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Riana Riana
Universitas Nias
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Integrasi Nilai-Nilai Kearifan Lokal Nias dalam Pembelajaran Bahasa dan Sastra Indonesia pada Program Studi Pendidikan Bahasa dan Sastra Indonesia Universitas Nias Riana Riana
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2045

Abstract

The limited integration of local wisdom into higher education learning has reduced opportunities for students to connect academic knowledge with their cultural heritage. This study aimed to examine the effectiveness of integrating Nias local wisdom values into Indonesian Grammar instruction at Universitas Nias. The research employed a Classroom Action Research design based on the Kemmis and McTaggart model, conducted in two cycles involving 55 fourth-semester students. The integration incorporated amaedola (Nias proverbs), hoho texts, and fondrakö values as contextual learning resources. Data were collected through learning achievement tests, classroom observations, and student response questionnaires. The findings revealed a substantial improvement in learning outcomes, with the average score increasing from 58.4 in the pre-cycle stage to 84.6 in the second cycle, accompanied by a learning mastery rate of 89.1%. Student learning activities also improved from 68.5% to 86.3%, while student responses demonstrated a highly positive perception of the instructional approach, with an average score of 4.47. These findings indicate that the integration of Nias local wisdom effectively enhances students’ understanding of Indonesian grammar while simultaneously fostering cultural awareness and appreciation of local heritage. This model offers a promising approach for contextualized learning and is recommended for implementation in other higher education courses.
Learning to Write Argumentation Paragraphs Using the Problem Based Learning (PBL) Model Niberkati Waruwu; Riana Riana; Agus Kurniawan Hur; Yeni Marlina Telaumbanua
International Journal of Language and Ubiquitous Learning Vol. 2 No. 2 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i2.1129

Abstract

Background. Problem-based learning (PBL) has emerged as an innovative approach in education, particularly in developing critical thinking and writing skills. In the context of learning to write argumentative paragraphs, there is a need to explore the effectiveness of PBL in enhancing students' writing abilities and engagement. Purpose. This study aims to test and analyze the effectiveness of the PBL model in teaching students to write argumentative paragraphs, focusing on topic suitability and content coherence. Method. A qualitative research method with a descriptive approach was employed to identify, describe, and explain the research subjects. The study utilized multiple data collection instruments, including written tests, questionnaires, observations, and interviews. These tools were used to assess students' progress in essay writing and their perceptions of the learning experience. The research was conducted in two cycles to evaluate the implementation and impact of the PBL model. Results. The study found significant improvements in students' performance across the two cycles. In Cycle I, the highest score was 90, the lowest was 70, with an average score of 90. Cycle II showed further improvement, with the highest score reaching 100, the lowest score increasing to 90, and an average score of 100. Conclusion. The findings indicate that the PBL model is effective in enhancing students' ability to write argumentative paragraphs. The marked improvement in scores from Cycle I to Cycle II suggests that the PBL approach contributes to better topic selection, content development, and overall writing quality. This study underscores the potential of PBL as a valuable instructional strategy for developing argumentative writing skills in students.
PENGEMBANGAN MEDIA PADLET PADA PEMBELAJARAN MENGIDENTIFIKASI PUISI KELAS VIII UPTD SMP NEGERI 2 GUNUNGSITOLI Julman Happy Kurniawan Zega; Noveri Amal Jaya Harefa; Arozatulo Bawamenewi; Riana Riana
Jurnal Vokatif: Pendidikan Bahasa, Kebahasaan, dan Sastra Vol. 3 No. 3 (2026)
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/vokatif.v3i3.5730

