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Agung Setyawan
Universitas Trunodjoyo Madura, Jawa Timur, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Efforts to Improve Cognitive Learning Outcomes of Grade V Students of SDN Socah 2 through the Discovery Learning Model in Social Science Subjects. Muhammad Nabil Azim Bin Adam; Muhammad Haykhal Priambudhi; Muaweroh; Meilina Nuril Maulida; Agung Setyawan
Journal of Action Research in Education Vol. 3 No. 3: 2026
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i3.296

Abstract

This study aims to improve the cognitive learning outcomes of fifth-grade students in Science and Social Studies (IPAS) through the application of the Discovery Learning model at SDN Socah 2. The research was motivated by low initial student learning outcomes, where only 22.22% of students achieved the Minimum Mastery Criteria (KKM), with a class average score of 64.6. To address this issue, a Classroom Action Research (CAR) framework with a quantitative approach was employed across two cycles. Each cycle encompassed four core stages: planning, acting, observing, and reflecting. The study subjects comprised 27 fifth-grade students (11 boys and 16 girls). Data were systematically collected using diagnostic tests, learning achievement tests, observation sheets, and archival records, then analyzed descriptively by calculating mean scores and learning mastery percentages. The findings demonstrate a significant and progressive enhancement in the students' cognitive performance. In the pre-cycle phase, the average score was 64.6 with 22.22% mastery (6 students). Following the intervention in Cycle I, the average score increased to 74.6, with mastery reaching 55.6% (15 students). In Cycle II, instructional delivery was further optimized using the Jigsaw method—a Deep Learning approach—and visual poster media. Consequently, the average score peaked at 94.81, achieving a 100% mastery rate (27 students). This remarkable improvement is attributed to students' active engagement in discovering concepts through observation, data collection, information processing, verification, and drawing conclusions. Ultimately, the Discovery Learning model proves highly effective in elevating cognitive learning outcomes in elementary IPAS education.
Improving Students' Learning Activeness and Learning Outcomes through the Teams Games Tournament (TGT) Learning Model Assisted by Interactive Media in Grade IV Students at UPTD SDN Keleyan 4. Wurrotul Kamila; Metha Putri Waluyo; Naesa Safitri; Heikmah Wijaya; Wahyu Adi Pratama; Agung Setyawan
Journal of Action Research in Education Vol. 3 No. 3: 2026
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i3.303

Abstract

This study aimed to improve the science learning outcomes of fourth-grade students at UPTD SDN Keleyan 4 through the implementation of the Teams Games Tournament (TGT) learning model assisted by Canva and Quizizz. The study was motivated by low student learning outcomes, limited participation in learning activities, and the lack of variation in instructional media used during the learning process. This research employed Classroom Action Research (CAR) conducted in two cycles involving 16 fourth-grade students of UPTD SDN Keleyan 4. Data were collected through learning achievement tests, observations, and documentation. Quantitative data were analyzed using descriptive comparative techniques, while qualitative data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed a significant improvement in students’ learning outcomes after the implementation of the TGT model assisted by Canva and Quizizz. The average score increased from 51.81 in the pre-cycle to 84.38 in Cycle I and 89.38 in Cycle II. Furthermore, classical learning mastery improved from 0% in the pre-cycle to 81.25% in Cycle I and 87.50% in Cycle II. These findings indicate that the Teams Games Tournament (TGT) model assisted by Canva and Quizizz effectively improves science learning outcomes and enhances student engagement in the learning process.
Implementation of the Teams Games Tournament (TGT) Learning Model in Pancasila Education Subjects for Grade IV Students Danielle R Gaikwad; Deva Riana Ramadhani; Prissy Aura Aisyah; Dewi Mutia Safitri; Ifma Hijriyani; Agung Setyawan
Journal of Action Research in Education Vol. 3 No. 3: 2026
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i3.312

