Tunas: Jurnal Pendidikan Guru Sekolah Dasar

Systematic Literature Review: Planning, Implementation, and Evaluation of Assessment for Learning-Based Feedback In Elementary School Mathematics Learning

Aulia Fitriana Adrian — 2026-06-08

Background: Mathematics learning at the elementary school level continues to face challenges in feedback management that has not been optimally integrated into the learning process. Although Assessment for Learning (AfL) has positioned feedback as a critical component, in practice its planning, implementation, and evaluation are often carried out separately and inconsistently, resulting in a lack of comprehensive understanding. Method: This study employed a Systematic Literature Review (SLR) methodology guided by the PRISMA framework to ensure a systematic and transparent article selection process. Literature searches were conducted across Google Scholar and Scopus databases spanning 2020–2025 using relevant keywords, progressing through stages of identification (100 articles), screening (60 articles), eligibility (40 articles), and final inclusion of 22 articles subjected to in-depth analysis. Result and Disussions: Findings indicate that feedback planning is increasingly oriented toward diagnostic assessment and varied instruments, yet remains dependent on teacher competence. Feedback implementation demonstrably improves student engagement and learning autonomy, despite constraints related to time and strategy variation. Feedback evaluation shows a positive impact on learning outcomes, though instrument quality and implementation sustainability require further strengthening. Overall, AfL-based feedback management requires more systematic integration to effectively support meaningful and effective mathematics learning.

Improving Fourth-Grade Students’ Science Learning Outcomes and Motivation through Experimental Methods with a Deep Learning Approach: A Classroom Action Research Study

Paradika Angganing — 2026-06-09

Background: Experimental learning combined with a pedagogical through deep learning approach is a new activity in elementary school. This deep learning approach in pedagogic activities encourages students to conduct experiments in the classroom through Sciences subjects. Aim: This study aims to improve science subject outcomes and learning motivation by using experimental methods and pedagogical through deep learning approaches. Method: This study is a Classroom Action Research (CAR) which conducted in two cycles. Each cycle is conducted twice. The number of subjects in this consisting of eighteen students. Data collection was using tests and non-tests. Data collection instruments were test items, observation sheets, and document checklists. Data analysis techniques were descriptive comparative analysis techniques and critical analysis. The results of this study in the first cycle are student learning outcomes showing that ten students who have not reached the Minimum Completion Criteria, while eight students have reached the Minimum Completion Criteria. Result: The results of observations of student learning motivation show that the percentage of science learning motivation is in sufficient category. The results of the study in the second cycle are that only two students are incomplete Minimum Completion Criteria, and sixteen students are declared complete. The results of observations of the learning motivation of fourth grade students at Klumprit State Elementary School shows that the total average percentage of motivation to learn science is being increase. Conclusion: Thus, it can be concluded that the application of the Experimental Method with a pedagogical deep learning approach can improve students’ learning outcomes and motivation in Science in fourth-grade at elementary school.

The Development of Cabe Gemoi Teaching Module (Communicate, Empathize, Cooperate, and Manage Emotions) Integrated SEL in Science Learning in Satu Atap 6 Menthobi Raya Junior High School

Maryadi Henyatno — 2026-06-18

Background: It is necessary to develop teaching modules involving SEL for junior high school students, so this study innovates by developing SEL-based teaching modules. Aim: (1) describe the process of developing the Cabe Gemoi teaching module for ninth-grade students at Satu Atap 6 Menthobi Raya Junior High School; (2) test the feasibility of the Cabe Gemoi teaching module for ninth-grade students at Satu Atap 6 Menthobi Raya Junior High School; (3) test the practicality of the Cabe Gemoi teaching module for ninth-grade students at Satu Atap 6 Menthobi Raya Junior High School; (4) testing the effectiveness of the Cabe Gemoi teaching module in improving communication, empathy, cooperation, and emotion management skills for ninth-grade students at Satu Atap 6 Menthobi Raya Junior High School. Method: This research was a research and development study using the ADDIE model. The respondents in the small-scale test were ninth-grade students at Satu Atap 6 Menthobi Raya Junior High School, and the large-scale test was conducted with ninth-grade students at 2 Menthobi Raya Junior High School. Data collection was carried out using observation, interviews, questionnaires, and documentation. The data were processed by using qualitative and quantitative analysis techniques. Results and Dıscussion: (1) The development process used the ADDIE model, which began with analysis, design, development, implementation, and evaluation. The analysis used observation, questionnaires, and interviews. The design included the design of teaching modules and research instruments. Development used Canva and Microsoft Word and was then tested by experts. Implementation included small-scale and large-scale testing. Evaluation is carried out by testing the effectiveness of the teaching module. (2) The Cabe Gemoi teaching module is considered feasible through expert media validation testing (91.07) in the highly suitable category and subject matter experts (88.04) in the suitable category. (3) The Cabe Gemoi teaching module is considered practical with a score of 87.85 in the suitable category. (4) The Cabe Gemoi teaching module was deemed low effective with a n-gain value 0,29; however, based on students’ score, there is an improvement in attitude and emotional. Conclusion: Cabe Gemoi Teaching Module assisted SEL which was developed for ninth grade students of Menthobi Raya Junior High School can improve how to communicate, empathize, cooperate, and emotion management.

