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The Social Impact of Sports Extracurricular Development at SMPN 1 Palangka Raya Ujen Zenal Mikdar; Endang Handayani; Zuly Daima Ulfa; Roso Sugiyanto
Journal of Physical Education For Secondary Schools Vol 2, No 2 (2022): Improving Quality of Life Through of Physical education
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpess.v2i2.56431

Introduction: As a social phenomenon in society, especially in schools, the emergence of a moral decline experienced by society is a sign of the decline and destruction of the nation. On the other hand, morality is an important factor for the development of the identity and character of a nation's society, so the participation of the school community is needed in reducing this decline. Purpose: To describe the social impact of organizing extracurricular sports at SMPN 1 Palangka Raya. Methods: This research is also descriptive qualitative research, with subjects and informants being sports teachers as coaches of sports extracurriculars and students' parents, as well as the principal of SMPN 1 Palangka Raya. While the sports of choice for students participating in extracurricular sports are 15 table tennis, 84 basketball, 34 karate, 68 badminton, 67 football, 39 martial arts, 29 volleyball, and 16 chess, Results: The results of this study prove that there are social impacts, both positive and negative. Positive impacts, namely (1) can build student character, including being able to develop an attitude of cooperation, hard work, responsibility, discipline, enthusiasm, helping each other, and getting along with fellow students despite different ethnicities, races, religions, and even cultures; (2) can channel students' sports interests and talents; (3) can build a school's "branding" image by winning various sports competitions; and (4) can increase business income and school canteens. While the negative impacts are (1) that some students still have an attitude of individualism and self-assertion and are shy to ask; (2) that parts of the school environment, parks, and sports facilities are sometimes damaged; and (3) that parents need to add to the cost of children's needs when participating in extracurricular sports activities themselves, Conclusions: The activities of organizing extracurricular sports at SMPN 1 Palangka Raya have social impacts, both positive impacts in the form of building student character, channeling interests and talents in sports, building the school's image, and increasing business income, as well as negative impacts, namely individualism, self-assertiveness, embarrassment to ask questions, damage to school facilities, and increased costs.Â

SOSIAL EKONOMI ATLET DAYUNG KALIMANTAN TENGAH U.Z. Mikdar; Roso Sugiyanto
Jurnal Pendidikan Olah Raga Vol. 9 No. 1 (2020): Jurnal Pendidikan Olah Raga (June)
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/jpo.v9i1.1762

Komite Olahraga Nasional Indonesia (KONI) Kalimantan Tengah tugasnya adalah membina olahraga prestasi, salah satunya adalah cabang olahraga dayung yang bermedali di setiap Pekan Olahraga Nasional (PON), dan penyumbang atlet dan pelatih nasional. Tujuan penelitian ini untuk mendeskripsikan sosial ekonomi mantan Â atlet dayung nasional Kalimantan Tengah. Penelitian ini termasuk penelitian kualitatif deskriptif dengan subyek/informannya adalah mantan atlet dayung nasional asal Kalimantan Tengah. Hasil penelitian ini menunjukkan bahwa (1) alasan menjadi atlet karena: (a) sejak kecil, sudah terbiasa berolahrga, tinggal di lingkungan dan budaya sungai; (b) bersekolah di lembaga keolahragaan; dan (c) terinspirasi oleh atlet nasional. Dampak lainnya, selama menjadi atlet nasional terkadang sekolah atau pekerjaan dan keluarga terganggu bila ada event nasional maupun internasional; (2) Pencapaian prestasi yangÂ diraih, yaitu pada tingkat Â nasional, Asia Tenggara, Asia, jugaÂ internasional; dan (3) nilai sosial Â ekonomi yang didapatkan: (a) menjadi Aparatur Sipil Negara (ASN); (b) mendapatkan bonus Â uang; (c) nendapatkan hibah kavling tanah; (d) mendapatkan hadiah rumah; (e) kemudahan memilih sekolah; (f) bisa beribadah haji; dan (g) bisa Â jalan-jalan ke luar negeri

Inovasi Pengelolaan Sampah Rumah Tangga Berbasis 3R (Reduce, Reuse, Recycle) di Desa Anjir Kabupaten Pulang Pisau Helmi Helmi; Tati’ah Tati’ah; Roso Sugiyanto
KREATIF: Jurnal Pengabdian Masyarakat Nusantara Vol. 5 No. 3 (2025): Jurnal Pengabdian Masyarakat Nusantara
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/kreatif.v5i3.8408

