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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Pedagogika : Jurnal Pedagogik dan Dinamika Pendidikan SOCIAL : Jurnal Inovasi Pendidikan IPS Jurnal Wawasan Pendidikan JURNAL PENDIDIKAN DAN ILMU FISIKA Indonesian Journal of Research and Educational Review (IJRER) German für Gesellschaft (J-Gefüge) Primary Didactic: Jurnal Pendidikan Sekolah Dasar Honoli of Journal Primary Teacher Education
Ritiauw, Leonid
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Self Directed Learning Model on Social Sciences Learning Outcomes in Grade IV Students of Elementary School Ibrahim, Iin Rohkmawati; Ritiauw, Samuel P; Ritiauw, Leonid
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4385

Abstract

The low learning outcomes of students in social sciences, especially in the material of cultural traditions in Indonesia, are often caused using learning models that do not encourage students' independence in exploring the material. This study aims to examine the effect of the self-directed learning model on the learning outcomes of fourth-grade students at Elementary School 2 Latihan SPG Ambon in the social studies subject of cultural traditions in Indonesia. Method: This study uses a quantitative approach with an experimental method. Data collection techniques include written tests, observation, and documentation. Data analysis is carried out through instrument validity and reliability tests, as well as prerequisite tests that include normality and homogeneity tests. Hypothesis testing is conducted to ascertain the significant impact among variables. The results of the study indicate that the self-directed learning model has a significant effect on improving student learning outcomes. This improvement is evidenced by the rejection of H0 and acceptance of Ha through the acquisition of a significance value of 0.000, which is smaller than the significance level of 0.05 (0.000 < 0.05). Descriptive analysis strengthens the finding that the application of this model effectively encourages better academic achievement. This research contributes to teachers' selection of innovative, student-centered learning models to improve the quality of social studies instruction in elementary schools. Furthermore, these results serve as a reference for schools in their efforts to increase the effectiveness of their independent learning-based curriculum.
Controversial Issue Learning Model: Social Studies Learning Outcomes at Elementary School Matital, Dean R.; Mahananingtyas, Elsinora; Ritiauw, Leonid
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4386

Abstract

Innovative learning strategies are needed to help elementary school students understand complicated social studies topics like ethnic and religious diversity. This report is based on Nuruwe Christian Elementary School fourth graders' dismal learning outcomes. This study examines whether the controversial issue learning paradigm improves social studies learning in Nuruwe Christian Elementary School fourth graders. Two cycles of Classroom Action Research (CAR) were used. Each cycle includes planning, action, observation, and reflection. The study included 12 Nuruwe Christian Elementary School fourth graders. Testing, observation, and documentation using test and observation sheets acquired data. Data analysis was carried out using individual assessment techniques and calculating the average value of learning outcomes. The results of the study indicate that the application of the controversial issue learning model to the material about ethnic and religious diversity in my country can significantly improve student learning outcomes. This model has been proven to help teachers in presenting more dynamic and effective learning variations in the classroom. This study provides innovative learning strategies that assist teachers in creating meaningful and beneficial learning activities. In addition, this study enriches references regarding the use of controversial issues as educational media to increase student engagement and academic achievement at the elementary school level.
PENANAMAN SIKAP SOSIAL DAN EMOSIONAL MELALUI PEMBELAJARAN IPAS PADA SISWA KELAS IV SEKOLAH DASAR Arista, Eka; Mahananingtyas, Elsinora; Ritiauw, Leonid
Jurnal Wawasan Pendidikan Vol 6, No 1 (2026)
Publisher : Fakultas Ilmu Pendidikan, Universitas Persatuan Guru Republik Indonesia Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jwp.v6i1.26719

Abstract

Penanaman sikap sosial dan emosional merupakan bagian penting dalam pembelajaran IPAS di sekolah dasar, khususnya dalam mendukung pembentukan karakter peserta didik. Pembelajaran IPAS tidak hanya menekankan pada penguasaan pengetahuan, tetapi juga pada pengembangan sikap sosial dan emosional siswa melalui interaksi, kerja kelompok, dan pembiasaan nilai-nilai positif di kelas. Penelitian ini bertujuan untuk mendeskripsikan proses penanaman sikap sosial dan emosional peserta didik kelas IV SD Negeri 2 Ambon melalui pembelajaran IPAS. Penelitian ini menggunakan metode kualitatif dengan penndekatan fenomenologi. Teknik pengumpulan data dilakukan melalui angket (kuesioner) sebagai alat bantu untuk memperoleh gambaran sikap sosial dan emosional siswa, serta didukung dengan analisis deskriptif terhadap hasil respon peserta didik. Data dianalisis secara kualitatif dengan menafsirkan kecenderungan sikap yang muncul selama proses pembelajaran. Hasil penelitian menunjukkan bahwa secara umum sikap sosial dan emosional peserta didik berada pada kategori baik. Pada aspek sikap sosial, siswa menunjukkan perilaku sopan santun, kerja sama, tanggung jawab dalam kelompok, sikap terbuka terhadap perbedaan, serta partisipasi aktif dalam kegiatan pembelajaran. Sementara itu, pada aspek sikap emosional, siswa cukup mampu mengenali dan mengelola emosi, menunjukkan motivasi belajar, serta memiliki kepedulian terhadap perasaan teman. Implikasi penelitian ini menunjukkan bahwa pembelajaran IPAS dapat menjadi sarana efektif dalam menanamkan sikap sosial dan emosional apabila didukung oleh keteladanan guru, pembiasaan, serta kegiatan pembelajaran yang berpusat pada siswa.
The Deep Learning Approach to Improve Learning Interest in Cultural Heritage Material at Private Elementary School Lesnussa, Lala Sentia; Abdurrachman, Ode; Ritiauw, Leonid
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4527

