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PENGARUH PENGGUNAAN MEDIA KOMIK TERHADAP HASIL BELAJAR BAHASA INDONESIA SISWA KELAS V SD NEGERI 6 GIANYAR Raraswari, Komang Ayu; Mariani, Ni Nyoman; Ayu Suciartini, Ni Nyoman
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 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.v11i02.52648

Abstract

The low Indonesian language learning outcomes of fifth-grade students at SD Negeri 6 Gianyar are due to the lack of use of engaging learning media, which leads to students being less active and easily bored during the learning process. One effort that can be made to improve student learning outcomes is through the use of comics in learning. This study aims to determine the effect of comics on the Indonesian language learning outcomes of fifth-grade students at SD Negeri 6 Gianyar. The experimental design used a nonequivalent control group design. The theory used in this study is the theory of learning media and learning outcomes. The study population was 98 fifth-grade students, with a sample of 50 students from class VA as the experimental class and 48 students from class VB as the control class. The data collection technique used an objective test in the form of multiple choices through a pretest and post-test. Data analysis was carried out using descriptive statistics and inferential statistics with the help of the SPSS program. The results showed that the average pretest score of the experimental class was 67.7 and the control class was 66.67. After being given treatment, the average post-test score of the experimental class increased to 86.92, while the control class became 77.52. The results of the hypothesis test using the independent sample t-test obtained a significance value of 0.000 <0.05 so that Ha was accepted and Ho was rejected. Thus, it can be concluded that the use of comic media has a significant effect on the Indonesian language learning outcomes of fifth grade students of SD Negeri 6 Gianyar.
IMPLEMENTASI MODEL THINK PAIR SHARE (TPS) MELALUI DISKUSI KELOMPOK KECIL DALAM PEMBELAJARAN IPAS KELAS V DI SD NEGERI 2 BUNUTIN Wina Adnyani, Ni Wayan; Arini, Ni Wayan; Ayu Suciartini, Ni Nyoman
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52765

Abstract

Education is a process of developing students’ potential holistically, covering spiritual, cognitive, affective, and psychomotor aspects. In science learning, students are expected to actively understand natural and social phenomena; however, learning practices at SD Negeri 2 Bunutin were still predominantly teacher-centered, resulting in low student participation in discussions, limited confidence in expressing opinions, and less optimal independent thinking skills. This study aimed to describe the implementation of the Think Pair Share (TPS) model through small-group discussions in fifth-grade science learning at SD Negeri 2 Bunutin. This research employed a qualitative descriptive approach involving the fifth-grade homeroom teacher, fifth-grade students, and the school principal as research subjects. Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing techniques. The TPS model was implemented through several stages, including introductory activities, core learning activities, the think, pair, and share stages, and closing activities. The findings revealed that at the think stage students were given opportunities to think independently about the material or problems presented by the teacher. At the pair stage, students worked in small groups to exchange ideas and deepen their understanding, while at the share stage they presented discussion results to the class, fostering interaction and idea-sharing among peers. The implementation of the TPS model positively impacted student participation, collaboration, confidence in expressing opinions, and understanding of science concepts, although challenges such as limited instructional time and classroom conditions were still encountered during its implementation.
IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI DALAM KURIKULUM MERDEKA:STUDI KASUS GURU SD DI KELAS HETEROGEN DI SD N 26 PEMECUTAN Sagung Wulan Prami Ningrat, A.A; Anak Agung Ngurah Budiadnyana; Ni Nyoman Ayu Suciartini
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53409

