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Optimasi Validitas Dan Reliabilitas Tes Pilihan Ganda Buatan Guru Mata Pelajaran Matematika Kelas Iv Sekolah Dasar Novi Dwantari; Ahmad Rustam; Ashari Usman
Jurnal Sultra Elementary School Vol 2 No 2 (2021): Edisi Desember 2021
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jses.v2i2.353

This study aims to examine the validity and reliability of test items using the Rasch model on teacher-made test questions in elementary schools. The use of the Rasch model for validity and reliability testing helps teachers to evaluate and improve the quality of their tests so that they can more accurately measure students’ abilities and better understand their learning progress. This research combines quantitative and development approaches, focusing on analyzing a teacher-developed multiple-choice test in the subject of mathematics. The test subjects in this study were the teacher-made test items and students from grades IV, V, and VI at SD Negeri 5 Wiwirano and SD Negeri 6 Wiwirano, with a total of 100 students (50 students from each school). Data collection was conducted through a test trial, which provided scores used to determine the quality of the test items. The data were analyzed through assumption testing, item analysis, reliability analysis, and bias detection using the Rasch model. The results of the study showed that all 20 test items were categorized as valid, and there were no biased items detected. This indicates that the Rasch model is effective for assessing the quality of test items. Therefore, validity and reliability testing are essential components of the evaluation process, and the Rasch model with the Winstep application can serve as a reliable tool for item analysis and improving test quality.

Strategi Inovatif dalam Pembelajaran IPS di Sekolah Dasar Ahmad Ahmad
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 1 (2025)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i1.2

Social Studies (IPS) education in elementary schools plays a vital role in shaping students’ social awareness and critical thinking skills. However, traditional teaching methods often fail to engage students, leading to low interest in the subject. This study reviews innovative strategies in IPS learning, including project-based learning, technology integration, and interactive media.The findings indicate that project-based learning enhances students’ understanding by linking concepts to real-world applications. The use of technology, such as digital media and simulations, makes learning more engaging, while interactive media like animations and digital books cater to different learning styles. These strategies not only improve comprehension but also foster active participation and motivation among students. Implementing innovative approaches in IPS education can significantly enhance learning outcomes. Further research is needed to assess the long-term impact of these strategies in different educational settings.

Pengaruh Model Pembelajaran Problem Based Instruction (PBI) Terhadap Hasil Belajar IPS Pada Peserta Didik Kelas V SDN 6 Kendari Mahdalena Mahdalena; La Sisi; Ahmad Ahmad
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 3 (2025)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i3.294

The purpose of this study was to determine the effect of the Problem Based Instruction (PBI) model on social studies learning outcomes in class V students of SD Negeri 6 kendari. This research is expected to make the development of science about the effect of the Problem Based Instruction (PBI) model on social studies learning outcomes, For students, this research can be useful to help improve student activeness and student learning outcomes in social studies learning. This research uses a quantitative approach. This type of research is a type of experimental research because of the provision of learning treatment using a learning model that is Problem Based Instruction (PBI) model. Experimental research aims to describe things that happen if the class under study when given treatment.The target of our experimental class trial is class VA, VB SD Negeri 6 kendari with a total of 29 students. in this study. the average value of students' social studies learning outcomes before learning (pretest) is 47.41 and the average value of students' social studies learning outcomes after learning (posttest) is 74.14. With the difference or difference in the average pretest and posttest scores of 26.73 this indicates an increase in student social studies learning outcomes by using the Problem Based Instruction (PBI) model. then the conclusion in this study is Based on the results of hypothesis testing conducted using the One-Sample Test obtained sig. value of 0.000. This means that the value of sig. 0.05 so it can be concluded that H0 is rejected and H1 is accepted, meaning that there is an effect of Problem Based Instruction (PBI) model on social studies learning outcomes of fifth grade students of SD Negeri 6 Kendari.

