Jurnal Fundadikdas (Fundamental Pendidikan Dasar)

The influence of Teaching at the Right Level (TaRL) approach on grade 1 students’ reading and writing skills in Unggulan Aisyiyah Bantul Elementary School

2024-12-14T00:18:11+00:00

Teaching at the Right Level (TaRL) is a learning approach that focuses on students' ability levels, not on their grade levels. This study aims to analyze the effectiveness of the TaRL approach in improving the reading and writing skills of grade I students at SD Unggulan Aisyiyah Bantul. The research method used was classroom action research (PTK) with two cycles, which included planning, implementation, observation, and reflection. Data were collected through reading and writing skill tests, classroom observations, and interviews with teachers and students. The results showed that the application of TaRL significantly improved students' reading and writing skills. In the first cycle, there was an increase in understanding letters and syllables, while in the second cycle, most students were able to read and write simple words and sentences more fluently. In addition, students became more confident and motivated in learning as the approach provided developmentally appropriate learning. The findings indicate that the TaRL approach can be an effective strategy for addressing the gap in reading and writing skills at the primary school level. Practically, the results of this study provide recommendations for educators to implement more adaptive and needs-based learning to improve literacy quality. In addition, this approach can also be used as a model in developing education policies that are more inclusive and oriented towards the gradual achievement of basic competencies.

Innovation in animation-based learning media with local wisdom: a strategy for character education in students in the digital era

2025-02-16T23:26:26+00:00

This article examines the need for innovation in animation-based learning media grounded in local wisdom as a strategy to strengthen character education in the digital era. The research problem addressed is the lack of culturally relevant digital learning media that effectively instills character values in students. This study employs a qualitative descriptive approach through a systematic literature review of 15 peer-reviewed journals selected based on relevance, publication credibility, and focus on local wisdom integration in education. Content analysis was used to categorize themes related to the role of animation in enhancing student engagement, cultural identity, and character development. The findings indicate that animation-based learning media incorporating local wisdom can improve students' understanding of cultural heritage while fostering values such as cooperation, mutual respect, and responsibility. Specifically, studies reviewed show that students exposed to culturally relevant animations demonstrate increased interest in learning, stronger emotional connections to the content, and improved retention of moral lessons. Furthermore, this approach supports the preservation of cultural values amidst globalization by reinforcing pride in local traditions and encouraging intergenerational knowledge transfer. Despite these benefits, challenges remain in terms of accessibility, digital literacy among educators, and the need for collaboration between cultural experts and multimedia developers. Future research should explore empirical case studies measuring the direct impact of local wisdom-based animation on students' character formation. This innovation presents a viable solution for developing a generation that is academically proficient and deeply rooted in ethical and cultural values.

The effectiveness of website-based learning media on the reading comprehension skills of fifth grade students in elementary schools

2024-12-12T04:51:23+00:00

Learning media has a crucial role in improving students' skills. Recently learning media in the form of Website based learning medias has been very popular with elementary school students. This quasi-experimental study aims to test the effectiveness of Website media in learning reading skills in grade V Elementary School. Randomly class VA was assigned as an experimental class, taking reading lessons using Website media, and class VB, as a control class, participating in reading lessons using ordinary picture media. Data collection techniques use performance tests to assess 6 aspects of reading skills, namely accuracy in voicing writing, pronunciation reasonableness, intonation, fluency, voice clarity, and word understanding. The validity of the test items ranged from 0.65 – to 0.70, with a reliability index of 0.704. The average value of reading skills from the experimental class students' pre-test results was 51.96, and 51.61 in the control class students. From the different test results, the pretest score obtained a t value of 0.887 at sig. 0.380. It can be concluded that there is no difference in reading skills between the two groups before the treatment was carried out. After the learning was carried out, the average post-test scores of the experimental class students were 83.44 and 74.14 control class students. The results of hypothesis testing obtained a value of t 5,205 on sig. 0.000. It can be concluded that there is a very significant difference in reading skills between the experimental class and the control class. The study concluded that the Website based learning media was effective for improving the reading skills of fifth-grade elementary school students.

