MISOOL: Jurnal Pendidikan Dasar [e-ISSN: 2964-691X] is a peer-reviewed academic journal published biannually in July and December. The journal aims to disseminate high-quality research and foster academic dialogue in elementary education, serving as a platform for researchers, educators, and practitioners at national and international levels. Its scope includes teaching and learning across core subjects such as Mathematics, Science, Social Studies, Civic Education, English, Indonesian Language, Islamic Education, Arts, and local content, as well as instructional media and educational technology, teaching strategies and methods, teacher competencies and professional development, and assessment practices in Primary Education (SD/MI) and Junior High School (SMP/MTs). Misool: Jurnal Pendidikan Dasar has been accredited at SINTA 4 based on the Decree of the Director General of Science and Technology, Ministry of Higher Education, Science, and Technology of the Republic of Indonesia, Number 355/DST/D.D1/HM.01.01/2026, concerning the New Accreditation Ranking of Scientific Journals for the Third Period of 2025. The Misool: Jurnal Pendidikan Dasar is listed at No. 680 on page 142 under the title "Jurnal Pendidikan Dasar".
Program Studi Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Sorong
Effects of Structured Physical Activity on Holistic Development of Elementary School Children: A Systematic Review Based on Physical Literacy Framework
Elementary school years represent a critical period for establishing foundations of health, motor competence, and socio-emotional skills. Despite strong evidence supporting the multidimensional benefits of structured physical activity, sedentary lifestyles and excessive screen time among Indonesian children raise serious concerns. Objective: This systematic review aimed to synthesize contemporary empirical evidence regarding the impact of structured physical activity on the physical, cognitive, and psychosocial development of elementary school children through the Physical Literacy (PL) framework. Method: This review followed the PRISMA 2020 protocol across six electronic databases for studies published between January 2018 and July 2026. Inclusion criteria comprised experimental, quasi-experimental, or randomized controlled trial designs; populations aged 6–12 years; structured physical activity interventions; and reporting at least one outcome in physical, cognitive, or psychosocial domains. Methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT) version 2018. Results: Forty-two studies met the inclusion criteria. Large effect sizes for motor competence (Hedges' g = 0.69–1.53) and moderate effect sizes for executive function and academic achievement (d = 0.40–0.65) were drawn from previously published meta-analyses of individual intervention studies rather than computed de novo, as no meta-analysis was performed in this review. The included studies further reported positive associations with emotional regulation, self-esteem, and social skills. High heterogeneity indicated substantial variation in intervention design and implementation context. Conclusion: The included evidence, synthesized narratively and appraised using the MMAT, generally indicates positive associations between structured physical activity and holistic child development, with the strongest support for motor competence outcomes. Policy recommendations include adopting PL-based physical education curricula, strengthening teacher capacity, and revitalizing traditional games as culturally-relevant learning media.
Copyright (c) 2026 Aris Iskandar, Joni Taufik Hidayat https://creativecommons.org/licenses/by/4.0
Implementation Of Nationalist Character Education in Civic Education at an Islamic Qur’ani Elementary School
The current of globalization threatens the national identity of the younger generation, yet research on the implementation of national character education at the micro-level of elementary schools remains limited. This study aims to describe the implementation of nationalism character education through Civics Education in the fifth grade of an Islamic Qur'anic elementary school in East Lampung and to examine the process of internalizing nationalist values among students. A qualitative approach utilizing a case study design was employed. Data collection took place from April to May 2026 through observation, in-depth interviews, and documentation. The informants consisted of four individuals, namely the principal, the Civics Education teacher, and two fifth-grade students selected based on the criteria of highest academic and non-academic achievements. Data analysis was conducted using the Miles and Huberman interactive model. The findings indicate that the implementation proceeds contextually and is integrated through teacher role-modeling and the habituation of discipline, responsibility, cooperation, and appreciation of differences. The internalization of values in students is reflected in their active participation and compliance with rules, despite facing challenges regarding time constraints and external environmental influences outside of school. This study offers an empirical model for the implementation of nationalism character based on the interaction of key actors at the elementary school level, and identifies the necessity for school-family synergy and a reflective pedagogical approach.
