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, Ayatullah Muhammadin Al Fath, Erwin Efendi Hutagalung — Mon, 08 Jun 2026 00:00:00 +0000

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 — Tue, 09 Jun 2026 00:00:00 +0000

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, Bulkani Bulkani, Tazkiyatunnafs Elhawwa — Thu, 18 Jun 2026 00:00:00 +0000

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, Iin Nurbudiyani, Muhammad Noor Fitriyanto — Thu, 18 Jun 2026 00:00:00 +0000

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

Mon, 22 Jun 2026 00:00:00 +0000

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, Irvan Mahendra — Mon, 22 Jun 2026 00:00:00 +0000

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.