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Analysis of the Role of Teachers in Arts and Culture Learning for Grade IV Students of SD Inpres 8 Mamboro Tepaso, Avelia; Lagandesa, Yun Ratna; Aqil, Muhammad; Hariana, Kadek; Pahriadi, Pahriadi
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.3438-3448

This research aims to describe the role of teachers in SBdP (Arts, Culture, and Craft) learning for fourth-grade students at SD Inpres 8 Mamboro. The background of this study arises from various learning difficulties faced by students, both internally and externally, which affect their interest and motivation in SBdP lessons. A descriptive qualitative approach was employed, using observation, interviews, and documentation as data collection techniques. The research subjects included fourth-grade teachers and students. The results revealed that the teacher plays an essential role as a facilitator, learning manager, motivator, guide, and demonstrator. The teacher provides engaging learning media, creates a positive and creative classroom atmosphere, and encourages students to express their ideas confidently. Furthermore, the teacher gives direct guidance to students who face difficulties, uses various teaching strategies, and applies concrete examples to make the material easily understood. This study concludes that an active and creative teacher significantly contributes to students’ learning success in SBdP. The teacher’s ability to understand students’ characteristics, adapt strategies, and maintain an interactive learning environment enhances students’ interest and learning outcomes. Therefore, the teacher’s role is crucial in overcoming learning difficulties and fostering students’ creativity and motivation in SBdP lessons.

Improving Grade 3 Students' Beginning Reading Skills Through the Peel and String Syllable Method Nurafni, Nurafni; Wilade, Surahman; Aqil, Muhammad; Rizal, Rizal
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2090

Early reading proficiency is fundamental for academic success, yet many elementary students struggle with foundational literacy skills. This study investigated the effectiveness of the syllabic peel and arrange method in improving early reading skills among third-grade students. A classroom action research design following the Kemmis and McTaggart model was implemented across two cycles with 12 third-grade students at State Elementary School 03 Malala, Indonesia. Data were collected through oral reading tests using a four-aspect rubric and structured observation sheets. The intervention employed systematic syllable recognition, word formation, and sentence construction activities supported by manipulative materials and peer-assisted learning. The intervention yielded substantial improvements across assessment phases. Classical absorption increased from 56.0% (pre-action) to 69.9% (Cycle I) and 79.8% (Cycle II), while classical completeness rose from 25% to 41% and 58% respectively. Students achieving mastery (≥65) increased from 3 (25%) to 7 (58%), with four students attaining perfect scores by Cycle II. Teacher and student activity observations demonstrated progressive improvement, reaching "Very Good" categories in Cycle II. The syllabic peel and arrange method significantly enhances early reading skills when implemented through scaffolded instruction with appropriate supports. However, 42% of students required additional intervention, highlighting the need for multi-tiered literacy support systems in elementary schools.

Peran Manajemen Lingkungan belajar Terhadap Motivasi Belajar Siswa Ariani, Komang Dewi; Rizal, Rizal; Aqil, Muhammad; Hariana, Kadek; Pratama, Ryan Andhika
Publikasi Pendidikan Vol 15, No 2 (2025)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/publikan.v15i2.71907

Penelitian ini bertujuan untuk menganalisis peran manajemen lingkungan belajar dalam meningkatkan motivasi belajar siswa di SDN 1 Lakuan. Hasil penelitian menunjukkan bahwa manajemen lingkungan belajar memiliki peran yang signifikan terhadap semangat dan motivasi siswa dalam mengikuti proses pembelajaran. Lingkungan belajar yang nyaman, aman, dan tertata dengan baik mampu menciptakan suasana belajar yang kondusif dan menyenangkan bagi siswa. Namun demikian, manajemen lingkungan belajar di SDN 1 Lakuan masih menghadapi berbagai tantangan, seperti keterbatasan fasilitas, minimnya teknologi pembelajaran, dan kerusakan atau kehilangan alat peraga. Meskipun buku pelajaran tersedia, jumlahnya belum mencukupi untuk seluruh siswa. Kondisi ini berdampak pada efektivitas pembelajaran dan tingkat motivasi siswa. Dukungan dari kepala sekolah, guru, serta pengelolaan ruang kelas dan kebersihan lingkungan sekolah turut berkontribusi dalam menciptakan atmosfer belajar yang positif. Dengan demikian, peningkatan manajemen lingkungan belajar secara menyeluruh sangat diperlukan agar motivasi dan hasil belajar siswa dapat ditingkatkan secara optimal.

