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All Journal Publikasi Pendidikan Journal of Educational Sciences Journal of Innovation and Research in Primary Education Primera Educatia Mandalika: Elementary Education Journal Jurnal DIKDAS
Muchdar, Muchdar
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Project-Based Learning as an Innovative Approach to Improve Elementary Social Studies Learning Outcomes Tangke, Fadlun Nirman; Nashrullah, Nashrullah; Herlina, Herlina; Muchdar, Muchdar; Wilade, Surahman
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2006

Abstract

Traditional lecture-based instruction in Indonesian elementary Social Studies education often results in passive student participation and suboptimal learning outcomes. This study examined the effectiveness of Project-Based Learning (PjBL) as an alternative pedagogical approach to enhance student engagement and academic achievement in fourth-grade Social Studies instruction. A quasi-experimental study with nonequivalent control group design was conducted at SD Negeri 9 Palu, involving 26 fourth-grade students randomly assigned to experimental (n=13) and control (n=13) groups. The experimental group received eight weeks of PjBL instruction focusing on human body organ systems through collaborative investigations, while the control group received conventional lecture-based teaching. Data were collected using a validated 20-item multiple-choice achievement test administered as pretest and posttest. Statistical analyses included descriptive statistics, assumption testing, independent samples t-tests, and paired samples t-tests with significance set at α = 0.05. The experimental group achieved significantly higher posttest scores (M = 88.07, SD = 6.62) compared to the control group (M = 80.38, SD = 9.23), with a statistically significant difference (t = 2.416, p = 0.024) and large effect size (Cohen's d = 0.95). Both groups showed significant within-group improvements, but the experimental group demonstrated greater consistency in learning outcomes with substantially reduced variance (474.35 to 43.91). Project-Based Learning significantly enhances Social Studies learning outcomes and promotes more equitable educational experiences among fourth-grade students. The findings support the implementation of student-centered pedagogical approaches in Indonesian elementary education contexts. Future research should examine PjBL effectiveness across larger samples and extended intervention periods while exploring individual learner characteristics that may influence outcomes.
Mengungkap Persepsi Guru Terhadap Toleransi Sosial di Kalangan Siswa: Studi Kasus di Sekolah Dasar Amanatullah, F Nurul Jihan Rizky; Herlina, Herlina; Firmansyah, Arif; Muchdar, Muchdar
Primera Educatia Mandalika: Elementary Education Journal Vol. 1 No. 2 (2024)
Publisher : Magister Pendidikan Dasar FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research is descriptive qualitative research. The problem in this research is how teachers perceive social tolerance among students: Case study in elementary schools. The data collection techniques are observation, interviews and document study. After the data is collected, the data analysis techniques are data reduction, data presentation, and drawing conclusions. The results of this research show that, Revealing teachers' perceptions of social tolerance among students: Case study in elementary schools. has been implemented and is in the good category, proven by the teacher's notes and the results of observations. Teachers have developed an attitude of tolerance in socializing so that students can differentiate how to socialize and understand how to work together with other friends who have different views.
Peningkatan Hasil Belajar Siswa Melalui Model Pembelajaran Problem Based Learning Pada Mata Pelajaran PKN Kelas V SDN 26 Palu Fadila, Fadila; Nashrullah, Nashrullah; Muchdar, Muchdar; Gagaramusu, Yusdin Bin. M.; Ar, Muslim
Publikasi Pendidikan Vol 15, No 2 (2025)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/publikan.v15i2.71790

Abstract

Penelitian ini merupakan penelitian tindakan kelas (PTK) dengan menggunakan desain penelitian Kemmis dan Mc. Tanggart. Masalah yang diangkat dalam penelitian ini adalah rendahnya hasil belajar siswa pada mata pelajaran PKN dengan tujuan penelitian ini adalah untuk meningkatkan hasil belajar siswa pada mata pelajaran PKN di kelas V. Upaya pemecahan masalah dengan menggunakan model pembelajaran Problem Based Learning (PBL).Teknik pengumpulan data yang digunakan yaitu metode Tes, observasi dan dokumentasi. Analisis data yang digunakan dengan teknik analisis kualitatif dan kuantitatif. Penelitian tindakan ini bertujuan untuk dapat meningkatkan hasil belajar siswa pada mata pelajaran PKN kelas V di SDN 26 Palu. Subjek dalam penelitian ini adalah siswa kelas V SDN 26 Palu tahun ajaran 2025/2026 yang berjumlah 14 orang siswa terdiri dari 10 orang laki-laki dan 4 orang perempuan. Hasil penelitian memperoleh data pelaksanaan pra-tindakan diperoleh hasil belajar siswa masih tergolong kurang dengan persentase skor perolehan 28,57%, pada siklus I skor perolehan hasil belajar siswa 68,21% dengan ketuntasan klasikal mencapai 57%. Sedangkan pada siklus II skor perolehan hasil belajar siswa sebesar 83,21% dengan ketuntasan klasikal mencapai 85%. Berdasarkan hasil tersebut dapat disimpulkan dengan menerapkan model Problem Based Learning (PBL) dapat meningkatkan hasil belajar siswa kelas V SDN 26 Palu.
Pengaruh Model Pembelajaran Teams Games Tournament Terhadap Minat Belajar Ips Siswa Kelas Iv SD Inpres 2 Kamonji Alfionita; Nuraini, Nuraini; Firmansyah, Arif; Muchdar, Muchdar
JURNAL DIKDAS Vol. 10 No. 2 (2022): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v10i2.3690

