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All Journal Sosiohumaniora Jurnal Metamorfosa Visipena Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL EDUCATION AND DEVELOPMENT AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT JURNAL PENELITIAN PENDIDIKAN BAHASA DAN SASTRA Jurnal Inovasi Penelitian Jurnal Syntax Imperatif : Jurnal Ilmu Sosial dan Pendidikan Pedagogika : Jurnal Pedagogik dan Dinamika Pendidikan Ability : Journal of Education and Social Analysis International Journal of Research in Community Services Cybernetics: Journal of Research and Educational Studies Jurnal Komunitas Bahasa ALACRITY : Journal Of Education Bahterasia : Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia Jurnal Pusat Studi Pendidikan Rakyat (PUSDIKRA) International Journal of Ethno-Sciences and Education Research Jurnal Ilmu Pendidikan International Journal of Educational Research Excellence (IJERE) Jurnal Pendekar Nusantara Jurnal Penelitian Pendidikan Indonesia Indonesian Journal of Research and Service Studies Educate JRTI (Jurnal Riset Tindakan Indonesia) Indonesian EFL Journal All Fields of Science Journal Liaison Academia and Sosiety
Rahmat Kartolo
Universits Muslim Nusantara Al-Washliyah
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Transportation Other

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The Implementation of Outdoor Learning Method on Speaking Skills in Expressing Opinions Through Simple Argumentative Texts by Students Musliadi Sitompul; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1749

Abstract

The speaking skills of elementary school students in expressing opinions are often less than optimal. This condition was evident among Grade V students at SD Negeri 354 Batahan III, where pretest results showed that 13 out of 19 students (68.4%) fell into the "very low" category, and none (0%) reached the "very high" category. This study aimed to examine the impact of implementing the outdoor learning method on students’ speaking skills, particularly in expressing opinions through simple argumentative texts. After the outdoor learning method was implemented, the posttest results indicated significant improvement: 68% of students achieved the “very high” category, 15.8% “high,” 10.5% “moderate,” and only 5.3% remained in the “very low” category. No student was in the “low” category (0%). The average normalized gain score reached 0.90, placing all students (100%) in the “high” improvement category (g ≥ 0.70). In terms of learning motivation, prior to the intervention, most students showed concerning results: 16% were unmotivated, 58% were poorly motivated, and only 5% were already motivated, with an average score of 59.5. However, following the implementation of the method, there was a significant increase: 53% became motivated, 42% sufficiently motivated, and only 5% remained poorly motivated. The average motivation score rose to 98.7. Meanwhile, observational data on student activity also confirmed the success of this method. The average student activity level during learning reached 83.875%, with indicators such as listening to instructions (100%), forming groups (86.8%), completing tasks (86.8%), and engaging in orderly discussion (89.5%). In conclusion, the implementation of the outdoor learning method proved effective in improving speaking skills, learning motivation, and student engagement. This approach offers a promising alternative for teachers to create a more meaningful and contextual learning environment, particularly in teaching argumentative texts in Bahasa Indonesia
The Effectiveness of Problem-Based Learning in Improving Fable Text Comprehension Among 5th Grade Elementary Students: A Classroom Action Research Paujan Amris; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1752

Abstract

The background of this study is the low learning outcomes of students, primarily caused by conventional teaching methods that fail to actively engage learners. The Problem-Based Learning (PBL) model was chosen because it emphasizes collaborative, contextual, and independent problem-solving. The results revealed an improvement in student learning outcomes from cycle I to cycle II. In cycle I, the average pre-test score was 69.16, which increased to 73.33 in the post-test. The mastery level rose from 41.66% (8 students meeting the Minimum Mastery Criteria or KKM) to 66.6% (13 students achieving mastery). However, these results still fell short of the KKM benchmark of 75%. Therefore, revisions were made in cycle II. In this cycle, the average pre-test score rose to 81.6, and the post-test average reached 85.83. The mastery level increased to 83.3% (17 students), with certain indicators showing that 90% of students had reached or exceeded the KKM. This indicates a significant improvement in their understanding of content, moral messages, and the structure of fable texts. Moreover, students’ engagement also improved positively, particularly in aspects such as teamwork, the courage to express opinions, and discipline during group discussions. The implementation of the PBL model also enhanced teachers’ creativity in designing meaningful and engaging learning activities. Teachers acted as facilitators, while students took an active role in the learning process. This created a classroom atmosphere that was enjoyable, intellectually stimulating, and supportive of critical thinking development. Based on these findings, it can be concluded that the Problem-Based Learning model is effective in improving students’ comprehension of fable texts and is highly relevant for implementation within the Kurikulum Merdeka, which emphasizes differentiated, student-centered learning
The Influence of Reading Intensity on the Ability to Identify Main Ideas in Expository Texts Among Eighth-Grade Students Defrion, Defrion; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1741