Digital Competency Analysis and Financial Literacy as a Catalyst for Innovation and Student Business Growth in the 5.0 Era

Irma Ningsih — 2026-06-18

Background: The emergence of Society 5.0 presents both challenges and opportunities for university students, particularly in entrepreneurship. Aim: This study aimed to analyze digital competence and financial literacy as catalysts for innovation and business growth among student entrepreneurs in the digital era. Method: A mixed-methods approach with a sequential explanatory design was employed. Data were collected from 115 students engaged in entrepreneurial activities through questionnaires, interviews, and focus group discussions. Result and Discussions: The quantitative findings showed that most students had moderate to high digital competence, particularly in using social media, e-commerce platforms, and basic design tools. However, their ability to use advanced digital tools, including digital analytics, paid advertising, and cybersecurity, remained limited. In terms of financial literacy, students demonstrated awareness of basic financial practices, such as separating personal and business finances and recording transactions, yet many still lacked strategic financial planning skills, including budgeting, investment risk assessment, and long-term financial forecasting. Pearson correlation analysis revealed a significant positive relationship between digital competence and student business growth (r = 0.614; p < 0.01), as well as between financial literacy and student business growth (r = 0.587; p < 0.01). These results indicate that higher levels of digital competence and financial literacy are associated with stronger business growth, including increased revenue, market expansion, and product innovation. Conclusions: The qualitative findings supported the quantitative results by identifying several barriers, such as limited practical training, insufficient curriculum integration, and lack of mentoring. This study concludes that strengthening digital and financial competencies is essential for fostering sustainable student entrepreneurship in the Society 5.0 era. Therefore, universities are encouraged to integrate practical digital skills, financial literacy, and entrepreneurial mentoring into entrepreneurship programs to better prepare students for real-world business challenges.

Evaluation of Tahfidz Qur'an Program Based on Goal Oriented Evaluation to Measure Memorization Target Achievement at SDI Al Ishlah Bukittinggi

Alifa Hanazahra — 2026-06-22

Evaluating program effectiveness is an important step in ensuring that educational objectives are achieved and that program implementation contributes to the expected learning outcomes. This study evaluated the Tahfidz Qur'an Program at SDI Al Ishlah Bukittinggi using the Goal Oriented Evaluation model to measure students’ memorization target achievement. The program is designed to develop students’ Qur'anic memorization skills while fostering proper recitation, discipline, and Islamic character. A quantitative descriptive evaluation approach was employed involving Tahfidz teachers and students as respondents. Data were collected through Likert scale questionnaires developed based on six evaluation aspects: memorization achievement, recitation quality, muroja’ah practices, discipline, Tahfidz etiquette, and overall program achievement. The data were analyzed using percentage scores, mean values, and qualitative interpretation criteria. The findings revealed a high level of goal attainment, with teacher evaluations reaching 86.1% and student responses averaging 84.0%, both indicating that the program was highly effective. The highest scores were obtained in overall program achievement and Tahfidz etiquette from teachers’ perspectives (93.3%) and discipline from students’ perspectives (91.5%). Lower scores were identified in muroja’ah practices and Tahfidz etiquette, suggesting the need for greater consistency in reinforcement activities and character development. These findings indicate that the program has been successful in supporting memorization achievement, improving recitation quality, and fostering student discipline, while also highlighting specific areas requiring further enhancement. In conclusion, the Tahfidz Qur'an Program at SDI Al Ishlah Bukittinggi effectively achieved its intended objectives according to the Goal Oriented Evaluation framework, although strengthening muroja’ah implementation and character building is necessary to optimize future program outcomes.

