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The Effectiveness of Children’s Song-Based Learning Method on Improving Indonesian Vocabulary Mastery in Elementary School Students Nurul Mawaddah Hasibuan; Rahmat Kartolo; Sutikno Sutikno; Siti Lam’ah Nasution
International Journal of Educational Research Excellence (IJEREC) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijerec.v6i1.2090

Language acquisition and vocabulary mastery are fundamental to cognitive development in early childhood. From a physiotherapy perspective, the integration of multisensory learning approaches, including rhythmic and melodic elements, may stimulate neural pathways associated with both motor and cognitive functions. Objective: This study aimed to evaluate the effectiveness of a children's song-based learning method on improving Indonesian vocabulary mastery among first-grade elementary school students. Methods: A pre-experimental one-group pretest-posttest design was employed with 21 first-grade students (11 males, 10 females) from SDN 10 Rantau Selatan, Labuhanbatu Regency. The intervention consisted of four sessions incorporating children's songs as the primary instructional medium for vocabulary acquisition. Data were collected using vocabulary mastery tests (pretest and posttest) and analyzed using descriptive statistics and paired sample t-tests. Results: Results demonstrated a significant improvement in vocabulary mastery, with mean scores increasing from 55.50 (pretest) to 80.50 (posttest), representing a 25.00-point increase (p<0.001, t=14.15). The N-Gain score of 0.56 indicated moderate effectiveness. Standard deviation decreased from 19.208 to 10.500, suggesting more homogeneous learning outcomes post-intervention. Conclusion: The children's song-based learning method proved effective in enhancing vocabulary mastery, supporting the integration of multisensory, rhythmic activities in early childhood education. These findings align with physiotherapy principles of sensorimotor integration and neuroplasticity, suggesting that musical-rhythmic interventions may facilitate cognitive-linguistic development through enhanced neural connectivity and motor-cognitive coupling

The Effectiveness of Children’s Song-Based Learning Method on Improving Indonesian Vocabulary Mastery in Elementary School Students Sarimah Nasution; Rahmat Kartolo; Sutikno Sutikno; Siti Lam’ah Nasution
International Journal of Educational Research Excellence (IJEREC) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijerec.v6i1.2092

Language acquisition and vocabulary mastery are fundamental to cognitive development in early childhood. From a physiotherapy perspective, the integration of multisensory learning approaches, including rhythmic and melodic elements, may stimulate neural pathways associated with both motor and cognitive functions. Objective: This study aimed to evaluate the effectiveness of a children's song-based learning method on improving Indonesian vocabulary mastery among first-grade elementary school students. Methods: A pre-experimental one-group pretest-posttest design was employed with 21 first-grade students (11 males, 10 females) from SDN 10 Rantau Selatan, Labuhanbatu Regency. The intervention consisted of four sessions incorporating children's songs as the primary instructional medium for vocabulary acquisition. Data were collected using vocabulary mastery tests (pretest and posttest) and analyzed using descriptive statistics and paired sample t-tests. Results: Results demonstrated a significant improvement in vocabulary mastery, with mean scores increasing from 55.50 (pretest) to 80.50 (posttest), representing a 25.00-point increase (p<0.001, t=14.15). The N-Gain score of 0.56 indicated moderate effectiveness. Standard deviation decreased from 19.208 to 10.500, suggesting more homogeneous learning outcomes post-intervention. Conclusion: The children's song-based learning method proved effective in enhancing vocabulary mastery, supporting the integration of multisensory, rhythmic activities in early childhood education. These findings align with physiotherapy principles of sensorimotor integration and neuroplasticity, suggesting that musical-rhythmic interventions may facilitate cognitive-linguistic development through enhanced neural connectivity and motor-cognitive coupling.