Abstract

The ability to identify the main idea in an expository text is one of the essential skills in reading comprehension, which plays a crucial role in learning the Indonesian language. However, in practice, many students still struggle to recognize the main ideas of a paragraph, particularly in expository texts. One of the suspected factors affecting this ability is reading intensity. Higher reading intensity is believed to improve students’ analytical skills in processing reading content, including identifying main ideas. This study aims to investigate the influence of reading intensity on the ability to identify main ideas in expository texts among eighth-grade students of SMP Negeri 1 Ulupungkut, Mandailing Natal Regency, during the 2025–2026 academic year. This research employed a quantitative approach with a descriptive correlational method. The population of the study consisted of all eighth-grade students, with a total sample of 30 students. Data were collected using a questionnaire to measure reading intensity and an essay test to assess the ability to identify main ideas in expository texts. The data were analyzed using the Pearson product-moment correlation formula. The results showed a correlation coefficient (r) of 0.500. This value exceeds the critical values of the correlation table at the 5% significance level (0.361) and 1% level (0.463), with a degree of freedom (df) of 28. Therefore, it can be concluded that there is a significant relationship between reading intensity and the ability to identify main ideas. Based on the interpretation of the correlation coefficient, the relationship between the two variables falls into the moderate category. The contribution of reading intensity to the ability to identify main ideas is 25%, while the remaining 75% is influenced by other factors. These findings indicate that the higher the reading intensity of students, the better their ability to identify the main ideas in expository texts
The Effect of Outdoor Learning Method on Indonesian Language Learning Outcomes in Descriptive Text Material Among Fifth-Grade Elementary Students Muliadi, Muliadi; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1748

Abstract

Abstract The learning process was still dominated by lecture-based methods, causing students to become passive and less engaged in classroom activities. The Outdoor Learning method was selected as an alternative instructional approach that utilizes the surrounding environment to enhance student involvement and comprehension. This study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The sample consisted of two classes: class VA as the experimental group (20 students) who received instruction using the Outdoor Learning method, and class VB as the control group (18 students) who were taught using the lecture method. Data were collected through pretests and posttests, as well as through observations of student activity. The pretest results showed that both the experimental and control groups had the same average score of 81. The experimental group had a highest score of 97 and a lowest of 65, while the control group ranged from 94 to 61. This indicated that both groups had comparable initial abilities. After the intervention, the average posttest score of the experimental group increased to 88 (with scores ranging from 74 to 100), while the control group increased to 82 (ranging from 65 to 94). A t-test on the posttest data yielded a significance value (Sig. 2-tailed) of 0.039 < 0.05, indicating a statistically significant difference in student learning outcomes between the two groups. The findings suggest that the Outdoor Learning method had a positive and significant effect on improving student learning outcomes. In addition to the increase in scores, classroom observations also revealed an improvement in students’ learning activities in the experimental group, particularly in cooperation, responsibility, and the confidence to express opinions. The Outdoor Learning method is a viable alternative for implementing active and meaningful learning strategies, especially in developing descriptive text skills at the elementary level
The Influence of Literacy Skills on Improving Students Reading Interest in Indonesia Language Learning: A Quantitative Studi of 5th Grade Elementary Students Nasution, Nirwansyah; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1750

