Cetta: Jurnal Ilmu Pendidikan is an scientific journal published by Jayapangus Press, aims at providing scientific insights regarding various educational situations or interactions, of all level and types of education. The foci of the journal are: 1) Review of educational curriculum, 2) Review of learning materials, 3) Teaching media and teaching aids, 4) Teaching methods and strategies, 5) Teacher’s competencies, 6) Studies on learner’s and teacher’s development, 7) Educational institution management studies, 8) Characters, gender, and educational evaluation.
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Analisis Kebutuhan Pengembangan E-LKPD Matematika Pada Materi FPB dan KPK Kelas V Sekolah Dasar
Mathematics learning on Greatest Common Factor (GCF) and Least Common Multiple (LCM) in elementary schools still faces several problems, particularly in conceptual understanding, procedure selection, and word-problem solving. This study aimed to describe the condition of GCF and LCM learning, analyze teachers’ and students’ needs, and explain the urgency of developing mathematics electronic student worksheets (E-LKPD) for fifth-grade elementary students. This study employed a descriptive qualitative approach. The data sources included fifth-grade teachers, fifth-grade students, and learning achievement documents from six elementary schools in Cluster I of Baturiti District, namely SD Negeri 1 Baturiti, SD Negeri 3 Baturiti, SD Negeri 4 Baturiti, SD Negeri 1 Bangli, SD Negeri 2 Bangli, and SD Negeri 3 Bangli. Data were collected through observation, interviews, questionnaires, and documentation studies, then analyzed through data reduction, data display, and conclusion drawing. The findings showed that mathematics learning remained teacher-centered, teaching materials were limited to textbooks and written exercises, and students had not received sufficient active, visual, and gradual learning experiences. The achievement of learning objectives in GCF and LCM material reached only 58%, indicating that students’ learning outcomes were not yet optimal and needed stronger instructional support. Teachers and students needed E-LKPD containing clear instructions, concise material summaries, varied examples, gradual exercises, contextual word problems, interactive activities, and attractive visual displays. Therefore, developing mathematics E-LKPD is necessary as a learning solution aligned with field needs, supporting technology integration, increasing student engagement, and strengthening students’ conceptual understanding of mathematics.
Copyright (c) 2026 Ni Luh Putu Ani Lestiani, I Putu Suardipa, I Komang Wahyu Wiguna https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Model Case Based Learning Berbantuan E-LKM Terhadap Keterampilan Berpikir Kritis dan Prestasi Belajar Matematika Murid SMA
Low mathematics achievement among Indonesian students, evidenced by a PISA 2022 score of 354 points below the OECD average of 485, underscores the need for innovative pedagogy.The objective of this study was to examine the effect of a case-based learning (CBL) model integrated with Electronic Student Worksheets (E-LKM) on critical thinking skills and mathematics achievement, compared to CBL alone and Direct Instruction (DI). A quasi-experimental non-equivalent pretest-posttest control group design was employed at SMA Negeri 2 Amlapura, Bali, even semester 2025/2026. Three classes were selected through simple random sampling from 369 grade XI students: CBL+E-LKM (n = 35), CBL (n = 35), and DI (n = 34). Critical thinking skills were measured using essay-based tests and mathematics achievement using multiple-choice tests, analyzed with MANCOVA in IBM SPSS 26.0. Results revealed: (1) the three groups differed significantly in both variables simultaneously (Pillai's Trace F = 48.074; p < 0.001); (2) critical thinking skills differed significantly, with posttest means of CBL+E-LKM (M = 32.29; very high), CBL (M = 30.63; high), and DI (M = 24.32; high), F = 905.294, p < 0.001; and (3) mathematics achievement followed the same superiority order, CBL+E-LKM (M = 7.66), CBL (M = 7.26), and DI (M = 6.29), F = 139.284, p < 0.001. These findings confirm that integrating E-LKM into CBL simultaneously enhances critical thinking skills and mathematics achievement through authentic case contexts and adaptive digital scaffolding, making CBL+E-LKM a recommended model for higher-order thinking instruction in mathematics.
Copyright (c) 2026 Ni Ketut Sri Wedani, I Wayan Santyasa, I Komang Sudarma https://creativecommons.org/licenses/by-sa/4.0
Gending Gilak 32 Ketukan Sebagai Strategi Pembelajaran Karawitan Bali Bagi Siswa Pemula SMK Negeri 5 Denpasar
Balinese karawitan learning at the vocational high school level still faces significant challenges, especially for students who have no prior experience or initial interest in playing gamelan, resulting in low understanding of basic concepts and karawitan technical skills. Few studies have specifically examined the use of particular gamelan repertoire as a structural medium for beginner students at the vocational high school level. This study aims to describe the implementation of a Balinese karawitan learning strategy based on Gending Gilak 32 beats to improve the learning outcomes of Grade X Seni Karawitan students at SMK Negeri 5 Denpasar. This study employed a qualitative descriptive approach with 29 students as research subjects. Data were collected through observation, interviews, and documentation of student practical assessment results. The learning strategy was implemented through six stages: gamelan instrument introduction, basic gangsa technique demonstration, guided practice in small groups, repetitive practice, individual practical evaluation, and learning reflection. The findings indicate that the implementation of the learning strategy through Gending Gilak 32 beats effectively improved students' understanding of basic concepts and karawitan technical skills. Prior to the implementation of the strategy, the class average score stood at 66.65 with all 29 students failing to meet the Minimum Competency Criteria (KKM) of 75. Following the implementation, the class average increased to 82.00 with all students declared competent, reflecting an improvement of 15.35 points. The improvement was not only quantitative but also qualitative, marked by increased student confidence, accuracy of tabuhan patterns, tempo stability, and mastery of the four basic gangsa techniques. This study contributes theoretically by affirming that simply structured repertoire can function as effective musical scaffolding within the context of formal Balinese karawitan pedagogy, and can serve as a reference for karawitan arts teachers in delivering foundational material to beginner students at the vocational high school level.
