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All Journal Jurnal Dikdas Jurnal Paedagogy Jurnal Cakrawala Pendas Journal of Innovation and Research in Primary Education Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman
Asriani, Asriani
Universitas Tadulako
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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THE RELATIONSHIP BETWEEN TEACHER PERFORMANCE AND LEARNING ACHIEVEMENT DURING THE COVID PANDEMIC 19 STUDENTS IN CLASS V SDN BAMBALEMO Nurlina Nurlina; Asriani Asriani
Jurnal Dikdas Vol 9, No 1 (2021): JURNAL DIKDAS
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (201.097 KB)

Abstract

Based on the results of observing problems at SDN Bambalemo, teachers have different performances. In learning teacher performance is very influential for students. With the teacher's performance, students are not willing to do undesirable actions such as undisciplined, disrespectful and respectful of the teacher when speaking in front of the class. In addition, there are also teachers at SDN Bambalemo whose performance is less than optimal in carrying out the learning process in the classroom such as being late for class, less encouraging and guiding when students do not understand the learning material being taught so that students do not progress in their learning achievement, it is performance. the teacher decreases the learning achievement of their students. The purpose of this study was to see the relationship between teacher performance and student achievement during the Covid19 pandemic. This research is a qualitative descriptive type of research that describes or describes the relationship between variable X (teacher performance) and variable Y (student learning achievement). The results of this study were seen from the achievement classification teacher performance criteria where of the 31 students who became respondents there were 15 students or 48.39% who stated that the performance of teachers at SDN Bambalemo was sufficient, 16 students or 51.61% stated that the teacher performance was less. Student learning can be seen from the classification of achievement where of the 31 students who became respondents there were 13 students or 41.93% who stated that student learning achievement was sufficient and 18 students or 58.07% stated that student achievement at SDN Bambalemo was lacking. Based on the data obtained in the field, it shows a serious relationship between teacher performance and student achievement, this is evidenced by the low questionnaire data on teacher performance, learning achievement and the acquisition of student report cards.
Development of the P5 Module (Adipura Module) with The Entrepreneurship Theme for Elementary School Students as An Effort to Strengthen the Values of The Pancasila Student Profile Azizah Azizah; Sri Wahyuni; Asriani Asriani; Sri Hardianti; Rosnadi Rosnadi; Nadlrah Naimi; Melyani Sari Sitepu
Jurnal Paedagogy Vol 11, No 2: Jurnal Paedagogy (April 2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i2.11031

Abstract

This research aims to develop the P5 Adipura Module with the theme of entrepreneurship for elementary school students as an effort to strengthen the values of the Pancasila student profile (P3). The research method used was research and development adopting Sugiyono's development model with 7 stages including potential and problems, data collection, product design, design validation, design revision, product testing, and product revision. The test subjects were students in class 4 phase B elementary school. The trial was carried out in small groups. The data collection process was in the form of interviews, observations, and distributing questionnaires. Data analysis uses quantitative and qualitative descriptives. The result of this research was a product in the form of the P5 Adipura Module on the use of family medicinal plants (TOGA) on the theme of entrepreneurship. The average result of material expert validation was 3.29 with valid criteria. Likewise, the average media expert validation result was 3.20 with valid criteria, suitable for use in the project learning process by educators and students. Experiments in small groups to show the practicality of the module can be seen from the score interval obtained from the practicality sheet instrument by users (teachers and students) of 3.86 with very practical criteria. The Adipura P5 module is suitable for use, making it easier for educators and students in the learning process.
THE EFFECT OF SMARTPHONE-BASED VIDEO MEDIA IN SCIENCE AND SCIENCE LEARNING USING EXPERIMENTAL METHODS ON THE LEARNING INTERESTS OF ELEMENTARY SCHOOL STUDENTS Yusdin Gagaramusu; Azizah; Asriani; Raodatul Jannah
Jurnal Cakrawala Pendas Vol. 11 No. 2 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i2.13273

Abstract

The purpose of this study is to determine the Effect of the Use of Smartphone-Based Video Media in IPAS Learning on the Learning Interest of Elementary School Students. This study used a quantitative quasi-experimental design with a type of Non-equivalent Control Group which involved two classes given different treatments, namely the experimental group and the control group. The subjects of this study are 56 students of class IV A & Class IV B B SDN 22 Palu. Data collection was carried out using research instruments in the form of questionnaires, observations and interviews. Data analysis used hypothesis tests through paired test samples t-test and prerequisite tests, namely normality tests and homogeneity tests assisted by the SPSS Statistics version 27 program. Based on the results of this study, it shows that the significance of 0.001 < 0.05 is accepted, so the hypothesis Ha is accepted and Ho is rejected, thus the Use of Smartphone-Based Video Media in Social Science Learning using the Experimental Method has an effect in increasing the learning interest of elementary school students.
Identifying Teaching at the Right Level (TaRL) Approach Practices in Primary School Learning Sefriyana Sefriyana; Herlina Herlina; Asriani Asriani; Rizal Rizal; Ryan A. Pratama
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 2 (2025): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v14i2.2141

Abstract

This study aims to identify the implementation of the Teaching at the Right Level (TaRL) approach in sixth-grade learning at SD Negeri Model Terpadu Madani. Using a descriptive qualitative method, data were collected through in-depth interviews, classroom observations, and document analysis. The results indicate that TaRL is implemented through three key stages: initial diagnostic assessment to map student ability levels, grouping based on literacy and numeracy levels, and level-based differentiated instruction accompanied by ongoing formative evaluation. Triangulated data from multiple sources strengthens the finding that this approach enhances learning relevance and accommodates student diversity. The main challenges include increased teacher workload, time constraints, and the need for ongoing institutional support and professional training. This research contributes to the development of level-based instructional strategies in Indonesian primary education and recommends the systemic integration of the TaRL approach into teacher training programs and the Merdeka curriculum framework
Talking Stick and Question Box as a Cooperative Learning Strategy: Improving Student Participation in Science and Social Studies Learning Ni Komang Ita Finanti; Zulnuraini Zulnuraini; Asriani Asriani; Arif Firmansyah; Sri Wahyuni
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.v5i1.2668