Analisis Kesulitan Siswa dalam Menyelesaikan Soal Matematika pada Materi KPK dan FPB di Kelas IV SD 1 E’erinere Nur Elvida; Ahmad Rustam; Arna Juwairiyah
Arus Jurnal Psikologi dan Pendidikan Vol 5 No 2: Juni (2026)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajpp.v5i2.2669

Tujuan penelitian ini adalah: (1) untuk mengetahui faktor yang mempengaruhi kesulitan belajar siswa dalam menyelesaikan soal KPK dan FPB, (2) untuk mengetahui Upaya yang dapat dilakukan dalam mengatasi kesulitan belajar siswa dalam menyelesaikan soal KPK dan FPB. Penelitian ini menggunakan pendekatan kualitatif. Penelitian ini dilakukan pada siswa kelas IV SD Negeri 1 E’Erinere Kecamatan Kulisusu Utara, Kabupaten Buton Utara. Penelitian ini dilakukan pada semester genap tahun ajaran 2025/2026. Pengumpulan data penelitian dilakukan dengan metode: observasi, wawancara, tes, dan dokumentasi. Analisis data penelitian ini dilakukan dengan cara: 1) pengumpulan data , 2) reduksi data, 3) penyajian data, 4) penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa siswa masih mengalami kesulitan dalam proses disebabkan kurangnya pemahaman konsep faktor dan kelipatan, kesalahan dalam melakukan perhitungan, ketidaktepatan dalam menggunakan langkah-langkah penyelesaian, serta kurangnya ketelitian dalam membaca dan memahami soal. Faktor lain yang turut memengaruhi adalah proses pembelajaran yang masih berpusat pada guru dan kurangnya penggunaan media pembelajaran yang dapat membantu siswa memahami konsep secara lebih konkret. Untuk mengatasi kesulitan tersebut guru berusaha meningkatkan pemahaman konsep siswa melalui penjelasan yang lebih sederhana, memberikan latihan secara rutin, melatih siswa dalam menyelesaikan soal secara sistematis, membaca soal dengan teliti, serta menggunakan metode dan media pembelajaran yang lebih variatif. Kesimpulan penelitian ini adalah: kesulitan siswa dalam materi faktor dan kelipatan disebabkan oleh kurangnya pemahaman konsep, kesalahan perhitungan, dan kurang teliti memahami soal. Guru mengatasinya dengan latihan rutin, penjelasan sederhana, serta penggunaan metode dan media pembelajaran yang lebih variatif.

Analisis Strategi Guru dalam Menumbuhkan Minat Baca Siswa di Kelas III SD Negeri 2 Konda Dewi Sapira; Kasmawati; Ahmad Rustam
Arus Jurnal Psikologi dan Pendidikan Vol 5 No 2: Juni (2026)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajpp.v5i2.2721

Penelitian ini bertujuan untuk menganalisis strategi guru dalam menumbuhkan minat baca siswa kelas III SD Negeri 2 Konda. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri dari satu orang guru wali kelas III dan enam orang siswa yang dipilih secara purposive berdasarkan pertimbangan bahwa siswa tersebut memiliki kemampuan membaca yang belum lancar. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi. Teknik analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji menggunakan triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa strategi guru dalam menumbuhkan minat baca siswa dilakukan melalui pembiasaan membaca sebelum pembelajaran selama 10–15 menit, penggunaan pojok baca, pemberian motivasi, penerapan membaca nyaring, serta pemberian tugas membaca. Faktor pendukung meliputi adanya kegiatan literasi yang terjadwal, ketersediaan pojok baca, dukungan orang tua, serta ketertarikan sebagian siswa terhadap kegiatan membaca. Sementara itu, faktor penghambat meliputi tingginya penggunaan gadget oleh siswa, keterbatasan bahan bacaan, rendahnya minat baca, serta kemampuan membaca siswa yang belum merata. Selain itu, ditemukan bahwa Rencana Pelaksanaan Pembelajaran (RPP) yang dimiliki guru belum diterapkan secara optimal dalam proses pembelajaran. Upaya yang dilakukan guru untuk mengatasi hambatan tersebut antara lain memberikan motivasi kepada siswa, menjalin kerja sama dengan orang tua, menyediakan fasilitas membaca sederhana, serta memberikan tugas membaca di rumah. Berdasarkan hasil penelitian, dapat disimpulkan bahwa strategi guru dalam menumbuhkan minat baca siswa telah dilaksanakan, namun masih perlu ditingkatkan terutama dalam optimalisasi pelaksanaan pembelajaran dan penyediaan bahan bacaan yang lebih bervariasi.