Abstract

This study examines the influence of literacy skills on the improvement of reading interest among fifth-grade students in Indonesian language learning at SD Negeri 135 Barbaran. The background indicates that students' literacy skills still need improvement. Initial observations and interviews with fifth-grade teachers confirmed low student reading interest due to a lack of reading habits outside lessons, exposure to monotonous reading materials, and limited facilities. Therefore, this research aims to provide concrete solutions through curriculum-integrated literacy development. A quantitative approach with an ex post facto method was employed. The study population comprised all 34 fifth-grade students of SD Negeri 135 Barbaran, who were included as a full sample using purposive sampling. Data were collected through questionnaires (reading interest) and tests (literacy skills). The instruments were validated (r-count > 0.3494) and reliable (Cronbach's Alpha 0.952). Data analysis included descriptive statistics, classical assumption tests (normality Sig. 0.200 ≥ 0.05; linearity Sig. 0.367 ≥ 0.05), and simple linear regression hypothesis testing. Descriptive data showed that students' literacy skills were predominantly in the "Very High" category (41%), followed by "Moderate" (32%) and "High" (27%). Students' reading interest was predominantly in the "Very High" category (59%), followed by "High" (35%) and "Moderate" (6%). The simple linear regression equation Y=58.694+0.194X indicated a positive influence: an increase in literacy skills would lead to an increase in reading interest. Although the regression's significance value was 0.457 (not significant at the 0.05 level), theoretically and based on consistent previous research findings, a positive influence between literacy skills and reading interest persists. Literacy skills contributed 1.7% to students' reading interest, while the remaining 98.3% was influenced by other factors such as individual interest, motivation, and environment. In conclusion, there is an influence of literacy skills on the improvement of reading interest among fifth-grade students of SD Negeri 135 Barbaran.
The Effect of The Moral Reasoning Method on Students' Learning Motivation in Understanding Narrative Texts in 6th Grade Nurhakimah, Nurhakimah; Rahmat Kartolo
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1751

Abstract

This research was motivated by the low learning motivation of students in understanding narrative texts in sixth grade at SD Negeri 061 Mompangnjulu, Mandailing Natal Regency. Students appeared passive and less enthusiastic in participating in Indonesian language learning. The conventional method, which tends to be monotonous, was deemed ineffective in engaging students both emotionally and intellectually. Therefore, the Moral Reasoning method was introduced as a learning approach that engages students in moral discussions, dilemma-solving, and value reflection, with the expectation of increasing their learning motivation. This study employed a quantitative approach with a quasi-experimental design, specifically the Pretest–Posttest Nonequivalent Control Group Design. The sample consisted of two classes: the experimental class (VI A) and the control class (VI B), each comprising 28 students. The experimental class was taught using the Moral Reasoning method, while the control class was taught using conventional methods. Data collection techniques included observation, a learning motivation questionnaire, and documentation. Data analysis involved tests for normality, homogeneity, and a t-test. The results showed that the average learning motivation score in the experimental class increased to 72.18 after treatment, compared to the control class which scored 71.71. The hypothesis test showed a significance value of 0.01 < 0.05, indicating that the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was accepted. This means there is a significant effect of applying the Moral Reasoning method on students’ learning motivation. During the learning process, students in the experimental group were more actively engaged, motivated to express opinions, and able to connect story content with real-life moral values. In conclusion, the Moral Reasoning method is effective in enhancing students’ learning motivation in understanding narrative texts. This method not only encourages active student participation but also builds awareness of moral and ethical values that are relevant to their everyday lives
Improving Senior High School Students’ Speaking Competence through Retelling YouTube News Videos via Audiovisual Instruction Sari, Rubiana; Yulia Arfanti; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1753

Abstract

Speaking ability is one of the important language skills for students in communicating. However, based on initial observations, many students of class XI SMA Negeri 1 Rantau Utara have difficulty in conveying ideas verbally, especially in retelling the contents of the news they watch. This is due to limited vocabulary, lack of understanding of news structure, and low self-confidence in speaking. Therefore, this study aims to determine the effectiveness of audiovisual learning methods in improving students' speaking competence. This study used an experimental method with a one group pretest-posttest design. The research sample consisted of 32 students selected by purposive sampling. The research instrument was a speaking test, which was conducted before and after treatment. Data were analyzed using a t-test to determine the significance of improving students' speaking competence. The results showed that before treatment, the average pretest score of students was 53.28 with a standard deviation of 8. After being given treatment in the form of learning with news broadcasts from YouTube channels, the average posttest score increased to 83.71 with a standard deviation of 5. The results of the t-test showed that t count (3.36) was greater than t table (2.03) at a significance level of 5%, which means that there was a significant increase in students' speaking ability. This increase indicates that the audiovisual learning method is effective in helping students understand the structure of news, improve their speaking fluency, and enrich their vocabulary. In addition, audiovisual media also increases student involvement in learning and fosters confidence in speaking. Thus, it is suggested that this method be applied in Indonesian language learning to improve students' speaking skills more optimally
The Effectiveness of The Demonstration Method in Enhancing Students' Speaking Skills in Retelling Folktales: A Quasi-Experimental Study in 4th grade Elementary Students Zulfahmi, Zulfahmi; Rahmat Kartolo
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1754

