https://ejournal.upi.edu/index.php/mimbar/issue/feedMimbar Sekolah Dasar2024-01-13T15:09:33+07:00Prof. Dr. J. Juliamimbar.sd@upi.eduOpen Journal Systems<p><strong><em>p</em>-ISSN <a title="issn" href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&&&&&2355-5343" target="_blank">2355-5343</a> | <em>e</em>-ISSN <a title="issn" href="http://issn.pdii.lipi.go.id/issn.cgi?daftar&1453970588&1&&" target="_blank">2502-4795</a></strong></p><p>Mimbar Sekolah Dasar (Elementary School Forum) is an international, peer-reviewed, multidisciplinary, and open-access journal published quarterly every March, June, September, 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.</p><p>Mimbar Sekolah Dasar with <em>e</em>ISSN<strong> 2502-4795</strong> has been <strong>accredited</strong> <strong>(Sinta 2 since Vol. 7(3) 2020)</strong> by The Ministry of Education, Culture, Research, and Technology (Decree: <a title="SK Akreditasi" href="https://drive.google.com/file/d/18XdjnAD7AQVldjAbKDHt_AL-thku-O9y/view?usp=sharing" target="_blank"><span>158/E/KPT/2021</span></a>).</p><div><strong>Call for Papers for Volume 11, 2024</strong></div><div>We invite researchers/scientists/scholars from all over the world to submit high-quality manuscripts.</div><div><strong><br /></strong></div><div>Starting January 2024, registration and new submissions have been redirected to the following website address.</div><div> </div><div><a title="Registration " href="https://manuscriptgate.id/index.php/msd/user/register" target="_blank"><strong>Registration Here!</strong></a></div><div><p><a title="New Submission " href="https://manuscriptgate.id/index.php/msd/login" target="_blank"><strong>Submit or Tracking Manuscript Here!</strong></a></p><p>Mimbar Sekolah Dasar has been indexed by ERIC, Google Scholar, Crossref, etc.</p></div>https://ejournal.upi.edu/index.php/mimbar/article/view/49129Application of the Film-Based Sociodrama Method to Improve Speaking Skills2024-01-07T09:59:43+07:00Mariyadi MariyadiMariyadhies97@gmail.com<span lang="EN-US">Students require speaking to communicate and process information. However, their speaking skills are still low, as they are still, for example, unable to produce their arguments, ideas, or feelings communicatively. This study aims to determine the application of the film-based drama method in improving speaking skills of grade VI elementary school students in the Indonesian Language subject in </span><span lang="EN-US">Sekarjati 1 Public Elementary School. </span><span lang="EN-US">The subjects of this classroom action research (CAR) were 11 students from grade VI. Data were collected using observation and tests. The data analysis technique was descriptive quantitative. Results showed that the application of the film-based sociodrama can improve speaking skills of grade VI elementary school students in the Indonesian Language subject. The implementation of the classroom action research resulted in an increase of 73% from cycle I (27%) to cycle II (100%). The method can be a solution for teachers to improve students' speaking skills.</span>2023-12-27T00:00:00+07:00Copyright (c) 2023 Mimbar Sekolah Dasarhttps://ejournal.upi.edu/index.php/mimbar/article/view/56495The Effect of the Mathematics Course Taught with Logical Reasoning Methods on the Success of Students in Skill-Based Questions and Student Opinions on Teaching2024-01-07T09:59:43+07:00Esra Altintasesra.altintas@adu.edu.trMeltem Angaymeltem_unsel@hotmail.com<p>This research aimed to examine the effects of the mathematics course taught with logical reasoning methods on the success of students in skill-based questions and to examine students' opinions. In the study group of this research, 7th grade students and a total of 35 students, 18 of which were in the experimental group and 17 in the control group, were studied. Since qualitative and quantitative data are used together, the method of this research is mixed method research. In the results of the study, it was found that the pre-test and post-test averages of the experimental group students who were taught with logical reasoning methods differed significantly in favor of the post-test, the difference in the pre-test and post-test results of the control groups, who were taught with traditional methods, was not significant. It was observed that the post-test averages of the control and control groups differed significantly in favor of the experimental group. When the opinions of the experimental group students were examined, it was concluded that in the lessons taught using logical reasoning methods, the rules were reached by themselves, they were fun, and skill-based questions were difficult, but there was often a change in their thoughts.