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All Journal ANTHROPOS: JURNAL ANTROPOLOGI SOSIAL DAN BUDAYA (JOURNAL OF SOCIAL AND CULTURAL ANTHROPOLOGY) SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora (KAGANGA) Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Journal on Education JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Jurnal Ilmiah Profesi Pendidikan Journal of Elementary School (JOES) Pedagogika : Jurnal Pedagogik dan Dinamika Pendidikan Jurnal Simki Pedagogia TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA SOCIAL : Jurnal Inovasi Pendidikan IPS STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Indo-MathEdu Intellectuals Journal TEACHER : Jurnal Inovasi Karya Ilmiah Guru Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Science and Education Journal PEDAGOGIC: Indonesian Journal of Science Education and Technology Jurnal Pengabdian Masyarakat dan Riset Pendidikan EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Ambacang: Jurnal Inovasi Pengabdian Masyarakat Proceeding of International Conference on Biology Education, Natural Science, and Technology Proceeding UMSurabaya
Indah Wijaya Lase
Program Studi Pendidikan Guru Sekolah Dasar, Universitas Nias, Gunungsitoli 22812, Indonesia
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE PADA PEMBELAJARAN PENDIDIKAN PANCASILA DALAM MENINGKATKAN HASIL BELAJAR MURID KELAS V SD NEGERI 075026 ALO’OA Revisi Gea; Indah Wijaya Lase; Toroziduhu Waruwu; Delipiter Lase
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.v6i4.15412

Abstract

ABSTRACT Low student learning outcomes in Pancasila Education are an issue that needs to be addressed through learning activities that encourage active participation and collaboration. This study aimed to improve the learning outcomes of fifth-grade students at SD Negeri 075026 Alo’oa in Pancasila Education through the implementation of the Think Pair Share cooperative learning model. This study employed a Classroom Action Research (CAR) design conducted in two cycles, comprising planning, action implementation, observation, and reflection, with 20 students as research subjects. Data were collected through observation, tests, and documentation, then analyzed using quantitative and qualitative descriptive methods. The findings revealed improvements in learning outcomes, with classical learning mastery increasing from 40% in Cycle I to 90% in Cycle II and the average score rising from 48.75 to 80.25. Student engagement also increased from 49.38%, categorized as low, to 89.06%, categorized as very high. These changes occurred alongside the implementation of the think, pair, and share stages, which provided students with opportunities to think independently, exchange ideas with a partner, and present their thoughts. The findings indicate that implementing the Think Pair Share model, accompanied by improvements to instructional practices across cycles, can support improvements in student learning outcomes and engagement in Pancasila Education. ABSTRAK Rendahnya hasil belajar murid pada mata pelajaran Pendidikan Pancasila menjadi permasalahan yang perlu ditangani melalui pembelajaran yang mendorong keterlibatan aktif dan kerja sama. Penelitian ini bertujuan untuk meningkatkan hasil belajar Pendidikan Pancasila murid kelas V SD Negeri 075026 Alo’oa melalui penerapan model pembelajaran kooperatif tipe Think Pair Share. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, meliputi perencanaan, pelaksanaan tindakan, observasi, dan refleksi, dengan subjek sebanyak 20 murid. Data dikumpulkan melalui observasi, tes, dan dokumentasi, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian memperlihatkan peningkatan hasil belajar, dengan ketuntasan klasikal naik dari 40% pada Siklus I menjadi 90% pada Siklus II dan nilai rata-rata meningkat dari 48,75 menjadi 80,25. Keaktifan murid juga meningkat dari 49,38% dengan kategori kurang aktif menjadi 89,06% dengan kategori sangat aktif. Perubahan tersebut berlangsung seiring penerapan tahapan think, pair, dan share, yang memberikan kesempatan kepada murid untuk berpikir mandiri, bertukar gagasan dengan pasangan, serta menyampaikan hasil pemikirannya. Temuan ini menunjukkan bahwa penerapan model Think Pair Share disertai perbaikan tindakan antarsiklus dapat mendukung peningkatan hasil belajar dan keaktifan murid dalam pembelajaran Pendidikan Pancasila.
ANALISIS PENERAPAN MODEL INQUIRY BASED LEARNING PADA KELAS V DALAM PEMBELAJARAN IPAS MATERI BUMI BERUBAH DI SD NEGERI 078011 TETEHOSI Berta Swit Lady Zebua; Eka Septianti Laoli; Fatiani Lase; Indah Wijaya Lase
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.v6i4.15633

