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All Journal Jurnal Dikdas Jurnal Inspirasi Pendidikan EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial JURNAL MITRA SWARA GANESHA Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Penelitian Pendidikan IPA (JPPIPA) COLLASE (Creative of Learning Students Elementary Education) JIIP (Jurnal Ilmiah Ilmu Pendidikan) Journal of Innovation in Educational and Cultural Research Eduproxima : Jurnal Ilmiah Pendidikan IPA JagoMIPA: Jurnal Pendidikan Matematika dan IPA Munaddhomah: Jurnal Manajemen Pendidikan Islam Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Educational Sciences Journal of Innovation and Research in Primary Education Academia Open
Abdul Rahman
Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Journal : academia open

 1 
Teacher Roles and Elementary Students Learning Interest in Classroom Practice: Peran Guru dan Minat Belajar Siswa Sekolah Dasar dalam Praktik Pembelajaran Karismah Nadia Amelia; Abdul Rahman; Nuraini Nuraini; Zulnuraini Zulnuraini; Ammar Abdullah Joni Guci
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13645

Abstract

General Background: Student learning interest is a crucial factor that supports active participation, attention, and enthusiasm during the learning process in elementary education. Specific Background: Teachers hold a central role in shaping classroom learning conditions and guiding students through various pedagogical responsibilities. Knowledge Gap: Although many studies discuss teacher roles in learning, contextual analysis focusing on the homeroom teacher’s roles in fostering learning interest among fourth-grade students remains limited. Aims: This study aims to analyze the roles of teachers in relation to the learning interest of fourth-grade students at Al-Khairaat Elementary School Tondo. Results: Using a descriptive qualitative approach involving one homeroom teacher and twenty-eight students, data collected through observation, interviews, and documentation reveal that teachers perform eight key roles: educator, learning resource, guide, classroom manager, demonstrator, motivator, facilitator, and evaluator. Empirical findings indicate that these roles are reflected through exemplary attitudes in teacher–student interactions, the use of instructional media such as videos and educational games, flexible classroom seating arrangements, and simple reward systems to encourage participation. Students showed varied levels of learning interest; however, most demonstrated increased activeness, attention, and enthusiasm when interactive and contextual learning strategies were implemented. Novelty: This study provides a contextual description of how the homeroom teacher’s multiple roles operate simultaneously in classroom practice to support student engagement. Implications: The findings suggest that adaptive and sustained implementation of teacher roles can serve as a practical strategy to cultivate elementary students’ learning interest according to classroom characteristics. Highlights • Classroom practice demonstrates eight integrated instructional roles performed by homeroom teachers.• Interactive strategies using media, contextual explanation, and rewards encourage student participation.• Student engagement increases when learning activities involve active interaction and contextual tasks. Keywords Teacher Roles; Learning Interest; Elementary Education; Classroom Learning; Student Engagement
Problem Based Learning and Student Creativity Development in Primary Education: Pembelajaran Berbasis Masalah dan Pengembangan Kreativitas Siswa di Pendidikan Dasar Nggolaon, Mufida; Rahman, Abdul; Nuraini, Nuraini; Tadeko, Nurgan; Bulalong, Roberto Rolly
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13908

Abstract

General Background: Creativity is a fundamental 21st-century skill for elementary students, yet it remains relatively low due to teacher-centered learning practices. Specific Background: Observations in Grade 3 at SD Negeri 1 Tatura revealed limited student innovation, low confidence, and minimal active participation in problem-solving activities. Knowledge Gap: Previous studies largely focused on upper-grade students, used classroom action research, and rarely examined detailed subdimensions of creativity or specific school contexts. Aims: This study aims to examine the increase in student creativity through the implementation of the Problem Based Learning (PBL) model using a quasi-experimental design with pretest-posttest control groups. Results: Findings show a significant difference between experimental and control groups (sig. 0.007 < 0.05), with higher posttest mean scores in the experimental class (49.42) than the control class (38.08). However, N-gain results indicate low overall improvement (0.2152) and uneven development across creativity indicators, with fluency categorized as high (0.7368), flexibility and elaboration as moderate (0.5538; 0.4985), and originality as low (0.1955). Novelty: This study applies a quantitative experimental approach focusing on Grade 3 students and analyzes creativity through detailed subdimensions within a specific school context. Implications: PBL supports increased student creativity but requires optimization, continuous guidance, and strategic implementation to ensure balanced development across all creativity indicators. Highlights• Significant difference found between experimental and control group outcomes• Highest gain observed in idea generation compared to other dimensions• Uneven development identified across multiple creativity indicators KeywordsProblem Based Learning; Student Creativity; Primary School; Quasi Experimental Design; Creative Thinking  
Canva Interactive Media Increases Elementary Students Learning Interest: Media Interaktif Canva Meningkatkan Minat Belajar Siswa Sekolah Dasar Safitri, Suci; Rahman, Abdul; Nuraini Nuraini; Zulnuraini, Zulnuraini; Isnayanti, Andi Nur
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.14005