This community service activity is entitled Innovation in Household Waste Management Based on 3R (Reduce, Reuse, Recycle) in Anjir Village, Pulang Pisau Regency). This program is motivated by the increasing volume of household waste and the low practice of 3R-based management in Anjir Village, which has led to environmental and public health problems. The implementation method includes socialization, education, and training for residents on waste sorting, reducing the use of single-use plastics, reusing usable items, and processing organic waste with a household composter. In addition, this activity also introduced a digital waste bank system that facilitates the recording of deposits and waste savings results. The results of the activity show an increase in community understanding and skills in applying the 3R principle. The community has begun to get used to sorting waste, utilizing organic waste into compost, and saving inorganic waste through a waste bank. This program also encourages the growth of collective awareness about the importance of maintaining environmental cleanliness and opportunities for a circular economy based on waste. Overall, this community service activity produces a simple, applicable, and sustainable model for household waste management innovation. It is hoped that this model can be replicated in other villages as an effort to support waste reduction while improving environmental quality and community welfare.

Meningkatkan Keterampilan Sosial Kerjasama Siswa Kelas VB Melalui Permainan Tradisional Gobak Sodor Di SD Negeri 4 Plangka Kota Palangka Raya Meisi Alvionita; Roso Sugiyanto; Ichyatul Afrom
Jurnal Kewarganegaraan Vol 6 No 2 (2022): Desember 2022
Publisher : UNIVERSITAS PGRI YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jk.v6i2.3042

AbstrakPenelitian ini dilatar belakangi oleh sistem pembelajaran yang dilakukan secara daring yang diakibatkan oleh pandemic covid-19 membuat siswa hanya bisa belajar dari rumah dan tidak dapat bertemu serta berinteraksi langsung dengan guru dan teman-temannya di sekolah. Hal ini membuat keterampilan sosial siswa menjadi kurang dalam bekerjasama dengan teman-temannya di kelas ketika sekolah sudah mulai dilakukan dengan tatap muka. Tujuan penelitian ini adalah untuk meningkatkan keterampilan sosial kerjasama siswa V B melalui permainan tradisional gobak sodor di SDN 4 Palangka Kota Palangka Raya. Metode penelitian ini adalah penelitian tindakan kelas (PTK) atau classroom action research, menggunakan model Kemmis dan Mc Taggart yang terdiri atas 4 tahapan yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian adalah siswa kelas V B SDN 4 Palangka Kota Palangka Raya yang terdiri dari 10 siswa. Penelitian dilakukan dalam 2 siklus, masing-masing siklus 2 kali pertemuan. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa permainan tradisional gobak sodor dapat meningkatkan keterampilan sosial kerjasama siswa, hal ini dibuktikan pada kegiatan pra siklus secara keseluruhan presentase keterampilan sosial kerjasama siswa yaitu sebesar 45,62%, pada siklus I pertemuan 1 meningkat menjadi 50%, pada kegiatan siklus I pertemuan 2 meningkat menjadi 63,75%, pada siklus II pertemuan 1 keterampilan sosial kerjasama siswa mencapai 77,25%, dan pada siklus II pertemuan 2 yang meningkat menjadi 85,62% sehingga diperoleh peningkatan dari kegiatan pra siklus sebesar 45,62% hingga kegiatan siklus I sebesar 63,75% terdapat peningkatan sebesar 18,13 poin. Adapun dari kegiatan siklus I sebesar 63,75% hingga kegiatan siklus II sebesar 85.62% terdapat peningkatan sebesar 21,87 poin. Keberhasilan penerapan permainan tradisional gobak sodor dipengaruhi oleh setiap pertemuan siswa mulai terbiasa bermain bersama dengan menggunakan permainan tradisional gobak sodor. Dengan demikian dapat disimpulkan bahwa permainan tradisional gobak sodor terbukti dapat meningkatkan keterampilan sosial kerjasama siswa kelas V B SDN 4 Palangka Kota Palangka Raya.Kata Kunci: Keterampilan Sosial, Kerjasama, Permainan Tradisional Gobak SodorÂ AbstractThis research is backgrounded by the online learning system caused by the Covid-19 pandemic, making students only able to learn from home and unable to meet and interact directly with their teachers and friends at school. This makes students' social skills less in collaborating with their peers in the classroom when school has started to be done face-to-face. The purpose of this study was to improve the social skills of V B students' cooperation through the traditional game of gobak sodor at SDN 4 Palangka, Palangka Raya City. This research method is classroom action research (PTK) or classroom action research, using the Kemmis and Mc Taggart models which consist of 4 stages, namely planning, implementation, observation, and reflection. The subject of the study was a grade V B student of SDN 4 Palangka, Palangka Raya City, consisting of 10 students. The study was conducted in 2 cycles, each cycle 2 times the meeting. Data collection techniques use observation, interviews, and documentation. The results of this study show that the traditional game of gobak sodor can improve the social skills of student cooperation, this is evidenced in the pre-cycle activities as a whole the percentage of student cooperation social skills is 45.62%, in the first cycle of meeting 1 it increases to 50%, in the first cycle activities of meeting 2 increases to 63.75%, in cycle II of meeting 1 student cooperation social skills reach 77.25%,Â and in cycle II of meeting 2 which increased to 85.62% so that an increase was obtained from pre-cycle activities of 45.62% to cycle I activities of 63.75% there was an increase of 18.13 points. Meanwhile, from cycle I activities of 63.75% to cycle II activities of 85.62% there was an increase of 21.87 points. The successful implementation of the traditional game of gobak sodor is influenced by every meeting students begin to get used to playing together using the traditional game of gobak sodor. Thus, it can be concluded that the traditional game of gobak sodor is proven to be able to improve the social skills of cooperation of class V B students of SDN 4 Palangka Kota Palangka Raya. Keywords: Social Skills, Cooperation, Traditional Games of Gobak Sodor

