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All Journal Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Moch. Fauzi
STKIP PGRI Lumajang, Jawa Timur, Indonesia
Education Other

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The Effect of Three-Dimensional Learning Media on Elementary School Students’ Learning Outcomes in the Cube Topic: Pengaruh Media Pembelajaran Tiga Dimensi pada Materi Kubus terhadap Hasil Belajar Siswa Sekolah Dasar Moch. Fauzi; Fatriatul Lailatul Jannah
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 3 No. 1 (2026): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v3i1.894

Abstract

This study examined whether learning with three-dimensional (3D) concrete media is associated with improved mathematics learning outcomes on the cube topic among fourth-grade students. The study employed a quantitative approach with a one-group pretest–posttest design. The participants were 26 fourth-grade students from SD Negeri Randuagung 01, Lumajang Regency, East Java, selected purposively based on relevance to the research objective. The intervention used a low-cost 3D cube media package consisting of a transparent acrylic cube model with colored faces, a wire-frame cube, and 1 cm³ unit cubes to support exploration of cube elements and volume concepts. Data were collected using a 20-item multiple-choice test (content validity via expert judgement; Cronbach’s alpha = 0.82), classroom observation, and documentation. Data analysis included the Shapiro–Wilk normality test, paired-samples t-test, and N-gain analysis. Results showed that both pretest and posttest data were normally distributed (p > 0.05). The paired-samples t-test showed a statistically significant increase in posttest scores (p < 0.001), indicating that students performed better after learning with 3D media. The average N-gain was 0.61 (61.45%), which falls into the “moderate” improvement category. These findings suggest that in this context, learning supported by 3D concrete media is associated with meaningful improvement in students’ understanding of cube concepts. Future studies are recommended to include a control group and larger samples to strengthen causal inference and generalizability, particularly in under-resourced school contexts using a clearly specified 3D media package.
The Effect of Interactive Audio-Visual Learning Media on Elementary School Students' Thematic Learning Outcomes Christine Wulandari Suryaningrum; Moch. Fauzi; Neti Desrianti; Asmedy Asmedy
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 3 No. 2 (2026): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v3i2.1370

Abstract

The continued dominance of lecture-based thematic instruction in elementary classrooms may limit students’ cognitive engagement and learning outcomes, particularly when abstract concepts are delivered mainly through verbal explanation. This study aimed to examine the effect of interactive audio-visual media on fifth-grade students’ learning outcomes in thematic learning. Interactive audio-visual media in this study refers to learning media that integrate narration, images, text, animation, and student response activities. A quantitative approach was employed using a quasi-experimental method with a nonequivalent control group design. The participants were 36 fifth-grade students of SDN 07 Dompu, consisting of 18 students in the experimental group and 18 students in the control group. Data were collected using pretest and posttest learning achievement tests and analyzed through descriptive statistics, normality and homogeneity tests, and an independent samples t-test at the 0.05 significance level. The results showed that the experimental group achieved a higher posttest mean score (M = 82.22) than the control group (M = 71.39). The learning gain in the experimental group was also higher (28.61 points) than in the control group (13.06 points). The t-test result indicated a significant difference between groups, t(34) = 3.672, p = .001. These findings suggest that interactive audio-visual media can improve students’ thematic learning outcomes by supporting concept visualization, multimodal information processing, and active participation. However, the findings should be interpreted within the limited sample and school context. This study implies that elementary teachers should design audio-visual media not merely as presentation tools, but as interactive learning resources aligned with learning objectives and assessment indicators.
An Analysis of Teachers' Pedagogical Competence in the Implementation of Thematic Learning at the Elementary School Level Moch. Fauzi; Riska Amelia Ade Putri; Fifi Fitriana Sari; Ija Srirahmawati
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 3 No. 2 (2026): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v3i2.1374

Abstract

This study aims to analyze teachers’ pedagogical competence in the implementation of thematic learning in Grade V of SD Negeri 03 Kempo, Dompu Regency. The study employed a descriptive qualitative approach involving one fifth-grade teacher as the main informant and several fifth-grade students as supporting informants. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model consisting of data reduction, data display, and conclusion drawing, with data validity strengthened through source and technique triangulation. The findings indicate that the teacher’s pedagogical competence was reflected in the planning, implementation, and evaluation of thematic learning, particularly in the preparation of instructional documents, the implementation of learning activities based on the assigned theme, and the use of exercises and question-and-answer activities for evaluation. However, cross-subject integration in thematic learning was not yet fully optimized, the teaching methods remained predominantly teacher-centered, and students’ active participation was still limited. The study also identified key constraints, namely limited instructional time and difficulties in designing truly integrative thematic learning activities. These findings underline the need to strengthen teachers’ pedagogical competence so that thematic learning in elementary schools can be implemented in a more integrative, participatory, and meaningful way for students.
Co-Authors Asmedy Asmedy Christine Wulandari Suryaningrum Fatriatul Lailatul Jannah Fifi Fitriana Sari Ija Srirahmawati Neti Desrianti Riska Amelia Ade Putri