Abstract

This study was motivated by science and social studies (IPAS) learning that remained relatively teacher-centered, with limited student participation and suboptimal conceptual understanding of the Changing Earth topic. The study aimed to analyze the implementation of the Inquiry-Based Learning (IBL) model, identify the challenges encountered, and describe the teacher’s efforts to address those challenges in Grade V at SD Negeri 078011 Tetehosi. A qualitative approach with a case study design was employed. The participants consisted of one Grade V teacher as the key informant and six students as supporting informants. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using Miles and Huberman’s interactive model through data collection, reduction, display, and conclusion drawing. Data trustworthiness was established through source and technique triangulation. The findings show that IBL was implemented through six stages: orientation, problem formulation, hypothesis formulation, data collection, hypothesis testing, and conclusion drawing. The learning activities encouraged students to observe, ask questions, discuss, investigate, compare evidence with initial assumptions, and present conclusions. The main challenges included low confidence, differences in learning abilities, communication barriers, limited learning media, and limited instructional time. The teacher addressed these challenges by using audio-visual media and simple simulations, heterogeneous grouping, individual support, motivation, positive reinforcement, and a safe learning environment. Overall, IBL provided a more active and meaningful learning experience, although its implementation still required adaptive instructional support. ABSTRAK Penelitian ini dilatarbelakangi oleh pembelajaran IPAS yang masih cenderung berpusat pada guru, rendahnya keaktifan sebagian murid, serta belum optimalnya pemahaman konsep pada materi Bumi Berubah. Penelitian ini bertujuan untuk menganalisis penerapan model Inquiry Based Learning (IBL), mengidentifikasi kendala yang dihadapi, dan mendeskripsikan upaya guru dalam mengatasi kendala tersebut pada kelas V SD Negeri 078011 Tetehosi. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Informan terdiri atas satu guru kelas V sebagai informan kunci dan enam murid sebagai informan pendukung. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman melalui pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperoleh melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa IBL diterapkan melalui enam tahap, yaitu orientasi, perumusan masalah, perumusan hipotesis, pengumpulan data, pengujian hipotesis, dan penarikan kesimpulan. Pembelajaran mendorong murid mengamati, bertanya, berdiskusi, melakukan penyelidikan, membandingkan data dengan dugaan awal, dan mempresentasikan kesimpulan. Kendala utama meliputi rendahnya kepercayaan diri, perbedaan kemampuan belajar, hambatan komunikasi, keterbatasan media, dan waktu pembelajaran. Guru mengatasinya melalui penggunaan media audiovisual dan simulasi sederhana, kelompok heterogen, pendekatan personal, motivasi, penghargaan, dan suasana belajar yang aman. Temuan menunjukkan bahwa IBL dapat menghadirkan pengalaman belajar yang lebih aktif dan bermakna, meskipun pelaksanaannya masih memerlukan dukungan yang adaptif.
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.
PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR PENDIDIKAN PANCASILA SISWA KELAS IV UPTD SD NEGERI 075062 DOLI-DOLI Family Kristiani Gulo; Indah Wijaya Lase; Netti Kariani Mendrofa; Adrianus Bawamenewi
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran 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/strategi.v6i4.15638

