Elementary Pedagogy: Jurnal Ilmu Pendidikan

Pengembangan Media Pembelajaran Berbasis Aplikasi Coki (Cerdas, Objektif, Kreatif, dan Interaktif) pada Materi Bangun Ruang untuk Meningkatkan Pemahaman Konsep Siswa Kelas V Sekolah Dasar

Arief Budhiman — 2026-08-16

Understanding of three-dimensional geometric shapes among fifth-grade elementary students remains low because learning is still dominated by lecturing and two-dimensional textbook media, so students struggle to visualize spatial concepts and lose interest in mathematics. This study aims to describe the development, feasibility, and effectiveness of the COKI (Cerdas, Objektif, Kreatif, dan Interaktif) Android-based application as a learning medium for the topic of three-dimensional shapes in grade V elementary school. This research used the Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), involving material and media experts for validation and 21 fifth-grade students of SD Negeri Cilopadang 02 as the trial subjects. The material expert validation obtained 89.47% and the media expert validation obtained 93.68%, both in the very feasible category; the student response in the operational trial averaged in the very good category; and the learning completeness reached 85.71% (18 of 21 students met the minimum mastery criterion), with an average score of 79. The COKI application is proven feasible and effective in improving fifth-grade students' understanding of the concept of three-dimensional shapes and can be used as an alternative interactive mathematics learning medium in elementary school.

Pengembangan Media Pembelajaran Pop-Up Book pada Materi Ekosistem untuk Meningkatkan Pemahaman Konsep Siswa Kelas V Sekolah Dasar

Arief Budhiman — 2026-08-16

Science learning in elementary schools, particularly on the ecosystem topic, is still dominated by textbooks and lectures, so students find it difficult to understand abstract concepts such as the interaction between biotic and abiotic components. This study aims to develop a pop-up book learning medium on the ecosystem topic and to examine its feasibility and effectiveness for fifth-grade students. This research and development (R&D) study used the ADDIE model, involving 14 fifth-grade students selected through purposive sampling, with data collected through validation questionnaires, response questionnaires, and a learning-outcome test. The media obtained 90.53% feasibility from the media expert (very feasible) and 82.11% from the material expert (feasible); the field trial reached 90% (very feasible), and the effectiveness test showed 81% of students achieving the minimum mastery criterion (very good). The pop-up book medium on the ecosystem topic is feasible and effective for improving elementary students' conceptual understanding and learning outcomes.

Pengembangan Media Pembelajaran Diorama pada Materi Ekosistem untuk Meningkatkan Hasil Belajar Peserta Didik Kelas V Sekolah Dasar

Arief Budhiman — 2026-08-16

Science learning in elementary schools is still dominated by lecture-based methods and two-dimensional textbook illustrations. This study aims to develop a three-dimensional diorama learning medium for the ecosystem topic and to examine its validity, practicality, and effectiveness in improving student learning outcomes. This research and development (R&D) study used the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects were one material expert, one media expert, and 14 fifth-grade students of SD Negeri Pahonjean 01, Majenang, Cilacap Regency, selected through total sampling. Data were collected through expert validation sheets, student response questionnaires, and a learning outcome test, then analyzed descriptively using a percentage formula. The material expert validation obtained 83.33% (very feasible) and the media expert validation obtained 90% (very feasible). The student response questionnaire showed a “very good” category on all assessed aspects, and the learning outcome test showed a mastery percentage of 85.71% with an average score of 7.78. The developed diorama medium is declared valid, practical, and effective for improving fifth-grade students' understanding of the ecosystem topic, and is recommended as an alternative concrete learning medium for elementary science instruction.

