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All Journal IRJE (Indonesian Research Journal in Education) Jurnal Basicedu Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Didaktik : Jurnal Ilmiah PGSD STKIP Subang Indonesian Journal of Innovation Studies Journal of Educational Sciences Jurnal Basicedu JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) JURNAL MUARA PENDIDIKAN JURNAL TUNAS PENDIDIKAN Jurnal Muara Olahraga Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) Jurnal Pendidikan Vokasi dan Seni (JPVS) Journal of Innovative and Creativity Educazione: Journal of Education and Learning Jurnal Intelek Insan Cendikia Master of Pedagogy and Elementary School Learning Cadika Journal. Master of Action Research in Mathematics Classroom Master Pengabdian dan Pemberdayaan Masyarakat Academia Open Inovasi Kurikulum Greenation Education and Culture Review (GECR)
Guswita, Reni
Unniversitas Muhammadiyah Muara Bungo
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PENERAPAN STRATEGI KWL (KNOW, WANT TO KNOW, LEARNED) UNTUK MENINGKATKAN HASIL BELAJAR TEMATIK PESERTA DIDIK KELAS III DI SD NEGERI 12 KOTO BARU KECAMATAN KUBUNG KABUPATEN SOLOK Reni Guswita
Jurnal Tunas Pendidikan Vol. 3 No. 1 (2020): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

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

Abstract

Hasil pengamatan di lapangan menunjukkan bahwa proses pembelajaran tematik yang dilakukan oleh guru belum mampu meningkatkan prestasi belajar siswa. Untuk mengatasi masalah ini, strategi Know Want to Know Learned (KWL) diterapkan. Penelitian ini dirancang untuk menggambarkan penerapan strategi KWL dalam pra-kegiatan, sementara-kegiatan dan pasca-kegiatan untuk meningkatkan prestasi belajar tematik siswa kelas tiga di SD Negeri 12 Koto Baru Kecamatan Kubung Kabupaten Solok. Ini adalah penelitian Tindakan Kelas yang dilakukan dalam dua siklus. Setiap siklus terdiri dari empat fase termasuk perencanaan, tindakan, pengamatan dan refleksi. Subjek penelitian ini adalah 30 siswa di kelas tiga. Data diperoleh dengan menggunakan lembar observasi, catatan lapangan dan tes. Data yang diperoleh dianalisis secara kualitatif dan kuantitatif. Berdasarkan hasil penelitian terungkap bahwa dari siklus pertama ke yang kedua, skor kegiatan guru meningkat dari 75% menjadi 88,75%, aktivitas siswa meningkat dari 65 menjadi 81,75, dan prestasi belajar siswa meningkat dari 70,2 menjadi 80,8.
PENERAPAN STRATEGI KWL (KNOW, WANT TO KNOW, LEARNED) UNTUK MENINGKATKAN HASIL BELAJAR TEMATIK PESERTA DIDIK KELAS III DI SD NEGERI 12 KOTO BARU KECAMATAN KUBUNG KABUPATEN SOLOK reni guswita
Jurnal Tunas Pendidikan Vol. 2 No. 1 (2019): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v2i1.185

Abstract

The result of observation in the field had indicated that the thematic learning process conducted by the teacher had not yet been able to improve the students’ learning achievement. To deal with this problem, Know Want to Know Learned (KWL) strategy was applied. This research was designed for describing the implementation of KWL strategy in pre-activity, whilst-activity and post-activity to improve the third grade students’ thematic learning achievement at SD Negeri 12 Koto Baru Kecamatan Kubung Kabupaten Solok. This was a Classroom Action research which was conducted in two cycles. Each cycle consisted of four phases including planning, acting, observing and reflecting. The subject of the research was 30 students in the third grade. The data was gotten by using observation sheet, note-field and test. The data gotten was analyzed qualitatively and quantitatively. Based on the results of the research it was revealed that from the first cycle to the second one, the score of the teacher’s activities improved from 75% into 88,75%, the students’ activities improved from 65 into 81,75, and the students’ learning achievement improved from 70,2 into 80,8.
PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN MENGGUNAKAN STRATEGI GUIDE READING DI KELAS VI SD NEGERI 104/II SUNGAI PINANG: KETERAMPILAN MEMBACA PEMAHAMAN, STRATEGI GUIDE READING Apdoludin Apdoludin; Reni Guswita; Nur Habibah; Ahmad Ridhoh; Putri Nadila Aswa
Jurnal Tunas Pendidikan Vol. 6 No. 1 (2023): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v6i1.1215