Cosmic Intelligence as a Transformative Approach for Primary Education Teachers in the Age of Artificial Intelligence: A Conceptual Framework

Moh Aniq Khairul Basyar Basyar — 2026-06-22

The rapid proliferation of Artificial Intelligence (AI) technologies across all sectors of civilization has created unprecedented demands on primary education teachers, who are now expected to not only master technological tools but to fundamentally reimagine their pedagogical identities. This conceptual article introduces Cosmic Intelligence as a transformative framework for primary education teachers in the AI era for which an integrative construct that synthesizes existential awareness, ethical reasoning, systems thinking, and adaptive wisdom in response to the cosmic-scale disruptions generated by AI. Drawing on Howard Gardner's theory of Multiple Intelligences, particularly his eighth and ninth intelligences (naturalist and existential), alongside contemporary literature on AI-integrated pedagogy, teacher professional development, and educational transformation, this study proposes a conceptual model of Cosmic Intelligence comprising five interrelated dimensions: (1) Existential Awareness, (2) Adaptive Technological Wisdom, (3) Ethical-Relational Intelligence, (4) Holistic Systems Thinking, and (5) Transcendent Purpose Orientation. A qualitative research design using library research and conceptual analysis methodology is employed to construct and validate this framework. Findings suggest that Cosmic Intelligence addresses a critical gap in current AI-era teacher competency frameworks, which tend to prioritize technical skills while neglecting deeper ontological and ethical dimensions of teaching. This article contributes a novel theoretical lens through which teacher education programs can be redesigned to cultivate teachers who are not merely AI-literate but cosmically intelligent — capable of guiding young learners through civilizational transformation with wisdom, empathy, and transcendent purpose.

Evaluation Of The Fresh Friday Program on The Healthy Living Culture of Students At 1 Bumi Harjo State Elementary School

Hartini Hartini — 2026-06-24

Aim: This study aimed to evaluate the effectiveness of the Jumat Segar Program in developing healthy living habits among students at 1 Bumi Harjo State Elementary School using the CIPP (Context, Input, Process, Product) evaluation model. Method: The study employed a qualitative approach with evaluative research methods. Research subjects consisted of the principal, physical education teacher, classroom teachers, and students. Data collection techniques included interviews, observations, and documentation. Program effectiveness was assessed using success indicators, including increased student participation, improved discipline, the development of healthy lifestyle habits, increased awareness of personal and environmental health, and the strengthening of positive character traits. Result and Discussions: The findings revealed that: (1) the context aspect indicated that the program was implemented based on students’ real needs in improving physical fitness and healthy lifestyle habits and was relevant to the school’s vision and mission; (2) the input aspect showed that the program was supported by human resources, facilities, and adequate planning although several limitations remained in facilities and instructor competence; (3) the process aspect demonstrated that the activities were implemented routinely and systematically through morning exercise, healthy eating, environmental cleaning, and health education, although student participation had not been fully equal; and (4) the product aspect indicated positive changes in students’ healthy lifestyle behaviors, particularly in exercise habits, cleanliness, discipline, and environmental awareness. Conclusion: Based on the evaluation results, the Jumat Segar Program was considered effective in gradually and sustainably developing a healthy living culture among students.

Development of SI-INTAN Pancasila Learning Media Based on Kotawaringin Barat Local Wisdom

Endang Setyo Rini — 2026-06-24

Aim: This study aimed to develop and evaluate SI-INTAN Pancasila, an interactive learning media integrating the local wisdom of Kotawaringin Barat into Pancasila Education for Phase B elementary school students. Method: The study employed a Research and Development (R&D) approach using the ASSURE model, involving 24 students of SDN 1 Sungai Rangit Jaya. Data were collected through expert validation, teacher and student response questionnaires, observations, and pretest–posttest assessments. Result and Discussions: The feasibility results showed that the media obtained validation scores of 80% from material experts, 100% from language experts, and 83% from media experts, indicating that the product was highly feasible for classroom use. Practicality data revealed positive responses from both teachers and students, who considered the media engaging and easy to use. The effectiveness of the media was demonstrated by an increase in students’ average learning outcomes from 66.67 on the pretest to 80.00 on the posttest. Conclusion: These findings indicate that SI-INTAN Pancasila is a feasible, practical, and effective learning medium for supporting Pancasila Education while promoting local wisdom values among elementary school students.

