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Leni Zahara
Universitas Negeri Padang
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PENGEMBANGAN MEDIA PEMBELAJARAN FLASH CARD PADA PEMBELAJARAN IPAS BERBASIS PROBLEM BASED LEARNING DI KELAS IV SEKOLAH DASAR Asliatul Aziz, Nur Aini; Arwin; Leni Zahara; Aissy Putri Zulkarnaini
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58477

Abstract

This study was conducted in response to the limited implementation of innovative technology-based instructional media in Natural and Social Sciences (IPAS) learning at the elementary school level. The teaching process remains largely dependent on textbooks and conventional lecture methods, resulting in low student participation and difficulties in understanding abstract concepts, particularly those related to cultural diversity and local wisdom. Therefore, this research aimed to develop a Flash Card learning medium integrated with the Problem Based Learning (PBL) approach for fourth-grade IPAS instruction that fulfills the criteria of validity, practicality, and effectiveness. The study adopted the Research and Development (R&D) method using the ADDIE instructional design model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. The participants consisted of material experts, language experts, media experts, fourth-grade teachers, and fourth-grade elementary school students. Data were gathered through expert validation sheets, teacher and student practicality questionnaires, and pretest–posttest learning achievement tests. The collected data were analyzed using descriptive quantitative methods. The findings revealed that the developed PBL-based Flash Card media obtained an average validity score of 97.26%, indicating a very valid category. The teacher practicality assessment reached 96.6%, demonstrating that the media was highly practical. Moreover, the effectiveness test showed an effectiveness level of 98.50%, confirming that the media significantly improved students' learning outcomes. Based on these findings, the PBL-based Flash Card learning media can be considered highly valid, highly practical, and highly effective, making it an appropriate instructional medium for teaching cultural diversity and local wisdom in fourth-grade Natural and Social Sciences (IPAS) classrooms.
PENINGKATAN HASIL BELAJAR MURID DALAM PEMBELAJARAN IPAS MENGGUNAKAN MODEL PROBLEM BASED LEARNING BERBANTUAN GENIALLY DI KELAS IV SDN 18 AIR TAWAR SELATAN KOTA PADANG Jave, Puti Aventia; Zahara, Leni; Arwin; Akmal, Atika Ulya
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59141

Abstract

This research was undertaken in response to the unsatisfactory learning attainment of fourth-grade pupils in Integrated Natural and Social Sciences (IPAS) at SDN 18 Air Tawar Selatan, Padang City. Preliminary classroom observations and interviews with the classroom teacher revealed limited student participation, collaboration, critical reasoning, and the application of concepts in authentic situations. These findings highlighted the need for a more interactive instructional approach capable of fostering richer and more meaningful learning experiences. Accordingly, this study examined the effectiveness of integrating the Problem-Based Learning (PBL) approach with the Genially platform to enhance pupils' learning attainment in IPAS. A mixed-methods Classroom Action Research design was employed. The participants consisted of one classroom teacher and 20 fourth-grade pupils. The intervention was implemented through two sequential action cycles, comprising two instructional meetings in Cycle I and one meeting in Cycle II. Each cycle followed four successive phases: planning, implementation, observation, and reflection. Research data were collected through learning outcome assessments, classroom observations, interviews, attitude and skills assessments, and documentation. Qualitative findings were examined using descriptive analysis, whereas quantitative data were analyzed through percentage calculations. The findings revealed progressive improvement in every assessed component. The quality of the Deep Learning Lesson Plan (RPPM) increased from 90% (Good) in Cycle I to 95% (Very Good) in Cycle II. Classroom implementation also improved, with teacher and pupil activities rising from 85.6% to 96.4%. Moreover, the average learning attainment increased from 79.7% (Fair) to 94.4% (Very Good). Overall, the findings suggest that integrating the Problem-Based Learning approach with the Genially platform effectively enhanced pupils' learning attainment in IPAS among fourth-grade learners at SDN 18 Air Tawar Selatan, Padang City.
Peningkatan Hasil Belajar Siswa Pada Pembelajaran IPAS Menggunakan Model Think Pair Share (TPS) Berbantuan Google Sites di Kelas IV SDN 20 Sinapa Piliang Kota Solok Khairiyah, Nizfa; Hamimah, Hamimah; Zahara, Leni; Fitri, Ummiatul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59606