Abstract

This research is motivated by the low ability of students to convey the contents of fairy tales orally in a coherent, clear, and expressive manner. Learning is still dominated by the lecture method and does not actively involve students in speaking activities. The research method used is quantitative with a quasi-experimental approach. The data collection technique was carried out through a speaking skills test which was assessed based on indicators of fluency, mastery of content, intonation, expression, and story structure. Data were analyzed using the t-test and coefficient of determination. The results showed that the average value of students' speaking skills in the experimental class reached 90.88, while in the control class it was only 86.94. The t-test produced a T-value of 2.77> T-table 2.03 (α = 0.05), which indicates that Ho is rejected and Ha is accepted. This means that there is a significant influence of the application of the demonstration method on students' speaking skills. Furthermore, the correlation coefficient of r = 0.967 with a determination coefficient of R² = 0.935 indicates that 93.5% of the increase in students' speaking skills can be explained by the use of the demonstration method. The demonstration method has proven effective in creating an active, participatory, and enjoyable learning atmosphere. Students look more confident, enthusiastic, and able to convey stories with a logical structure and appropriate expression. The teacher acts as a model and facilitator, so that students gain direct and meaningful learning experiences. This study concludes that the demonstration method has a significant effect on improving students' speaking skills in retelling fairy tales. Therefore, this method is worthy of being used as an innovative alternative learning strategy in Indonesian language subjects in elementary schools
The Effect of The Imaginative Suggestion Method on Narrative Writing Skills of 6th Grade Students at Mandailing Natal Yusnaleli, Yusnaleli; Rahmat Kartolo
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1755

Abstract

This research was motivated by the low narrative writing skills of sixth-grade students at SD Negeri 012 Simangambat, which was indicated by a lack of creativity, completeness of content, and narrative structure in their writing. The conventional method, which mostly involved lecturing, proved insufficient to stimulate students’ imagination and interest in writing. This study used a quantitative approach with a quasi-experimental method. The sample consisted of two classes: the experimental class taught using the Imaginative Suggestion Method and the control class taught using conventional methods, each comprising 25 students (totaling 50 students). The primary instrument used was a narrative writing test based on indicators such as plot, content, organization, sentence structure, spelling, and punctuation. The data were analyzed using an independent samples t-test. The results showed that the average post-test score of students in the experimental class was 79.8, while the control class averaged 68.8. In the experimental class, 36% of students were in the "very good" category, 52% in the "good" category, and 12% in the "fair" category. Conversely, in the control class, only 12% were categorized as "very good," 52% as "good," and 36% as "fair." Hypothesis testing indicated that the calculated t-value (tₕ = 5.04) was greater than the critical t-value (tₜ = 2.01) at the 5% significance level, meaning H₀ was rejected and Hₐ was accepted. This implies a significant difference in the writing abilities of students taught using the Imaginative Suggestion Method compared to those taught conventionally. The strength of this method lies in its use of music to stimulate students’ emotional atmosphere and imagination, enabling them to express ideas and emotions more creatively in writing. Thus, it can be concluded that the Imaginative Suggestion Method has a positive and significant effect on improving the narrative writing skills of elementary school students.
The Effectiveness of Scientific Approach in Enhancing Short Story Writing Skills: A Quasi-Experimental Study at an Islamic Boarding School Jalaluddin, Muhammad; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1780

