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All Journal PANDU: Jurnal Pendidikan Anak dan Pendidikan Umum
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Universitas Islam Darussalam (UID) Ciamis, Indonesia
Education

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PENINGKATAN KARAKTER GOTONG ROYONG SISWA MELALUI MODEL PEMBELAJARAN KOOPERATIF PADA MATA PELAJARAN PENDIDIKAN PANCASILA DI KELAS VI SDN 1 CIEURIH Ujang Endang; Daryaman; Bella Oktavia; Nurul Aisyah; Rio Ramdani; Tsuraya Balqis
PANDU : Jurnal Pendidikan Anak dan Pendidikan Umum Vol 4 No 2 (2026): MEI
Publisher : CV. Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/pandu.v4i2.2770

Abstract

The gotong royong (mutual cooperation) character of students remains a critical concern in Pancasila Education at the elementary school level, particularly in the context of the Merdeka Curriculum and the Profil Pelajar Pancasila framework. This Classroom Action Research (CAR) aimed to improve the gotong royong character of Grade VI students at SDN 1 Cieurih through the implementation of a cooperative learning model. The research was conducted over two cycles, each comprising planning, action, observation, and reflection stages following the Kemmis and McTaggart model. Participants were 19 students (10 male, 9 female). Data were collected through observation, interviews, and documentation, and analyzed using descriptive quantitative percentage techniques. The findings showed a progressive increase in the gotong royong character from a mean score of 61% in the pre-cycle to 66% in Cycle I and 73% in Cycle II. The proportion of students achieving the Good or Very Good category increased from 11% (pre-cycle) to 32% (Cycle I) and 53% (Cycle II), indicating significant improvement across all three indicators: mutual assistance (tolong-menolong), solidarity (solidaritas), and mutual respect (saling menghargai). These results demonstrate that cooperative learning effectively stimulates collaborative values and supports the implementation of the Profil Pelajar Pancasila, though further cycles are recommended to fully achieve the 75% categorical success criterion.
MODEL MAKE A MATCH PADA MATERI CUACA: PENELITIAN TINDAKAN KELAS DI SEKOLAH DASAR Alifa Irma Yasin; Daryaman; Fitria Nur Gusmayant; Vida Baeduri Hayatun Nufus; Syifa Khairunisa; Mahardika Wulandari; Nusha Azmi Dalida
PANDU : Jurnal Pendidikan Anak dan Pendidikan Umum Vol 3 No 3 (2025): AGUSTUS
Publisher : CV. Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/pandu.v3i3.2791

Abstract

Weather as a topic in grade III of primary school requires conceptual understanding closely tied to students' daily experience, yet it is commonly taught through lecturing, leaving students passive. This study describes the implementation of the Make a Match cooperative model on weather material and analyses the pattern of change in the learning outcomes of grade III students at SDN 2 Ciparay, Cidolog, Ciamis. This classroom action research was conducted in two cycles with twelve students through planning, action, observation, and reflection. Data were collected through end-of-cycle tests, observation sheets, and documentation, then analysed using comparative descriptive analysis and decomposed by the contribution of each stage. The class mean rose from 51.66 at pre-cycle to 70.00 in Cycle I and 80.83 in Cycle II, with classical mastery of 8.33%, 41.67%, and 83.33% respectively. Decomposition reveals two opposing movements: mean gain decelerated from 18.34 to 10.83 points, whereas the number of students crossing the mastery threshold increased from four to five. The findings indicate that Make a Match works primarily by lifting the lower tail of the distribution rather than by raising peak attainment.
METODE JARIMATIKA PADA MATERI PENGURANGAN: PENELITIAN TINDAKAN KELAS DI SEKOLAH DASAR Belda Nurmultiefa; Daryaman; Apriani Wahidah; Sri Wulan Dari; Syifa Aulia; Syifa Safitri Fazriatutsaniah
PANDU : Jurnal Pendidikan Anak dan Pendidikan Umum Vol 4 No 3 (2026): AGUSTUS
Publisher : CV. Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/pandu.v4i3.2801

Abstract

Subtraction is one of the mathematics topics that frequently troubles early-grade students because it is taught abstractly without concrete aids. This study aims to describe the implementation of the Jarimatika method on subtraction and to analyse changes in the learning outcomes and learning activity of grade II students at SDN 5 Imbanagara Raya, Ciamis. This classroom action research followed Kurt Lewin's model across three cycles with nineteen students through planning, action, observation, and reflection. Data were collected through achievement tests, observation sheets on lesson planning and instructional delivery, and documentation, then analysed using comparative descriptive analysis. The findings show that the teacher's ability to plan and deliver instruction improved from cycle to cycle, and students became more active and directly involved in finger-based counting activities. Analysis of the students' initial attainment indicates that this class was operating under a ceiling effect, so the contribution of the action is more accurately read as strengthening process quality and supporting the group still below the mastery threshold, rather than raising whole-class attainment.
ROLE PLAY DAN MAKE A MATCH UNTUK MENINGKATKAN KEAKTIFAN SISWA PADA PEMBELAJARAN IPAS Ujang Endang; Daryaman; Ramdhan Algifari Hilmi; Annisa Nur Ghooliyah; Nurul Aini; Elza Alzara; Hani Handayani
PANDU : Jurnal Pendidikan Anak dan Pendidikan Umum Vol 3 No 4 (2025): NOVEMBER
Publisher : CV. Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/pandu.v3i4.2802