Abstract

Learning about cultural heritage in elementary schools is often less popular due to the presentation being theoretical and less relevant to the students' life context. This study aims to test the effectiveness of the deep learning approach in increasing the learning interest of fifth-grade students at Fena Fafan Private Elementary School 12 in this material. Using a quantitative method with a pre-experimental design (one-group pretest-posttest), this study involved 19 students as a sample. Data were analyzed statistically using a paired t-test and the N-Gain test. The results showed that the deep learning approach significantly increased students' interest and learning outcomes. This was evidenced by the results of the hypothesis test, which showed a significant difference between the pretest and posttest scores (p = 0.000), as well as the N-Gain score of 0.74, which was included in the High category. The implementation of the principles of mindfulness, meaningful, and joyful learning successfully shifted the learning paradigm to be student-centered and created an interactive classroom atmosphere. In addition to increasing motivation and enthusiasm, this approach proved effective in developing 21st-century skills (4Cs) by contextual media and the involvement of local partners. This research provides practical contributions for educators in adopting alternative strategies that can transform theoretical material into in-depth and enjoyable learning experiences.
STAD Learning Model and Learning Styles: Learning Outcomes of Fifth-Grade Students at Primary School Rahawarin, Jela A.; Ritiauw, Samuel P.; Ritiauw, Leonid
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4595

Abstract

Use of less diverse learning models and neglect of students' learning styles can lead to inferior social studies learning outcomes in elementary school children and a lack of classroom participation. This study examines how the Student Teams Achievement Division (STAD) learning model and learning styles affect fifth-grade social studies learning results in Primary School 2 Latihan Ambon. This experiment used a 2x3 factorial analysis and a posttest-only control group. All Primary School 2 Latihan Ambon pupils were studied, with 42 students divided into an experimental class (22 students) using the STAD model and a control class (20 students) using the TGT model, which stands for Teams Games Tournament, another cooperative learning model. A validated learning style questionnaire and learning outcome test were employed. Data was evaluated with a two-way ANOVA. The research findings showed that: (1) The STAD learning model had a significant effect on student learning outcomes (Sig. 0.000 < 0.05), with the average score of the experimental class (81.667) higher than the control class (63.267). (2) Learning styles have a significant influence on learning outcomes (Sig. 0.000 < 0.05), where students with visual learning styles achieved the highest score (84.400), followed by kinesthetic (69.800) and auditory (63.200). (3) There is a significant interaction between learning models and learning styles on student learning outcomes (Sig. 0.002 < 0.05). This study helps educators map student learning styles before choosing a model. These findings also support the STAD cooperative model's ability to boost primary school social studies material achievement.
Horay Course Review Learning Model: Student Learning Outcomes in Material of Hindu-Buddhist Kingdom in Indonesia Lumamena, Tasya; Ritiauw, Leonid; Ritiauw, Samuel P.
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4596

Abstract

Learning the history of the Hindu-Buddhist Kingdoms in Indonesia is often considered boring by elementary school students due to the broad scope of material and conventional teaching methods, which have an impact on low student learning outcomes in class. This study aims to determine the effect of the Course Review Horay (CRH) learning model on student learning outcomes on the material of the Hindu-Buddhist Kingdoms in Indonesia for fifth-grade students at Elementary School 1 Passo. This type of research is an experimental study with a Pretest-Posttest Control Group Design. The study population included all fifth-grade students of Elementary School 1 Passo, totaling 38 students, consisting of class V-a as the experimental group (19 students) and class V-b as the control group (19 students). The research instrument used a learning outcome test in the form of 30 multiple-choice questions that have been tested for validity and reliability. The data analysis technique used an independent sample t-test with a significance level of 0.05. The results showed a Sig. (2-tailed) value of 0.000 <0.05, which indicates a significant difference between the learning outcomes of students in the experimental class and the control class. The average posttest score of the experimental class was 12.053 points higher than that of the control class. Therefore, it can be concluded that the Course Review Horay learning model significantly improves student learning outcomes on the Hindu-Buddhist Kingdoms topic. This research contributes to elementary school teachers' implementation of a fun and interactive cooperative learning model. The CRH model has been proven to create a conducive learning environment to improve students' understanding of narrative history material.
Co-Authors Abdurrachman, Ode Arista, Eka Aziz, Rizki Amelia Beruatwarin, Aprilia Mingsi Elsinora Mahananingtyas Facey, Ima Hallatu, Yosepus Anthony Hukubun, Imelda Hukunala, Desy Ibrahim, Iin Rohkmawati Laritmas, Nick Selfianus Lesnussa, A. Lesnussa, Lala Sentia Lumamena, Tasya Maipauw, Musa Marsel Makay, Daniel Erwin Matital, Dean R. Meute, Sulce Nanlohy, Monalisa Nathalia Yohana Johannes Putnarubun, Merlin Getdha Rahaningmas, Rofika Azzahra Rahawarin, Jela A. Ritiauw, Samuel P. Samuel Patra Ritiauw Saununu, Joy Mores Sengo, Angel Cecilia Solissa, Maya Vionita Soselisa, Lientje Fresty Taliak, Ruth R. L. Tarpono, Wasti Uniwaly, Desy Veny, Lista