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Rahmat Kartolo
Universitas Muslim Nusantara Al Washliyah
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The Effect of the Fun Learning Method on Fourth-Grade Students’ Reading Comprehension of Short Story Texts Kholidah, Sri; 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.v5i2.1819

Abstract

This research was motivated by the low learning outcomes in reading comprehension of short stories among fourth-grade students at SD Negeri 114 Pagaran Sigatal. The use of monotonous and conventional teaching methods made students tend to be passive and unenthusiastic during the reading comprehension process. To address this issue, the study aimed to investigate the effect of the Fun Learning method on students’ reading comprehension outcomes. This study was a quasi-experimental research using a control group pre-test post-test design involving 50 students, consisting of 25 students in the experimental class and 25 in the control class. The pre-test results showed that the average score of the experimental class was 69.2, while the control class was 69.72. After the treatment, the post-test average score of the experimental class increased to 80.2, while the control class only reached 75.4. The maximum score in the experimental class increased from 75 to 95, and the minimum score from 55 to 70. In contrast, the maximum score in the control class reached only 85, and the minimum was 68. The hypothesis test using the t-test showed that the t-value = 2.668 was greater than the t-table = 1.677 at the 0.05 significance level, indicating that H₀ was rejected and Hₐ was accepted. This means that there is a significant effect of using the Fun Learning method on improving students’ learning outcomes. Furthermore, this method increased students’ active participation, stimulated enthusiasm, and strengthened collaboration through singing and guessing-game activities. The advantage of this method lies in its ability to create an enjoyable learning atmosphere, motivate students to engage actively, and enhance their ability to comprehend texts more deeply. Therefore, the Fun Learning method is a worthy alternative instructional strategy to improve learning outcomes, particularly in reading comprehension skills at the elementary school level
The Effect of Problem Based Learning on Fifth-Grade Students’ Speaking Ability in Oral Presentations of Short Stories Rismayanti, Tuti; 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.v5i2.1820

Abstract

This study aims to determine the effect of the Problem Based Learning (PBL) model on students' speaking ability in oral presentations about short stories in grade V of State Elementary School 108 Aekmata, Mandailing Natal Regency, Academic Year 2025–2026. This study used a quantitative approach with a pre-experimental design of one-group pretest-posttest type. The subjects of the study were all 23 fifth grade students, who were selected using a saturated sampling technique. Data were collected through speaking ability tests before and after treatment, and analyzed descriptively and inferentially using the t-test. The results showed that before the implementation of the PBL model, the average pretest score of students' speaking ability was 65.43. At this stage, the majority of students were in the "sufficient" (65%) and "less" (35%) categories, and only 9% achieved learning completion. After the implementation of the PBL model, there was a significant increase with an average posttest score of 84.82. The distribution of scores showed that 48% of students were in the "very good" category, 30% "good", and 22% "sufficient", and 87% of students achieved learning completion. Inferential statistical analysis with the t-test showed that the t-value = 4.016 was greater than t-table = 1.713 at a significance level of 0.05. This means that H₀ is rejected and H₁ is accepted, which shows that there is a significant effect of the implementation of the PBL model on improving students' speaking skills. This improvement is not only seen in academic grades, but also in affective and psychomotor aspects, such as self-confidence, fluency in conveying ideas, and active involvement of students in group discussions. Based on these findings, it is recommended that the Problem Based Learning model be used as an alternative in learning Indonesian to improve students' speaking skills, especially in oral presentations of short stories.
The Effect of Interactive Learning Media on Students’ Motivation in Writing “My Experience” Stories among Sixth-Grade Students Yusniar, Yusniar; 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.v5i2.1821

Abstract

This research was motivated by the low level of student motivation in story writing activities at SD Negeri 096 Manyabar, Mandailing Natal Regency. Observational data revealed that teachers still tend to use conventional methods and have not yet optimally utilized interactive learning media. As a result, the learning process becomes less engaging and students show passive behavior, particularly in writing stories with the theme “My Experience.” Writing is a productive skill in Indonesian language learning that requires motivational stimuli so students can creatively express their ideas and personal experiences. This study aims to examine the influence of interactive learning media on student motivation in writing “My Experience” stories. The research employed a quantitative approach using a quasi-experimental method. The sample consisted of 30 sixth-grade students at SD Negeri 096 Manyabar in the 2025/2026 academic year. Data were collected through observation, a motivation questionnaire, and documentation of students’ written work. The instruments were tested for validity and reliability before use. The results showed that the use of interactive learning media had a positive effect on students’ learning motivation. The average motivation score increased to 67.23 after the implementation of the media. A total of 86.7% of the students fell into the high motivation category. Furthermore, students' perceptions of the media averaged 59.27, indicating that they felt motivated and supported during the learning process. The increase in motivation was also reflected in students’ active participation in composing, writing, and presenting their personal experience stories. It can be concluded that interactive learning media not only assist teachers in delivering material but also serve as a motivational tool that enhances the attractiveness of the learning process and stimulates students’ creativity in writing
The Influence of Technology-based Learning Media on Understanding Indonesian Language Learning Hasibuan, Zulhijjah; 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.v5i2.1822

