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Muslim Muslim
Department of Primary Teacher Education, Tadulako University, Palu City, 94111, Indonesia
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The Implementation of the Problem-Based Learning Model to Improve Students' Learning Interest in Pancasila Education Among Fourth-Grade Students at SDN 3 Lambara Salsa Bila; Arif Firmansyah; Muchdar Muchdar; Herlina Herlina; Muslim Muslim
Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.8.p.985-1004

Abstract

This study was motivated by the low learning interest of fourth-grade students in Pancasila Education at SDN 3 Lambara, as reflected in their limited participation, attention, and engagement during classroom learning. The study aimed to improve students' learning interest through the implementation of the Problem-Based Learning (PBL) model. This study employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were 28 fourth-grade students. Data were collected through observations of teacher and student activities and a learning interest questionnaire, then analyzed using descriptive qualitative and quantitative techniques. The findings demonstrated that the implementation of the PBL model effectively improved students' learning interest. Classical learning mastery increased from 33.33% in the preliminary stage to 66.66% in Cycle I and 91.66% in Cycle II. Furthermore, teacher and student learning activities improved from the good to the very good category across the research cycles. These findings indicate that the Problem-Based Learning model creates a more active, collaborative, and meaningful learning environment, thereby effectively enhancing students' learning interest in Pancasila Education among fourth-grade elementary school students.
Implementation of the Culturally Responsive Teaching Approach to Improve Student Learning Outcomes in Pancasila Education in Grade IV at SDN 2 Tatura Ni Made Riastini; Arif Firmansyah; Muchdar Muchdar; Herlina Herlina; Muslim Muslim
Journal of Educational Sciences Vol. 10 No. 9 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.9.p.573-590

Abstract

This study aimed to improve the learning outcomes of fourth-grade students in Pancasila Education through the implementation of Culturally Responsive Teaching (CRT) at SDN 2 Tatura. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, which consists of four stages: planning, action, observation, and reflection. The study involved 35 fourth-grade students and was conducted in two cycles, with two meetings in each cycle. Data were collected through teacher and student activity observation sheets and learning outcome tests and were analyzed descriptively. The initial assessment showed that 11 students achieved the minimum mastery criterion, corresponding to a classical mastery level of 31.43%. In Cycle I, 23 students achieved mastery, resulting in a classical mastery level of 65.71%. In Cycle II, the number of students achieving mastery increased to 31, resulting in a classical mastery level of 88.57%, exceeding the predetermined success criterion of 80%. The improvement in learning outcomes was accompanied by increased teacher activity and student participation, particularly in contextual discussions, collaboration, expressing opinions, and presenting learning outcomes. These findings indicate that Culturally Responsive Teaching can support meaningful and participatory learning while improving learning outcomes in Pancasila Education.
The Effectiveness of P5 Project-Based E-Modules on the Learning Independence of Grade IV Students of SDN 3 Silanca Gloria Tri Andini Tagentju; Arif Firmansyah; Muchdar Muchdar; Herlina Herlina; Muslim Muslim
Journal of Educational Sciences Vol. 10 No. 9 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.9.p.119-136

Abstract

This study aimed to determine the effectiveness of a P5 project-based e-module in improving the learning independence of fourth-grade elementary school students. A pre-experimental one-group pretest–posttest design was employed involving nine students at SDN 3 Silanca. The learning intervention was implemented over four meetings using a P5 project-based e-module. Data were collected through a learning independence questionnaire based on Zimmerman's Self-Regulated Learning theory, measuring learning initiative, responsibility, decision-making, self-confidence, time management, and self-evaluation. The instrument was validated and demonstrated high reliability. Data were analyzed using descriptive statistics, the Shapiro–Wilk test, the Paired Sample t-Test, and the N-Gain test. The results showed that the mean score increased from 63.00 to 81.00. The Paired Sample t-Test indicated a significant improvement (p < 0.05), while the N-Gain analysis showed moderate effectiveness. The findings indicate that the P5 project-based e-module effectively promotes learning independence and can serve as an innovative digital learning resource to support the implementation of the Merdeka Curriculum in elementary schools.
Co-Authors Arif Firmansyah Gloria Tri Andini Tagentju Herlina Herlina Muchdar Muchdar Ni Made Riastini Salsa Bila