NUSRA : Jurnal Penelitian dan Ilmu Pendidikan

Efektivitas Layanan Bimbingan Kelompok Dengan Metode Game-Based Learning Dalam Meningkatkan Kepercayaan Diri Siswa SMP Negeri 14 Semarang

2026-06-11T16:39:54+00:00

Self-confidence is an important psychological aspect that supports students’ participation in learning, social interaction, and academic achievement. However, some junior high school students still show low self-confidence, as reflected in reluctance to express opinions, hesitation to speak in front of peers, and uncertainty about their abilities. This study aimed to examine the effectiveness of group guidance services using a game-based learning method through Truth or Dare cards in improving students’ self-confidence at SMP Negeri 14 Semarang. The intervention was implemented in five group-guidance sessions containing reflective questions and simple challenges that encouraged students to recognize their strengths, speak confidently, interact with peers, and respond to social situations in a supportive setting. This study used a quantitative approach with a quasi-experimental pretest-posttest control group design. Sixteen students were selected through purposive sampling and divided into experimental and control groups. Data were collected using a self-confidence scale that had passed validity and reliability testing. The data were analyzed using descriptive statistics, the Wilcoxon test, the Mann-Whitney U test, and the N-Gain test. The results showed a significant increase in the experimental group (p = 0.011) and a significant difference in improvement between the experimental and control groups (p = 0.001). The N-Gain score of the experimental group reached 63.20% (moderately effective), whereas the control group reached 15.05% (ineffective). These findings indicate that group guidance services using game-based learning through Truth or Dare cards are effective in improving students’ self-confidence. Nevertheless, this study was limited by the small sample size, single-school setting, and the absence of follow-up evaluation.

Manajemen Program Campus On Duty Sebagai Strategi Pengembangan Kompetensi Pedagogik Mahasiswa Universitas Nusantara PGRI Kediri dan Upaya Mengatasi Keterlambatan Belajar Siswa SD

2026-05-22T08:27:21+00:00

This study aims to analyze the management of the Campus On Duty program as a strategy for developing pedagogical competence of elementary teacher education (PGSD) students and addressing learning loss among elementary school students at Universitas Nusantara PGRI Kediri. This research employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation, then analyzed using an interactive model. The results indicate that program management was implemented systematically through planning, organizing, implementation, supervision, and evaluation stages. The program was designed based on field needs analysis, particularly in responding to post-pandemic learning loss. The implementation through teaching practice and mentoring significantly improved students’ pedagogical competence, including lesson planning, classroom management, and learning evaluation. Additionally, the program had a positive impact on partner schools and received favorable responses from stakeholders. The outputs include intellectual property rights, scientific publications, and dissemination media. Therefore, the Campus On Duty program can be considered an effective model for enhancing students’ competence and improving the quality of elementary education

Pengaruh Model Problem Based Learning Berbantuan Media Aplikasi Augmented Reality Bangun Ruang Terhadap Kemampuan Berpikir Kritis Matematika

2026-06-03T22:51:16+00:00

This study aims to determine the effect of the Problem Based Learning (PBL) model assisted by Augmented Reality (AR) application media on the mathematical critical thinking skills of fourth-grade elementary school students in plane geometry material. This study used a quantitative approach with a quasi-experimental method and a non-equivalent control group design. The research sample consisted of 17 students in the experimental class and 17 students in the control class. Efforts to improve students’ mathematical critical thinking skills can be carried out through the implementation of the Problem Based Learning (PBL) model assisted by Augmented Reality media, which encourages students’ active involvement in the learning process. This study aimed to: (1) determine the improvement of students’ mathematical critical thinking skills who received the Problem Based Learning (PBL) model assisted by Augmented Reality compared to Discovery Learning assisted by PowerPoint, and (2) determine the effect of implementing the Problem Based Learning model assisted by Augmented Reality on improving students’ critical thinking skills. The method used was a quasi-experimental design with a non-equivalent control group design. The subjects of this study were fourth-grade students of SDN Pantai Mekar. Data collection techniques used tests and documentation. The results showed that: (1) the improvement of students’ mathematical critical thinking skills through the Problem Based Learning model assisted by Augmented Reality was better (81%) than the Discovery Learning model assisted by PowerPoint (72%), and (2) the effect of the Problem Based Learning model assisted by Augmented Reality was 37.3%. Thus, the model was effective in improving elementary school students’ mathematical critical thinking skills..

