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Silalahi, Eka Kartika
Pendidikan Guru Sekolah Dasar, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Katolik Santo Thomas, Medan, Indonesia
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Project-Based Learning for Improving Fourth-Grade Students’ Creative Thinking at SDN 060971 Dyan Wulan Sari HS; Eka Kartika Silalahi
Jurnal Pendidikan: Media, Strategi, dan Metode VOLUME 02 NO 05 APRIL 2026
Publisher : Pustaka Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Creative thinking is an important competence in elementary education because students need to generate ideas, use different strategies, create original responses, and elaborate their thinking in solving learning problems. In Natural and Social Sciences, creative thinking is particularly relevant because students are expected to observe phenomena, ask questions, design simple solutions, and connect scientific and social knowledge with daily life. This study investigated the improvement of fourth-grade students’ creative thinking skills through Project-Based Learning in Natural and Social Sciences at SDN 060971. The study employed a one-group pretest-posttest design involving 30 fourth-grade students. The main variable was students’ creative thinking skills, measured through four indicators: fluency, flexibility, originality, and elaboration. The score scale ranged from 0 to 100. Data were analyzed using descriptive statistics, N-Gain analysis, category distribution, and paired-sample t-test. The findings showed that students’ creative thinking skills improved from a pretest mean of 52.70 to a posttest mean of 77.25, with a mean gain of 24.55 points. The mean N-Gain was 0.52, which was categorized as moderate. The paired-sample t-test showed a statistically significant improvement, t(29) = 61.94, p < .001. Before the treatment, 24 students were categorized as less creative and 6 students were categorized as moderately creative. After the treatment, 29 students reached the creative category and only 1 student remained in the moderately creative category. Based on the indicator analysis, the highest improvement appeared in originality and flexibility, while fluency and elaboration also improved at a moderate level. The study concludes that Project-Based Learning can improve fourth-grade students’ creative thinking skills in Natural and Social Sciences, especially when students are guided to explore problems, design products, collaborate, present ideas, and reflect on their learning process.
The Effect of Problem-Based Learning Model on Student Learning Outcomes in Mathematics Subjects in Grade III of SDN 2 Biskang Roima Sartina Manik; Darinda Sofia Tanjung; Eka Kartika Silalahi; Patri Janson Silaban; Rumiris Lumban Gaol; Aaron Loh Loh
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 1 (2026): January
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i1.299

Abstract

This study aims to determine the effect of the Problem-Based Learning model on third-grade students' mathematics learning outcomes at SDN 2 Biskang in the 2024/2025 academic year. This study uses a quantitative method and a pre-experimental research design. The population in this study consists of all third-grade students at SDN 2 Biskang. The sample was taken using non-probability sampling, specifically a convenience sampling, in which the population served as the sample, consisting of 23 third-grade students. To determine the students' initial abilities, the researcher administered a pretest with an average score of 59.69, which was categorized as poor. After the researcher applied the Problem-Based Learning model, students' learning outcomes improved, with an average score of 81.26, indicating good performance. This research can be supported by the correlation coefficient of 0.960, which indicates that rhitung (0.960) ≥ rtabel (0.184), so Ha is accepted. Thus, the Problem-Based Learning model strongly influences the learning outcomes of third-grade students at UPTD SPF SD Negeri 2 Biskan. As seen from the t-test results, 3.783 ≥ 2.080, indicating that Ha is accepted. This shows a significant positive influence of the Problem-Based Learning model on the learning outcomes of third-grade students at SDN 2 Biskang for the 2024/2025 academic year.
Pengaruh Model Project-Based Learning Berbasis Deep Learning Terintegrasi Kecerdasan Buatan terhadap Kemampuan Berpikir Kritis dan Literasi Sains Mahasiswa PGSD Dedi Holden Simbolon; Eka Kartika Silalahi; Rupina Magdalena br Tarigan
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.15005

Abstract

This study examined the effect of an AI-integrated Deep Learning Project-Based Learning model on the critical thinking skills and scientific literacy of Primary School Teacher Education students at a university in Indonesia. A quasi-experimental non-equivalent control group design was employed involving 156 students, with 78 students in the experimental group and 78 students in the control group. Data were collected through critical thinking tests, scientific literacy tests, and a learning engagement questionnaire, then analysed using independent samples t-tests, N-Gain, Cohen’s d, and SEM-PLS. The experimental group achieved higher mean scores in critical thinking skills than the control group (84.28 vs. 71.33) and higher scientific literacy scores (83.10 vs. 71.50). The N-Gain values for critical thinking were 0.71 in the experimental group and 0.46 in the control group, while scientific literacy N-Gain values were 0.69 and 0.47, respectively. Cohen’s d values indicated very large effects for critical thinking skills (4.23) and scientific literacy (4.04). SEM-PLS showed positive relationships between the learning model and engagement (β = 0.72), engagement and critical thinking (β = 0.55), engagement and scientific literacy (β = 0.52), as well as direct effects on critical thinking (β = 0.68) and scientific literacy (β = 0.65). These findings indicate that the model supports meaningful, technology-enhanced learning.
PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBASIS EKSPERIMEN TERHADAP MOTIVASI DAN HASIL BELAJAR IPAS SISWA KELAS IV SEKOLAH Silalahi, Eka Kartika; Simbolon, Dedi Holden
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.v11i02.52988