Pengembangan Media Pembelajaran Diorama IPA pada Materi Siklus Air untuk Meningkatkan Hasil Belajar Siswa Kelas V Sekolah Dasar

Arief Budhiman — 2026-08-16

Science learning in elementary schools is still dominated by conventional, lecture-based approaches that rely mainly on textbooks and static images, so students find it difficult to visualize abstract processes such as the water cycle. This study aimed to develop a three-dimensional Science Diorama learning medium on the water cycle topic for fifth-grade elementary school students, to determine its feasibility, and to examine its effectiveness in improving students' learning outcomes. This study used the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The subjects were 13 fifth-grade students of SD Negeri Salebu 03 in the 2025/2026 academic year. Data were collected through material- and media-expert validation sheets, a student response questionnaire, and a learning achievement test, then analyzed descriptively using percentage formulas. The Science Diorama medium obtained a feasibility score of 82.3% from the material expert (feasible category) and 92.8% from the media expert (very feasible category). Student responses reached 84.61% (very good category). The average learning outcome increased from 58.5 (pre-test) to 84.2 (post-test), with 84.61% classical learning mastery. The Science Diorama learning medium on the water cycle topic is feasible and effective for improving fifth-grade students' understanding and learning outcomes in science.

Pengembangan Media Pembelajaran Berbasis PowerPoint Interaktif pada Materi Sistem Pencernaan Manusia untuk Siswa Kelas V Sekolah Dasar

Rizka Nuzul Islamiyati — 2026-08-16

Pengaruh Media Augmented Reality dalam Meningkatkan Kemampuan Berpikir Kritis Siswa SD pada Mata Pelajaran IPA

Zidan Muhabib — 2026-08-16

This study aims to examine the effect of Augmented Reality media on the critical thinking skills of fifth-grade elementary school students in science learning on the topic of Earth's layers. The study employed a quantitative quasi-experimental approach using a pretest-posttest control group design. The research context was fifth-grade students at SD Negeri Salebu 05. The dataset consisted of 40 students, with 20 students assigned to the experimental group and 20 students to the control group. The experimental group received AR-assisted science learning, while the control group received conventional learning. The results showed that the mean pretest and posttest scores of the experimental group were 51.05 and 81.15, respectively, whereas those of the control group were 49.60 and 63.95. The normalized gain was 0.62 for the experimental group and 0.29 for the control group. Shapiro-Wilk testing indicated normal distributions, while Levene's test indicated homogeneous variances. The independent samples t-test showed a significant difference in posttest scores between the groups, t(38) = 13.28, p < .001. These results indicate that AR has potential to support the development of elementary students' critical thinking in science learning

Efektivitas Metode Belajar Sambil Bermain (Play-Based Learning) dalam Penguasaan Kosakata Bahasa Inggris Anak Usia Dasar

Hajar Munawaroh — 2026-08-16

This study aims to analyze the effectiveness of play-based learning in enhancing English vocabulary mastery among primary school-aged children, based on findings from previous research. A literature review approach was employed, examining scholarly articles regarding play-based learning, English vocabulary instruction, game-based learning, and language acquisition in primary school children. The findings indicate that play-based learning has the potential to improve vocabulary mastery through contextual word repetition, active engagement, the use of visual and movement-based media, peer interaction, and increased learning motivation. However, the method's effectiveness depends on the alignment of the games with learning objectives and the children's developmental stages, the quality of teacher scaffolding, and the balance between play elements and academic targets. Thus, play-based learning can serve as an alternative and complementary strategy for teaching English vocabulary in primary schools.

Implications of the Scramble Learning Method on Interest in Learning Islamic Religious Education: A Narrative Literature Review

Mohammad Usman — 2026-08-21

Few studies have examined how the Scramble method affects learning interest. The focus is typically on cognitive factors, motivation, and active engagement in learning. To date, no study has attempted to integrate these findings in the context of enhancing interest in the learning of Islamic Religious Education. This study uses a narrative literature review (NLR) to address this topic by examining literature related to the Scramble method and Islamic Religious Education (PAI) instruction published between 2020 and 2026. Data were sourced from Google Scholar, SINTA, Publish or Perish, and Mendeley Desktop. This involved identification, relevance screening, data reduction, tabulation, data extraction, and thematic analysis. The study shows that research on the Scramble method and PAI learning is mostly concentrated in secondary education, while studies specifically targeting primary education, particularly those analyzing learning interest, remain quite limited. Using the Scramble method has beneficial effects on cognitive and affective aspects, including learning interest. It has been shown to enhance cognitive abilities such as understanding, memory retention, analytical skills, problem-solving, concentration, creativity, and learning outcomes. Affectively, this method fosters motivation, self-confidence, responsibility, cooperation, and participation, creating an enjoyable learning experience.