Publication Search

This study aims to comprehensively describe the planning, implementation, and outcomes of efforts to improve students’ mastery of Arabic vocabulary through the use of picture card media in learning activities. This research employs a Classroom Action Research (CAR) design conducted in two cycles, with each cycle consisting of two meetings. The subjects of this study were 26 fourth-grade students of SDIT Al-Fadiyah Gowa. Data were collected through vocabulary mastery tests as well as teacher and student observation sheets. The planning stage was carried out collaboratively with the teacher by preparing appropriate learning instruments, while the implementation of the actions was systematically monitored using observation guidelines. The results indicate a significant improvement in students’ Arabic vocabulary mastery. In the first cycle, the average learning achievement reached 70%. After refining the instructional strategies in the second cycle, the achievement increased to 86%, showing a 16% improvement. These findings demonstrate that the use of picture card media is effective in creating more engaging, interactive, and meaningful learning experiences. Consequently, it contributes positively to enhancing the Arabic vocabulary mastery of fourth-grade students in a measurable and observable manner.

This classroom action research investigates efforts to enhance sixth-grade students’ ability to work together in Natural and Social Sciences (IPAS) learning at UPT SDN Unjuruiya No. 45 Selayar Islands by implementing the Team Pair Solo cooperative learning model. The study was conducted to address students’ low collaboration skills and limited positive learning attitudes, which impeded the achievement of optimal learning outcomes. Through two learning cycles consisting of sequential group (team), pair, and individual (solo) activities, the research aimed to improve students’ cooperative abilities and attitudes toward IPAS learning. Data were collected through observation, field notes, and learning attitude assessments, then analyzed descriptively to determine changes in performance. The findings indicated a significant improvement in students’ cooperative skills, as reflected in the increase in the average percentage of collaboration indicators from 69% in Cycle I to 92% in Cycle II, covering aspects of participation, communication, responsibility, tolerance, and emerging leadership. Furthermore, students’ learning attitudes also improved, with mastery increasing from 45% in the initial condition to 100% in Cycle II, and an average score of 87 surpassing the minimum completeness criterion (KKTP) of 70. These results demonstrate that the Team Pair Solo model effectively fosters collaboration while strengthening students’ discipline, responsibility, and enthusiasm in learning. Thus, the model is proven to be a relevant strategy for enhancing cooperative skills and positive learning attitudes in IPAS instruction at the elementary level.

Vocabulary acquisition is fundamental to language proficiency, yet retention remains a persistent cognitive challenge for students. Conventional rote-learning strategies often fail to facilitate long-term recall. This study examines the effectiveness of the keyword technique in improving students’ vocabulary mastery. Employing a quantitative quasi-experimental design, the research involved 48 students selected through cluster random sampling. The samples were separated into two groups: an experimental group of 26 students (taught by using the keyword technique) and a control group of 22 students (taught by using conventional strategy). Data were collected using a validated multiple-choice vocabulary test administered before and after the treatment. This result validates a notable difference in outcomes where the experimental group demonstrated better performance; consequently, the alternative hypothesis (Ha) is accepted, leading to the rejection of the null hypothesis (H0). These findings confirm that the Keyword Technique significantly enhances vocabulary mastery by leveraging acoustic and imagery associations. Consequently, this strategy is recommended to foster more effective vocabulary retention.

The objective of this research is to improve student learning interest in nonfiction texts through the implementation of E-Litera, a digital-based interactive literacy media. This study utilized a classroom action research design conducted in two cycles involving 24 fourth-grade students at SDN Sidomulyo. Data were obtained from questionnaires, observations, interviews, and documentation. The results showed a significant improvement in student learning outcomes throughout the research process. In the pre-action phase, only 8 students (33.3%) achieved the minimum mastery criteria, while 16 students (66.7%) did not meet the criteria. This figure increased to 12 students (50%) in the first cycle, and significantly rose to 20 students (83.3%) in the second cycle. The enhanced performance in the final cycle reflects the effectiveness of E-Litera in providing visually engaging and structured content, which helped deepen students' understanding of nonfiction materials. These findings support the use of E-Litera as a meaningful and engaging digital media to foster reading interest and improve comprehension skills in elementary education. By using E-Litera, the teaching and learning process can be more effective and enjoyable, ultimately improving the quality of student learning.