Abstract

General Background: The integration of digital technology in education has shifted learning practices toward interactive and visually supported approaches aligned with the demands of the industrial revolution 4.0. Specific Background: In elementary education, learning interest remains a critical factor, yet conventional teaching methods often lead to low student engagement, particularly in IPAS learning contexts. Knowledge Gap: Previous studies largely address digital media broadly, with limited focus on Canva-based interactive media tailored to elementary student characteristics. Aims: This study aims to examine the use of Canva-based interactive learning media in increasing learning interest among fourth-grade students at SD Inpres Perumnas Palu. Results: Using a quantitative experimental design with control group pretest-posttest, the findings show an increase in learning interest in both groups, with a higher rise in the experimental class (18.95 to 28.95) compared to the control class (16.83 to 25.87), supported by a significance value of <0.001. Novelty: The study provides a contextual application of Canva interactive media adapted to elementary student characteristics within IPAS learning. Implications: The findings indicate that interactive digital media such as Canva can support student engagement, encourage active participation, and contribute to more dynamic classroom environments when combined with appropriate teaching strategies. Highlights • Canva-based visuals stimulate higher classroom participation during IPAS lessons. • Experimental group shows greater score increase compared to conventional teaching. • Interactive design supports student attention and learning involvement. KeywordsInteractive Learning Media; Canva Application; Learning Interest; Elementary Education; Digital Learning
Canva And Wordwall Interactive Media Optimize Elementary Student Mathematics Achievement: Media Interaktif Canva Dan Wordwall Mengoptimalkan Prestasi Matematika Siswa Dasar Nur Hasanah; Zulnuraini Zulnuraini; Nuraini Nuraini; Abdul Rahman; Ammar Abdullah Joni Guci
Academia Open Vol. 11 No. 2 (2026): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.15072

Abstract

General Background Learning instructional tools serve as crucial technological bridges for delivering educational content and stimulating student engagement in the modern digital era. Specific Background However, third-grade pupils at SDN Donggala Kodi currently demonstrate low numerical comprehension due to passive classroom participation, lack of focus, and the reliance on conventional, non-engaging instructional tools. Knowledge Gap While previous studies have independently examined visual platforms or educational games, research combining both presentation software and gamified evaluation tools to address low numerical proficiency remains limited. Aims This study investigates the application of combined digital platforms on the learning progress of third-grade pupils at SDN Donggala Kodi. Results Utilizing a pre-experimental one-group pretest-posttest design with 21 participants, data analysis revealed a significant mean score progression from 58.90 to 82.42 (p < 0.001), alongside a moderate N-Gain score of 0.3169. Novelty This research demonstrates the specific utility of integrating visual presentation capabilities with interactive game-based evaluations to actively engage pupils in learning whole numbers up to 1000. Implications These findings suggest that integrating multimedia visualization with gamified assessments provides a highly supportive and student-centered alternative pedagogical strategy for fostering fundamental numerical education. Highlights Pre-test and post-test assessments of third-grade pupils demonstrated a significant score progression from 58.90 to 82.42. The integration of visual presentations and gamified evaluations successfully stimulated active classroom participation during whole number lessons. Analytical testing confirmed a significance value below 0.001, verifying positive pedagogical consequences. Keywords Interactive Learning Media; Canva Application; Wordwall Educational Game; Mathematics Learning Outcomes; Elementary School Education
Co-Authors Abdelghani Yahyaoi Akina Akina Ammar Abdullah Joni Guci Andi Imrah Dewi Andi Nur Isnayanti Aprilina Rizqi Auliya Arif Saefudin Azizah Azizah Azizah Azizah Azizah Azizah Azizah Azizah Bulalong, Roberto Rolly Dikrawansa Ma&#039;asi Eva Setya Rini Feibe Sido Risa Gustina M Yusup Jamaludin Jamaludin Karismah Nadia Amelia Kasmudin Mustapa Khairunnisa Khairunnisa Khairunnisa Khairunnisa Komang Mayoni Kurniawati Mengkido Lisnasari, Srie Faizah Loso Judijanto Lukman Nadjamuddin Mas&#039;adi Mas&#039;adi Mas'adi Mas'adi Melyani Sari Sitepu Melyani Sari Sitepu Minarni Nontji Muhammad Fasli Muhammad Zaky Muslim AR Muslim AR Mutia Febriyana Nashrullah . Nashrullah Nashrullah Nggolaon, Mufida Ni KadekVianSusani Putri Niluh Dewi Martini Nur Hasanah Nur Rahmah Nur Salsa Aurelya Nuraini Margareta Nuraini Nuraini Nuraini Nuraini Nuraini Nuraini Nuraini Nuraini Nuraini Nuraini Nuraini Nuraini Nuraini Nuraini Nuraini Nuraini Nurdiana Theresya Nurgan Tadeko Nurliyan Nurliyan Nursakinah Nursakinah Nurul Fitriah Aras Pahriadi Putri Inayah H.S Putriwanti Putriwanti Roberto Rolly Bulalong Ryan Andika Pratama Sahrul Saehana Sani, Nurul Kami Sarintan Nurcahyati Kaharu Shofia Nurun Alanur Sinta Satria Dewi Pendit Sinta Satria Dewi Pendit Sinta Satria Dewi Pendit Sinta Satria Dewi Pendit Sinta Satria Dwi Pendit Sisriawan Lapasere Sri Novriyanti Sri Wahyuni Suci Safitri, Suci Sukri Sukri Sukri Sukri Sukri Sukri Sunarto Amus Syamsul Bahar Trisilawati A. Aban Umul Khairah Wanda Visqiyah Widyastuti Widyastuti Windayanti Windayanti Yuli Rahmawati Zain Rahmat Mudzakir Zantika Zulmi Zulnuraini Zulnuraini Zulnuraini Zulnuraini Zulnuraini