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All Journal Journal of Innovation and Research in Primary Education Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Muhammad Fasli
Universitas Tadulako
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Problem-Based Learning with Environmental Integration: An Action Research Study on Fifth-Grade Indonesian Language Achievement Miftahul Hidayati; Rizal Rizal; Muhammad Aqil; Kadek Hariana; Muhammad Fasli; Surahman Wilade
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.v5i1.2789

Abstract

Student learning outcomes in Indonesian language subjects remain suboptimal in rural elementary schools, necessitating pedagogical innovations that leverage locally available resources. This study examined the effectiveness of implementing a Problem-Based Learning (PBL) model assisted by environmental resources in improving Indonesian language learning outcomes among fifth-grade students. This classroom action research employed the Kemmis and McTaggart spiral model across two cycles at SDN 3 Sirenja, involving nine fifth-grade students. Data were collected through structured observation protocols documenting teacher and student activities, field notes, and criterion-referenced achievement tests. Quantitative data were analyzed using descriptive statistics to determine individual absorption rates and classical learning mastery, while qualitative data underwent thematic analysis following Miles, Huberman, and Saldaña's framework. Classical learning completeness increased dramatically from 11.11% at baseline to 88.88% in Cycle II, exceeding the institutional standard of 80%. Classical absorption rates improved from 32.22% to 80%, while teacher activity increased from 80.64% to 87.17% and student activity rose from 71.42% to 87.90%, indicating transformed classroom dynamics. The findings demonstrate that environment-assisted PBL significantly enhances Indonesian language learning in rural contexts by transforming passive instruction into active, student-centered learning. This approach offers a sustainable pedagogical model for resource-constrained schools, leveraging local environmental resources rather than requiring expensive materials or technology infrastructure.
Improving Sixth-Grade Students' Speaking Competence through the Storytelling Method in Indonesian Language Learning Musdalifah Ibrahim; Muhammad Aqil; Surahman Wilade; Yun Ratna Lagandesa; Muhammad Fasli
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.v5i1.2903

Abstract

This classroom action research investigated the effectiveness of the storytelling method in enhancing sixth-grade students' speaking skills in Bahasa Indonesia instruction at SDN 2 Inpres Matanga, Central Sulawesi, Indonesia. The study addressed persistent challenges of limited oral expression, speaking anxiety, and teacher-centered instruction that restrict students' communicative competence development. Employing Kemmis and McTaggart's action research model, the intervention was implemented across two cycles with 20 students (8 boys, 12 girls) during September 2025. Data were collected through structured observations, speaking performance assessments, questionnaires, and documentation, analyzed using descriptive statistics and qualitative methods. Results demonstrated substantial improvements across all speaking dimensions: pronunciation increased from 60.71% to 85.71%, language use from 67.86% to 96.43%, intonation from 57.14% to 85.71%, and creativity with confidence from 62.50% to 92.86%. Overall performance advanced from 62.05% (Fair) to 90.18% (Excellent), with universal mastery achievement (100% of students) and active participation rising from 63% to 92.85%. Teacher performance improved from 90% to 100%. These findings validate storytelling as an effective pedagogical strategy grounded in constructivist, sociocultural, and communicative language teaching frameworks. The method successfully transformed passive learners into confident speakers by providing authentic communicative contexts, reducing speaking anxiety, and fostering collaborative classroom culture. This study contributes empirical evidence supporting narrative-based instruction in elementary language education and offers practical strategies for developing students' oral communication competence.
Exploring Contextual Teaching Effects on Student Motivation in Elementary Language Learning Alma Safira; Yusdin B M Gagaramusu; Khairunnisa Khairunnisa; Muhammad Fasli; Nurul Fitria Fitria Aras; Surahman Wilade
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.v5i1.3278

Abstract

Low student motivation in Indonesian language learning at the elementary level remains a persistent pedagogical challenge, often stemming from conventional teaching approaches that fail to connect academic content with students' lived experiences. This study examined the effect of Contextual Teaching and Learning (CTL) on fourth-grade students' learning motivation in Indonesian language instruction. A quasi-experimental one-group pretest-posttest design was employed with 28 fourth-grade students at Al-Khairaat Tondo Elementary School, Palu City, Indonesia. Data were collected through learning motivation questionnaires, classroom observations, semi-structured interviews, and documentation. Analysis included descriptive statistics, Shapiro-Wilk normality test, and paired-samples t-test. Observational data revealed high student engagement (80-100% participation), with most students categorized as having Good (n=13) or Very Good (n=6) motivation levels post-intervention. Descriptive statistics showed an increase in mean scores from 64.27 (pretest) to 69.12 (posttest). However, inferential analysis indicated this difference was not statistically significant, t(24) = -0.716, p = 0.481. While CTL implementation was associated with enhanced classroom engagement and positive motivational responses, the intervention did not produce statistically significant changes in self-reported motivation. The findings suggest CTL holds pedagogical value for fostering participatory learning environments but requires extended duration and complementary autonomy-supporting strategies to generate measurable motivational shifts. Future research should employ control-group designs with longer intervention periods.
Adaptive Classroom Management Strategies and Student Learning Discipline in a Rural Elementary School Riska Tolodo; Bau Ratu; Pahriadi Pahriadi; Herlina Herlina; Muhammad Fasli
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3486

