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All Journal PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran Pedagogik Journal of Islamic Elementary School GERVASI: Jurnal Pengabdian kepada Masyarakat Cokroaminoto Journal of Primary Education Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat JISOS: Jurnal ilmu sosial Jurnal Pendidikan Dasar dan Sosial Humaniora Journal of Educational Sciences Journal of Innovation and Research in Primary Education Jurnal Pengabdian Masyarakat dan Riset Pendidikan JOP Jurnal DIKDAS Journal of Pedagogi
Putriwanti Putriwanti
Universitas Tadulako
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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The Effect of Experiential Learning on Fourth-Grade Students' Learning Outcomes in Integrated Science and Social Studies Ananda, Adelia Rizki; Zulnuraini, Zulnuraini; Khairunnisa, Khairunnisa; Rizal, Rizal; Putriwanti, Putriwanti; Wilade, Surahman
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3237

Abstract

This study examined the effect of the Experiential Learning model on students' learning outcomes in Integrated Science and Social Studies (IPAS) for fourth-grade students at Madrasah Ibtidaiyah Negeri Donggala. The research was motivated by low student engagement and achievement resulting from predominantly teacher-centered instructional practices. A quantitative quasi-experimental design with a nonequivalent control group was employed, involving 48 fourth-grade students divided into experimental and control groups. The experimental group received instruction using the Experiential Learning model emphasizing concrete experience, reflection, conceptualization, and application, while the control group received conventional lecture-based instruction. Data were collected using a validated and reliable 20-item multiple-choice test administered as pretest and posttest. Analysis included descriptive statistics, normality and homogeneity tests, independent samples t-test, and normalized gain (N-gain) calculations. Results revealed a statistically significant difference in posttest scores between groups (t = 9.941, p < 0.001). The experimental group demonstrated substantial improvement with a high mean N-gain score of 0.73, while the control group showed low learning gain (N-gain = 0.21). These findings indicate that Experiential Learning is significantly more effective than conventional teaching methods in improving students' IPAS learning outcomes, supporting its implementation as an instructional approach to enhance student engagement and academic achievement in elementary education.
The Effect of the Use of Mobile Learning Applications on Students' Listening Skills Hamid, Abdul; Putriwanti, Putriwanti; Chrysty, Windhy
Journal of Pedagogi Vol. 1 No. 5 (2024): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/78841557

Abstract

Listening skills are a key element in language learning, serving as the basis for speaking, reading, and writing skills. This study explores the influence of mobile learning applications on students' listening skills, with a qualitative approach and case study design. The research subjects consisted of high school students and English teachers who used mobile learning applications. Data is collected through in-depth interviews, observations, and documentation of test results. The findings show that the use of mobile learning applications significantly improves students' listening skills, strengthens comprehension, and increases motivation to learn independently. Interactive features in the app, such as varied audio, practice questions, and instant feedback, allow students to learn in a more flexible and personalized way. Despite challenges such as the technology access gap, mobile learning apps offer innovative solutions that support inclusive learning. This study recommends the integration of technology in the language learning curriculum to facilitate the development of more effective listening skills. Thus, mobile learning not only improves learning outcomes but also builds students' interest in language learning, preparing them for the challenges of global communication.
Co-Authors A. Rahmaeni M Abdi Yalida Abdul Hamid Abdul Hamid Almutari Enteding Ananda, Adelia Rizki Andi Nur Isnayanti Arif Firmansyah Asnarita Nento Asriani Asriani, Asriani Athifah, Tia Azazia, Nur Chrysty, Windhy Danti Indriastuti Purnamasari Dyah Aini Purbarani Herlina Herlina Junita Christi Makawawa Kadek Hariana Kasmawati Kasmawati Kasmawati Khairunnisa Khairunnisa Mas'adi, Mas'adi Mas’adi Misnah Misnah Moh. Jenli Abbas Muhammad Aqil Muhammad Nazimuddin Al Kami Muhammad Nazimuddin Al Kamil Muslim AR Nanda Saputra Nur Hasanah Pahriadi Pratama, Ryan Andhika Rahmawati, Dyah Rahmita Rahmita Rahmita Rahnmita, Rahmita Rangga Putera Boroallo Rizal Rizal Rizal, Rizal Shaltina, Ayu Amalia Sisriawan Lapasere Sufyan, Mohammad Sugeng Santoso Surahman Wilade Windhy Chrysty Yalida, Abdi - Yun Ratna Lagandesa Zulnuraini