Article Per Year (5 Year)
p-Index From 2021 - 2026
3.91
P-Index
This Author published in this journals
All Journal Jurnal Dikdas Katalogis Elementary: Jurnal Ilmiah Pendidikan Dasar PAEDAGOGIA Martabe : Jurnal Pengabdian Kepada Masyarakat Etika Demokrasi JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Journal of Educational Sciences Jurnal Basicedu Journal of Innovation and Research in Primary Education JS (Jurnal Sekolah) Jurnal Elementaria Edukasia Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal DIKDAS
Muchdar Muchdar
Universitas Tadulako
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

Published : 28 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 28 Documents
Search

 1   2   3 
Project-Based Learning Progression: Identifying The Impact of Learning on Students' Motivation and Learning Outcomes Arif Firmansyah; Nurul Fitriah Aras; Mardi Lestari; Muchdar Muchdar
PAEDAGOGIA Vol 27, No 1 (2024): PAEDAGOGIA Jilid 27 No 1 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i1.81242

Abstract

The study aims to address the issue of low motivation and poor learning outcomes in Social Studies. Many students find Social Studies dull due to its focus on memorization, which leads to passive learning. Additionally, teachers' limited familiarity with various learning approaches contributes to students' lack of motivation. The study investigates whether implementing a project-based learning (PBL) model can positively impact motivation and learning outcomes in Social Studies. Fifth-grade students from SDN 17 Poso participated in the quasi-experimental research, divided into experimental and control groups. Pretests and posttests were administered before and after the learning period, respectively, to both groups. Data collection methods included tests, questionnaires, and documentation. Pretests helped establish baseline knowledge levels and facilitated comparison to evaluate the effectiveness of the PBL intervention. Results indicated a significant improvement in motivation and learning outcomes among students exposed to the project-based learning model. The study's implications extend to enhancing teaching methodologies and strategies to foster better engagement and achievement in Social Studies.
The Effect of The Teams Games Tournament Type Cooperative Learning Model on Students’ Learning Motivation in IPAS Learning For Fourth-Grade Students of Inpres 1 Birobuli Public Elementary School Mifta Ahmad Buhari Lapabande; Nashrullah Nashrullah; Arif Firmansyah; Muchdar Muchdar
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.497-507

Abstract

This study investigates how the Teams Games Tournament cooperative learning model can improve the learning motivation of fourth grade students in Social Studies at Inpres 1 Birobuli Public Elementary School. The research aims to determine whether combining teamwork, friendly competition, and enjoyable activities can encourage students to participate more actively in the learning process. A quantitative approach with a Quasi Experimental design is applied, where class IVA receives the Teams Games Tournament treatment and class IVB functions as the comparison group. A motivation questionnaire is used to collect data after the learning activities. Before testing the hypothesis, the data are examined through normality and homogeneity tests to ensure statistical requirements are met. The hypothesis is then analyzed using the Paired Sample T Test through SPSS Statistic twenty five. The results show a significance value of zero point zero zero zero, lower than the alpha level of zero point zero five, leading to the acceptance of the alternative hypothesis. These results indicate that the Teams Games Tournament model significantly increases students motivation and creates a more engaging classroom atmosphere.
The Effect of Differentiated Instruction on Fourth-Grade Students’ Learning Outcomes in Pancasila Education at SD Inpres 3 Talise Riska A. Pipiot; Arif Firmansyah; Muchdar Muchdar; Herlina Herlina; Muhammad Nazimuddin Al Kamil
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.1036-1048

Abstract

Low student learning outcomes in Pancasila Education remain a challenge in elementary schools due to learning processes that have not fully accommodated differences in students’ readiness, interests, and learning profiles. Preliminary observations conducted in Grade IV of SD Inpres 3 Talise revealed that 18 out of 31 students had not achieved the Minimum Learning Mastery Criteria (KKM). Therefore, an instructional approach that addresses diverse learning needs is required. This study aimed to determine the effect of the differentiated instruction approach on students’ learning outcomes in Pancasila Education. The study employed a quantitative approach using a pre-experimental method with a one-group pretest-posttest design. The sample consisted of 31 Grade IV students selected through a saturated sampling technique. Data were collected using multiple-choice pretest and posttest instruments and analyzed through validity, reliability, and normality tests, followed by the Wilcoxon Signed-Rank test using SPSS version 25. The findings showed a substantial improvement in students’ learning outcomes, with the average score increasing from 54.42 on the pretest to 89.48 on the posttest. The hypothesis test yielded a significance value of <0.001 (<0.05), indicating that the differentiated instruction approach had a significant positive effect on students’ learning outcomes in Pancasila Education.
The Effect of the Project-Based Learning Model on Students’ Learning Outcomes in Pancasila Education for Fifth-Grade Students at SD Inpres 3 Talise Oktafira Suciati; Arif Firmansyah; Muchdar Muchdar; Nashrullah Nashrullah; Mas'adi Mas'adi
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.1238-1252

