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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Mei Puspita Dewi
SDN Dukuh Kupang II Surabaya
Education

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PENERAPAN MEDIA GALERI PANCASILA BERBASIS TaRL UNTUK MENINGKATKAN PEMAHAMAN MURID TERHADAP MAKNA SILA-SILA PANCASILA PADA KELAS II SDN DUKUH KUPANG II SURABAYA Imroatul Maufidhoh; Anna Roosyanti; Mei Puspita Dewi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 04 (2026): Volume 12 No. 4, Desember 2026 Released
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i04.19374

Abstract

This research is motivated by the low understanding of second-grade elementary school students regarding the meaning of the pancasila principles. The pre-test results showed an average score of 62.4, while the minimum completion criteria (KKM) was 75. This study aims to examine the implementation of TaRL-based pancasila gallery media in improving students' understanding of the meaning of the pancasila principles. This study employed classroom action research (CAR) using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection, conducted in two cycles. The subjects were second-grade elementary school students participating in pancasila education learning. Data were collected through tests, observations, documentation, and reflection notes. In cycle I, students learned using posters differentiated according to three levels of understanding based on the TaRL principle: not yet understanding, partially understanding, and understanding. The post-test results showed an increase in the average score to 82, with approximately 56% of students achieving the KKM. Based on the reflection, cycle II was improved through the use of concrete pancasila gallery media, consisting of activities to match symbols with principles, match principles with their meanings, group examples of attitudes, and complete exploration challenges. The cycle II post-test results showed an increase in the average score to 88, with approximately 79% of students achieving the KKM. Thus, TaRL-based pancasila gallery media can improve students' understanding through concrete, active, and ability-appropriate learning.
PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) DENGAN PENDEKATAN TEACHING AT THE RIGHT LEVEL (TaRL) UNTUK MENINGKATKAN HASIL BELAJAR MURID MATERI PERKALIAN KELAS III SDN DUKUH KUPANG II SURABAYA Indah Faizatul Qomariyah; Anna Roosyanti; Mei Puspita Dewi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 4 (2026): Volume 12 No. 4, Desember 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i4.19382

Abstract

Student learning outcomes in Mathematics specifically regarding multiplication remain a challenge, as some students struggle to comprehend contextual problems and possess varying levels of learning ability. This situation necessitates an instructional approach that encourages active problem-solving while tailoring learning activities to students' initial proficiency levels. Problem-Based Learning (PBL) was implemented through contextual problem-solving, while the Teaching at the Right Level (TaRL) approach was used to adjust activities and support based on individual student capabilities. This study aimed to improve Mathematics learning outcomes (multiplication) for third-grade students at SDN Dukuh Kupang II Surabaya by implementing PBL combined with the TaRL approach. The study employed Classroom Action Research (CAR) methodology, conducted over two cycles with 24 participating students. Each cycle comprised planning, action, observation, and reflection phases. Data were collected via learning achievement tests and analyzed using descriptive quantitative methods, based on a Minimum Mastery Criterion (KKM) of 70 and a class mastery target of 80%. The results showed an increase in the average score from 60 in the pre-cycle stage to 70 in Cycle I and 82 in Cycle II. Class mastery rose from 21% in the pre-cycle stage to 63% in Cycle I and 88% in Cycle II. These findings demonstrate that implementing PBL with the TaRL approach can enhance student learning outcomes by utilizing contextual problem-solving and instruction tailored to students' ability levels.
PENINGKATAN HASIL BELAJAR IPAS MATERI ORGAN DAN SISTEM PERNAPASAN MANUSIA MELALUI MODEL MAKE A MATCH PADA MURID KELAS VI SDN DUKUH KUPANG II SURABAYA Ifzal Zulfikri; Anna Roosyanti; Mei Puspita Dewi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 04 (2026): Volume 12 No. 4, Desember 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i04.19559

Abstract

This classroom action research examines the improvement of Grade VI students’ learning outcomes in IPAS on the human respiratory organs and system through the Make a Match learning model. The study was conducted at SD Negeri Dukuh Kupang II and planned in a preliminary assessment followed by Cycle I and Cycle II. Cycle I used cards containing organ images, names, and functions, while Cycle II was designed as a follow-up action using a respiratory-system puzzle and a challenge worksheet to strengthen students’ understanding of organ relationships and airflow sequence. Data were collected through written tests and classroom observations and analyzed descriptively. The available score sheets contain incomplete records for the preliminary assessment and Cycle I; therefore, missing scores were not imputed as actual results. A paired descriptive analysis was performed on 28 students whose scores were available at all three stages. Their mean scores were 79.52 in the preliminary assessment, 89.29 in Cycle I, and 85.00 in Cycle II. If the school’s mastery threshold is confirmed as 75, the number meeting the threshold in this paired group was 16, 19, and 16 students, respectively. The available data show an increase from the preliminary assessment to Cycle I, while the Cycle II mean is lower than Cycle I. Consequently, conclusions about sustained improvement require verification of missing scores and confirmation of the mastery threshold.
Co-Authors Anna Roosyanti Anna Roosyanti Ifzal Zulfikri Imroatul Maufidhoh Indah Faizatul Qomariyah