Abstract

This study aims to describe the improvement in student learning outcomes in IPAS lessons using the Think Pair Share (TPS) model supported by Google Sites in the fourth-grade class at SDN 20 Sinapa Piliang, Solok City. This study is a Classroom Action Research (CAR) project using both qualitative and quantitative approaches. The study was conducted in two cycles, each comprising planning, implementation, observation, and reflection. The research subjects were 20 fourth-grade students at SDN 20 Sinapa Piliang in Solok City. Data collection techniques included both test and non-test methods, and data analysis was conducted using both qualitative and quantitative approaches. The results showed that the average score for the teaching module in Cycle I was 87.5% (B), which increased to 96.43% (SB) in Cycle II. The average score for teacher activities in Cycle I was 87.5% (B), increasing to 95% (SB) in Cycle II; the average score for student activities in Cycle I was 87.5% (B), increasing to 95% (SB) in Cycle II. Learning outcomes in the attitude aspect for Cycle I averaged 82.49 (C), increasing to 90.9 (B) in Cycle II; the knowledge aspect for Cycle I averaged 81.75 (C), increasing to 90.5 (B) in Cycle II; and the skill aspect for Cycle I averaged 83.30 (C), increasing to 91.64 (SB) in Cycle II. Thus, it can be concluded that the Think Pair Share (TPS) model supported by Google Sites can improve student learning outcomes in IPAS instruction in Grade 4 at SDN 20 Sinapa Piliang, Solok City.
PENINGKATAN HASIL BELAJAR MURID PADA PEMBELAJARAN IPAS MENGGUNAKAN MODEL PROBLEM BASED LEARNING (PBL) BERBANTUAN MEDIA VISUAL INTERAKTIF DI KELAS IV SDN 05 TAROK DIPO KOTA BUKITTINGGI Adinda Aurelia Azuhra; Mansurdin, Mansurdin; Hamimah, Hamimah; Zahara, Leni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61261

Abstract

This classroom action research aimed to improve students' learning outcomes in IPAS by implementing the Problem Based Learning model assisted by interactive visual media. The study involved 28 fourth-grade students of SDN 05 Tarok Dipo Bukittinggi and was conducted in two cycles. Data were collected through observation sheets, learning achievement tests, field notes, and documentation. The findings revealed improvements in lesson planning, classroom implementation, and students' learning outcomes. The average score increased from the pre-cycle stage to Cycle II. The use of interactive visual media encouraged students to participate actively, collaborate effectively, and understand historical content more easily. Therefore, Problem Based Learning assisted by interactive visual media can be used as an effective learning alternative in elementary schools.
PENINGKATAN HASIL BELAJAR MURID PADA PEMBELAJARAN IPAS MELALUI PENERAPAN PBL BERBANTUAN MEDIA POWTOON DI KELAS III SDN 19 SANTUR KOTA SAWAHLUNTO Affi Fatu Rahmi; Ranti Meizatri; Leni Zahara; Aissy Zulkarnaini
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61661

Abstract

This study was motivated by the low learning outcomes of third-grade students in Natural and Social Sciences (IPAS) at SDN 19 Santur, Sawahlunto City. The problem was attributed to teacher-centered learning, limited student participation, and the suboptimal use of innovative learning models and instructional media. This study aimed to describe the improvement of students’ learning outcomes in IPAS through the implementation of the Problem Based Learning (PBL) model assisted by Powtoon media. This research employed Classroom Action Research (CAR) using qualitative and quantitative approaches. The study was conducted in two cycles, consisting of two meetings in Cycle I and one meeting in Cycle II. Each cycle included four stages: planning, implementation, observation, and reflection. The research subjects were one teacher and 20 third-grade students of SDN 19 Santur, comprising 11 male students and 9 female students. The results showed continuous improvement in the quality of the teaching modules, increasing from 83.33% (Good) in Cycle I Meeting 1 to 87.50% (Good) in Cycle I Meeting 2 and 95.83% (Very Good) in Cycle II. Teacher activity scores improved from 78.57% (Good) to 85.71% (Good) and reached 96.42% (Very Good) in Cycle II. Similarly, student activity scores increased from 78.57% (Good) to 85.71% (Good) and 96.42% (Very Good). Students’ learning outcomes also improved, with the average score increasing from 69.31 in Cycle I Meeting 1 to 76.99 in Cycle I Meeting 2 and reaching 87.66 in Cycle II. Therefore, it can be concluded that the implementation of the Problem Based Learning (PBL) model assisted by Powtoon media effectively improved the IPAS learning outcomes of third-grade students.
PENINGKATAN HASIL BELAJAR MURID MENGGUNAKAN MODEL EVERYONE IS TEACHER HERE (EITH) PADA PEMBELAJARAN IPAS DI KELAS V SDN 17 GUNUNG PANGILUN KOTA PADANG Casadilla, Mutia; Arwin; Zahara, Leni; Fitri, Ummiatul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61820