Repositioning Teachers' Instructional Language Based on the Huma Betang Philosophy to Optimize Primary School Learning

Ichyatul Afrom — 2026-06-30

Teachers' instructional language serves as the primary medium for transferring knowledge, shaping character, and managing classrooms in primary schools. This study aims to analyze the urgency of primary school teachers' instructional language skills in balancing material complexity (intrinsic load) and minimizing informational distractions (extraneous load), while simultaneously integrating a humanist approach rooted in local wisdom. Employing a descriptive qualitative approach with a content analysis method, the study reveals that specific, empathetic, and adaptive linguistic structures tailored to the cognitive development of children aged 7–12 significantly enhance information retention and students' emotional engagement. Furthermore, the internalization of the Huma Betang philosophy and Belom Bahadat values within teachers' discourse is proven to cultivate a psychological safety zone that optimizes children's brain function.

The Role of Culturally Responsive Teaching in Developing Students’ Self-Regulated Learning in Elementary School Mathematics Education: A Systematic Literature Review

Amelia Dwi Astuti — 2026-06-30

Background: Self-Regulated Learning is one of the key factors that contributes to students’ success in elementary mathematics education. However, numerous studies have indicated that students’ self-regulation skills still require further enhancement through learning experiences that are aligned with their characteristics and learning backgrounds. One pedagogical approach that has the potential to support the development of Self-Regulated Learning is Culturally Responsive Teaching, an instructional approach that integrates students’ cultural backgrounds into the teaching and learning process. Aim: This study aims to examine the role of Culturally Responsive Teaching in fostering students’ Self-Regulated Learning in elementary school mathematics education through a Systematic Literature Review approach. Data were collected from articles indexed in the Google Scholar and ERIC databases. The data were analyzed using a thematic synthesis technique to identify patterns of Culturally Responsive Teaching implementation and its contribution to the development of students’ Self-Regulated Learning. Result and Discussions: The findings reveal that the implementation of Culturally Responsive Teaching in elementary mathematics education is generally carried out through the integration of local culture, ethnomathematics, the use of students’ real-life contexts, and the creation of inclusive learning environments that value cultural diversity. These practices contribute to the enhancement of intrinsic motivation, self-efficacy, learning engagement, goal-setting skills, self-monitoring, and self-reflection, which are essential components of Self-Regulated Learning. Conclusion: Therefore, Culturally Responsive Teaching can serve as an effective pedagogical approach to promoting students’ autonomous learning while fostering mathematics instruction that is more meaningful, contextualized, and responsive to cultural diversity.

The Implementation of the Suggestopedia Method in Reading Comprehension Skills for Fourth Grade Elementary School Students

Elsya Nadia — 2026-06-30

Background: The Suggestopedia method is a learning approach that emphasizes providing positive suggestions to students through a comfortable, relaxed, and enjoyable learning environment. This method was developed by incorporating music, voice intonation, and a conducive classroom atmosphere to enhance students' concentration and their ability to absorb learning materials. Through this approach, the Suggestopedia method is believed to help students learn more effectively, particularly in improving their reading comprehension skills. Aim: This study aims to describe the implementation of the Suggestopedia method in instructional materials to improve the reading comprehension skills of fourth-grade elementary school students. The research employed a library research method using a qualitative descriptive approach with content analysis techniques. The data were collected from various relevant literature sources, including books, scientific journals, and previous research findings. The data collection technique involved document analysis of curriculum content standards for Indonesian language learning in elementary schools (SD/MI), theories of the Suggestopedia method, and the focus of Indonesian language learning materials for fourth-grade students. Result and Discussions: The findings revealed that six chapters in the fourth-grade Indonesian language curriculum are relevant for the implementation of the Suggestopedia method. These chapters include: Chapter 1 Fictional Stories and Life Values; Chapter 2 Understanding Nonfiction Texts; Chapter 3 Appreciating Children's Poetry; Chapter 4 Informative Texts (Facts and Opinions); Chapter 5 Simple Explanatory Texts; and Chapter 6 Indonesian Folktales. These six chapters are described according to the three stages of the Suggestopedia learning procedure proposed by Georgi Lozanov, as cited in Tarigan (2011), namely: the pre-session stage, the concert session stage, and the elaboration/active session stage.

