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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI ISLAM TRANSFORMATIF : Journal of Islamic Studies Didaktik : Jurnal Ilmiah PGSD STKIP Subang G-Couns: Jurnal Bimbingan dan Konseling Jurnal Kajian dan Pengembangan Umat Majalah Ilmiah Tabuah: Ta`limat, Budaya, Agama dan Humaniora Indo-MathEdu Intellectuals Journal Khazanah: Jurnal Sejarah dan Kebudayaan Islam Jurnal Pendidikan Transformatif Islam Transformatif : Journal of Islamic Studies Jurnal Ilmia Widya Pustaka Pendidikan Lencana: Jurnal Inovasi Ilmu Pendidikan Jurnal PGSD UNIPOL Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra Jurnal Yudistira Al-ATHFAL: Jurnal Pendidikan Anak AL-ATHFAL: Jurnal Pendidikan Anak Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Perspektif: Jurnal Pendidikan dan Ilmu Bahasa QOSIM: Jurnal Pendidikan, Sosial & Humaniora Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan aktivisme: Jurnal Ilmu Pendidikan, Politik dan Sosial Indonesia International Journal of Elementary School Jurnal Pendidikan dan Kewarganegara Indonesia (jupenkei) MUTAADDIB: Islamic Education Journal
Inggria Kharisma
Universitas Negeri Padang
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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KAJIAN LITERATUR: KESULITAN SISWA SEKOLAH DASAR DALAM MEMAHAMI SOAL CERITA MATEMATIKA Delon Pratama; Melva Zainil; Inggria Kharisma; Annisa Olivia Memosa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53459

Abstract

Word problems in elementary school mathematics learning play an important role in developing students’ logical thinking, problem-solving skills, and mathematical literacy. However, in reality, many elementary school students still experience difficulties in understanding and solving mathematical word problems. These difficulties are not only related to arithmetic skills but also to the ability to understand the content of the problems, identify important information, and connect the problems into mathematical models. Therefore, this study aims to identify the types of difficulties experienced by elementary school students in understanding mathematical word problems, the factors influencing these difficulties, and the efforts that can be made to overcome them. The method used in this study is a literature review by analyzing various scientific sources such as journals, research articles, and books relevant to the topic. The analysis was conducted descriptively to obtain an overview of the common problems experienced by students in solving mathematical word problems. The results of the study indicate that students’ difficulties include low comprehension of the language used in the problems, inability to identify known and asked information, errors in transforming problems into mathematical operations, and weak calculation skills. The factors causing these difficulties come from both internal and external factors. Internal factors include low learning interest, reading ability, motivation, and students’ understanding of mathematical concepts. Meanwhile, external factors include less varied teaching methods, limited learning media, unsupportive learning environments, and lack of family assistance. Based on the findings, contextual, innovative, and student-centered learning approaches are needed to improve students’ ability to understand mathematical word problems optimally. Keywords: mathematical word problems, learning difficulties, elementary school, mathematical literacy, problem solving.
PENINGKATAN HASIL BELAJAR PESERTA DIDIK MELALUI PENERAPAN MODEL PROBLEM BASED LEARNING BERBANTUAN CANVA PADA PEMBELAJARAN IPAS DI KELAS IV SDN 49 KURANJI KOTA PADANG Hayati, Salimatul; Shilfia Iraqi, Hana; Kharisma, Inggria; Anita, Yesi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53881

Abstract

This research was motivated by the low learning outcomes of fourth-grade students at SDN 49 Kuranji Kota Padang in IPAS (Natural and Social Sciences) learning, as evidenced by Mid-Semester Examination results where only 25% of students (7 out of 28) achieved the Learning Objective Achievement Criteria (KKTP) of 75, with a class average of 63.10. This condition was caused by teacher-centered learning, inadequate teaching modules that did not fully meet the Merdeka Curriculum with deep learning approach components, lack of active student involvement, and suboptimal use of learning media and technology. This study generally aimed to describe the improvement of student learning outcomes through the implementation of the Problem Based Learning (PBL) model assisted by Canva in IPAS learning in Class IV SDN 49 Kuranji Kota Padang. This study was a Classroom Action Research (CAR) using qualitative and quantitative approaches, conducted in two cycles with planning, implementation, observation, and reflection procedures. Data collection techniques included tests and non-tests. Research subjects were the classroom teacher and 28 fourth-grade students. The results showed that: (1) teaching module quality increased from 91.66% (Very Good) in Cycle I Meeting 1 to 100% (Very Good) in Cycle II; (2) teacher activity average increased from 89.44% (Good) in Cycle I to 93.77% (Very Good) in Cycle II; (3) student activity average increased from 85.71% (Good) in Cycle I to 92.85% (Very Good) in Cycle II; (4) student learning outcomes in Cycle I obtained an average of 81.04, increasing to 86.48 in Cycle II, with KKTP achievement of 92.86% for attitude, and 100% for both knowledge and skills. It can be concluded that the PBL model assisted by Canva can improve student learning outcomes in IPAS learning in Class IV SDN 49 Kuranji Kota Padang.
PENINGKATAN HASIL BELAJAR PESERTA DIDIK PADA PEMBELAJARAN IPAS MENGGUNAKAN MODEL LEARNING CYCLE 7E KELAS IV SDN 15 ULU GADUT KOTA PADANG Zikrisyah, Muhammad; Arwin; Anita, Yesi; Kharisma, Inggria
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54811