Copyright (c) 2026 I Putu Cory Arsatama, I Gede Mawan https://creativecommons.org/licenses/by-sa/4.0
Analisis Kebutuhan Pengembangan Komik Digital IPA Berbasis Kearifan Lokal Pada Materi Ekosistem Untuk Siswa Kelas V SD di Gugus 2 Kecamatan Mengwi
The low achievement of science learning outcomes on ecosystem material in elementary schools indicates the need for learning media that are more engaging, contextual, and appropriate to students’ characteristics. This condition was found among fifth-grade students in Cluster 2 of Mengwi District, where the achievement of the Criteria for Achieving Learning Objectives (KKTP) was still low, namely 48% at SDN 1 Munggu, 45% at SDN 2 Munggu, 40% at SDN 3 Munggu, 42% at SDN 1 Tumbakbayuh, and 38% at SDN 2 Tumbakbayuh, with an average of 42.6%. This study aimed to analyze the condition of science learning achievement, identify teachers’ and students’ needs for learning media, and describe the urgency of developing a local wisdom-based digital science comic on ecosystem material for fifth-grade elementary school students in Cluster 2 of Mengwi District. This study employed descriptive research with a qualitative approach. Data sources were obtained from fifth-grade teachers, fifth-grade students, learning documents, and KKTP achievement data. Data were collected through observation, interviews, questionnaires, and documentation, and were analyzed through data reduction, data display, and conclusion drawing. The results showed that science learning was still dominated by textbooks and verbal explanations, while teachers and students needed learning media in the form of digital comics containing colorful illustrations, simple storylines, child-friendly characters, systematic ecosystem material, and local contexts such as rice fields, subak, rivers, gardens, and interactions among living things in the surrounding environment. This study concludes that the development of a local wisdom-based digital science comic is highly needed as an alternative learning medium to support students’ understanding of ecosystem material in fifth grade of elementary school.
Copyright (c) 2026 Ni Kadek Ayu Dewi Sukartini, I Made Adi Nugraha Tristaningrat, I Ketut Suparya https://creativecommons.org/licenses/by-sa/4.0
Sintesis Model Pembelajaran Discovery Learning Dalam Meningkatkan Hasil Belajar PKn Siswa
Civics education in elementary schools continues to face the problem of low student learning outcomes due to the dominance of conventional, teacher-centered learning methods. This study aims to synthesize scientific findings regarding the contribution of the Discovery Learning model toward student Civics learning outcomes. The method used was a Systematic Literature Review (SLR) guided by the PRISMA protocol utilizing Google Scholar, Semantic Scholar, and Scopus databases. The inclusion criteria specified empirical research articles (Classroom Action Research, experimental, qualitative) published between 2019 and 2026 that measured Civics learning outcomes, resulting in 15 selected articles for analysis. Data were analyzed using a qualitative descriptive approach through the stages of data reduction, data presentation, and conclusion drawing. The primary synthesis results indicate that this model consistently enhances cognitive achievements, with classical completion targets exceeding 85% through independent discovery syntax, while simultaneously strengthening affective competencies such as rights-and-obligations awareness and cooperation character. The novelty of this study lies in its comprehensive mapping that integrates cognitive and affective domains in Civics, alongside identifying guided discovery strategies as a solution to time-constraint challenges in the classroom. In conclusion, this literature synthesis confirms that the Discovery Learning model is highly contributive as an alternative, innovative learning model for building independence and improving the quality of Civics learning outcomes in elementary schools.
Copyright (c) 2026 Luh Putu Yudha Budiarti, Dewa Bagus Sanjaya, I Nengah Suastika https://creativecommons.org/licenses/by-sa/4.0
Efektivitas Model Pembelajaran Panca Pramana dalam Meningkatkan Motivasi dan Hasil Belajar Pendidikan Agama Hindu dan Budi Pekerti Siswa SMP
This study was motivated by findings that students’ learning motivation and learning outcomes in the subjects of Hindu Religious Education and Character Education at SMP TP 45 Denpasar were still suboptimal due to teaching that tended to be teacher-centered. This study aims to analyze the effectiveness of the Panca Pramana Learning Model. The novelty of this study lies in testing the model’s impact on learning motivation and learning outcomes. The study employed a quantitative approach using a True Experimental Design, specifically a Posttest-Only Control Group Design. The sample consisted of 25 students selected via simple random sampling, comprising 11 students in the experimental class and 14 students in the control class. Data were collected through a learning motivation questionnaire and an achievement test. Data analysis was conducted using descriptive statistics, the Independent Samples t-Test, and MANOVA. The results of the study indicate that the Panca Pramana Learning Model has a significant effect on students’ learning motivation (t = 5.168; p < 0.05), with an explanatory power of 53.7% (R² = 0.537). This model also had a significant effect on learning outcomes in the cognitive (R² = 0.510), affective (R² = 0.651), and psychomotor (R² = 0.265) domains, with all significance levels at p < 0.05. The MANOVA results indicate a significant simultaneous effect on students’ learning motivation and learning outcomes (Wilks’ Lambda = 0.187; p < 0.001). Thus, the Panca Pramana Learning Model effectively enhances students’ motivation and learning outcomes holistically.
Copyright (c) 2026 I Ketut Agus Aryawan Adi Saputra, Made Redana, Ni Made Anggreni https://creativecommons.org/licenses/by-sa/4.0
Pengembangan E-Modul Fisika Berbasis Problem-Based Collaborative Learning Untuk Meningkatkan Sikap Ilmiah dan Prestasi Belajar Siswa
This study aimed to develop a PBCL-based CoLearn Physics E-Module integrated with PhET simulation on Projectile Motion and to evaluate its validity, practicality, and effectiveness in improving students’ scientific attitudes and learning achievement. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The participants included two subject matter experts, two instructional media experts, two instructional design experts, two physics teachers, and 36 eleventh-grade students of SMAK Harapan. Data were collected using validation sheets, practicality questionnaires, scientific attitude questionnaires, and learning achievement tests. Product effectiveness was examined using a one-group pretest-posttest design and analyzed through paired sample t-test, N-gain, and Cohen’s d. The results indicated that the developed E-Module achieved a very good category based on expert validation, with scores of 81% from subject matter experts, 92% from instructional media experts, and 94% from instructional design experts. The practicality test showed that the E-Module was categorized as highly practical based on teacher assessment (90.00%), individual trials (86.00%), small-group trials (87.80%), and large-group trials (88.72%). The paired sample t-test revealed significant differences between pretest and posttest scores in scientific attitudes (t(35) = -18.260; p < 0.001) and learning achievement (t(35) = -10.051; p < 0.001). The N-gain values were in the moderate category for scientific attitudes (0.33) and learning achievement (0.51), while Cohen’s d indicated large effect sizes for scientific attitudes (1.15) and learning achievement (2.46). Therefore, the PBCL-based CoLearn Physics E-Module integrated with PhET simulation is considered valid, highly practical, and effective for supporting physics learning on Projectile Motion.