</p>2023-10-28T00:00:00+07:00Copyright (c) 2023 Mimbar Sekolah Dasarhttps://ejournal.upi.edu/index.php/mimbar/article/view/58109Pedagogical Competence of Elementary School Teachers: Basic Knowledge and Forms of Learning Activity2024-01-07T09:59:43+07:00Citra Bahadur Hanumcitrabahadurh13@upi.eduBabang Robandibrobandi@upi.eduA 2019 survey by the Programme for International Student Assessment (PISA) showed that Indonesia occupied a low position, specifically 74th out of 79 countries. In line with this problem, the government has accommodated teachers by implementing the Teacher Competency Test (TCT) since 2012 specifically for teachers who would take part in certification. The focus of TCT is to identify teacher weaknesses in mastering pedagogical and professional competencies. This research aims to explore and analyze the methods of elementary school teachers as fresh graduates at one university in West Java in actualizing pedagogical competence. Mixed method was used to obtain quantitative and qualitative data. This study used two sampling techniques, random sampling to obtain quantitative data and purposive sampling for qualitative data. The instruments used were questionnaires and interviews. The data analysis referred to the sequential explanatory research design. The findings showed various elements of the four indicators of teacher pedagogical competence beginning knowledge foundation, the lesson planning steps determined by the teacher, the teacher's creative pedagogic manifestations, and the teacher's manifestation as a student facilitator. The various intensities and forms of activities were found in the research results. Further outlook of the findings can become a bridge between teachers and students. Students' understanding of the material can be more comprehensive and more creative. It can lead to finding out students' problems and obstacles so that they can decide on solutions quicker and more comprehensively.2023-12-27T00:00:00+07:00Copyright (c) 2023 Mimbar Sekolah Dasarhttps://ejournal.upi.edu/index.php/mimbar/article/view/61151The Relationship between Self-Regulated Learning and Students' Critical Thinking Skills2024-01-13T15:09:33+07:00Idam Ragil Widianto Atmojoidamragilwa@staff.uns.ac.idRoy Ardiansyahroyardiansyah@staff.uns.ac.idFadhil Purnama Adifadhil@staff.uns.ac.idChumdari Chumdarichumdari@staff.uns.ac.idDwi Yuniasih Saputridwiyuniasihsaputri@staff.uns.ac.idMaria Wahyuningtyasmariatyas900@student.uns.ac.id<p>Self-regulated learning can provide self-reinforcement in gaining academic achievement which in this case is the ability to solve problems by using critical thinking skills. Students need to know their characteristics so they can plan learning strategies and self-regulation processes according to their characteristics so that their critical thinking skills can improve. The purpose of this research is to determine the level of conscientiousness and self-regulated learning (SRL) of university students in the elementary school teacher education study program at Sebelas Maret University. The research sample was 105 students from the class of 2022. The data collection technique used was a test. The data analysis used inferential statistical analysis. The results showed that the SRL of the students was 35% which was mostly in the medium category, while their critical thinking was 35% and mostly in the low category. Based on the Kendal Tau correlation test, the relationship between SRL and critical thinking skills was 0.000 < 0.05. The results of this research can be used as a reference to measure the correlation between SRL and the critical thinking of university students.</p>2023-12-28T00:00:00+07:00Copyright (c) 2023 Mimbar Sekolah Dasarhttps://ejournal.upi.edu/index.php/mimbar/article/view/53092The Effect of Learning Environments Enriched with Multisensory Reading Activities on Reading Comprehension, Reading Comprehension Strategies and Reading Motivation2024-01-07T09:59:43+07:00Hande Şeyda Yılmazlarhndsyd@gmail.comİzzet Görgenigorgen@mu.edu.tr<p>The aim of the study is to determine the effect of learning environments enriched with multi-sensory reading activities on reading comprehension skills. Within the framework of this general objective, it was also aimed to investigate the effect of learning environments enriched with multi-sensory reading activities on reading comprehension strategies and reading motivation. For these purposes, a quasi-experimental model with a pre-and post-test control group was used in the research model. In the 2020-2021 academic year, the existing Turkish curriculum was used in the control group while the Turkish courses of a private primary school were conducted with the Turkish curriculum enriched with multi-sensory activities prepared by the researcher in the experimental group. The research lasted for 6 weeks. Considering the results obtained from the research, the following results were reached. “The Turkish curriculum enriched with multi-sensory reading activities is more effective than the existing Turkish curriculum in the development of Reading Comprehension Skills.” “In the development of Reading Comprehension Strategies, the Turkish curriculum enriched with multi-sensory reading activities is more effective than the existing Turkish curriculum.” and “The Turkish curriculum enriched with multi-sensory reading activities is more effective than the existing Turkish curriculum in the development of Reading Motivation.”