Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda)

Innovative Domino Card Learning Media for Teaching Number Place Value in Elementary Education

Mutira Ruslian — 2025-11-30

The aims of this study is to determine the feasibility and response to the domino card learning media developed number place value material. This research method uses the R&D development method with the ADDIE model consisting of five stages, namely analysis, design, development, implementation, and evaluate. The research instrument applied media expert and material expert validation sheets and feasibility response questionnaire sheets to 1 educator and 30 third grade elementary school students. The data analysis technique used a likert scales’ questionnaire. The results of media expert validation received a score of 74% before being revised categorized as feasible and a score of 94% after being revised categorized as very feasible. The results of material expert validation with a score of 93% are categorized as very feasible. After being tested, the response of students obtained a score of 93% which was categorized as very feasible and the response of educators received a score of 92% which was categorized as very feasible. Assessment of learning media made with the categories obtained is very feasible and good. The results obtained show that this learning media is very feasible and good for use on the material of the place value of numbers in learning mathematics.

Development of STEM-Based Science Process Skills Assessment Instruments in Elementary Schools Science Learning

Marzella Putri Octaviani — 2025-11-30

The aims of this study is to describe the feasibility and practicality of the STEM EDP-based science process skills assessment instrument in elementary science learning. The research method used is Research and Development (R&D) with the ADDIE model. Data collection techniques, i.e.: interview, work show and questionnaire. Research instruments consisting of interview sheets, assessment rubrics, expert validation questionnaire sheets, practitioners and student responses. The results of the research obtained are: 1) The analysis stage consists of a needs analysis. 2) The design stage, namely designing a STEM-EDP-based science process skill assessment instrument in elementary science learning is adjusted to the material in the science book chapter 4 changing the form of energy, Topic A: energy transformation around us. 3) Development stage, namely developing products and conducting validation tests of experts and practitioners. All data was obtained using a questionnaire submitted to the validator. The results of the expert validation test received an average percentage of 84.72% in the "Feasible" category. The results of the practitioner validation test received an average percentage of 93.06% with the category of "Very Practical". 4) The implementation stage is to apply the developed product to a test group involving 18 students. The results of product trials in each aspect of the indicator get the lowest percentage of 75% and the highest 100%. Then, the students' responses received an average percentage of 83,46% with the category "Positive".

Development of STEAM-Based Flipped Books to Cultivate a Growth Mindset in Elementary School Students

Sephia Dini Pratiwi — 2025-11-30

This study aims to develop a STEAM-based flipbook to foster a growth mindset among elementary school students. This study was conducted at government elementary school with a sample of 25 students. This research is used the 4D development model consisting of Define, Design, Develop, and Disseminate. Data collection involved expert validation, practicality testing, and effectiveness assessment. The results showed that the developed STEAM-based flipbook met the validity criteria with a score of 87%, categorized as very valid. The practicality level also exceeded 80%, indicating that the product is easy to use, engaging, and supports independent and collaborative learning activities. The effectiveness test showed a significant improvement in student outcomes, with a pre-test average of 75% increasing to 89% in the post-test, reflecting strengthened growth mindset indicators such as persistence, willingness to explore new strategies, and positive responses to challenges. Overall, the STEAM-based flipbook developed through the 4D model proved valid, practical, and effective in fostering a growth mindset among elementary school students.

Development of Differentiated Biotechnology E-Module to Enhance Students’ Multiliteracy Skills

Yani Suryani — 2025-11-30

This research aims to develop and assess the validity of a differentiated biotechnology e-module as a learning media to enhance high school students' multiliteracy skills. The method used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research stages include needs analysis, e-module design, product development, limited implementation, and validity evaluation. The research subjects were 36 senior high school ten grader science students. The instruments used include validity questionnaires by material experts, media experts, and student response questionnaires. The research results show that the average validity score of the e-module by material experts was 91.96% (very valid category), and by media experts 95.54% (very valid category). Student responses to the e-module showed an average score of 4.7 (very practical category). This data indicates that the developed differentiated biotechnology e-module meets the criteria for high validity and practicality. The implementation of this e-module is expected to enhance students' multiliteracy skills, particularly in digital literacy, science literacy, numeracy literacy, information literacy, as well as cultural and financial literacy, which are important 21st-century competencies. Thus, this e-module can be an effective alternative in biotechnology learning in high school.

