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All Journal ANWARUL: Jurnal Pendidikan dan Dakwah ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar International Journal of Education, Culture, and Society International Journal of Humanities, Education, and Social Sciences
Iyan Iyan
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Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Pengaruh Pembelajaran Aktivitas Jasmani terhadap Peningkatan Motor Ability Mahasiswa Program Studi PGSD UNM Kampus V Parepare Iyan Iyan
ARZUSIN Vol 6 No 1 (2026): FEBRUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v6i1.9199

Abstract

Although physical activity–based learning has received considerable attention in prior research, studies that specifically analyze its effect on improving the motor ability of students in Primary School Teacher Education (PGSD) programs remain limited, particularly within teacher education institutions. This study aimed to analyze the effect of physical activity learning on the enhancement of motor ability among students of the PGSD Study Program at Universitas Negeri Makassar (UNM) Campus V Parepare. A quantitative approach was employed using a pre-experimental one-group pretest–posttest design, involving 30 students selected through purposive sampling. Data were collected using a motor ability test instrument covering strength, speed, agility, balance, and coordination, and were analyzed using descriptive statistics and paired-samples t-tests. The results showed that the mean pretest score of 65.42 increased to 78.96 in the posttest, with an improvement of 13.54 points. The paired-samples t-test yielded a t-value of 8.27 with a significance level (Sig.) of 0.000 < 0.05, indicating a significant effect of physical activity learning on students’ motor ability. These findings contribute to the development of physical education concepts in primary teacher education and broaden the understanding of the importance of physical activity in enhancing the motor abilities of prospective primary school teachers. The study concludes that systematically planned and structured physical activity learning plays a crucial role in improving PGSD students’ motor ability and recommends that higher education institutions optimize the implementation of physical activity–based learning within the curriculum. The implications of this research include theoretical contributions to the literature on physical education and motor ability, as well as practical implications for lecturers and institutions in designing learning activities oriented toward improving students’ motor competencies, while opening opportunities for developing innovative physical activity learning models tailored to the needs of PGSD students.
Penerapan Model Kooperatif Tipe TGT untuk Meningkatkan Keaktifan Belajar Muatan Pendidikan Pancasila Kelas V Iyan Iyan; Gina Anisahira; Ritha Tuken
ANWARUL Vol 6 No 3 (2026): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v6i3.10096

Abstract

Although cooperative learning models have been widely studied, research specifically addressing the improvement of learning engagement through the integration of Kahoot in the topic “Norms in My Life” at the elementary school level remains limited. This study aims to analyze and describe the improvement of fifth-grade students’ learning engagement through the implementation of the Teams Games Tournament (TGT) cooperative learning model assisted by Kahoot. This study used a qualitative approach with a Classroom Action Research (CAR) design conducted in two cycles, involving 34 students selected through purposive sampling. Data were collected through observation sheets, learning engagement questionnaires, and documentation, and were then analyzed using the qualitative descriptive analysis technique of the interactive model of Huberman and Saldana. The results showed that the implementation of the Kahoot-assisted TGT model was able to change students’ learning behavior from passive to more proactive, with learning engagement increasing from the low category at the beginning of the cycle to 83.54%, or the high category, at the end of Cycle II. This improvement was supported by the teacher’s instructional effectiveness, which reached 94.44%. These findings contribute to the development of digital cooperative learning and broaden understanding of the use of gamification in Pancasila Education content. The conclusion of this study emphasizes the importance of synergy between competitive games and digital technology in creating a dynamic learning ecosystem, and recommends optimizing digital instructional time management in its implementation. The implications of this study include strengthening the literature on digital cooperative learning and the practice of implementing the activity-based Independent Curriculum, while also opening opportunities for further studies on the long-term impact of gamification on students’ retention of normative values.
Implementation of the Merdeka Curriculum in Realizing Quality Learning in Schools Iyan Iyan
International Journal of Education, Culture, and Society Vol 4 No 2 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i2.10103

Abstract

This study aims to examine how the implementation of the Merdeka Curriculum supports the creation of quality learning in schools and to identify the opportunities and challenges that emerge during its implementation. The Merdeka Curriculum provides teachers with greater flexibility to design learning activities aligned with students’ needs, thereby promoting a more meaningful, active, and student-centered learning process. This study employed a qualitative method using a literature study approach by collecting data from reliable sources, including scientific journals, books, and official documents related to the Merdeka Curriculum. The collected data were analyzed descriptively to obtain a comprehensive understanding of how the curriculum is implemented in school contexts. The findings indicate that the implementation of the Merdeka Curriculum has significant potential to improve learning quality, particularly through project-based learning, the strengthening of character in accordance with the Pancasila Student Profile, and teacher autonomy in selecting appropriate instructional strategies. However, its implementation continues to face several challenges, including limited teacher understanding of the curriculum concept, inadequate readiness of supporting facilities, and the need for continuous professional development. This study concludes that collaboration among the government, schools, and teachers is essential to ensure optimal curriculum implementation and to promote more effective, creative, and high-quality learning.
The Effect of the Problem-Based Learning (PBL) Model on Elementary School Students’ Motivation in Physical Education Iyan Iyan; Usman Usman
International Journal of Humanities, Education, and Social Sciences Vol 4 No 1 (2026): International Journal of Humanities, Education, and Social Sciences
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijhess.v4i1.9202

Abstract

Although the issue of low learning motivation in Physical Education at the elementary school level has received increasing attention in prior studies, research specifically examining the application of Problem-Based Learning (PBL) to enhance students’ motivation in Islamic elementary school contexts remains limited. This study aims to analyze the effect of the PBL model on the learning motivation of elementary school students in Penjas learning. A quantitative approach was employed using a quasi-experimental nonequivalent control group design involving 40 fifth-grade students at MIS Muhammadiyah Parepare, selected through purposive sampling, with the study conducted in November 2025. Data were collected using a validated learning motivation questionnaire and classroom observation sheets, and analyzed using descriptive statistics and an independent samples t-test. The findings indicate a statistically significant difference between the experimental and control groups (p < 0.05), where students taught using the PBL model demonstrated higher motivation scores than those taught through conventional methods. These results contribute to the theoretical development of constructivist learning theory and broaden understanding of student-centered learning implementation in Physical Education at the elementary level, particularly within Islamic school settings. The study concludes that the PBL model plays a crucial role in increasing students’ learning motivation in Physical Education and recommends that teachers adopt PBL as an innovative instructional strategy in Penjas learning. The implications include theoretical contributions to the growing literature on active learning models and practical recommendations for schools and educators to integrate problem-based approaches into Physical Education instruction. Furthermore, the study highlights opportunities for future research on the long-term effects of PBL on students’ affective and psychomotor outcomes in elementary Physical Education.
Co-Authors Gina Anisahira Ritha Tuken Usman Usman