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All Journal EDUKASI Risâlah, Jurnal Pendidikan dan Studi Islam Pendas : Jurnah Ilmiah Pendidikan Dasar eL.Muhbib: Jurnal Pemikiran dan Penelitian Pendidikan Dasar Value: Jurnal Manajemen dan Akuntansi Jurnal Jendela Bunda Program Studi PG-PAUD Universitas Muhammadiyah Cirebon Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Hasil Pengabdian Masyarakat (JURIBMAS) Journal of Learning Improvement and Lesson Study Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) Lensa Pendas
Andi Ali Kisai
Universitas Muhammadiyah Cirebon
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Physics Social Sciences Other

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Improving Children’s Concentration Through Graded Puzzle Games in Group B at KB Nurul Huda Anis Anis; M Arif Syarif H; Andi Ali Kisai
Journal of Learning Improvement and Lesson Study Vol. 6 No. 1 (2026): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v6i1.227

Abstract

This study aims to improve the concentration skills of early childhood students through the use of graded puzzle materials at Nurul Huda Kindergarten. The research design employed was Classroom Action Research based on the Kemmis and McTaggart model, conducted systematically over multiple cyclical phases. Each cycle comprised the integrated stages of planning, implementation, observation, and reflection. The subjects in this study consisted of children in Group B aged five to six years. Data collection was conducted through structured observation and documentation. To ensure a comprehensive measurement basis from the outset, the observation instruments utilized targeted observation sheets designed to systematically track behavioral changes. The measurement was strictly anchored on key concentration indicators, which included the children’s attention span, their persistence in completing tasks, their ability to follow instructions, and their overall engagement in learning activities. The intervention was guided by a predefined success criterion, which mandated that the study would be deemed successful only when a clear majority of the classroom cohort successfully reached the expected and advanced developmental categories. Data analysis used a quantitative descriptive approach to track developmental transformations across the research phases. The results of the study indicate a gradual and consistent improvement in the children’s concentration skills at each stage of the intervention. From the initial pre-cycle baseline condition, the proportion of children reaching the expected developmental categories rose steadily in the first cycle and culminated in meeting the established success criteria during the final cycle. These qualitative behavioral shifts indicate that the progressive difficulty curve embedded within the graded puzzle materials effectively helped children expand their focus, follow teacher instructions more adaptively, and complete structural tasks with greater perseverance while minimizing cognitive boredom. Based on these results, it can be concluded that graded puzzle materials serve as an effective alternative learning strategy to optimize attention control and independent problem-solving skills in young children
Peningkatan Hasil Belajar Matematika melalui Penerapan Model Problem Based Learning (PBL) dengan Pendekatan Teaching at the Right Level (TaRL) Kelas IV SD Negeri 1 Sumber Cirebon Yunita Tiara Dewi; Andi Ali Kisai; Hety Mariyanah
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1084

Abstract

This study aims to improve the mathematics learning outcomes of fourth-grade students at SD Negeri 1 Sumber Cirebon through the implementation of the Problem Based Learning (PBL) model combined with the Teaching at the Right Level (TaRL) approach. The background of this research is the low level of students’ understanding and achievement in learning mathematics, particularly in calculating volume using standard and non-standard units, as well as the diverse cognitive ability levels within the same classroom. The method employed was Classroom Action Research (CAR), conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The results indicate that the implementation of the PBL model integrated with the TaRL approach effectively enhanced students’ learning engagement and achievement. Learning mastery improved from 42% in the pre-cycle to 89% at the end of the second cycle. This approach also fostered greater self-confidence, independence, and critical thinking skills in solving contextual problems. Based on these findings, the combination of the PBL model and the TaRL approach is recommended for mathematics instruction in elementary schools, particularly for topics requiring concrete conceptual understanding.
Co-Authors Ali Sodikin Anis Anis Anisa Fiola Karimah Ari Sujarwadi Assyifa Indar Apriana Bezella Naomi Qurrota Ayuni Cahya Khoirotun Nisa Cucu Sopiah Ena Labudasari Hety Mariyanah Labudasari, Erna M Arif Syarif H Muhammad Azka Maulana Nurkholis Nurkholis Nurkholis Nurkholis Panji Rizalul Fatah Sri Ayuni Lestari Syarifudin, Aip Tria Lestari Utami Nur Hakim Yunita Tiara Dewi