Abstract

This study was motivated by the need for science and social studies learning that can improve students’ learning motivation and learning outcomes through active, concrete, and experience-based learning activities. This study aimed to examine the effect of an experiment-based guided inquiry learning model on fourth-grade elementary students’ learning motivation and science and social studies learning outcomes. A quantitative approach with a quasi-experimental method and a pretest-posttest control group design was employed. The sample consisted of 43 students, including 22 students in the experimental class and 21 students in the control class. The experimental class was taught using the experiment-based guided inquiry learning model, while the control class received conventional instruction. The research instruments included a science and social studies achievement test, a learning motivation questionnaire, and a learning implementation observation sheet. The data were analyzed using descriptive statistics, normality tests, homogeneity tests, and independent samples t-tests. The results showed that the average learning motivation score of the experimental class was 90.15%, which was higher than that of the control class at 72.22%. The average posttest score of the experimental class was 86.00, while the control class obtained 76.24. The hypothesis testing results showed a significance value of less than 0.05, indicating a significant difference between the experimental and control classes. Therefore, the experiment-based guided inquiry learning model had a positive effect on fourth-grade students’ learning motivation and science and social studies learning outcomes. This model can be used as an alternative strategy for active, engaging, and student-centered science and social studies learning in elementary schools.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER TERHADAP HASIL BELAJAR IPAS SISWA KELAS V SEKOLAH DASAR Anciliana Ngada; Eka Kartika Silalahi; Paska Sriulina Tarigan; Nova Florentina Ambarwati; Rizky Bastanta B. Manalu
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.v11i02.53184

Abstract

Science and social studies learning in elementary schools still faces challenges related to students’ low learning outcomes due to limited active participation in the learning process. This study aimed to determine the effect of the Numbered Heads Together (NHT) cooperative learning model on the science and social studies learning outcomes of fifth-grade elementary school students. This research employed a quantitative approach with a pre-experimental method using a one-group pretest–posttest design. The sample consisted of 28 fifth-grade students at Sukamaju Catholic Elementary School, Medan Sunggal, selected through total sampling. The research instrument was a learning achievement test administered before and after the implementation of the NHT model. The data were analyzed using descriptive statistics, a normality test, and a paired sample t-test at a significance level of 0.05. The results showed that students’ mean pretest score was 57.3, which increased to 84.7 in the posttest, indicating an improvement of 27.4 points. After the implementation of the NHT model, 22 students, or 79%, achieved the learning objective achievement criteria. The paired sample t-test showed a significance value of 0.000 < 0.05, indicating a significant difference between students’ learning outcomes before and after the treatment. Therefore, the Numbered Heads Together cooperative learning model had a positive and significant effect on fifth-grade students’ science and social studies learning outcomes. This model can be used as an active learning alternative that promotes cooperation, responsibility, and student engagement in understanding science and social studies material.
PENGARUH MODEL PROJECT BASED LEARNING (PjBL) BERBASIS KEARIFAN LOKAL BUDAYA NIAS UNTUK MENINGKATKAN KREATIVITAS SISWA PADA MATAPELAJARAN IPAS KELAS V DI SDN 076098 DAO – DAO SATUAN Menisahati Laia; Nova Florentina Ambarwati; Paska Sriulina Tarigan; Eka Kartika Silalahi; Rizki Bastanta B Manalu; Patri Janson Silaban
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.v11i02.53209