This study was motivated by the importance of dance in fostering aesthetic sensitivity, discipline, and cultural character in the younger generation. However, dance teaching practices in Indonesia are generally uniform and do not take into account the age and developmental stages of students, resulting in suboptimal learning outcomes. Several previous studies (Budiman et al., 2022; Da Ary & Markamah, 2024; Yuliyanti & Budiman, 2023) have shown the weaknesses of dance teaching methods that do not adapt to the characteristics of the participants, resulting in low mastery of techniques, motivation, and understanding of cultural values. Based on these issues, this study aims to examine the application of content, process, and product differentiation in dance learning at the Sobokartti Dance Studio in Semarang, which trains participants aged 4 to 25 years. Using a descriptive qualitative approach, data were collected through interviews, observations, and documentation. The results of the study show the application of teaching that is tailored to age characteristics, ranging from imitative movements in children to reflection on cultural values in adults. These findings prove that differentiated teaching methods are effective in improving the relevance and quality of traditional dance learning. The implication is that this model can be used as a reference for non-formal educational institutions in developing adaptive arts learning that is oriented towards the preservation of local culture.

This research addresses the low student learning outcomes and the lack of facilitation of 4C competencies (Critical Thinking, Collaboration, Communication, and Creativity) in the Industrial Machine Electrical Systems (SKMI) subject for Grade XI TMI 1 students at SMK Negeri 1 Pariaman. The teacher-centered learning approach has led to passive student participation, low critical thinking, varying academic abilities, and difficulty in connecting theoretical concepts to real-life applications. The aim of this study is to improve students' 4C competencies and learning outcomes through the implementation of the Team Assisted Individualization (TAI) cooperative learning model. Using Classroom Action Research (CAR) based on the Kemmis and McTaggart model, the study was conducted in three cycles: planning, implementation, observation, and reflection. The subjects were 30 students from Grade XI TMI 1. Data collection included learning outcome tests and 4C competency observation sheets, with descriptive and quantitative data analysis. The results showed significant improvements: classical mastery increased from 27% to 90%, average learning scores rose from 67 to 81, and 4C competency mastery improved from 34% (low) to 82% (high). The study concludes that the TAI model effectively enhances both 4C competencies and learning outcomes in SKMI at SMK Negeri 1 Pariaman.

This research primary objective is to describe the evaluation of Physical Education learning programs in inclusive elementary schools located in Purworejo Regency. The focus is on: (1) analyzing the preparation process for Physical Education learning in inclusive elementary schools, (2) analyzing the implementation process for Physical Education (PE) learning activities in inclusive elementary schools, and (3) analyzing the assessment methods for Physical Education learning in inclusive elementary schools. This research employed an evaluation research method with a Concurrent Embedded (unbalanced mixed) design. The data were analyzed by using the Countenance Stake Model. This model emphasizes two types of operations: description and judgment, distinguished three phases in the evaluation of Physical Education learning in inclusive elementary schools: (1) the antecedent stage, (2) the transaction stage, and (3) the outcomes stage. The research subjects were school supervisors, principals, Physical Education teachers, and parents of students. The data collection techniques used questionnaires, interviews, observation, and documentation. The data were analyzed by using descriptive quantitative and descriptive qualitative analysis techniques. The research findings indicate: (1) the preliminary stage (antecedent), the description of PE learning, is in the good category, because the learning objectives have been adjusted to the conditions of the students, teachers have the qualifications to be able to develop semester programs, syllabi, and lesson plans, the condition of supporting infrastructure, teachers' comprehension on learning strategies and mastery of PE learning materials; (2) the process stage (transaction), the description of PE learning, is in the good category because the implementation of PE learning is in accordance with the curriculum, using integrative thematic learning with a scientific approach and the implementation of authentic assessment; (3) the results stage (outcomes), the measurement of the results of assessments conducted by teachers covering aspects of attitude, knowledge, and skills in PE learning, is in the good category but has not been carried out comprehensively to assess input, process, and output/results.

