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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang JPNM : Jurnal Pustaka Nusantara Multidisiplin Academia Open Jurnal Kelimuan Teknologi dan Pendidikan Terpadu (TEKDIKA)
Abdulah
Universitas Muhammadiyah Muara Bungo
Religion Humanities Economics, Econometrics & Finance Education Medicine & Pharmacology Public Health Social Sciences

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PENINGKATAN PROSES DAN HASIL BELAJAR PESERTA DIDIK DENGAN MENGGUNAKAN MODEL TEAM GAMES TOURNAMENT PADA PELAJARAN PENDIDIKAN PANCASILA DI KELAS VA SDIT AL-AKHYAR Dian Maretha; Abdulah; Iri hamzah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.8001

Abstract

This study is motivated by the low learning process and outcomes of students in class V A at SDIT Al-Akhyar, as seen from the average scores of the students’ Final Exams. The purpose of this research is to identify improvements in the learning process and outcomes of students through the application of the Team Games Tournament (TGT) model in Pancasila Education lessons.The research method used is Classroom Action Research (CAR). This study was carried out in two cycles, each consisting of planning, action implementation, observation, and reflection. The subjects of this study were 19 students of Class V A at SDIT Al-Akhyar. Data collection used in this research included both qualitative and quantitative data. Qualitative data consisted of teacher and student observation sheets, while quantitative data consisted of: (1) the percentage results obtained from Yes and No answers in observation sheets, and (2) test scores given in each cycle.The results obtained from the study include: 1) an increase in the learning process using the TGT model in Pancasila Education lessons from 58% in cycle I to 79% in cycle II, 2) student learning outcomes in Pancasila Education improved each cycle after the application of the TGT model. The learning outcomes reaching the Minimum Completeness Criteria (KKTP) were 47% in cycle I and increased to 79% in cycle II.Based on the results of the research conducted, there was an improvement in the learning process and outcomes in class V A at SDIT Al-Akhyar through the application of the TGT model in Pancasila Education lessons.
Implementation of the Pancasila Learner Profile Strengthening Project in Elementary Schools: Implementasi Projek Penguatan Profil Pelajar Pancasila di Sekolah Dasar Ghefira Azka Ainun Nisa; Abdulah; Refril Dani
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11627

Abstract

General Background: Indonesia’s transition to the Merdeka Curriculum aims to address declining educational quality, as reflected in PISA 2019 scores and post-pandemic learning losses. Specific Background: One hallmark of this curriculum is the Pancasila Student Profile Strengthening Project (P5), which promotes cross-disciplinary learning to foster character and 21st-century skills. Knowledge Gap: Prior research has centered on policy-level analysis, with limited empirical studies exploring real implementation of P5 in rural elementary schools, especially regarding internal barriers and school-specific dynamics. Aim: This study examines the implementation, obstacles, and outcomes of P5 at SDN 183/II Sumber Mulya using a mixed-methods approach involving 7 teachers and 15 students. Results: Teacher participation scored 83.29%, while student participation reached 73.59%, indicating a gap in readiness and understanding. Major barriers include limited digital literacy, inadequate training, and teacher workload. Nonetheless, the project yielded tangible products, character development, and improved skills. Novelty: The study highlights localized, contextual analysis of P5 in a rural setting through triangulated qualitative and quantitative data—an approach rarely used in similar studies. Implications: Findings emphasize the need for targeted support, such as community-based learning strategies and local resource utilization, to ensure inclusive and sustainable P5 implementation aligned with national character-building goals.Highlight : Implementation Gap: Teachers show higher readiness and understanding (83.29%) than students (73.59%) in P5 execution. Key Obstacles: Major issues include limited digital skills, lack of training, and high teacher workload. Practical Outcomes: P5 results in character growth, tangible products, and enhanced student skills. Keywords : P5 Implementation, Teacher Obstacles, Student Participation, Project Outcomes, Elementary Context
Penerapan Model Pembelajaran Kooperatif Tipe Talking Stick Berbantu Kartu Bergambar Untuk Meningkatkan Hasil Belajar Pendidikan Pancasila Juliana Juliana; Abdulah; Randi Eka Putra
JURNAL KEILMUAN TEKNOLOGI DAN PENDIDIKAN TERPADU Vol. 1 No. 1 (2025): Keilmuan Teknologi dan Pendidikan Terpadu
Publisher : CV. DIGITIAL EDUKASI NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65841/tekdika.v1i1.15