Abstract

This study was motivated by low student learning outcomes resulting from a lack of learning activities that directly involved students, as the instructional process remained teacher-centered. The objective of this study was to describe the improvement in student learning outcomes in Natural and Social Sciences (IPAS) through the "Everyone Is Teacher Here" (EITH) model in the fifth-grade class at SDN 17 Gunung Pangilun, Padang City. This study employed Classroom Action Research (CAR) using both qualitative and quantitative approaches, conducted over two cycles comprising the stages of planning, implementation, observation, and reflection. Data collection techniques included both tests and non-test methods. The research subjects consisted of the class teacher (as an observer), the researcher (as a practitioner), and 22 fifth-grade students (14 boys and 8 girls). The results showed improvements across all observed aspects. The In-depth Lesson Plan (RPM) score averaged 87.50% (Good) in Cycle I and rose to 92.86% (Very Good) in Cycle II. The teacher-related aspect averaged 85.71% (Good) in Cycle I and rose to 92.86% (Very Good) in Cycle II. The student-related aspect averaged 83.93% (Good) in Cycle I and rose to 92.68% (Very Good) in Cycle II. The average score for knowledge-based learning outcomes increased from 78.49 in Cycle I to 90 in Cycle II, while the average score for skill-based learning outcomes increased from 77.62 in Cycle I to 87.5 in Cycle II. These findings confirm that the use of the "Everyone Is Teacher Here" (EITH) model can effectively improve student learning outcomes and foster active student engagement in the learning process.
PENINGKATAN HASIL BELAJAR MURID PADA PEMBELAJARAN IPAS MENGGUNAKAN MODEL COOPERATIVE LEARNING TIPE TEAMS GAMES TOURNAMENT (TGT) DI KELAS IV SDN 31 MUARO Arzhika Nurfaddilah, Tiara; Zahara, Leni; Erita, Yeni; Hamimah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62154

Abstract

This classroom action research stemmed from the unsatisfactory achievement of fourth-grade students in Science and Social Studies (IPAS) at SDN 31 Muaro. Several issues were observed, including minimal student engagement during lessons, weak participation in group discussions, and outcomes in the affective, cognitive, and psychomotor aspects that fell short of expectations. Furthermore, instruction remained teacher-dominated, which restricted opportunities for students to interact, cooperate, and build critical-thinking skills. The purpose of this research was to enhance students' IPAS achievement through the application of the Teams Games Tournament (TGT) type of Cooperative Learning model. A Classroom Action Research (CAR) design combining qualitative and quantitative approaches was applied across two cycles, each comprising planning, action, observation, and reflection stages. Participants consisted of a classroom teacher, a peer observer, and 25 fourth-grade students at SDN 31 Muaro. Data were gathered using observation, testing, and non-test instruments, then examined through both qualitative and quantitative analysis. Findings revealed that the Deep Learning Lesson Plan (RPM) quality rose from 92.85 in Cycle I to 94.26 in Cycle II. Teacher performance increased from 82.14 to 96.42, and student engagement likewise rose from 82.14 to 96.42. Learning outcomes across all domains improved as well: affective scores climbed from 71.50 to 87.25, cognitive scores rose from 74.40 (64% classical mastery) to 79.80 (88% classical mastery), and psychomotor scores increased from 79.66 to 88.33. These findings confirm that applying the TGT-type Cooperative Learning model effectively enhanced IPAS learning outcomes among fourth-grade students at SDN 31 Muaro.
PENINGKATAN HASIL BELAJAR MURID PADA PEMBELAJARAN IPAS MENGGUNAKAN MODEL KOOPERATIF TIPE STUDENT TEAMS-ACHIEVEMENT DIVISIONS (STAD) DI KELAS IV UPTD SDN 01 SUNGAI KAMUYANG Putri, Amelia; Iraqi, Hana Shilfia; Zahara, Leni; Helsa, Yullys
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62488