Copyright (c) 2026 I N. Widya Artha, I Gde Wawan Sudatha, I Kadek Suartama, I Made Tegeh, I Wayan Sukra Warpala https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Model Pembelajaran Snowball Throwing dan Talking Stick Terhadap Hasil Belajar Pendidikan Agama Hindu dan Budi Pekerti Siswa SMK
The low learning outcomes in Hindu Religious Education and Character Education indicate the need for learning models that actively engage students in the learning process. This study aimed to analyze the effect of the Snowball Throwing and Talking Stick learning models on the learning outcomes of Grade X students at SMK Prshanti Nilayam. This study employed a quantitative approach using a quasi-experimental design. The sample consisted of 80 students, including 25 students in the Snowball Throwing class, 26 students in the Talking Stick class, and 29 students in the control class. Data were collected through a learning achievement test that had met validity and reliability requirements and were analyzed using descriptive and inferential statistics. The results showed that the mean score of the Snowball Throwing class increased from 60.44 (pretest) to 76.12 (posttest), while the Talking Stick class increased from 60.27 to 75.42. The control class increased from 49.93 to 64.93. One-Way ANOVA revealed a significance value of p < 0.001 (F = 14.457), indicating that the implementation of Snowball Throwing and Talking Stick learning models affected students’ learning outcomes. The LSD post hoc test further showed that both experimental classes achieved higher learning outcomes than the control class. Therefore, Snowball Throwing and Talking Stick can be considered effective alternative learning models for improving learning outcomes in Hindu Religious Education and Character Education.
Copyright (c) 2026 A.A. Alit Putra Baskara, I Made Wiguna Yasa, I Made Arsa Wiguna https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Kompetensi Manajerial Kepala Sekolah, Motivasi Berprestasi, dan Pemanfaatan Aplikasi Ruang GTK Terhadap Kompetensi Profesional Guru Sekolah Dasar di Kecamatan Japah Kabupaten Blora
This study was motivated by the low level of professional competence among elementary school teachers in Japah District, Blora Regency, which is presumed to be influenced by the managerial competence of school principals, achievement motivation, and the utilization of the Ruang GTK application. The purpose of this study was to analyze the influence of these variables, both partially and simultaneously, on teachers’ professional competence. This research employed a quantitative correlational approach with an ex post facto design. The population consisted of 191 elementary school teachers, with a sample of 129 teachers selected through a sampling technique. Data were collected using questionnaires and analyzed using simple and multiple regression. The results indicate that: (1) the managerial competence of school principals has a significant effect on teachers’ professional competence (48.0%); (2) achievement motivation has a significant effect (60.0%); (3) the utilization of the Ruang GTK application has a significant effect (60.5%); and (4) simultaneously, these variables have a significant effect with a combined contribution of 66.1%. These findings suggest that improving teachers’ professional competence is strongly influenced by leadership quality, internal motivation, and the effective use of educational technology. Therefore, efforts to enhance teacher competence should focus on strengthening principals’ managerial skills, fostering teachers’ achievement motivation, and optimizing the use of digital learning platforms to support more effective and engaging instruction.
Copyright (c) 2026 Marsih Marsih, Bunyamin Bunyamin, Muhammad Prayito https://creativecommons.org/licenses/by-sa/4.0
Implementasi Program Bimbingan Karir Dalam Upaya Peningkatan Studi Lanjut Siswa di SMA Negeri 1 Purwodadi Kabupaten Grobogan
This study aims to analyze the implementation of a career guidance program in supporting students’ continuing education at SMA Negeri 1 Purwodadi, Grobogan Regency. The study focuses on four managerial functions: planning, organizing, implementation, and evaluation of the career guidance program. A qualitative case study approach was employed, involving the principal, counseling coordinator, counseling teachers, homeroom teachers, and students as research participants. Data were collected through interviews, observations, and document analysis and were analyzed using the Miles and Huberman interactive model. The findings indicate that program planning was conducted through students’ needs assessment, mapping of educational interests, and preparation of annual guidance services. Program organization involved clear task distribution among school personnel and collaboration with alumni and higher education institutions. Program implementation was carried out through career information services, educational fairs, campus visits, alumni sharing sessions, career counseling, socialization of university admission pathways, and assistance with university applications. Program evaluation was conducted through monitoring, outcome assessment, and follow-up improvements. The study concludes that the career guidance program has been implemented systematically and collaboratively, contributing to students’ motivation, readiness, and understanding of opportunities for continuing education.
Copyright (c) 2026 Sri Wahyuni, Bunyamin Bunyamin, Muhammad Prayito https://creativecommons.org/licenses/by-sa/4.0
Peran PKn Dalam Membentuk Kompetensi Demokrasi Digital Pada Siswa Sekolah Dasar di Era Digital
The development of digital technology has transformed social interaction patterns and character formation among elementary school students, posing serious challenges to instilling democratic values such as tolerance, communication ethics, and social responsibility. This study aims to analyze the role of Civic Education (PKn) in fostering a democratic spirit, identify implementation challenges, and develop a conceptual model as the research novelty. This research employed a qualitative descriptive method through systematic literature review and in-depth interviews with teachers at SD Negeri 2 Tabanan. The findings reveal that the main challenges lie not only in students' digital literacy but also in the gap in teachers' digital competence, the absence of evaluation instruments for democratic behavior in digital spaces, and the weak school-family-community tripartite collaboration. The novelty of this research is the Integrated Conceptual Model (ICM) , which connects four main components: digital democracy pedagogy, digital literacy for teachers and students, tripartite collaboration, and digital behavior evaluation instruments. This model serves as the article's original contribution to holistically integrating democratic education, character education, and digital literacy at the elementary school level. In conclusion, the successful formation of a democratic spirit in the digital era can only be achieved through the implementation of the ICM that combines participatory learning, critical use of technology, and digital behavior-based evaluation.
Copyright (c) 2026 Ni Luh Made Ari Krisna Yanti, Dewa Bagus Sanjaya, I Nengah Suastika https://creativecommons.org/licenses/by-sa/4.0
Literasi Digital Sebagai Instrumen Pencegahan Cyberbullying Dalam Pembelajaran PKn di Sekolah Dasar
The rapid development of digital technology has increased the risk of cyberbullying among elementary school students, yet the integration of digital literacy into Civic Education (Civic Ed) as a preventive measure remains underexplored. This study aims to analyze the role of digital literacy as an instrument for preventing cyberbullying in Civic Ed learning at the elementary level and to offer theoretical contributions to digital citizenship concepts. A qualitative systematic literature review was employed. Data were sourced from Google Scholar, ERIC, Scopus, Taylor & Francis Online, and DOAJ (2020–2026). Inclusion criteria: (1) focus on ages 7–12, (2) discussion of at least two variables (digital literacy, cyberbullying, Civic Ed), (3) indexed at least Sinta 2 or Q3. From 187 initial articles, after three-stage selection and snowballing, 30 journal articles, 7 policy documents, and 5 academic books were analyzed. Findings indicate that cyberbullying is a multidimensional challenge not yet optimally addressed in the elementary Civic Ed curriculum. The novelty lies in the proposed Three-Pillar Integration Model (MITRA) and the Digital Literacy Integration in Civic Ed Model (MILD-PKn), positioning digital literacy as a moral and social instrument not merely a technical one. The main contribution is strengthening Civic Ed as a space for developing Pancasila-based digital citizenship. The study concludes that strengthening digital literacy in Civic Ed learning is a preventive strategy against cyberbullying while shaping critical, ethical, and responsible digital citizens from an early age.
