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All Journal PANDU: Jurnal Pendidikan Anak dan Pendidikan Umum
Alifa Irma Yasin
Universitas Islam Darussalam, Ciamis, Indonesia
Education

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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.
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 Daryaman Fitria Nur Gusmayant Hala Nadimah Helma Aulia Mahardika Wulandari Nurrizki Awaliah Majid Nusha Azmi Dalida Rendi Syifa Khairunisa Vida Baeduri Hayatun Nufus