Abstract

This study was motivated by the low student learning outcomes caused by teacher-centered learning that limited students' active participation. The study aimed to describe the improvement of students' learning outcomes in Science and Social Studies (IPAS) through the implementation of the Student Teams-Achievement Divisions (STAD) cooperative learning model in Grade IV of UPTD SDN 01 Sungai Kamuyang. This study employed Classroom Action Research (CAR) using qualitative and quantitative approaches. It was conducted in two cycles consisting of planning, implementation, observation, and reflection. Data were collected through test and non-test techniques. The participants included the classroom teacher as the observer, the researcher as the practitioner, and 17 fourth-grade students. The results showed improvements in all observed aspects. The average RPPM score increased from 87.05% to 96.43%, while teacher and student activities improved from 87.50% to 96.87%. Students' average learning outcomes also increased from 77.23% in Cycle I to 89.33% in Cycle II. Therefore, the STAD cooperative learning model was effective in improving students' learning outcomes in IPAS learning.
PENGEMBANGAN BAHAN AJAR BERBASIS FLIPBOOK PADA MATERI KERAGAMAN BUDAYA DI KELAS IV SEKOLAH DASAR Yarliza, Defnita; Zahara, Leni; Arwin; Ulya Akmal, Atika
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63231

Abstract

This study was motivated by the limited use of digital teaching materials in Natural and Social Sciences (IPAS) learning in elementary schools, where printed textbooks still dominate and student engagement remains low. This research and development (R&D) study aimed to produce flipbook-based teaching materials on Cultural Diversity content for fourth-grade students that are valid, practical, and effective, using the ADDIE model (analysis, design, development, implementation, evaluation). Subjects were fourth-grade students of SDN 27 Paru (trial school), SDN 8 Paru, and SDN 24 Aie Angek (research schools). Data were collected through expert validation sheets, teacher and student practicality questionnaires, and pretest-posttest tests, then analyzed descriptively in percentage form. Results showed validity of 85% for content, 92.5% for media, and 100% for language, all very valid; practicality of 96.87% for teachers and 98.36-98.63% for students, categorized very practical; and effectiveness of 82.10-84.23%, categorized very effective. The developed teaching material is feasible for use in IPAS learning on Cultural Diversity content.
PENERAPAN MODEL THINK PAIR SHARE (TPS) PADA PEMBELAJARAN IPAS UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS V SEKOLAH DASAR NEGERI 274/VI MUARA DELANG KABUPATEN MERANGIN PROVINSI JAMBI Muhammad Arvi; Mansurdin; Leni Zahara; Hamimah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63468

