, ClassIn), and teacher responsiveness to foster accountability; (2) Engagement Dynamics—peer collaboration, real-world case studies, and critical discussions enhanced motivation, while poor internet connectivity, abstract content, and self-regulation struggles impeded participation. Notably, students highlighted the transformative potential of interactive tools (e.g., real-time Q&A, role-playing simulations) in bridging theory and practice. Limitations include the single-institution sample, potential response bias, and lack of longitudinal data. Nevertheless, findings offer actionable insights: educators should design modular content aligned with vocational contexts, integrate adaptive technologies to mitigate connectivity issues, and implement structured peer-review systems to sustain motivation. Institutional support for digital literacy training and hybrid learning models is also critical. Future research should expand to diverse regions, incorporate mixed methods, and track long-term outcomes to strengthen pedagogical strategies in online I&P education