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All Journal Journal on Education Jurnal Review Pendidikan dan Pengajaran (JRPP) INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia PENGABDI: Jurnal Hasil Pengabdian Masyarakat Global Journal Basic Education International Journal of Elementary School Teacher (IJEST) Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat (JHP2M) Pinisi Journal Pendidikan Guru Sekolah Dasar Jurnal Lempu International Journal of Health Science
Nur Abidah Idrus
Universitas Negeri Makassar
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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EFEKTIVITAS METODE MONTESSORI DALAM MENGATASI KESULITAN MEMBACA PERMULAAN SISWA KELAS I UPT SPF SD NEGERI BAWAKARAENG I KOTA MAKASSAR Nur Abidah Idrus; Yusnadi Yusnadi; Hajirah Hajirah
INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia Volume 6 Number 3 October 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/indonesia.v6i3.77597

Abstract

This research aimed to determine the effectiveness of the Montessori method in addressing beginning reading difficulties among first-grade students at UPT SPF SD Negeri Bawakaraeng I, Makassar City, utilizing a quantitative approach with a pre xperimental research, specifically One Group Pretest-Postest Design, involving 80 students subject. Data were collected via a beginning reading ability test and and observation sheets and analyzed by using descriptive statistic and the nonparametric Wilcoxon signed-rank test to assess the significance of effectiveness. The findings indicates a clear increase in the mean score for beginning reading ability, rising from 59,80 in the pretest to 72,26 in the posttest. The implementation of the Montessori method also improved to the very good category. Furthermore, the inferential statistical analysis yielded a p-value of <0,001(less than α=0,05), demonstrating a significant difference in students’ beginning reading ability post-intervention. The study conclude that the Montessori method is effective in improving beginning reading ability and overcoming reading difficulties.
Effects of Environment-Based Learning on Elementary Students’ Knowledge and Environmental Attitudes in Science Education Nursamsi Nursamsi; Erma Suryani Sahabuddin; Nur Abidah Idrus
International Journal of Elementary School Teacher Vol 6, No 1 (2026): April
Publisher : Program Studi PGSD FIP UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/ijest.v6i1.70232

Abstract

This study investigated the effects of environment-based learning on elementary students’ knowledge and environmental attitudes in science education. A quantitative approach with a quasi-experimental design was employed. The participants consisted of 32 fifth-grade students at UPT SPF SD Negeri Kassi, Makassar, Indonesia, divided into an experimental group (n = 16) and a control group (n = 16). The experimental group received science instruction through an environment-based learning model, while the control group was taught using conventional learning methods. Data were collected through observation sheets, knowledge tests, and attitude questionnaires. The data were analyzed using descriptive statistics and independent sample t-tests. The findings revealed that the implementation of the environment-based learning model was conducted effectively, with observation scores increasing from the good to the very good category. Students in the experimental group demonstrated higher posttest scores in both knowledge and environmental attitudes compared to those in the control group. Statistical analysis showed significant differences between the two groups, indicating that the environment-based learning model positively influenced students’ learning outcomes. The findings suggest that integrating environmental contexts into science instruction enhances students’ conceptual understanding and promotes positive environmental attitudes. Therefore, environment-based learning can be considered an effective instructional approach for improving both cognitive and affective outcomes in elementary science education.
Co-Authors Amrah Andi Alamsyah Rivai Andi Tenri Ola Rivai AZIZAH AMAL Erma Suryani Sahabuddin Hajirah Hajirah Kirana Putri Suhardi Nur Azmi Hidayah Nur Hikma Maulia Nursamsi Nursamsi Nurul Fatwa R., Mantasiah Resdita Denna Rosdiah Salam Rukmini B Saharullah Saharullah Siti Raihan Sitti Raihan Sri Nur Wahyu Suci Ramadani Amaliah Sulaeman Sulaeman Usman, Hikmawati Yusfita Sulhadri Yusnadi Yusnadi Yusri .