</p>2023-10-28T00:00:00+07:00Copyright (c) 2023 Mimbar Sekolah Dasarhttps://ejournal.upi.edu/index.php/mimbar/article/view/63099Implementation of IPAS with an Inquiry Learning Model in Grade 4 Primary School2024-01-07T09:59:43+07:00Aulia Wulandariaulia_s032108001@student.uns.ac.idSukarno Sukarnosukarno57@gmail.comMatsuri Matsurimatsuri@staff.uns.ac.idIPAS (Ilmu Pengetahuan Alam dan Sosial/Natural and Social Sciences) constitutes essential subjects in the implementation of the Merdeka Curriculum in primary schools. The primary goal of integrating IPAS is to enable students to effectively manage their natural and social environment as a whole. In light of this objective, the researcher recognized the necessity of conducting this research. The research employs a qualitative approach with a case study method conducted at one of the elementary schools in Sukoharjo District, Central Java. The respondents in this research include the school principal, fourth-grade teachers, first-grade teachers, and fourth-grade students. Data collection was carried out through interviews, observation, and documentation, followed by technical triangulation to validate the field findings. Based on the results obtained from the implementation of IPAS learning using the inquiry learning model, it is established that natural and social sciences were taught separately in the first and second semesters. The results of research conducted in the second semester reveal that IPAS learning activities on social science material have been implemented effectively in terms of planning, execution, and evaluation, with a focus on adhering to the syntax of the inquiry learning model. Obstacles to IPAS learning include educators’ lack of readiness for curriculum changes, limited training and information regarding the curriculum, a lack of skill in using technology, and classroom conditions that are not conducive. Efforts made include increasing the competence of educators through teacher working group forums, participating in training, and managing classes to ensure conducive learning activities. This research is expected to serve as a valuable reference for studying the implementation of IPAS with the inquiry learning model in the Merdeka Curriculum.2023-12-28T00:00:00+07:00Copyright (c) 2023 Mimbar Sekolah Dasarhttps://ejournal.upi.edu/index.php/mimbar/article/view/55005Pre-service Teachers' Perception of Renewable Energy Sources: A Case Study of Düzce University2024-01-07T09:59:43+07:00Murat Gençmuratgenc77@gmail.comBenzegül Durakbenzeguldurak@duzce.edu.trThis research was conducted to examine pre-service teachers’ perception of renewable energy sources, tendency to use renewable energy and opinions about the future use of renewable energy sources and to investigate whether they have basic knowledge about renewable energy sources. To this end, the Renewable Energy Perception Scale, a 5-point Likert scale, was administered to a total of 755 pre-service teachers in the Science Teaching and Primary Teaching Departments in the Education Faculty of Düzce University. The scale has three sub-dimensions, namely “Renewable Energy Knowledge”, “Renewable Energy Future Vision”, and “Renewable Energy Tendency”. In the whole scale and its sub-dimensions of “Renewable Energy Knowledge” and “Renewable Energy Tendency”, it was found that the pre-service primary teachers had a statistically significantly better perception of renewable energy sources than the pre-service science teachers. Also, younger participants were found to have a statistically significantly better perception in the “Renewable Energy Tendency” sub-dimension. There is a statistically significant gender-based difference in the “Renewable Energy Future Vision” sub-dimension. On the other hand, no significant gender-based difference was found for the whole scale and the other sub-dimensions. This study shows the importance of examining pre-service teachers’ perception of renewable energy in terms of their better teaching these sources to their future students.2023-10-28T00:00:00+07:00Copyright (c) 2023 Mimbar Sekolah Dasarhttps://ejournal.upi.edu/index.php/mimbar/article/view/63237The Effect of Teams Games Tournament Assisted by Flipcharts on the Cognitive Abilities of Elementary School Students2024-01-07T09:59:43+07:00Devana Hananda Ameliadevanahananda1@gmail.comVanda Rezaniavanda1@umsida.ac.idThe problem of the lack of teacher innovation in learning is the main factor in the occurrence of a boring classroom atmosphere, so students often experience difficulties in learning certain materials. The objective of this study is to determine the cognitive abilities of elementary school students by using media and a cooperative learning model of teams games tournament. This research was conducted at SDN Wunut II Porong. True-Experimental Design with Posttest-Only