The Effect of Digital Story-Based Learning Methods (Digital Storytelling) on Improving Students Descriptive Writing Abdul Haris Nasution; Rahmat Kartolo; Sutikno Sutikno
International Journal of Educational Research Excellence (IJEREC) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijerec.v6i1.2135

This study aims to analyze and test the effect of implementing a digital storytelling method on improving descriptive writing skills in grade IV students of SDN 06 Panai Hulu, Labuhanbatu Regency. The background of this research problem is students' low descriptive writing skills, characterized by a lack of detail, limited vocabulary, and difficulty organizing ideas. This problem is exacerbated by the use of conventional learning methods that are less effective in fostering student creativity and motivation. This study used a quantitative approach with a one-group pre-experimental design. This design, also known as a quasi-experiment, was chosen due to practical considerations in the field that did not allow for a control group or random sampling. This design allowed researchers to conduct an intervention and observe its effects on one group of subjects. The research subjects were one group of 37 fourth-grade students at SDN 06 Panai Hulu. Data were collected through descriptive writing tests given before (pre-test) and after (post-test) the treatment. The results showed that the implementation of digital story-based learning methods had a positive and significant effect on improving students' descriptive writing skills. The average pre-test score in the experimental group was 52, which then increased sharply to 85 in the post-test. The average increase (gain score) obtained was 33 points. The t-test results showed a calculated t value of 33.43, significantly greater than t table = 2.03, so the Alternative Hypothesis (H1) was accepted. It can be concluded that digital storytelling-based learning methods are highly effective as an innovative alternative for improving elementary school students' descriptive writing skills. This research provides strong empirical evidence that integrating technology and narrative can significantly improve student learning outcomes and motivation.

The Effect of Numbered Heads Together (NHT) Cooperative Learning on Improving Reading Comprehension of Narrative Texts Among Students Ahmad Sarif Rambe; Sutikno Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence (IJEREC) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijerec.v6i1.2136

This research was motivated by low student achievement due to difficulties in understanding the elements of narrative texts, which was exacerbated by the ineffectiveness of conventional learning models in stimulating discussion and individual learning responsibility. The study used a quantitative approach with a quasi-experimental design and a pretest-posttest control group design. The sample was randomly selected by class, designating Class VI A as the Experimental Class (NHT, N=24) and Class VI B as the Control Class (Conventional, N=23). The research instrument was an essay test. Data were analyzed using the Prerequisite Test (Normality and Homogeneity) and the t-Test (Independent Sample T-Test). The results of the prerequisite test showed that the data of both groups were normally distributed (Sig. > 0.05) and had homogeneous variance (Pretest Sig. 0.356; Posttest Sig. 0.298), so it was suitable to be tested with the t-Test. Before the treatment, the average pretest of both classes was relatively equal (Experimental 31.7; Control 34.91). After the treatment, the average posttest of the Experimental Class increased significantly to 74.8, far exceeding the KKTP, while the Control Class only reached 64.9. The increase in learning outcomes (Gain Score) of the Experimental Class (43.1 points) was much higher than that of the Control Class (30.0 points). The peak statistical analysis, the Independent Sample T-Test, yielded a significance value (Sig. 2-tailed) of 0.027. Because this Sig. value (0.027) is less than 0.05, H0 is rejected and Ha is accepted. The conclusion of this study confirms that the implementation of the Numbered Heads Together (NHT) cooperative learning model has a significant and effective effect on improving reading comprehension outcomes of sixth-grade students at SDN 07 Bilah Hulu. NHT has proven to be a learning solution that encourages individual responsibility and collaboration.

Correlation Between Students Self-Confidence Levels and Speaking Skills in Indonesian Language Group Discussions Deny Hardiansyah Harahap; Sutikno Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence (IJEREC) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijerec.v6i1.2137

This study aims to test the significance and strength of the correlation between students' self-confidence levels (as the independent variable, X) and their speaking skills in the context of Indonesian language group discussions (as the dependent variable, Y). This study used a quantitative approach with a correlational method. The subjects were all sixth-grade students of SDN 02 Bilah Barat, Labuhanbatu Regency, in the 2025-2026 academic year, totaling 35 students (saturated sample). Data were collected through a closed-scale instrument (questionnaire) for the Self-Confidence variable and an oral performance test (observation during group discussions) for the Speaking Skills variable. The data analysis technique used was the Pearson Product Moment correlation test, preceded by a prerequisite test for normality and linearity of the data. Descriptively, the results show that the majority of students (51%) are in the High Self-Confidence level category, followed by Speaking Skills, which are also in the High category. The results of the hypothesis test indicate that there is a significant and strong positive correlation between Students' Self-Confidence Levels and Speaking Skills. The correlation coefficient (rxy) obtained is 0.768, indicating a strong relationship. Furthermore, the t-value of 6.892 far exceeds the t-table (2.03452), so the working hypothesis (Ha) is accepted. The coefficient of determination (R2) shows that the contribution of Self-Confidence to Speaking Skills reaches 59.0%, while the remainder (41.0%) is influenced by other factors outside the study. The results of this study confirm that affective factors, especially self-confidence, are important predictors of oral communication skills. The practical implication is that Indonesian language teachers are advised to prioritize learning strategies that explicitly aim to build students' emotional safety and confidence in speaking (e.g., through simulations, role-playing, or mini-debates) to maximize students' 59.0% oral potential.