Copyright (c) 2026 Putu Dian Handayani, Dewa Bagus Sanjaya, I Nengah Suastika https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Supervisi Akademik Kepala Sekolah, Disiplin Kerja Guru, Dan Komunitas Belajar Terhadap Kompetensi Pedagogik Guru
The background of this study is the low pedagogical competence of junior high school teachers in Blora District, Blora Regency. Factors suspected of influencing teacher pedagogical competence include principal academic supervision, teacher work discipline, and learning community. This study aims to determine the magnitude of the influence of principal academic supervision, teacher work discipline, and learning community on the pedagogical competence of junior high school teachers in Blora District, Blora Regency. The study used a quantitative approach with an ex post facto design. The study population was all junior high school teachers in Blora District, Blora Regency, with a sample of 153 teachers determined using proportional random sampling technique. Data collection was carried out through a closed questionnaire. Data analysis included tests of normality, linearity, homogeneity, multicollinearity, simple regression, and multiple regression. The results of the study showed that: (1) principal academic supervision had a significant effect on teacher pedagogical competence by 56.3%; (2) teacher work discipline had a significant effect on teacher pedagogical competence by 58.0%; (3) learning communities have a significant influence on teachers' pedagogical competence by 64.9%; and (4) the principal's academic supervision, teachers' work discipline, and learning communities simultaneously have a significant influence on teachers' pedagogical competence by 66.1%. The novelty of this research lies in the integrative testing of the influence of academic supervision, work discipline, and learning communities on teachers' pedagogical competence.
Copyright (c) 2026 Poyo Poyo, Bunyamin Bunyamin, Muhammad Prayito https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Supervisi Akademik, Pengembangan Keprofesian Berkelanjutan, dan Motivasi Kerja Terhadap Kompetensi Pedagogik Guru
Teacher pedagogical competence is one of the key factors in determining the quality of learning and educational success. Teachers with strong pedagogical competence are able to effectively plan, implement, and evaluate learning activities in accordance with students’ characteristics and needs. However, teacher pedagogical competence is influenced by various factors, including academic supervision, continuous professional development, and work motivation. These three factors play a strategic role in supporting the improvement of teacher performance and the achievement of educational goals. This study aimed to analyze the effects of academic supervision, continuous professional development, and work motivation on the pedagogical competence of public elementary school teachers in East Ungaran District, Semarang Regency, both partially and simultaneously. The study employed a quantitative approach with a descriptive correlational design. The population consisted of 277 public elementary school teachers, with a sample of 164 teachers determined using the Slovin formula and selected through proportional random sampling. Data were collected using questionnaires and analyzed through simple linear regression and multiple linear regression techniques. The results revealed that academic supervision had a positive and significant effect on teachers’ pedagogical competence, contributing 34.6%. Continuous professional development also had a positive and significant effect, contributing 31.6%. Work motivation showed a positive and significant effect with a contribution of 52.5%, making it the variable with the greatest contribution to teachers’ pedagogical competence. Simultaneously, academic supervision, continuous professional development, and work motivation had a positive and significant effect on teachers’ pedagogical competence, contributing 63.1%. The findings indicate that improving teachers’ pedagogical competence can be achieved through the optimization of academic supervision, the strengthening of continuous professional development, and the enhancement of teacher work motivation in an integrated manner.
Copyright (c) 2026 Eti Yenik, Bunyamin Bunyamin, Muhammad Prayito https://creativecommons.org/licenses/by-sa/4.0
A Qualitative Study of EFL Students’ Experiences with AI Tools in English Language Learning
The development of artificial intelligence (AI) technology has provided new opportunities in learning English as a foreign language (EFL), particularly in helping students develop vocabulary, academic writing skills, and self-confidence in independent learning. This study aims to explore the experiences of EFL students at Mulawarman University in using AI-based tools, such as ChatGPT, Grammarly, and Copilot, to support English learning. This study used a qualitative approach involving students in semesters 2 through 6 as participants. Data were collected through questionnaires completed by 40 students and in-depth interviews with several informants selected based on their questionnaire responses. The data were analyzed using thematic analysis to identify students' motivations, benefits, challenges, and adaptation strategies in using AI. The results showed that ChatGPT and Grammarly were the most dominant AI tools used because they provided immediate feedback, helped develop ideas, improved sentence structure, and supported vocabulary and writing skills. The use of AI also helped increase students' confidence in understanding and producing English. However, this study identified challenges such as potential dependency, a lack of guidance on technology use, and the need for digital literacy to critically evaluate AI output. This study concludes that the use of AI in EFL learning has great potential if supported by lecturer guidance, strengthening digital literacy, and adaptive usage strategies.
Copyright (c) 2026 Yunita Winata, Weningtyas Parama Iswari, Susilo Susilo, Effendi Limbong https://creativecommons.org/licenses/by-sa/4.0
Pengembangan Media Flashcard Digital Berbasis Augmented Reality dalam Pembelajaran Bahasa Indonesia Kelas IV Sekolah Dasar
This study aimed to develop an Augmented Reality (AR)-based digital flashcard medium that is valid, practical, and effective in supporting digital literacy in Indonesian language learning for fourth-grade students at SD IBBS Tulungagung. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The participants included media experts, material experts, fourth-grade teachers, and 18 fourth-grade students. Data were collected through validation questionnaires, practicality questionnaires, and digital literacy Pretest–Posttest assessments. Data were analyzed using descriptive quantitative techniques through percentage scores and N-Gain analysis. The results showed that the developed medium achieved a validity score of 89.75% and a practicality score of 89.75%, both categorized as very feasible and very practical, respectively. Furthermore, the effectiveness test yielded an N-Gain score of 0.65, indicating a moderate level of effectiveness in improving students’ digital literacy. Therefore, the AR-based digital flashcard medium is suitable for use as an interactive learning medium in Indonesian language instruction and can support the enhancement of digital literacy among elementary school students.
Copyright (c) 2026 Nonik Eva Harijati, Adlia Alfi Riani, Dina Ramadhanti https://creativecommons.org/licenses/by-sa/4.0
Analisis Kebutuhan Pengembangan Media Ular Tangga Berbasis Etnomatematika Rumah Adat Bali Pada Materi Geometri dan Pengukuran Siswa Kelas V SD
This study aimed to analyze the need for developing a snakes and ladders learning media based on the ethnomathematics of Balinese traditional houses in mathematics learning, particularly on geometry and measurement topics for fifth-grade elementary school students. The study employed a quantitative descriptive approach as part of the define stage of the 4D development model. The participants consisted of one classroom teacher and 20 fifth-grade students. Data were collected through observations and needs assessment questionnaires administered to both teachers and students and were analyzed descriptively using percentage techniques. The findings revealed that mathematics learning media were still limited to textbooks, worksheets, and simple instructional aids, while some students continued to experience difficulties in understanding geometry concepts. Both teachers and students expressed the need for more interactive, engaging, and contextual learning media. Furthermore, positive responses were shown toward the development of snakes and ladders learning media based on the ethnomathematics of Balinese traditional houses, as it was considered capable of integrating mathematics learning with local cultural values. These findings indicate that such learning media have the potential to be developed as an alternative mathematics learning resource that is appropriate for the characteristics of elementary school students.