The study of classical Islamic texts (kitab kuning) in Islamic boarding schools (pesantren) plays a crucial role in strengthening students’ religious understanding as well as enhancing their mastery of the Arabic language. One of the foundational texts taught is Mubadi’ Fiqih, which contains basic principles of Islamic jurisprudence and serves as an introductory bridge for students to comprehend Arabic religious texts. This research aims to analyze the implementation of Mubadi’ Fiqih learning as an effort to strengthen students’ understanding of fiqh and enrich their Arabic vocabulary (mufrodat) at Ma’had Walisongo 1 Maron, Probolinggo. The study employs a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with the headmaster, teachers, and students, as well as documentation of the learning process. The findings reveal that the learning process applies bandongan and sorogan methods, supported by vocabulary translation exercises and contextual explanations of fiqh terminology. These strategies effectively enhance students’ comprehension of basic Islamic legal concepts while simultaneously expanding their Arabic vocabulary in religious contexts. Moreover, the teachers’ consistency in explaining Arabic sentence structures and assigning vocabulary memorization tasks significantly supports the learning outcomes. However, challenges such as students’ varying initial language proficiency and limited class time remain obstacles to achieving optimal results. Overall, the Mubadi’ Fiqih learning approach proves to be an effective integrative medium for strengthening both fiqh knowledge and Arabic linguistic competence among pesantren students.  

This study aims to examine the process and improvement of reading comprehension skills among slow learner students in Grade VII at SMP Negeri 2 Karangan through the use of interactive animation video media based on the Project Based Learning (PjBL) model. Employing the Classroom Action Research (CAR) method following the Kemmis and McTaggart model, the study was conducted in two cycles with six slow learner students as research subjects. The observation results indicated an improvement from 89.58% in Cycle I to 100% in Cycle II. The average reading comprehension score increased from 65 to 83, with the percentage of students achieving the minimum mastery criteria rising from 67.85% to 89.28% with a difference of 18 points increase. These findings demonstrate that interactive animation video media based on PjBL effectively enhances both student engagement and learning outcomes, particularly in understanding English texts. This success was supported by the active role of the teacher in adapting the PjBL syntax to meet the specific needs of the slow learner students.

Learning outcomes refer to the abilities that students possess after undergoing learning experiences, including their understanding and knowledge. This study examines the improvement of learning outcomes in Islamic Religious Education (PAI) by implementing differentiated instruction on the topic of Faith in the Messengers of Allah in Grade IV of SD Negeri 8 Limboto Barat, Gorontalo Regency. This research is a Classroom Action Research (CAR). Data collection techniques included observation, interviews, and documentation using research instruments such as teacher activity observation sheets, student activity observation sheets, tests, and student learning outcome sheets. The data analysis technique followed the procedures of classroom action research, employing both descriptive and quantitative analysis. The results of this study show that the implementation of differentiated instruction improved students' learning outcomes in the PAI subject on the topic of Faith in the Messengers of Allah. This improvement can be seen in the increase in teacher activity, which rose from 69% in Cycle I to 100% in Cycle II. Similarly, student learning activity increased from 56% in Cycle I to 83% in Cycle II. Student learning outcomes in PAI also improved significantly. In the pre-cycle phase, only 8 out of 20 students (40%) achieved mastery. This increased to 14 students (70%) in Cycle I with an average mastery score of 78.00, and further improved in Cycle II, with 19 students (95%) achieving mastery and an average score of 85.00.

