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All Journal Lencana: Jurnal Inovasi Ilmu Pendidikan Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya
Ifti Handayani
Universitas Terbuka
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Implementasi Model Problem Based Learning Berbantuan Canva untuk Meningkatkan Keterampilan Berbicara pada Presentasi Laporan Pengamatan Siswa Kelas VI SD Ifti Handayani
Lencana: Jurnal Inovasi Ilmu Pendidikan Vol. 4 No. 3 (2026): Jurnal Inovasi Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/lencana.v4i3.6190

Abstract

This study aimed to improve the speaking skills and self-confidence of sixth-grade students at SD Eka Tjipta Sinar Kencana in presenting observation reports. Students often experienced shyness, low confidence, and difficulty expressing ideas in front of the class. To overcome these challenges, a Problem-Based Learning (PBL) model integrated with digital technology was implemented.Students conducted observations of several school facilities, including the library, School Health Unit (UKS), canteen, and school garden. Based on their observations, they prepared reports and created visual posters using the Canva application to support their presentations. The use of digital media helped students organize information and communicate their findings more effectively.The results indicated improvements in students’ participation and speaking performance. Eighteen out of twenty-three students (78%) showed greater confidence and active involvement during presentations. The self-confidence indicator increased from 48% in the initial assessment to 82% in the final assessment. Students also demonstrated better speaking fluency, clearer explanations, improved eye contact, and more effective use of visual media. Furthermore, the integration of local wisdom made the learning process more meaningful and relevant to students’ daily experiences. In conclusion, the implementation of the PBL model supported by information and communication technology positively enhanced students’ speaking skills and self-confidence. Challenges related to internet connectivity and classroom management were addressed through guidance and alternative planning. Future implementation should emphasize effective time management and the continued use of digital tools to enrich learning experiences.
Integrasi Pendidikan Multikultural Melalui Projek Kokurikuler Berbasis Problem-Based Learning di Sekolah Dasar: Sebuah Kajian Literatur Siti Aisyah; Reni Maria Ulfah; Ifti Handayani; Eka Aprilia; Meli Wijayanti; Megaria Megaria; Salman Rusli; Dita Fajarwati; Yulina Eva Riany
Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Vol. 4 No. 5 (2026): October: Morfologi: Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/morfologi.v4i5.3085

Abstract

This systematic literature review aims to analyze the integration of multicultural education through co-curricular projects based on Problem-Based Learning (PBL) in Elementary Schools, identifying publication trends, benefits, and implementation challenges. A Systematic Literature Review (SLR) methodology following PRISMA protocols was applied, with comprehensive literature searches conducted on OpenAlex. A total of 40 articles published between 2023 and 2026 were identified and analyzed, revealing a significant increase in publications projected for 2025 and 2026. Findings indicate that PBL-based co-curricular projects effectively enhance cognitive abilities, such as critical thinking and problem-solving, and 21st-century skills, including communication and collaboration. Furthermore, this approach is significant in fostering positive character traits and multicultural attitudes among students, promoting tolerance, empathy, and respect for cultural diversity, and boosting learning motivation. Implementation constraints include challenges in developing contextual modules, inadequate teacher competence, and resource limitations. This study extends the understanding of pedagogical mechanisms that cultivate multicultural competencies and identifies research gaps concerning long-term impacts and geographical study representation. The implication is the need for integrated curriculum development and more robust teacher training programs to support effective implementation
Co-Authors Dita Fajarwati Eka Aprilia Megaria Megaria Meli Wijayanti Reni Maria Ulfah Salman Rusli Siti Aisyah Yulina Eva Riany