Abstract

Penelitian ini dilatarbelakangi oleh belum optimalnya pemanfaatan media pembelajaran berbasis digital dalam pembelajaran Bahasa Indonesia, khususnya pada materi mengidentifikasi unsur-unsur pembangun puisi di kelas VIII UPTD SMP Negeri 2 Gunungsitoli. Pembelajaran yang masih didominasi metode konvensional menyebabkan partisipasi dan hasil belajar peserta didik belum optimal. Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis Padlet yang layak digunakan, mengetahui tingkat kepraktisan media berdasarkan respons peserta didik, serta menguji keefektifannya dalam meningkatkan kemampuan mengidentifikasi unsur-unsur pembangun puisi. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan ADDIE yang meliputi Analysis, Design, Development, Implementation, dan Evaluation. Subjek penelitian adalah peserta didik kelas VIII UPTD SMP Negeri 2 Gunungsitoli. Data dikumpulkan melalui lembar validasi ahli materi, ahli bahasa, ahli desain, angket respons peserta didik, dan tes hasil belajar. Analisis data dilakukan secara deskriptif kuantitatif menggunakan persentase untuk menentukan tingkat validitas, kepraktisan, dan keefektifan media. Hasil penelitian menunjukkan bahwa media pembelajaran berbasis Padlet memenuhi kriteria sangat valid, sangat praktis, dan sangat efektif. Tingkat kepraktisan memperoleh persentase sebesar 96%, sedangkan hasil uji keefektifan menunjukkan rata-rata hasil belajar peserta didik sebesar 81, 83, dan 88, seluruhnya melampaui KKTP 75 dengan tingkat ketuntasan belajar mencapai 98%. Dengan demikian, media pembelajaran berbasis Padlet layak digunakan sebagai alternatif media pembelajaran Bahasa Indonesia pada materi mengidentifikasi unsur-unsur pembangun puisi di kelas VIII UPTD SMP Negeri 2 Gunungsitoli.
PENGARUH MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISION TERHADAP MATERI MENULIS TEKS BIOGRAFI KELAS X SMK Orina Harefa; Riana Riana; Arozatulo Bawamenewi; Lestari Waruwu
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i3.15415

Abstract

ABSTRACT This study was motivated by observations conducted in Grade X at SMK Negeri 3 Alasa, which revealed limited variation in teaching models and difficulties among students in developing their biographical text writing skills. The study aimed to determine the effect of the Student Teams Achievement Divisions (STAD) learning model on students’ ability to write biographical texts. A quantitative approach was employed using a quasi-experimental method with a nonequivalent control group design. The study involved 38 students divided into an experimental class and a control class, each consisting of 19 students. Data were collected through a pre-test and a post-test. The pre-test results showed a mean score of 51.26 for the control class and 56.89 for the experimental class. Following the treatment, the experimental class achieved a mean post-test score of 85.00, while the control class obtained 65.53. The hypothesis test yielded a significance value (2-tailed) of 0.001, which was lower than 0.05; therefore, H₀ was rejected and Hₐ was accepted. These findings indicate that the implementation of STAD had a significant effect on the biographical text writing skills of the students involved in the study. Thus, STAD may be considered an alternative learning model to support the development of biographical text writing skills among Grade X students at SMK Negeri 3 Alasa. ABSTRAK Penelitian ini dilatarbelakangi oleh hasil observasi di kelas X SMK Negeri 3 Alasa yang menunjukkan bahwa variasi model pembelajaran masih terbatas dan peserta didik menghadapi kendala dalam mengembangkan keterampilan menulis teks biografi. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Student Teams Achievement Divisions (STAD) terhadap kemampuan menulis teks biografi. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi-experimental dan desain nonequivalent control group design. Subjek penelitian berjumlah 38 peserta didik yang terbagi ke dalam kelas eksperimen dan kelas kontrol, masing-masing sebanyak 19 orang. Data dikumpulkan melalui tes awal (pre-test) dan tes akhir (post-test). Hasil pre-test menunjukkan rata-rata kelas kontrol sebesar 51,26, sedangkan kelas eksperimen sebesar 56,89. Setelah perlakuan diberikan, rata-rata post-test kelas eksperimen mencapai 85,00, sementara kelas kontrol memperoleh 65,53. Hasil uji hipotesis menunjukkan nilai signifikansi (2-tailed) sebesar 0,001, lebih kecil daripada 0,05, sehingga H₀ ditolak dan Hₐ diterima. Temuan ini menunjukkan adanya pengaruh yang signifikan dari penerapan STAD terhadap kemampuan menulis teks biografi pada peserta didik yang diteliti. Dengan demikian, STAD dapat dipertimbangkan sebagai alternatif model pembelajaran untuk mendukung pengembangan keterampilan menulis teks biografi di kelas X SMK Negeri 3 Alasa.
PENERAPAN VIDEO PEMBELAJARAN BERBASIS PROBLEM BASED LEARNING UNTUK MENINGKATKAN MINAT BELAJAR PESERTA DIDIK KELAS V SD NEGERI 077279 SIOFABANUA Desiaman Gea; Okniel Zebua; Indah Wijaya Lase; Riana Riana
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.15054

