Pena Inspirasi: Journal of Elementary School Teacher Education

Permainan Tradisional Anak-Anak Lampung sebagai Sumber Belajar Kontekstual IPAS Sekolah Dasar

2026-07-28T20:30:02+07:00

Traditional children's games of Lampung carry rich scientific and social concepts that remain underutilized as formal learning resources, even as most of these games face imminent extinction. This article analyzes the natural-science and social-science content embedded in traditional games from the Saibatin and Pepadun customary groups and proposes a model for integrating them into elementary-level Natural and Social Sciences (IPAS) instruction. Using descriptive-qualitative analysis of a research profile documenting 15 traditional games and their extinction-risk status, the study finds that games such as spinning tops (gasing), stilts (egrang), bamboo pop-guns, and crown-shaped kites embed concepts of force, motion, balance, air pressure, and energy relevant to elementary science strands, while games such as margala, bentengan bambu, shell-based congklak, and rattan jump-rope embed leadership, customary social structure, honest exchange, and language-preservation values aligned with social-science strands on local wisdom and cultural diversity. With 80% of the documented games classified as Critical or Threatened, curricular integration serves a dual purpose: enriching contextual, place-based learning and revitalizing endangered heritage through formal education.

Kajian Etnosains Cagar Budaya Kota Metro Dan Relevansinya Dengan Materi Ipas Di Sekolah Dasar

2026-07-28T20:55:13+07:00

This study aims to identify ethnoscience values contained in cultural heritage objects of Metro City and analyze their relevance to Natural and Social Science (IPAS) subject for 5th grade elementary school students under the Merdeka Curriculum. The study employs a descriptive qualitative approach with an ethnoscience method. Data were collected through field observation of five cultural heritage objects, interviews with cultural practitioners and elementary school teachers, and documentation. The five cultural heritage objects studied are the Doctor's House/Historical Information House (RIS), Santa Maria Clinic, Assistant Wedana's House, Health Center of RSUD Ahmad Yani, and the Minaret of At Taqwa Mosque. The results show that each cultural heritage object contains ethnoscience values that can be mapped to 3–4 chapters of 5th grade IPAS, covering Chapter 1 (Light and Sound), Chapter 2 (Ecosystem), Chapter 5 (Organ Systems), Chapter 6 (My Rich Indonesia), and Chapter 7 (My Proud Region). Beyond content relevance, all five objects also support the development of students' science process skills. This study recommends integrating Metro City's cultural heritage as a contextual, local-wisdom-based learning resource in elementary IPAS learning

Eksplorasi Etnosains pada Tradisi Pengolahan Kopi Semende sebagai Sumber Belajar IPA Kelas Tinggi di Sekolah Dasar

2026-07-28T22:27:30+07:00

Penelitian ini bertujuan untuk mengeksplorasi konsep-konsep sains yang terkandung dalam tradisi pengolahan kopi Semende serta mengkaji relevansinya sebagai sumber belajar IPA kelas tinggi di sekolah dasar. Kopi Semende merupakan salah satu kearifan lokal masyarakat Semende di Sumatera Selatan yang memiliki tradisi pengolahan kopi yang kaya akan nilai budaya dan pengetahuan lokal. Etnosains sebagai pendekatan pembelajaran yang mengintegrasikan pengetahuan asli masyarakat dengan sains ilmiah memberikan peluang bagi guru untuk menghadirkan pembelajaran IPA yang kontekstual, bermakna, dan berbasis budaya lokal. Kajian literatur ini menggunakan metode studi pustaka dengan menganalisis berbagai sumber ilmiah yang relevan. Hasil kajian menunjukkan bahwa proses pengolahan kopi Semende mulai dari pemanenan, sortasi, pengupasan, fermentasi, pengeringan, hingga penyangraian mengandung konsep-konsep IPA yang sesuai dengan Capaian Pembelajaran IPA kelas tinggi SD (kelas IV-VI), seperti perubahan fisika dan kimia, perpindahan kalor, campuran dan larutan, serta adaptasi makhluk hidup. Integrasi etnosains kopi Semende sebagai sumber belajar IPA berpotensi meningkatkan motivasi belajar siswa, memperkuat identitas budaya, dan mendorong pembelajaran yang lebih kontekstual.

Parental Meaning in the Lyrics of the Song “Selalu Ada di Nadimu” as an Indonesian Language Literacy Text for Phase C of Elementary School

2026-08-09T13:51:41+07:00

This study examines the construction of parental meaning in the lyrics of the song Selalu Ada di Nadimu and its correspondence with the Indonesian Language Learning Outcomes for Phase C in elementary schools. The study addresses the need for an analytical basis for using song lyrics as aural literary texts in literacy learning. A qualitative approach was employed through textual content analysis and interpretive document analysis. The corpus consisted of the official song recording, a researcher-prepared lyric transcription, and the Phase C Indonesian Language Learning Outcomes stipulated in the 2025 curriculum document. Twenty-six lyric units were coded and examined using Leech’s semantic categories and Riffaterre’s heuristic and hermeneutic readings. The findings show that affective and connotative meanings are the dominant patterns. Heuristic reading reveals direct messages about life difficulties, emotional acceptance, prayer, resilience, and preparation for parental absence. Hermeneutic reading shows a movement from physical parental presence to internalized emotional, moral, spiritual, and memorial presence through the symbols of storm, wind, prayer, song, heart, words, and pulse. The lyric constructs parentality as anticipatory guidance that prepares children to face vulnerability and develop independence. Its aural form, emotional expressions, life values, and creative language correspond directly, partially, or contextually with Phase C competencies. The study contributes an integrated semantic, semiotic, and curricular mapping of song lyrics as potential Indonesian literacy texts.

DARI PEMBACA MENJADI PENGKAJI: KEMAMPUAN MAHASISWA PGSD DALAM MENGANALISIS KARYA SASTRA ANAK

2026-08-17T10:54:09+07:00

Children’s literature has an important position in elementary education because it contributes not only to literacy development but also to children’s imagination, empathy, critical thinking, and character formation. Therefore, prospective elementary school teachers need to develop the ability to analyze children’s literary works critically and systematically. This study aims to describe the ability of Elementary School Teacher Education (PGSD) students at Universitas Muhammadiyah Metro to analyze children’s literary works and identify the transition from literary readers to literary analysts. This research employed a descriptive quantitative approach supported by qualitative interpretation. The participants consisted of 30 PGSD students. Data were collected through written assignments in which students analyzed children’s literary works based on intrinsic elements, meaning interpretation, relationships among literary elements, educational values, critical responses, and relevance to elementary education. Data were analyzed using descriptive percentages and qualitative interpretation. The simulated results indicate that students demonstrated relatively strong abilities in identifying intrinsic elements and educational values. However, their abilities to interpret deeper meanings, analyze relationships among literary elements, and provide critical arguments based on textual evidence varied considerably. The findings suggest that students are beginning to move from the position of readers toward that of literary analysts, although critical interpretation and evidence-based argumentation require further development. The study highlights the importance of children’s literature instruction in PGSD programs to strengthen critical literacy and prepare prospective teachers to select, interpret, and utilize children’s literature meaningfully in elementary classrooms.