Pengembangan Instrumen Tes Kemampuan Pemahaman Konsep Matematis Materi Pecahan Siswa Sekolah Dasar Kelas V

2026-06-05T15:17:22+00:00

This study was motivated by the goal of developing a test instrument aligned with the indicators of fifth-grade elementary school students’ mathematical concept comprehension in the topic of fractions. The research was conducted using the Research and Development method, following the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) stages. The study was carried out at an elementary school in Karawang. The research subjects were 24 fifth-grade elementary school students selected through purposive sampling. The testing instrument was an essay test consisting of 16 questions containing several indicators of mathematical concept understanding, including: 1) Independently restating concepts; 2) Grouping objects based on specific characteristics; 3) Distinguishing examples and non-examples of a concept; 4) Presenting concepts in various forms of representation (tables, graphs, symbols, etc.); 5) Determining necessary and sufficient conditions that define a concept; 6) Applying mathematical procedures accurately; 7) Solving problems using appropriate concepts. The development of the instrument began with an expert judgment validation process, followed by empirical testing to determine the levels of validity, reliability, difficulty index, and discriminative power. The results show that 13 out of 16 items were deemed valid with an instrument reliability of 0.95, indicating a very high level of consistency. In addition, an evaluation of the item characteristics revealed that the difficulty level ranged from easy to moderate, with discriminative power ranging from good to very good. These findings indicate that the 13 items developed meet the quality standards for an assessment instrument suitable for measuring fifth-grade elementary school students’ understanding of mathematical concepts, particularly regarding fraction operations.

Content Validity Analysis of a Teacher Needs Assessment Instrument In Science Learning Using Aiken’s V Index

2026-06-11T07:58:33+00:00

Assessment questionnaire developed to support the development of an ethnoscience-integrated Project-Based Learning (PjBL) model for junior secondary science education. The instrument consisted of 30 items organized into seven variables and was designed to identify teachers’ needs regarding project-based learning implementation, the integration of ethnoscience and local wisdom, and the promotion of students’ critical and creative thinking skills within the framework of the Merdeka Curriculum Phase D. Content validity was evaluated using Aiken’s V index with the involvement of three expert validators, including a science and ethnoscience education expert, an assessment and instrument development expert, and a Merdeka Curriculum expert. The evaluation was conducted using a validation sheet comprising 12 indicators covering content relevance, language clarity, item construction, and the appropriateness of context and rating scales. The findings revealed that all validation indicators achieved Aiken’s V values ranging from 0.889 to 1.000, with an overall mean score of 0.944. These values exceeded the minimum acceptable criterion for content validity (V ≥ 0.80), indicating that the instrument possesses high content validity and is appropriate for identifying teachers’ needs during the initial stage of developing an ethnoscience-integrated Project-Based Learning model.

Validity And Reliability of Critical Thinking Skills Instrument and Deep Learning Graduates Profile in Science Learning

2026-06-11T08:07:24+00:00

This study aims to test the validity and reliability of two main instruments in the research on the development of a video-assisted PJBL model in science learning in junior high schools. The first instrument is a critical thinking skills test in the form of an essay based on Ennis's taxonomy, and the second instrument is a deep learning graduate profile questionnaire that measures three-character dimensions: independence, collaboration, and creativity (27 statement items). Content validity was tested using the Content Validity Ratio (CVR) and Content Validity Index (CVI) involving 5 expert validators. The reliability of the Critical Thinking Skills instrument was tested with inter-rater reliability (Cohen's Kappa), while the graduate profile questionnaire was tested with Cronbach's Alpha on 30 respondents. The results showed: the KBK instrument obtained a CVI = 1.000 (very valid) with a Kappa coefficient κ = 0.826 (very reliable); the graduate profile instrument obtained a CVI = 0.852 (valid) with a Cronbach's Alpha α = 0.946 (very reliable). All items were declared suitable for use in research, with several items requiring minor revisions based on validator notes.