Penggunaan Media Poster Pada Mata Pelajaran Bahasa Indonesia Dalam Meningkatkan Minat Baca Siswa Kelas III SD Inpres 3 Tondo Siti ilma a.badar; Muhammad Aqil; kadek hariana; Muhammad Fasli
JURNAL DIKDAS Vol. 11 No. 1 (2023): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v11i1.3680

This classroom action research aims to improve students’ reading interest in the Indonesian language subject for third-grade students at SD Inpres 3 Tondo. The subjects of this study were 25 students, consisting of 9 male and 16 female students. The research was conducted in two cycles, each consisting of four stages: (a) planning, (b) implementation of action, (c) observation, and (d) reflection. The problem addressed in this study was the students’ low reading interest, which affected their participation and understanding of the learning material. To overcome this issue, the researcher implemented the use of poster media as a learning aid. Data were collected through observations of teacher and student activities, as well as written tests to evaluate learning outcomes. The results showed a significant improvement in students’ reading interest. In the first cycle, the classical completeness percentage reached 66%, and in the second cycle, it increased to 81%. Based on these findings, it can be concluded that the use of poster media in Indonesian language learning is effective in enhancing students' reading interest. The poster media made students more engaged and active in the learning process, thereby positively impacting their learning outcomes

Peningkatan Keterampilan Membaca Nyaring Melalui Metode Latihan Terbimbing Pada Siswa Kelas 2 Sdn 24 Palu masita, Masita; Rizal, Rizal; Surahman, Surahman; Aqil, Muhammad
JURNAL DIKDAS Vol. 10 No. 2 (2022): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v10i2.3742

The objective of this study was to ascertain whether the guided practice method could enhance the competencies of second grade students at SDN 24 Palu. The objective is to enhance the reading aloud abilities of grade 2 students at SDN 24 Palu through the utilisation of the guided practice method, thereby enabling them to read with proficient and accurate pronunciation and intonation. This research is a classroom action research project, employing a research design based on the Kurt Lewin model of PTK, which encompasses the following four phases: planning, action, observation, and reflection. The assessment was based on the observation of the reading aloud process. The subjects were 25 second-grade students from SDN 24 Palu. The action research process was conducted in two cycles. The data was collected in the form of a table of reading aloud skills, and based on this data, the researchers were able to determine the assessment of the reading aloud skill process. The aforementioned table of learning outcomes for grade 2 students at SDN 24 Palu was consulted. The results demonstrated that the initial observation yielded an average learning outcome of 60.96, with only 20% of the learning process deemed complete. The implementation of the guided practice method in Cycle 1 led to an increase in the average result for reading aloud skills to 76. The average learning outcome was 68.68 with a percentage of completeness of 60%. This reflected the results of the first cycle, whereby it was possible to increase the average student learning outcome in the second cycle to 87.68 with a percentage of completeness reaching 88%. Based on these results, it can be concluded that the guided practice method can improve the ability to read aloud.

Peningkatan Keterampilan Membaca Nyaring Melalui Metode Latihan Terbimbing Pada Siswa Kelas 2 Sdn 24 Palu masita, Masita; Rizal, Rizal; Surahman, Surahman; Aqil, Muhammad
JURNAL DIKDAS Vol. 10 No. 2 (2022): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v10i2.3742

The objective of this study was to ascertain whether the guided practice method could enhance the competencies of second grade students at SDN 24 Palu. The objective is to enhance the reading aloud abilities of grade 2 students at SDN 24 Palu through the utilisation of the guided practice method, thereby enabling them to read with proficient and accurate pronunciation and intonation. This research is a classroom action research project, employing a research design based on the Kurt Lewin model of PTK, which encompasses the following four phases: planning, action, observation, and reflection. The assessment was based on the observation of the reading aloud process. The subjects were 25 second-grade students from SDN 24 Palu. The action research process was conducted in two cycles. The data was collected in the form of a table of reading aloud skills, and based on this data, the researchers were able to determine the assessment of the reading aloud skill process. The aforementioned table of learning outcomes for grade 2 students at SDN 24 Palu was consulted. The results demonstrated that the initial observation yielded an average learning outcome of 60.96, with only 20% of the learning process deemed complete. The implementation of the guided practice method in Cycle 1 led to an increase in the average result for reading aloud skills to 76. The average learning outcome was 68.68 with a percentage of completeness of 60%. This reflected the results of the first cycle, whereby it was possible to increase the average student learning outcome in the second cycle to 87.68 with a percentage of completeness reaching 88%. Based on these results, it can be concluded that the guided practice method can improve the ability to read aloud.