Abstract

This study aimed to determine the effect of the Project-Based Learning (PjBL) model on students’ learning outcomes in Pancasila Education for fifth-grade students at SD Inpres 3 Talise. The study employed a quantitative approach using a quasi-experimental design with a nonequivalent control group design. The sample consisted of 47 students, including 24 students in the experimental class and 23 students in the control class. Data were collected through pretests and posttests administered before and after the learning intervention. The experimental class received instruction using the Project-Based Learning model, while the control class was taught using conventional learning methods. Data were analyzed using validity and reliability tests, normality tests, homogeneity tests, and the Mann–Whitney U test. The results showed that the average pretest score of the experimental class was 56.25 and increased to 84.16 in the posttest, while the control class improved from 54.87 to 70.21. The Mann–Whitney U test revealed a significance value of less than 0.05, indicating a significant effect of the Project-Based Learning model on students’ learning outcomes. Therefore, the Project-Based Learning model can be considered an effective and innovative learning approach for improving elementary school students’ learning outcomes in Pancasila Education.
The Implementation of the Problem-Based Learning Model to Improve Students' Learning Interest in Pancasila Education Among Fourth-Grade Students at SDN 3 Lambara Salsa Bila; Arif Firmansyah; Muchdar Muchdar; Herlina Herlina; Muslim Muslim
Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.8.p.985-1004

Abstract

This study was motivated by the low learning interest of fourth-grade students in Pancasila Education at SDN 3 Lambara, as reflected in their limited participation, attention, and engagement during classroom learning. The study aimed to improve students' learning interest through the implementation of the Problem-Based Learning (PBL) model. This study employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were 28 fourth-grade students. Data were collected through observations of teacher and student activities and a learning interest questionnaire, then analyzed using descriptive qualitative and quantitative techniques. The findings demonstrated that the implementation of the PBL model effectively improved students' learning interest. Classical learning mastery increased from 33.33% in the preliminary stage to 66.66% in Cycle I and 91.66% in Cycle II. Furthermore, teacher and student learning activities improved from the good to the very good category across the research cycles. These findings indicate that the Problem-Based Learning model creates a more active, collaborative, and meaningful learning environment, thereby effectively enhancing students' learning interest in Pancasila Education among fourth-grade elementary school students.
PELATIHAN IMPLEMENTASI PENDIDIKAN KARAKTER BERBASIS NILAI-NILAI PANCASILA BAGI GURU SD INPRES MASIGI KABUPATEN PARIGI MOUTONG Arif Firmansyah; Herlina Herlina; Muchdar Muchdar; Muslim AR Muslim AR; Mas&#039;adi Mas&#039;adi
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 9, No 7 (2026): MARTABE : JURNAL PENGABDIAN MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v9i7.%p

Abstract

Kegiatan pengabdian kepada masyarakat ini dilakukan untuk menjawab permasalahan yang dihadapi guru di SD Inpres Masigi, Kabupaten Parigi Moutong, dalam mengintegrasikan nilai-nilai Pancasila ke dalam pembelajaran. Guru masih mengalami kendala dalam pemahaman penerapan strategi, penggunaan media dalam modul, serta penguatan budaya sekolah berbasis Pancasila. Program ini bertujuan untuk meningkatkan pemahaman dan keterampilan guru dalam menerapkan pendidikan karakter berbasis nilai-nilai Pancasila secara kontekstual dan aplikatif, sehingga mendukung pembentukan akhlak, tanggung jawab, dan kebangsaan jiwa peserta didik. Metode pelaksanaan terdiri atas tiga tahap: (1) persiapan melalui Focus Group Discussion (FGD) untuk menggali kebutuhan dan permasalahan, (2) pelaksanaan berupa pelatihan dan pendampingan guru dalam mengembangkan strategi pembelajaran berbasis nilai-nilai Pancasila, serta (3) monitoring dan evaluasi (monev) yang dilakukan secara kolaboratif oleh tim pengabdi. Hasil kegiatan menunjukkan peningkatan pemahaman guru mengenai konsep pendidikan karakter dan keterampilan dalam mengintegrasikan nilai-nilai Pancasila ke dalam pembelajaran. Kontribusi pengabdian ini terletak pada penguatan praktik pendidikan karakter di sekolah dasar sekaligus memberikan kontribusi pengetahuan tentang strategi penerapan nilai-nilai Pancasila dalam konteks pendidikan dasar.Kata Kunci: Pendidikan karakter, nilai-nilai Pancasila, guru SD 
Implementation of the Culturally Responsive Teaching Approach to Improve Student Learning Outcomes in Pancasila Education in Grade IV at SDN 2 Tatura Ni Made Riastini; Arif Firmansyah; Muchdar Muchdar; Herlina Herlina; Muslim Muslim
Journal of Educational Sciences Vol. 10 No. 9 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.9.p.573-590