Control Group Design, using quantitative research type. The sample of this study was class VI consisting of 30 students using simple random sampling data collection using instruments in multiple-choice tests containing indicators of the cognitive domain. The results showed that when compared to the posttest value of the control class using the lecture method, the experimental class using the teams games tournament type cooperative learning model assisted by flipchart had a superior value on students' cognitive abilities. It is anticipated that using the teams games tournament learning paradigm to social studies content using flipcharts will enhance student learning outcomes and strengthen cognitive skills. The success is influenced by students who are actively involved in games and competitions so as to make students excited in the learning process.2023-12-29T00:00:00+07:00Copyright (c) 2023 Mimbar Sekolah Dasarhttps://ejournal.upi.edu/index.php/mimbar/article/view/62887How Do Science Content Misconceptions Occur in Primary School Teachers with Teaching Certificates?2024-01-07T09:59:43+07:00Muhammad Rais Zulfiantoa510190111@student.ums.ac.idMuhammad Abduhma123@ums.ac.idMisconceptions are understandings of concepts that are not in accordance with scientific concepts. Teachers have the potential to experience misconceptions and misconceptions that occur in teachers can result in students also experiencing misconceptions. Research that examines science misconceptions in elementary school teachers is still rare, so there is a need for research examining science misconceptions in elementary school teachers, especially in elementary school teachers who are certified educators. Therefore, this study aims at determining whether science misconceptions occur in elementary school teachers with teaching certificates or not and how much misconceptions are experienced and the misconceptions occurred. This study employs descriptive quantitative by involving 17 certified elementary school teachers who are classroom teachers teaching several subjects in elementary schools including science subjects. Data collection was done by conducting a four tier misconception diagnosis test and the result was analyzed using by referring to four tier test concept developed by various researchers. The findings indicated that primary school teachers possessing teaching certificates exhibited science misconceptions at a rate of 22%, placing them in the low category of scientific understanding at 66%. Despite the relatively low occurrence of misconceptions, it is advisable for certified primary school teachers to further enhance their grasp of the concepts they impart to prevent any potential hindrance to the learning process.2023-12-29T00:00:00+07:00Copyright (c) 2023 Mimbar Sekolah Dasarhttps://ejournal.upi.edu/index.php/mimbar/article/view/65455Elementary School Students' Effectiveness towards Improving Mathematics Learning Outcomes in Additional Material2024-01-07T09:59:43+07:00Loso Judijantolosojudijantobumn@gmail.comTugimin Supriyaditugimin.supriyadi@dsn.ubharajaya.ac.idJitu Halomoan Lumbantoruanjituhalomoan.lumbantoruan@gmail.comJeranah Jeranahjeranahmath@stkip.ypup.ac.id<p>The low results of learning mathematics from year to year give rise to suggestions for students that mathematics is a difficult lesson. This needs to be researched to find out the relationship between mathematics learning attitudes, anxiety, habits, and additional mathematics learning outcomes. Quantitative research method with a survey approach. The subjects were 251 random sampling people. Data collection techniques using instruments adapted from Mathematics Learning Orientation which include attitudes, attention, and mathematics learning habits totaling 51 items. Analysis techniques using correlation and regression with SPSS software version 26.0. The findings show that attitudes, habits, and anxiety are positively and significantly related to mathematics learning. Mathematics learning anxiety has a moderate relationship, while mathematics learning attitudes and habits have a weak relationship to additional mathematics learning achievement. Another finding is that the relationship between anxiety about studying mathematics is the main predictor of additional material, compared to attitudes and habits about studying mathematics. The conclusion is that mathematics learning orientation is one of the factors that plays a very important role in determining the level of student achievement in mathematics. The contribution provides information that students who have a positive attitude in learning mathematics show good study habits, therefore the teacher's role is needed to build a positive attitude.