Abstract

This study aims to analyze the effectiveness of the scientific approach in improving the short story writing ability of grade IX students at MTs Pondok Pesantren Mawaridussalam, Deli Serdang Regency. The scientific approach consists of five main stages, namely observing, asking, collecting information, reasoning, and communicating. The main problem raised in this study is the low short story writing skills of students due to less interactive learning methods and less opportunities for exploration for students. The research method used is a quasi-experimental with a pretest-posttest control group design. The research sample consisted of 72 students divided into two classes, namely the experimental class that applies a scientific approach and the control class that uses the Contextual Teaching and Learning (CTL) approach. Data were collected through short story writing tests before and after treatment, and analyzed using a t-test to test differences in learning outcomes for the two groups. The results showed that there was a significant increase in short story writing skills in the experimental class compared to the control class. The average posttest score of students in the experimental class was 84.91 with a variance of 31.33, while in the control class it only reached 73.03 with a variance of 18.54. The results of the t-test showed that t count 2.03> t table 1.99, which means that the use of a scientific approach has a significant effect on improving students' short story writing skills. The conclusion of this study is that the scientific approach is more effective than the CTL approach in improving students' short story writing skills. Therefore, it is recommended that teachers apply the scientific approach in learning to write short stories in order to improve students' creativity and understanding of the structure and techniques of writing short stories
Co-Authors Abdollah Thaib Nasution Abdullah Hasibuan Afreni Afreni Agmalia Riskiana Pulungan Ahmad Dwi Rifai Ahmad Dwi Rifai Ahmad Laut Hasibuan Ahmad Laut Hasiibuan Ajeng Munaya Aulannida Alkausar Saragih Arfanti, Yulia Arika Ritonga Arpah, Juni Arum Dwi Anjani Asmika, Suci Asnawi Asnawi Asni Sibarani Asni, Nasution Asuepan Salae Ati BR Tarigan Beby Lidia Zuliani Beru Ginting, Sri Ulina Dalmi Iskandar Dalmi Iskandar Dalmi Iskandar Dea Dwi Safitri Defrion, Defrion Delly Yanti, Vitania Barantika Derianna Rambe, Anna Derminasari, Derminasari Dewi Wahyuni Dewi, Ramayani Diah Handayani Tarigan Diah Safitri Dirham Dirham Dwi Nofita Sari Effendi Barus Efrina Hayani Elvita Nora Susana Eti Sukowati Evi Siahaan Febriani Hutasuhut Febriyani Hutasuhut Fita Satria Hafsah Nasution, Siti Harahap, Irmaelianna Harianto II Hasibuan, Zulhijjah Hasnah Harahap, Poppy Hasnah Harahap, Popy Hati Harahap, Murni Heny Triana Herman Herman Husyainah, Hasibuan Ichsan Ardhian, Mhd Imelda Simanullang Irawardi, Irawardi Irfan Johari Irhami Tanjung, Syahri Irma Masithah Iskandar Muda Jagoksen Saragih Jayanti Jayanti Jayanti Julia Rahmadani Julpirman Siregar Juni Arpah Karina Oktaviana Kholidah, Sri Laksono Trisnantoro Leni Andriana Lenny Gusti Arini Lili Kurniati Maradona Harahap Maratimbo Harahap Masithah, Irma Mei Nora Sihaloho Mevy Sitorus, Ruth Mey Kartika Mimi Rosadi Minta Ito Harahap Muhammad Akir Muhammad Ardani Muhammad Jalaluddin, Muhammad Muhammad Nasir Muhammad Saiful Muliadi Musliadi Sitompul Nadila Sari Nafsiah Hayani Nasution, Nirwansyah Nayla Azkani Netti Hasugian, Sinta Nina Febrina Nirmawan Nirmawan Nofasari, Erlinda Norita Butarbutar Nurhakimah, Nurhakimah Nurmulia Ningsih Pandu Wilantara Pane, Sri Hartati Parida Yuli Yanti Paujan Amris Poppy Hasnah Harahap Priyo Budi Santoso Sinaga Putri Juwita Putri Juwita Putri Utami Chaniago Rahma ritonga Rahmadani, Julia Rahmadi Ali Rahmaidani Siregar Rahmat Afandi Dongoran Ramadhani, Julia Rengganis, Ayu Rismayanti, Tuti Risna Risna Risnawaty Risnawaty Risnawaty Rita Destini Rosmawati Harahap Samsul Bahri Sari Suka Wati Sari, Linda Sari, Rubiana Selamet Riyadi Sembiring Depari, Susan Andriani Sonny Elitha Munthe Sri bunga Sri Hartati Pane Sri Kholidah Sri Ulina Beru Ginting Suci Anggira Sujarwo Sulismawati Supratman Suryanti Indrayani, Novi Susanty Siregar, Susi Sutarini Sutarini Sutarini Sutarini Sutarini Sutikno Sutikno SUTIKNO Sutikno Sutikno Sutikno Sutikno Triana, Heny Vitania Barantika Delly Yanti Wati Ritonga, Noprida Widayatul Jannah Widya Apri Yulia Widya Rahmawani Yanti Yusnaleli, Yusnaleli Yusniar, Yusniar Zahrilla, Zahrilla Zulfahmi Zulfahmi