Copyright (c) 2026 Fadhil Nur Hidayat, Aziz Mukhamad Thoha, Dexani Widyasari https://creativecommons.org/licenses/by/4.0
The Relationship between TPACK Competence and Classroom Teaching Skills among Prospective Teachers in the Madrasah Ibtidaiyah Teacher Education Program
Technological Pedagogical Content Knowledge (TPACK) competency is an important skill that prospective teachers must possess in order to integrate technology, pedagogy, and learning content, especially in today's digital age. This study aims to: (1) determine the level of TPACK competency of prospective PGMI teachers at IAIN Sorong, (2) observe students' teaching skills through microteaching practice, and (3) analyze the relationship between TPACK competency and their teaching skills. This study used a quantitative approach with a correlational method. The research subjects were 6th semester PGMI students at IAIN Sorong who were participating in microteaching activities. Data were collected through structured observation sheets and analyzed using Pearson's correlation technique. The results showed that: (1) there was a strong and significant relationship between TPACK competence and students' teaching skills, with a value of r = 0.703 and significance p = 0.002, (2) the highest mastery was seen in the aspects of Content Knowledge (CK) and Technological Knowledge (TK), while mastery in the aspects of TPK and full integration of TPACK was still low, (3) the main obstacles were students' varying learning motivation and lack of field practice experience. Overall, the higher the mastery of TPACK, the better the teaching skills of PGMI students. This study emphasizes the importance of integrating TPACK into the teacher education curriculum.
Copyright (c) 2026 La Ode Baharuddin, Rabiudin Rabiudin, Sumarsi Sumarsi https://creativecommons.org/licenses/by/4.0
Deep Learning and the Love-Based Curriculum in Madrasah Ibtidaiyah: Implications for the Implementation of the Merdeka Curriculum
The emergence of the Deep Learning approach and the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) amid the implementation of the Merdeka Curriculum has raised fundamental questions among madrasah educators regarding whether these approaches function as replacements for, or complements to, the existing curriculum. This study aims to examine the conceptual role and interrelationship among Deep Learning, the Love-Based Curriculum, and the Merdeka Curriculum in the context of Madrasah Ibtidaiyah education. The study employs a qualitative library research method through a systematic review of literature retrieved from the Google Scholar database, including national and international journal articles and relevant educational policy documents published between 2021 and 2026. The findings indicate that Deep Learning and the Love-Based Curriculum are not substitutes for the Merdeka Curriculum; rather, the three form a synergistic layered curriculum model. The Merdeka Curriculum functions as the national policy foundation that determines educational direction and learning outcomes, Deep Learning serves as an operational pedagogical approach that promotes reflective, meaningful, and engaging learning processes, while the Love-Based Curriculum functions as a value framework and distinctive ethos of madrasah education that cultivates the concept of Panca Cinta, encompassing spiritual, intellectual, social, ecological, and national dimensions. These findings suggest that teachers in Madrasah Ibtidaiyah should integrate all three approaches into a holistic learning ecosystem rather than treating them as separate or alternative options.
Copyright (c) 2026 Mohamad Azhar Annawa UBM, Dewi Susilo Reni, Wulan Feronika Maharani https://creativecommons.org/licenses/by/4.0
Deep Learning-Based Learning in the Merdeka Curriculum at Elementary Schools: Implementation, Challenges, and Its Impact on Learning
This study is driven by the transformation of education through the Merdeka Curriculum, which highlights flexible, contextual, and student-centered learning. The deep learning approach is considered a solution to foster deeper understanding, strengthen critical thinking skills, and enable the application of knowledge in real-life situations. This research aims to examine the implementation of deep learning-based instruction within the Merdeka Curriculum, identify the challenges encountered, and explore its impact on classroom practices. The study adopts a descriptive qualitative approach using a literature review method, analyzing relevant and recent scholarly sources. The results reveal that integrating deep learning into the Merdeka Curriculum encourages more meaningful learning experiences, enhances student motivation and engagement, and develops higher-order thinking skills, including critical, reflective, and collaborative thinking. Moreover, this approach facilitates personalized learning and improves the efficiency of educational processes through the use of technology. However, its implementation still faces several obstacles, such as limited teacher competence, heavy administrative demands, and insufficient infrastructure. In conclusion, the application of deep learning within the Merdeka Curriculum holds significant potential to improve the quality of education, but it requires continuous support from various stakeholders to ensure effective and sustainable implementation
Copyright (c) 2026 Eka Faidah Khasanah, Ma’mun Hanif, Etika Yuliana, Ika Nur Iliza, Muhammad Tegar Husain https://creativecommons.org/licenses/by/4.0
Teacher Management in Supporting the Implementation of the Merdeka Curriculum at an Elementary School
The implementation of the Merdeka Curriculum requires teachers to possess effective management competencies to support the learning process. However, there is still limited research examining teacher management in the context of the Merdeka Curriculum at the elementary school level. Therefore, this study was conducted to analyze the implementation of teacher management in support of the Merdeka Curriculum at SDN 76/I Sungai Buluh, Batanghari Regency, Jambi Province. This study employed a qualitative approach with a descriptive design. The research subjects are two teachers and the principal of SDN 76/I Sungai Buluh. Data collection was conducted through observation, interviews, and documentation, and data analysis utilized an interactive model involving data collection, reduction, presentation, and drawing conclusions. The findings of this study reveal that teacher management is implemented through structured planning aligned with the Merdeka Curriculum, as well as collaboration among teachers and the school principal. Teachers’ efforts to improve the quality of learning involve carrying out various routine activities, despite the challenges they face regarding limited facilities and learning resources. In conclusion, effective teacher management plays a crucial role in supporting the successful implementation of the Merdeka Curriculum at the elementary school level and contributes to enhancing the quality of the learning process.
