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All Journal Journal of Education, Humaniora and Social Sciences (JEHSS) JURNAL MUTIARA PENDIDIKAN INDONESIA Journal of Classrom Action Research Jurnal Pendidikan Indonesia (Ju-Pendi)
Sejahtra Sejahtra
Universitas Quality
Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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PENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW UNTUK MENINGKATKAN HASIL BELAJAR SISWA Sejahtra Sejahtra
Jurnal Mutiara Pendidikan Indonesia Vol 6 No 2 (2021): Jurnal Mutiara Pendidikan Indonesia
Publisher : Fakultas Ilmu Pendidikan Universitas Sari Mutiara Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51544/mutiara pendidik.v6i2.2327

Abstract

This study aims to determine the mastery of learning outcomes and the improvement of student learning outcomes after using the Jigsaw Type cooperative learning model in natural science subjects in Indonesia. The type of research is Classroom Action Research which is carried out in 2 cycles with steps ranging from: planning, implementing, observing and reflecting. The research was carried out at SD Negeri 043940 Perbesi with the research subjects being Class V students who opened 25 people. Data collection tool used to test learning outcomes. The data analysis technique used descriptive statistics by comparing the average value of 2 cycles. The results of the analysis in the first cycle, students completed as many as 17 people (68%) and 8 people (32%) students did not complete with an average value of 69.84. The results of the analysis in the second cycle, students completed as many as 22 people (88%) and students who did not complete as many as 3 people (12%) with an average value of 82.38. This shows that cycle II is stated classically. Based on the results of data analysis, it can be obtained that student learning outcomes are completely classical and improved by using the Jigsaw type cooperative learning model in science subjects for class V SD Negeri 043940 Perbesi.
Efektivitas Model Pembelajaran Students Team Achievement Division Untuk Meningkatkan Hasil Belajar di SMA Cerdas Bangsa Delitua Eduard Eduard; Sejahtra Sejahtra
Journal of Education, Humaniora and Social Sciences (JEHSS) Vol 4, No 4 (2022): Journal of Education, Humaniora and Social Sciences (JEHSS), May
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1269.529 KB) | DOI: 10.34007/jehss.v4i4.1068

Abstract

This study aims to determine the completeness of student learning outcomes after using the cooperative learning model Type Students Team Achievement Division (STAD); achievement of learning objectives; description of the implementation of learning, student responses, and average student learning outcomes and whether the Student Team Achievement Division (STAD) type cooperative learning model is effective for improving student learning outcomes in Civics subjects material Values of Pancasila. This type of research is Classroom Action which is carried out in 2 cycles. The results of the study after using the Student Team Achievement Division (STAD) type cooperative model showed that (1) student learning outcomes were classically complete; (2) the achievement of specific learning objectives has been completed; (3) The implementation of learning is categorized as good; (4) Student responses have positive criteria; (5) Student learning outcomes increase. So that it is known that the Student Team Achievement Division (STAD) cooperative learning model is effective in improving the learning outcomes of class X SMA SMA Cerdas Bangsa Delitua in the subject of Pancasila and Citizenship Education (PPKn) material for Pancasila Values.
Student Participation in Small-Sided Games during Elementary Physical Education: A Qualitative Descriptive Study Sejahtra Sejahtra
Jurnal Pendidikan Indonesia Vol. 4 No. 01 (2026): Jurnal Pendidikan Indonesia (Ju-Pendi), June 2026
Publisher : Sean Institute

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Abstract

Unequal participation remains a practical problem in elementary physical education because conventional team games often allow confident students to dominate play while less-confident students remain peripheral. This study aimed to describe how student participation developed during small-sided games and to identify the task, peer, and teacher conditions that supported or constrained involvement. A qualitative descriptive design was implemented at SD Budi Murni 2 with 24 Grade V students and one physical education teacher. Data were obtained from four learning sessions, comprising 96 student-session observation records, chronological field notes, semi-structured interviews with eight students and the teacher, and learning documentation. Credibility was strengthened through source, technique, and time triangulation, member checking, and peer examination. The findings showed that students demonstrating consistent or highly sustained participation increased from 62.5% in the first session to 91.7% in the fourth session, while mean ball contacts rose from 9.33 to 13.67. Participation broadened most when three-versus-three formats were combined with explicit roles, compulsory team involvement, multiple targets, short rotations, and supportive peer communication. Nevertheless, smaller teams did not automatically eliminate dominance or fear of mistakes. The study concludes that small-sided games function as an inclusive pedagogical environment only when teachers deliberately regulate roles, rules, peer interaction, and emotional safety.
Instruction And Assessment For Vocabulary Development In Bright: An English Course Seventh Graders Gracella Panjaitan; Fiber Yun A Ginting; Sejahtra; Asta Br. Sembiring; Fori Pandiangan; Futri Sidabutar
Journal of Classroom Action Research Vol. 5 No. 1 (2026): February 2026
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/jcar.v5i1.652

Abstract

This study examines the efficacy of "Bright: An English Course for SMP/MTs Grade VII" in Indonesia's Kurikulum Merdeka. The research uses a descriptive qualitative document analysis to evaluate vocabulary growth, presentation, and evaluation for seventh-grade students. The analytical approach makes use of Alan Cunningsworth's checklist and a cognitive audit based on the Revised Bloom's Taxonomy. The findings show strong curricular alignment (90.62%) and methodological quality (94.57%). However, there is a considerable cognitive imbalance, with 81% of tasks focusing on Lower Order Thinking Skills (LOTS), particularly in the "Remembering" (48%) and "Understanding" (33%) categories. Cultural representation research demonstrates a strong preference for Indonesian source culture (72.48%) over target (4.79%) and worldwide cultures (22.73%). Pedagogical implications suggest that, while the textbook is an excellent foundational tool, educators should supplement it with Higher Order Thinking Skill (HOTS) activities and more diverse intercultural content to promote global communicative agency. This guarantees that students acquire both the linguistic proficiency and critical cultural understanding required for 21st-century global citizenship. Keywords: Bright Textbook, Vocabulary Instruction, Kurikulum Merdeka, EFL, Bloom's Taxonomy.
Co-Authors Asta Br. Sembiring Eduard Fiber Yun A Ginting Fori Pandiangan Futri Sidabutar Gracella Panjaitan