Abstract

The problem in this study is that students' initial reading skills are still low. This results in low reading ability. This study aims to determine the increase in reading comprehension skills after implementing the Guide Reading strategy in learning Indonesian in Class VI students of SD Negeri 104/II Sungai Pinang. This research is a classroom action research, which was conducted in class VI of SDN 104/II Sungai Pinang with a total of 22 students consisting of 11 girls and 11 boys for the subject of Indonesian Language Education. This research was carried out in Semester II of the 2022-2023 Academic Year which was divided into two cycles. The results showed that there was an increase in reading comprehension skills after implementing the Guide Reading strategy, where the learning process in cycle I met 60% teacher aspects and 58% student aspects and in cycle I meeting II teacher aspects 73% and student aspects 75% while cycle II meetings I teacher aspect 80% and student aspect 70% and cycle II meeting II teacher aspect 85% and student aspect 80%. There was an increase in reading comprehension skills using the Guide Reading strategy from cycle I with a percentage of 75.86% to cycle II with a percentage of 93%. It was concluded that the use of the Guide Reading strategy can improve students' reading comprehension skills.
PENGARUH MOTIVASI TERHADAP HASIL BELAJARSISWA PADA MATA PELAJARAN TIK KELAS XI DI MAN 1 BUNGO PLUS KETERAMPILAN fauziah fauziah; Arisman Sabir Arisman; Reni Guswita Reni; Puput Wahyu Hidayat puput
Jurnal Tunas Pendidikan Vol. 6 No. 2 (2024): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v6i2.1608

Abstract

The aim of this research is to find out how much learning motivation factors influence learning outcomes. Someone who has motivation tends to devote all his abilities to obtain optimal learning results in accordance with the expected goals. The higher the motivation that students have, the more active they will be in studying and the frequency of studying will increase, so that their learning outcomes will increase. The method used in this research is a quantitative experimental method. This method was used because this research sought to find out whether there was a causal relationship between the influence of motivation on students' interest in learning in class XI ICT subjects at MAN 1 Bungo plus skills. The population in this research is class XI MAN 1 Bungo Plus Skills students. The data analysis technique in this research is Product-moment Correlation. Based on the research results, it shows that there is no influence of motivation on student learning outcomes at MAN 1 Bungo Plus Skills. From the data obtained based on the results of hypothesis testing, it is stated that the Pearson correlation for these two variables is -.235 and the significance between these two variables is .212. while the r table is 0.05 so it can be concluded that the relationship between these two variables is negative. The results of this research are that ho is accepted and ha is rejected. Keywords: Learning Motivation, Learning Outcomes
Peningkatan Proses dan Hasil Belajar IPAS Menggunakan Metode Outdoor Learning di Kelas V SDN 178/II Purwasari Tri Eka Suroja; Megawati; Reni Guswita
Jurnal Tunas Pendidikan Vol. 8 No. 1 (2025): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v8i1.3441

Abstract

This research is based on initial observations that show the low process and results of students' learning science, seen from the UTS IPAS score only reaching 56.6%. The purpose of the study was to determine the Outdoor learning method in improving the process and results of learning science. The research method used is Classroom Action Research. The research was carried out in two cycles, consisting of planning, implementation, action, observation, reflection. The research was conducted on 23 students of class V SDN 178/II Purwasari. The data collection instruments used were observation sheets and learning test questions, data analysis techniques using qualitative and quantitative approaches. The results obtained from this study were: the student learning process in cycle I meeting I 56.5%, meeting II 73.8%, cycle II meeting I 82.6%, meeting II 86.9%. teacher performance cycle I meeting I 86.9%, meeting II 95.6%, Cycle II meeting I 99.9%, meeting II 99.9%, Student learning outcomes in cycle I were 65.2% and in cycle II were 82.6%. From the results of the study it can be concluded that the application of the Outdoor learning method can improve the Process and Results of students' IPS learning.
Reading Guide Strategy Fosters Elementary Student Reading Comprehension Skill Mastery: Strategi Reading Guide Mendorong Penguasaan Keterampilan Membaca Pemahaman Siswa Sekolah Dasar Nabilatul Fikro; Reni Guswita; Nurlev Avana
Academia Open Vol. 11 No. 2 (2026): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.15079