</p>2023-12-30T00:00:00+07:00Copyright (c) 2023 Mimbar Sekolah Dasarhttps://ejournal.upi.edu/index.php/mimbar/article/view/61098Classroom-Based Assessment System to Improve the Quality of Learning in Malaysia and Indonesia2024-01-07T09:59:43+07:00Jenny Indrastoeti Siti Poerwantijenny_isp@staff.uns.ac.idSri Marmoahmarmuah@staff.uns.ac.idSupianto Supiantosupianto@staff.uns.ac.idSukarno Sukarnosukarno57@staff.uns.ac.idSiti Istiyatisitiistiyati@staff.uns.ac.idHasan Mahfudhassanmahfud@staff.uns.ac.id<p><span>Malaysia and Indonesia have introduced their educational systems and are developing human resources using learning evaluation systems. </span><span>Based on the issues raised, this study aims to portray the learning assessment in primary schools in Indonesia and Malaysia in accordance with the educational program utilized in both countries and the impediments experienced in carrying out classroom-based evaluation in schools. </span><span lang="EN-US">This study</span><span lang="EN-US">used </span><span lang="IN">the research literature survey technique</span><span lang="EN-US"> to gather </span><span lang="IN">information on a research topic </span><span lang="EN-US">from</span><span lang="IN">news, official government documents, etc. The analysis was conducted using a compilation of data from several references related to the assessment of primary school learning in </span><span lang="EN-US">Merdeka </span><span lang="IN">curricula, or other documents relevant to this study. The results </span><span lang="EN-US">of this study revelead</span><span lang="IN"> that the assessment used in </span><span lang="EN-US">primary</span><span lang="IN">schools in Indonesia refers to Minister of Education and Culture Regulation No. 21 of 2022, namely formative assessment and summative assessment. </span><span lang="EN-US">The Merdeka</span><span lang="IN"> curriculum </span><span lang="EN-US">aims</span><span lang="EN-US">at create a positive, high-quality learning </span><span lang="IN">atmosphere in Indonesia. Education system in Malaysia implements the concept of school-based assessment (SBA) in line with the implementation of </span><span>Lower School Standard Curriculum</span><span lang="IN">, known as Primary School Curriculum. The ability to develop class</span><span lang="EN-US">room</span><span lang="IN">-based assessments, the creativity of teachers in designing assessments, and knowledge literacy issues are all barriers to implementing class</span><span lang="EN-US">room</span><span lang="IN">-based assessments in both countries.</span></p>2023-12-30T00:00:00+07:00Copyright (c) 2023 Mimbar Sekolah Dasarhttps://ejournal.upi.edu/index.php/mimbar/article/view/63096Ekoland: The Development of Android-Based Learning Media Using iSpring Suite to Improve the Understanding of Ecosystem Material in Elementary School2024-01-07T09:59:43+07:00Badawi Badawibadawi.stkip@gmail.comPurie Nawa Utaminawaoetamie04@gmail.comElizar Elizarelizarmobile03@gmail.comRohmani Rohmanirohmani@umko.ac.idMasitoh Masitohmasitohstkipm64@gmail.comMeutia Rachmatiameutia.rachmatia@umko.ac.idThis research aimed to develop science teaching media in the form of learning applications that use the help of iSpring Suite. The development of ecosystem material science learning applications is made to maximize the use of smartphones owned by students and reduce the various negative impacts of using Android in learning. The Research and Development (R&D) method using a procedural model, was applied in this research. The data collection instruments in this study were validation sheets, student response questionnaires, and test questions. The test subjects in this study were 48 fifth-grade students at Ibnu Rusyd Islamic Elementary School. The Ekoland learning media feasibility test result is 71.95% from the percentage criteria of 61%-80% which shows very feasible results. and declared feasible because it is greater than 61%. The effectiveness level of Ekoland learning media is 93.75% from the percentage criteria of 61% -80% which shows decent results, and it is said to be effective because it is greater than 80%. Based on the results of the study, it is stated that the development of Ekoland learning media developed with android-based using the iSpring Suite application influences the increase in student learning outcomes in understanding ecosystem material in science learning and can provide a positive response from the use of android that maximizes the benefits of using android in education. Research has had a positive impact on improving science learning in schools, showing that Ecoland has a positive impact on students' learning outcomes and understanding of ecosystems.2023-12-31T00:00:00+07:00Copyright (c) 2023 Mimbar Sekolah Dasarhttps://ejournal.upi.edu/index.php/mimbar/article/view/56296Peer Tutor Method to Improve Problem Posing Ability2024-01-07T09:59:43+07:00Isrokatun Isrokatunisrokatun@upi.eduRosi Rosmiatirosirosmiati@upi.eduNurdinah Hanifahnurdinah.hanifah@upi.eduYusuf Abdul Rohmanyusufabdulrohman@upi.edu<span lang="EN-US">This study was conducted to determine the description of learning with the peer tutor method implemented through situation-based learning. The urgency of this study is to find out the problem posing ability of elementary school students