Story writing skills are one of the essential competencies in learning Indonesian language at the elementary school level. However, in reality, many students still face difficulties in expressing ideas, organizing plots, and using language appropriately. Therefore, a learning model that can improve students’ story writing skills is needed. Project Based Learning (PjBL) was chosen because it emphasizes student activity, creativity, collaboration, and the production of tangible written works. This study employed a Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, which was carried out in two cycles. The subjects of the study were 14 third-grade students of MI Ziyadatul Iman, Jambi City. The research instruments included a story writing test, student activity observation sheets, and documentation. Data were analyzed using both quantitative techniques (average scores, mastery percentages) and qualitative techniques (student activity and reflection in each cycle). The findings showed that students’ story writing skills improved through the implementation of PjBL. The average score increased from 62.86 in the first cycle to 79.29 in the second cycle. The percentage of learning mastery also rose from 42.86% in the first cycle to 85.71% in the second cycle. In addition, students became more active, creative, and collaborative during the learning process. The implementation of Project Based Learning can therefore enhance the story writing skills of third-grade students at MI Ziyadatul Iman, Jambi City, both in terms of learning outcomes and learning activities.

This study examines the relationship between material mastery and draping practice outcomes among students in the Family Welfare Vocational Education (PVKK) Fashion Design Study Program at PGRI Adi Buana University, Surabaya. Draping, as a technique for making patterns directly on a mannequin or the human body, is an important course in fashion design synchronization. This technique allows students to develop creativity, understand the proportions, shapes, and volumes of fabric, and produce unique works that suit the curves of the body. This study used a quantitative approach by collecting data from 60 student respondents from the 2021 and 2022 intakes through questionnaires and documentation. The variables studied were draping material mastery (independent variable) and draping practice outcomes (dependent variable). The analysis results showed a significant and positive relationship between material mastery and draping practice outcomes. The better the material mastery, the better the students' draping practice outcomes. This emphasizes that a strong theoretical understanding is an important foundation for practical skills, and learning theory and practice must be balanced to optimally improve the quality of student work. These findings have important implications for curriculum development and learning methods in the PVKK Fashion Design Study Program. To support the achievement of optimal practical results, teaching strategies are needed that integrate theory and practice in a more interactive and applicable way. For example, the use of video tutorial-based learning media, digital draping simulations, or project-based learning can strengthen students' understanding while improving their technical skills. Furthermore, increasing the intensity of practice with direct feedback from lecturers has also proven effective in accelerating technical mastery. With a holistic and adaptive learning approach, vocational education institutions can produce graduates who are not only technically competent but also competent.

This study aims to examine the influence of the implementation of the Mastery Learning model on the study results of seventh-grade students at Darussalam Islamic Middle School, Gowa. This research is a type of classroom action research (CAR), designed to improve the mathematics learning outcomes of seventh-grade students. The CAR approach was implemented in a cyclical form, consisting of four stages: (1) planning, (2) action, (3) observation, and (4) reflection. Data collection techniques used in this study included observation, testing, and documentation. Data analysis was carried out using descriptive analysis to assess both the learning outcomes and the teacher and student activities during the process. The results of the first and second cycles indicate a significant improvement in student performance. In the first cycle, the study results showed a 75% improvement in student learning outcomes, and after the second cycle, student performance improved to 90%. The class's average grade also increased significantly, from 71 in the first cycle to 87 in the second cycle. This improvement demonstrates that the implementation of the Mastery Learning model can significantly enhance the mathematics learning outcomes of seventh-grade students at Darussalam Islamic Middle School, Gowa. Furthermore, this study proves that the collaborative approach in classroom action research not only improves student learning outcomes but also fosters an engaging and effective learning environment. The results suggest that the Mastery Learning model, with its emphasis on achieving mastery in learning before progressing to the next topic, is an effective strategy for improving mathematics achievement in middle school students. This study contributes valuable insights into the effectiveness of the Mastery Learning model in enhancing student performance in mathematics.