Abstract

This study aims to describe the planning, implementation, assessment, challenges, and impacts of differentiated learning implementation at SD N 26 Pemecutan. This study used a qualitative approach with a case study research type. Data collection techniques were carried out through observation, interviews, and documentation. This study applied the theories of student-centered learning, constructivism theory, individual differences theory, assessment for learning, behavioristic theory, and social learning theory as the basis for research analysis. The data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that differentiated learning was implemented through adjustments to learning content, processes, and assessments according to students’ abilities. Teachers used strategies such as small group learning, scaffolding, peer tutoring, and various learning media. The challenges faced included time management, students’ learning readiness, and limited facilities. However, teachers made various efforts such as personal approaches, learning reflection, and flexible learning strategies. The implementation of differentiated learning had a positive impact on students’ activeness, self-confidence, and learning comprehension in heterogeneous classrooms.
IMPLEMENTASI GERAKAN LITERASI SEKOLAH MELALUI PROGRAM POJOK BACA SISWA KELAS IV B SD NEGERI 1 PENATIH Ni Made Oktaviani; Ni Nyoman Perni; Ni Nyoman Tri Wahyuni; Anak Agung Ngurah Budiadnyana; Ni Nyoman Ayu Suciartini
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.53700

Abstract

Literacy is the ability to read, write, and communicate within the context of society, language, culture, and social relationships related to knowledge. At the elementary school level, literacy development forms the foundation for students' learning. The School Literacy Movement (GLS) engages the whole school community students, teachers, principals, education staff, supervisors, committees, mass media, and the local community. This study specifically examines the implementation of the School Literacy Movement through the reading corner program for grade IV B students at SD Negeri 1 Penatih, describing challenges and outcomes. This descriptive qualitative study involved teachers, grade IV B students, and the principal, focusing on the School Literacy Movement through reading corners. Data collection used triangulation: observation, interviews, and documentation. The study, conducted at SD Negeri 1 Penatih, found that each classroom has a reading corner at the back, which positively impacts class IV B students' reading interest and supports literacy activities.
Co-Authors Agnes Fransisca Anak Agung Ngurah Budiadnyana Apriningsih, Ni Putu Asmara, Kadek Dwi Gina Darmini Darmini Dewa Ayu Made Ratih Kusumadewi Filisia Filisia, Filisia Gangga Lawranta Gek Diah Desi Sentana Gusti Ayu Dessy Sugihartini Harsananda, Hari I Dewa Gede Aditya Pradnyana Putra I Made Adi Brahman I Made Arsa Wiguna I Made Denny Chrisna Putra I Made Sukariawan I Nyoman Linggih I Nyoman Linggih, I Nyoman I NYOMAN PAYUYASA . I Nyoman Subrata I Nyoman Sueca I Nyoman Temon Astawa Ida Ayu Diah Larasanthi Ida Ayu Putu Linda Wulandari Ida Bagus Hari Kayana Putra Kadek Dedy Herawan Kadek Jaya Wiguna Kd Jayanthi Riva Prathiwi Luh Dewi Pusparini Luh Dewi Pusparini Made Nadia Anjani Putri Mariani, Ni Nyoman Ni Kadek Ariantini Ni Kadek Ayu Pramudia Cahyani Ni Komang Ayu Lestari Dewi Ni Komang Dewi Anjani Paramita Ni Luh PT Putriyani Dewi Ni Luh PT. Putriyani Dewi Ni Luh Putu Unix Sumartini Ni Luh Putu Unix Sumartini Ni Luh Putu Unix Sumartini Ni Luh Putu Unix Sumartini, Ni Luh Putu Unix Ni Made Anggreni Ni Made Muliani Ni Made Oktaviani Ni Nyoman Mariani Ni Nyoman Perni Ni Nyoman Tri Wahyuni Ni Nyoman Yunika Kurniarini Ni Putu Linda Pramesti Ni Wayan Arini Ni Wayan Karuni Arisa Putri Ni Wayan Sariani Binawati Ni Wayan Sariani Binawati Payuyasa, I Nyoman Payuyasa payuyasa, payuyasa Pratama, I Putu Wahyu Pratama, Putu Wahyu Putra, Ida Bagus Hari Kayana Putu Ayu Septiari Dewi Putu Indah Widhiandari Raraswari, Komang Ayu Sagung Wulan Prami Ningrat, A.A Sang Ayu Kompiang Diantari Sedana Suci, I Gede Sugiharni, Gusti Ayu Dessy Wedha, I Wayan Putu Artha Wina Adnyani, Ni Wayan