Abstract

Effective classroom management is fundamental to fostering student learning discipline, yet empirical evidence from rural, resource-constrained elementary schools remains limited. This study examined how teachers' classroom management strategies contribute to creating a conducive learning environment and improving student discipline in such an underrepresented context.  A qualitative descriptive design was employed at SDN Inpres Sumondung, Banggai Islands Regency, Central Sulawesi. One Grade III classroom teacher and four students were selected through purposive sampling. Data were collected via structured classroom observations, semi-structured interviews, and documentation, then analyzed using Miles et al.'s (2014) interactive model,  comprising data reduction, display, and conclusion drawing ,  with triangulation to ensure trustworthiness.  Five classroom management strategies were consistently observed: collaborative rule-setting, flexible physical environment arrangement, structured instructional time management, persuasive teacher–student interaction, and systematic positive reinforcement. Student learning discipline was predominantly demonstrated through punctual attendance and assignment completion, while rule compliance during learning remained partial.  These strategies collectively fostered a participatory and relational classroom climate that supported student discipline even under severe infrastructural constraints. Notably, teacher-improvised micro-zone arrangements produced unexpected reductions in off-task behavior, suggesting that spatial agency can partially compensate for resource deficits.  Adaptive, relational, and participatory classroom management practices can effectively cultivate learning discipline in rural elementary schools, advancing the proposition that teacher agency, not resource adequacy, constitutes the primary determinant of management effectiveness.
Pengaruh Penggunaan Media Digital Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Bahasa Indonesia di Sekolah Dasar Oktaviani Karolina Topuha; Rizal Rizal; Muhammad Aqil; Yusdin Bin M. Gagaramusu; Muhammad Fasli
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 1 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i1.866

Abstract

This study aims to analyze the learning outcomes of students whose learning process involves the use of digital media in Indonesian language subjects for fifth grade students of SD Inpres 2 Talise. This study used a quantitative approach with a pre-experimental design in the form of a one-group pretest-posttest design. The population in this study consisted of all fifth grade students in the 2024/2025 school year totaling 19 students. The sample used was the fifth grade of SD Inpres 2 Talise consisting of 19 students, with the sampling technique using saturated sampling. Data collection techniques include learning outcomes tests, observation sheets, interviews, and documentation. Data analysis used in this study was descriptive and inferential statistical analysis. The results showed that the average pretest score was 45.63 and the average posttest score was 79.95. Based on the results of research on the effect of using digital media on student learning outcomes in Indonesian language subjects in the fifth grade of SD Inpres 2 Talise, the researcher concluded that the use of digital media has a significant effect on student learning outcomes. This is shown by calculations using SPSS version 23, where the sig value (2-tailed) = 0.000 <0.05, so that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted, which means that the use of digital media affects student learning outcomes in Indonesian language subjects for fifth grade students of SD Inpres 2 Talise.
Pengaruh Model Problem Based Learning (PBL) dengan berbantuan Media Wordwall terhadap Hasil Belajar Siswa pada Mata Pelajaran Bahasa Indonesia Nurhalisa Nurhalisa; Rizal Rizal; Muhammad Aqil; Yun Ratna Lagandesa; Muhammad Fasli
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 1 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i1.867

Abstract

This study investigates the impact of the Problem-Based Learning (PBL) model supported by Wordwall media on the learning outcomes of fourth-grade students in Indonesian language subjects at SD Negeri Lasoani. The research employed a pre-experimental design with a one-group pretest-posttest approach. The study sample consisted of 18 students. Data collection methods included interviews, tests, and documentation. The analysis involved prerequisite tests, such as the normality test, and hypothesis testing using the Paired Sample T-test with IBM SPSS Statistics version 23. The findings indicated that the Problem-Based Learning (PBL) model, supported by Wordwall media, significantly influenced student learning outcomes. This was confirmed through hypothesis testing with a significant value of 0.000, which is less than 0.05, thus leading to the acceptance of Ha and rejection of Ho. This result demonstrates that the PBL model with Wordwall media positively impacts student learning. Therefore, it can be concluded that the PBL model with Wordwall media is effective in enhancing the learning outcomes of fourth-grade students in Indonesian language subjects at SD Negeri Lasoani. This study underscores the effectiveness of combining PBL with interactive media like Wordwall to boost student engagement and improve critical thinking and problem-solving abilities. It also highlights the role of technology in education, making learning more engaging and accessible. Future studies could examine the use of other media in PBL and its effect on learning outcomes in diverse educational settings.
Co-Authors Alma Safira Bau Ratu Herlina, Herlina Kadek Hariana Khairunnisa Khairunnisa Miftahul Hidayati Muhammad Aqil Musdalifah Ibrahim Nurhalisa Nurhalisa Nurul Fitria Fitria Aras Oktaviani Karolina Topuha Pahriadi Riska Tolodo Rizal, Rizal Surahman Wilade Yun Ratna Lagandesa Yusdin B M Gagaramusu Yusdin Gagaramusu