Abstract

This classroom action research aims to describe the improvement of fifth-grade students' learning outcomes in Natural and Social Sciences (IPAS) through the application of the cooperative learning model Think Pair Share (TPS) at SDN 274/VI Muara Delang, Merangin Regency, Jambi Province. The background of this study is the low learning outcomes of students, most of whom had not reached the Learning Objective Achievement Criteria (KKTP), caused by a monotonous, teacher-centered learning process. This research used a classroom action research design carried out in two cycles, each consisting of planning, action, observation, and reflection stages. The subjects were the fifth-grade teacher and 27 students. Data were collected through observation, tests, and interviews, then analyzed using both quantitative and qualitative approaches. The results show that the teaching module assessment increased from 87.50% (Good) in Cycle I to 96.43% (Very Good) in Cycle II. Teacher and student activity both increased from 87.50% to 95.00%. Students' learning outcomes also improved, with the average score rising from 73.08 (Low) in Cycle I to 88.59 (Good) in Cycle II. It is concluded that the application of the Think Pair Share (TPS) model effectively improves fifth-grade students' learning outcomes in IPAS.
Co-Authors adawiyah Adinda Aurelia Azuhra Adrias Adrias Affi Fatu Rahmi Afriza Media Aissy Putri Zulkarnaini Aissy Zulkarnaini Akmal, Atika Ulya Ananda Febriani, Dea Aprilia, Mauliza Arridhi, Dzulhijjatia Arwin Arwin Arwin Arzhika Nurfaddilah, Tiara Asliatul Aziz, Nur Aini Azhar Azhar Azizah Jumaita Ayu Azmi, Fadillah Casadilla, Mutia Cici Gusnia Risyanti Danuarta, Fachri Darmiyus Yulita Dasrizal Dasrizal Dedi Hermon Dedi Suarto Defitri, Laila Desara, Ammar Desi Hasrilia Yanti Desi Mulyati Desyandri Desyandri Dewi , Reny Aulia Yosita Dina Amsari Dina Mulyani Dini Safitri Edi Suarto Efifanny, Dea Ellsy Rahmadani Putri Erna M.Si Juita S.Pd Fatimah Febri Hasanta Fitri Yolanda Frans T Gunawan Situmeang Hamimah Hamimah, Hamimah Hana Shilfia Iraqi Helfia Edial Indah Maharani Fortuna Indri Fitriyanni Iraqi, Hana Shilfia Isnaini, Khalida Iyai, Yustina Jave, Puti Aventia Julianti Julianti, Julianti Khairiyah, Nizfa Krimadi, Trifona Elisabet Laura Lailatul Qodri Lilis Suryani Lubis, Hammi Roqiba Lutfiah Fauziah Paslah M, Alexander Agung Maisarahtul Ispar Mansurdin Mansurdin, Mansurdin Mardatila Mardatila Masniladevi Masniladevi, Masniladevi Mawaddah Insani, Viola Maylanda, Refina Maysuri, Ananda Bunga Meilani, Viviana Meizatri, Ranti melani putri Meri Dewi Sartika Merry Apriany Mudinillah, Adam Muhammad Abdul Aziz Muhammad Afdal Muhammad Arvi Muhammad Yunus Muhammadi Muhammadi Mulyani Syafitri Mutiara Felicita Amsal Muttaqien Muttaqien Nadifa, Efrilia Nailatul Fadhila Nana Fauzana Azima Nanda, Rahma Nina Afrilia Nofriyani, Rheza Nuraina Permata Sari, Assyifa Azzahra, Fahmi Amri, Dinda Hafidzah Adna Edlina, Jihan Ufairah Amini, Shintia Septiany Prima Sari Anisa Putri, Amelia Putri, Sherly Kurnia Putri, Sridevi Insani Cahaya Rafhi Febryan Putera Rahmatina, Rahmatina Ramayuli, Nisa Rangkuti, Nuzulul Umairoh Rayendra Rayendra Reinita Reinita Reinita Reni Angreini Reni Retista Riawati Riawati Ridwan Ahmad Riri Roni Pratama Ruslan Ruslan Sabila, Lailam Mardiatun Ahda Sabinah Azzahra Salamaini Salamaini Sartono Sartono, Sartono Septia Amanda Sari Sherly Ramadani Shilfia Iraqi, Hana Sidiq, Muhammad Harif Sisri elfia Siti Masrifatun Na’im Slamet Rianto Stevany Susi, Susi Yuliastanty Syafwandi Syifa Fauziya Syofianti Engreini Tiok Wijanarko Trinindi Eriswan Fitri Ulya Akmal, Atika Ummiatul Fitri Usmaulidar Vernandi, Veno Maesa Vita Sari Winda Rabiyatul Adawiyah Wulandari, Ananda Putri Yarliza, Defnita Yeni Erita Yesi Anita Yesni Yenti Yullys Helsa Zainil, Melva Zawa, Salsabila Zen, Zelhendri Zuardi, Zuardi Zulhaq, Febrinaldi Zulkim, Syahira Nabila Zuryanty, Zuryanty