The Effect of Animated Instructional Media on Fourth-Grade Students' Mathematics Learning Outcomes in Roman Numerals Desri Desri; Ahmad Rustam; Waode Ekadayanti
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.416

This study examined the effect of animated instructional media on fourth-grade elementary school students' mathematics learning outcomes in Roman numerals. It employed a quantitative approach using a quasi-experimental method and a nonequivalent control group design. The study was conducted at SD Negeri 2 Konda with a sample of 55 students, comprising 29 students in the experimental class and 26 in the control class. Data were collected using achievement tests administered as a pretest and posttest. The data were analyzed through normality and homogeneity tests, hypothesis testing using an independent-samples t-test, and N-Gain analysis. The results showed that the experimental class achieved a mean posttest score of 84,79, which was higher than the control class mean of 73,34. Hypothesis testing yielded a significance value (Sig. 2-tailed) of 0,006 < 0,05; therefore, H₀ was rejected and H₁ was accepted. The N-Gain analysis further showed a mean improvement of 0,7533 in the experimental class, categorized as high, compared with 0,4446 in the control class, categorized as moderate. These findings indicate that animated instructional media had a significant effect on fourth-grade elementary school students' mathematics learning outcomes in Roman numerals.

The Influence of Using Interactive Learning Media Wordwall on the Learning Motivation in Fourth Grade Elementary School Students Sinta Sinta; Ahmad Rustam; Ahmad Ahmad
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.417

Learning motivation is an important factor in supporting students' active participation and achievement in elementary education. However, the use of interactive digital learning media to strengthen students' motivation remains limited in some elementary school classrooms. This study aimed to examine the effect of Wordwall as an interactive learning medium on the learning motivation of fourth-grade students at SD Negeri 6 Kendari. The novelty of this study lies in the application of Wordwall as a game-based and interactive digital learning medium specifically to improve learning motivation among fourth-grade elementary school students in the local context of SD Negeri 6 Kendari, as well as in the comparison of its effectiveness with conventional learning methods. This study employed a quantitative approach with a quasi-experimental design using a nonequivalent control group. The participants consisted of 70 fourth-grade students, with 35 students assigned to the experimental group and 35 students to the control group. Data were collected using a learning motivation questionnaire and analyzed using descriptive statistics, N-Gain analysis, paired-samples t-test, and independent-samples t-test. The results showed that the mean learning motivation score in the experimental group increased from 31.31 in the pretest to 42.46 in the posttest, with a mean N-Gain score of 0.68, categorized as moderate. In comparison, the control group obtained a mean N-Gain score of only 0.18, categorized as low. The paired-samples t-test yielded a significance value of 0.000 (p < 0.05), indicating a significant increase in the experimental group's learning motivation. Furthermore, the independent-samples t-test produced a significance value of 0.000 (p < 0.05), confirming a significant difference between the experimental and control groups. These findings indicate that Wordwall is more effective than conventional learning methods in increasing elementary school students' learning motivation. Therefore, Wordwall has the potential to serve as an innovative, interactive, and game-based digital learning medium for strengthening students' motivation and active engagement in elementary education.

The Influence of Using Interactive Learning Media Wordwall on the Learning Motivation in Fourth Grade Elementary School Students Sinta Sinta; Ahmad Rustam; Ahmad Ahmad
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.417