Abstract

In the digital era, the use of technology in education is an urgent need, especially in improving the quality of Indonesian language learning. This study aims to analyze the effect of the use of technology-based learning media on the learning understanding of class VI students of SDN 089 Panyabungan. The research method used is an associative quantitative approach with a simple linear regression design. Data were collected through distributing questionnaires and comprehension tests to 25 students, then analyzed using SPSS software version 24. The results showed that the use of technology-based learning media was in the good category with an achievement of 78.4%. The media used included learning videos, interactive presentations, and educational applications. The level of student understanding of the Indonesian language subject matter was also in the good category, with a percentage of 76.8%. Inferential analysis showed a t-count value of 5.987 which was greater than the t-table of 2.064 at a significance level of 5% (df = 23), so the alternative hypothesis was accepted and the null hypothesis was rejected. This indicates a significant influence between the use of technology media and student learning comprehension. The regression equation obtained was Y = 12.74 + 0.625X, with a coefficient of determination (R²) value of 0.527. This means that 52.7% of students' learning comprehension variables are influenced by technology-based learning media, while the remaining 47.3% are influenced by other factors such as learning motivation, family background, and learning environment. This finding shows that learning media is not just a visual aid, but plays an important role in clarifying concepts, increasing student engagement, and making the learning process more enjoyable.
Co-Authors Abdullah Hasibuan Agmalia Riskiana Pulungan Ahmad Dwi Rifai Ahmad Laut Hasibuan Ajeng Munaya Aulannida Alkausar Saragih Anjani, Arum Dwi Arika Ritonga Arpah, Juni Asni, Nasution Beru Ginting, Sri Ulina Dalmi Iskandar Dea Dwi Safitri Delly Yanti, Vitania Barantika Derianna Rambe, Anna Derminasari, Derminasari Dewi Wahyuni Dewi, Ramayani Diah Handayani Tarigan Dwi Nofita Sari Elvita Nora Susana Erlinda Nofasari Febriyani Hutasuhut Fita Satria Hafsah Nasution, Siti Harahap, Irmaelianna Harianto II Hasibuan, Zulhijjah Hasnah Harahap, Poppy Hasnah Harahap, Popy Hati Harahap, Murni Heny Triana Ichsan Ardhian, Mhd Imelda Simanullang Irawardi, Irawardi Irhami Tanjung, Syahri Irma Masithah Iskandar Muda Jayanti Julia Rahmadani Julpirman Siregar Juni Arpah Karina Oktaviana Kholidah, Sri Laksono Trisnantoro Lenny Gusti Arini Lili Kurniati Maradona Harahap Maratimbo Harahap Masithah, Irma Mevy Sitorus, Ruth Mimi Rosadi Nadila Sari Nayla Azkani Nirmawan Nirmawan Norita Butarbutar Pane, Sri Hartati Poppy Hasnah Harahap Priyo Budi Santoso Sinaga Putri Juwita Putri Juwita Rahma ritonga Rahmadani, Julia Rahmadi Ali Rahmaidani Siregar Rahmat Afandi Dongoran Ramadhani, Julia Rengganis, Ayu Rismayanti, Tuti Risna Risna Risnawaty Risnawaty Risnawaty Rosmawati Harahap Samsul Bahri Sari Suka Wati Sari, Linda Sonny Elitha Munthe Sri bunga Sri Ulina Beru Ginting Suci Anggira Sulismawati Suryanti Indrayani, Novi Susanty Siregar, Susi Sutarini Sutarini Sutarini SUTIKNO Sutikno Sutikno Sutikno Sutikno Triana, Heny Vitania Barantika Delly Yanti Wati Ritonga, Noprida Widayatul Jannah Widya Apri Yulia Yanti Yusniar, Yusniar Zahrilla, Zahrilla