Abstract

Student activeness is a prerequisite for successful science and social studies (IPAS) learning, yet classroom practice remains dominated by lecturing and assignments, leaving students passive. This study describes the implementation of two interactive learning techniques, role play and make a match, and analyses the pattern of change in the activeness of grade III students at SD 1 Dewasari, Cijeungjing, Ciamis, on the topic of the function of money and its wise use. This classroom action research followed Kurt Lewin's model in two cycles through planning, action, observation, and reflection, using role play in Cycle I and make a match in Cycle II. Data were collected through observation sheets covering three observed objects, namely lesson planning, teacher activity, and student activeness, together with activity documentation. Student activeness rose from 79.17 per cent in Cycle I to 91.67 per cent in Cycle II, that is from 19 to 22 out of a maximum score of 24. Comparison across the three observed objects shows that the largest gain occurred in student activeness at 12.50 percentage points, compared with 8.00 points for teacher activity and 6.00 points for lesson planning.
PEMANFAATAN MEDIA DIGITAL UNTUK MEMPERBAIKI DISIPLIN BELAJAR SISWA PADA PEMBELAJARAN PAI KELAS III: PENELITIAN TINDAKAN KELAS Lilis Nurteti; Wawan Suwandi; Daryaman; Restu Gantiara Azeldra P; Rizki Hilmi F; Esa Nurhasanah; Deis Asyifa; Siti Nurlailah Al-Mubarokah
PANDU : Jurnal Pendidikan Anak dan Pendidikan Umum Vol 4 No 1 (2026): FEBRUARI
Publisher : CV. Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/pandu.v4i1.2803

Abstract

Learning discipline in elementary school students involves not only compliance with rules but also the ability to manage attention, follow classroom procedures, and take responsibility for learning tasks. This study aimed to describe the use of digital media in Islamic Religious Education (IRE) and to analyse changes in the learning-discipline behaviour of third-grade students at SD Negeri 2 Linggasari through two Classroom Action Research (CAR) cycles. The participants were 13 students. The intervention used digital media documented mainly as animated videos and visual materials. Data were collected through behavioural observation, teacher interviews, and documentation. Analysis was descriptive and focused on punctuality, attention during lessons, compliance with classroom procedures, and responsibility for tasks; student-activity percentages were treated as supporting process data. In Cycle I, the reported student-activity percentage was 20%, while observation notes still indicated lateness and uneven participation. In Cycle II, the reported student-activity percentage increased to 80%; observation notes also indicated more orderly behaviour, including asking permission before leaving the classroom, improved attention and participation, and greater responsibility for learning activities. The findings indicate that the use of digital media within the action cycles was accompanied by improvements in several behaviours associated with learning discipline. However, the findings should not be interpreted as causal evidence of digital-media effectiveness because the study involved one classroom without a comparison group, and the numerical activity data are not equivalent to a direct discipline-character score
GAME BASED LEARNING PADA PEMBELAJARAN IPAS: PENELITIAN TINDAKAN KELAS DI MADRASAH IBTIDAIYAH Alifa Irma Yasin; Daryaman; Rendi; Hala Nadimah; Nurrizki Awaliah Majid; Helma Aulia
PANDU : Jurnal Pendidikan Anak dan Pendidikan Umum Vol 4 No 3 (2026): AGUSTUS
Publisher : CV. Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/pandu.v4i3.2804

Abstract

Learning in science and social studies (IPAS) demands active student engagement, yet classroom practice remains dominated by insufficiently varied models, leaving some students below the minimum mastery criterion. This study describes the implementation of the Game Based Learning model in IPAS and analyses the pattern of change in the learning outcomes of grade IV students at MIS Ciparay 2. This classroom action research was conducted in two cycles with fifteen students through planning, action, observation, and reflection. Data were collected through achievement tests and student activity observation sheets, then analysed using comparative descriptive analysis and decomposed by rate of change across stages. The class mean rose from 64 at pre-cycle to 75 in Cycle I and 88 in Cycle II, while mastery rose from ten to twelve and then fourteen students, that is from 66.67 per cent to 80.00 per cent and 93.33 per cent. Decomposition reveals a distinctive pattern: the number of students crossing the mastery threshold remained two in both transitions, whereas the mean gain accelerated from eleven to thirteen points. The contribution of Cycle II therefore lies in deepening attainment across the class rather than equalising mastery.
Co-Authors Alifa Irma Yasin Annisa Nur Ghooliyah Apriani Wahidah Belda Nurmultiefa Bella Oktavia Deis Asyifa Elza Alzara Esa Nurhasanah Fitria Nur Gusmayant Hala Nadimah Hani Handayani Helma Aulia Lilis Nurteti Mahardika Wulandari Nurrizki Awaliah Majid Nurul Aini Nurul Aisyah Nusha Azmi Dalida Ramdhan Algifari Hilmi Rendi Restu Gantiara Azeldra P Rio Ramdani Rizki Hilmi F Siti Nurlailah Al-Mubarokah Sri Wulan Dari Syifa Aulia Syifa Khairunisa Syifa Safitri Fazriatutsaniah Tsuraya Balqis Ujang Endang Vida Baeduri Hayatun Nufus Wawan Suwandi