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p-Index From 2021 - 2026
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All Journal Indonesian Journal of Research and Educational Review (IJRER)
Abdul Wahid
Program Studi Pendidikan Guru Sekolah Dasar, Universitas Islam Makassar
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Self-Directed Learning Model: Communication, Collaboration, Critical Thinking, Creativity (4C) Skills for Elementary School Students Nurul Fachriyah; Abdul Wahid; Syarifah Nur Fajrin
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.4933

Abstract

The challenges of modern education demand mastery of 21st-century skills (4Cs), but their implementation is often hampered by conventional learning patterns that have not been able to stimulate student independence. This study aims to analyze the application and influence of the Self-Directed Learning (SDL) model on Communication, Collaboration, Critical Thinking, and Creativity (4Cs) skills in fourth-grade students at Elementary School Inpres Paccerakkang, Makassar City. The method used is quantitative with a pre-experimental design, involving a sample of 29 students selected through a saturated sampling technique. The results of the study indicate that the application of the SDL model is effective in creating an active learning atmosphere and increasing student motivation. Furthermore, the hypothesis test shows a significant influence of the SDL model on 4Cs skills with a significance value of 0.00 < 0.05. This proves that the independent learning approach is empirically able to improve students' integrative abilities. Practically, this research contributes to educators implementing innovative student-centered strategies, as well as being a strategic reference for schools to produce graduates who are adaptive to the demands of the times through developing independent learning from an early age.
Differentiated Learning Via Gallery Walk: Improving Pancasila Student Profiles and Learning Outcomes in Indonesian Elementary Education Harmah Harmah; Supriadi Supriadi; Abdul Wahid
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): June - September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.4978

Abstract

Accommodating learner diversity under Indonesia’s Independent Curriculum (Kurikulum Merdeka) remains a persistent challenge, particularly in balancing cognitive competencies with the character-building dimensions of the Pancasila Student Profile (Profil Pelajar Pancasila, PPP). Conventional, lecture-centered instruction frequently fails to engage diverse learning styles or foster collaborative character formation. This Classroom Action Research (CAR) study investigated how integrating differentiated instruction with the Gallery Walk model enhances instructional quality, cognitive learning outcomes, and core PPP dimensions (cooperation, critical reasoning, and creativity). Following the Kemmis and McTaggart spiral model, the study was conducted over two reflective cycles with 23 fourth-grade students at Elementary School Inpres Lantebung, Makassar, Indonesia. Data were gathered using validated observation rubrics, PPP assessment instruments, and summative tests, and then analyzed through mixed descriptive methods. The results demonstrated substantial progress: the mean class score rose from a pre-cycle baseline of 64.35 to 73.91 in Cycle I, and 85.22 in Cycle II, yielding a 32.4% total gain. Classical mastery increased sharply from 30.43% to 69.60%, reaching 100% by Cycle II. Concurrently, PPP indicators advanced from "Low" to "Developing as Expected" (Berkembang Sesuai Harapan), with zero student regression. Synthesizing differentiated learning with the Gallery Walk model establishes an inclusive, kinesthetically engaging, and participatory learning ecosystem. This synergy offers a scalable framework for successfully operationalizing national curriculum mandates.
Think Pair Share Learning Model Based on Differentiated Instructions: Improving Civics Learning Outcomes in Elementary School Students Dahlia Dahlia; Abdul Wahid; Wahyullah Alannasir
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.5078

Abstract

Low Civics (Pancasila and Citizenship Education/PPKn) learning outcomes in elementary schools remain a persistent challenge, often attributed to teacher-centered instruction that fails to accommodate learner diversity. This study aimed to improve PPKn learning outcomes among fifth-grade students by implementing the Think Pair Share (TPS) cooperative learning model integrated with Differentiated Instruction (DI) strategies. A Classroom Action Research (CAR) design following the Kemmis and McTaggart cyclical model was employed across two intervention cycles. Thirty fifth-grade students (17 male, 13 female) at Elementary School 1 Sabaru, Indonesia, participated in the study. Data were collected through written cycle tests, structured observation sheets for teacher and student activity, and documentation analysis. Classical completion rates and descriptive statistics were used for quantitative analysis, complemented by narrative qualitative reflection. Classical mastery improved dramatically from 23.3% at baseline to 66.7% after Cycle I and 90.0% after Cycle II, surpassing the 85% success threshold. Teacher activity scores rose from 56% (low qualification) to 94% (very high qualification), while student activity scores increased from 33% (very low) to 83% (very high) across the two cycles. The integration of TPS and differentiated instruction created an inclusive, student-centered classroom climate that significantly enhanced conceptual understanding, critical thinking, collaborative skills, and learner confidence. These findings provide empirical support for adopting the TPS-DI model as a transformative pedagogical strategy in elementary Civics education.
Co-Authors Dahlia Dahlia Harmah Harmah Nurul Fachriyah Supriadi Supriadi Syarifah Nur Fajrin Wahyullah Alannasir