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All Journal Benchmarking: Jurnal Manajemen Pendidikan Islam JURNAL TUNAS PENDIDIKAN Cadika Journal. Academia Open Jurnal Kelimuan Teknologi dan Pendidikan Terpadu (TEKDIKA) Jurnal Gerakan Edukasi dan Masyarakat Nusantara (GEMANUSA)
Sundahry, Sundahry
Universitas Muhammadiyah Muara Bungo
Humanities Education Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Pengaruh Model Pembelajaran Scramble Terhadap Hasil Belajar IPAS di Kelas V SDN 196/II Taman Agung Misa Anggraini; Sundahry; Dhini Mufti
Master Journal of Future Education Vol. 2 No. 2 (2026): April
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/cadikajournal.v22.243

Abstract

This study was motivated by the low academic achievement of fifth-grade elementary school students in the subject of Science and Social Studies (IPAS). The primary aim of this research was to examine the effect of the Scramble learning model on students' learning outcomes after its implementation in the classroom. A quantitative approach was employed, using a Pre-Experimental method with a One Group Pretest-Posttest design. The research subjects consisted of all fifth-grade students at SDN 196/II Taman Agung. Data were collected through testing, and analyzed using prerequisite tests (normality test) and final data analysis through a paired sample t-test. The results of the normality test indicated that both pretest and posttest data were normally distributed, with significance values of 0.674 and 0.407, respectively. The hypothesis test using the paired sample t-test produced a significance value of 0.000 (< 0.05), indicating that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. These findings suggest that the Scramble learning model has a significant effect on improving the IPAS learning outcomes of fifth-grade students.
Sosialisasi Penguatan Pedagogical Content Knowledge (PCK) Berbasis Teknologi bagi Guru Sekolah Dasar dalam Mewujudkan Pembelajaran Berdampak Sundahry; Yogi Irdes Putra; Muhammad Ripal
GERAKAN EDUKASI DAN MASYARAKAT NUSANTARA Vol. 1 No. 2 (2026): Jurnal Gerakan Edukasi dan Masyarakat Nusantara
Publisher : CV. DIGITIAL EDUKASI NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65841/gemanusa.v1i2.201

Abstract

Abstract The competence of elementary school teachers in designing and implementing quality learning is a determining factor in the success of education. One of the fundamental competency frameworks that is still not widely understood is Pedagogical Content Knowledge (PCK), which refers to teachers’ ability to integrate mastery of subject matter with appropriate pedagogical strategies. Based on preliminary observations of elementary school teachers in Bungo Regency, it was found that many teachers still did not fully understand the concept of PCK and had not been able to integrate it with the use of digital technology. As a result, the learning process had not been able to provide meaningful and sustainable impacts on students. This community service activity was carried out through a structured socialization program consisting of five main stages: (1) preparation and needs analysis through surveys and Focus Group Discussions (FGD), (2) socialization of technology based PCK concepts through interactive training methods, (3) workshops on developing impactful learning through a project-based learning approach, (4) implementation and trial of learning designs in the classroom, and (5) evaluation and the establishment of a digital teacher learning community. The activity took place from February 23 to March 12, 2026, involving elementary school teachers in Bungo Regency as participants. The results of the socialization program showed that participating teachers experienced significant improvement in their understanding of PCK concepts and their ability to integrate them with digital technology. A total of 92% of participants successfully developed at least one impactful learning tool based on digital PCK according to the subjects they taught. The establishment of a digital teacher learning community serves as a guarantee for the sustainability of the program, enabling the continuous and independent development of teachers’ PCK competencies. Keywords: Socialization; PCK; Technology; Impactful Learning; Elementary School Teachers.
Peningkatan Proses dan Hasil Belajar IPAS Menggunakan Model Pembelajaran Inkuiri Terbimbing M. Rizki; Sundahry; Randi Eka Putra
JURNAL KEILMUAN TEKNOLOGI DAN PENDIDIKAN TERPADU Vol. 2 No. 1 (2026): Keilmuan Teknologi dan Pendidikan Terpadu
Publisher : CV. DIGITIAL EDUKASI NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65841/tekdika.v2i1.238

Abstract

Instruction in Natural and Social Sciences (IPAS) often faces challenges regarding low levels of student engagement and unsatisfactory learning outcomes, necessitating a shift toward a more learner-centered instructional approach. This study aimed to improve the IPAS learning process and outcomes for fifth-grade students at SDN 127/II Sungai Arang by implementing a guided inquiry learning model, involving 16 students as participants. The study employed a Classroom Action Research (CAR) approach conducted over two cycles, with each cycle comprising the stages of planning, implementation, observation, and reflection. The results demonstrated significant improvement across both cycles. Teacher instructional performance rose from an average of 70% in Cycle I to 90% in Cycle II. Similarly, student engagement in the learning process increased from an average of 74% in Cycle I to 90% in Cycle II. Furthermore, the percentage of students achieving mastery in learning outcomes rose from 63% in Cycle I to 88% in Cycle II. The implementation of the guided inquiry learning model proved effective in enhancing both the learning process and outcomes for fifth-grade students in the IPAS subject at SDN 127/II Sungai Arang.   Keywords: Guided Inquiry; Learning Process; Learning Outcomes.
Peningkatan Keterampilan Membaca Pemahaman Menggunakan Metode Guided Reading Fitria; Aprizan; Sundahry
JURNAL KEILMUAN TEKNOLOGI DAN PENDIDIKAN TERPADU Vol. 2 No. 1 (2026): Keilmuan Teknologi dan Pendidikan Terpadu
Publisher : CV. DIGITIAL EDUKASI NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65841/tekdika.v2i1.240

Abstract

This study was motivated by the students' low reading comprehension skills; only 7 students (35%) understood the content of the reading material, while the remaining 13 students (65%) did not yet fully grasp it. The objective of this study was to improve reading comprehension skills using the Guided Reading method. A two-cycle Classroom Action Research (CAR) design was employed. The study sample consisted of 20 students. Data were collected through observation, tests, and documentation. The results showed an improvement in teacher performance from 76% in Cycle I to 96% in Cycle II, and an increase in learning mastery from 65% in Cycle I to 85% in Cycle II; specifically, student mastery in reading comprehension rose from 65% in Cycle I to 85% in Cycle II. Guided Reading is a method of guided reading instruction proven capable of enhancing the reading comprehension skills of fourth-grade students at SDN 37/II Pasar Lubuk Landai. This study contributes to the implementation of a reading instruction method that actively engages students through reading activities, teacher guidance, question-and-answer sessions, and discussions to help them better understand reading content. It can be concluded that the implementation of the Guided Reading method is effective in improving the reading comprehension skills of fourth-grade elementary school students.   Keywords: Reading Comprehension; Guided Reading; Classroom Action Research
Co-Authors Abdulah Aprizan Dani, Refril Dhini Mufti Fitria M. Rizki Misa Anggraini Muhammad Ripal Nofrianni, Elvima Novita, Ovra Puput Wahyu Hidayat Putra, Randi Eka Putra, Yogi Irdes Putri Oktaviani Putri Yulianasari Putri Yulianasari Rada Umar Rika Arini RITA ARINI Selpiani Putri Zulqoidi R. Habibie