Copyright (c) 2026 Gusti Ketut Dewi Srimartini, I Putu Suardipa, I Komang Wahyu Wiguna https://creativecommons.org/licenses/by-sa/4.0
Pengembangan E-Modul Interaktif Berbasis Discovery Learning untuk Meningkatkan Kemampuan Literasi Siswa Kelas XI
This study aims to develop a valid, practical, and effective interactive e-module based on discovery learning to improve the literacy skills of Year 11 students at SMA Negeri 1 Selat. The development of the e-module was motivated by the students’ need for more engaging and interactive learning materials. This study was conducted using the ADDIE model, which comprises the stages of analysis, design, development, implementation and evaluation. The research subjects were Year 11 students at SMA Negeri 1 Selat. The data collection methods used were observation, questionnaires and tests. The data analysis methods employed were qualitative descriptive analysis, quantitative descriptive analysis, inferential statistical analysis using the t-test, the N-Gain test and Cohen’s d test. The research results indicate that the interactive e-module was deemed valid based on a content expert validation score of 90.4%, a media expert validation score of 92.8%, and a design expert validation score of 95.5%. The e-module developed was deemed practical, with an average score of 91%. Furthermore, the e-module was found to be effective based on the results of a paired-sample t-test with a p-value of < 0.005, indicating a significant difference in students’ literacy skills before and after using the interactive e-module. The N-Gain test yielded a value of 0.6264, representing a percentage of 62.64%, indicating that the interactive e-module is sufficiently effective in improving literacy skills. The Cohen’s d test yielded a value of 2.138, indicating that the interactive e-module has a significant effect on improving literacy skills. It can therefore be concluded that the discovery-learning-based interactive e-module developed is valid, practical and effective in improving the literacy skills of Year 11 students at SMA Negeri 1 Selat.
Copyright (c) 2026 I Komang Budiasa, I Wayan Sukra Warpala, I Gde Wawan Sudatha https://creativecommons.org/licenses/by-sa/4.0
Analisis Kebijakan Kurikulum Merdeka Di Sekolah Dasar
This study aims to analyze the concepts and policy directions of the Merdeka Curriculum at the elementary school level; identify opportunities it offers for the development of basic education; map out the challenges of its implementation; and formulate effective strategies to support its optimal implementation. The study employs a Systematic Literature Review approach. The findings indicate that the Merdeka Curriculum offers significant opportunities, including greater autonomy for teachers in designing instructional materials, strengthening the Pancasila Student Profile through project-based learning, and the application of a deep learning approach. However, its implementation faces substantial challenges, namely low levels of teacher readiness in terms of psychological preparedness, knowledge, and behavior; disparities in digital infrastructure, particularly in remote areas; uneven dissemination of the policy; and slow bureaucratic responses at the local government level. Overall, the study’s findings indicate that the success of the curriculum is not solely determined by regulatory design but depends on the alignment between consistent government policies, educator competencies, and a supportive educational ecosystem. Recommended strategies include intensive and sustained professional development for teachers, equitable infrastructure distribution in underdeveloped areas, and active and innovative leadership from school principals.
Copyright (c) 2026 Dian Margaretha, Masbirorotni Masbirorotni, Eddy Haryanto https://creativecommons.org/licenses/by-sa/4.0
Peran Pembelajaran PKn Dalam Membentuk Kesadaran Sosial Sejak Dini Pada Siswa Sekolah Dasar
Elementary Civic Education (PKn) remains memorization-oriented, limiting its impact on students' social behavior. This study analyzes PKn's role in fostering social awareness and identifies supporting and inhibiting factors. A qualitative case study was conducted at three schools in Bali (SD Negeri 17 Dauh Puri, SD Negeri 1 Sibang, SD Negeri 2 Kerambitan). Eighteen informants (3 teachers, 12 grades IV-VI students, 3 principals) were selected through purposive sampling. Data were collected via participatory observation, in-depth interviews, and documentation, then analyzed using data reduction, display, and thematic conclusion. Findings indicate that participatory, contextual, and experience-based PKn learning effectively instills discipline, responsibility, tolerance, mutual cooperation, and social concern. The main contribution is the Tripartite Social Capital Model, integrating cognitive, participatory, and affective-cultural social capital as a pedagogical framework. The novelty lies in combining CTL, procedural democracy, and school culture into one unified framework, unlike previous studies that addressed them separately. This model enriches character education through habituation and experiential learning while supporting the Profil Pelajar Pancasila (mutual cooperation, global diversity, independence). Key supporting factors include teachers as role models, active methods, supportive school culture, and parental involvement. Inhibiting factors include negative digital media influence, memorization-based learning, inconsistent home values, and limited media. PKn effectiveness requires adaptive, collaborative, and sustainable approaches through synergy among schools, families, and the social environment.
Copyright (c) 2026 Anak Agung Sagung Dewi Cahya Ningrat, Dewa Bagus Sanjaya, I Nengah Suastika https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Problem-Based Flipped Learning Terhadap Berpikir Kritis dan Kreatif Siswa Dalam Pembelajaran PAI
The 21st century demands students to develop critical and creative thinking skills, yet Islamic Religious Education (PAI) learning in schools still tends to be teacher-centered. This quasi-experimental research with a pretest-posttest non-equivalent control group design aimed to examine the simultaneous and partial effects of the Problem-Based Flipped Learning(PBFL) model on students' critical and creative thinking skills compared to the Direct Instruction model. The study involved 64 eighth-grade students at SMP IT Al Hasaniyah NW Jenggik, selected through group random sampling. Data were collected using valid essay tests and analyzed using Multivariate Analysis of Covariance (MANCOVA) by controlling for students' initial abilities (pretest). The multivariate results indicated that the PBFL model had a significant simultaneous effect on students' critical and creative thinking skills (p < 0.001). The partial eta squared effect size fell into the very large category, proving the model's dominant practical effectiveness. Partially, the PBFL model also exerted a significant and strong effect on both critical thinking (p < 0.001) and creative thinking skills (p < 0.001). This superiority was evident in students' sharp analysis from elementary clarification to strategic levels, alongside fluency in designing original theological solutions. In conclusion, integrating technology-assisted pre-class self-directed learning and authentic problem-solving within the PBFL model successfully accelerates students' higher-order thinking skills (HOTS) in PAI subjects.