Abstract

The background of this study lies in students' unsatisfactory learning achievement in IPAS (Natural and Social Sciences), resulting from teaching practices that had not yet fully embraced a student-centered design and execution. This study sought to portray how applying the 7E Learning Cycle Model could raise pupil performance among fourth graders at SDN 15 Ulu Gadut, located in Padang City. A Classroom Action Research (CAR) design was adopted, blending qualitative and quantitative methods across two cycles, each progressing through the stages of planning, implementation, observation, and reflective evaluation. Involved in the research were the homeroom teacher together with 28 pupils from Class IV.A of SDN 15 Ulu Gadut 15 boys and 13 girls. The data gathered pointed to gains across multiple dimensions: a) the lesson plan quality (RPM) climbed from 80.56% (Fair) during cycle I to 91.67% (Excellent) by cycle II; b) teacher performance grew from 71.87% (Fair) to 90.62% (Good); c) pupil participation likewise rose from 71.87% (Fair) to 90.62% (Good); and d) overall achievement scores advanced from 69.43% (Fair) in the first cycle to 87.68% (Good) in the second. Based on these results, the 7E Learning Cycle Model can be considered an effective approach for raising elementary-level achievement in IPAS subjects.
Peningkatan Kemampuan Membaca Pemahaman Melalui Strategi Directed Reading Thinking Activity (DRTA) Berbantuan Media Storybook Gemini AI Pada Siswa Kelas V di SDN 32 Bungo Pasang Ikhsan Nurhakim, Satrio; Suriani, Ari; Kharisma, Inggria; Sukma, Elfia
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.56658

Abstract

The low achievement in students' reading comprehension scores in the Indonesian language subject at SDN 32 Bungo Pasang forms the background of this research. Student scores indicating the non-achievement of KKTP serve as a symptom of this problem. Students face difficulties in understanding texts and tend to be passive during the learning process, making them less capable of grasping, summarizing, and answering questions about reading materials. Furthermore, the classroom learning does not utilize a deep learning approach. The Directed Reading Thinking Activity (DRTA) strategy assisted by Gemini AI Storybook is employed to overcome these learning issues. The objective of this study is to delineate how students' reading comprehension skills enhance within Indonesian language instruction. To evaluate its efficacy, this classroom action research implemented a combination of qualitative and quantitative methodologies. The research instruments used were RPPM observation sheets, teacher and student activity sheets, and assessment rubrics for attitude, knowledge, and reading comprehension skills. The study was conducted through the stages of planning, acting, observing, and reflecting across two cycles. Cycle I consisted of two meetings, followed by cycle II with two meetings, involving 27 fifth-grade students as subjects. The results demonstrated improvements across all aspects. The RPPM in cycle I obtained 93.75%, increasing to 100% in cycle II; teacher activity in cycle I achieved 84.14%, increasing to 100% in cycle II; student activity in cycle I averaged 82.14%, increasing to 92.86% in cycle II. Student learning outcomes also improved, where the average of 66.36 obtained in cycle I increased to 78.52, and finally rose to 87.64 in cycle II.
PENINGKATAN KETERAMPILAN MENULIS TEKS NARASI MENGGUNAKAN MODEL READ, ANSWER, DISCUSS, EXPLAIN, AND CREATE (RADEC) DI KELAS IV SD NEGERI 20 INDARUNG KOTA PADANG Natasya Rey Fadila; Adrias; Nur Azmi Alwi; Inggria Kharisma
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59989

