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Saleha Saleha
Universitas Muhammadiyah Enrekang, Indonesia

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The Effect of Problem-Based Learning on Fourth-Grade Elementary School Students' Numeracy Skills Saleha Saleha; Elihami Elihami
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 5 No. 1 (2024): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v5i1.398

Abstract

Numeracy enables elementary school students to use mathematical knowledge to understand and solve contextual problems. This study aimed to analyze changes in the numeracy skills of fourth-grade students at UPT SDN 197 Pinrang before and after Problem-Based Learning and to test differences between pretest and posttest scores. A quantitative pre-experimental one-group pretest-posttest design was employed. Saturated sampling involved 27 fourth-grade students. Data were collected through observation, numeracy tests, and documentation and analyzed using descriptive statistics, the Shapiro-Wilk normality test, N-gain, and a paired-samples t-test. The findings showed a pretest mean of 63.93, with 12 students (44.44%) meeting the minimum mastery criterion of 70. The posttest mean increased to 87.83, and all students achieved mastery. Shapiro-Wilk significance values were .075 for the pretest and .063 for the posttest, indicating that the scores met the normality assumption. The mean N-gain was .5827, indicating improvement. The paired-samples t-test yielded t = 10.225, df = 26, and p < .001. The results demonstrate a statistically significant difference in numeracy performance after Problem-Based Learning. Because the study did not include a control group, causal interpretation should remain cautious.
Learning Science from the Local Environment: Integrating Ethnoscience-Based Local Knowledge into Elementary IPAS Learning Saleha Saleha; Nadar Nadar; Masnur Masnur
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.v6i2.422

Abstract

Science and social science (IPAS) learning that is closely connected to students’ everyday lives can bridge community-based knowledge and scientific understanding in the classroom. This study aimed to identify local community knowledge, reconstruct it into scientific concepts, and analyze the integration of ethnoscience into IPAS learning among fifth-grade students at SD Negeri 53 Malalin, Enrekang Regency, Indonesia. The study employed a qualitative case study design involving 22 fifth-grade students, one classroom teacher, and three community informants. Data were collected through observations, semi-structured interviews, documentation, student activity sheets, and learning reflections. The findings identified four local food-processing practices: dangke, deppa tettekan, dangke chips, and baje. These practices could be reconstructed into relevant scientific concepts, including changes in material properties, heat transfer, evaporation, enzyme activity, protein coagulation, and the use of local resources. The integration of ethnoscience through observation, exploration, comparison, and reflection helped students move from experience-based knowledge toward more scientific explanations of familiar phenomena. These findings indicate that local knowledge can serve as a meaningful contextual learning resource that strengthens the connection between culture, everyday experience, and scientific thinking in IPAS learning.
Inquiry-Based Learning in Pancasila and Civic Education: Developing Elementary Students’ Critical Thinking Skills and Learning Outcomes Pegi Melati Sukma; Irman Syarif; Saleha Saleha
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.v7i1.429

Abstract

Critical thinking in Pancasila Education should be developed through learning that allows students to ask questions, use evidence, and justify their reasoning rather than merely memorize values. This classroom action research aimed to improve the learning process, critical thinking, and learning outcomes through Inquiry-Based Learning (IBL). The study followed the Kemmis and McTaggart model in two cycles and involved 17 fourth-grade students at MI Muhammadiyah Cece, Alla District, Enrekang Regency, Indonesia. Data were collected through classroom observations, a 20-item achievement test, and documentation. The observation score for critical-thinking processes and inquiry activities increased from 10/28 (35.7%) in the pre-action stage to 15/28 (53.6%) in Cycle I and 25/28 (89.3%) in Cycle II. Mean achievement scores increased from 52.35 to 70.00 and 85.85, while classical mastery rose from 23% to 53% and finally 100%. The overall normalized gain was approximately 0.70, indicating a high level of improvement. These findings indicate that IBL, when supported by appropriate scaffolding and reflective improvement across cycles, can shift Pancasila Education from information reception toward more dialogic, evidence-informed, and reasoned learning.
Co-Authors ELIHAMI, ELIHAMI Irman Syarif Masnur Masnur Nadar Nadar Pegi Melati Sukma