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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar
Charles Andre F. Nieves
University of the Immaculate Conception, Davao City
Education Other

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Implementing pop-up book-assisted STAD cooperative learning model to improve students’ descriptive writing skills Juliana; Darinda Sofia Tanjung; Charles Andre F. Nieves; Dinesh Elango
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.p528-538

Abstract

This paper documents the implementation of the STAD cooperative learning model assisted by pop-up book media to improve the descriptive writing skills of students in class VC UPT SDN 064025 Medan. This study is a classroom action research, which describes the process and results of actions taken in a classroom to improve results and quality of the learning process. The research subjects were students in class VC at UPT SDN Medan in the academic year 2024/2025. There were 25 students in class VC, consisting of 13 female and 12 male students. The research results indicate that implementing the STAD Cooperative Learning Model assisted by Pop-Up Books can improve descriptive writing skills, as evidenced by an increase in the learning completion rate from 64% in cycle I to 84% in cycle II. This shows that the STAD Cooperative Learning Model assisted by Pop-Up Books is suitable for improving elementary school students' descriptive writing skills.
Development of an innovative differentiated learning model for inclusive education in the independent elementary school curriculum Asnita Hasibuan; Berman Hutahaean; Charles Andre F. Nieves
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.v15i2.507-517

Abstract

This study addresses the limited availability of empirically validated differentiated learning models for inclusive elementary classrooms within the Merdeka Curriculum. It aims to develop and examine the feasibility, practicality, and effectiveness of an innovative differentiated learning model for Indonesian language instruction in an inclusive elementary school. The study employed research and development using the ADDIE model and involved two Indonesian language teachers, 67 fifth-grade students, and three expert validators at SD Santo Petrus Medan Johor. The resulting products consist of a teacher handbook and a student workbook integrating diagnostic assessment, learner-profile mapping, differentiated content-process-product pathways, and adaptive assessment. Expert validation placed the model in the highly feasible category (86.75%). Practicality was also high, as indicated by teacher responses (88.40%) and student responses (85.60%). Effectiveness testing revealed an increase in learning outcomes from 70.85 to 82.30 with a moderate N-gain of 0.39, while students’ social skills improved by 15.20%. These findings indicate that the developed model is feasible, practical, and effective for strengthening inclusive, adaptive, and student-centered learning. The study contributes an operational syntax-based model that bridges inclusive education principles and the Merdeka Curriculum in elementary Indonesian language learning.
Co-Authors Asnita Hasibuan Berman Hutahaean Darinda Sofia Tanjung Dinesh Elango Juliana