Abstract

This study was motivated by the low learning outcomes of fourth-grade students in Pancasila Education at UPTD SD Negeri 075062 Doli-Doli. In the pre-cycle assessment, only 4 of 19 students (21.05%) met the Learning Objective Achievement Criteria (KKTP). This study aimed to describe the implementation of the Problem-Based Learning (PBL) model and improve students’ learning outcomes through its application. 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 19 fourth-grade students. Data were collected through observation, learning outcome tests, and documentation, then analyzed descriptively. The results showed that the average teacher activity score increased from 56.73% in Cycle I to 79.81% in Cycle II, while student activity increased from 59.71% to 80.59%. The average learning outcome score rose from 48.16 in the pre-cycle to 65.26 in Cycle I and 87.37 in Cycle II. Classical learning mastery also increased from 21.05% to 52.63% and 89.47%, respectively. Therefore, implementing PBL can improve the learning process and learning outcomes in Pancasila Education among fourth-grade students. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar Pendidikan Pancasila siswa kelas IV UPTD SD Negeri 075062 Doli-Doli. Pada tahap pra-siklus, hanya 4 dari 19 siswa (21,05%) yang mencapai Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Penelitian ini bertujuan mendeskripsikan penerapan model Problem Based Learning (PBL) dan meningkatkan hasil belajar siswa melalui penerapan model tersebut. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) berdasarkan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Setiap siklus meliputi perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 19 siswa kelas IV. Data dikumpulkan melalui observasi, tes hasil belajar, dan dokumentasi, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa rata-rata aktivitas guru meningkat dari 56,73% pada Siklus I menjadi 79,81% pada Siklus II, sedangkan aktivitas siswa meningkat dari 59,71% menjadi 80,59%. Nilai rata-rata hasil belajar meningkat dari 48,16 pada pra-siklus menjadi 65,26 pada Siklus I dan 87,37 pada Siklus II. Ketuntasan klasikal juga meningkat dari 21,05% menjadi 52,63% dan 89,47%. Dengan demikian, penerapan PBL dapat meningkatkan proses pembelajaran dan hasil belajar Pendidikan Pancasila siswa kelas IV.
ANALISIS PERSEPSI GURU TERHADAP EFEKTIVITAS INSTRUMEN PENILAIAN FORMATIF DALAM PEMBELAJARAN PENDIDIKAN PANCASILA KELAS V SD NEGERI 071202 HELEZALULU Evi Lestari Hulu; Berkat Persada Lase; Indah Wijaya Lase; Afore Tahir Harefa
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran 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/strategi.v6i4.15642

Abstract

The urgency of this research lies in the importance of formative assessment for monitoring students’ learning progress and improving Pancasila Education in elementary schools. However, its implementation still faces challenges, including limited time, administrative workload, insufficient instrument variety, and suboptimal use of feedback. This study aims to analyze teachers’ perceptions of the effectiveness of formative assessment instruments, identify implementation barriers, and describe teachers’ efforts to overcome these challenges in Grade V at SD Negeri 071202 Helezalulu. This research employed a descriptive qualitative approach involving two Grade V teachers, one school principal, and four students as informants. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using open coding, axial coding, and selective coding. Data trustworthiness was examined through source and technique triangulation. The findings indicate that teachers perceived formative assessment instruments positively because they helped monitor students’ understanding, identify learning difficulties, provide feedback, and determine instructional follow-up. The identified barriers were addressed through instrument simplification, careful planning, staged assessment, reflection, and teacher collaboration. The study concludes that formative assessment effectiveness depends not only on instrument quality but also on teacher competence, student characteristics, and school support. ABSTRAK Urgensi penelitian ini terletak pada pentingnya penilaian formatif untuk memantau perkembangan belajar siswa dan memperbaiki pembelajaran Pendidikan Pancasila di sekolah dasar. Namun, penerapannya masih menghadapi kendala berupa keterbatasan waktu, beban administrasi, variasi instrumen, dan pemanfaatan umpan balik yang belum optimal. Penelitian ini bertujuan menganalisis persepsi guru terhadap efektivitas instrumen penilaian formatif, mengidentifikasi hambatan penerapannya, serta mendeskripsikan upaya guru dalam mengatasi hambatan tersebut di kelas V SD Negeri 071202 Helezalulu. Penelitian menggunakan pendekatan deskriptif kualitatif dengan melibatkan dua guru kelas V, satu kepala sekolah, dan empat siswa sebagai informan. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis melalui open coding, axial coding, dan selective coding. Keabsahan data diperiksa melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa guru memiliki persepsi positif terhadap efektivitas instrumen penilaian formatif dalam memantau pemahaman siswa, mengidentifikasi kesulitan belajar, memberikan umpan balik, dan menentukan tindak lanjut pembelajaran. Kendala diatasi melalui penyederhanaan instrumen, perencanaan, penilaian bertahap, refleksi, dan kolaborasi antarguru. Penelitian menyimpulkan bahwa efektivitas penilaian formatif bergantung pada kualitas instrumen, kompetensi guru, karakteristik siswa, dan dukungan sekolah.
PENINGKATAN KEMAMPUAN NUMERASI MELALUI PENERAPAN MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) BERBANTUAN WORDWALL PADA MATERI BILANGAN CACAH DI KELAS V UPTD SD NEGERI 070999 TARAKHAINI Putri Sejahtera Zendrato; Otilina Gulo; Envilwan Berkat Harefa; Indah Wijaya Lase
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA 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/science.v6i4.16400