Abstract

This research aims to improve students' cognitive learning outcomes in the Pancasila Education learning subject by using the Teams Games Tournament (TGT) learning model in grade IV students of SDN TANJUNG 1. The problem found is that students are less involved and less enthusiastic in learning so that the learning process is less effective. This research is a class action research which is carried out in two cycles. Each cycle consists of the stages of planning, implementation of actions, observation, and reflection. The research was carried out at SDN TANJUNG 1 with the research subject, namely grade 4 students totaling 12 students. This research method uses a quantitative method. Data collection techniques include observation, interviews, tests, and documentation. The research instrument is in the form of observation sheets of teacher and student activities, as well as learning outcome test questions. Data analysis techniques use data collection, data reduction, data presentation, and conclusion drawn. The results of the study show that the use of the TGT learning model can improve students' cognitive learning outcomes. In cycle I, the number of students who completed their studies reached an average of 68.8, increasing to 89.1 in cycle II. The conclusion of this study is that the TGT learning model is effective in improving the cognitive learning outcomes of grade IV students in Pancasila Education learning subjects. It is recommended to teachers to use the TGT learning model as an alternative in learning Pancasila Education to increase student activity and learning outcomes.
Improving Grade IV Students' Understanding of Changes in the States of Matter through Simple Experimental Methods. Himmy Kanza Tsabita; Yuniar Tri Widyawati Zain; Fatihatur Rahmaniyah; Nurhayati; Agung Setyawan
Journal of Action Research in Education Vol. 3 No. 4: 2026
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i4.326

Abstract

This research is motivated by the low understanding of students' concepts in science subjects, especially material on changes in the form of substances in grade IV UPTD SDN Keleyan 2. Initial conditions show that the average score of students' understanding of concepts is still low, which is 49.2. This is due to learning that is still dominated by lecture methods so that students are less active and less directly involved in the learning process. This research aims to improve students' understanding of concepts through the application of simple experimental methods. The type of research used is Class Action Research (PTK) with the Kemmis and McTaggart model which consists of two cycles, including planning, implementation, observation, and reflection. The subject of the study was 20 students in grade IV. Data collection techniques use observation, interviews, documentation, and tests. The results of the study show that the application of simple experimental methods can improve students' understanding of concepts. This is shown by the increase in the average score of students from 49.2 in the pre-cycle to 65 in the first cycle and increased again to 70.5 in the second cycle, as well as the increase in student activity in learning. Thus, the simple experimental method is effective in improving the understanding of the concept of IPAS in the matter of changing the form of substances.
Improving Grade IV Students' Cognitive Learning Outcomes through Rotary Wheel Learning Media at SDN Socah 2 Bangkalan. Sri Wahyuningsih Muasin; Lailatul Mukarromah; Sintia Febriyanti; Alif Ilham Wahyudi M.; Agung Setyawan
Journal of Action Research in Education Vol. 3 No. 4: 2026
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i4.327

Abstract

This study aims to improve the cognitive learning outcomes in Mathematics regarding simple fractions among 21 fourth-grade students at Elementary School Socah 2 using the Pizza Spinning Wheel learning media. The research addresses students' difficulties in understanding, determining correct operations, and connecting fraction concepts to everyday situations to solve story problems. The Pizza Spinning Wheel was selected to concretize fraction concepts and enhance learning activity. This Classroom Action Research (CAR) was conducted in two cycles, each comprising planning, implementation, observation, and reflection. Data were collected via observations, interviews, tests, and documentation. A mixed quantitative and qualitative descriptive approach was employed for data analysis, including completeness percentage calculations and qualitative stages (data reduction, presentation, and conclusion). The results demonstrate that the Pizza Spinning Wheel effectively improved students' cognitive learning outcomes. Student learning completion increased from 67% in Cycle I to 81% in Cycle II. In conclusion, this media is highly effective for teaching simple fractions. Teachers are encouraged to adopt this alternative tool to enhance students' conceptual understanding and word problem-solving skills in Mathematics.
Improving Fourth-Grade Students' Conceptual Understanding in Social Science through the Problem-Based Learning (PBL) Model at SDN Banyuajuh 9 Aviqoh Azza An-Nadwah; Gisca Julya Hidayah; Elsa Dwi Yulinda; Ikhtiatus Sholihah; Agung Setyawan
Journal of Action Research in Education Vol. 3 No. 4: 2026
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i4.330