Development of Interactive Multimedia Based on Culturally Responsive Teaching on Sound Materials to Improve the Creative Thinking Skills of Elementary School Students

Purnama Purnama — 2025-11-30

This study aims to produce an interactive multimedia product based on Culturally Responsive Teaching (CRT) to enhance the creative thinking skills of elementary school students. The multimedia is designed to improve indicators of creative thinking skills, including fluency, flexibility, originality, and elaboration, while also bringing students closer to the traditional musical culture of West Java by integrating technology and cultural elements into social science learning. This research employs the R&D method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) and follows a One-Group Pretest-Posttest Design. The research findings indicate the development of interactive multimedia characterized by the integration of traditional musical instruments as learning objects in the social science sound topic. The average feasibility score from media experts, material experts, and language experts was 94.74, which falls under the "highly feasible" category for educational media. The average N-Gain score was 0.6251, categorized as "moderate to high," and the N-Gain percentage was 62.51%, indicating that the CRT-based interactive multimedia is "fairly effective" in enhancing creative thinking skills. The paired sample t-test results (t = -29.577; p < 0.05) show a significant difference, suggesting a meaningful improvement in creative thinking skills. Thus, the interactive multimedia successfully integrates CRT into social science learning and proves to be both appropriate and effective. The results of this study are expected to serve as an alternative solution for social science instructional media while also promoting the preservation of West Java's traditional musical heritage.

Building Critical Thinking Skills of Elementary School Students through Contextual Social Studies Learning

Ida Siti Faridah — 2025-11-30

The aims of this study is to investigate students critical thinking skills thorugh contextual social studies learning. Critical thinking is an essential skill that students need to develop from an early age, especially at the elementary school level. One subject with significant potential to foster critical thinking skills is Social Studies. Contextual Social Studies learning, which connects the lesson material to real-life situations around students, can increase student engagement and encourage them to think more critically and analytically. The research method used is a Systematic Literature Review (SLR), encompassing article relevant and recent references from national and international journals published since 2020 until 2025, focusing on the development of critical thinking skills in elementary school students through contextual social studies learning. Based on the review results of recent literature, this article identifies various strategies that can be applied in the classroom, such as problem-based learning, project-based learning, and the use of discussions and debates. Furthermore, this article also discusses the challenges that may arise in implementing this approach, including limited resources and teacher readiness. The research concluded are expected to find connections between theory and recent practices in social studies education, demonstrating how contextual learning can contribute to improving students' critical thinking skills.

The Role of Argumentation in Advancing Critical Thinking Skills Across Multiple Academic Levels in Science Learning

Annisa Nurramadhani — 2025-11-30

The aims of this research is to investigate critical thinking skills improvement of elementary school students in different level academic of students, there are excellent class and regular class in environmental pollution theme using Argument-Driven Inquiry (ADI) learning model. This research use method Quasi Experiment with design The Matching-Only Pretest-Posttest Comparison Group Design. Research subject are 65 students of fifth grader in elementary school. Data analysis are using N-Gain test to draw student’s critical thinking skills improvement, student’s real grade criteria analysis to draw the criteria of pretest and posttest average grade of student’s critical thinking skills. The result of whole student’s critical thinking skills in both of classes has the same result of improvement criteria, there is middle criteria, but for posttest real grade average criteria in both of classes has different result, in excellent class has high criteria and regular class has middle criteria. The lowest number of critical thinking skills aspect improvement for excellent class is information aspect with middle criteria, while regular class is assumption aspect with low criteria. The greatest number of critical thinking skills aspect improvement for both of classes is implementation and consequences aspect with high criteria. It can be conclude that critical thinking skills in excellent class and regular class has the improvement to the positive way after implementation of Argument-Driven Inquiry (ADI) learning model, but excellent class has outperformed than regular class.

Exploring the Impact of TikTok Usage on Bullying Tendencies among Elementary Students

Anisa Adha — 2025-11-30

The aims of this study was to determine whether there is a significant influence between the use of tiktok social media and bullying behavior of elementary school children. The methodology used in this study is quantitative inferential statistical analysis. The subject of this study was 66 sixth graders studentsof elementary schools. Information related to the influence of tiktok social media and bullying behavior was collected through questionnaires and documentation. Furthermore, the data taken was analyzed using simple regression test analysis techniques. The results of this study indicate that the use of tiktok social media has an influence on bullying behavior of sixth grade students of elementary school. Based on the results of simple linear regression analysis, it shows that the significance value is 0.017. This shows that the use of tiktok social media does have an influence on the onset of bullying behavior in students. As much as 8.5% of the influence of using social media tiktok on bullying behavior, while the remaining 91.5% is influenced by other factors. So that this study reveals the influence of using TikTok social media on bullying behavior.