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Pengaruh Minat Baca terhadap Siswa Kelas II SD Berdasarkan Aspek: Frekuensi, Kesenangan, Motivasi, Membaca, dan Ketertarikan

This study aims to analyze the influence of reading interest on grade II elementary school students based on five main aspects, namely reading frequency, reading pleasure, reading motivation, reading goals, and interest in reading. The research method used is a quantitative approach with Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis techniques through SmartPLS software. The sample consisted of 40 students from two elementary schools in Kesambi District, Cirebon City. The results showed that reading frequency and reading pleasure had a significant positive effect on student involvement in reading activities. On the other hand, reading motivation showed a negative effect on reading pleasure, indicating that external motivation can reduce students' intrinsic interest. The aspects of reading goals and interest in reading did not show a significant effect on overall reading interest. This finding is the importance of creating a fun literacy environment and encouraging intrinsic reading motivation in order to improve the quality of student learning from an early age.

UPAYA GURU DALAM MENANAMKAN NILAI TANGGUNG JAWAB MELALUI PEMBELAJARAN SENI RUPA DI SEKOLAH DASAR

bintang72 Bintang

Penelitian ini berfokus pada pemaparan bagaimana pendidik mendorong prinsip tanggung jawab selama pembelajaran seni rupa di sekolah dasar. Prinsip tanggung jawab merupakan salah satu nilai karakter penting yang perlu dikembangkan sejak usia dini. Studi ini menggunakan pendekatan deskriptif kualitatif dengan pengumpulan data melalui observasi, wawancara, dan analisis dokumen. Temuan menunjukkan bahwa guru berkontribusi secara signifikan dalam perencanaan dan pelaksanaan pembelajaran seni rupa yang mengintegrasikan nilai-nilai pengembangan karakter. Mereka memberikan teladan perilaku bertanggung jawab, memotivasi siswa untuk menyelesaikan tugas tepat waktu, serta membiasakan siswa menjaga kerapian dan kebersihan alat serta hasil karya seni mereka. Melalui pendekatan ini, pembelajaran seni rupa tidak hanya menjadi sarana ekspresi kreatif, tetapi juga berfungsi sebagai alat yang efektif dalam menanamkan nilai-nilai karakter di lingkungan sekolah dasar.

Analisis Pemanfaatan Media Kartu Gambar dalam Meningkatkan Kemampuan Bercerita dan Rasa Percaya Diri Siswa Kelas IV Sekolah Dasar

nurhayati nurhayati

Penggunaan media kartu gambar sangat meningkatkan kemampuan bercerita dankepercayaan diri siswa kelas empat sekolah dasar, menurut penelitian kualitatif ini. Parasiswa menanggapi dengan baik penggunaan alat bantu visual, yang memungkinkan merekauntuk mengatur pikiran dengan jelas dan berpartisipasi dalam ekspresi vokal dengan lebihpercaya diri, menurut analisis deskriptif yang didukung oleh observasi dan wawancara. Hasilpenelitian ini sejalan dengan penelitian sebelumnya yang menunjukkan kegunaanpendidikan dari media visual dalam pengembangan kompetensi yang berhubungan denganbahasa Penggunaan media kartu bergambar, dibandingkan dengan teknik tradisional,menumbuhkan lingkungan belajar yang menarik dan mendorong anak-anak untukmenceritakan kisah mereka dengan lebih percaya diri dan lancar.

Analisis Model Pembelajaran Project Based Learning pada Siswa Kelas Tinggi di Sekolah Dasar

The purpose of this study was to determine the analysis of Project Based Learning learning activities for students at SDN Kedungkrisik Cirebon. The subject of this research is a 4th grade teacher selected on April 29, 2025. The sample in this study was taken using a qualitative approach. Project Based Learning model learning data in the form of interview results. This research was conducted by interviewing teachers about project-based learning model learning. The results showed that the Project Based Learning model was applied to improve cooperation, creativity, and student involvement. Projects are designed according to the material, assessed through presentations and rubrics, and supported by teachers and parents despite facing some obstacles. It can be concluded that the implementation of Project Based Learning at SDN Kedungkrisik is effective in improving students' creativity, cooperation and participation. Projects are designed according to the material with the support of teachers and parents. Although there are obstacles such as limited tools and varied student involvement, learning still runs flexibly and collaboratively.