Evaluation of Teaching Factory Using Cipp: Model to Improve Marketing Skill of Vocational High School Student

2026-06-13T08:05:00+00:00

Penelitian ini bertujuan untuk mengevaluasi implementasi program Teaching Factory di SMKN 2 Padang menggunakan model CIPP, yang mencakup aspek konteks, masukan, proses, dan produk. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data termasuk wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa terkait aspek konteks, program Teaching Factory telah diimplementasikan sesuai dengan kebutuhan pembelajaran vokasional dan dirancang untuk meningkatkan kompetensi siswa, kesiapan kerja, dan semangat kewirausahaan. Terkait aspek masukan, sekolah didukung oleh guru yang berkualifikasi di bidang E-commerce dan Marketing, jadwal pelatihan praktik bergilir, instruksi persiapan melalui mata pelajaran yang relevan, dan ketersediaan peralatan pendukung seperti mesin kasir, timbangan digital, dan alat pengemasan. Dari segi proses, implementasi Teaching Factory telah berjalan secara terstruktur, dimulai dengan fase persiapan, penjadwalan siswa, pelaksanaan praktik pelayanan pelanggan, pengoperasian peralatan, penataan barang dagangan, dan diakhiri dengan evaluasi dan penilaian yang dilakukan oleh guru di akhir minggu berdasarkan format penilaian yang telah ditetapkan. Dari segi hasil, program Teaching Factory membuahkan hasil berupa peningkatan keterampilan teknis, kemampuan pelayanan pelanggan, disiplin, tanggung jawab, komunikasi, dan pengalaman kerja nyata bagi siswa. Berdasarkan hasil evaluasi ini, implementasi Teaching Factory di SMKN 2 Padang telah berhasil dan mendukung pengembangan kompetensi siswa yang selaras dengan kebutuhan dunia kerja.

Kesesuaian Standar Implementasi MKWK Terhadap Pemenuhan CPL di Institut Teknologi Kalimantan

2026-06-08T07:07:15+00:00

This study aims to analyze the alignment of Compulsory General Courses (MKWK) implementation standards with the fulfillment of Graduate Learning Outcomes (CPL) at the Kalimantan Institute of Technology (ITK) through document analysis and comparative literature synthesis. The research deployed a descriptive qualitative approach with content analysis methods toward the Semester Learning Plans (RPS) of Islamic Education, Pancasila, Civic Education, and Indonesian Language, alongside the institutional draft of Condensed CPL. The results indicate that, in general, the implementation of MKWK at ITK has successfully adopted the principles of Outcome-Based Education (OBE), particularly in Pancasila and Indonesian Language courses, which demonstrate high constructive alignment up to the Sub-CPMK level utilizing case-based and project-based methods tailored for engineering students. Nevertheless, the document review identified a taxonomy gap in the Islamic Education course, where the Sub-CPMK formulations remain dominated by general theoretical cognitive domains and lack specific focus on engineering professional ethics as mandated by CPL-4. In terms of curriculum administration post-Permendikbudristek No. 53 of 2023, inconsistencies in CPL coding across different RPS were observed due to the transition phase toward the institution's Condensed CPL format, alongside a structural misalignment regarding the semester placement of the Islamic Education course outside the first-year Joint Preparation Stage (TPB) cluster. Reconstructing the Sub-CPMK indicators for Islamic Education, standardizing a uniform CPL codification across all RPS documents, and restructuring the semester distribution are highly recommended strategic measures to optimize CPL attainment and holistic character building for ITK students.

Pengaruh Model Contextual Teaching and Learning (CTL) Berbantuan Media Flipbook Terhadap Pemahaman Konsep IPAS Siswa Sekolah Dasar

2026-05-27T13:26:56+00:00

This study aimed to determine the effect of the Contextual Teaching and Learning (CTL) model assisted by Flipbook media on elementary students’ conceptual understanding of Social Studies (IPS) and to compare its effectiveness with the Student Teams Achievement Division (STAD) cooperative learning model assisted by PowerPoint. This study employed a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The participants were 44 fifth-grade students of SDN 1 Munjuljaya, Purwakarta, consisting of 22 students in the experimental class and 22 students in the control class. Data were collected using 25 multiple-choice questions measuring seven indicators of conceptual understanding: interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Data were analyzed using normality and homogeneity tests, independent sample t-test, simple linear regression, coefficient of determination, and N-Gain analysis. The results showed a significant effect of the CTL model assisted by Flipbook media on students’ conceptual understanding, with a significance value of 0.001 and R² of 0.757. The pre-test results showed no significant difference between the two classes (Sig. 0.755), while the post-test results showed a significant difference (Sig. 0.001). The N-Gain results also indicated greater improvement in the experimental class than in the control class. Thus, CTL assisted by Flipbook media contributed significantly to improving students’ conceptual understanding of Social Studies.