Copyright (c) 2026 Dea Ayu Angraini https://creativecommons.org/licenses/by/4.0
The Role of Student Management in Developing Students' Potential and Character at SDN 111/1 Muara Bulian
Student management is a crucial aspect of elementary education because it helps students build character and optimize their abilities. This study aims to examine how student management at SDN 111/I Muara Bulian can improve their skills and character traits. Previous research serves as the foundation for this study, which examines elements such as parental involvement, support services, potential development, character development, and various differences among students in classroom management. This study involves students, the principal, and teachers as research subjects and focuses on student administrative management. It employs a descriptive approach with a qualitative methodology. Data were collected through observation, interviews, and documentation, and analyzed using data condensation, data display, and conclusion drawing. The results indicate that there are several ways to support student learning, including academic and non-academic programs, individual development, active collaboration between students and the school, and character development. Character, talents, interests, and learning needs are key issues that require attention. According to the findings, students who are cooperative, adaptable, and well-organized can develop their potential and cultivate their character in the classroom.
Copyright (c) 2026 Aulia fitriana Adrian https://creativecommons.org/licenses/by/4.0
Adaptive Curriculum Development in Preparing Future Generations for 21st Century Challenges
Curriculum development is a dynamic process that can be carried out at any time in response to the needs of the educational world. In facing the challenges of the 21st century—marked by rapid technological advancements, globalization, and increasing social complexity—curricula are required to be more adaptive and relevant. This study aims to analyze changes in curriculum objectives, the development of instructional materials and teaching methods, and the transformation of assessment systems. This study employed a literature review method using a qualitative descriptive approach. The data sources consisted of books, scientific journals, and official documents related to curriculum development and 21st-century education published between 2002 and 2024. A total of 20 relevant literature sources were analyzed using thematic analysis and data synthesis techniques to identify key patterns, concepts, and findings related to curriculum development. The findings indicate that the curriculum must focus on strengthening 21st-century skills, including critical thinking, creativity, communication, and collaboration, as well as the integration of technology into the learning process. Additionally, the assessment system needs to be developed more comprehensively through the implementation of authentic assessment that encompasses cognitive, affective, and psychomotor aspects. Thus, curriculum development is expected to produce students who are not only academically excellent but also possess the skills and character required to face future challenges
Copyright (c) 2026 Slamet Gunawan, Ma’mun Hanif, Putri Dyah Ayu Rosalinda, Nailatul Karomah https://creativecommons.org/licenses/by/4.0
Students' Misconceptions about Force Concepts and Intervention Strategies in Elementary School
Natural Science learning in elementary schools is intended to develop students’ accurate understanding of scientific concepts. However, misconceptions regarding the concept of force are still commonly encountered. This study aims to examine the forms of students’ misconceptions, identify the factors contributing to them, and describe the strategies employed to address these issues at SDN Sukolilo II Tuban. A qualitative approach with a descriptive case study design was adopted. The participants consisted of one fourth-grade teacher and 31 fourth-grade students. Data were collected through interviews, observations, and documentation and analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings indicate that force concepts were taught using a contextual approach by relating them to students’ everyday experiences. Nevertheless, several misconceptions persisted, including the belief that force only involves pushing or pulling moving objects and limited understanding of how force affects an object’s motion and shape. These misconceptions were associated with the oversimplified and incomplete presentation of concepts in the Student Worksheets. To overcome these problems, teachers reinforced the material by utilizing various learning resources, providing more contextual explanations, and incorporating real-life examples, thereby helping students develop a more accurate understanding of scientific concepts.
Copyright (c) 2026 Mahfudhotin Miratul, Mahfudhotin Nisa, Mir Atul Ilmiyah, Nur Haningtyas Agustin https://creativecommons.org/licenses/by/4.0