Abstract

The numeracy skills of fifth-grade students at UPTD SD Negeri 070999 Tarakhaini in whole numbers up to 1,000,000 were initially low. This condition was evidenced by pre-cycle test results indicating that only 5 out of 20 students (25%) achieved mastery learning with a class average score of 48.5. This study aims to describe the implementation of the Contextual Teaching and Learning (CTL) model assisted by Wordwall and to analyze the improvement of students' numeracy skills in learning whole numbers up to 1,000,000. The methodology employed was Classroom Action Research (CAR) following the Kemmis and McTaggart model across two cycles, comprising planning, action, observation, and reflection stages. The findings revealed that teacher activity increased from 76.39% in Cycle I to 92.13% in Cycle II, while student activity improved from 59.20% to 80.36%. Furthermore, students' average numeracy score improved from 48.5 in the pre-cycle to 65 in Cycle I and reached 76 in Cycle II, with classical mastery increasing significantly from 25% to 70% and ultimately to 90%. Consequently, the implementation of the Contextual Teaching and Learning model assisted by interactive Wordwall media effectively enhances elementary school students' numeracy skills. ABSTRAK Kemampuan numerasi peserta didik kelas V UPTD SD Negeri 070999 Tarakhaini pada materi bilangan cacah sampai 1.000.000 masih tergolong rendah. Kondisi tersebut terbukti dari hasil tes awal pra-siklus yang mencatat hanya 5 dari 20 peserta didik (25%) yang mencapai kriteria ketuntasan dengan nilai rata-rata kelas sebesar 48,5. Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan model Contextual Teaching and Learning (CTL) berbantuan Wordwall serta menganalisis peningkatan kemampuan numerasi peserta didik pada materi bilangan cacah sampai 1.000.000. Metode penelitian menggunakan Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, dengan tahapan perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Hasil penelitian menunjukkan bahwa keterlaksanaan aktivitas guru meningkat dari 76,39% pada Siklus I menjadi 92,13% pada Siklus II, sedangkan aktivitas peserta didik meningkat dari 59,20% menjadi 80,36%. Nilai rata-rata numerasi peserta didik juga meningkat dari 48,5 pada pra-siklus menjadi 65 pada Siklus I dan mencapai 76 pada Siklus II, dengan persentase ketuntasan belajar melonjak dari 25% menjadi 70% lalu mencapai 90%. Berdasarkan hasil tersebut, penerapan model Contextual Teaching and Learning berbantuan media interaktif Wordwall terbukti efektif dalam meningkatkan kemampuan numerasi peserta didik sekolah dasar.    
Analisis Pendekatan Konstruktivisme untuk Meningkatkan Tanggung Jawab dan Gotong Royong pada Pembelajaran Pendidikan Pancasila Kelas III SD Negeri 071160 Dahana Esiwa Waruwu, Krisman; Lase, Indah Wijaya; Harefa, Hendrikus Otniel Nasozaro; Harefa, Noveri Amal Jaya
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 5 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i5.7480

