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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Elementary Journal of Education
Yani Labok
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PENGARUH LINGKUNGAN BELAJAR DAN MOTIVASI TERHADAP PRESTASI BELAJAR SISWA KELAS VA DAN VB SD NEGERI PANNARA Yani Labok
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.44984

Abstract

This study aims to determine: (1) the impact of the learning environment on student learning achievement, and (2) the impact of learning motivation on the learning achievement of students in class VA and VB of SD Negeri Pannara. This study used a quantitative approach with a pretest-posttest design. The study subjects were 58 students, consisting of 28 students in class VA and 30 students in class VB. The research instruments included a learning environment questionnaire, a learning motivation questionnaire, and documentation of learning achievement scores. Data analysis was conducted using descriptive statistics and a paired-sample t-test. The results of the study showed that: (1) there was a significant impact between the learning environment and student achievement, as indicated by an increase in the average achievement score after treatment in class VA (Sig. 0.000 0.05); and (2) there was a significant influence between learning motivation and student achievement, as indicated by an increase in the average achievement score in class VB (Sig. 0.000 Thus, it can be concluded that both the learning environment and motivation are good. 0.05).
Scaffolded Project-Based Learning for Slow Learners in Inclusive Elementary Mathematics: A Classroom Action Study Riswana; Fatihah Amania Firman; Yustina Jimmy; Nur Afni Aprilia; Yani Labok; Rian Mansyur
Elementary Journal of Education Vol. 2 No. 1 (2026): Elementary Journal of Education
Publisher : Elementary Journal of Education

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Abstract

Background: Project-Based Learning (PjBL) is widely used to promote active learning, yet its implementation for students who require slower pacing and repeated instructional support remains underdocumented in inclusive elementary mathematics. Aims: This study describes a scaffolded PjBL implementation in Grade V mathematics and examines the learning and motivational responses of five students identified through school-based assessment as slow learners. Methods: A qualitative-dominant classroom action research design was conducted in one inclusive class of 30 students at UPT SPF SD Inpres Manggala, Makassar City, Indonesia. Five focal students were identified through classroom tests, observation, and teacher interviews. Across seven meetings, project-oriented learning was combined with guided worksheets, video and concrete media, repetition, individualized assistance, observation, interviews, and individual evaluation. Results: All five focal students completed the assigned project tasks. Three could summarize the material in their own words, whereas two could restate or explain the main mathematical ideas after guided practice and evaluation. Persistence and interest in completing project work were evident, but verbal participation remained limited: three students expressed an opinion once across six discussion sessions and two did not contribute verbally. Learning devices were reported as receiving average validation ratings of at least 3 and were categorized as good, although item-level validation statistics were unavailable. Conclusion: The findings support a conditional interpretation of inclusive PjBL: project activity was most workable when paired with competence-oriented scaffolding, repetition, concrete representation, and individualized guidance. Because the study lacked a comparison group and standardized pre-post motivation measures, the evidence should be interpreted as descriptive implementation evidence rather than causal proof of effectiveness.
Co-Authors Fatihah Amania Firman Nur Afni Aprilia Rian Mansyur Riswana Yustina Jimmy