Abstract

This study was motivated by the low learning interest of fifth-grade students at SD Negeri 077279 Siofabanua in the IPAS subject, particularly the topic Indonesia Kaya Raya. Initial observations indicated that the learning process was still predominantly teacher-centered, resulting in limited student attention and engagement. Of the 27 students, only 10 students (37.04%) achieved the minimum mastery criterion (KKM) of 70, with an average score of 65. This study aimed to improve students' learning interest through the implementation of learning videos based on Problem Based Learning (PBL). The study employed Classroom Action Research (CAR), conducted in two cycles, with each cycle consisting of two meetings. The subjects were 27 fifth-grade students, consisting of 11 male and 16 female students. Data were collected through observation, questionnaires, tests, and documentation. The results showed an improvement in students' learning interest following the implementation of PBL-based learning videos. In Cycle I, the percentage of learning interest reached 68%, with a classical mastery rate of 52%. In Cycle II, learning interest increased to 85%, while the classical mastery rate reached 81%. These findings indicate that the implementation of PBL-based learning videos can create a more engaging, active, and contextual learning environment, thereby improving students' learning interest in IPAS, particularly the Indonesia Kaya Raya topic. Therefore, PBL-based learning videos can be used as an alternative instructional approach to improve learning interest among elementary school students. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya minat belajar peserta didik kelas V SD Negeri 077279 Siofabanua pada mata pelajaran IPAS, khususnya materi Indonesia Kaya Raya. Hasil observasi awal menunjukkan bahwa proses pembelajaran masih cenderung berpusat pada guru sehingga keterlibatan dan perhatian peserta didik belum optimal. Dari 27 peserta didik, hanya 10 orang (37,04%) yang mencapai KKM 70 dengan rata-rata nilai 65. Penelitian ini bertujuan untuk meningkatkan minat belajar peserta didik melalui penerapan video pembelajaran berbasis Problem Based Learning (PBL). Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, dengan masing-masing siklus terdiri atas dua pertemuan. Subjek penelitian berjumlah 27 peserta didik kelas V, terdiri atas 11 laki-laki dan 16 perempuan. Data dikumpulkan melalui observasi, angket, tes, dan dokumentasi. Hasil penelitian menunjukkan adanya peningkatan minat belajar peserta didik setelah penerapan video pembelajaran berbasis PBL. Pada siklus I, persentase minat belajar mencapai 68% dengan ketuntasan klasikal sebesar 52%. Pada siklus II, persentase minat belajar meningkat menjadi 85% dengan ketuntasan klasikal sebesar 81%. Peningkatan tersebut menunjukkan bahwa penerapan video pembelajaran berbasis Problem Based Learning dapat menciptakan pembelajaran yang lebih menarik, aktif, dan kontekstual sehingga mampu meningkatkan minat belajar peserta didik pada mata pelajaran IPAS materi Indonesia Kaya Raya. Dengan demikian, video pembelajaran berbasis PBL dapat digunakan sebagai salah satu alternatif pembelajaran untuk meningkatkan minat belajar peserta didik sekolah dasar.
PENERAPAN MODEL PEMBELAJARAN CONTEKSTUAL TEACHING AND LEARNING UNTUK MENINGKATKAN KETERAMPILAN MENULIS TEKS NARASI PESERTA DIDIK KELAS IV Grace Sri Leony Lase; Dernius Hura; Riana Riana; Aprianus Telaumbanua
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.15664