Copyright (c) 2026 Mohamad Irsan Hadi, I Komang Sudarma, I Kadek Suartama, Ni Nyoman Parwati, I Made Tegeh https://creativecommons.org/licenses/by-sa/4.0
Rancang Bangun E-LKPD Berbasis Problem Based Learning Terintegrasi Nilai Tri Kaya Parisudha Pada Jenjang Sekolah Dasar
Learning motivation and cognitive achievement among Grade IV IPAS students at SD N 3 Kayuputih Melaka have declined, characterized by teacher-centered instruction, a lack of local culture based digital teaching materials, and a downward trend in formative scores with the average dropping from 77.2 to 69.3 and the proportion of students scoring below the minimum mastery threshold (KKTP) surging from 30% to 55%. This study aimed to design, develop, and evaluate an electronic student worksheet (E-LKPD) based on Problem Based Learning (PBL) and infused with Tri Kaya Parisudha (TKP) values ​​for Grade IV IPAS instruction. The study employed a Research and Development (R&D) approach using the ADDIE model, involving three expert validators, one teacher, six students in a small-group trial, and thirty students in a field trial; data were analyzed using descriptive statistics, the normalized N-Gain index, and a paired t-test. Validation results showed an average score of 89.45% (categorized as "highly valid"), covering three dimensions: content-pedagogical depth (90.63%), media-interface quality (90.22%), and linguistic readability (87.50%). Practicality achieved an average of 94.54% (categorized as "highly practical"), with consistent results across teacher feedback (95.00%), the small-group trial (95.83%), and the field trial (92.78%). Regarding effectiveness, the average pre-test score of 52.17 rose to 86.33 in the post-test, yielding a normalized N-Gain index of 0.71 (high category); 60% of students fell into the high category and 40% into the medium category, with none in the low category; classical mastery reached 93.33%, exceeding the 80% threshold; and the paired t-test yielded t(29) = 24.37 (p < 0.001) with a Cohen’s d of 3.63, indicating a very large effect size. The PBL-based E-LKPD incorporating *Tri Kaya Parisudha (TKP) values ​​has been proven valid, practical, and effective in improving learning outcomes in Natural and Social Sciences (IPAS) for fourth-grade elementary students, and is worthy of recommendation as an innovative teaching material for primary schools with similar characteristics.
Copyright (c) 2026 Putu Triska Prateja, Ni Nyoman Kurnia Wati, Ni Putu Candra Prastya Dewi https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Strategi Reward Terhadap Motivasi Belajar IPAS Materi Ekosistem Siswa Sekolah Dasar
This study was motivated by the low learning motivation of fifth-grade students in the Natural and Social Sciences (IPAS) subject, particularly on ecosystem material, which was reflected in their limited interest, attention, persistence, and participation during lessons. This study aimed to examine the effect of a reward-giving strategy on students' learning motivation in IPAS ecosystem material at SD Negeri 160 Pekanbaru. A quantitative approach was applied using a pre-experimental one-group pretest-posttest design involving 29 fifth-grade students selected through saturated sampling. Data were collected through a learning-motivation questionnaire on a four-point Likert scale, supported by observation and teacher interviews. The results showed that the average motivation score increased from 42.34 in the pretest to 57.76 in the posttest, and the paired sample t-test indicated a significant difference between the scores before and after the treatment (p < 0.001). Because the design did not include a control group, this finding is interpreted as a significant improvement in students' motivation following the reward treatment rather than as strong causal evidence. These findings suggest that reward can serve as a promising pedagogical strategy for strengthening elementary students' learning motivation.
Copyright (c) 2026 Dini Triwulandari , Laili Rahmi https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Lingkungan Belajar Terhadap Karakter Sosial Berbasis Sila Kedua Pancasila Pada Siswa Kelas Atas Sekolah Dasar
Social character problems among elementary school students, such as low tolerance, lack of empathy, and unfair behavior in interaction, indicate that the internalization of Pancasila values, particularly the second precept, has not been optimal, whereas the learning environment is theoretically a strategic factor in character building. This study aims to examine the effect of the learning environment on students' social character based on the second precept of Pancasila in the upper grades of SDN 58 Pekanbaru. A quantitative approach with an associative design was used, involving 70 students of grades IV, V, and VI selected through saturated sampling. Data were collected using validated and reliable Likert-scale questionnaires and analyzed through descriptive statistics, prerequisite tests, and simple linear regression. The results show that the learning environment has a positive and statistically significant effect on students' social character (t = 23.188; p < 0.001), with a coefficient of determination (R Square) of 0.888, indicating that the learning environment statistically accounts for 88.8% of the variance in students' social character scores within this model. These findings suggest that a conducive physical and social learning environment is associated with stronger social character among students, particularly in empathy, social care, and fairness as reflections of the second precept of Pancasila. As the design is associative and based on single-time questionnaires, the findings reflect a statistical relationship rather than an experimental causal effect.
Copyright (c) 2026 Ika Devi Alviana, Elpri Darta Putra https://creativecommons.org/licenses/by-sa/4.0
Pengembangan E-Modul Perubahan Lingkungan Berbasis Problem Based Learning Pada Isu Sungai Batanghari Untuk Meningkatkan Literasi Lingkungan dan Kemampuan Berpikir Kritis Siswa
Students’ low levels of environmental literacy and critical thinking skills remain a challenge in biology education. These issues are influenced by the use of teaching materials that are still largely conceptual, a teaching approach that tends to be teacher-centered, and the suboptimal use of local environmental issues as learning resources. This study aims to develop a Problem-Based Learning (PBL)-based e-module on environmental change focused on the issue of pollution in the Batanghari River that is valid, practical, and effective in improving the environmental literacy and critical thinking skills of students in Phase E. This study is a research and development (R&D) project using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The quality of the product was assessed based on the aspects of validity, practicality, and effectiveness. Data were collected through expert validation sheets, practicality questionnaires, lesson implementation sheets, environmental literacy instruments, and critical thinking ability tests. The data were analyzed using descriptive statistics, the N-Gain test, and MANOVA. The research results show that the e-module was deemed valid, with an average validation score of 3.89 from subject matter experts and 3.23 from media experts. The product’s practicality received an average score of 3.72 from teachers and 3.60 from students, with 100% implementation of the learning activities. The average N-Gain for environmental literacy in the experimental class was 57.28% and 30.17% in the control class, while the N-Gain for critical thinking skills was 76.58% and 45.53%, respectively. The MANOVA results showed a significant difference between the experimental and control classes (p < 0.001). Thus, the developed e-module is valid, highly practical, and effective for improving environmental literacy and critical thinking skills among Phase E students.