Abstract

This research aims to determine the influence of the use of the Teams Games Tournament (TGT) type cooperative model on the science and science learning outcomes of grade IV students at SD Inpres Bumi Sago. This research is experimental research conducted in one experimental class. The research design used in this research is Pre-Experimental Design in the form of One Group Pretest Posttest. The population in this study was 24 grade IV students at SD Inpres Bumi Sago for the 2024 academic year. The sample in this study was all class IV which was the experimental class. The instrument used is a test instrument, namely multiple choice questions whose validity and reliability have been tested. Data analysis used prerequisite tests, namely normality and linearity tests and hypothesis testing using paired sample t-test which was analyzed using SPSS 22 for windows. Based on the results of this research, it shows a significance value of 0.000 < 0.05, so accepting the Ha hypothesis and rejecting the Ho hypothesis, this means that there is an influence of the use of the TGT type cooperative model on the learning outcomes of fourth grade students at SD Inpres Bumi Sago. So it can be concluded that there is an influence of the use of the Teams Games Tournament (TGT) type cooperative model on the science and science learning outcomes of Inpres Bumi Sago Elementary School students
Analisis Faktor Penyebab Kesulitan belajar PPKn Kelas V SDN 19 Sirenja Lapohea, Arief Rahman; Herlina, Herlina; Firmansyah, Arif; Muchdar, Muchdar
JURNAL DIKDAS Vol. 13 No. 1 (2025): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v12i1.4175

Abstract

The problem in this study is what are the difficulties in learning PPKn for grade V students of SDN 19 Sirenja? and how to overcome the learning difficulties of PPKn grade V students of SDN 19 Sirenja?. The purpose of this study is to identify learning difficulties in PPKn class V SDN 19 Sirenja and to find out how to overcome learning difficulties in PPKn class V SDN 19 Sirenja. This type of research is qualitative research. The data collection in this study is interviews, observations, and documentation related to student learning difficulties. Data analysis techniques in qualitative research are carried out during data collection, and after the completion of data collection in a certain period. The results of this study are known to describe the learning difficulties of the students studied, most of whom are difficult to understand the material, difficulty understanding the learning media, lack of concentration, lack of attention in learning, slowness when processing learning materials, difficulty understanding sentences, unclear intonation, low learning outcomes.
Enhancing Fourth-Grade Students' Learning Outcomes in Integrated Science and Social Studies Through Problem-Based Learning Age, Meinar R; Nashrullah, Nashrullah; Muchdar, Muchdar; Rahman, Abdul; Sukri, Sukri
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2918

Abstract

The integration of Science and Social Studies (IPAS) in Indonesia's Merdeka Curriculum requires pedagogical approaches that foster critical thinking and problem-solving skills. However, fourth-grade students at SD Inpres 1 Tondo demonstrated low critical thinking abilities and passive learning behaviors, with only 37.04% achieving mastery in IPAS. This study examined the effectiveness of Problem-Based Learning (PBL) in improving student learning outcomes in IPAS subjects. A classroom action research design following the Kurt Lewin model was employed over two cycles with 27 fourth-grade students. Data collection utilized observation sheets, achievement tests, interviews, and documentation. Quantitative data were analyzed using percentage formulas for individual and classical mastery, while qualitative data underwent thematic analysis. The implementation of PBL produced substantial improvements across all measured dimensions. Classical mastery increased dramatically from 37.04% (pre-action) to 44.44% (Cycle I) and 92.59% (Cycle II), exceeding the 80% success criterion. Teacher performance improved from 77.41% to 94.35%, while student engagement increased from 72.32% to 88.39% across cycles. Classical absorption rate rose from 53.52% to 78.70%. Problem-Based Learning effectively enhances both learning processes and outcomes in IPAS for elementary students. The iterative refinement through action research cycles proved essential for maximizing PBL's effectiveness in integrated curriculum contexts.
The Effect of Canva-Based Animated Video Media on Integrated Science and Social Studies Learning Outcomes: A Quasi-Experimental Study in Indonesian Elementary Education Alini, Intan Nur; Nashrullah, Nashrullah; Muchdar, Muchdar; Rahman, Abdul; Sukri, Sukri
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2919

