Mimbar Sekolah Dasar

p-ISSN 2355-5343 | e-ISSN 2502-4795

Mimbar Sekolah Dasar (Elementary School Forum) is an international, peer-reviewed, multidisciplinary, and open-access journal published triannually every April, August, and December. Mimbar Sekolah Dasar covers primary education studies and develops research topics into various scopes such as teaching and learning, curriculum and development, assessment and instruction, school management, educational counseling, educational policy, and STEM in primary education.

Mimbar Sekolah Dasar with eISSN 2502-4795 has been accredited (Sinta 2 since Vol. 7(3) 2020) by The Ministry of Education, Culture, Research, and Technology (Decree: 158/E/KPT/2021).

Call for Papers for Volume 9 Issue 3 (December) 2022
We invite researchers/scientists/scholars from all over the world to submit high-quality manuscripts.

Paper Submissions Deadline: 31st October 2022

Submit Paper Now!

Mimbar Sekolah Dasar has been indexed by ERIC, Google Scholar, Crossref, etc.


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Announcements

 

New MSD Template

  
Starting from Vol. 9, Issue 2, 2022, all manuscripts that will be submitted or are being reviewed are required to use the new template provided in the template menu.  
Posted: 2022-05-11
 

STATISTICS: ERIC Metrics Report

  
 
Posted: 2021-07-05
 

STATISTICS: Author(s) by Country

  
 
Posted: 2021-01-09
 

Improving Journal Reputation

  

Mimbar Sekolah Dasar is being prepared for submission to Scopus and WoS.

  
Posted: 2021-01-01
 
More Announcements...

Vol 9, No 1 (2022)

Table of Contents

Original Research Articles

The Implementation of Cooperative Problem-Solving Rubric Towards Turkish Fourth Grade Students
Gülçin Karakus, Gürbüz Ocak
PDF
1-23
Teaching Literacy in First-Grade of Primary School During COVID-19 Pandemic
Mehmet Bozan, Hüseyin Anılan
PDF
24-42
Speaking Skills Attitude Scale for Primary School Students: Validity and Reliability Study
Emel Guvey Aktay, Ferah Mermi
PDF
43-57
The Impact of Allosteric Learning on Students’ Academic Achievement and Research Skills in the 5th Grade Social Studies Course
Hüseyin Bayram
PDF
58-80
The Relationship between Pre-service Primary School Teachers' Perception of 21st-Century Skills, Mathematical Literacy Self-Efficiency, and Financial Literacy Attitudes and Behaviors
Ahmet Oguz Akcay, Muhammed Serhat Semercioglu, Hasan Güllü
PDF
81-97
Museum Education with Storyline Method: How Do Primary School Students Perceive Historical Artifacts?
Nur Ütkür Güllühan, Gökhan Özden, Derya Bekiroğlu
PDF
98-124
Pre-Service Primary Teachers’ Opinions about the Course of Practice Teaching through Distance Education
Güler Göçen Kabaran, Sedat Altintas
PDF
125-139
How Do Middle School Mathematics Teachers Conceptualize Open-Ended Questions?
Erhan Bingolbali, Hilmi Furkan Cevik
PDF
140-160
Teachers’ Self-Efficacy as a Mediator of Their Perception and Behavior regarding Creative Teaching for Elementary School Students
Winda Ria Sutjonong, Rose Mini Agoes Salim, Shahnaz Safitri
PDF
161-173
Perceived Effectiveness of Students’ Punishment by Teachers in Osun State, Nigeria
Falilat Anike Okesina, Florence Bosede Famolu
PDF
174-187
Digital Training in Building Chatbot-based Online Learning Media: Action Research for Teachers in Semarang City through the "Train The Teachers" Training
Devana Afriani Dewi, Julia Julia, Christian Jonathan
PDF
188-208
Autonomy Practiced by English Primary School Teachers to Develop Teaching Professionalism
Hasbie Felayabi, Pupung Purnawarman, Didi Sukyadi
PDF
209-230
Revealing Fifth-Grade Students’ Understanding of the Universe
Fatma Coştu, Nesibe Firdevs Özdemir, Bayram Coştu
PDF
231-252
Enhancing Students’ Learning Motivation through Changing Seats in Primary School
Framz Hardiansyah, Muhammad Misbahudholam AR
PDF
253-268