Hubungan Motivasi Belajar Dengan Kesiapan Belajar Siswa Kelas IV SDN 4 Palangka Tahun Pelajaran 2021/2022 Ina Hawini; Roso Sugiyanto; Ichyatul Afrom
Jurnal Kewarganegaraan Vol 6 No 2 (2022): Desember 2022
Publisher : UNIVERSITAS PGRI YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jk.v6i2.3098

AbstrakMotivasi merupakan salah satu faktor yang ikut menentukan keberhasilan anak di dalam belajar. Sehingga motivasi dalam diri siswa sangat penting dan diperlukan dalam proses belajar mengajar. Motivasi belajar dipengaruhi oleh banyak faktor, salah satunya adalah kesiapan belajar siswa. Kesiapan belajar yang baik akan membuat siswa lebih mudah dalam mengikuti proses pembelajaran. Kesiapan belajar merupakan salah satu kondisi yang harus dimiliki siswa. Kesiapan belajar perlu diperhatikan dalam proses belajar, karena proses belajar yang disertai dengan adanya kesiapan akan memudahkan siswa untuk menerima dan memahami materi yang disampaikan oleh guru serta dapat mendorong siswa untuk memberikan respon yang positif dimana keadaan tersebut akan mempengaruhi prestasi belajar yang diperoleh. Penelitian ini dilakukan untuk mengetahui hubungan motivasi belajar dengan kesiapan belajar siswa kelas IV SDN 4 Palangka tahun pelajaran 2021/2022. Penelitian ini merupakan penelitian korelasi dengan pendekatan kuantitatif. Sampel yang digunakan pada penelitian ini adalah siswa kelas IV SDN 4 Palangka Tahun Pelajaran 2021/2022 yang berjumlah 24 orang. Untuk memperoleh data menggunakan angket. Teknik analisis data yang digunakan, yaitu uji korelasi Product Moment. Hasil penelitian menunjukkan bahwa: 1) Motivasi belajar siswa kelas IV SDN 4 Palangka tahun pelajaran 2021/2022 dari jumlah sampel 24 siswa, siswa yang memiliki kategori tinggi sebanyak 5 siswa (21%), motivasi belajar kategori sedang 13 siswa (54%), dan motivasi belajar kategori kurang sebanyak 6 siswa (25%). Jadi dapat disimpulkan bahwa, kecenderungan variabel motivasi belajar siswa berada pada kategori sedang, yaitu sebanyak 13 siswa (54%). 2)Kesiapan belajar siswa kelas IV SDN 4 Palangka tahun pelajaran 2021/2022 dari jumlah sampel 24 siswa, siswa yang memiliki kategori tinggi sebanyak 4 siswa (17%), kesiapan belajar kategori sedang 17 siswa (71%), dan kesiapan belajar kategori kurang sebanyak 3 siswa (13%). Jadi dapat disimpulkan bahwa, kecenderungan variabel kesiapan belajar siswa berada pada kategori sedang, yaitu sebanyak 17 siswa (71%). 3)Ada hubungan motivasi belajar dengan kesiapan belajar siswa kelas IV SDN 4 Palangka tahun pelajaran 2021/2022, dengan diperoleh hasil uji korelasi sederhana, yaitu motivasi belajar dengan kesiapan belajar memiliki hubungan korelasi yang kuat dengan nilai rhitung 0,757 > nilai rtabel 0,404, sehingga hipotesis alternatif yang menyatakan Ada hubungan yang signifikan antara motivasi belajar dengan kesiapan belajar siswa kelas IV SDN 4 Palangka tahun pelajaran 2021/2022 diterima. Hal tersebut berarti semakin tinggi motivasi belajar maka akan mempengaruhi kesiapan belajar siswa.Kata Kunci: Motivasi Belajar, Kesiapan BelajarÂ AbstractMotivation is one of the factors that determine children's success in learning. So that motivation in students