Abstract

This study emerged from concerns about the weak conceptual understanding of science among fourth-grade students at SDN Banyuajuh 9. Traditional teacher-dominated instruction had limited students’ involvement, leaving many unable to achieve learning mastery. To transform the classroom atmosphere into a more interactive and meaningful environment, the Problem Based Learning (PBL) model was introduced. Using a Classroom Action Research framework, the study was conducted in two cycles consisting of planning, implementation, observation, and reflection stages, involving 18 learners. Data were gathered through tests, classroom observations, and documentation, with success measured by achieving at least 80% classical mastery. The outcomes showed remarkable progress: mastery improved from 16.7% in the pre-cycle stage to 44.4% in Cycle I, and finally soared to 94.4% in Cycle II. These findings highlight that PBL not only strengthens conceptual understanding but also inspires students to become more active and enthusiastic participants in learning.
Implementasi Model Cooperative Learning Tipe Jigsaw untuk Meningkatkan Keaktifan Siswa Kelas V dalam Pembelajaran di SDN Keleyan 2 Nurul Afiyah; Jihan Okta Fayosha; Silvia Agustina; Agung Setyawan; Muhammad Farhan
Journal of Action Research in Education Vol. 3 No. 4: 2026
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i4.338

Abstract

This classroom action research was carried out in Grade V of SDN Keleyan 2 to improve students' active participation in learning through the application of the Jigsaw type Cooperative Learning model. The study was based on the problem of low student involvement during classroom activities, shown by limited interaction in discussions, low confidence in expressing ideas, and minimal participation in responding to the teacher's questions. This research used a classroom action research design conducted in two cycles. Each cycle included planning, action implementation, observation, and reflection. The participants were 25 fifth-grade students of SDN Keleyan 2, consisting of 11 boys and 14 girls. Data were collected through observation, documentation, and student activeness assessment sheets. The findings indicate that the Jigsaw type Cooperative Learning model improved student activeness. The improvement was reflected in more students taking part in group discussions, increased confidence in sharing ideas, and greater involvement in presenting discussion results. Learning through the Jigsaw model gave students opportunities to collaborate through role division in home groups and expert groups. Based on these findings, the Jigsaw type Cooperative Learning model can be considered effective in improving the activeness of Grade V students at SDN Keleyan 2.
Application of the Roleplay Method to Improve Indonesian Language Learning Outcomes in Grade 4 Students of SDN Keleyan 1. Farid Azka Alfikri; Dimas Sesario Alamsyah; Ryan Irfan Nuruddin; Fanny Rahmawan; Ahmad Hasbi Ashidiqi; Agung Setyawan
Journal of Action Research in Education Vol. 3 No. 3: 2026
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i3.316

Abstract

This study aimed to improve the Indonesian language learning outcomes of 21 fourth-grade students at SDN Keleyan 1 through the roleplay method. It also sought to enhance students' understanding of character emotional changes, self-confidence, and learning concentration. The research employed a two-cycle Classroom Action Research (CAR) design involving planning, implementation, observation, and reflection. Data were collected through written tests, observations, and documentation and analyzed using quantitative and qualitative descriptive methods. The results showed that the roleplay method effectively improved students' learning outcomes, with the average score increasing from 82 in Cycle I to 84 in Cycle II and achieving 100% classical mastery. Students' self-confidence improved from sufficient (score 2) to excellent (score 4), while learning concentration increased from poor (score 1) to excellent (score 3). In conclusion, the roleplay method effectively enhances students' learning outcomes, confidence, and concentration, making it a valuable interactive approach for elementary classroom learning.
Co-Authors Ahmad Hasbi Ashidiqi Alif Ilham Wahyudi M. Aviqoh Azza An-Nadwah Danielle R Gaikwad Deva Riana Ramadhani Dewi Mutia Safitri Dimas Sesario Alamsyah Elsa Dwi Yulinda Fanny Rahmawan Farid Azka Alfikri Fatihatur Rahmaniyah Gisca Julya Hidayah Heikmah Wijaya Himmy Kanza Tsabita Ifma Hijriyani Ikhtiatus Sholihah Jihan Okta Fayosha Lailatul Mukarromah Meilina Nuril Maulida Metha Putri Waluyo Muaweroh Muhammad Farhan Muhammad Haykhal Priambudhi Muhammad Nabil Azim Bin Adam Naesa Safitri Nurhayati Nurul Afiyah Prissy Aura Aisyah Ryan Irfan Nuruddin Silvia Agustina Sintia Febriyanti Sri Wahyuningsih Muasin Wahyu Adi Pratama Wurrotul Kamila Yuniar Tri Widyawati Zain