Abstract

This study was conducted at SD Negeri 076098 Dao-Dao involving 30 fifth-grade students as the sample using a saturated sampling technique. The research was motivated by the low level of student activeness, understanding, and creativity due to the dominance of conventional teaching methods. To address this issue, a Project Based Learning (PjBL) model based on Nias local cultural wisdom was implemented on the topic “Oh, Damaged Environment.” The study aimed to determine the effect of the PjBL model on students’ creativity in IPAS learning. The research employed an experimental method with a pretest-posttest design. Research instruments included learning achievement tests and creativity questionnaires that had been tested for validity and reliability (r = 0.899). The results showed an increase in the average score from 55.4 in the pretest to 82.93 in the posttest, with 26 out of 30 students achieving mastery learning. The questionnaire results indicated a very positive response with an average score of 86.80. The normality test showed that the data were normally distributed (Lcount 0.1167 < Ltable 0.161), while the correlation test produced rcount 0.975 > rtable 0.361, indicating a very strong relationship between the PjBL model and students’ creativity. The hypothesis test showed tcount 23.442 > ttable 1.697, thus Ha was accepted. The increase in creativity was observed in aspects of fluency, flexibility, originality, and elaboration. Therefore, the Project Based Learning model based on Nias local cultural wisdom has a positive and significant effect on enhancing students’ creativity in IPAS learning at the elementary school level.
PENGARUH MODEL DISCOVERY LEARNING TERHADAP KEMAMPUAN BERFIKIR KREATIF SISWA DALAM PEMBELAJARAN IPAS SEKOLAH DASAR Mayora Katharina Br. Sitinjak; Silalahi, Eka Kartika; Reflina Sinaga; Ester Julinda Simarmata; Heka Maya Sari Sembiring
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.v11i02.53429

Abstract

Creative thinking is an essential skill that needs to be developed in science and social studies learning at the elementary school level. This study aimed to determine the effect of the Discovery Learning model on students’ creative thinking skills in science and social studies learning among fifth-grade students at SD Negeri 060833 Medan Petisah. This research employed a quantitative approach using a pre-experimental method with a one-group pretest–posttest design. The subjects were 22 fifth-grade students. The research instrument was an essay test designed to measure creative thinking skills based on four indicators: fluency, flexibility, originality, and elaboration. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and a paired sample t-test at a significance level of 0.05. The results showed that students’ mean pretest score increased from 46.18 to 81.82 in the posttest, with an improvement of 35.636 points. The normality test showed that the data were normally distributed, with a significance value of 0.513 > 0.05. Furthermore, the paired sample t-test showed a significance value of 0.000 < 0.05, indicating that H₀ was rejected and H₁ was accepted. Therefore, the Discovery Learning model had a significant effect on students’ creative thinking skills. This model effectively encouraged students to generate ideas, provide varied answers, express original thoughts, and elaborate their responses in science and social studies learning.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) BERBANTUAN MEDIA AUDIOVISUAL TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS IV SEKOLAH DASAR Esther Evi Rianty Siburian; Silalahi, Eka Kartika; Simarmata, Ester Julinda; Tarigan, Paska Sriulina; HS, Dyan Wulan Sari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 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.v11i03.55415

Abstract

This study was motivated by the low mathematics learning outcomes of elementary school students, which are often associated with conventional instruction and the limited use of engaging learning media. This study aimed to examine the effect of the Numbered Heads Together (NHT) cooperative learning model assisted by audiovisual media on fourth-grade students’ mathematics learning outcomes. A quantitative approach with a quasi-experimental method and a Nonequivalent Control Group Design was employed. The sample consisted of 48 students, including 28 students in the experimental class and 20 students in the control class. The experimental class was taught using the NHT cooperative learning model assisted by audiovisual media, while the control class received conventional instruction. The research instrument was a mathematics achievement test administered as a pre-test and post-test. The data were analyzed using the Lilliefors normality test, Levene’s homogeneity test, and an Independent Sample t-test. The results showed that the mean post-test score of the experimental class was 87.29, which was higher than that of the control class at 79.40. The t-test result indicated that tcount > ttable, namely 2.840 > 2.010 at the 0.05 significance level. Therefore, the NHT cooperative learning model assisted by audiovisual media had a significant effect on students’ mathematics learning outcomes. This model promoted active participation, individual accountability, group collaboration, and helped students understand mathematical concepts more concretely.
PENGARUH MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP HASIL BELAJAR BAHASA INDONESIA KELAS III DI UPT SD NEGERI 060794 MEDAN AREA TAHUN PEMBELAJARAN 2025/2026 Saur Tua Van Mauricis Lumban Gaol; Juliana Panjaitan; Reflina Sinaga; Eka Kartika Silalahi; Paskah Sriulina Tarigan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56327