Civic education as the key to building peaceful schools in Indonesian

2025-02-16T23:23:27+00:00

Indonesia’s cultural diversity, encompassing various ethnicities, religions, and languages, presents both opportunities and challenges for social cohesion. Schools play a vital role in fostering national unity, with Civic Education (Pancasila and Civic Education or PPKn) serving as a key tool in promoting inclusivity and peace. This study examines the role of PPKn in building peaceful schools within Indonesia’s diverse primary education context, identifying its contributions, challenges, and areas for improvement. This study analyzes peer-reviewed articles, policy documents, and educational reports published in the last decade using a qualitative literature review. Content analysis was conducted to identify key themes related to Civic Education, character formation, and diversity management in schools. Findings indicate that integrating Pancasila values such as tolerance, social justice, and cooperation into PPKn fosters students’ critical thinking, empathy, and appreciation for diversity. However, challenges persist, including limited teacher preparedness, outdated teaching approaches, and curriculum gaps in addressing contemporary issues like digital-era conflicts and social polarization. Strengthening teacher training, implementing participatory learning methods, and adopting inclusive pedagogies are essential for effective PPKn delivery. This study concludes that a value-based and adaptive Civic Education approach is crucial for promoting peace in Indonesian schools. It recommends curriculum updates, enhanced teacher development, and stronger school-community collaboration to reinforce social harmony.

Self-regulated learning levels among elementary education students: Thorndike's law of readiness analysis in hybrid learning

2025-02-16T23:31:31+00:00

Students with strong self-regulated learning (SRL) skills can effectively regulate their motivation and learning strategies to achieve academic success. However, many students face significant challenges in their academic journey, especially experiencing stress from heavy coursework loads during hybrid learning, which often causes delays and disrupts their academic progress, resulting in students' SRL not being as expected. This study aims to assess the self-regulated learning levels of elementary school teacher education (PGSD) students in hybrid learning environments from the perspective of Thorndike's Law of Readiness. Using a quantitative survey approach, data were collected from 108 undergraduate students of elementary school teacher education at Universitas Sebelas Maret using questionnaires. This study employed content validity through expert judgment and Cronbach Alpha for reliability testing. Data analysis was conducted using descriptive statistics. The results indicate varying levels of self-regulated learning among undergraduate students of elementary school teacher education: 36.1% exhibited very high SRL, 40.7% high, 21.3% moderate, and 1.9% low. Analysis through Thorndike's Law of Readiness indicates that most students are well-prepared to handle their responsibilities in hybrid learning environments. This study contributes to a deeper understanding of SRL in hybrid settings, helping students enhance self-regulation and enabling them to better manage, stay motivated, and achieve their academic goals.

Evaluation of the child-friendly school program based on the “5s” culture at Ngupasan Public Elementary School, Yogyakarta: evaluative research using the CIPP model

2024-07-24T08:16:26+00:00

Bullying cases in elementary schools still occur frequently, threatening students' sense of security and learning comfort. Child-friendly schools (CFS) play an important role in overcoming violence in schools, but their implementation requires commitment from various parties. This study aims to evaluate the implementation of the CFS program based on the "5S" culture at Ngupasan Public Elementary School, Yogyakarta. This study uses an evaluative approach with the CIPP method and qualitative descriptive analysis. Data were collected through observation, documentation, and interviews, and their validity was tested with triangulation of techniques and sources. Data analysis was carried out using the Miles and Huberman model, including data collection, reduction, presentation, and drawing conclusions. The results of the study indicate that the CFS policy has been stated in the vision, mission, and Decree on Determination of Child-Friendly Schools from the Mayor of Yogyakarta, but clearer operational regulations are still needed. From the input aspect, facilities and infrastructure have been available, and "5S"-based learning planning has begun to be implemented, although teacher training in developing teaching modules still needs to be improved. From the process aspect, student participation, external support, and implementation of "5S"-based learning have gone well. In conclusion, the CFS program produces better-trained educators and encourages students' social development. The contribution of this research shows that CFS has the potential to increase awareness of school residents in creating a safe environment, preventing violence, and strengthening cooperation between schools, parents, and the community to improve the quality of education.