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Harmelia Tulak
Universitas Kristen Indonesia Toraja, Makale
Education Other

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Effectiveness of interactive learning in teaching fraction concepts to elementary school teacher education students at UKI Toraja Topanus Tulak; Rubianus; Harmelia Tulak; Desi Natalia
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 4 (2025): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i4.p475-484

Abstract

This study explores the effectiveness of interactive learning in teaching fraction concepts to students of the Elementary School Teacher Education Program at UKI Toraja. A qualitative approach using a case study method was employed to gain an in-depth understanding of students' experiences during the learning process. Data were collected through observations, interviews, and document analysis, and analysed using Miles and Huberman's interactive model. The findings reveal that interactive approaches promote active student engagement, enhance conceptual understanding, and help address common misconceptions in fractions. These results highlight the importance of contextual, collaborative, and experience-based learning strategies in elementary mathematics education. The study offers implications for designing more meaningful instruction for prospective teachers and contributes to curriculum development based on students learning needs.
Implementation of contextual learning to strengthen the character of gotong royong and understanding of Toraja culture in elementary schools Harmelia Tulak; Alexander Pakiding; Topanus Tulak; Natalya Banne
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 2 (2026): April
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i2.304-313

Abstract

Globalization has weakened the younger generation's attachment to local culture, including the value of mutual cooperation, which is a crucial part of character education. Elementary schools play a strategic role in reinstilling these values through contextual, meaningful learning. The Tongkonan concept is presented as a learning innovation based on Toraja culture to strengthen students' character and cultural understanding from an early age. This research aims to strengthen the character of mutual cooperation and increase students' understanding of Toraja culture as part of local identity. The research method uses a quantitative approach with a one-group pre-test-post-test quasi-experimental design. The research subject was grade VI elementary school students. Core activities include a miniature Tongkonan-making project and a field visit to the Tongkonan site. This program involves teachers and local community leaders as companions to the activity. Data collection techniques include participatory observation, pre- and post-tests, interviews, and assessment of student activity results. The results of the study show that contextual learning grounded in Toraja culture is effective in strengthening elementary school students' character and understanding of Toraja culture, fostering mutual cooperation.
Co-Authors Alexander Pakiding Desi Natalia Natalya Banne Rubianus Topanus Tulak Topanus Tulak