is very important and necessary in the teaching and learning process. Learning motivation is influenced by many factors, one of which is the readiness of students to learn. Good learning readiness will make it easier for students to follow the learning process. Readiness to learn is one of the conditions that students must have. Learning readiness needs to be considered in the learning process, because the learning process accompanied by readiness will make it easier for students to accept and understand the material presented by the teacher and can encourage students to give a positive response where the situation will affect the learning achievement obtained. This study was conducted to determine the relationship between learning motivation and learning readiness of grade IV students of SDN 4 Palangka for the 2021/2022 academic year. This research is a correlation research with a quantitative approach. The sample used in this study was grade IV students of SDN 4 Palangka for the 2021/2022 Academic Year, totaling 24 people. To obtain data using a questionnaire. The data analysis technique used, namely the Product Moment correlation test. The results showed that: 1) The learning motivation of grade IV students of SDN 4 Palangka for the 2021/2022 academic year from a total sample of 24 students, students who have a high category of 5 students (21%), motivation to learn in the medium category of 13 students (54%), and motivation to learn in the less category as many as 6 students (25%). So it can be concluded that, the tendency of student learning motivation variables is in the moderate category, which is as many as 13 students (54%). 2) Learning readiness of grade IV students of SDN 4 Palangka for the 2021/2022 academic year from a total sample of 24 students, students who have a high category of 4 students (17%), medium category learning readiness of 17 students (71%), and readiness to learn less category as many as 3 students (13%). So it can be concluded that, the tendency of student learning readiness variables is in the moderate category, which is as many as 17 students (71%). 3) There is a relationship between learning motivation and learning readiness of grade IV students of SDN 4 Palangka for the 2021/2022 academic year, with the results of a simple correlation test, namely learning motivation with learning readiness has a strong correlation relationship with a rhitung value of 0.757 > a rtabel value of 0.404, so that an alternative hypothesis that states There is a significant relationship between learning motivation and learning readiness of grade IV students of SDN 4 Palangka for the 2021/2022 academic year is accepted. This means that the higher the motivation to learn, it will affect the readiness of students to learn.Keywords: Learning Motivation, Learning Readiness

Students’ Perspectives on the Teaching Profession and Their Interest in Enrolling in the Pre-Service Teacher Professional Education Program (PPG) Emy Artuti; Abdul Rahman Azhari; Bejo Basuki; Ichyatul Afrom; Roso Sugiyanto
JURNAL PENDIDIKAN Vol 26 No 2 (2025): Jurnal Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52850/jpn.v26i2.24560