Abstract

This study was motivated by the low levels of responsibility and *gotong royong* (mutual cooperation) among third-grade students at SD Negeri 071160 Dahana Esiwa, a situation evidenced by the prevalence of lecture-based instruction and limited student engagement in group activities. The study aimed to describe the implementation of a constructivist approach in fostering responsibility and mutual cooperation among the students. A descriptive qualitative approach was employed, involving a Pancasila Education teacher, the school principal, and three students selected through purposive sampling. Data were collected via observation, interviews, and document analysis, and subsequently analyzed thematically using source triangulation. The findings indicate that the constructivist approach fosters the development of responsibility and mutual cooperation. Responsibility was demonstrated through the consistent completion of tasks and fulfillment of group roles, while mutual cooperation was evident in task distribution, role rotation, mutual assistance, and collaborative task completion. Implementation faced challenges such as time constraints, suboptimal parental support, the dominance of certain students, and limited facilities. The constructivist approach provides opportunities for character development through active learning experiences supported by teachers, the school, and families
PENGEMBANGAN INSTRUMEN PENILAIAN PORTOFOLIO DALAM PROSES PEMBELAJARAN IPAS KELAS IV SEKOLAH DASAR Sonnia Tentri Yanti Gea; Natalia Kristiani Lase; Berkat Persada Lase; Indah Wijaya Lase
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran 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/educational.v6i4.15469

Abstract

Assessment in Natural and Social Sciences (IPAS) at the elementary school level needs to document students’ knowledge, process skills, and character development continuously rather than relying solely on written test results. This study aimed to develop a flexible portfolio assessment instrument, determine its validity and practicality, and examine its perceived usefulness based on the fourth-grade teacher’s assessment at SD Negeri 075027 Silima Omo. The study employed a Research and Development (R&D) approach using the 4D model, comprising Define, Design, Develop, and Disseminate stages. The participants included three expert validators, one fourth-grade teacher, and 22 students, with 10 students participating in the small-group trial. The resulting product was a printed portfolio assessment instrument comprising seven integrated components. Validation results yielded mean scores of 3.83 for design, 3.75 for language, and 4.00 for evaluation on a four-point scale. The practicality score increased from 62.50% to 93.75%, while perceived usefulness increased from 64.29% to 85.71%. The small-group trial produced a mean portfolio score of 80.80. The instrument was considered suitable for use; however, inter-rater reliability and its effectiveness in improving learning outcomes require further empirical investigation. ABSTRAK Penilaian pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di sekolah dasar perlu mencakup perkembangan pengetahuan, keterampilan proses, dan karakter murid secara berkelanjutan, bukan hanya berorientasi pada hasil tes tertulis. Penelitian ini bertujuan mengembangkan instrumen penilaian portofolio yang fleksibel, mengetahui kelayakan dan kepraktisannya, serta mengidentifikasi kebermanfaatannya berdasarkan persepsi guru kelas IV di SD Negeri 075027 Silima Omo. Penelitian menggunakan metode Research and Development (R&D) dengan model 4D yang meliputi tahap Define, Design, Develop, dan Disseminate. Subjek penelitian terdiri atas tiga validator ahli, satu guru kelas IV, dan 22 murid, dengan 10 murid sebagai subjek uji coba kelompok kecil. Produk yang dikembangkan berupa instrumen portofolio berbasis cetak dengan tujuh komponen terintegrasi. Hasil validasi menunjukkan skor rata-rata ahli desain 3,83, ahli bahasa 3,75, dan ahli evaluasi 4,00 pada skala empat. Persentase kepraktisan meningkat dari 62,50% menjadi 93,75%, sedangkan kebermanfaatan berdasarkan persepsi guru meningkat dari 64,29% menjadi 85,71%. Rata-rata nilai portofolio kelompok kecil mencapai 80,80. Instrumen dinyatakan layak digunakan, meskipun reliabilitas antarpenilai dan keefektifan terhadap hasil belajar masih memerlukan pengujian lebih lanjut.
PENINGKATAN HASIL BELAJAR PENDIDIKAN PANCASILA MELALUI MODEL PEMBELAJARAN PICTURE AND PICTURE PADA MURID KELAS IV SD NEGERI 071154 ANAOMA Erlan Ndika Hulu; Indah Wijaya Lase; Yaredi Waruwu; Otilina Gulo
SOCIAL : Jurnal Inovasi Pendidikan IPS 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/social.v6i4.16440