Analisis Model Pembelajaran Berbasis Proyek (PJBL) dalam Pembelajaran Seni Budaya pada Seorang Guru Sekolah Dasar

Indah Fitriyani

The purpose of this study was to explore the application of project-based learning (PBL) models in the context of Arts and Culture learning at the elementary school level. This study used a qualitative method with a case study approach. The subject of the study was a class teacher at SDN Kedungkrisik who had implemented the PBL model for more than 12 years. Based on the results of the interview, it was found that the implementation of PBL can improve students' critical thinking skills, independence, and positive attitudes towards learning. The teacher begins the planning process by conducting an initial assessment to understand the needs and socio-cultural context of the students. The projects given by the teacher are always connected to the students' real situations, such as catfish farming projects, environmental issues, and the development of daily living skills. Some challenges faced in the implementation of PBL include limited time, difficulties in designing authentic assessments, and challenges in communicating project results to parents. However, PBL is considered very relevant in developing students' affective and psychomotor domains. This study concludes that PBL is effectively implemented in Arts and Culture learning at elementary schools, especially when supported by appropriate assessments and active student involvement.

ANALISIS KESULITAN SISWA DALAM BELAJAR PEMECAHAN MASALAH PADA MATA PELAJARAN IPS DI SDN 2 TEGAL WANGI

This research investigates the obstacles encountered by elementary students in acquiring social studies skills, with a focus on enhancing their problem-solving capabilities. Employing a qualitative descriptive approach, the study was carried out at SDN 2 Tegal Wangi through classroom observations, teacher interviews (specifically with Grade 4 instructors), and analysis of relevant documents. The results indicate that teaching methods largely remain traditional, showing minimal application of contextual and thematic learning strategies, even though the Merdeka Curriculum has been implemented. In addition, students are seldom encouraged to develop higher-order thinking skills, and the instructional practices rarely incorporate real-world social issues. External factors such as minimal parental involvement, lack of diverse teaching media, and the underutilization of local cultural values as learning resources further hinder students’ ability to solve social problems effectively. This research contributes to the academic discourse by offering insights into the real obstacles within the current learning practices and underscores the need for a more problem-based and student-centered instructional design. Enhancing problem-solving skills in social studies is expected to foster critical thinking, social awareness, and collaborative learning, aligning with the educational goals of the 21st century.

Effect of the Project-Based Learning (PjBL) Model on the Creative Thinking Skills of Elementary School Students

Bagus Andana

systematic literature review explores the influence of Project-Based Learning (PjBL) on the development of creative thinking skills among elementary school students. Creative thinking is essential in equipping students with 21st-century competencies such as problem-solving, innovation, and adaptability. Despite its importance, numerous studies highlight the persistent low levels of creative thinking skills among young learners, especially in the Indonesian context. Traditional teacher-centered approaches have been identified as a major contributing factor to this issue. This review synthesizes findings from 16 empirical studies published between 2015 and 2025, selected through a rigorous PRISMA-guided process across databases such as Scopus, ERIC, and Google Scholar. Results consistently demonstrate that PjBL significantly enhances various dimensions of creative thinking—fluency, flexibility, originality, and elaboration. Studies also reveal the added benefits of PjBL when integrated with STEM frameworks and digital technologies. However, successful implementation is contingent upon teacher readiness, adequate resources, and institutional support. This review affirms the role of PjBL as an effective pedagogical strategy to cultivate creativity and recommends further longitudinal and cross-cultural research.

The Influence of Resilience and Self Control on Elementary Students’ Social Skills

Yuli Yanti

Despite the central role of social skills in students’ academic and interpersonal success, few studies have examined how internal psychological traits such as resilience and self-control jointly influence these skills in primary education. This study addresses that gap by investigating the influence of resilience and self-control on elementary students’ social skills. Employing a quantitative correlational design, the research involved 240 students from grades IV to VI selected through total sampling. Data were collected through closed questionnaires and analyzed using multiple linear regression. Instrument validity and reliability were tested using SmartPLS version 4.0.9.9, and analysis was conducted with IBM SPSS version 29.0.0.0. Classical assumption tests confirmed the data met normality, multicollinearity, and homoscedasticity criteria. Results indicated that both resilience and self-control had significant and positive effects on social skills, with self-control being the stronger predictor. The model explained 22.5% of the variance in social skills. These findings underscore the need to cultivate students’ internal strengths as part of socio-emotional learning and contribute to the refinement of character education in primary education settings.

