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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN
Anwar Novianto
Faculty of Education, Universitas Negeri Yogyakarta
Decision Sciences, Operations Research & Management Education

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The effectiveness of the SAVI method in improving poetry reading skills of elementary students Abdul Latif; Septia Sugiarsih; Anwar Novianto
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.91473

Abstract

This study examines the effectiveness of the Somatic, Auditory, Visual, Intellectual (SAVI) learning method in enhancing the poetry reading skills of fifth-grade elementary school students. Employing a quantitative approach with a one-group pretest-posttest design, the research involved 36 fifth-grade students from Muhammadiyah Condongcatur Elementary School. Data were collected through structured observation sheets and analyzed using a paired sample t-test. The results indicate a statistically significant improvement in students' poetry reading skills following the intervention, with a significance value of 0.001 (< 0.05). The mean score increased by 30.72 points from pretest to posttest, demonstrating a substantial gain in performance. These findings lead to the conclusion that the SAVI method is an effective instructional strategy for significantly improving poetry reading proficiency in the target student population.
Principal’s transformational leadership as a catalyst for teacher performance improvement in an Indonesian elementary school Sandi Aditya; Anwar Novianto; Lantip Diat Prasojo
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.92327

Abstract

This study analyzes how a school principal’s transformational leadership improves teacher performance at an elementary school in the Special Region of Yogyakarta, Indonesia. The research is grounded in the premise that teacher performance is critical to educational quality and that principals play a strategic role in guiding teaching and learning. A qualitative case study design was employed, involving the principal and teachers as participants, to gain an in-depth understanding of leadership strategies. Data were collected through in-depth interviews, non-participant observations, and document analysis, with methodological triangulation enhancing data validity. The principal was found to consistently practice all four dimensions of transformational leadership (Idealized Influence, Inspirational Motivation, Intellectual Stimulation, and Individualized Consideration). Through these practices, the principal served as a disciplined role model, clearly articulated an inspiring vision, fostered innovation via professional development, and provided personalized support to teachers. As a result, teachers’ motivation, commitment, and performance showed significant improvement, leading to higher instructional quality and better student outcomes. These findings provide empirical evidence of the effectiveness of transformational leadership in the primary education context, underscoring the crucial role of principals in creating collaborative, innovative, and quality-oriented school environments.
Integrating physical and digital edugames to support elementary students’ learning of integer multiplication: a classroom action research Zulsadiah; Anwar Novianto; Husni Wakhyudin
Jurnal Penelitian Ilmu Pendidikan Vol. 19 No. 2 (2026): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v19i2.101643

Abstract

Although game-based learning has been associated with mathematics achievement and engagement, evidence remains limited on how digital and non-digital games can be sequenced within a single primary-school intervention. This classroom action research documented changes in fifth-grade students’ integer multiplication learning during an integrated sequence of mathematics domino cards, Wordwall, and Quizizz. Participants were 26 students at SD Negeri 9 Buntok, Central Kalimantan, Indonesia. The study comprised a pre-cycle and two action-reflection cycles. The instructional sequence was refined through reflection following each successive implementation cycle. Achievement tests, structured observations, brief motivation indicators, field notes, and documentation provided data analyzed descriptively across cycles. Mean achievement scores increased from 62.5 at pre-cycle to 74.2 in Cycle I and 84.6 in Cycle II. Mastery rates rose from 38.46% to 69.23% and 88.46%, respectively. Classroom observations indicated increasing participation, collaboration, and confidence across cycles. These findings describe improvements observed alongside the integrated edugame sequence in one classroom; they do not establish causal effects or compare the effectiveness of individual game formats. The study offers a practical example of sequencing tangible manipulation, digital practice, and gamified feedback through iterative classroom instruction. Further controlled studies are needed to assess transferability and effectiveness.   Keywords:  game-based learning; integer multiplication; digital and non-digital games; elementary mathematics; classroom action research
Co-Authors Abdul Latif Husni Wakhyudin Lantip Diat Prasojo Sandi Aditya Septia Sugiarsih Zulsadiah