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All Journal Journal on Education Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Yanti Oktaviani
Universitas Muhammadiyah Jakarta
Education

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Peningkatan Hasil Belajar IPS Materi Pejuang Pada Masa Penjajahan Belanda Dan Jepang Melalui Tipe Jigsaw Okta Rosfiani; M. Ashar; Faizhikam Arham; Yanti Oktaviani; Muhammad Fachri; Tanjung Essa
Journal on Education Vol 7 No 2 (2025): Journal on Education: Volume 7 Nomor 2 Tahun 2025 In Progress (Januari-Februari 2
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i2.7848

Abstract

This research aims to examine the effectiveness of implementing the jigsaw-type cooperative learning model in improving student learning outcomes in material on the struggles of warrior figures during the Dutch and Japanese colonial periods in social studies classes in elementary schools. The jigsaw model, which emphasizes collaboration between students and active learning, is used to overcome difficulties experienced or faced by students in understanding historical material. This research was carried out in class V of An Nuriyah Jagakarsa Islamic Elementary School using the classroom action research (PTK) method, which is based on a cycle of planning, action, observation, and reflection. The research results showed a significant increase in student learning outcomes, measured through tests and observation of student participation, which was affected by the rise in the percentage of complete learning outcomes from 31.42% in the pre-cycle to 94.28% in the second cycle. Applying the jigsaw model also increases student motivation and involvement in history learning. This research concluded that the jigsaw model was effective in increasing students' understanding of the struggle material of warrior figures and could also improve the quality of social studies teaching in elementary schools.
PELAKSANAAN STRATEGI GURU PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK TANGGUNG JAWAB AKADEMIK SISWA (Studi Kasus Kelas 1 SDIT Ar Rahman Petukangan Jakarta Selatan) Yanti Oktaviani; Busahdiar
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13114

Abstract

This study is motivated by the phenomenon of students who often show undisciplined behavior in the learning process, such as rushing to complete assignments due to peer influence, lack of focus, and leaving tasks unfinished. This phenomenon indicates problems in students' academic attitudes that have not been optimal. This study aims to analyze the strategies of Islamic Religious Education teachers in forming the academic responsibility of first-grade students at SDIT Ar Rahman Petukangan, South Jakarta. This study uses a qualitative approach with data collection techniques through observation, interviews, and documentation. The research subjects consisted of Islamic Religious Education teachers as the main informants, as well as first-grade students and the principal as supporting informants. Data analysis was carried out in three stages: data reduction, data presentation, and conclusion drawing. The validity of the data was strengthened by triangulation techniques. The results showed that: 1) Islamic Religious Education teachers apply various strategies in forming students' academic responsibility, including group formation and point systems, habituation of discipline and responsibility, teacher exemplary, and integration of Islamic values in every learning process; 2) The results of these strategies can be seen from the increased focus of students in learning, seriousness in completing assignments, and compliance with class rules, although these impacts have not been evenly distributed among all students; 3) Obstacles faced include the characteristics of lower-grade students who are still easily influenced by peers, lack of patience, and the influence of the family environment. The solutions implemented are individual approaches, continuous reinforcement, and establishing collaboration with homeroom teachers and parents.
Co-Authors Busahdiar Faizhikam Arham M. Ashar Muhammad Fachri OKTA ROSFIANI Tanjung Essa