Abstract

ABSTRACT Narrative writing is an important aspect of language skills that elementary school students need to master. However, the narrative writing skills of fourth-grade students at UPTD SD Negeri 070989 Hilina’a still need to be improved. This study aimed to examine the improvement of students’ narrative writing skills through the implementation of the Contextual Teaching and Learning (CTL) model. The study employed a Classroom Action Research (CAR) method conducted in two cycles, each consisting of planning, action implementation, observation, and reflection stages. The subjects were 18 fourth-grade students at UPTD SD Negeri 070989 Hilina’a. Data were collected through observation, narrative writing skill assessment, and documentation. The results showed that the students’ mastery of narrative writing skills increased from 33.33% (6 students) in Cycle I to 83.33% (15 students) in Cycle II. This improvement indicated that the research success criterion, namely at least 75% of students achieving the Minimum Learning Achievement Criteria (KKTP) score of 65, had been met. Therefore, the implementation of the Contextual Teaching and Learning model demonstrated an improvement in the narrative writing skills of fourth-grade students at UPTD SD Negeri 070989 Hilina’a. ABSTRAK Keterampilan menulis teks narasi merupakan salah satu aspek keterampilan berbahasa yang penting dikuasai peserta didik sekolah dasar. Namun, keterampilan menulis teks narasi peserta didik kelas IV UPTD SD Negeri 070989 Hilina’a masih perlu ditingkatkan. Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan menulis teks narasi melalui penerapan model pembelajaran Contextual Teaching and Learning (CTL). Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing melalui tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 18 peserta didik kelas IV UPTD SD Negeri 070989 Hilina’a. Teknik pengumpulan data meliputi observasi, penilaian keterampilan menulis teks narasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa ketuntasan keterampilan menulis teks narasi mengalami peningkatan dari 33,33% (6 peserta didik) pada Siklus I menjadi 83,33% (15 peserta didik) pada Siklus II. Peningkatan tersebut menunjukkan bahwa indikator keberhasilan penelitian, yaitu minimal 75% peserta didik mencapai KKTP 65, telah terpenuhi. Dengan demikian, penerapan model pembelajaran Contextual Teaching and Learning menunjukkan perkembangan keterampilan menulis teks narasi peserta didik kelas IV UPTD SD Negeri 070989 Hilina’a.
ANALISIS IMPLEMENTASI NILAI KEBUDAYAAN MELALUI AMAEDOLA DALAM PEMBENTUKAN KARAKTER PESERTA DIDIK KELAS IV Nenty Sri Salfani Zebua; Adrianus Bawamenewi; Riana Riana; Eka Septianti Laoli
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i4.15699

