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All Journal Indonesian Journal of Education Methods Development
Zuyyina Fihayati
Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sidoarjo
Education

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The Effect of the Think-Pair-Share Cooperative Learning Model on Elementary School Students Social Studies Learning Outcomes : Pengaruh Model Pembelajaran Kooperatif tipe Think-Pair-Share terhadap hasil belajar IPS siswa Sekolah Dasar Tiara Dewi; Zuyyina Fihayati
Indonesian Journal of Education Methods Development Vol. 21 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i1.1093

Abstract

General Background: Social Studies learning in elementary school plays an important role in developing students’ understanding of social life and values. Specific Background: Students may show limited cooperation, empathy, willingness to help, and acceptance of classmates with different backgrounds, while conventional teacher-centered instruction can restrict active participation. Knowledge Gap: Previous studies on Think Pair Share have commonly examined academic achievement, social attitudes, religious character, discipline, or general cooperation, while research addressing learning about social and cultural diversity in a heterogeneous and inclusive elementary school context remains limited. Aims: This study examines the application of the Think Pair Share cooperative learning model to Social Studies learning outcomes among fourth-grade students. Results: Using a quantitative one-group pretest-posttest design, the study involved 19 fourth-grade students at SDN Sawocangkring. Data were collected through 15-item multiple-choice pretests and posttests, supported by instrument validity and reliability testing. The instrument produced a Cronbach’s Alpha coefficient of 0.902. The Shapiro-Wilk test showed that the pretest data were not normally distributed, leading to the use of the Wilcoxon Signed Rank Test. The analysis produced an Asymp. Sig. (2-tailed) value of < 0.001 and a Z value of -3.712, indicating a significant difference between pretest and posttest scores. Novelty: The study applies Think Pair Share to learning about social and cultural diversity while emphasizing acceptance of differences, willingness to help, and empathy in a heterogeneous elementary school context. Implications: The findings provide empirical support for using structured individual thinking, paired discussion, and classroom sharing as an alternative approach to Social Studies instruction. Key Findings Highlights Posttest scores were significantly higher than pretest scores, with p < 0.001. Students became more willing to collaborate with unfamiliar classmates and present their ideas. The 15-item instrument achieved high reliability with a Cronbach’s Alpha of 0.902. Keywords : Cooperative Learning, Think Pair Share, Social Studies, Social Diversity, Elementary Education
Short Form Content Exposure And Bloom Taxonomy Indicators In Primary Schools: Paparan Konten Berdurasi Singkat Dan Indikator Taksonomi Bloom Di Sekolah Dasar Anis Fitriyah; Zuyyina Fihayati
Indonesian Journal of Education Methods Development Vol. 21 No. 2 (2026): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i2.1108

Abstract

General Background: The rapid digital transformation has significantly altered information assimilation patterns among young learners through intensive exposure to instant social media platforms. Specific Background: This exposure triggers the brainrot phenomenon, which is heavily associated with diminished concentration spans and superficial thinking among early-age digital natives. Knowledge Gap: While previous studies widely discuss technology consequences on general attention, phenomenological research specifically mapping these early symptoms against formal cognitive metrics in concrete operational learners remains severely limited. Aims: This study explores how young learners experience this phenomenon and its specific consequences on their fundamental cognitive capacities using structured educational objectives. Results: Using a phenomenological approach at SD Negeri Pilang 2 Sidoarjo, findings reveal that basic cognitive functions in remembering and understanding remain optimal despite high gadget usage. However, early symptoms have emerged, including shortened attention spans and situational distractions during complex subjects, while higher-order skills like analysis and evaluation remain in a transitional phase shaped heavily by physical fatigue and inconsistent study habits. Novelty: This research provides a unique phenomenological mapping demonstrating that the condition currently manifests as a disruption of attention readiness rather than a severe structural cognitive impairment. Implications: Diverse and interactive pedagogical strategies from educators serve as a crucial mitigation tool, highlighting the urgent need to balance home gadget routines with structured classroom environments to preserve optimal cognitive development. Highlights: High gadget usage primarily shortens attention spans rather than degrading fundamental memory retention. The brainrot condition currently manifests as situational distraction during complex pedagogical tasks. Interactive teaching strategies successfully mitigate superficial thinking and maintain learner focus. Keywords: Brainrot Phenomenon, Cognitive Abilities, Social Media, Attention Span, Qualitative Phenomenology
The Effect of Lapbooks on IPAS Instruction on the Topic of Cultural Diversity and Its Impact on the Learning Outcomes of Fourth-Grade Elementary School Students : Pengaruh Media Lapbook Pada Pembelajaran IPAS Materi Keragaman Budaya terhadap Hasil Belajar Siswa Kelas IV Sekolah Dasar Hafrida Nakhmah; Zuyyina Fihayati
Indonesian Journal of Education Methods Development Vol. 21 No. 3 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i3.1167

Abstract

General Background: Cultural diversity is an important topic in elementary IPAS learning because students need to understand various cultural forms through meaningful learning experiences. Specific Background: Learning about cultural diversity may become less engaging when instruction relies mainly on conventional materials, creating a need for visual, interactive, and contextual learning media. Knowledge Gap: Previous studies have examined Lapbook media in relation to learning activities, creativity, critical thinking, and learning outcomes, but studies specifically addressing Lapbook use for Cultural Diversity in IPAS while integrating local Krian culture remain limited. Aims: This study aims to examine the use of Lapbook media in IPAS learning on Cultural Diversity and its relationship with the learning outcomes of fourth-grade students at SDN Gamping 1. Results: Using a quantitative approach with a one-group pretest–posttest design, the study involved 28 fourth-grade students selected through saturation sampling. Data were collected through achievement tests and analyzed using descriptive statistics and N-Gain. The average score increased from 73.21 in the pretest to 89.79 in the posttest, while learning completion increased from 64.29% to 100%. The N-Gain score was 0.58, categorized as moderate. Novelty: The study combines Lapbook-based Cultural Diversity learning with local Krian cultural content in fourth-grade IPAS instruction. Implications: The findings indicate that Lapbook media can serve as an alternative visual and contextual learning medium for supporting students’ understanding of Cultural Diversity. Key Findings Highlights Mean achievement rose by 16.58 points after the learning intervention. Learning completion reached 100% among all 28 participants. The measured gain reached 0.58 within the moderate category. Keywords : Lapbook Media, Cultural Diversity, Learning Outcomes, IPAS Learning, Elementary School
Co-Authors Anis Fitriyah Hafrida Nakhmah Tiara Dewi