Copyright (c) 2026 Muhammad Akbar, Suhartini Suhartini https://creativecommons.org/licenses/by-sa/4.0
Tren dan Kesenjangan Penelitian Pendidikan Jasmani untuk Kesejahteraan Psikologis Siswa Asia Berbasis Bibliometrik
Mental health issues among students in Asia have been increasing due to high academic pressure and the prolonged impacts of the COVID-19 pandemic, while physical education is recognized as a potential school-based intervention for enhancing psychological well-being. However, no comprehensive bibliometric mapping exists for this research area focusing on student populations in the Asian context. This study aimed to map publication trends, country and institutional productivity, thematic evolution, international collaboration patterns, and research gaps in physical education and student psychological well-being research across Asia. A bibliometric analysis was conducted on 983 articles retrieved from Scopus and PubMed databases covering the period 2015-2024, selected through a systematic screening process following PRISMA guidelines and analyzed using Biblioshiny software. Results revealed rapid publication growth of 41.74% annually, coinciding with increased academic attention during the COVID-19 pandemic, reaching 277 articles in 2024. China dominated with 54.18% of total publications, followed by Indonesia (7.03%) and Japan (6.21%), while South Asian countries remained substantially underrepresented. Two thematic clusters were identified: a core cluster focusing on school-age populations and physical education, and an emerging cluster centered on college students and pandemic-related mental health. Intra-Asian collaboration remained limited, with Australia and Canada serving as external collaboration hubs. Significant research gaps were identified in specific pedagogical approaches including outdoor education, cooperative learning, life skills, adventure education, and sport education model. Future research should prioritize expanding studies in underrepresented Asian countries, strengthening intra-Asian collaboration networks, and exploring innovative pedagogical approaches as psychological well-being interventions for students across diverse Asian educational contexts.
Copyright (c) 2026 Naufal Nur Fadhillah Karim, Yusuf Hidayat, Burhan Hambali https://creativecommons.org/licenses/by-sa/4.0
Sumber Belajar Ekonomi SMA Berbasis Riset Sistem Produksi Gula Batu di CV. Tiga Bintang
This study aims to describe the sugar cube production system in CV. Three Stars, as well as analyzing its potential as a research-based economic learning resource in high school. This study uses a qualitative approach with a descriptive case study design. Data was collected through observation, in-depth interviews, and documentation. Data analysis is carried out through data reduction, data presentation, and conclusion drawn. The results of the study show that the sugar cube production system in CV. Three Stars includes production factors in the form of raw materials, labor, and production equipment. The workforce is 10 people consisting of business owners, machine operators, and packaging personnel. The production process consists of six main stages, including material preparation, cooking, screening, molding/crystallization, colling, and product packaging. The research findings are then transformed into research-based economic learning resources in the form of an E-book entitled "Production Systems in Economic Learning: Based on Local Industry Research Findings" which contains material on production factors, production processes, production efficiency, and supply chains. This learning resource is expected to facilitate contextual economic learning, strengthen students' critical and analytical thinking skills, and increase learning motivation through the integration of real industrial practices into economic learning. The results of the study show that local industries have the potential as a resource for economic learning that is contextual and relevant to the learning needs in high school.
Copyright (c) 2026 Muhammad Nurkholiq Hidayat, Endang Herawan, Rusdiyana Rusdiyana https://creativecommons.org/licenses/by-sa/4.0
Pengembangan dan Efektivitas Video Animasi Berbasis Multimedia Dalam Meningkatkan Hasil Belajar IPAS Siswa Kelas III Sekolah Dasar
The low learning outcomes of third-grade elementary school students in Natural and Social Sciences (IPAS) indicate the need for learning media that can present abstract concepts in a more concrete and engaging way. This study aimed to develop and analyze the effectiveness of multimedia-based animated videos in improving IPAS learning outcomes among third-grade elementary school students. This research employed a Research and Development (R&D) method using the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation. The subjects consisted of 43 third-grade students in Gugus II Kecamatan Seririt, divided into an experimental class of 16 students and a control class of 27 students, along with four teachers involved in the practicality test. The instruments used were expert validation sheets, teacher and student response questionnaires, and IPAS learning outcome tests in the form of pretest and posttest. The results showed that the developed animated video was highly valid, with validity scores of 0.94 from media experts, 0.96 from material experts, and 0.94 from language experts. The practicality test showed that the media was highly practical, with a teacher response score of 96.67% and a student response score of 88.25%. The effectiveness test showed that the experimental class obtained a higher posttest mean score of 85.63 than the control class, which obtained 71.48. The independent sample t-test produced t = 8.72, df = 41, and p < 0.001, indicating a significant difference in learning outcomes. The N-Gain score of the experimental class was 0.68, while the control class obtained 0.37. Therefore, multimedia-based animated videos are valid, practical, and effective for improving IPAS learning outcomes among third-grade elementary school students.
Copyright (c) 2026 Kadek Pina Destrya Lestari, I Made Sedana, I Made Ariasa Giri https://creativecommons.org/licenses/by-sa/4.0
Pembelajaran Jigsaw Berbasis Catur Paramitha Untuk Menguatkan Sikap Prososial Siswa Sekolah Dasar
This study aimed to examine the effect of the Catur Paramitha-based Jigsaw cooperative learning model on strengthening the prosocial attitudes of fifth-grade students in Cluster III Elementary Schools, Kubutambahan District. A quantitative approach with a quasi-experimental design was employed involving 60 students, consisting of 30 students in the experimental group and 30 students in the control group. Data were collected using a prosocial attitude questionnaire covering empathy, cooperation, social concern, tolerance, and helping behavior, and analyzed using descriptive statistics and an independent-samples t-test. The results showed that the experimental group's mean score increased from 68.43 in the pretest to 84.27 in the posttest, while the control group's score increased from 67.87 to 72.13. Hypothesis testing yielded t = 7.84, p = 0.000 (p < 0.05), with a Cohen’s d effect size of 2.03, indicating a very large effect. These findings demonstrate that integrating the values of Maitri, Karuna, Mudita, and Upeksa into the Jigsaw learning model effectively strengthens students’ prosocial attitudes. Therefore, this model can serve as a local wisdom-based learning strategy to support character education in elementary schools.
Copyright (c) 2026 I Made Edi Suta Wiguna, Ni Nyoman Lisna Handayani, I Made Ariasa Giri https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Microlearning Berbasis Website Terhadap Kemampuan Literasi Numerasi Siswa Kelas VI Pada Materi Pecahan
The low numerical literacy skills of Indonesian students, particularly in fraction materials at the elementary school level, form the primary background of this research. This study aims to maximize students' numerical literacy potential through the implementation of a microlearning approach integrated into an innovative website. The method used is a quasi-experimental design with a Pretest-Posttest Control Group Design, involving 45 sixth-grade students, with 22 students in the experimental group and 23 students in the control group. Data were collected using Higher Order Thinking Skills (HOTS) oriented essay tests and analyzed using the Independent Sample T-Test to identify differences between groups, as well as the N-Gain test to measure skill improvement. The results show a significant difference in numerical literacy skills between the experimental and control classes, with a significance value of 0.000 < 0.05. The numerical literacy gain in the experimental class is in the medium category (0.534), while the control class is in the low category (0.179). Based on simple linear regression analysis, the website-based microlearning approach contributes a 47.5% influence (coefficient of determination) to students' numerical literacy skills. This study concludes that the integration of concise, focused, and interactive learning content within a digital platform is effective in improving critical reasoning and contextual problem-solving skills in fraction materials.