The Effectiveness of the Reciprocal Learning Method in Improving Students Reading Comprehension Skills in Procedural Texts Indra Wijaya Indra Wijaya; Sutikno Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence (IJEREC) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijerec.v6i1.2138

This research was motivated by the low reading comprehension skills of procedural texts among grade V students at SDN 01 Bilah Barat. This condition is caused by the use of conventional learning methods that tend to be monotonous and teacher-centered, resulting in students being passive and having difficulty grasping meaning, identifying main ideas, and summarizing the text's content. This low level of understanding is indicated by the students' learning outcomes that have not yet reached the Learning Objective Completion Criteria (KKTP), which is 75. This study uses a qualitative approach with the Classroom Action Research (CAR) type which is implemented in three cycles with reference to the Kemmis and McTaggart model. The research subjects were 23 fifth-grade students of SDN 01 Bilah Barat. The success indicator is determined if the average class score reaches at least 75 and the percentage of classical learning completion reaches at least 75%. The Reciprocal Teaching method is applied by focusing on four main strategies: Summarizing, Questioning, Clarifying, and Predicting. The results of the study show a significant increase in learning outcomes from each cycle, which proves that the action hypothesis is accepted. In Cycle I, the average class score was at 65.5 with a classical completion rate of only 39.13%. After improvements and an emphasis on active student participation, in Cycle II, the average class score increased to 74.8, with a classical completion rate of 69.57%. The most significant improvement occurred in Cycle III, where the average class score reached 85.2, with a classical completion rate of 86.96%. This increase was a 19.7-point increase in the average score and a 47.83% increase in classical completion from Cycle I to Cycle III.

The Effectiveness of Board Game-Based Educational Games on Improving Indonesian Spelling Mastery M. Ali Hanafiah; Sutikno Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence (IJEREC) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijerec.v6i1.2139

This research was motivated by the low mastery of Indonesian spelling among fourth-grade students at SDN 05 Rantau Selatan, caused by conventional learning that lacks variety and minimal interaction. The results of the pre-test showed a class average score of only 55, placing students' spelling mastery in the Poor category. This situation encourages the need for innovative, effective and engaging learning media. This study aims to test the effectiveness of using a board game-based educational game as an intervention medium. The method used was a quasi-experimental design with a One Group Pre-test Post-test design. The subjects were 21 fourth-grade students at SDN 05 Rantau Selatan in the 2025-2026 academic year. Data were analyzed by comparing the average scores before and after the treatment. The results showed a significant improvement after the implementation of the board game. The average pre-test score of 55 increased to 77.85 in the post-test. This 22.85-point increase successfully elevated the students' spelling mastery category from Poor to Good. Score improvements were also recorded across all assessment aspects: Spelling Accuracy increased from 62 to 80, Punctuation Use increased from 55 to 82, and Capitalization Use showed the highest jump from 57 to 83. Even the student with the lowest score on the pre-test (40) achieved a 30-point increase, reaching a score of 70 in the post-test. This improvement demonstrates the effectiveness of board games because they provide rapid feedback and stimulate intensive interaction, transforming rigid spelling rules into fun and motivating challenges. It was concluded that the use of board-based educational games was highly effective in improving the mastery of Indonesian spelling among fourth-grade students at SDN 05 Rantau Selatan.