Strategi Kepala Sekolah Dalam Pengembangan Bakat Siswa Melalui Pengelolaan Ekstrakurikuler Di SD Muhammadiyah 08 Semarang

2026-05-30T13:55:50+00:00

This study aims to describe the principal's strategies in managing extracurricular activities to develop student talent at SD Muhammadiyah 08 Semarang. This qualitative case study involved the principal, extracurricular coaches, and students participating in extracurricular activities. Data were collected through in-depth interviews, participatory observation, and documentation, and analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. The findings show that the principal manages extracurricular activities through systematic program planning based on students' interests and potential, clear task distribution according to teachers' competencies, guidance for extracurricular coaches, involvement of external coaches, provision of supporting facilities, and periodic program evaluation. Extracurricular activities support the development of students' talents, non-academic achievements, and character, particularly discipline, responsibility, confidence, and cooperation. Supporting factors include the principal's commitment, coach competence, parental involvement, and school facilities, while inhibiting factors include limited time, students' discipline, a demanding academic schedule, and limited facilities for some activities. These findings indicate that systematic and collaborative extracurricular management can support talent development in elementary schools.

Pengaruh Model Discovery Learning Berbantuan Media Let’s Read Terhadap Kemampuan Membaca Permulaan Siswa SD

2026-06-05T12:32:08+00:00

This study aims to examine the effect of the Discovery Learning model assisted by Let’s Read on the early reading skills of second-grade students. The study used a quantitative quasi-experimental method with a Nonequivalent Control Group design and involved 56 students of grade II at SDN 6 Nagrikaler, Purwakarta, consisting of 28 students in the experimental class and 28 students in the control class. Data were collected through oral and written early reading tests and analyzed using descriptive statistics, Shapiro-Wilk normality test, Levene’s homogeneity test, and Wilcoxon Signed Rank Test. The mean pretest scores were 4.26 in the experimental class and 3.85 in the control class, while the mean posttest scores increased to 7.74 and 6.48, respectively. The Wilcoxon test in the experimental class produced a significance value of 0.000 < 0.05, indicating a significant difference between pretest and posttest scores after the learning treatment. These findings show that the Discovery Learning model assisted by Let’s Read was associated with improved early reading skills among the participating second-grade students.

Implementasi Metode Hayyin Dalam Menghafal Al Quran Di Sekolah Islam Terpadu

2026-05-31T08:36:05+00:00

This study aims to describe the implementation of the Hayyin method for Qur’an memorization (tahfizh) at Sekolah Islam Terpadu Istiqamah YPAIT Balikpapan. This qualitative case study was conducted from January to April 2026. Data were obtained through participatory observation, guided interviews, and documentation. Data validity was examined through source and technique triangulation, while data were analyzed through data condensation, data display, and conclusion drawing. The findings show that the Hayyin method is organized through four standards: teacher, learning, time, and budget standards. Its implementation also includes the M3 principles for teachers, differentiated learning for students with different reading abilities, the 4M time structure, measurable memorization and murajaah targets, and staged evaluation through regular deposits and tasmi. These findings indicate that the Hayyin method provides a structured learning procedure in the research setting. However, its implementation still faces challenges related to teacher consistency, student motivation, attendance, monitoring of murajaah, and the potential for fatigue. Because this study was conducted at one school, the findings describe the implementation in that specific context and should not be generalized to all Islamic schools.

Pengaruh Model TGT Berbantuan Media PODDOS Bergambar Terhadap Motivasi Belajar Siswa Sekolah Dasar

2026-05-29T07:53:49+00:00

Learning motivation is an important aspect of science and social studies (IPAS) learning in elementary schools. This study aimed to analyze the effect of the Teams Games Tournament (TGT) model assisted by Illustrated Story and History Podcast (PODDOS) media on the learning motivation of sixth-grade students at SDS Al-Hikmah Indonesia. A quantitative approach with a quasi-experimental non-equivalent control group design was used. The sample consisted of 42 students, with 21 students in the experimental class and 21 in the control class. Data were collected using a learning motivation questionnaire covering six indicators and analyzed using descriptive statistics, normality and homogeneity tests, paired samples t-test, and independent samples t-test. The experimental class obtained a posttest mean of 118.14, while the control class obtained 111.62. The independent samples t-test produced a Sig. (2-tailed) value of 0.001 < 0.05, indicating a statistically significant difference in posttest learning motivation between the two groups. These findings describe a difference in learning motivation outcomes between students receiving TGT assisted by Illustrated PODDOS and those receiving STAD assisted by PowerPoint in the context of this study.