Abstract

General Background Education aims to develop literacy foundations, particularly reading skills that are essential for elementary school subjects. Specific Background Fourth-grade students at SD Negeri 027/II Sungai Arang currently experience difficulties in vocabulary acquisition, identifying main ideas, and maintaining focus due to monotonous instructional methods. Knowledge Gap While guided reading frameworks exist, specific empirical studies observing the systematic application of guided questioning to resolve specific fourth-grade textual comprehension deficits remain limited. Aims This research investigates the application of a structured reading strategy to build text comprehension skills among fourth-grade pupils at SD Negeri 027/II Sungai Arang. Results Utilizing Classroom Action Research across two instructional cycles with 20 pupils, the analysis demonstrated an increase in the mean score from 64.2 to 84.6, alongside a learning mastery progression from 45 percent to 85 percent. Novelty This study details the progressive resolution of elementary literacy challenges through tailored pre-reading predictions, structured question guidelines, and guided text exploration. Implications Incorporating systematic reading guidelines serves as a highly supportive pedagogical approach for cultivating active student participation and achieving mastery of textual information. Highlights Classroom action research spanning two instructional cycles demonstrated a mean score progression from 64.2 to 84.6. Pupil learning mastery rates climbed significantly from 45 percent to 85 percent following targeted textual interventions. Structured pre-reading predictions and guided text exploration successfully stimulated active participation during literacy sessions. Keywords Reading Comprehension; Reading Guide Strategy; Elementary School Education; Classroom Action Research; Indonesian Language Learning
Improving reading comprehension skills using Know-Want-Learn (KWL) strategy in grade V of SDN 196/II Taman Agung, Bungo Regency Ulya Desmawati; Reni Guswita
Inovasi Kurikulum Vol. 22 No. 4 (2025): Inovasi Kurikulum, November 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i4.157

Abstract

Indonesian language systematically from elementary to higher education has an important meaning not only in strengthening national identity, but also in encouraging the effectiveness of communication and supporting national development. This study aimed to enhance the reading comprehension skills of fifth-grade students at SDN 196/II Taman Agung, Bungo Regency, where initial observations indicated low performance. The research employed a Classroom Action Research (CAR) methodology conducted over two cycles, following the Kemmis and McTaggart model, which includes planning, acting, observing, and reflecting stages. The subjects were 15 fifth-grade students during the second semester of the 2024/2025 academic year. Data collection instruments consisted of observation sheets for teacher and student activities, reading comprehension tests, and documentation. The findings revealed significant improvements across each cycle. Teacher activity improved from the "High" category in cycle Ito "Very High" in cycle II. Student engagement also increased from "Fairly High" in cycle I to "High" in cycle II. The most notable enhancement was in student learning outcomes, with the percentage of students achieving reading comprehension mastery rising, surpassing the established performance indicator Therefore, it is concluded that the implementation of the Know, Want to Know, and Learned (KWL) strategy is effective in improving students' reading comprehension skills.   Abstrak Bahasa Indonesia secara sistematis sejak pendidikan dasar hingga pendidikan tinggi memiliki arti penting tidak hanya dalam memperkuat jati diri bangsa, tetapi juga dalam mendorong efektivitas komunikasi dan mendukung pembangunan nasional. Penelitian ini bertujuan untuk meningkatkan keterampilan membaca pemahaman peserta didik kelas V di SDN 196/II Taman Agung, Kabupaten Bungo, yang teridentifikasi masih rendah. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, mengacu pada model Kemmis dan McTaggart yang meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah 15 peserta didik kelas V pada semester genap tahun ajaran 2024/2025. Instrumen pengumpulan data mencakup lembar observasi aktivitas pendidik dan peserta didik, tes pemahaman membaca, serta dokumentasi. Hasil penelitian menunjukkan peningkatan signifikan pada setiap siklus. Aktivitas pendidik meningkat dari kategori "Tinggi" pada siklus I menjadi "Sangat Tinggi" pada siklus II. Keaktifan peserta didik juga naik dari "Cukup Tinggi" pada siklus I menjadi "Tinggi" pada siklus II. Peningkatan paling signifikan terlihat pada hasil belajar peserta didik, di mana persentase ketuntasan membaca pemahaman meningkat melampaui indikator kinerja yang ditetapkan. Dengan demikian, disimpulkan bahwa penerapan strategi Know, Want to Know, and Learned (KWL) terbukti efektif dalam meningkatkan keterampilan membaca pemahaman peserta didik. Kata Kunci: KWL; literasi; membaca; pemahaman membaca
Improvement of Mathematics Learning Process and Outcomes Using the Take and Give Model Assisted by Number Glass Media in Grade III Students at SDN 012/II Empelu Dea Wahyu Ningsih; Puput Wahyu Hidayat; Reni Guswita
Greenation Education and Culture Review Vol. 2 No. 2 (2026): Greenation Education and Culture Review (April - September 2026)
Publisher : Greenation Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/gecr.v2i2.620