Abstract

This study aimed to improve narrative text writing skills among fourth-grade students at SD Negeri 20 Indarung, Padang City, through the implementation of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model. The study was motivated by the low writing achievement of students, with only 33.33% reaching the minimum learning completion criteria and a class average of 69.73, caused by unsystematic lesson planning, teacher-centered instruction, and low student motivation in writing. This research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, implemented in two cycles, each consisting of four stages: planning, acting, observing, and reflecting. The subjects were 30 fourth-grade students. Data were collected through test and non-test techniques and analyzed both qualitatively and quantitatively. The results showed a consistent improvement across cycles. In Cycle I Meeting 1, the average writing score was 75.28 with 53.33% completion, increasing to 80.28 with 70% completion in Meeting 2. In Cycle II, the average score rose significantly to 88.06 with a classical completion rate of 86.67%, surpassing the predetermined success indicator of 80%. These findings indicate that the RADEC learning model is effective in improving fourth-grade students' narrative text writing skills.
PENINGKATAN HASIL BELAJAR PESERTA DIDIK PADA PEMBELAJARAN IPAS MENGGUNAKAN MODEL KOOPERATIF TIPE COURSE REVIEW HORAY DI KELAS IV SDN 17 GUNUNG PANGILUN KOTA PADANG Muhammad Fathur Ardana; Arwin; Yesi Anita; Inggria Kharisma
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60275

Abstract

This study aims to describe the improvement of fourth-grade students’ learning outcomes in Natural and Social Sciences through the application of the Cooperative Learning model of the Course Review Horay (CRH) type at SDN 17 Gunung Pangilun, Padang City. The study was motivated by the low learning outcomes of student, where only 37% of 19 students reached the minimum mastery criteria in the first-semester daily assessment of the 2025/2026 academic year, caused by teacher-centered, monotonous, and less innovative learning practices. This research employed a Classroom Action Research design following the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection stages. The subjects were 18 fourth-grades student (9 boys and 9 girls) together with the classroom teacher as observer. Data were collected through test and non-test techniques, including teaching-module assessment sheets, teacher and student activity observation sheets, and learning-outcomes tests, then analyzed descriptively using a percentage formula. The result showed that the quality of the teaching module increased from 81.25% (good) in Cycle I to 95.81% (very good) in Cycle II; teacher activity increased from 78.40% to 95.45%; student activity increased from 82.81% to 95.45%; and student’ learning outcomes increased from an average score of 65.31 in Cycle I to 86.77 in Cycle II. These findings indicate that the application of the Course Review Horay model can effectively improve fourth-grade student’ learning outcomes, activeness, and confidence in the IPAS subject.  
PENINGKATAN KETERAMPILAN MENULIS TEKS NARASI DENGAN MODEL THINK TALK WRITE (TTW) DI KELAS IV SD NEGERI 29 DADOK TUNGGUL HITAM KOTA PADANG Apriani Maulana, Puji; Adrias; kharisma, inggria; Habibi, M
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60522

Abstract

This study was motivated by the low narrative writing skills of fourth-grade students at SD Negeri 29 Dadok Tunggul Hitam, Padang. The students experienced difficulties in generating story ideas, organizing narrative structures coherently, selecting appropriate vocabulary, and applying correct spelling and punctuation according to Indonesian language conventions. This study aimed to describe the improvement of students' narrative writing skills through the implementation of the Think Talk Write (TTW) learning model, covering the aspects of lesson planning, learning implementation, and learning outcomes. This study employed Classroom Action Research (CAR) using qualitative and quantitative approaches. The research was conducted in two cycles consisting of planning, implementation, observation, and reflection stages. The participants were one classroom teacher and 28 fourth-grade students of SD Negeri 29 Dadok Tunggul Hitam, Padang, during the second semester of the 2025/2026 academic year. Data were collected through classroom observations, performance assessments, documentation, and field notes, and were analyzed using qualitative and quantitative techniques. The findings revealed that the implementation of the Think Talk Write (TTW) model improved the quality of lesson planning, classroom implementation, and students' narrative writing skills. The average writing score increased from 70.11 in Cycle I Meeting 1 to 75.38 in Cycle I Meeting 2 and further improved to 88.83 in Cycle II. Improvements were also observed in all assessment aspects, including idea generation, outline development, narrative organization, story sequencing, appropriate word and sentence usage, and the application of spelling and punctuation. Therefore, the Think Talk Write (TTW) model was effective in improving the narrative writing skills of fourth-grade students at SD Negeri 29 Dadok Tunggul Hitam, Padang.
PENINGKATAN KETERAMPILAN MENULIS KARANGAN NARASI MENGGUNAKAN MODEL PICTURE AND PICTURE DI KELAS IV SDN 20 BEROK GUNUNG PANGILUN Hidayat, Revalina; Suriani, Ari; Habibi; Kharisma, Inggria
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62329