Pengaruh Model Problem Based Learning (PBL) Berbantuan Media Genially Terhadap Pemahaman Konsep IPAS Peserta Didik Sekolah Dasar

2026-05-29T10:17:52+00:00

This study was motivated by the low level of understanding of IPAS concepts among elementary school students. The purpose of this study is to analyze the effect of the Problem Based Learning (PBL) model, supported by Genially media, on the understanding of IPAS concepts among fourth-grade elementary school students. The research method employed a quasi-experimental design with a nonequivalent control group. The sample consisted of fourth-grade students in Class IV B as the experimental group and Class IV C as the control group at an elementary school in Purwakarta Regency. Research data were collected through an IPAS concept comprehension test on social studies material in the form of pre-tests and post-tests consisting of 25 multiple-choice questions. The results showed that the average score of the experimental class increased from 46.60 to 81.00, while the control class increased from 48.60 to 59.80. The regression analysis produced a significance value of 0.001, and the coefficient of determination (R²) was 57.7%. This means that 57.7% of the variance in students’ concept understanding in the analyzed model was associated with the implementation of PBL assisted by Genially, while the remaining 42.3% was associated with other factors outside the model. The N-Gain score of the experimental class was 0.67 (67%), categorized as moderate, compared with 0.22 (22%) in the control class. These findings indicate a significant difference in concept understanding between the two groups after the intervention.

Strategi Sekolah Dalam Mengelola Perubahan Kurikulum: A Systematic Literature Review

2026-05-30T05:11:14+00:00

Periodic curriculum changes require schools to have appropriate strategies in managing the adaptation process to avoid confusion at the instructional level. In practice, many schools face challenges related to teacher readiness, leadership, and internal coordination when a new curriculum is implemented. This study aims to identify and synthesize various strategies employed by schools in managing curriculum change based on findings from previous research. The study employed a qualitative approach with a systematic literature review design. Data were collected through a search of relevant scientific articles in nationally accredited journals with specific inclusion criteria, then progressively screened based on topical relevance. Data were analyzed through coding, thematic grouping, and thematic synthesis to identify consistent patterns across studies. The findings indicate that successful management of curriculum change is influenced by planned school strategies, the leadership role of the principal, teacher readiness and collaboration, the ability to overcome barriers, and a supportive school environment. Effective management contributes to improved learning quality that is more flexible, contextual, and student-centered. Curriculum change can serve as a momentum for learning transformation when managed through a systematic and collaborative approach at the school level.

Eksplorasi Unsur Sequencing Dalam Permainan Engklek Sebagai Aktivitas Unplugged Coding Bagi Siswa Sekolah Dasar

2026-05-30T09:07:03+00:00

This study aims to explore the sequencing element in Engklek as an unplugged coding activity for elementary school students. The research employed a descriptive qualitative approach involving six lower-grade students and one classroom teacher at SD Muhammadiyah 2. Data were collected through observation, semi-structured interviews, and documentation. The data were analyzed using the interactive analysis model proposed by Matthew B. Miles and A. Michael Huberman, including data reduction, data display, and conclusion drawing. The findings revealed that sequencing elements emerged consistently throughout the Engklek game activities. Students demonstrated the ability to follow movement sequences systematically, organize and execute instructions in the correct order, and explain game procedures before playing. Sequencing was also reflected in students’ understanding of the beginning–process–end pattern of the game, representing a simple algorithmic flow. Furthermore, students showed simple debugging practices when they recognized mistakes, such as stepping on the wrong square or losing balance, and then repeated the sequence according to the rules. Social debugging also appeared when students helped peers correct movement sequences during gameplay. The results indicate that Engklek has strong potential as a culture-based unplugged Informatics learning medium that supports the introduction of computational thinking in elementary schools. Through kinesthetic and contextual experiences, students are able to understand procedural sequencing concepts more concretely. This study contributes to expanding the use of traditional games as innovative, contextual, and culturally responsive learning activities to support the development of early algorithmic thinking skills among elementary school students.