Documenting the Rice Lexicon of the Dayak Ngaju Language: An Ethnolinguistic Study for Preserving Indigenous Knowledge and Cultural Heritage in Central Kalimantan

Siti Arnisyah — 2026-06-30

Background: The rice lexicon of the Dayak Ngaju language represents not only agricultural vocabulary but also indigenous ecological knowledge and cultural heritage that are increasingly vulnerable to language shift and changing agricultural practices. Despite its cultural significance, systematic documentation of rice-related lexical items in the Dayak Ngaju language remains limited. Aim: This study aims to document the rice lexicon of the Upper Katingan variety of the Dayak Ngaju language and to analyze the lexical and cultural meanings embedded in these lexical items through an ethnolinguistic approach. Method: Employing a descriptive qualitative design, the research was conducted in Tumbang Sanamang, Tumbang Jiga, and Tumbang Kanja villages, Katingan Regency, Central Kalimantan. Data were collected from six native speakers, including farmers, community leaders, and a Damang (customary leader), through semi-structured interviews, field observations, and documentation. The documented lexical items were transcribed using the International Phonetic Alphabet (IPA) and analyzed through ethnolinguistic interpretation supported by field evidence. The study documented nine rice-related lexical items: binyi, parei, kajugu, eta, apis, bunyer, bulu, behas, and kenta. Result and Discussions: The findings reveal that these lexical items form an interconnected lexical system representing the traditional rice cultivation cycle, from seed selection and cultivation to harvesting, post-harvest processing, and food preparation. Beyond their lexical meanings, the documented lexicons encode indigenous agricultural knowledge, sustainable resource management practices, ritual traditions, and culinary heritage that continue to shape the cultural identity of the Dayak Ngaju community. The integration of phonetic documentation, lexical analysis, and ethnolinguistic interpretation demonstrates that documenting culturally specific vocabulary contributes not only to regional language preservation but also to safeguarding indigenous knowledge and intangible cultural heritage. The findings provide valuable resources for language documentation, revitalization programs, cultural education, and future digital documentation of the Dayak Ngaju language.

Principals’ Leadership, Parental Attachment, And Learning Motivation In Islamic Education: A Functionalist View

Ummi Qudsiyah — 2026-06-30

Background: This study is grounded in the significance of school principals’ leadership quality in shaping students’ learning motivation, particularly in Islamic Education learning at the elementary school level. Aim: The main focus of this research is to analyze the influence of principal leadership quality on students’ learning motivation and to examine the mediating role of parental attachment in this relationship. Method: This study employed a mixed-method approach with a causal design. Data were collected through questionnaires distributed to 105 students from grades IV, V, and VI at SD Muhammadiyah Pahandut Palangka Raya, and were analyzed using SPSS and Hayes' PROCESS path analysis model (Model 4). Results and Dıscussion: The results showed that principal leadership quality had a significant influence on students’ learning motivation (B = 0.2275; p < 0.001), with parental attachment serving as a significant partial mediator (B = 0.1732; CI [0.1195, 0.2312]). These findings are supported by Talcott Parsons’ social functionalism theory, which views schools as social institutions that perform functions of adaptation, goal attainment, integration, and value maintenance. Conclusion: The study concludes that collaboration between school leadership and parental involvement is key to holistically enhancing students’ learning motivation.