Abstract

Low student learning engagement in interdisciplinary Science and Social Studies Learning (Ilmu Pengetahuan Alam dan Sosial/IPAS) instruction remains a persistent challenge in Indonesian elementary education, particularly under the Merdeka Curriculum framework that demands active, student-centered participation. This study examined the effect of the Talking Stick learning model assisted by Question Box media on student learning engagement among 16 fifth-grade students at SDN Tindaki, Parigi Moutong Regency. A quantitative quasi-experimental design with a One Group Pretest-Posttest approach was employed. Data were collected using a learning engagement questionnaire and an observation sheet, measuring four behavioral indicators: enthusiasm for participation, willingness to ask questions, courage to answer, and confidence in presenting understanding. Instrument validity was confirmed through Pearson Product Moment correlation, and reliability through Cronbach's Alpha. Data were analyzed using descriptive statistics and a Paired Sample t-test via SPSS version 30. The results showed a significant increase in mean engagement scores from 58.44 (pretest) to 62.00 (posttest), with a Paired Sample t-test yielding p = 0.003 (p < 0.05). All four behavioral indicators improved, with the greatest gains recorded for enthusiasm for participation (+7.8%) and courage to present understanding (+7.5%). These findings confirm that the Talking Stick–Question Box combination is an effective, accessible strategy for fostering behavioral engagement in elementary IPAS learning and warrants broader adoption within the Merdeka Curriculum context.
Teacher Competence in Implementing Prezi-Assisted PowerPoint Media: A Case Study in Rural Elementary Education Fia Regina Lestari; Rizal Rizal; Asriani Asriani; Herlina Herlina; Muhammad Nazimuddin AL Kamil; Surahman Wilade
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.v5i1.3236

Abstract

This study examined teachers' abilities to implement Prezi-assisted PowerPoint media in elementary classroom instruction within a rural school context. Despite technological availability, effective integration of interactive multimedia remains challenging, particularly in resource-limited settings where infrastructural and capacity constraints impede implementation. A qualitative descriptive case study was conducted at SD Inpres 1 Kaluku Tinggu, Central Sulawesi, Indonesia, involving a Grade V teacher selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation analysis, then analyzed using Miles and Huberman's framework involving data reduction, display, and verification. Findings revealed that the teacher demonstrated strong competence in instructional planning, classroom implementation, and formative assessment. Prezi-assisted PowerPoint significantly enhanced student engagement, with documented increases in student-initiated questions (47 versus 12 in conventional lessons) and participation rates. The teacher exhibited self-directed professional development, pedagogical reasoning, and adaptive strategies to overcome infrastructural challenges including limited internet connectivity and time constraints. The study confirms that effective technology integration depends primarily on teacher readiness and pedagogical skills rather than solely on infrastructural availability. Theoretically, findings extend multimedia learning and constructivist theories to authentic elementary contexts with resource constraints. Practically, results underscore the necessity for continuous professional development emphasizing pedagogical technology integration and institutional support systems addressing both technical and attitudinal barriers to sustainable innovation.
From Passive to Interactive: How Teams Games Tournament Transforms Science Education for Fifth Graders Kadek Arya; Herlina Herlina; Asriani Asriani; Zulnuraini Zulnuraini; Putriwanti Putriwanti
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3582

Abstract

Low science (IPAS) outcomes in Indonesian elementary schools stem from teacher-centered methods, limiting student engagement and conceptual understanding, as evidenced by national assessments (54.3% competency rate) and PISA scores (383 vs. OECD 485). This study examines the pure Teams Games Tournament (TGT) cooperative model's effect on fifth-grade cognitive learning in light properties material under the Independent Curriculum. Employing a quantitative pre-experimental one-group pretest-posttest design, the study sampled 29 fifth-grade students at SD Inpres 1 Talise via purposive sampling. Instruments included a 20-item multiple-choice test (14 valid, Cronbach's Alpha 0.875), observation sheets, and interviews. TGT was implemented over three meetings, with data analyzed using Shapiro-Wilk normality, Paired Sample T-Test, and N-Gain via SPSS 27. Pretest mean was 40.64, rising to 67.48 posttest (p < 0.001, t = -9.01), with moderate N-Gain (0.4413). Implementation fidelity improved from 86% to 97%, though two students showed minimal gains due to group adaptation issues. Findings support Vygotsky's constructivism, aligning with prior TGT studies (e.g., Listiani et al., 2025), but highlight needs for media integration. Implications include low-cost active learning strategies; limitations involve small sample and no control group. Future research should use quasi-experiments for broader generalizability.
Co-Authors Azizah Azizah Fia Regina Lestari Herlina Herlina Herlina, Herlina Huber Yaspin Tandi, Elfika Arif Firmansyah Kadek Arya Melyani Sari Sitepu Muhammad Nazimuddin Al Kamil Nadlrah Naimi Ni Komang Ita Finanti Nurlina Nurlina Putriwanti Putriwanti Raodatul Jannah Rizal Rizal Rizal, Rizal Rosnadi Rosnadi Ryan A. Pratama Sefriyana Sefriyana Sri Hardianti Sri Wahyuni Surahman Wilade Yusdin Gagaramusu Zulnuraini