Abstract

ABSTRACT Local wisdom holds a strategic position in character education because it provides a source of values closely connected to students’ everyday lives. In the Nias cultural context, Amaedola contains moral messages, advice, and behavioral guidelines that can be integrated into learning; however, its implementation faces challenges related to cultural understanding and the availability of learning resources. This study aimed to describe the implementation of cultural values through Amaedola in supporting students’ character development and to identify the supporting and inhibiting factors in Grade IV at UPTD SD Negeri 071008 Gada. The study employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation involving the principal, Grade IV teacher, and students. The data were analyzed through coding and thematic categorization to identify patterns in the research findings. The results showed that Amaedola was implemented through local-content learning, moral advice and figurative expressions, motivational activities, and behavioral habituation in the school environment. Supporting factors included curriculum integration, family and school support, the cultural environment, and interactive learning approaches. Inhibiting factors involved teachers’ limited cultural competence, inadequate literature, declining use of Amaedola, and students’ difficulties in understanding its terms and meanings. These findings indicate that Amaedola can serve as a contextual medium for supporting the internalization of character values through continuous learning and habituation. ABSTRAK Kearifan lokal memiliki posisi strategis dalam pendidikan karakter karena menyediakan sumber nilai yang dekat dengan kehidupan peserta didik. Dalam konteks masyarakat Nias, Amaedola memuat pesan moral, nasihat, dan pedoman perilaku yang berpotensi diintegrasikan ke dalam pembelajaran, tetapi penerapannya menghadapi keterbatasan pemahaman budaya dan sumber belajar. Penelitian ini bertujuan mendeskripsikan implementasi nilai kebudayaan melalui Amaedola dalam pembentukan karakter peserta didik serta mengidentifikasi faktor pendukung dan penghambatnya di kelas IV UPTD SD Negeri 071008 Gada. Penelitian menggunakan pendekatan deskriptif kualitatif dengan pengumpulan data melalui observasi, wawancara, dan dokumentasi yang melibatkan kepala sekolah, guru kelas IV, dan peserta didik. Data dianalisis melalui proses pengodean dan pengelompokan tema untuk memperoleh pola temuan penelitian. Hasil penelitian menunjukkan bahwa Amaedola diimplementasikan melalui pembelajaran muatan lokal, penyampaian nasihat dan perumpamaan, pemberian motivasi, serta pembiasaan perilaku dalam kehidupan sekolah. Faktor pendukung meliputi integrasi kurikulum, dukungan keluarga dan sekolah, lingkungan budaya, serta pendekatan interaktif. Sementara itu, hambatan mencakup keterbatasan kompetensi budaya guru, minimnya literatur, berkurangnya penggunaan Amaedola, dan kesulitan peserta didik memahami istilah serta maknanya. Temuan ini menegaskan bahwa Amaedola dapat dimanfaatkan sebagai media kontekstual untuk mendukung internalisasi nilai karakter melalui pembelajaran dan pembiasaan yang berkelanjutan.
PENERAPAN FLIPPED CLASSROOM BERBASIS VIDEO ANIMASI UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATERI PECAHAN KELAS III SD NEGERI 077279 SI’ŐFABANUA Berkat Damai Gea; Otilina Gulo; Yaredi Waruwu; Riana Riana
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i4.15036

Abstract

Conceptual understanding of fractions among third-grade elementary school students remains a challenge because the topic is abstract and teacher-centered instruction provides limited opportunities for students to study materials independently and actively. The initial condition in Grade III of SD Negeri 077279 Si’őfabanua showed that only 4 of 21 students (19%) achieved the school mastery criterion of 70, with a class average of 60. This study aimed to describe the implementation of an animated video-based flipped classroom and determine its improvement in students’ conceptual understanding of fractions. The study employed Classroom Action Research based on the Kemmis and McTaggart model and was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The participants were 21 third-grade students, consisting of 10 boys and 11 girls. Data were collected through conceptual understanding tests, teacher and student activity observations, student response questionnaires, and documentation. The data were analyzed descriptively using mean scores and learning mastery percentages. The results showed that the average score increased from 60 in the pre-cycle to 68 in Cycle I and 76 in Cycle II. Learning mastery increased from 19% in the pre-cycle to 57% in Cycle I and 86% in Cycle II. Teacher activity increased from 61% to 88%, while student activity increased from 69% to 82%. Student responses in Cycle II reached 86%, categorized as very positive. Therefore, the implementation of an animated video-based flipped classroom improved students’ conceptual understanding of fractions and encouraged more active participation in learning. ABSTRAK Pemahaman konsep pecahan pada siswa kelas III sekolah dasar masih menjadi permasalahan karena materi bersifat abstrak dan pembelajaran yang berpusat pada guru belum memberikan kesempatan yang cukup kepada siswa untuk mempelajari materi secara mandiri dan aktif. Kondisi awal di kelas III SD Negeri 077279 Si’őfabanua menunjukkan bahwa hanya 4 dari 21 siswa (19%) yang mencapai KKM 70 dengan nilai rata-rata kelas 60. Penelitian ini bertujuan untuk mendeskripsikan penerapan flipped classroom berbasis video animasi dan mengetahui peningkatan pemahaman konsep materi pecahan siswa. Penelitian menggunakan Penelitian Tindakan Kelas model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Setiap siklus meliputi perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 21 siswa yang terdiri atas 10 laki-laki dan 11 perempuan. Data dikumpulkan melalui tes pemahaman konsep, observasi aktivitas guru dan siswa, angket respons siswa, serta dokumentasi. Data dianalisis secara deskriptif melalui rata-rata dan persentase ketuntasan belajar. Hasil penelitian menunjukkan bahwa nilai rata-rata meningkat dari 60 pada pra-siklus menjadi 68 pada Siklus I dan 76 pada Siklus II. Ketuntasan belajar meningkat dari 19% pada pra-siklus menjadi 57% pada Siklus I dan 86% pada Siklus II. Aktivitas guru meningkat dari 61% menjadi 88%, sedangkan aktivitas siswa meningkat dari 69% menjadi 82%. Respons siswa pada Siklus II mencapai 86% dengan kategori sangat positif. Dengan demikian, penerapan flipped classroom berbasis video animasi dapat meningkatkan pemahaman konsep materi pecahan sekaligus mendorong keterlibatan siswa dalam pembelajaran.
ANALISIS PENDEKATAN KONSTRUKTIVISME DALAM MENGEMBANGKAN LITERASI DASAR SISWA KELAS II SD Onirman Zai; Indah Wijaya Lase; Eka Periaman Zai; Riana Riana
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i4.15266