Analysis of Emotional Intelligence in the Learning Process of Elementary School Students

Melani Reviana, Andi Rafidah Nuraniyah, Devanya Mafaza

This study aims to analyze the structure of emotional intelligence among elementary school students using an Exploratory Factor Analysis (EFA) approach. A total of 240 students from grade 4 to grade 6 in some schools the basis of the state in the Cirebon City area was made sample study through stratified random sampling technique, to ensure representation based on level class, type gender, and group age. Instrument measurements used were developed based on the four model branch Mayer-Salovey-Caruso's capabilities, which include aspects perception emotions, management emotions, understanding to emotions, as well as the ability to use emotions in a constructive way. Data analysis was carried out using Partial Least Squares Structural Equation Modeling (PLS-SEM) method, which shows that all over construct own very good validity and reliability, indicated by the factor loading value > 0.70 and Average Variance Extracted (AVE) > 0.50. The Perceptions of Emotions dimension has the biggest contribution to construct emotional intelligence, while the Ability to Generate is the dimension with the lowest contribution. The findings underscore the need for contextual and accurate instruments to measure emotional intelligence in children as well as support the integration of emotional education into curriculum school bases in a systematic way.

The Effect of Parental Involvement on Stuents’ Academic Achievement Through Independent Learning Ability

Andi Hana Rafiah Nurhalimah, Viona Djuliarta, Ujang Nurhidayat

This research examines the impact of parental engagement on children’s academic development. Parental involvement is conceptualized through three primary dimensions: attendance at school-related meetings, provision of educational support within the home environment, and active participation in school-based activities. The study seeks to investigate how these facets of involvement influence students’ academic performance, aiming to test a set of predetermined hypotheses through a structured questionnaire-based survey. To assess the interrelationships among the variables, the study utilizes the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique. The analytical model delineates the association between parental engagement and students’ scholastic achievement, while also illustrating the influence of structured learning processes and the underlying factors driving parental involvement on academic outcomes. Furthermore, anecdotal evidence pertaining to students’ academic attainment substantiates the theoretical framework, emphasizing the interconnected roles of parental involvement, academic performance, and the mediating function of students’ self-regulated learning capabilities. The findings of this research are anticipated to yield valuable insights for enhancing educational outcomes. The primary aim is to investigate the determinants of parental involvement and its effect on academic achievement, with a specific focus on the mediating role of students’ self-regulatory learning skills, as assessed through the PLS-SEM methodology.

Self-Regulated Learning and Epistemological Belief as Determining Factors of Success in English Learning

Mazaya Ishma Karamina, Tari Ariska

This study explores the role of Self-Regulated Learning (SRL) and Epistemological Beliefs (EB) in influencing students' English language proficiency in Indonesian universities. Using a quantitative research design, data were gathered from 246 students through validated questionnaires, including the Motivated Strategies for Learning Questionnaire (MSLQ) and the Epistemological Beliefs Questionnaire (EBQ). The results of multiple regression analysis show that both SRL and EB significantly affect English ability. Students with higher levels of self-regulation and more advanced epistemological beliefs demonstrated better performance in reading, writing, speaking, and listening. These findings highlight that English proficiency is influenced not only by cognitive factors but also by motivational and metacognitive elements. The study emphasizes the need to integrate self-regulation strategies and the development of epistemological beliefs into English language instruction. This research contributes to learner-centered education by providing insights into how internal factors can support more effective English learning outcomes.

Analysis of Mathematics Teaching Materials for Grade III Fractions in Cirebon Regency

Siti Nur Millah

This research focuses on analyzingand compare mathematics textbooks on fractions for grade III Elementary School students used in two schools, namely SDN 1 Setu Kulon and SDN 2 Setu Kulon. This study used random sampling, a qualitative approach with data collection techniques through interviews with class teachers and visual documentation of the textbooks used. The results of the analysis showed that both schools used textbooks published by the Ministry of Education officially based on the Merdeka Curriculum, but there were significant differences in terms of material depth, presentation structure, and clarity of language. At SDN 2 Setu Kulon, the textbook was considered to have contained Core Competencies and Basic Competencies that were in accordance with learning outcomes, with a sequential material presentation structure, although not yet in-depth enough and lacking in variety in practice questions. The language used tends to be communicative and equipped with contextual illustrations, although there are still terms that are not well understood by students. In contrast, the textbook used at SDN 1 Setu Kulon has not explicitly stated the objectives or learning outcomes at the beginning of the chapter, with a less structured presentation of material and the use of language that is considered confusing by both teachers and students. In terms of graphic feasibility, both textbooks show an attractive and informative design, although improvements are still needed in the aspects of concept visualization and content arrangement. This finding shows the importance of comprehensive evaluation of textbooks, not only in terms of curriculum suitability, but also language clarity, material arrangement, and visual feasibility to support the effectiveness of fraction learning at the elementary school level.