Learning motivation is an important factor in supporting students' active participation and achievement in elementary education. However, the use of interactive digital learning media to strengthen students' motivation remains limited in some elementary school classrooms. This study aimed to examine the effect of Wordwall as an interactive learning medium on the learning motivation of fourth-grade students at SD Negeri 6 Kendari. The novelty of this study lies in the application of Wordwall as a game-based and interactive digital learning medium specifically to improve learning motivation among fourth-grade elementary school students in the local context of SD Negeri 6 Kendari, as well as in the comparison of its effectiveness with conventional learning methods. This study employed a quantitative approach with a quasi-experimental design using a nonequivalent control group. The participants consisted of 70 fourth-grade students, with 35 students assigned to the experimental group and 35 students to the control group. Data were collected using a learning motivation questionnaire and analyzed using descriptive statistics, N-Gain analysis, paired-samples t-test, and independent-samples t-test. The results showed that the mean learning motivation score in the experimental group increased from 31.31 in the pretest to 42.46 in the posttest, with a mean N-Gain score of 0.68, categorized as moderate. In comparison, the control group obtained a mean N-Gain score of only 0.18, categorized as low. The paired-samples t-test yielded a significance value of 0.000 (p < 0.05), indicating a significant increase in the experimental group's learning motivation. Furthermore, the independent-samples t-test produced a significance value of 0.000 (p < 0.05), confirming a significant difference between the experimental and control groups. These findings indicate that Wordwall is more effective than conventional learning methods in increasing elementary school students' learning motivation. Therefore, Wordwall has the potential to serve as an innovative, interactive, and game-based digital learning medium for strengthening students' motivation and active engagement in elementary education.

The Effect of Using the ZEP Quiz Application on Fifth-Grade Students’ Learning Outcomes in Pancasila Education Nisdayanti Nisdayanti; Ahmad Ahmad; Ashari Usman
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.420

The development of digital technology has transformed the learning process in elementary schools, particularly through the integration of interactive digital learning media. One platform that can support this transformation is ZEP Quiz, a gamification-based learning application designed to create an engaging, interactive, and enjoyable learning environment. However, the learning process of Pancasila Education at SD Negeri 2 Konda is still predominantly conducted using conventional methods, which may limit student engagement and result in suboptimal learning outcomes. This study aimed to determine the effect of using the ZEP Quiz application on the learning outcomes of fifth-grade students in Pancasila Education. This study employed a quantitative approach using a quasi-experimental method with a Pretest–Posttest Control Group Design. The sample consisted of 58 fifth-grade students, comprising 31 students in the experimental class and 27 students in the control class, selected using a saturated sampling technique. Data were collected through learning outcome tests, observations, and documentation. The data were analyzed using descriptive statistics and inferential statistics, including the Shapiro–Wilk normality test, Levene’s test of homogeneity, and the Independent Samples t-Test. The results showed that students who learned using the ZEP Quiz application achieved higher learning outcomes than those who received conventional instruction. The hypothesis test revealed a significance value (Sig. 2-tailed) of less than 0.05, indicating a significant difference in learning outcomes between the experimental and control groups. Therefore, the use of the ZEP Quiz application had a positive and significant effect on the learning outcomes of fifth-grade students in Pancasila Education. These findings indicate that ZEP Quiz can serve as an innovative gamification-based digital learning medium to support more interactive and effective Pancasila Education learning in elementary schools.

The Relationship Between Emotional Intelligence And Academic Achievement Among Fourth-Grade Elementary School Students Fitriayani Fitriayani; Ahmad Ahmad; Waode Ekadayanti
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.421

Emotional intelligence is an important internal factor that supports students' learning success by enabling them to recognize and regulate emotions, maintain self-motivation, and establish positive social relationships during the learning process. This study aimed to examine the relationship between emotional intelligence and academic achievement among fourth-grade students at SD Negeri 2 Konda, South Konawe Regency. A quantitative approach with a correlational research design was employed. The population and sample consisted of all 32 fourth-grade students, selected using a total sampling technique. Data on emotional intelligence were collected using a questionnaire, while academic achievement data were obtained from students' first-semester report-card grades. The data were analyzed using descriptive statistics and Pearson's Product-Moment correlation with the assistance of IBM SPSS. The results showed that the students' emotional intelligence and academic achievement were generally in the good category. Pearson's correlation analysis produced a correlation coefficient of r = 0.764 with a significance value of p < 0.001, indicating a strong, positive, and statistically significant relationship between emotional intelligence and academic achievement. The coefficient of determination (R²) was 0.583, indicating that emotional intelligence contributed 58.3% to the variation in students' academic achievement, while the remaining 41.7% was associated with other factors not examined in this study. Thus, higher emotional intelligence was associated with higher academic achievement among fourth-grade students at SD Negeri 2 Konda.

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