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Y.N. Adoe, Treesly
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PENERAPAN METODE DRILL BERBASIS CEKLIS TERHADAP KETEPATAN PENULISAN TANDA TITIK DAN HURUF KAPITAL DALAM TEKS NARASI SEDERHANA PADA SISWA KELAS III SDN DANAU INA Rebeca Runesi, Theresia; Sampe, Markus; Y.N. Adoe, Treesly
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54825

Abstract

This study was motivated by the low accuracy of punctuation and capitalization usage in writing simple narrative texts among third-grade students at SDN Danau Ina. Most students still had difficulties placing periods at the end of sentences and using capital letters correctly at the beginning of sentences, names of people, and places. Some students also wrote capital letters in the middle of words incorrectly. In addition, students were not accustomed to rechecking their writing, resulting in many punctuation and capitalization errors. This study aimed to improve the accuracy of period and capitalization usage through the implementation of a checklist-based drill method. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model conducted in two cycles consisting of planning, action, observation, and reflection. The subjects were 21 third-grade students of SDN Danau Ina. Data were collected through tests, observations, and documentation. The findings showed that the checklist-based drill method improved students’ ability in writing simple narrative texts. In the pre-test stage, the average score was 58.17 with a learning mastery percentage of 9.52%. In Cycle I, the average score increased to 71.19 with 52.38% mastery, while in Cycle II it increased to 90.1 with 95.24% mastery. Teacher activity also improved from 77.45% to 95.84%, while student activity increased from 72.34 to 89.93.
PENGARUH PENGGUNAAN MEDIA INTERAKTIF BERBASIS WAYGROUND DALAM PEMBELAJARAN IPAS TERHADAP HASIL BELAJAR SISWA KELAS V UPTD SD INPRES TARUS 1 Pilo Here, Estermina; Y.N. Adoe, Treesly; Aprilia Devi, Rista
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55528

Abstract

The learning outcomes of fifth-grade students in Natural and Social Sciences (IPAS) at UPTD SD Inpres Tarus 1 were still not optimal due to the use of less interactive learning media, causing students to be passive and experience difficulties in understanding abstract concepts, particularly the human respiratory system. This study aimed to determine the effect of using Wayground-based interactive media on the IPAS learning outcomes of fifth-grade students at UPTD SD Inpres Tarus 1. The research employed a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The sample consisted of 48 students, including 24 students in the experimental class and 24 students in the control class. Data were collected through pretests and posttests and analyzed using the Shapiro–Wilk normality test, Levene’s homogeneity test, Independent Sample t-test, and N-Gain test. The results showed that the average posttest score of the experimental class was 90.00, which was higher than that of the control class at 78.75. Hypothesis testing revealed a significance value (2-tailed) of 0.000 < 0.05 and a t-value of 5.496 > t-table value of 2.012, indicating a significant difference between the two groups. The N-Gain test results demonstrated that the experimental class achieved a gain score of 0.5488 (moderate category), while the control class obtained a gain score of 0.2311 (low category). Therefore, the use of Wayground-based interactive media was proven to have a significant effect and was more effective in improving students’ IPAS learning outcomes compared to conventional learning methods.
Co-Authors Aprilia Devi, Rista Pilo Here, Estermina Rebeca Runesi, Theresia Sampe, Markus