Abstract

This research is based on the academic achievement of Pancasila Education subjects of third grade students at SDN 130/II Pasir Putih which is still less than optimal. due to the lack of active student participation and the dominance of lecture methods that cause students to be passive. Research This research aims to improve learning activities and student academic achievement by implementing certain learning strategies. Cooperative learning model Talking Stick type assisted by picture cards. This research method applies a two-round Classroom Action Research (CAR) learning method that includes the preparation, implementation, observation, and evaluation phases. The research subjects involved 15 third grade students. Research data was obtained through the process of collecting and observing as well as evaluation questions. The research findings show significant progress in the implementation of learning starting from 66.67% in the first cycle, while in the second cycle it reached 94.44% with a very good classification. Student involvement increased classically with 86.67% of students achieving KKTP. The Cooperative learning model Talking Stick type assisted by picture cards has been proven effective in maximizing the quality of the process and learning outcomes of Pancasila Education.
Peningkatan Kemampuan Berpikir Kritis Peserta Didik Menggunakan Model Problem Based Learning Pada Pembelajaran IPAS Putri Oktaviani; Sundahry; Abdulah
JURNAL KEILMUAN TEKNOLOGI DAN PENDIDIKAN TERPADU Vol. 1 No. 2 (2026): Keilmuan Teknologi dan Pendidikan Terpadu
Publisher : CV. DIGITIAL EDUKASI NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65841/tekdika.v1i2.205

Abstract

Abstract This research is motivated by the low critical thinking ability of students in science learning in grade I. The purpose of this study is to determine the improvement of the learning process and critical thinking ability of students using the Problem Based Learning (PBL) model. The method used is Classroom Action Research (CAR) which is carried out in two cycles. Each cycle consists of four stages, namely planning, implementation, observation, and reflection. The research subjects were 20 grade IV students. Data collection techniques were observation, tests, and documentation. In cycle I, the learning process of students reached 60% with a less good category. In cycle II, the learning process of students increased to 75% with a good category. In cycle I, the critical thinking ability of students reached 55% with a fairly critical category. In cycle II, the critical thinking ability increased to 75% with a critical category. Thus, it can be concluded that the Problem Based Learning model can improve the learning process and critical thinking ability of students in science learning in grade IV. This study shows that the Problem Based Learning model can be used as an alternative effective learning model to increase student involvement in the learning process and develop critical thinking skills in science learning in elementary schools. Keywords: Learning Process; Critical Thinking; Problem Based Learning; IPAS
Peningkatan Proses dan Hasil Belajar Pendidikan Pancasila Menggunakan Model Discovery Learning di Kelas IV SD IT Insan Mulia Merangin Elza April Lia; Abdulah; Elvima Nofrianni
JPNM Jurnal Pustaka Nusantara Multidisiplin Vol. 4 No. 4 (2026): October : Jurnal Pustaka Nusantara Multidisiplin (ACCEPTED)
Publisher : SM Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59945/jpnm.v4i4.1565

Abstract

Penelitian ini bertujuan mendeskripsikan peningkatan proses dan hasil belajar Pendidikan Pancasila melalui penerapan model Discovery Learning pada peserta didik kelas IV SD IT Insan Mulia Merangin. Penelitian menggunakan penelitian tindakan kelas yang dilaksanakan dalam dua siklus, dengan setiap siklus meliputi perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian berjumlah 19 peserta didik, terdiri atas 10 laki-laki dan 9 perempuan. Data dikumpulkan melalui observasi aktivitas pendidik dan peserta didik, lembar kerja peserta didik, tes hasil belajar, serta dokumentasi. Data dianalisis secara deskriptif kualitatif dan kuantitatif menggunakan persentase keterlaksanaan dan ketuntasan belajar. Hasil penelitian menunjukkan keterlaksanaan pembelajaran oleh pendidik meningkat dari 63% dan 73% pada siklus I menjadi 80% dan 85% pada siklus II. Proses belajar peserta didik meningkat dari 37% dan 53% menjadi 68% dan 79%. Ketuntasan evaluasi belajar juga meningkat dari 63% pada siklus I menjadi 79% pada siklus II, melampaui KKTP 68. Penerapan Discovery Learning membantu peserta didik lebih aktif berdiskusi, bekerja sama, mengemukakan pendapat, dan mengaitkan nilai Pancasila dengan kehidupan sehari-hari secara mandiri. Temuan ini menegaskan bahwa pembelajaran berbasis penemuan menjadi alternatif untuk memperbaiki Pendidikan Pancasila di sekolah dasar.
Co-Authors Dian Maretha Elza April Lia Ghefira Azka Ainun Nisa Iri Hamzah Juliana Juliana Nofrianni, Elvima Putra, Randi Eka Putri Oktaviani Refril Dani Sundahry, Sundahry