Abstract

This study is a Classroom Action Research (CAR) project employing both qualitative and quantitative approaches, conducted over two cycles. Each cycle comprised stages of planning, action implementation, observation, and reflection. The research subjects were the teacher and 25 fourth-grade students at SDN 20 Berok Gunung Pangilun during the January–June semester of the 2025/2026 academic year. Data consisted of observations regarding the teaching module, teacher and student activities during the learning process, and student narrative writing skills resulting from the use of the Picture and Picture model. Data collection techniques included observation, testing, and documentation. The results indicate that the implementation of the Picture and Picture model improved students' narrative writing skills from Cycle I to Cycle II. Regarding lesson planning, the assessment score for the teaching module rose to 95.8%, classified as Very Good (SB). In terms of lesson implementation, teacher activity reached 97.5% (SB), and student activity rose to 97.5% (SB). Learning outcomes also improved: the attitude aspect achieved an average of 97%, the knowledge aspect averaged 90%, and the skills aspect averaged 88.1%, with 23 out of 25 students achieving mastery. Thus, it can be concluded that the *Picture and Picture* model enhances the narrative writing skills of fourth-grade students in the Indonesian Language subject at SDN 20 Berok Gunung Pangilun.
Co-Authors Adnan Arafani Adrias Afifah Intan Lestari Agustria, Helen Aliyyah, Hanifah Ana Istiqomah Asyraf Andina, Reviola Anggun Pasesa Nst Annisa Olivia Memosa Annisa Olivia Memosa Apriani Maulana, Puji Arwin Asiatul Fadilla Athifah Damawah Aulia Afriza, Gempita Aulida, Rini Azmi Alwi, Nur Chandra Chandra Chandra Chandra Chandra Chandra Deby Marta, Claudea Delon Pratama Dini Meilia Putri Diva Rizkia Fadillah Doni Nofra Doni Nofra Dwi Fortuna, Dinda Ekawati, Ridania Elfia Sukma Elfia Sukma Elfia Sukma, Elfia Elfina Nazhifah Salwa Elmalia, Suci Elvia Sukma Fadillah Rahmadianita, Nindy Faiha Taqiya Farahul Phadiyah Zuandi Fatikasari, Ibisanti Fatimah Rahmi Hidayati Felia Hafifah Fira Siska Aulia Fitri, Sri Aidha Fitria Wilda Fitria, Yanti Fitria, Yasika Fuji Sukra Aulia Gentis Ayu Wariyanti Ginny Amanda Gintan Indah Permata Sari Gita Musrial Gusti, Fariska Ananta Habibi Habibi, M Hafizah Hanifah Hafni Laila Sari Siregar Haifa Sakinah Hajratul Amanda Hamda, Dzakya Hamida Azzahra Hamimah Hammi Roqiba Lubis Hanifah Hasnatul Fadhilah Hayati, Salimatul Hazila Rizkina Julvi Hazmi, Merinda Helen Agustria Hidayat, Revalina Hima Sisri Wahyuni Ikhsan Nurhakim, Satrio Imit Desmita Indah Firma Sari Indah Insani Rambe Indah Sari indah Sari Intan Nurani Jannah, Nadaa Izzathul Jelvioni Putri Haadii Jelyyta Jelyyta Jeni Pristiawati Junia Deswita, Fifi Larissa, Septri latifa, lulu Lestari, Arnita Lia Mita Syahri Livia Yulvani Akmal M. Habibi Mega Fatimah Rosana Melva Zainil Melva Zainil Merry Apriany Muhammad Fathur Ardana Muhammad Radit Muhammad Rizki Nabila Fauzia Tsaqova Nabillah, Eka Putri Najwa Putri Yontela Naldi, Jepri Natasya Rey Fadila Nur Azmi Alwi Nurfadilah Anasya Nurrahma Zulita Nurul Aisyah Nurul Khomariah Oktafia, Rahma Olivia Padil Asrodi Putri, Aissy Putri, Fajria Putri, Wila Julia Rahma Fadhilah Rahmadini, Fitria Rara Aulia Fitri Razi Hasbullah Reskiyana Lestari Hasibuan Ridha, Mhd Rifanny Anjelina Safitri, Dinda Salma Murodah Putri Sasa Salsabila Hulpar Usman Salsabila Maghfirah Ramadhani Salwa, Elfina Nazhifah Selvia Elpitri Septiana, Vini Wela Septiani, Faiza Salsa Septri Larissa Shilfia Iraqi, Hana Silviamagdalenabuulolo Suci Fitriani Sumita Suci Rahayu Sunefti, Aida Suriani, Ari Susanti, Dini Syahrial Syahrial Syakhilla Pratiwi Tri Handani Ummiatul Fitri Wahyu Wedri Yani Wahyuni, Yulia Septi Waldi, Atri Warisa Hadi Amelsi Windu Tri Mukherna Wulan Tamba Yaumi Aulia Fadira Yawuru Nur Hasanah Yesi Anita Yesni Yenti Yufengky, Jeise Zikrisyah, Muhammad Zulkarnaini, Aissy Putri Zulkarnanini, Aissy Putri