The Effect of a Simple Home Literacy Program on Improving Beginning Reading Skills of First-Grade Students Nora Mutiara Nazara; Sutikno Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence (IJEREC) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijerec.v6i1.2140

This study aims to empirically test and analyze the effect of a simple home literacy program on improving the beginning reading skills of grade I students at SDN 18 Rantau Selatan, Labuhanbatu Regency. The background of the study is based on the low beginning reading skills of students, as indicated by the average pre-questionnaire score of 64.2 and the fact that the majority of students (60%) are still concentrated in the Low to Very Low category. This study used a quantitative approach with a One-Group Pre-Questionnaire - Post-Questionnaire Design. The study subjects were 20 first-grade students. The intervention program was implemented over three cycles, involving active parental support through read-aloud activities, syllable identification exercises, and the use of daily literacy journals. Data were collected using a reading ability test instrument and analyzed using descriptive and inferential analysis (Paired Samples T-Test). The descriptive analysis results showed a significant improvement in students' reading skills. The average post-questionnaire score jumped to 82.0 after the treatment, indicating an average score increase of 17.8 points from the baseline. Inferentially, the results of the paired t-test indicated that H0 was rejected and H1 was accepted (Sig. <0.05). The conclusion of this study is that there is a positive and significant effect of a simple home literacy program on improving the early reading skills of first-grade students at SDN 18 Rantau Selatan. This program successfully streamlined the role of parents as partners with teachers, creating a consistent and supportive learning environment at home. Schools are advised to integrate this program into academic policies to ensure sustainability.

The Effect of Gamification Based Interactive Learning Media on Students Motivation To Learn Indonesian Language Purnawansyah Putra; Sutikno Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence (IJEREC) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijerec.v6i1.2141

This study aims to examine the effect of using gamification-based interactive learning media on the motivation to learn Indonesian in grade III students of SDN 03 Bilah Barat. In conventional learning processes, students tend to be passive and lack enthusiasm. Therefore, this study proposes gamification as a solution to increase student engagement. The gamification implemented in this study does not use digital technology, but is instead designed in the form of missions, challenges, and a simple reward system in the form of gold and silver star stickers. This study uses a quantitative approach with experimental methods. The research subjects were 30 third-grade students at SDN 03 Bilah Barat, divided into two groups: an experimental class (the group receiving gamification media) and a control class (the group receiving conventional learning methods), each consisting of 15 students. Data were collected through observation, interviews, and a student learning motivation questionnaire. Data analysis was conducted using a t-test to compare differences in learning motivation between the two groups. The results showed a significant effect of the use of gamification-based interactive learning media on student learning motivation. The increase in learning motivation in the experimental group reached 47.01%, significantly higher than the control group's 4.58%. This finding indicates that gamification elements such as challenges, point systems, and rewards are effective in stimulating students' internal drive to learn, transforming boring learning tasks into engaging challenges. This success was further supported by learning outcome data, which showed 86.7% of students in the experimental class achieved the "Very High" category on their Student Worksheets (LKPD)

Development of the CAFE-AI E‑Learning Model: Integrating Pedagogy and Artificial Intelligence to Enhance AI Literacy and Growth Mindset among University Students Toni Megris Silaban; Sutikno Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence (IJEREC) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijerec.v6i1.2142

This study aims to test and analyze the effectiveness of the Problem-Based Learning (PBL) Model in improving argumentation writing skills in elementary school students, and to determine any significant differences between the group taught using PBL and the group taught using the conventional model. The background of this study is the low ability of sixth-grade students to construct logical, evidence-supported arguments, which is suspected to be due to a lack of critical thinking stimulation in the conventional learning process. This study uses a quantitative approach with a quasi-experimental design (Quasi-Experimental Design) model of Non Equivalent Control Group Design. The subjects of the study were sixth grade students of SDN 12 Bilah Barat, Labuhanbatu Regency, Academic Year 2025-2026, which were divided into two groups, namely the Experimental Group (taught with PBL, N = 25) and the Control Group (taught with conventional models, N = 25). The instrument used was a test of argumentative text writing skills in the form of a pretest and posttest. Data were analyzed using the t-Independent Sample T-Test. The results of the prerequisite test showed that the data were normally distributed and had homogeneous variance. The results of the hypothesis test showed that the t-count of the posttest score (2.850) was greater than the t-table (2.011) with a significance value of P of 0.007 (less than 0.05). In addition, there was an increase in the average (Gain Score) in the experimental group of 1.60, much greater than the control group of 0.32. These results confirm a significant difference in argumentative writing skills between the two groups. The problem-based learning (PBL) model encourages students to identify problems, conduct investigations, and develop arguments based on evidence, which directly supports their argumentative writing skills. It is recommended that teachers implement PBL as an alternative learning model capable of stimulating students'

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