Abstract

This study aimed to determine the effect of the Contextual Teaching and Learning (CTL) model on Indonesian language learning outcomes, particularly on the topic of understanding the Subject-Predicate-Object-Adverbial (SPOK) sentence structure among third-grade students at UPT SD Negeri 060794 Medan Area in the 2025/2026 academic year. This research employed a quantitative approach using a One Group Pretest-Posttest Design. The sample consisted of 22 students selected through a saturated sampling technique. Data were collected through tests, questionnaires, and documentation. The research instruments were tested for validity and reliability before being used in the study. The results showed that the students’ mean pretest score of 50 increased to 79.09 on the posttest after the implementation of the CTL learning model. In addition, the questionnaire results regarding the implementation of the CTL model obtained an average score of 84.22, indicating a positive response from students toward the learning process. The correlation coefficient test yielded an r-value of 0.823, which was higher than the r-table value of 0.432, indicating a very strong relationship between the CTL model and students’ learning outcomes. Furthermore, the hypothesis testing (t-test) showed a significance value of 0.000 < 0.05 with a t-value of -9.542, leading to the rejection of H₀ and acceptance of H₁. Therefore, it can be concluded that the Contextual Teaching and Learning (CTL) model has a significant effect on the Indonesian language learning outcomes of third-grade students at UPT SD Negeri 060794 Medan Area, particularly in understanding SPOK sentence structures.
PENGARUH MODEL PROBLEM BASED LEARNING BERBANTUAN DIGITAL STORYTELLING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN IPAS KELAS V SEKOLAH DASAR Br Sembiring, Agnes Salsalina; Silalahi, Eka Kartika; Sitepu, Anton
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58137

Abstract

Students’ critical thinking skills in elementary science and social studies learning remain a major concern, particularly when classroom instruction is still dominated by conventional methods and lacks engaging digital media. This study aimed to determine the effect of the Problem Based Learning model assisted by digital storytelling on the critical thinking skills of fifth-grade students in science and social studies learning at SD Swasta Katolik Diski. This research used a quantitative approach with a pre-experimental one-group pretest-posttest design. The sample consisted of 27 students from class V-B selected through purposive sampling. Data were collected through observation, essay tests, and documentation. The essay test was used to measure students’ critical thinking skills on the water cycle topic before and after the learning treatment. The data were analyzed descriptively and inferentially using a normality test and paired-sample t-test with the assistance of SPSS. The results showed that students’ mean score increased from 57.74 in the pretest to 82.19 in the posttest. The hypothesis test obtained a significance value of 0.000, which was lower than 0.05, indicating a significant effect of the learning model. Therefore, Problem Based Learning assisted by digital storytelling can be considered an effective instructional alternative to improve students’ critical thinking skills in elementary science and social studies learning
Co-Authors Aaron Loh Loh Albinus Silalahi Alena Rosiana Manik Anciliana Ngada Anton Sitepu Antonius Religius Abi Antonius Remigius Abi Antonius Remigus Abi Arisan Laia B.Manalu, Rizki Bastanta Barus, Aquilla Diani Br Barus, Florensya Br Barus, Perbinanda Br Betty Agatha Sihombing Bogor Lumbanraja Br Sembiring, Agnes Salsalina Darinda Sofia Tanjung Dedi Holden Simbolon, Dedi Holden Dyan Wulan Sari HS Dyan Wulan Sari Hs Eka Margareta Sinaga Elsa Romauli Br. Samosir Ester Julinda Simarmata, Ester Julinda Esther Evi Rianty Siburian Fahrur Rozi FransTarigan, Joel Frikson Jony Purba Frikson Jony Purba Friscilia Radika Br Siringo-Ringo Gaol, Rumiris Lumban Glori sihotang, Diva Gultom, Erdiana Heka Maya Sari Sembiring Irene Vania Tobing Irmina Pinem Irmina Pinem Jhonas Dongoran Joen Parningotan Purba Jony Purba, Frikson Juliana Juliana Juliana Panjaitan Lovriyanti, Triani MANALU, RIZKI BASTANTA B. Mayora Katharina Br. Sitinjak Menisahati Laia Mery Kristiani Rajagukguk Monasari Marbun, Elvina Nainggolan, Aser Paul Nainggolan, Nina Nurhaini Nova Florentina Ambarwati Padang, Rosdiana Paskah Sriulina Tarigan Perbina, Theresia Purba, Frikson Purba, Joen Parningotan Ramlan Silaban Reflina Sinaga Resta Marbun Rina Wati Lumban Gaol Rinaldy Sianturi Rizki Bastanta B Manalu Rizky Bastanta B. Manalu Roima Sartina Manik Rupina Magdalena Br Tarigan Saur Tua Van Mauricis Lumban Gaol Sebayang, Karmila Sekali, Yona Nureka Br Karo Sianturi, Nadya Fransiska Silaban, Patri Silalahi, Mastiur Verawaty Sinaga, Dearin Jely Sinuraya, Septeti Angges Br Sipayung, Regina Sitepu, Moria Pepayosa Br Sitohang, Juita Tarigan, Hanna Mentari Tarigan, Paska Sriulina Tarigan, Verawati Br Theresia Perbina