Abstract

This study was conducted because the mathematics learning outcomes of third-grade students at SDN 012/II Empelu were still low, with only 29.4% of students achieving a passing grade. One of the causes is the lack of student activity in learning, such as rarely asking questions or expressing opinions. The purpose of this study was to improve the learning process and outcomes of students through the application of the Take And Give learning model. The method used was Classroom Action Research conducted in two cycles, each through the stages of planning, implementation, observation, and reflection. The research subjects were third-grade students at SD Negeri 012/II Empelu. The results showed a significant improvement, where in cycle I, the students' learning process reached a good category with an average of 52.94%, but did not meet the success criteria. The percentage of student learning mastery in cycle I was 58.82%, which, although it met the mastery criteria in terms of numbers, was not satisfactory. In cycle II, there was a significant improvement, both in terms of the learning process with an average of 82.35% and learning outcomes with a mastery rate of 82.35%, thus meeting the research success criteria. In conclusion, the application of the Take And Give learning model is effective in improving the learning process and outcomes of third-grade students at SDN 012/II Empelu.
Penerapan Teams Games Tournament Berbantuan Media Ular Tangga untuk Meningkatkan Hasil Belajar Matematika Siswa Sekolah Dasar Siska Wulandari; Zulqoidi R. Habibie; Reni Guswita
Master of Action Research in Mathematics Classroom Vol. 2 No. 1 (2026): Juli
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/math-action.v21.327

Abstract

Penelitian Tindakan Kelas ini dilatarbelakangi oleh rendahnya hasil belajar siswa kelas V SDN 60/II Muara Bungo yang ditunjukkan dari nilai ulangan harian yang masih rendah. Rendahnya hasil belajar tersebut disebabkan oleh kurangnya penggunaan model pembelajaran yang inovatif dan belum sesuai dengan karakteristik siswa sehingga siswa kurang aktif dalam proses pembelajaran. Salah satu alternatif yang dapat digunakan adalah model pembelajaran kooperatif tipe Teams Games Tournament (TGT), yang mampu mendorong partisipasi aktif siswa melalui kegiatan belajar sambil bermain dan kompetisi akademik. Tujuan penelitian ini adalah untuk mengetahui keterlaksanaan model TGT dalam meningkatkan proses dan hasil belajar siswa. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi, dengan subjek penelitian sebanyak 19 siswa. Teknik pengumpulan data meliputi data kualitatif berupa lembar observasi keterlaksanaan model TGT serta data kuantitatif berupa persentase keterlaksanaan dan hasil belajar siswa. proses belajar siswa melalui penerapan model teams games tournament pada  pada materi luas bangun datar dengan nilai rata-rata persentase proses pembelajaran pendidik mencapai 90,47% pada siklus pertama dan meningkat menjadi 100% pada siklus kedua dan presentase pembelajaran peserta didik mencapai 68,42% selanjutnya meningkat menjadi 89,47% di siklus kedua dengan kategori sangat baik.  Penerapan model teams games tournament dapat meningkatkan keaktifan siswa dalam proses belajar. 2) hasil belajar siswa pada materi luas bangun datar setiap siklus mengalami peningkatan di atas nilai KKM yaitu 75%, setelah diterapkan model teams games tournament. Hasil belajar siswa  pada siklus I adalah 57,89%. Hasil belajar siswa pada siklus II adalah 89,47% . Hal ini menunjukkan adanya peningkatan dari siklus I ke siklus  II
Scaffolding Oral Competence Through Storytelling: A Qualitative Study of Speaking Skill Development in a Rural Primary Classroom Edo Romanda; Reni Guswita; Aldino
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i2.3075