Understanding students' perspectives on the teaching profession and their interest in participating in the PPG program for prospective teachers is very important for improving teacher competence. Therefore, it is necessary to conduct a study on students' perspectives on the teaching profession and their interest in participating in the PPG program for prospective teachers. The objectives of this study are to determine: (1) students' perspectives on the teaching profession; (2) students' interest in participating in the PPG program; and (3) the influence of students' perspectives on the teaching profession on their interest in participating in the PPG program. The population in this study were students of the Faculty of Teacher Training and Education, University of Palangka Raya, class of 2022. The data collection technique used in this study was a survey method. The results of the study showed that students' perspectives on the teaching profession were in the moderate or sufficient category. This indicates that students' perspectives on the teaching profession are quite good and can foster their interest in participating in the PPG program for prospective teachers. Meanwhile, students' interest in participating in the PPG program for prospective teachers falls into the moderate or sufficient category. This indicates that students' interest in participating in the PPG program for prospective teachers is quite high. The results of the regression analysis show that there is an influence of students' perspectives on the teaching profession on their interest in participating in the PPG program for prospective teachers.-

Internalisasi Falsafah Rumah Betang Untuk Membentuk Sikap Toleransi: Internalization Of Falsafah Betang Houses To Form A Tolerance Attitude Roso Sugiyanto; Abdul Rahman Azahari; Wawan Kartiwa; Sapriline Sapriline
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 5 No. 1 (2019): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v5i1.1189

Rumah betang atau huma betang adalah rumah adat suku Dayak khas Kalimantan Tengah yang terdapat di berbagai daerah Kalimantan Tengah. Rumah Betang di bangun dalam bentuk panggung dengan ketinggian tiga sampai lima meter dari tanah dengan panjang bangunan mencapai 150meter dan lebar hingga 30 meter. Nilai-nilai yang terkandung dalam Huma Betang sangat dijunjung tinggi oleh masyarakat dan menjadi pedoman dalam kehidupan sehari-hari oleh masyarakat Kalimantan Tengah. Selain berfungsi sebagai rumah adat, Huma Betang memiliki filosofi kehidupan yang sangat dalam dan mendasar bagi masyarakat seperti nilai gotong royong, kebersamaan, toleransi, rukun, dan hidup berdampingan. Gotong royong dan kerukunan sebagai nilai yang mapan dan terpelihara hingga saat ini. Manfaat dari eksistensi dan implementasi falsafah Huma Betang terhadap kehidupan bermasyarakat, berbangsa, dan bernegara, beberapa diantaranya adalah Huma Betang sebagai refleksi kehidupan masyarakat yang toleran (togetherness in diversity). Rekontruksi nilai-nilai huma betang dalam kehidupaan saat ini sangat diperlukan khususnya dalam rangka menyambut wacana pemindahan ibu kota negara Indonesia. Revitalisasi budaya dapat dimulai dari pengangkatan nilai-nilai kearifan lokal, salah satunya dari filosofi rumah adat Huma Betang. Revitalisasi dan implementasi falsafah huma betang dapat dilakukan dengan secara formal dilakukan melalui pembelajaran berbasis etnopedagogik pada mata pelajaran muatan lokal, secara informal dilakukan melalui pola perilaku keteladanan guru. Untuk membentuk karakter siswa yang berasazkan falsafah rumah betang yang baik harus terdapat tiga komponen yaitu moral knowing, (pengetahuan tentang moral), moral feeling (perasaan tentang moral) dan moral action (perbuatan moral).

Aktivitas Belajar Siswa Tema “Makanan Sehat” Melalui Pendekatan Saintifik Di Kelas V Sdn -5 Menteng Kota Palangka Raya: Students Learning Activities In The “Healthy Food” Theme Through A Scientific Approach In Class V Of Sdn 5 Menteng Palangka Raya Sri Endang Mugi Rahayu; Roso Sugiyanto; Rianti Rianti; Lamiyang Lamiyang
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 6 No. 2 (2021): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v6i2.2525