Abstract

This study aimed to improve the learning outcomes of fourth-grade students in Pancasila Education through the implementation of Culturally Responsive Teaching (CRT) at SDN 2 Tatura. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, which consists of four stages: planning, action, observation, and reflection. The study involved 35 fourth-grade students and was conducted in two cycles, with two meetings in each cycle. Data were collected through teacher and student activity observation sheets and learning outcome tests and were analyzed descriptively. The initial assessment showed that 11 students achieved the minimum mastery criterion, corresponding to a classical mastery level of 31.43%. In Cycle I, 23 students achieved mastery, resulting in a classical mastery level of 65.71%. In Cycle II, the number of students achieving mastery increased to 31, resulting in a classical mastery level of 88.57%, exceeding the predetermined success criterion of 80%. The improvement in learning outcomes was accompanied by increased teacher activity and student participation, particularly in contextual discussions, collaboration, expressing opinions, and presenting learning outcomes. These findings indicate that Culturally Responsive Teaching can support meaningful and participatory learning while improving learning outcomes in Pancasila Education.
The Effectiveness of P5 Project-Based E-Modules on the Learning Independence of Grade IV Students of SDN 3 Silanca Gloria Tri Andini Tagentju; Arif Firmansyah; Muchdar Muchdar; Herlina Herlina; Muslim Muslim
Journal of Educational Sciences Vol. 10 No. 9 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.9.p.119-136

Abstract

This study aimed to determine the effectiveness of a P5 project-based e-module in improving the learning independence of fourth-grade elementary school students. A pre-experimental one-group pretest–posttest design was employed involving nine students at SDN 3 Silanca. The learning intervention was implemented over four meetings using a P5 project-based e-module. Data were collected through a learning independence questionnaire based on Zimmerman's Self-Regulated Learning theory, measuring learning initiative, responsibility, decision-making, self-confidence, time management, and self-evaluation. The instrument was validated and demonstrated high reliability. Data were analyzed using descriptive statistics, the Shapiro–Wilk test, the Paired Sample t-Test, and the N-Gain test. The results showed that the mean score increased from 63.00 to 81.00. The Paired Sample t-Test indicated a significant improvement (p < 0.05), while the N-Gain analysis showed moderate effectiveness. The findings indicate that the P5 project-based e-module effectively promotes learning independence and can serve as an innovative digital learning resource to support the implementation of the Merdeka Curriculum in elementary schools.
Co-Authors Abdul Rahman Anisa Aprilia arif firmansya Arif Firmansyah Arif Firmansyah Asriani Asriani, Asriani D. Kuntuamas, Anatria Eka eviyanti123 Febriawati, Titin Gloria Tri Andini Tagentju Hasan Hasan Herlina Herlina Herlina Herlina Herlina Herlina Herlina, Herlina I Nyoman Yadi Anggara Putra Intan Nur Alini Kadek Hariana khusnul khotimah Lukman Lukman Lusiani Lintuman Mardi Lestari Mas&#039;adi Mas&#039;adi Mas'adi Mas'adi Mas'adi Mas'adi Meinar R Age Mifta Ahmad Buhari Lapabande Muhammad Nazimuddin Al Kamil Muhammad Nazimuddin Al Kamil Muslim AR Muslim AR Muslim Muslim Nashrullah . Nashrullah Nashrullah Nashrullah Nashrullah Nashrullah, Nashrullah Nasrullah Nasrullah Ni Made Riastini Nuku, Amirah A.S. Nur Rahmah Nur Vathatuljanah Nuraini Nuraini Nurul Fitriah Aras Oktafira Suciati Putra, I Nyoman Yadi Anggara Raehan Raehan Rangga Putera Boroallo Riska A. Pipiot Riska Efendi Rizal Rizal Rizal Ryan Andhika Pratama Salsa Bila Santika Sukri Sukri Surahman Wilade Uswatun Hasanah Wahyu Hidayat Wulandari Wulandari Yusdin Bin. M Gagaramusu Zulnuraini