as an intellectual skill that students must possess to support future competition. From the existing problems, students are accustomed to receiving knowledge without posing the problems they find. The peer tutor method through SBL facilitates students in problem-posing ability, problem-solving, and independent learning. The peer tutor method makes it easier for teachers to provide structured guidance to facilitate students through discussions. This study employed a descriptive qualitative method involving fourth-grade students, in which the data were obtained using observation, interview, and documentation guidelines. The obtained data were reduced to be able to conclude. This study found that learning through the peer tutor method involves active student roles, facilitates students to construct their knowledge in a guided manner, creates meaningfulness in students in posing problems, leads to follow-up questions, and responses to the problems posed.</span>2023-12-31T00:00:00+07:00Copyright (c) 2023 Mimbar Sekolah Dasarhttps://ejournal.upi.edu/index.php/mimbar/article/view/64864Reflection of Indonesian Educators on the Implementation of the Merdeka Curriculum2024-01-07T09:59:43+07:00Rokayah Rokayahrokayah_fkip@unsap.ac.idNeni Hermitaneni.hermita@lecturer.unri.ac.idRian Vebriantorian.vebrianto@uin-suska.ac.idIqbal Mujtahidiqbal@ecampus.ut.ac.idUrip Sulistiyourip.sulistiyo@unja.ac.idAchmad Samsudinachmadsamsudin@upi.eduDriven by a commitment to address challenges associated with the Merdeka Curriculum's implementation in Indonesia, this paper explores reflections and experiences of Indonesian educators. The researchers' anxiety, stemming from the need for effective application, underscores the study's motivation to enhance the educational experience for educators and students alike. Conducted through qualitative questionnaires and semi-structured interviews with fifteen participants, the research focuses on three reflective dimensions (in, on, and for) employing an exploratory case study design. In reflection-in-action, educators emphasize a shift towards student-centered learning, promoting active involvement, critical thinking, and self-directed learning. Reflection-on-action reveals educators perceiving the curriculum as highly interactive, but they acknowledged the need for patience and time in implementing significant changes, considering varying levels of receptivity among teaching staff. Reflection-for-action demonstrates educators actively evaluating the Merdeka Curriculum, employing strategies like fostering relationships and leveraging social media for knowledge sharing. Overall, the study highlighted the potential of the Merdeka Curriculum to enhance the overall quality of schools and contribute to the academic success of Indonesian students. The findings offer valuable insights for policymakers, curriculum developers, and educational practitioners seeking to refine the implementation process and enhance professional development programs. Ultimately, this research contributes to the ongoing efforts to empower educators and students and improve the effectiveness of education in Indonesia.2023-12-31T00:00:00+07:00Copyright (c) 2023 Mimbar Sekolah Dasarhttps://ejournal.upi.edu/index.php/mimbar/article/view/63399Character Education for Elementary School Students: A Process of Internalizing the Value of Religiosity through Nadoman in Sumedang Regency2024-01-07T11:57:09+07:00Tedi Supriyaditedisupriyadi@upi.eduKama Abdul Hakamhakamkamaabdul@gmail.comEncep Syarief Nurdinencep.sn@upi.eduAnin Rukmanaaninrukmana@upi.eduEntan Saptanientansaptani@upi.edu<p>This study explores the Nadoman tradition as a tradition that lives in the Sundanese community of Sumedang regency. The selection of Sumedang district became interesting along with the government program that declared itself as the center of Sundanese culture with the title 'Sumedang Puseur Budaya Sunda' (SPBS). The focus of this study presents how the transmission process of religiosity is patterned in elementary school children through Nadoman as a medium for character education based on local wisdom. Ethnography as the design used in this study with the selection of research subjects of elementary school children in one of the sub-districts of North Sumedang, Sumedang Regency-West Java, became a methodological design in achieving research objectives. The findings are put forward through five important themes as follows. First, Nadoman as a manifestation of appreciation of government policy programs. Second, Nadoman as a culture of education for Sudanese Muslim children. Third, Nadoman as local wisdom. Fourth, Nadoman as a medium of internalization of values. Fifth, the embodiment of the religious character of students from the Nadoman tradition. This study concluded that the Nadoman tradition stimulates the development and strengthening of the religious character of children involved in the Nadoman tradition.</p>2023-12-30T00:00:00+07:00Copyright (c) 2023 Mimbar Sekolah Dasar