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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.
Pengaruh penggunaan media internet tehadap hasil pembelajaran menulis karangan siswa sekolah menengah atas Nina Febrina; Rahmat Kartolo
JRTI (Jurnal Riset Tindakan Indonesia) Vol. 7 No. 2 (2022): JRTI (Jurnal Riset Tindakan Indonesia)
Publisher : IICET (Indonesian Institute for Counseling, Education and Therapy)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/30031679000

Abstract

Tujuan penelitian untuk mengetahui pengaruh penggunaan media internet terhadap hasil pembelajaran menulis karangan siswa dan peningkatan pengaruh penggunaan media internet terhadap hasil pembelajaran menulis karangan kepada siswa. Menulis sebagai proses melambangkan bunyi-bunyi ujaran berdasarkan aturanaturan tertentu. Segala ide, pikiran, dan gagasan yang ada pada penulis disampaikan dengan cara menggunakan lambang-lambang bahasa yang terpola, agar pembaca dapat memahami apa yang dikomunikasikan penulis. Dalam menulis memerlukan kerja otak, kesabaran pikiran, kehalusan perasan, kemauan yang keras. Dalam mengemukakan gagasan secara tertulis dituntut kemampuan berpikir yang memadai, seperti penguasaan materi tulisan, pengetahuan bahasa tulis, dan motivasi yang kuat. Penelitian dilakukan adalah menggunakan penelitian eksperimen dengan menggunakan kelas eksperimen dan kelas kontrol dan diambil secara acak. Kemampuan siswa dalam menulis karangan sebelum menggunakan media internet tergolong rendah. Hasil penelitian menunjukkan bahwa setelah menggunakan media internet dalam menulis karangan kemampuan siswa  mengalami peningkatan yang signifikan tinggi. Dari hasil penelitian yang dilakukan, penggunaan media internet dalam menulis karangan sangat efektif diterapkan pada siswa kelas XI SMA Negeri 1 Naga Juang Kabupaten Mandailing Natal tahun pembelajaran 2021-2022.
Pengembangan media pembelajaran berbasis multimedia interaktif dalam teks cerita ulang biografi pada siswa sekolah menengah atas Pandu Wilantara; Rahmat Kartolo
JRTI (Jurnal Riset Tindakan Indonesia) Vol. 7 No. 2 (2022): JRTI (Jurnal Riset Tindakan Indonesia)
Publisher : IICET (Indonesian Institute for Counseling, Education and Therapy)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/30031681000

Abstract

Setelah melihat hasil belajar peserta didik dan berdasarkan hasil wawancara baik kepada siswa maupun kepada guru dapat disimpulkan bahwa media pembelajaran interaktif sangat dibutuhkan dalam proses belajar mengajar. Oleh karena itu, media pembelajaran berbasis multimedia pada materi teks cerita ulang biografi diharapkan dapat menumbuhkan minat dan rasa ingin tahu siswa karena selain berisi materi, juga dilengkapi dengan musik, gambar, video. Sehingga pembelajaran teks cerita ulang biografi menjadi lebih menarik dan mudah dipahami. Penelitian ini bertujuan untuk mengetahui pengembangan media pembelajaran berbasis multimedia interaktif dalam teks cerita ulang biografi pada sisa kelas SMA. Penelitian ini menggunakan metode R & D. Subjek penelitian adalah siswa kelas X SMA Negeri 7 Binjai. Adapun langkah-langkah yang digunakan dalam penelitian ini adalah mengumpulkan data, mendesain produk, validasi para ahli, revisi produk. Berdasarkan uji keefektifan produk yang dilakukan terhadap media diketahui bahwa media pembelajaran berbasis multimedia interaktif efektif digunakan dalam proses pembelajaran. Hal ini dibuktikan dari hasil ujian keefektifan produk media pembelajaran berbasis multimedia interaktif berada pada kategori sangat baik. Berdasarkan hasil pengujian yang dilakukan, diketahui bahwa hasil belajar belajar siswa yang menggunakan media pembelajaran berbasis multimedia pembelajaran lebih tinggi dibandingkan dengan siswa yang menggunakan tanpa media pembelajaran berbasis multimedia pembelajaran. Hal ini dibuktikan dengan perolehan nilai rata-rata siswa yang belajar dengan menggunakan media pembelajaran berbasis multimedia interaktif lebih tinggi dibandingkan dengan siswa yang belajar dengan siswa tanpa media pembelajaran berbasis multimedia interaktif.
Pengembangan bahan ajar drama pada model pembelajaran kooperatif dalam pembelajaran bahasa indonesia siswa sekolah menengah atas Afreni Afreni; Rahmat Kartolo
JRTI (Jurnal Riset Tindakan Indonesia) Vol. 7 No. 2 (2022): JRTI (Jurnal Riset Tindakan Indonesia)
Publisher : IICET (Indonesian Institute for Counseling, Education and Therapy)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/30031684000

