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All Journal Majesty Journal Mahaguru
Ilham Assidiq
Universitas Muhammadiyah Enrekang, Indonesia

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The Influence of a Contextualized KUKIS Handbook on Elementary Students’ English Vocabulary Achievement Umiyati Jabri; Ismail Ismail; Ilham Assidiq; Ita Sarmita Samad; Ahmad Fajrin Setiawan
Majesty Journal Vol. 5 No. 2 (2023): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v5i2.185

Abstract

This study investigated the influence of a contextualized handbook developed through the KUKIS Program on elementary students’ English vocabulary achievement. Vocabulary mastery is a fundamental component of language learning, particularly for young learners who require meaningful and contextualized instructional support. The study employed a quantitative approach using a pre-experimental One-Shot Case Study design. The participants were 35 fifth- and sixth-grade students of SD Negeri 110 Lura, selected through purposive sampling. Data were collected using a vocabulary achievement test consisting of ten items, which were subjected to validity and reliability analyses before administration. The data were analyzed using descriptive statistics, normality testing, linearity testing, and simple linear regression analysis with the assistance of SPSS 17.0. The findings revealed that the instrument was valid and reliable, with a Cronbach’s Alpha coefficient of 0.623. The regression analysis showed a strong positive relationship between the use of the KUKIS handbook and students’ English vocabulary achievement (R = 0.89), with a coefficient of determination of 0.78. The regression equation, Y = 7.06 + 0.89X, indicated that increased utilization of the handbook was associated with higher vocabulary achievement. Furthermore, the significance value (p < .05) confirmed that the handbook had a statistically significant influence on students’ English vocabulary learning. The findings suggest that contextualized instructional materials incorporating familiar visual representations can effectively support vocabulary acquisition among elementary school learners. Therefore, the KUKIS handbook can be considered a valuable learning resource for improving English vocabulary achievement in primary education settings.
Activating Elementary School Students’ Critical Thinking through the Guided Inquiry Model in Science and Social Studies Learning on the Topic of Respiratory Organs Husmul Fatimah; Muh Idham Haliq; Eka Wahyuni; Ilham Assidiq; Dedi Setiawan
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 7 No. 1 (2026): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v7i1.331

Abstract

Critical thinking is an essential skill that needs to be developed in elementary science and social studies learning. However, preliminary observations in the fifth grade of UPT SDN 77 Rante Lemo showed that students tended to be passive, were not accustomed to providing logical reasoning, and had difficulty drawing conclusions based on observations. This study aimed to improve students’ critical thinking skills through the implementation of the guided inquiry learning model in the topic of human respiratory organs. This research employed Classroom Action Research based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action implementation, observation, and reflection. The participants were 15 fifth-grade students. Data were collected through observation, critical thinking tests, and documentation, and were analyzed using quantitative and qualitative descriptive techniques. The results showed an improvement in students’ critical thinking skills. Students’ learning mastery increased from 26.67% in the pre-action stage to 66.67% in the first cycle and reached 100% in the second cycle. Student activity increased from 37.50% to 53.13% and 93.75%, while teacher activity increased from 55.00% to 95.00%. These findings indicate that the guided inquiry learning model, particularly when supported by simple experiments and systematic teacher guidance, can enhance students’ critical thinking skills in elementary science and social studies learning.
Think Pair Share Assisted by Educaplay to Improve Science Learning Outcomes of Fourth Grade Elementary School Students Muh Araafly Sulaeman Rafly; Hasan Hasan; Dedi Setiawan; Ilham Assidiq; Muh. Idham Haliq
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 7 No. 1 (2026): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v7i1.383

Abstract

Elementary science and social science (IPAS) learning requires instructional strategies that integrate active engagement, social interaction, and digital learning media. This study aimed to analyze improvements in fourth-grade students’ IPAS learning outcomes through Educaplay-assisted Think Pair Share (TPS) and compare them with conventional instruction. A quantitative approach with a nonequivalent pretest-posttest control group quasi-experimental design was employed. The participants were 26 fourth-grade students at SDN 116 Enrekang, comprising 13 students in the experimental group and 13 in the control group. The intervention was conducted over eight sessions, excluding the pretest and posttest, focusing on Light and Its Properties. Data were collected through learning achievement tests and observations of instructional implementation and analyzed using descriptive statistics, normality and homogeneity tests, between-group comparisons, and N-gain analysis. The results showed that all students in the experimental group achieved the minimum mastery criterion, compared with 12 students in the control group. Posttest and N-gain analyses revealed significant differences between the groups (p < .05). The implementation of Educaplay-assisted TPS reached 92.8%, categorized as very good. These findings indicate that integrating TPS with Educaplay offers a promising interactive and collaborative approach to supporting conceptual learning in elementary IPAS.
Co-Authors Ahmad Fajrin Setiawan Dedi Setiawan Eka Wahyuni Hasan Hasan Husmul Fatimah Ismail Ismail Ita Sarmita Samad Muh Araafly Sulaeman Rafly Muh Idham Haliq Muh. Idham Haliq Umiyati Jabri