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All Journal JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA Jurnal Ilmu Pendidikan dan Sosial PIJAR: Jurnal Pendidikan dan Pengajaran International Journal of Technology and Education Research
Natalina Purba
Fakutas Keguruan Dan Ilmu Pendidikan Universitas HKBP Nommensen Pematangsiantar, Indonesia
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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Social Interaction Patterns of Children on Special Needs (ABK) with Non-ABK Children at SDN 098166 Perumnas Pematangsiantar Citra Adelima Saragih; Natalina Purba; Rio Parsaoran Napitupulu
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.3965

Abstract

This study aims to describe the pattern of social interaction between children with special needs (ABK) and non-ABK children at SD Negeri 098166 Perumnas Pematangsiantar, and to identify the forms of social interaction and the inhibiting factors. This study uses a qualitative approach with a descriptive research type. The research subjects consisted of 2 ABK children, 4 non-ABK children, and 2 class teachers. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis used the Moleong model which includes data reduction, categorization, and data interpretation. Data validity was tested through source triangulation and technical triangulation. The results of the study indicate that social interaction between ABK and non-ABK has begun to form, but has not occurred consistently. Interactions occur more frequently during learning activities, group work, and teacher direction. The forms of social interaction found include associative interactions in the form of cooperation, mutual assistance, and social acceptance, as well as dissociative interactions in the form of passive attitudes, tendencies to be alone, and limited communication of ABK. Factors inhibiting social interaction include limited communication and low self-confidence among children with special needs, lack of understanding among children without special needs, differences in ability between students, and teacher dominance in facilitating social interaction in the classroom. Based on the research results, it can be concluded that social interaction between children with special needs and those without special needs still requires support through inclusive learning, strengthening communication skills, and the active role of teachers as social facilitators to create better and more sustainable interactions.
Hubungan Reward and Punishment Dengan Motivasi Belajar Siswa Kelas V Sania Gloria Sinabutar; Natalina Purba; Emelda Thesalonika
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 4 No. 1 (2025): Desember
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v4i1.1399

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan antara pemberian reward and punishment dengan motivasi belajar siswa kelas V UPTD SD Negeri 122384 Pematangsiantar Tahun Ajaran 2025/2026. Jenis penelitian ini adalah kuantitatif korelasional. Populasi penelitian berjumlah 20 orang siswa, dan sampel diambil secara total sampling sehingga seluruh populasi menjadi sampel. Teknik pengumpulan data menggunakan angket skala Likert untuk variabel X (reward and punishment) dan variabel Y (motivasi belajar). Data dianalisis menggunakan uji statistik deskriptif dan uji korelasi Product Moment dengan bantuan SPSS. Hasil penelitian menunjukkan bahwa: (1) Penerapan reward and punishment berada dalam kategori "Setuju" dengan nilai rata-rata 3,178. (2) Motivasi belajar siswa berada dalam kategori "Setuju" dengan nilai rata-rata 3,340, dengan indikator cita-cita dan keyakinan mencapai kategori "Sangat Setuju". (3) Terdapat hubungan yang signifikan dan positif antara reward and punishment dengan motivasi belajar, yang dibuktikan dengan nilai koefisien korelasi sebesar 0,793 dan signifikansi 0,000. Hal ini menunjukkan bahwa semakin baik penerapan reward and punishment, maka semakin tinggi motivasi belajar siswa. Berdasarkan hasil penelitian, dapat disimpulkan bahwa terdapat hubungan yang signifikan antara reward and punishment dengan motivasi belajar siswa. Oleh karena itu, disarankan kepada guru untuk menerapkan reward and punishment secara konsisten dan proporsional guna meningkatkan motivasi belajar siswa
Implementation of Guided Inquiry Learning Model In Improving Critical Thinking Abilities of Grade VI Students Yohana Panjaitan; Natalina Purba; Jon Roi Tua Purba
Jurnal Pendidikan, Sains Sosial, dan Agama Vol. 10 No. 1 (2024): Jurnal Pendidikan, Sains Sosial, dan Agama
Publisher : STABN RADEN WIJAYA WONOGIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53565/pssa.v10i1.2532

Abstract

This study aims to Implement the Guided Inquiry Learning Model in Improving Critical Thinking Skills of Grade VI Students at UPTD Sd Negeri 125138 Pematangsiantar. This research is a qualitative research. Based on the results of research that has been done through observation, interviews, and documentation, it can be concluded that the implementation of the guided inquiry learning model in the subject of PPKn, especially on the material "Norms, Rights, and Obligations", has a positive influence on the development of critical thinking skills of grade VI students of UPTD SD Negeri 125138 Pematangsiantar. First, from the aspect of learning implementation, the guided inquiry model is able to present a more active and participatory learning atmosphere. Second, from the results of the analysis of critical thinking skills, it is known that the majority of students (61.3%) have demonstrated good critical thinking skills. Students in this category have been able to identify problems, convey arguments logically, and draw conclusions appropriately. Third, the results of the evaluation based on the CIPP model show that the context of the application of the guided inquiry model is very relevant to the needs of students in practicing higher-order thinking skills. Thus, it can be concluded that the guided inquiry learning model is effective for use in PPKn learning to develop students' critical thinking skills, but supporting strategies are needed to address differences in student characteristics and levels of participation.
Pengaruh Media Pengajaran Berbasis Word Wall Kepada Hasil Belajar Matematika Murid Atas Materi Unsur Bangun Datar Grup III Novelin Nababan; Natalina Purba; Eva Panggabean
Jurnal Ilmu Pendidikan dan Sosial Vol. 5 No. 1 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v5i1.1424

Abstract

Penelitian ini bertujuan untuk mengetahui Pengaruh Media Pengajaran Berbasis Word Wall Kepada Hasil Belajar Matematika Murid Atas Materi Unsur Bangun Datar Grup Iii Sdn 122377 Rakutta Sembiring. Penelitian ini menggunakan metode kuantitatif, yakni metode adapun digunakan bagi meneliti suatu populasi serta sampel serta tujuan mengukur variabel tertentu secara objektif. Teknik pengambilan sampel secara umum boleh dibagi menjadi dua metode, yakni non-probability sampling serta probability sampling. sampel tentang kajian ini meliputi seluruh murid grup III SDN 122377 Rakuta Sembiring. media pengajaran berbasis word wall berpengaruh kepada hasil belajar matematika murid atas materi bangun datar di grup III SDN 122377 Rakutta Sembiring. Hal ini ditunjukkan mulai hasil uji hipotesis serta nilai signifikansi (16,379), di mana t hitung (16,379) lebih besar mulaipada t tabel (1,717), sehingga hipotesis nol (H₀) ditolak serta hipotesis alternatif (Hₐ) diterima. Selain itu, hasil observasi juga menunjukkan kalau murid lebih aktif serta antusias tentang pengajaran ketika menggunakan media word wall dibandingkan serta pengajaran adapun tidak menggunakan media
Co-Authors Citra Adelima Saragih Emelda Thesalonika Eva Saryati Panggabean Jon Roi Tua Purba Novelin Nababan Rio Parsaoran Napitupulu Sania Gloria Sinabutar Yohana Panjaitan