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Optimizing Elementary Students’ Descriptive Writing Skills Through Sequential Picture Media Rahmawati Ismail; Muh. Idham Haliq; Asbar Asbar; Ismail Ismail; Rahmat Rahmat
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.v7i1.300

Descriptive writing skills are an essential literacy competence that should be developed from the elementary school level. However, many students still experience difficulties in generating ideas, selecting appropriate vocabulary, organizing sentences coherently, and producing clear descriptive paragraphs. This study aimed to improve the descriptive writing skills of third-grade students at UPT SDN 6 Pinrang through the implementation of sequential picture media. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. The research was conducted in two cycles involving 20 students. Data were collected through descriptive writing tests, student activity observations, teacher interviews, and documentation. The data were analyzed using quantitative and qualitative descriptive analysis. The results showed an improvement in students’ descriptive writing skills, indicated by the increase in the average score from 62 in the pre-cycle stage to 73 in Cycle I and 83 in Cycle II. Classical mastery improved from 30% to 100%. Student learning activities also increased from 55% in the pre-cycle stage to 83.2% in Cycle II. The findings indicate that sequential picture media helps students develop ideas, enrich vocabulary, organize sentences, and produce more systematic descriptive texts. This media can serve as an alternative instructional strategy in Indonesian language learning to strengthen elementary students’ writing literacy.

Integrating Interactive Canva Media with Game-Based Learning to Enhance Elementary Students’ Engagement and Social Studies Learning Outcomes Pitriani Pitriani; Rahmat Rahmat; 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.v7i1.318

Social Studies learning in elementary schools still faces challenges related to low student engagement and limited use of innovative instructional media. This study aimed to improve student engagement and learning outcomes in Social Studies among fifth-grade students at SDN 27 Penja through the implementation of interactive Canva learning media integrated with the Game-Based Learning model. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. The research was conducted in two cycles involving 13 fifth-grade students. Data were collected through student activity observations, learning achievement tests, and documentation, and were analyzed using descriptive quantitative analysis. The results revealed that the integration of interactive Canva media and Game-Based Learning effectively improved student engagement and learning outcomes. Student engagement increased from 67.5% in Cycle I to 80% in Cycle II. Students’ learning mastery also improved from 30.77% in the pre-action stage to 46.15% in Cycle I and reached 92.31% in Cycle II, with an average score of 78.8. These findings indicate that combining interactive digital media with game-based instructional strategies can provide an innovative approach to developing active, engaging, and meaningful Social Studies learning experiences in elementary schools.

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

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.

Menyusun Puzzle, Membangun Pemahaman: Peningkatan Hasil Belajar IPA Siswa Kelas V pada Materi Sistem Pernapasan Manusia Herna Herna; Rahmat Rahmat; 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.v7i1.393

Penelitian ini bertujuan mendeskripsikan penerapan media puzzle dan menganalisis peningkatan hasil belajar IPA peserta didik kelas V SDN 128 Panatakan pada materi sistem organ pernapasan manusia. Penelitian menggunakan pendekatan Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus, masing-masing meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian terdiri atas 15 peserta didik kelas V. Data dikumpulkan melalui observasi aktivitas guru dan peserta didik, tes hasil belajar, penilaian keterampilan, dan dokumentasi, kemudian dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa ketuntasan belajar meningkat dari 13% pada tahap pra-tindakan menjadi 40% pada siklus I dan mencapai 100% pada siklus II. Aktivitas peserta didik meningkat dari 45% menjadi 92,5%, sedangkan aktivitas guru meningkat dari 52,5% menjadi 92,5%. Pada aspek keterampilan, peserta didik yang mencapai kategori baik dan sangat baik meningkat dari 40% pada siklus I menjadi 100% pada siklus II. Temuan ini menunjukkan bahwa penerapan media puzzle yang dipadukan dengan diskusi kelompok, presentasi, dan fasilitasi guru dapat mendukung peningkatan proses dan hasil belajar IPA. Media puzzle dapat digunakan sebagai alternatif media pembelajaran yang konkret, visual, dan interaktif pada pembelajaran IPA sekolah dasar.

One Teacher, Multiple Grades: Pedagogical Strategies for Multigrade Teaching in Rural Elementary Schools Rahmat Rahmat; Ismail Ismail; Muh. Idham Haliq; Dedi Setiawan
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar Vol. 6 No. 2 (2025): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v6i2.418

Multigrade teaching represents an important educational strategy in schools with limited student populations and teaching personnel, yet its implementation requires adaptive pedagogical competence. This study aimed to analyze teachers’ pedagogical strategies in managing a combined Grade III and Grade IV classroom at SD Negeri 124 Jalikko, Tallu Bamba Village, Enrekang District, Indonesia. A qualitative case study design was employed. Data were collected through classroom observations, semi-structured interviews with the teacher and school principal, and document analysis, and were analyzed through data condensation, data display, and conclusion drawing. The findings revealed three major pedagogical patterns: alternating instruction, integrated learning with differentiated learning outcomes, and collaborative learning. In Indonesian language lessons, the teacher employed similar reading themes while differentiating task complexity between Grade III and Grade IV students. Independent learning activities and peer tutoring were used to maintain learning continuity while the teacher focused attention on another group. Major challenges included distributing teacher attention, managing instructional time, addressing differences in student ability, preparing learning materials, and limited learning resources. These findings indicate that successful multigrade teaching depends largely on teachers’ pedagogical flexibility in transforming classroom heterogeneity into a productive learning resource.

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