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All Journal Pedagogika : Jurnal Pedagogik dan Dinamika Pendidikan
Klara Douw
Elementary School Teacher Education, Satya Wiyata Mandala University, Nabire, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Improving Historical Understanding Through Storytelling Methods in Grade IV A Students Agape Integrated Christian Elementary School Nabire Nita Widyastutik; Margareta Douw; Marince Giyai; Klara Douw; Aleks Pigai
PEDAGOGIKA: Jurnal Pedagogik dan Dinamika Pendidikan Vol 14 No 1 (2026): Pedagogika: Jurnal Pedagogik dan Dinamika Pendidikan
Publisher : Prodi Pendidikan Guru Sekolah Dasar (PGSD) FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pedagogikavol14issue1page1-9

Abstract

This study aims to improve the historical understanding of grade IV A students through the application of storytelling method at Agape Terpadu Nabire Christian Elementary School. The background of this study is based on the low understanding of students towards historical material as indicated by low learning outcomes and lack of student involvement in the learning process. This study uses a Classroom Action Research (CAR) approach which is implemented in two cycles, including the planning stage, action implementation, observation, and reflection. The subjects of the study were 28 grade IV A students. Data collection techniques include observation, tests, interviews, and documentation, while data analysis is carried out descriptively qualitatively and quantitatively. The results of the study indicate that the application of the storytelling method can significantly improve students' historical understanding. This is indicated by an increase in student learning completeness from 25% in the pre-action stage to 67.86% in cycle I and increasing again to 96.42% in cycle II. In addition, there is an increase in student activity and participation in the learning process. Thus, the storytelling method is effectively used as an alternative learning strategy to improve elementary school students' historical understanding.
Co-Authors Aleks Pigai Margareta Douw Marince Giyai Nita Widyastutik