Abstract

Low student learning outcomes in Pancasila Education are primarily driven by the lack of variation in instructional models applied by teachers in the classroom. This classroom action research aims to describe the implementation of the picture and picture learning model and analyze the improvement of learning outcomes in social and cultural diversity topics. The study was conducted in two cycles adapting the Kemmis and McTaggart model consisting of planning, acting, observing, and reflecting stages involving 17 fourth-grade students at SD Negeri 071154 Anaoma. Data were collected using activity observation sheets, objective achievement tests at the end of each cycle, and learning documentation. The results showed that student activity increased from 61.02% in Cycle I to 87.86% in Cycle II, while teacher activity improved from 80.00% to 93.30%. The mean score of student learning outcomes increased from 50.11 with 17.65% classical mastery in Cycle I to 83.64 with 100% classical mastery in Cycle II. ABSTRAK Rendahnya hasil belajar murid pada mata pelajaran Pendidikan Pancasila dilatarbelakangi oleh kurangnya variasi model pembelajaran yang diterapkan oleh guru di kelas. Penelitian tindakan kelas ini bertujuan untuk mendeskripsikan keterlaksanaan model pembelajaran picture and picture serta menganalisis peningkatan hasil belajar Pendidikan Pancasila pada materi keberagaman sosial dan budaya. Penelitian dilaksanakan dalam dua siklus dengan mengadaptasi model Kemmis dan McTaggart yang meliputi tahapan perencanaan, pelaksanaan, observasi, dan refleksi terhadap 17 murid kelas IV SD Negeri 071154 Anaoma. Data dihimpun melalui lembar observasi aktivitas, tes hasil belajar objektif pada setiap akhir siklus, serta dokumentasi kegiatan pembelajaran. Hasil penelitian menunjukkan bahwa persentase aktivitas murid meningkat dari 61,02% pada Siklus I menjadi 87,86% pada Siklus II, sedangkan aktivitas guru meningkat dari 80,00% menjadi 93,30%. Nilai rata-rata hasil belajar murid juga mengalami kenaikan dari 50,11 dengan ketuntasan klasikal 17,65% pada Siklus I menjadi 83,64 dengan ketuntasan klasikal mencapai 100% pada Siklus II.    
PENERAPAN STRATEGI PEMBELAJARAN ROLE PLAYING UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN PENDIDIKAN PANCASILA DI KELAS IV UPTD SDN 074038 TOHIA Datatuwu Pratama Waruwu; Agnes Renostini Harefa; Eka Periaman Zai; Indah Wijaya Lase
TEACHER : Jurnal Inovasi Karya Ilmiah Guru 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/teacher.v6i4.15641