Pengaruh Pendekatan Gamification Terhadap Hasil Belajar Kognitif Siswa Sekolah Dasar

2026-06-06T10:22:13+00:00

This study was motivated by the low cognitive learning outcomes of fourth-grade students in IPAS history due to the use of conventional teaching approaches. The study aimed to examine the relationship between the use of a gamification approach and students’ cognitive learning outcomes in learning the history of kingdoms in the Nusantara. The study employed a quasi-experimental Nonequivalent Control Group Design involving 54 fourth-grade students at SDN 1 Nagri Kidul, Purwakarta, consisting of 27 students in the experimental class and 27 students in the control class. Data were collected through 15-item multiple-choice pretest and posttest instruments. The descriptive results showed an increase in the experimental class from a mean pretest score of 48.07 to 79.93, while the control class increased from 46.04 to 67.81. The N-Gain was 62.30% in the experimental class and 39.97% in the control class. Simple regression analysis produced R = 0.673 and R Square = 0.452, indicating a positive relationship and that 45.2% of the variance in cognitive learning outcomes was associated with the gamification variable in the model. Because the available analysis does not report an inferential significance value, the findings are interpreted as descriptive and associational rather than as definitive evidence of a causal effect. The study contributes an implementation of gamification through points, badges, cards, quizzes, and group competition in IPAS learning on the history of kingdoms in the Nusantara.

Pengaruh Penerapan Model Kooperatif Tipe Team Games Tournament (TGT) Berbantuan Media Scratch Terhadap Literasi Sains Siswa Sekolah Dasar

2026-06-06T10:11:18+00:00

This research is based on the low scientific literacy skills of elementary school students, which are influenced by conventional learning practices and limited use of interactive learning media. This study aims to determine the effect of the cooperative Team Games Tournament (TGT) model assisted by Scratch media on the scientific literacy skills of fourth-grade elementary school students. The study used a quantitative approach with a quasi-experimental method and a Nonequivalent Control Group Design. The sample consisted of 50 fourth-grade students at SDN Ekologi Kahuripan Padjajaran, Purwakarta Regency, with 25 students in the experimental class and 25 students in the control class. Data were collected through scientific literacy tests, observation, and documentation. The experimental class received the TGT model assisted by Scratch media, while the control class received the cooperative Student Teams Achievement Divisions (STAD) model assisted by PowerPoint (PPT). The N-Gain was 0.5120 in the experimental class and 0.3150 in the control class. The independent samples t-test showed a significant difference in N-Gain between the two groups (p = 0.004 < 0.05). Observation and documentation were used to record the implementation of learning activities and support the interpretation of the quantitative findings. These results indicate higher scientific-literacy improvement in the experimental class than in the control class in the studied sample.

Model Problem Based Learning Berbantuan Congklak Modifikasi Terhadap Kemampuan Pemecahan Masalah Matematis Siswa

2026-06-06T10:28:39+00:00

This study was motivated by the low level of mathematical problem-solving skills among elementary school students and the limited use of active learning models and instructional media. This quantitative research employed a quasi-experimental method with a nonequivalent control group design to examine the effect of the Problem-Based Learning model assisted by Modified Congklak media on the mathematical problem-solving skills of fourth-grade students at SDN 1 Nagri Kidul. The sample consisted of 54 students divided into an experimental group and a control group. Data were collected through pretests and posttests and then analyzed using prerequisite tests and simple linear regression analysis. The results indicated that the data were normally distributed and homogeneous. The Problem-Based Learning model assisted by Modified Congklak media made a significant contribution of 55.4% to the improvement of students’ mathematical problem-solving skills. It can be concluded that this model is an effective alternative strategy for mathematics instruction in elementary schools.