Abstract

This quasi-experimental study investigated the influence of Canva-based animated video media on fifth-grade students' IPAS (Integrated Science and Social Studies) learning outcomes at SDN 2 Dolo. Employing a nonequivalent control group design, the research involved 60 students divided into experimental (n=34) and control (n=26) groups. The experimental group received instruction using Canva-based animated videos integrating visual animations, text, and audio narration, while the control group experienced conventional teacher-centered methods. Data were collected through validated multiple-choice tests (15 items, reliability α=0.788) administered as pretests and posttests. Descriptive statistics and independent samples t-test were employed for data analysis using IBM SPSS Statistics 25. Results revealed that the experimental group achieved significantly higher posttest scores (M=84.41, SD=8.941) compared to the control group (M=78.08, SD=9.389), with statistical significance confirmed (t=2.661, p=0.010<0.05). These findings demonstrate that Canva-based animated video media significantly enhances IPAS learning outcomes by promoting student engagement, attention, and conceptual understanding. The study contributes empirical evidence supporting multimedia learning theory in integrated curriculum contexts and validates accessible digital tools' effectiveness in resource-constrained educational settings. Future research should examine long-term retention effects and optimal animation design features across diverse educational contexts.
The Effect of The Teams Games Tournament Type Cooperative Learning Model on Students’ Learning Motivation in IPAS Learning For Fourth-Grade Students of Inpres 1 Birobuli Public Elementary School Lapabande, Mifta Ahmad Buhari; Nashrullah, Nashrullah; Firmansyah, Arif; Muchdar, Muchdar
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.497-507

Abstract

This study investigates how the Teams Games Tournament cooperative learning model can improve the learning motivation of fourth grade students in Social Studies at Inpres 1 Birobuli Public Elementary School. The research aims to determine whether combining teamwork, friendly competition, and enjoyable activities can encourage students to participate more actively in the learning process. A quantitative approach with a Quasi Experimental design is applied, where class IVA receives the Teams Games Tournament treatment and class IVB functions as the comparison group. A motivation questionnaire is used to collect data after the learning activities. Before testing the hypothesis, the data are examined through normality and homogeneity tests to ensure statistical requirements are met. The hypothesis is then analyzed using the Paired Sample T Test through SPSS Statistic twenty five. The results show a significance value of zero point zero zero zero, lower than the alpha level of zero point zero five, leading to the acceptance of the alternative hypothesis. These results indicate that the Teams Games Tournament model significantly increases students motivation and creates a more engaging classroom atmosphere.
Identifikasi Penerapan Pembelajaran Teaching At The Right Level Berdasarkan Tingkat Kemampuan Kognitif Siswa Kelas V di SD Inpres Bumi Sagu Lintuman, Lusiani; Herlina, Herlina; Muchdar, Muchdar
JURNAL DIKDAS Vol. 13 No. 2 (2025): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v13i2.4445

Abstract

This research aims to determine the level of ability of students in class V of SD Inpres Bumi Sagu, to find out the implementation of Teaching at The Right Level (TaRL) learning in class V of SD Inpres Bumi Sagu and to find out what challenges are experienced in implementing learning according to the Teaching at The Right Level (TaRL) approach in class V of SD Inpres Bumi Sagu. This research is qualitative research. The subjects in this research were 15 class V students. Based on the results of research that has been carried out by observing during the learning process for class V students and studying documents from teachers. The results obtained, namely the results of the diagnostic assessment, showed that of the 15 students, the majority of students were at a high level of cognitive ability, namely 46.6%, with some students at a medium level, 40% and students at a low level, namely 13,3%. Based on the results of observations, it is known that teachers implement the TaRL approach through three main steps: the first step is identifying abilities, the second step is grouping, and the third step is differentiated learning. Based on the results of interviews with teachers, the challenges faced by teachers in implementing TaRL are the need to be more active in preparing initial assessments, managing classrooms that support differentiated learning, overcoming the discipline of students who tend to play during learning, and teachers' difficulties in creating LKPD that are appropriate to students' ability levels.
Co-Authors Abdul Rahman Age, Meinar R Alfionita Alini, Intan Nur Amanatullah, F Nurul Jihan Rizky AR, Muslim Arif Firmansyah Fadila Fadila, Fadila Herlina Herlina Lapabande, Mifta Ahmad Buhari Lapohea, Arief Rahman Lintuman, Lusiani Nashrullah, Nashrullah Nuraini Nuraini sukri Sukri, sukri Surahman Wilade Tangke, Fadlun Nirman Yusdin Gagaramusu