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All Journal Indonesian Journal of Educational Development (IJED) Journal of Innovation and Research in Primary Education Jurnal DIKDAS
Aras, Nurul Fitria
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Education Languange, Linguistic, Communication & Media Mathematics Other

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IDENTIFICATION OF BEGINNING READING DIFFICULTIES IN CLASS II PRIMARY SCHOOL STUDENTS Herlina, Herlina; Mayui, Novin; Fasli, Muhammad; Aras, Nurul Fitria
Indonesian Journal of Educational Development (IJED) Vol. 5 No. 2 (2024): August
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v5i2.3838

Abstract

This research aims to determine: 1) the difficulties faced by students in beginning reading, 2) teachers' efforts to overcome students' beginning reading difficulties, and 3) factors that cause difficulties in beginning reading. This research uses a qualitative approach with a phenomenological design. The research subjects were 14 students in class II of SD Inpres Bumi Sagu. Data was collected using observation, interviews and document study techniques. The data analysis used is data condensation, data presentation and drawing conclusions/verification. The results of this research show that the difficulties experienced by students in beginning reading are that they do not know letters, are slow in reading, students cannot yet read, letters and words are often confused, and have difficulty spelling. The factors that cause students to experience difficulty in reading at the beginning are internal factors which include the child's psychology and external factors, namely the family environment and the learning environment at school. The teacher's efforts to overcome this problem are by applying the EGRA teaching method, spelling method, sound method (phonic), syllabic method (silabel) and the method of the word institution.
Pengaruh Model Pembelajaran Berbasis Proyek (Pjbl) Terhadap Motivasi Belajar Siswa Pada Mata Pelajaran Ips Kelas V Sd Inpres 3 Tondo Rinawanti, Rinawanti; Aras, Nurul Fitria; Rizal, Rizal; Pratama, Ryan Andhika
JURNAL DIKDAS Vol. 12 No. 2 (2024): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v12i2.3992

Abstract

This study aims to determine the effect of project-based learning model (PjBL) on the learning motivation of fifth grade students at SD Inpres 3 Tondo. The research method used was a quasi experiment type nonequivalent control group design. In this study, the VA and VB classes of SD Inpres 3 Tondo. The research instruments were learning motivation questionnaire, PjBL questionnaire, teacher and student observation sheets. The data analysis technique in this study is a hypothesis test using a non-parametric statistical test using the Man Whitney U test technique and based on the posttest calculation of the control and experimental classes obtained Asymp. Sig. (2-tailed) of 0.046 <0.05. This shows that Ho is rejected and Ha is accepted, so the average social studies learning motivation of students in the experimental class is different from the average social studies learning motivation of students in the control class and it can be concluded that there is an effect of using a project-based learning model on social studies learning motivation of fifth grade students of SD Inpres 3 Tondo.
Enhancing Students’ Learning Outcomes in Science and Social Studies through the Inquiry-Based Learning Model in Grade V Elementary School Selpianti, Selpianti; Zulnuraini, Zulnuraini; Khairunnisa, Khairunnisa; Aras, Nurul Fitria; Wilade, Surahman
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2566

Abstract

Despite the integration of Science and Social Studies (IPAS) under Indonesia's Kurikulum Merdeka, classroom practices remain predominantly teacher-centered, resulting in low student engagement and inadequate achievement of minimum mastery criteria. This study examined the effectiveness of inquiry-based learning in addressing these pedagogical challenges. Employing a classroom action research design, this study was conducted with 28 fifth-grade students at SD Inpres 3 Tondo, Palu, across two iterative cycles. Data were collected through systematic classroom observations using structured protocols and achievement tests validated through expert review (content validity index = 0.89, KR-20 reliability = 0.82). Analysis examined teacher instructional quality, student engagement patterns, and learning outcomes across cycles. Implementation of inquiry-based learning produced substantial improvements across all measured dimensions. Teacher instructional quality advanced from 70% to 90%, while student engagement increased from 59% to 75%. Most notably, classical learning mastery improved dramatically from 78% in Cycle I to 96% in Cycle II, with classical absorption rising from 74% to 89%, indicating significant conceptual understanding gains. Inquiry-based learning effectively enhances IPAS learning outcomes by fostering active participation, critical thinking, and collaborative knowledge construction. These findings validate inquiry pedagogy as a viable approach for implementing integrated curriculum within Indonesian elementary education, providing empirical support for constructivist learning principles in authentic classroom contexts.
Co-Authors Fasli, Muhammad Herlina Herlina Khairunnisa Khairunnisa Mayui, Novin Pratama, Ryan Andhika Rinawanti, Rinawanti Rizal Rizal Selpianti, Selpianti Surahman Wilade Zulnuraini