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p-Index From 2021 - 2026
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All Journal JPLED
Dwi Ma’rifatika
SDN Gadang 2 Malang
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Implementation of VAK-Based PjBL in Enhancing Fifth-Grade Students Engagement with Data Presentation Material: Indonesia Zherin Rosita; Lilik Sri Hariani; Dwi Ma’rifatika
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1578

Abstract

This study investigates the implementation of Project-Based Learning (PjBL) integrated with VAK (Visual, Auditory, Kinesthetic) learning styles to enhance student engagement in fifth-grade mathematics at SDN Gadang 2 Malang. Prior to the intervention, classroom observations revealed passive learning behaviors, low motivation, and instruction dominated by lectures with minimal use of concrete media. A Classroom Action Research design was employed across two cycles, involving 17 fifth-grade students during the second semester of the 2025/2026 academic year. Data were gathered through structured engagement observation sheets and written evaluations. In Cycle I, students created single bar charts through a ball-toss game activity. In Cycle II, the learning was enhanced through double bar chart construction and a mini expo/gallery walk. Results demonstrate a significant improvement in mean engagement scores from 14.24 (moderate category) in Cycle I to 17.71 (high category) in Cycle II, representing a 24.4% increase. Mean evaluation scores rose from 84.59 to 94.35 (11.5% increase), with all 17 students achieving the minimum passing grade in Cycle II. These findings confirm that PjBL integrated with VAK learning styles effectively enhances student engagement and learning outcomes in data presentation.
Implementation of a Problem-Solving-Based Mathematics E-Module to Enhance Problem-Solving Skills Regarding Pictograms for 4th-Grade Elementary School Students Rizky Bintang Ainnur Dzaky; Lilik Sri Hariani; Dwi Ma’rifatika
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1623

Abstract

This study aims to improve the mathematical problem-solving skills of fourth-grade elementary school students regarding pictograms through the implementation of a problem-solving-based mathematics e-module. This study was motivated by students’ low ability to read, interpret, and solve word problems related to the presentation of data in the form of pictograms. The study employed the Classroom Action Research (CAR) method, based on the Kemmis and McTaggart model, which consists of four stages in each cycle: planning, implementation, observation, and reflection. The research subjects consisted of 27 fourth-grade students at SDN Gadang 2 in Malang. Research data were obtained through problem-solving ability tests administered at the end of each cycle and were then analyzed using quantitative descriptive analysis techniques. The results showed an improvement in students’ problem-solving skills from Cycle I to Cycle II. The class average score increased from 69.74 to 86.67, while the percentage of students meeting the standard rose from 40.74% to 92.59%, thereby exceeding the established success indicator of 85%. Based on these results, it can be concluded that the implementation of problem-solving-based mathematics e-modules is effective in improving the problem-solving skills of fourth-grade elementary school students in the pictogram unit.
Co-Authors Lilik Sri Hariani Rizky Bintang Ainnur Dzaky Zherin Rosita