Abstract

This study was motivated by the low learning outcomes of students in Pancasila Education, which was caused by a learning process that had not fully involved students actively. This study aimed to describe the implementation of the Role Playing learning strategy and analyze the improvement of students’ learning outcomes after its implementation. The study was conducted at UPTD SD Negeri 074038 TOHIA with 23 fourth-grade students as research subjects. This study employed Classroom Action Research conducted in two cycles. Each cycle consisted of planning, action implementation, observation, and reflection stages. The research instruments consisted of teacher activity observation sheets, student activity observation sheets, and learning outcome tests. Data were collected through observation and tests. The results showed that the implementation of the Role Playing strategy improved the quality of the learning process and students’ learning outcomes. Teacher activity increased gradually in each meeting, while student activity also showed increased involvement throughout the learning process. The learning test results showed that the average student score in Cycle I was 63.43 with classical mastery of 39.13%, which increased in Cycle II to 77.17 with classical mastery of 86.95%. This improvement indicates that Role Playing provided students with active, contextual, and meaningful learning experiences that helped them understand Pancasila Education material more effectively. Therefore, the Role Playing learning strategy can be used as an alternative learning strategy to improve students’ learning outcomes in Pancasila Education at the elementary school level. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik pada mata pelajaran Pendidikan Pancasila yang disebabkan oleh proses pembelajaran yang belum sepenuhnya melibatkan peserta didik secara aktif. Penelitian ini bertujuan untuk mendeskripsikan penerapan strategi pembelajaran Role Playing dan menganalisis peningkatan hasil belajar peserta didik setelah penerapan strategi tersebut. Penelitian dilaksanakan di UPTD SD Negeri 074038 TOHIA dengan subjek penelitian sebanyak 23 peserta didik kelas IV. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Instrumen penelitian berupa lembar observasi aktivitas guru, lembar observasi aktivitas peserta didik, dan tes hasil belajar. Teknik pengumpulan data dilakukan melalui observasi dan tes. Hasil penelitian menunjukkan bahwa penerapan strategi Role Playing dapat meningkatkan kualitas proses dan hasil pembelajaran. Aktivitas guru meningkat secara bertahap dari setiap pertemuan, demikian pula aktivitas peserta didik yang menunjukkan peningkatan keterlibatan selama pembelajaran. Hasil tes menunjukkan bahwa rata-rata hasil belajar peserta didik pada Siklus I sebesar 63,43 dengan ketuntasan klasikal 39,13%, kemudian meningkat pada Siklus II menjadi 77,17 dengan ketuntasan klasikal 86,95%. Peningkatan tersebut menunjukkan bahwa penerapan Role Playing mampu memberikan pengalaman belajar yang aktif, kontekstual, dan bermakna sehingga membantu peserta didik memahami materi Pendidikan Pancasila dengan lebih baik. Dengan demikian, strategi pembelajaran Role Playing dapat digunakan sebagai salah satu alternatif strategi pembelajaran untuk meningkatkan hasil belajar peserta didik pada mata pelajaran Pendidikan Pancasila di sekolah dasar.
Co-Authors Adrianus Bawamenewi Afore Tahir Harefa Anggelika Kristiani Bate'e Anggelika Kristiani Bate’e Bawamenewi, Arozatulo Berta Swit Lady Zebua Besti Ratna Hulu Datatuwu Pratama Waruwu Dernius Hura Desiaman Gea Devi Chrisman Lase Dios Tebendiga Gulo Duha, Maria Magdalena Edward Harefa Edward Harefa Eka Periaman Zai Eka Septianti Laoli Elisati Kurniawan Telaumbanua ELIYUNUS WARUWU Erlan Ndika Hulu Erlis Ventri Nosaria Gulo Evan, Evan Pebriana Citranita Gulo Evi Lestari Hulu Faisal Madani Famahato Lase Family Kristiani Gulo Fatiani Lase Fortin Wan Boi Gea Gea, Sepriman Gulo, Seven Rianto Gulo, Sumangeli Gulo, Yagusman Hardikupatu Gulo Harefa, Agnes Renostini Harefa, Dian Purnama Harefa, Envilwan Berkat Harefa, Hendrikus Otniel Nasozaro Harefa, Noveri Amal Jaya Harefa, Trisman Hosianna Rodearni Damanik Indah Restuti Gulo Indrawadi, Junaidi Jeni Derana Laoli Joni Blenes Shah Price Zai Justin Foera-era Lase Kasih Notatema Zalukhu Lase, Asali Lase, Berkat Persada Lase, Delipiter Lase, Famahato Listranitas Oliana Halawa Maret Markus Harefa Margaret Priska Iman Zebua Margareta Jelita Kristiani Mendrofa Maria Montessori Mastawati Ndruru Meidarman Zebua Mendrofa, Operianus Muhammad Yatim Natalia Kristiani Lase NETTI KARIANI MENDOFA Novelina Andriani Zega Novelina Andriani Zega Okniel Zebua Onirman Zai Operianus Mendrofa Otilina Gulo Otilina Gulo, Otilina Putri Sejahtera Zendrato Ratna Febriani Zai Revisi Gea Riana Riana Samselinar Lase Sepriman Gea Serasti Dohona Seven Rianto Gulo Sonnia Tentri Yanti Gea Sumangeli Gulo Waruwu, Krisman Waruwu, Lestari Waruwu, Toroziduhu Waruwu, Yaredi Winda Krisnasari Gea Yaredi Waruwu Yemima Destri Telaumbanua Yernima Lombu ZAI, EKA PERIAMAN Zalukhu, Fasilitator Zega, Dwi Cahyani