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An Innovative Model of Problem-Based Learning: Exploring Interactional Attitudes as a Pedagogical Innovation in a Novel Context with Emphasis on Character-Based Learning Karlin Geriun Antonius Manik; Verawaty Sinaga; Yubena Abigail Serewati Tambunan; Isyeu Nur Cahyani
Journal of Innovation in Educational and Cultural Research Vol 6, No 3 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i3.1437

Character development in students is an essential aspect of education, complementing efforts to enhance cognitive abilities and skills. Effective teaching strategies play a crucial role in fostering character growth, and Problem-Based Learning (PBL) has emerged as a promising pedagogical approach in this regard. This study aims to analyze the differences in character development between students engaged in PBL and those taught through direct instruction (traditional teaching methods). A literature review methodology was employed, synthesizing previous research on the integration of character development within PBL-based learning models. Student character was assessed using character observation sheets during laboratory sessions. The findings reveal that while teaching strategies do not exert a statistically significant influence on character development, students exposed to PBL demonstrated greater improvements in character attributes compared to those taught through traditional instruction. These results suggest that PBL should be considered a preferred teaching approach to cultivate students' character alongside their academic competencies. The study highlights the need for more precise measurement tools, such as behavioral observation sheets, to better assess character development. This research contributes to the advancement of educational methodologies, offering insights for educators and policymakers on the potential of PBL in shaping well-rounded individuals.

Development of fun flashcard series: Fruits and animals for primary students for children at Mustika Tama Orphanage Jannah, Yunita Miftahul; Ransus, Fransiskus; Sinaga, Verawaty; Sinaga, Agrielsa Alphasati; Wardani, Ratih Kusumo
Priviet Social Sciences Journal Vol. 5 No. 10 (2025): October 2025
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v5i10.743

This study aims to develop the Fun Flashcard Series: Fruits & Animals learning media as an educational tool to increase the learning motivation and involvement of children at Mustika Tama Orphanage. The development model used was 4D (Define, Design, Develop, Disseminate). The research subjects were 10 children in grades 1 and 2 at the elementary school level at the Mustika Tama Orphanage. The research instruments included expert validation sheets, child response questionnaires, and learning engagement observation forms. The validation results showed that the Fun Flashcard Series media was very suitable for use, with an average validation score of 95%. The children's responses showed a high level of enthusiasm, engagement, and interest in the developed media. Thus, the Fun Flashcard Series: Fruits & Animals proved to be effective as an innovative learning medium that can increase children's learning motivation and engagement at the Mustika Tama Orphanage.

Development of fun flashcard series: Fruits and animals for primary students for children at Mustika Tama Orphanage Yunita Miftahul Jannah; Fransiskus Ransus; Verawaty Sinaga; Agrielsa Alphasati Sinaga; Ratih Kusumo Wardani
Priviet Social Sciences Journal Vol. 5 No. 10 (2025): October 2025
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v5i10.743

This study aims to develop the Fun Flashcard Series: Fruits & Animals learning media as an educational tool to increase the learning motivation and involvement of children at Mustika Tama Orphanage. The development model used was 4D (Define, Design, Develop, Disseminate). The research subjects were 10 children in grades 1 and 2 at the elementary school level at the Mustika Tama Orphanage. The research instruments included expert validation sheets, child response questionnaires, and learning engagement observation forms. The validation results showed that the Fun Flashcard Series media was very suitable for use, with an average validation score of 95%. The children's responses showed a high level of enthusiasm, engagement, and interest in the developed media. Thus, the Fun Flashcard Series: Fruits & Animals proved to be effective as an innovative learning medium that can increase children's learning motivation and engagement at the Mustika Tama Orphanage.

Teachers' beliefs about teaching and learning and their implications for meaningful learning practices in elementary school in Bandung: a phenomenological study Fransiskus Ransus; Verawaty Sinaga; Agrielsa Alphasati Sinaga; Christina Ester Manthalina Hutabarat
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 3 (2026): June
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i3.762-771

This study aims to explore teachers' beliefs and their implications for meaningful learning practices in elementary schools using a qualitative phenomenological approach. The participants consisted of ten elementary school teachers in Bandung, Indonesia, from both public and private schools, who were purposively selected based on the criteria that (a) they are recognized as highly dedicated teachers and (b) they have more than ten years of teaching experience. Data were collected through interviews, observations, and document analysis, and subsequently analyzed and categorized into thematic findings. The results reveal several patterns related to teachers' beliefs, including (1) teacher–student relationships as the foundation of learning, (2) knowledge construction through connecting new learning with students' prior experiences to promote meaningful learning, (3) teachers' flexibility in adapting instructional strategies to students' needs, (4) teachers' positive beliefs about the potential of every student, and (5) teachers' beliefs as a driver of instructional innovation. These findings indicate that meaningful learning is shaped not only by the strategies employed but also by the beliefs that underpin teachers' pedagogical practices. This study contributes to strengthening the role of teacher beliefs as a bridge between pedagogical knowledge and classroom practice. Practically, the findings may serve as a foundation for teacher professional development that focuses not only on technical competencies but also on reflective beliefs as a basis for pedagogical practice.

PENGEMBANGAN LEMBAR KERJA INTERVENSI DISLEKSIA UNTUK SISWA KELAS RENDAH DI SEKOLAH DASAR Yunita Miftahul Jannah; Verawaty Sinaga; Christina Ester Manthalina Hutabarat; Rahma Hayati; Yubena Abigail Serewati Tambunan
Wahana Sekolah Dasar Vol. 34 No. 1 (2026)
Publisher : Universitas Negeri Malang in Collaboration with Himpunan Dosen Pendidikan Guru Sekolah Dasar Indonesia (HDPGSDI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um035v34i12026p61-78

This study aims to develop dyslexia intervention worksheets for teachers to support the learning of lower-grade students in elementary schools. The development followed the Borg & Gall Research and Development (R&D) model, including needs analysis, design, expert validation, revision, and field testing with classroom teachers and inclusion program facilitators. Data were collected using expert validation questionnaires, classroom observation, and teacher feedback questionnaires regarding the feasibility and effectiveness of the worksheets. The results indicated that the developed worksheets are valid, practical, and user-friendly, effectively assisting students in practicing reading, spelling, and writing simple words. These worksheets can serve as a practical guide for elementary school teachers to optimize learning for dyslexic students in lower grades.

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