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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang JURNAL TUNAS PENDIDIKAN
Annisa Humaila
Universitas Jambi
Education Languange, Linguistic, Communication & Media Mathematics Other

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PEMAHAMAN MAHASISWA PGSD TENTANG KONSEP DASAR IPS MELALUI PENDEKATAN KELOMPOK Dhea Amanda Alfa Rizki; Annisa Humaila; Faisal Chan; Silvina Noviyanti
Jurnal Tunas Pendidikan Vol. 6 No. 2 (2024): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v6i2.1688

Abstract

Primary School Teacher Education (PGSD) plays a key role in shaping prospective teachers' understanding of Social Sciences (IPS). The complexity of social studies material and its strategic role in basic education requires increased understanding of PGSD students. With diverse backgrounds, a learning approach is needed that integrates this diversity. A group approach is considered a potential solution to achieve these goals. The formation of groups, based on similar backgrounds or interests, is expected to create a focused and relevant discussion environment. This research explores the extent to which group formation and application of a group approach improves PGSD students' understanding of basic social studies concepts. Learning through groups stimulates the application of concepts in practical situations. Group discussions give students the opportunity to link theory with direct experience through collaborative projects. The use of various learning resources, such as books, articles, videos and online learning, is integral in supporting student understanding. This research also investigates meetings with social studies experts to improve PGSD students' understanding. Expert involvement is expected to provide additional insights and in-depth perspectives, helping students develop a comprehensive understanding of basic social studies concepts. Through individual and group reflection, this research observes the internalization of understanding of PGSD students. Individual coaching sessions help students overcome difficulties during learning. It is hoped that the results of this research will provide new insights and make a significant contribution to increasing PGSD students' understanding of basic social studies concepts through a group approach. The research method used is a qualitative approach with case studies, carried out at PGSD Jambi University for the 2022/2023 academic year. The increase in student understanding was seen to be significant after implementing the group approach, indicating that this method can be effective in improving the quality of teacher education and creating a deep and relevant understanding of basic social studies concepts.
KETIDAKSESUAIAN METODE MENGAJAR GURU DENGAN TAHAP PERKEMBANGAN MEMBACA SISWA KELAS I SEKOLAH DASAR Dhea Amanda Alfa Rezki; Annisa Humaila; Zhafira Sayyidatunnisa
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14664

Abstract

This study aims to describe the mismatch between teachers' teaching methods and the reading development stages of first-grade students at SDN 80/I Muara Bulian. The background of this research is the identified reading instruction practices that do not consider the cognitive and linguistic developmental characteristics of children aged 6–7 years. This study employs a qualitative approach with a descriptive method. Data were collected through non-participant observation of the reading learning process in first grade across several naturally occurring learning sessions. Data were analyzed descriptively by identifying observed learning practices and relating them to relevant theories and prior research findings. The results indicate that the teacher uses a combination of methods, namely spelling letters on the blackboard, reading aloud together, and using textbooks without adequate sequencing. This combination of methods is not fully aligned with the reading development stages of first-grade students, as it is not preceded by phonological awareness strengthening and lacks the use of multisensory media. Student conditions in the classroom vary: some experience difficulties, some appear unfocused, and only a small portion are actively participating in the lesson. This mismatch is influenced by limited teacher understanding of early literacy, pressure to complete the curriculum, and a shortage of age-appropriate learning media in the classroom. These conditions reflect a considerable gap between classroom practice and the principles of literacy development supported by empirical research. This study recommends the use of systematic phonics methods, contextual SAS methods, and learning media that engage more of children's learning modalities. The implementation of differentiated instruction is also necessary to address the diverse reading abilities of first-grade students.
PENINGKATAN MOTIVASI BELAJAR MATEMATIKA MELALUI MEDIA INTERAKTIF BERBASIS CANVA PADA SISWA KELAS III SD Annisa Humaila; Zhafira Sayyidatunnisa
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14998

Abstract

Low learning motivation in mathematics among elementary school students is a common problem encountered in daily classroom practice. Students in lower grades, particularly grade III, often perceive mathematics as a difficult, boring, and unpleasant subject, which negatively affects their engagement and enthusiasm for learning. This situation is exacerbated by the use of conventional teaching methods that insufficiently address students' visual needs and interests. This study aims to describe the improvement of mathematics learning motivation among grade III elementary school students through the application of Canva-based interactive media. This study employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart spiral model, consisting of four stages in each cycle: planning, action, observation, and reflection. The research was conducted in two cycles, each consisting of three meetings. The research subjects were 25 third-grade students at a public elementary school. Data collection instruments included teacher and student activity observation sheets, a learning motivation questionnaire using a Likert scale (1–4), field notes, and documentation. Data were analyzed using quantitative and qualitative descriptive techniques. The results revealed a significant improvement in learning motivation. Before the intervention (pre-cycle), only 28% of students were in the high motivation category. After implementing Canva-based interactive media in cycle I, this percentage increased to 56%. In cycle II, it rose further to 84%. This improvement was supported by the visually appealing Canva media, interactive content presentation, and the addition of gamification elements in cycle II. These findings indicate that Canva-based interactive media is effective as an innovative mathematics learning tool to improve the learning motivation of grade III elementary school students.
Co-Authors Dhea Amanda Alfa Rezki Dhea Amanda Alfa Rizki Faisal Chan Silvina Noviyanti Zhafira sayyidatunnisa