Abstract

Speaking is the language skill through which primary learners make their thinking audible, yet many Indonesian classrooms still allocate little room for sustained oral practice. This study describes how the storytelling method was implemented to develop the speaking skills of fifth-grade students at SD Negeri 41/II Laman Panjang. A descriptive qualitative design was employed with sixteen students and their class teacher as participants. Data were generated through participant observation, semi-structured interviews, and documentation, and were analysed using the interactive model of Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing. Credibility was established through source and technique triangulation together with member checking. The analysis produced five themes: emerging speaking confidence, increasing oral fluency, an expanding lexical repertoire, improved delivery and expression, and a learner-centred classroom climate. Students who initially declined to speak began volunteering to present, relied less on the written text, reused story vocabulary in their own retelling, and sequenced events more coherently. These changes were mediated by a scaffolding sequence in which teacher modelling gave way to guided practice and then to independent retelling. The study contributes a classroom-level account of how graduated support, rather than storytelling as such, appears to drive oral development, and it identifies lesson time and heterogeneous entry ability as the principal constraints on implementation.
Co-Authors Abdulah agrita, tri wera Ahmad Ridhoh Aldino aldino aldino Aldino Aldino Aldino, Aldino Ali Raksan Yani AMINAH Aminah Andika Saputra ANDIKA SAPUTRA Andriani, Diyan Antok Kurniawan Apdoludin Apdoludin Apdoludin Apdoludin, Apdoludin Aprinaldo Aprizan, Aprizan Arisman Sabir Arisman Arisman, Arisman Sabir Asra, Man Astriana Pratiwi Aswa, Putri Nadila Berlian Tina Orlanda Dea Wahyu Ningsih Dedek Helida Pitra Devina, Susan Dexza Isma Putri Dhini Mufti Dian Listia Ningrum Dina Lorenza Diyan Andriani Edo Romanda Elfia Sukma Fadila, Syahmila Fauziah Fauziah Fauziah Fauziah fauziah zi Gusril Ihza Saputra Gusril Ihza Saputra Gusriyanti, Gusriyanti Hakiki, Nurul Halijah, Halijah Hamzah, Iri Herlinawati Herlinawati Hidayat, Puput Wahyu Ilham Syaputra Intan Winda Irawan Iqlima Sari Irawan, Intan Winda Iri Hamzah Iri Hamzah Isma Putri, Dexza Jacki Septia Juhendra Jamaris Jamaris Jamaris Jamaris Jannati, Salsabillah Jeni Mardina Juhendra, Jacki Septia Juliana, Fakhira Juwairiah Juwairiah Lalan Aulia Janurani Lorenza, Dina Maya Handriana Megawati Megawati - megawati megawati Nabilatul Fikro Nesa Desmawita Nofrianni, Elvima Nova Rahma Yati Novalia, Ratih Juwita Nur Habibah Nur Habibah Nur Jelita Putri Nurlev Avana Oktapiya, Lara Oktavia, Susi Orlanda, Berlian Tina Prahagia, Yelvia Puput Wahyu Hidayat Puput Wahyu Hidayat puput puput, Puput Wahyu Hidayat Putra, Randi Eka Putri Nadila Aswa Putri, Dexza Isma Rara Reiza Dwi Yulianto Reni Octaviani, Reni Ridhoh, Ahmad Rizki Wahyu Ilahi Safitri, Juliana Salmiah, Juni Saputra, Gusril Ihza Sefrian, Noer Septia Eliza Putri Siska Wulandari Siswahyudianto Solfema Solfema Solfema Sonya Elmanda SUBHANADRI, SUBHANADRI Sundahry Sundahry Sutriani, Yanti Syahrul R, Syahrul Tabroni, Tabroni Tri Eka Suroja Tri Eka Suroja Tri Wiyoko Tri Wulandari Ulya Desmawati Wahyu Hidayat, Puput Wahyu Ilahi, Rizki Wahyu Trianto, Riyan Yelvia Prahagia Yuli Yanti Yuli Yanti Zahratul Aulia zi, fauziah Zulqoidi R. Habibie