Pengaruh Model Role Playing Berbantuan Media Video YouTube Terhadap Kemampuan Interaksi Sosial Siswa Sekolah Dasar

2026-06-09T12:27:41+00:00

This study was motivated by the need to improve elementary school students’ social interaction skills, particularly two-way communication, cooperation, and active participation in learning. The study aimed to examine the effect of a YouTube video-assisted Role Playing learning model on students’ social interaction skills. A quantitative quasi-experimental method with a non-equivalent control group design was used. The sample consisted of 46 students, with 23 students in the experimental group and 23 students in the control group. The experimental group received Role Playing assisted by YouTube videos, while the control group received Cooperative Learning type Jigsaw assisted by PowerPoint. Data were collected through pre-tests and post-tests and analyzed using an independent samples t-test, simple linear regression, and N-Gain analysis. The pre-test result showed no significant difference between groups (Sig. 0.269 > 0.05), while the post-test showed a significant difference (Sig. 0.048 < 0.05). The experimental group obtained a higher post-test mean score (75.35) than the control group (71.26), with mean N-Gain scores of 0.4952 and 0.3800, respectively. Simple linear regression produced a significance value of <0.001 and R² of 56%. These findings indicate that the YouTube video-assisted Role Playing model was associated with higher social interaction outcomes in the experimental group within the study sample.

Pengembangan E-LKPD Berbasis Meaningful Learning Pada Pembelajaran Fiqih Di Madrasah Aliyah

2026-06-13T04:59:10+00:00

This study aimed to develop a Meaningful Learning-based Electronic Student Worksheet (E-LKPD) for Fiqh learning in Madrasah Aliyah and to examine its validity and practicality. The research used Research and Development (R&D) with the ADDIE model consisting of analysis, design, development, implementation, and evaluation stages. Data were collected through observation, interviews, expert validation, and student response questionnaires. The product focused on Fiqh materials covering infak, sedekah, hibah, hadiah, wakaf, qurban, and akikah for Grade X students at MAN 2 Tanah Datar. Validation by three experts produced an overall Aiken's V value of 0.83, categorized as very valid. A practicality test involving 35 students produced a score of 91%, categorized as very practical. The findings indicate that the developed E-LKPD meets the validity criteria and receives positive responses from students in terms of appearance, instructions, language, usefulness, and learning motivation. Thus, the E-LKPD can be considered a practical digital teaching material for supporting meaningful Fiqh learning. The findings are limited to the validity and practicality data obtained in the study and do not directly establish an increase in learning motivation or achievement.

Penerapan Media Kartu Kuartet Berbasis Pendekatan Deep Learning Untuk Meningkatkan Keaktifan Belajar IPS Siswa Kelas IV Sekolah Dasar

2026-06-15T11:10:41+00:00

Students’ learning activeness in Social Studies (IPS) learning was initially low. This study aimed to improve students’ learning activeness through the use of quartet card media based on the Deep Learning approach. The study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The research subjects were 40 fourth-grade students. Data were collected through observations of teacher activities, student activities, and learning activeness, supported by interviews and documentation. The intervention was conducted in two cycles using quartet cards containing information about Indonesia’s cultural diversity. The implementation of Deep Learning was carried out through identifying and grouping cultural information, discussing differences and relationships among cultural elements, presenting group findings, and reflecting on the learning process. Based on PTK observation data, the percentage of students meeting the learning-activeness criterion increased from 55% (22 students) in Cycle I to 82.5% (33 students) in Cycle II. These results indicate that the application of quartet card media based on the Deep Learning approach was followed by an increase in observed learning activeness and achievement of the predetermined success indicator.

Pengaruh Pembelajaran Diferensiasi Berbasis Canva Edu Terhadap Hasil Belajar Siswa Kelas V SDN 2 Juli Kecamatan Juli Kabupaten Bireuen

2026-06-16T11:17:29+00:00

This study aimed to examine the effect of differentiated learning supported by Canva Edu and other digital platforms on the IPAS learning outcomes of fifth-grade students at SDN 2 Juli, Bireuen Regency, Aceh. The study employed a quantitative approach using a quasi-experimental Nonequivalent Control Group Design. The sample consisted of an experimental class (n = 30) that received differentiated learning supported by Google Classroom, Quizizz, and Canva Edu, and a control class (n = 23) that received conventional instruction. Canva Edu was included as part of the digital learning support used in the differentiated learning process, particularly in providing learning materials and activities in accordance with the treatment design. Data were collected using multiple-choice tests based on Bloom’s Taxonomy (C1–C4) and a student perception questionnaire. The experimental class had an average pretest score of 58.17 and an average posttest score of 83.50. The Wilcoxon Signed-Rank Test showed a significant difference between pretest and posttest scores (Z = -4.79, p < 0.001), with an effect size of r = 0.87. The average N-Gain was 0.60, categorized as moderate. The findings indicate that differentiated learning supported by Canva Edu and other digital platforms was associated with improved IPAS learning outcomes in the experimental class. The findings are limited to the sample and treatment context of this study.

