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The effectiveness of image-based media in enhancing essay writing skills of third-grade students at GUPPI Islamic Elementary School, Southwest Papua Kadasa, Sumiati; Faizin, Muhamad; Yulianto, Ahmad
Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar) Vol. 12 No. 2 (2025): November
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jpsd.v12i2.a31259

Abstract

This study aims to improve the essay writing skills of third-grade students at SD Islam GUPPI, Southwest Papua, through the use of image-based learning media. Initial assessment showed an average writing score of 62.3, below the Minimum Completeness Criteria (70), indicating a gap between curriculum demands and students’ actual competence. Using a Classroom Action Research design with two cycles, this study involved 24 students and employed observation sheets, writing rubrics, and performance tests. Data were analyzed using paired t-tests and effect size measures. The results showed a significant improvement in students’ writing skills, increasing from 62.3 in the pre-cycle to 82.5 in the second cycle (t = 5.47, p < 0.05; Cohen’s d = 1.21). The findings support Bruner’s constructivist view that visual stimuli help students build meaning and organize ideas more effectively. The study concludes that image-based media is an effective strategy to enhance students’ imagination, motivation, and expressive ability in elementary writing instruction.
Eco-pedagogy in action: transforming primary education for sustainability Ibrahim, Rini; Yulianto, Ahmad; Faizin, Muh; Rahayu, Desti; Asrul , Asrul; Jaharudin, Jaharudin
Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar) Vol. 12 No. 2 (2025): November
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jpsd.v12i2.a31294

Abstract

This study explores the role of primary school teachers in integrating sustainability values into education within an ecologically vulnerable context. It examines how teachers in Sorong City, Southwest Papua, act as agents of change through eco-pedagogical practices, despite facing challenges such as limited training and systemic support. Employing a qualitative case study approach, data were collected through observations, interviews, and document analysis. Findings reveal a gap between teachers' strong ecological awareness rooted in local experiences and their limited understanding of formal sustainability frameworks like the SDGs. While sporadic efforts to integrate environmental themes exist, a systematic, curriculum-aligned approach is lacking. The study highlights the potential for participatory eco-pedagogy to engage students and emphasizes the need for contextualized teacher training and curriculum reform. This research contributes a contextualized pedagogical framework for integrating sustainability values in similar settings globally, advocating for a shift from individual initiatives to structured, reflective, and sustainable educational strategies.