This research is motivated by the low critical thinking skills of fifth-grade students at SDN Nurul Ittihad, Jambi City. Critical thinking skills are very important for students to face challenges in the modern era, so appropriate learning strategies are needed to develop them. This research aims to improve students' critical thinking skills through the application of a guided inquiry learning model in Natural and Social Sciences (IPAS) subjects. The research method used is Classroom Action Research (CAR) with reference to the Kemmis and McTaggart model which includes four stages, namely planning, implementation and observation, reflection, and re-planning. This research was conducted in two cycles, each consisting of three meetings. Data were collected using documentation, tests, interviews, and observations to measure the increase in student engagement, teacher activity, and learning outcomes that reflect critical thinking skills. The results showed a significant increase in several indicators. Student engagement increased from 87% in cycle I to 92% in cycle II. Teacher activity also increased from 71% in cycle I to 83% in cycle II. Meanwhile, the percentage of students achieving learning mastery increased sharply, from 21% before the intervention to 68% in Cycle I, and 89% in Cycle II. These findings indicate that the implementation of the guided inquiry model can actively and purposefully improve students' critical thinking skills. This model effectively encourages students to become more involved in the learning process, ask questions, explore information, and develop a deeper understanding of the subject matter.

This study aims to determine the effectiveness of the media-assisted differentiation method in improving the ability to memorize Arabic vocabulary in grade III students of MI Salamah. The background of this study is based on the phenomenon of low student ability in memorizing vocabulary due to teaching techniques that tend to be monotonous and repetitive, thus less motivating students to learn actively. This study uses the Classroom Action Research (CAR) approach referring to the John Elliot model, which is implemented in two cycles, each including the planning, action implementation, observation, and reflection stages. The subjects of the study were 26 grade III students. Data were collected through oral examinations, interviews, and observations of teaching and learning activities. The results of the study showed a significant increase in students' ability to memorize vocabulary after the application of the media-assisted differentiation method. In Cycle I, the average percentage of student and teacher activity achievement was 72%, with only 61.54% of students being able to reach the memory test passing standard. After the strategy improvement in Cycle II, the average student and teacher activity increased to 90%, while the percentage of students reaching the memory test passing standard jumped to 92.30%. This improvement demonstrates that the differentiation method, which utilizes learning media, provides more varied, engaging stimuli, and is tailored to each student's learning characteristics. The conclusion of this study is that the media-assisted differentiation method is effective in improving elementary school students' memorization of Arabic vocabulary. The implication of this finding is the importance of teachers implementing creative, adaptive, and media-based learning approaches to optimize Arabic language learning outcomes, particularly vocabulary mastery.

This study investigates the implementation of the discovery learning model to enhance the learning independence of Grade V students in the IPAS subject at MIS Nurul Yaqin. The problem arises from limited learning facilities, which reduce opportunities for activities that stimulate creativity, as well as students’ limited ability to recognize and describe shapes and colors in detail. This Classroom Action Research applied the Kemmis and McTaggart model with Grade V students as the research subjects. Data were collected through observation, questionnaires, interviews, and documentation, and analyzed descriptively in both quantitative and qualitative forms. The results show that Discovery Learning effectively improved students’ independence in learning. Through its exploratory approach, students actively engaged in questioning, observing, experimenting, and drawing conclusions in meaningful activities. Improvements were noted in self-confidence, task discipline, initiative in managing learning, motivation to understand material, and responsibility for outcomes. Active participation at each stage—from problem formulation to reflection—enhanced mastery of the properties of light and their applications, while also fostering critical, creative, and responsible learning behavior. Furthermore, the study found that the implementation of Discovery Learning encouraged collaborative interaction among students, allowing them to share ideas, test hypotheses, and provide peer feedback. This created a more student-centered learning atmosphere, shifting the focus from teacher instruction to student exploration. Quantitative results showed that student independence increased significantly, with success rates rising from 47.80% in Cycle I, when learning was still teacher-centered, to 84.76% in Cycle II, as students became more actively engaged both physically and mentally. These findings highlight the importance of using student-centered approaches such as Discovery Learning to develop independence, critical thinking, and motivation. The model not only supported better academic outcomes but also prepared students with essential lifelong learning skills that can be applied across subjects and in real-life problem solving.