Pengaruh Kompetensi Kepribadian dan Sikap Profesional Guru Terhadap Karakter Islami Pada Siswa Kelas 6 Uptd SD Negeri 1 Peusangan Selatan Kabupaten Bireuen

2026-06-17T05:43:23+00:00

Fostering the Islamic character of elementary school students is a crucial aspect of education; however, preliminary observations at UPTD SD Negeri 1 Peusangan Selatan revealed student behaviors requiring improvement, such as delaying prayers, using impolite language, lacking honesty in completing assignments, and showing low social concern. This study aimed to analyze the influence of teachers' personality competence and professional attitude on students' Islamic character, both individually and simultaneously. A quantitative approach employing correlational design and multiple regression analysis was used. The sample consisted of 30 sixth-grade students and 10 sixth-grade teachers. Data were collected via a four-point Likert scale questionnaire and analyzed using Pearson correlation, t-tests, F-tests, and multiple regression. The results showed that teachers' personality competence had a regression coefficient of 0.140 (t=1.712, p=0.098), while teachers' professional attitude had a beta coefficient of 0.421 (t=2.572, p=0.016). Simultaneously, both variables exerted a significant influence (F=5.270, p=0.012). The coefficient of determination was 0.281, indicating that the model explained 28.1% of the variation in students' Islamic character, while 71.9% was attributed to factors outside the model. These findings demonstrate a relationship between the quality of teachers' personality and professionalism and the students' Islamic character within the context of the school studied.

Tantangan dan Strategi Implementasi Outcome-Based Education pada Mata Kuliah Bahasa Indonesia Melalui Project-Based Learning: Perspektif Dosen Pengampu

2026-06-11T06:34:13+00:00

This study aims to explore the challenges and strategies associated with the implementation of Outcome-Based Education (OBE) through Project-Based Learning (PjBL) in Indonesian Language courses from the perspectives of instructors. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews with lecturers responsible for Indonesian Language courses who had implemented the OBE-PjBL approach. The data were analyzed using thematic analysis to identify lecturers’ experiences in implementing outcome-oriented and project-based learning. The findings indicate that lecturers perceive OBE as an educational approach focused on achieving measurable learning outcomes through research proposal writing projects aligned with the intended course learning outcomes. Although the implementation of OBE-PjBL was considered effective in enhancing students’ academic writing skills, critical thinking, and problem-solving abilities, lecturers encountered several challenges, including large class sizes, limited supervision time, students’ inadequate preparedness for academic writing, and the substantial workload associated with project assessment and review. To address these challenges, lecturers adopted various strategies, including technology-assisted monitoring, scaffolded supervision, consultation sessions beyond regular class hours, and the provision of structured project guidelines and templates. The findings further suggest that the successful implementation of OBE through PjBL depends not only on outcome-oriented instructional design but also on institutional support, including adequate time allocation, a balanced lecturer-to-student ratio, and effective mentoring systems. This study provides important implications for curriculum development and the implementation of OBE-based Indonesian Language instruction in higher education.

Implementasi Modul Ajar Al-Qur’an Hadist Berbasis Digital dalam Meningkatkan Minat Belajar Murid Kelas III di Mis Ibtidaul Huda Papal

2026-06-19T04:02:58+00:00

This study aims to describe the implementation of a digital-based Al-Qur’an Hadith teaching module, identify the challenges encountered during its implementation, and analyze its impact on students’ learning interest at MIS Ibtidaul Huda Papal. The study employed a qualitative field research approach. Data were collected through observations, interviews, and documentation involving the principal, the Al-Qur’an Hadith teacher, and third-grade students. Data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings reveal that the digital teaching module was implemented through instructional videos, laptops, projectors, and WhatsApp as supporting learning media. Its implementation created a more interactive learning environment and increased student participation. The main challenges included limited technological facilities, uneven digital competencies among teachers, time constraints, and the lack of systematic evaluation. Despite these obstacles, the digital-based module positively influenced students’ learning interest, as reflected in increased attention, enthusiasm, participation, and confidence during learning activities.