Copyright (c) 2026 Ketut Suardina, I Putu Suardipa, I Komang Wahyu Wiguna https://creativecommons.org/licenses/by-sa/4.0
Analisis Kebutuhan Pengembangan Media Puzzle Berbasis Pembelajaran Berdiferensiasi Pada Pembelajaran IPA Kelas V Sekolah Dasar
The implementation of the Kurikulum Merdeka (Independent Curriculum) encourages teachers to adopt differentiated instruction that accommodates the diverse characteristics of students. However, science instruction regarding food chains in elementary schools still faces a lack of learning media that supports differentiated instruction. This study aims to analyze the need for developing a differentiated-instruction-based puzzle medium for the food chain topic in Grade 5 elementary school, serving as the basis for formulating the medium's specifications. This study constitutes a preliminary study within the "Analysis" phase of the ADDIE development model, employing a quantitative descriptive approach. It was conducted at SDN Joglo 05, West Jakarta, involving 28 students from class VC as respondents. Data were collected using a needs analysis questionnaire comprising 25 statements across five indicators: student characteristics, the state of science instruction, the need for puzzle media, differentiation within the media, and learning outcomes. The data were analyzed using descriptive statistics, specifically mean scores and percentages. The results indicate that the need for puzzle media (92.6%), differentiation within the media (90.2%), student characteristics (85.6%), and learning outcomes (89.4%) fell into the "very high" category, whereas the state of science instruction fell into the "moderate" category (62.4%). These findings reveal a gap between the students' high need for differentiated learning media and the current state of science instruction. The results of this needs analysis serve as an empirical basis for formulating the specifications of the differentiated-instruction-based puzzle medium to be developed during the "Design" phase of the ADDIE model.
Copyright (c) 2026 Dwi Ummu Aulia, Firmanul Catur Wibowo, Otib Satibi Hidayat https://creativecommons.org/licenses/by-sa/4.0
Keberagaman Sosial sebagai Fondasi Karakter dan Toleransi Siswa Sekolah Dasar
Social diversity is an inherent characteristic of the elementary school environment and has significant potential as a foundation for fostering students' character development and tolerance. This article aims to systematically examine research findings on the role of social diversity in elementary schools in promoting students' character and tolerance. The study employed a qualitative literature review using content analysis. The literature search was conducted through Google Scholar, ERIC, and Scopus databases using the keywords social diversity, elementary school, character education, tolerance, keberagaman sosial, sekolah dasar, and pendidikan karakter. The included sources consisted of peer-reviewed journal articles and books published between 2021 and 2026 in both Indonesian and English, focusing on social diversity in elementary school settings and available in full text. Irrelevant, duplicate, and non-peer-reviewed publications were excluded from the analysis. The review revealed that social diversity in elementary schools encompasses differences in religion, ethnicity, culture, language, socioeconomic background, gender, and individual characteristics. The synthesis of the selected studies indicates that social diversity contributes to strengthening students' character by fostering tolerance, empathy, cooperation, responsibility, social awareness, and mutual respect. The development of tolerance is facilitated through inclusive social interactions, collaborative learning, multicultural value habituation, and teachers' role modeling in creating a learning environment that respects diversity. The findings highlight that social diversity is not merely a reality of elementary education but also serves as a fundamental basis for developing inclusive educational practices that support students' character development.
Copyright (c) 2026 I Ketut Satria Ardana, Dewa Bagus Sanjaya, I Nengah Suastika https://creativecommons.org/licenses/by-sa/4.0
Balinese, as an element of Balinese cultural identity, is experiencing symptoms of maintenance shift among the urban younger generation due to the dominance of Indonesian, despite being reinforced through regional language preservation regulations. This condition is of particular concern at the Vocational High School (SMK) level in the health sector in urban areas such as Denpasar, which has not been widely researched and possesses vocational curriculum characteristics different from those of general schools. This study aims to describe the language attitudes of students at SMKS Kesehatan Bali Medika Denpasar toward the Balinese language based on three indicators-namely language loyalty, language pride, and norm of language awareness-while also identifying the factors that influence them. This study employs a descriptive qualitative approach with a case study design. Data were collected through an open-ended questionnaire distributed to 307 students (50% of the population of 614 students), in-depth interviews with 12 selected informants, and field observations, then analyzed qualitatively using an interactive analysis model and validated through source and technique triangulation. The results show that students' language loyalty is relatively low, marked by the dominance of code-mixing and full code-switching to Indonesian in institutional domains; language pride, on the other hand, is relatively high and cuts across ethnic backgrounds, driven by the instrumental value of Balinese in healthcare services; while norm of language awareness regarding Balinese speech levels (sor singgih basa Bali) remains low and largely stems from limited linguistic competence. These findings indicate that students' language attitudes are fragmented across the affective, conative, and cognitive components, so that strengthening positive language attitudes requires strategies that target not only cultural pride but also the habituation of active language use and the contextual reinforcement of Balinese language competence.
Copyright (c) 2026 I Made Sunaryana, I Made Dian Saputra, Ni Gusti Ayu Agung Nerawati, Made Iwan Indrawan Jendra, Ni Gusti Ayu Made Yeni Lestari https://creativecommons.org/licenses/by-sa/4.0
Video Interaktif Sebagai Media Interpretasi Gerak Tari Tradisional Siswa SMP
This study aims to analyze the effectiveness of interactive videos in overcoming visibility constraints and students' psychological anxiety in traditional dance learning. Employing a descriptive-analytical qualitative approach, data were collected through observation, interviews, and Likert scale questionnaires from 30 8th-grade students and 1 teacher at SMP Nasional Denpasar. The results show that the slow motion and multi-angle features significantly reduce visual distortion, thereby increasing the accuracy of students' complex movement interpretations. Psychopedagogically, the use of personal devices successfully created a "safe space" that frees students from the pressure of social surveillance. This drastically reduced academic anxiety and encouraged students to practice freely and independently. Through the self-assessment mechanism, an 86.7% increase in student self-confidence was recorded. This interactive video also proved effective in distributing the teacher's instructional load. In conclusion, this media is highly effective as a pedagogical solution to facilitate learning autonomy and eliminate mental barriers during practice. Learning time becomes more efficient, providing educators with ample guidance space to focus on the transfer of aesthetic values and soulful expressions (wirasa).
Copyright (c) 2026 Raka Sukma Dewi, I Wayan Karja, I Gusti Putu Sudarta, Gede Pasek Putra Adnyana Yasa https://creativecommons.org/licenses/by-sa/4.0