This thesis discusses efforts to increase students’ interest in learning Mathematics through the use of concrete media among third-grade students at SDN 110/1 Tenam. The purpose of the study is to improve students’ interest in learning Mathematics by using concrete media with these third-grade students. The results of the study show an increase in learning activities that indicate student interest during Cycle I and Cycle II. In Cycle I, all student learning activities were still at percentages below 70%, with ratings categorized as poor and adequate. Meanwhile, in Cycle II, the increase in student learning activities was shown by all activities reaching percentages above 74%, which means they exceeded the predetermined Learning Objectives Achievement Criteria (KKTP) and were rated good and very good. In addition, improved learning outcomes, as evidence of increased student interest, also showed a significant rise. In Cycle I, students’ learning outcomes did not meet the Learning Objectives Achievement Criteria (KKTP), with a class average of 68.9%, whereas in Cycle II, overall class mastery reached 82.3%. This improvement in learning outcomes indicates that students showed fairly good interest when learning with concrete media.

This study aimed to improve the English learning outcomes of 9B grade students at UPT SMP Negeri 28 Medan in the 2024/2025 academic year through the implementation of the Student Teams Achievement Division (STAD) method. This research applied a Classroom Action Research (CAR) approach conducted in two cycles. Data were collected through learning outcome tests administered in the pre-cycle, Cycle I, and Cycle II. The results showed that the STAD method improved students’ average scores from 67.125 in the pre-cycle to 73.75 in Cycle I, and further to 78.81 in Cycle II. The percentage of students achieving the Minimum Mastery Criteria (KKM) increased from 25% to 78.1%. The Wilcoxon test indicated a statistically significant difference in learning outcomes before and after the intervention. The findings suggest that the STAD method is an effective cooperative learning strategy to enhance students’ English performance and foster collaborative classroom skills. Nevertheless, teachers must consider individual differences within teams to ensure equitable learning experiences for all students.

This study examined the effectiveness of applying the Logan Avenue Problem Solving (LAPS-Heuristic) learning model on mathematics learning outcomes among Class VII students at Wusto Imam An-Nasai Gowa using a one-group pretest–posttest design. The population consisted of all seventh-grade students enrolled in the even semester of the 2024/2025 academic year. A learning outcome test was employed as the primary research instrument to measure students’ performance before and after the implementation of the learning model. The data analysis involved descriptive statistical methods combined with gain tests to assess the extent of improvement. The findings revealed that students’ mathematics achievement fell predominantly within the very high category, with 53.85% of learners classified in this range, indicating a notable increase in category levels compared to their pretest performance. Furthermore, the percentage of students who successfully met the required minimum competency standards after the application of the LAPS-Heuristic model reached 96.15%. This outcome clearly illustrates that the vast majority of students—over 85%—achieved or exceeded the established passing threshold, suggesting that the integration of the LAPS-Heuristic approach was highly effective in enhancing mathematics learning outcomes. Overall, the results underscore that the LAPS-Heuristic learning model can serve as a practical and impactful strategy to improve student engagement, comprehension, and mastery of mathematical concepts in junior high school settings.

Training and education (diklat) play a significant role in enhancing the professionalism of teachers. In an ever-evolving educational landscape, teachers are required to possess competencies that extend beyond mere mastery of content; they must also demonstrate pedagogical and managerial skills. Through training programs, teachers can access various workshops designed to enrich their knowledge and skills, including innovative teaching methods, the use of technology in learning, and effective assessment strategies. Training also serves as a platform for sharing experiences and best practices among teachers, fostering a supportive learning community. By participating in regular training, teachers can update their knowledge in line with curriculum developments and student needs. Furthermore, training contributes to increased motivation and job satisfaction among teachers, positively impacting their performance in the classroom. Overall, training is a crucial investment in the professional development of teachers, ultimately contributing to the improvement of educational quality and student learning outcomes. Therefore, the role of training in enhancing teacher professionalism cannot be overlooked and should be prioritized in educational policy.