Implementing Jigsaw Cooperative Learning to Improve Fourth-Grade Indonesian Language Outcomes Pase, Moeh Ilham; Wilade, Surahman; Aqil, Moh; Hariana, Kadek
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2483

Elementary Indonesian language instruction faces persistent challenges including passive learning environments, limited student engagement, and suboptimal academic achievement. This study investigated the effectiveness of the Jigsaw cooperative learning model in enhancing teacher instructional skills, student learning activities, and academic outcomes in fourth-grade Indonesian language learning. A Classroom Action Research design following Kemmis and McTaggart's cyclical model was implemented across two cycles at SD Negeri Ambesia involving 27 fourth-grade students. Data were collected through achievement tests, structured observation sheets, and semi-structured interviews, then analyzed using descriptive statistics and thematic analysis. Teacher instructional performance improved significantly from fair (66%) in Cycle I to very good (82.5%) in Cycle II. Student learning activities increased from fair (66%) to very good (87%), demonstrating enhanced engagement and collaborative behaviors. Academic achievement showed substantial improvement, with classical mastery rising from 70.4% to 92.5%, exceeding the 85% target criterion. The mean score increased from 69.2 to 75.1 between cycles. The Jigsaw cooperative learning model effectively enhances teacher competence, student engagement, and learning outcomes in elementary Indonesian language instruction. These findings support broader implementation of cooperative learning strategies in rural educational contexts with appropriate professional development support.

Implementasi Metode Show And Tell Terhadap Keterampilan Berbicara Siswa Kelas V SD Negeri 14 Palu Lestari, Sri; Rizal; Aqil, Muhammad; Zulnuraini; Fasli, Muhammad
JURNAL DIKDAS Vol. 13 No. 2 (2025): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v13i2.4343

Speaking skills are an important aspect in the academic and social development of elementary school students. However, fifth grade students of SD Negeri 14 Palu still have difficulty in communicating actively during learning, characterized by a passive attitude and lack of courage to speak. This study aims to determine the implementation of the show and tell method in learning Indonesian in fifth grade of SD Negeri 14 Palu. This study uses a qualitative approach with data collection techniques through observation, interviews, and documentation. The results of the study indicate that the show and tell method is implemented through five main stages, namely: (1) introduction of the method to students, (2) modeling by the teacher as an example, (3) implementation of show and tell activities by students by showing and explaining an object, (4) observation and providing feedback by the teacher, and (5) question and answer session. The obstacles faced include student readiness, differences in speaking skills, and time constraints. However, the teacher tries to overcome them through additional guidance and motivation. The application of this method provides benefits for students, especially in speaking skills, namely choosing appropriate words, better language skills, courage to speak in front of the class, fluency in speaking, and better mastery of the material. Thus, the results of this study indicate that the show and tell method can be implemented effectively in learning to support better speaking skills in elementary school students.

Pengaruh Model Problem Based Learning ( PBL) Berbantuan Media Flashcard Terhadap Hasil Belajar Siswa Pada Pelajaran Bahasa Indonesia di Kelas IV SDN 4 Sindue Luok, Yumita M.; Gagaramusu, Yusdin Bin Mahmudin; Kamisani, Nurul; Aqil, Muhammad; Fasli, Muhammad
JURNAL DIKDAS Vol. 13 No. 2 (2025): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v13i2.4459

This study aims to examine the effect of the Problem Based Learning (PBL) model assisted by flashcard media on students’ learning outcomes in Indonesian language learning. The study employed a quantitative approach using a pre-experimental design with a one-group pretest–posttest model. The population and sample consisted of all fourth-grade students at SDN 4 Sindue in the 2024/2025 academic year, totaling 27 students. Data were collected through learning outcome tests and interviews. Descriptive and inferential statistical analyses were conducted using SPSS version 29. The results showed that the average pretest score was 49.70, while the posttest average score increased to 80.96. The paired sample t-test analysis indicated a significance value (Sig. 2-tailed) of 0.001, which is lower than 0.05. These findings demonstrate that the implementation of the Problem Based Learning model assisted by flashcard media has a significant effect on students’ learning outcomes in Indonesian language learning for fourth-grade students at SDN 4 Sindue.

Analisis Penggunaan Media Pembelajaran Berbasis Teknologi dalam Pembelajaran IPAS Sekolah Dasar Dian Puspita Sari; Yusdin Bin M Gagaramusu; Muhammad Aqil; Zulnuraini; Sri Wahyuni
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 8 No. 3 (2025): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/bioedusains.v8i3.15306

This study aims to analyze the use of technology-based instructional media in IPAS (Science, Social Sciences, and Environment) learning in Grade IV at SDN Inpres 2 Tanamodindi. The research employed a descriptive qualitative method with data collection techniques including observation, interviews, and documentation. The results indicate that although the school is equipped with adequate technological facilities, their utilization remains low as teachers tend to rely on conventional teaching methods. The main obstacles identified are the lack of understanding and technical skills among teachers in operating technological media, as well as the challenges in adapting to curriculum changes. However, the implementation of technology-based media has been proven to enhance students’ interest and learning motivation, while also creating a more interactive classroom atmosphere. In conclusion, the appropriate use of technology-based instructional media can improve the quality of the IPAS teaching and learning process. Therefore, teacher training and mentoring, along with the development of innovative learning strategies, are essential to improve the quality of IPAS instruction. Keywords: Elementary School, Instructional Media, IPAS, Learning Motivation, Technology

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