Exploration of Students’ Learning Experiences in Developing Creativity through Project-Based Learning

Putri Indah Wahyuningsih — 2026-06-30

Aim: This study aims to explore students' learning experiences in developing creativity through the implementation of Project-Based Learning (PjBL) in fairy tale learning at the elementary school level. Method: A qualitative approach with a phenomenological method was employed, involving a fourth-grade teacher and fourth-grade students as participants. Data were collected through classroom observations, in-depth interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing, with source and technique triangulation employed to ensure trustworthiness. Result and Discussions: The findings revealed that students' creativity developed progressively throughout the project process, beginning with idea exploration, group discussions, story-planning, revision, and culminating in project presentation. At the beginning of the learning process, students relied heavily on teacher guidance; however, they gradually became capable of independently determining storytelling strategies, modifying storylines, selecting appropriate media, and organizing group roles. The development of creativity was reflected in students' increased ability to generate multiple ideas (fluency), adapt strategies when encountering challenges (flexibility), produce distinctive storytelling performances across groups (originality), and refine their ideas through revision and reflection (elaboration). The study further found that creativity emerged not as an individual process but through the interaction of students' personal experiences, peer collaboration, teacher facilitation, and the use of digital technology as a catalyst for idea generation. Conclusion: These findings suggest that PjBL in fairy tale learning not only produces storytelling products but also creates authentic learning experiences that foster students' creativity in meaningful, contextual, and collaborative ways.

Development Of The Literasiku Sanggam Talawang Application As a Digital Literacy Media Based on Local Culture At 1 Mungku Baru State Elementary School

Ridwan Sidiq — 2026-06-30

Background: This research was motivated by the low level of digital literacy among elementary school students and the limited availability of digital learning media integrating the local culture of Central Kalimantan into the learning process. The development of educational technology requires innovative learning media that not only improve students’ digital literacy skills but also support the preservation of local culture through engaging, interactive, and age-appropriate learning experiences for elementary school students. Aim: Therefore, this study aimed to develop the “Literasiku Sanggam Talawang” application as a digital literacy learning Media based on the local culture of Central Kalimantan for elementary school students. Method: This study employed the Research and Development (R&D) method using the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research subjects included three professional validators (media, material, and language experts), 6 classroom teachers, and 60 elementary school students from Grades I to VI at 1 Mungku Baru State Elementary School. Data collection instruments included expert validation sheets, teacher and student usability questionnaires, observation checklists, and pre-/post-test literacy assessment sheets. Result and Discussions: The results showed that the “Literasiku Sanggam Talawang” application was categorized as highly feasible, achieving an overall mean empirical score of 92.2% (90.0% from material expert, 95.0% from language expert, and 91.7% from media expert). Teacher and student responses reached 91.7% and 90.0% respectively, placing the application in the highly practical category. Furthermore, statistical analysis revealed a substantial positive shift in students’ reading competencies, with an overall mean Normalized Gain (N-Gain) score of 0.75 and an overall effectiveness rate of 75%, falling into the high effectiveness category. The offline accessibility successfully resolved infrastructural connection barriers in remote riverine environments. Conclusion: It can be concluded that the “Literasiku Sanggam Talawang” application is highly feasible, practical, and effective as an innovative medium that accelerates digital literacy while simultaneously promoting regional heritage preservation.

Internalizing Civic Values in the Digital Era: The Role of Artificial Intelligence in Civics Education (PPKn)

Nurlaili Arifah — 2026-06-30

Background: The growing presence of artificial intelligence (AI) in education is beginning to reshape how civic values are internalized in Pancasila and Civic Education (PPKn). This study examines the challenges and opportunities of internalizing civic values in the digital era, describes the role of AI in PPKn instruction, and identifies how AI can be used to strengthen students' civic character. Method: A descriptive qualitative case study was conducted at SMK Muhammadiyah 3 Yogyakarta, involving a PPKn teacher and tenth-grade students selected through purposive sampling. Data were collected through in-depth interviews, classroom observation, and documentation, and were analyzed using the interactive model of Miles and Huberman. Result anda Discussions: The findings show that internalizing civic values in the digital era involves several challenges, including a decline in students' social ethics, a growing dependence on AI, and the absence of clear institutional guidelines for classroom AI use. At the same time, digital technology creates opportunities for creativity, more interactive learning, and stronger digital literacy. Teachers and students use AI as a learning resource, a medium for discussion, and a support for project-based activities that help students understand and practice civic values such as honesty, responsibility, tolerance, mutual cooperation (gotong royong), and digital ethics. The results further indicate that AI use is most effective when combined with collaborative and contextual learning under consistent teacher guidance. Conclusion: The study concludes that AI can support the internalization of civic values when it is used purposefully, ethically, and in line with the goals of PPKn instruction.