Abstract

ABSTRACT The diversity of reading and text-processing skills in early grades of rural elementary schools requires instructional strategies sensitive to the contextual conditions of students' learning environments. This study was directed at examining not merely whether constructivism is utilized, but how the approach is instantiated through learning activities and how teachers facilitate student engagement in basic literacy development. A qualitative descriptive design approach was implemented at UPTD SD Negeri 071046 Holi, Nias Regency, observing 14 second-grade students (8 girls and 6 boys), while involving the classroom teacher and supporting teachers as key informants. Data collection employed non-participant observation, semi-structured interviews, and documentary study, followed by data coding (open coding, axial coding, and selective coding). Data credibility was reinforced through iterative source and technique triangulation. Field findings revealed three categories of student abilities: 7 students were able to read fluently and comprehend text content, 4 students were at a moderate level requiring comprehension assistance, and 3 students needed intensive guidance due to spelling impediments. Constructivism-based learning proved to provide flexible space for teachers to adjust cognitive assistance (scaffolding) and facilitate active student participation naturally. ABSTRAK Keragaman kecakapan membaca dan mengolah teks di kelas awal sekolah dasar pedesaan memerlukan strategi instruksional yang peka terhadap kondisi kontekstual lingkungan belajar peserta didik. Penelitian ini diarahkan untuk melihat bukan sekadar apakah konstruktivisme digunakan, tetapi bagaimana pendekatan tersebut diwujudkan melalui aktivitas belajar dan bagaimana guru memfasilitasi keterlibatan siswa dalam pengembangan literasi dasar. Pendekatan kualitatif descriptive design diterapkan pada lokasi UPTD SD Negeri 071046 Holi, Kabupaten Nias, dengan mengamati 14 siswa kelas II (8 perempuan dan 6 laki-laki), serta melibatkan guru kelas dan guru pendukung sebagai informan kunci. Pengumpulan data menggunakan teknik observasi non-participant, wawancara semi-structured, dan studi dokumentasi yang dilanjutkan dengan pengodean data (open coding, axial coding, serta selective coding). Uji keabsahan data diperkuat melalui triangulasi sumber dan teknik secara berulang. Temuan lapangan mengungkap tiga kategori kemampuan siswa: 7 anak mampu membaca lancar dan memahami isi bacaan, 4 anak berada pada kategori sedang yang memerlukan pendampingan pemaknaan, serta 3 anak membutuhkan bimbingan intensif akibat hambatan mengeja. Pembelajaran berbasis konstruktivisme terbukti menyediakan ruang fleksibel bagi guru untuk menyesuaikan bantuan kognitif (scaffolding) serta memfasilitasi partisipasi aktif siswa secara alamiah.
IMPLEMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN KETERAMPILAN BERCERITA SISWA KELAS IV Indah Restuti Gulo; Riana Riana; Indah Wijaya Lase; Noveri Amal Jaya Harefa
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.15323