Abstract

Permasalahan dalam penelitian ini adalah bagaimanakah efektivitas hasil desain pengembangan model pembelajaran kooperatif dalam pembelajaran bahasa Indonesia khususnya pada materi memerankan drama pada siswa SMA. Tujuan penelitian ini adalah untuk mendeskripsikan efektivitas hasil desain pengembangan model pembelajaran kooperatif dalam pembelajaran bahasa Indonesia khususnya pada materi memerankan drama pada siswa SMA. Metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian pengembangan (Research & Development). Subjek penelitian terhadap produk ini adalah validator. Penilaian dilakukan dengan mengisi lembar validasi yang telah disediakan, yang menjadi validator dalam penelitian ini adalah dosen ahli. Selain itu, yang menjadi subjek penelitian ini  adalah siswa SMA Swasta Taman Siswa Medan. Objek penelitian ini adalah modul memerankan drama dengan menggunakan model pembelajaran kooperatif tipe jigsaw pada siswa kelas XI SMA Swasta Taman Siswa Medan. Instrumen yang digunakan untuk mendapatkan data penelitian menggunakan instrument nontes dan instrumen tes. Hasil validasi desain pengembangan model pembelajaran kooperatif dalam pembelajaran bahasa Indonesia khususnya pada materi memerankan drama pada siswa SMA Swasta Taman Siswa Medan yang dilakukan oleh ahli, guru dan siswa berada pada kategori baik.  Dengan demikian, desain pengembangan model pembelajaran kooperatif efektif dalam pembelajaran bahasa Indonesia khususnya pada materi memerankan drama pada siswa SMA Swasta Taman Siswa Medan, dimana sebelum proses pengembangan berada pada kategori cukup dan kemudian meningkat menjadi baik setelah proses pengembangan.
Pengembangan bahan pembelajaran dengan menggunakan buku bergambar sebagai media pemerolehan bahasa Indonesia pada siswa sekolah dasar Leni Andriana; Rahmat Kartolo
JRTI (Jurnal Riset Tindakan Indonesia) Vol. 7 No. 2 (2022): JRTI (Jurnal Riset Tindakan Indonesia)
Publisher : IICET (Indonesian Institute for Counseling, Education and Therapy)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/30031781000

Abstract

Tujuan penelitian ini adalah 1) mendeskripsikan pemerolehan bahasa Indonesia dengan media buku bergambar pada anak SD; 2) mendeskripsikan pengembangan buku bergambar yang sesuai dengan perkembangan kognitif siswa SD. Penelitian ini termasuk jenis penelitian pengembangan atau yang disebut research and development (R&D). Sumber data penelitian adalah guru, orang tua dan siswa kelas I SD Negeri 101911 Sidodadi Kecamatan Pagar Merbau. Teknik pengumpulan data menggunakan observasi, kuesioner dan wawancara. Teknik analisis data yang digunakan yaitu teknik kualitatif dan kuantitatif. Hasil pemerolehan bahasa Indonesia anak SD terdiri dari beberapa tahap yaitu tahap pralinguistik, tahap satu kata, tahap dua kata, dan tahap banyak kata. Pengembangan buku bergambar pada penelitian melalui tahapan pengumpulan informasi dan diketahui adanya permasalahan dalam mengembangkan pemerolehan bahasa anak akibat keterbatasan buku dan juga kompetensi guru dalam mengajar. Tahap selanjutnya dilakukan penyusunan instrumen dan dilanjutkan dengan validasi instrumen yang telah disusun didapatkan hasil bahwa instrumen layak untuk digunakan. Tahap selanjutnya dilakukan pengembangan desain buku yaitu buku panduan guru dan buku siswa. Hasil validasi ahli pada produk didapatkan hasil rata-rata skor penilaian terhadap produk buku panduan guru dan buku siswa yaitu 3,98, sehingga buku yang dikembangkan layak digunakan tanpa revisi. Tahap selanjutnya dilakukan uji coba produk didapatkan hasil penilaian buku panduan guru mendapat skor 3,93 dengan kategori “sangat baik” dan buku siswa mendapat skor 3,96 dengan kategori “sangat baik”. Penelitian ini menghasilkan produk akhir berupa buku bergambar dilengkapi dengan buku panduan guru untuk satu tahun, buku siswa semester satu dan dua.
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
Co-Authors Abdullah Hasibuan Afreni Afreni Agmalia Riskiana Pulungan Ahmad Dwi Rifai Ahmad Laut Hasibuan Ajeng Munaya Aulannida Alkausar Saragih Anjani, Arum Dwi Arika Ritonga Arpah, Juni Asmika, Suci Asnawi Asnawi Asni, Nasution Beru Ginting, Sri Ulina Dalmi Iskandar Dea Dwi Safitri Defrion, Defrion Delly Yanti, Vitania Barantika Derianna Rambe, Anna Derminasari, Derminasari Dewi Wahyuni Dewi, Ramayani Diah Handayani Tarigan Dwi Nofita Sari Efrina Hayani 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 Herman Herman Husyainah, Hasibuan 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 Leni Andriana Lenny Gusti Arini Lili Kurniati Maradona Harahap Maratimbo Harahap Masithah, Irma Mevy Sitorus, Ruth Mey Kartika Mimi Rosadi Muhammad Jalaluddin, Muhammad Muliadi Nadila Sari Nafsiah Hayani Nasution, Nirwansyah Nayla Azkani Netti Hasugian, Sinta Nina Febrina Nirmawan Nirmawan Norita Butarbutar Nurhakimah, Nurhakimah Pandu Wilantara Pane, Sri Hartati Parida Yuli Yanti 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 Sari, Rubiana Sembiring Depari, Susan Andriani 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 Yulia Arfanti Yusnaleli, Yusnaleli Yusniar, Yusniar Zahrilla, Zahrilla Zulfahmi Zulfahmi