Peningkatan mutu pendidikan dapat dilakukan dengan berbagai cara, salah satunya adalah dengan berusaha memahami siswa belajar dan bagaimana informasi yang diperoleh dapat diproses dan dapat bertahan lama dalam pikiran siswa, untuk itu perlu diupayakan penerapan iklim belajar yang tepat. Dalam proses pembelajaran guru adalah salah satu faktor yang menentukan keberhasilan pendidikan terutama dalam meningkatkan kualitas pendidikan. Hal ini disebabkan karena guru dari segi banyaknya maupun kualitasnya merupakan unsur yang secara langsung terlibat dalam kegiatan pendidikan. Guru dituntut untuk mampu mengembangkan diri dengan berbagai cara agar tujuan pembelajaran tercapai. Selama proses belajar mengajar berlangsung keaktifan siswa sangat kurang sekali dan terbatas. Hal ini menggambarkan belajar secara tradisional, dimana siswa hanya mendengar penjelasan dari guru sebagai satu-satunya sumber. Pembelajaran dengan pendekatan saintifik meliputi: mengamati, menanya, mencoba, menalar dan mengkomunikasikan. Tujuan penelitian ini untuk mengetahui aktivitas siswa selama proses pembelajaran dengan Tema “Makanan Sehat” Melalui Pendekatan Saintifik pada Siswa Kelas V C SDN -5 Menteng Kota Palangka Raya dengan jumlah siswa sebanyak 28 orang. Hasil penelitian aktivitas siswa dalam pembelajaran pada siklus I mendapat skor 2, 61 dengan kategori cukup baik sedangkan pada siklus II aktivitas siswa selama pembelajarn mengalami peningkatan menjadi 3,49 dengan kategori baik, dengan demikian dapat disimpulkan bahwa pendekatan saintifik sangat sesuai dan baik untuk digunakan dalam setiap kegiatan pembelajaran.

Improving Science and Social Studies Learning Outcomes Through Project-Based Learning Model Based on Simple Experiments Aqilla Widyastuti; Abd Rahman Azhari; Roso Sugiyanto; Ichyatul Afrom
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 1 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i1.9883

Aim: This study aims to improve science and social studies learning outcomes of third-grade students at SDN 2 Panarung through the implementation of a simple experiment-based Project-Based Learning (PjBL) model that accommodates kinesthetic and hyperactive learning characteristics. Method: The research was conducted using Classroom Action Research with the Kemmis and McTaggart model in two cycles involving 23 third-grade students. Data were collected through learning outcome tests, observations, and documentation, then analyzed descriptively using gain scores and narrative qualitative analysis. Result and Discussions: The findings indicate a significant improvement in student learning outcomes across cycles. The average score increased from 32.17 in the pre-cycle to 56.09 in Cycle I and 87.83 in Cycle II. The N-Gain analysis showed a moderate improvement in Cycle I (0.35) and a high improvement in Cycle II (0.84). Learning mastery also improved from 0% in the pre-cycle to 47.8% in Cycle I and reached 100% in Cycle II. The improvement in Cycle II was supported by the use of simpler and more concrete experiments that aligned with students’ developmental levels and learning styles. Conclusion, The implementation of simple experiment-based PjBL proved effective in enhancing learning outcomes, encouraging active participation, and increasing students’ understanding and motivation. This learning model is recommended for use in classrooms with similar student characteristics.

Using The Problem-Based Learning (PBL) Role-Play Method to Improve Learning Outcomes in Pancasila Education Subject Rada Rahmawati; Abd Rahman Azhari; Roso Sugiyanto; Ichyatul Afrom
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 1 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i1.10026

Background: This study was motivated by the low learning outcomes of fourth-grade students in the Pancasila Education subject at SDN 2 Panarung. Preliminary observations indicated that students experienced difficulties in understanding the learning material, resulting in low achievement of the Minimum Mastery Criteria (MMC). Aim: This study aimed to examine the effectiveness of implementing a roleplay method based on the Problem-Based Learning (PBL) model to improve students’ learning outcomes. Method: The research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action implementation, observation, and reflection stages. The research subjects were 15 fourth-grade students. Data were collected using learning outcome tests in the form of pre-tests and post-tests consisting of 20 multiple-choice questions related to the Pancasila Education material on unity and solidarity in diversity. The data were analyzed descriptively by calculating the average score and the percentage of students who achieved the MMC. The results showed that only 13% of students achieved the MMC in the pre-test, while 87% did not. After the implementation of the action in Cycle I, the percentage of students achieving mastery increased to 60%. Further improvement in Cycle II resulted in all students (100%) achieving the MMC. Result and Discussions: These findings indicate that integrating the roleplay method into the PBL model can support students’ understanding of learning material and improve cognitive learning outcomes. Conclusion, the implementation of the roleplay method based on the PBL model was effective in improving the learning outcomes of fourth-grade students in Pancasila Education within the context of Classroom Action Research. However, this study was limited to one class and focused only on short-term cognitive outcomes. These findings provide practical evidence for elementary school teachers to integrate roleplay into PBL-oriented instruction to enhance cognitive learning outcomes.

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