Abstract

ABSTRACT Storytelling is an important part of speaking skills that enables students to orally retell the content of a story using their own words. In short story learning, the storytelling skills of fourth-grade students at SD Negeri 075048 Lasara Siwalubanua had not yet reached the expected level, indicating the need for instructional activities that encourage student engagement and confidence in presenting stories. This study aimed to improve students’ storytelling skills through the implementation of the Problem Based Learning (PBL) model in short story learning. The study employed a Classroom Action Research (CAR) method conducted in two cycles, with each cycle consisting of planning, action implementation, observation, and reflection stages. The research subjects were 20 fourth-grade students, consisting of 7 male and 13 female students. Data were collected through observations of student activities, observations of researcher activities, storytelling performance tests, field notes, and documentation. The results showed that researcher activity increased from 47% and 65% in Cycle I to 71% and 94% in Cycle II, while student activity increased from 48% and 64% to 77% and 93%, respectively. The mean storytelling score increased from 67.23 in Cycle I to 87 in Cycle II. Therefore, the implementation of the Problem Based Learning model improved students’ storytelling skills in short story learning. ABSTRAK Keterampilan bercerita merupakan bagian penting dari keterampilan berbicara yang memungkinkan siswa menyampaikan kembali isi cerita secara lisan dengan menggunakan bahasa sendiri. Pada pembelajaran cerita pendek, keterampilan bercerita siswa kelas IV SD Negeri 075048 Lasara Siwalubanua masih belum mencapai tingkat yang diharapkan, sehingga diperlukan tindakan pembelajaran yang mendorong keterlibatan dan keberanian siswa dalam menyampaikan cerita. Penelitian ini bertujuan meningkatkan keterampilan bercerita siswa melalui penerapan model Problem Based Learning (PBL) pada materi cerita pendek. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, dengan setiap siklus mencakup perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian terdiri atas 20 siswa kelas IV, yaitu 7 siswa laki-laki dan 13 siswa perempuan. Data dikumpulkan melalui observasi aktivitas siswa, observasi aktivitas peneliti, tes praktik bercerita, catatan lapangan, dan dokumentasi. Hasil penelitian menunjukkan bahwa aktivitas peneliti meningkat dari 47% dan 65% pada siklus I menjadi 71% dan 94% pada siklus II, sedangkan aktivitas siswa meningkat dari 48% dan 64% menjadi 77% dan 93%. Nilai rata-rata keterampilan bercerita meningkat dari 67,23 pada siklus I menjadi 87 pada siklus II. Dengan demikian, penerapan Problem Based Learning dapat meningkatkan keterampilan bercerita siswa pada materi cerita pendek.
Co-Authors Abdi Jevania Zebua Adrianus Bawamenewi Agus Kurniawan Hur Aguskurniawan Hura Alfinis Telaumbanua Aprianus Telaumbanua Arisman Telaumbanua Bawamenewi, Arozatulo Berkat Damai Gea Bezisokhi Gulo Dernius Hura Desiaman Gea Eka Septianti Laoli Elisabeth Laura Br. Sihombing Famahato Lase Fiman Astrid Nan Dindah Gulo Grace Sri Leony Lase Harefa, Noveri Amal Jaya Hotmairawati Simanihuruk Imansudi Zega Indah Restuti Gulo Indah Wijaya Lase Irfan Ahmad Saleh Lahagu Julman Happy Kurniawan Zega Lasman Gulo Lely Sabda Putriani Hulu Listariani Zendrato Mastawati Ndruru Nenty Sri Salfani Zebua Niberkati Waruwu Noibe Halawa Noveri amal jayaHarefa Okniel Zebua Onirman Zai Orina Harefa Otilina Gulo Petrus Martua Zendrato Rukun Iman Harefa Sadieli Telaumbanua Sepi Putra Kasih Lase Waruwu, Lestari Yanida Bu'ulolo Yaredi Waruwu Yeni Marlina Telaumbanua ZAI, EKA PERIAMAN