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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar COLLASE (Creative of Learning Students Elementary Education)
Irvan, Khoirul
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Meningkatkan penguasaan kosakata bahasa Inggris peserta didik kelas IV SD menggunakan media pembelajaran interaktif berbasis Articulate Storyline Irvan, Khoirul; Saputra, Erwin Rahayu; Merliana, Anggit
COLLASE (Creative of Learning Students Elementary Education) Vol. 8 No. 4 (2025)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v8i4.25043

Abstract

Seiring berkembangnya teknologi, media pembelajaran dengan materi berbasis digital secara keseluruhan pada tahapan pendidikan dasar menandakan potensi transformatifnya dalam pembelajaran. Hal ini terjadi karena kemampuannya menyediakan informasi dari berbagai sumber yang dapat memotivasi peserta didik serta meningkatkan komunikasi dua arah (interaktif). Penggunaan media pembelajaran interaktif bisa dilaksanakan saat proses belajar bahasa asing, dimana bahasa asing yang umum diajarkan di sekolah dasar Indonesia adalah bahasa Inggris sebagai muatan lokal. Namun penggunaan media tersebut sangat jarang, dan pembelajaran masih menunjukkan kurangnya interaksi antara guru dengan peserta didik, karena selama proses pembelajaran bahasa Inggris guru hanya mengandalkan buku cetak sebagai media penyampaian materi. Salah satu upaya meningkatkan interaksi tersebut adalah menggunakan media pembelajaran interaktif berbasis Articulate Storyline. Tujuan dilakukannya penelitian ini adalah untuk mengetahui ada tidaknya peningkatkan penguasaan kosakata bahasa Inggris peserta didik kelas IV sekolah dasar menggunakan media pembelajaran interaktif berbasis Articulate Storyline. Penelitian menggunakan metode pre-experimental dengan jenis one group pretest - posttest design. Penelitian ini menunjukkan hasil belajar peserta didik mengalami peningkatan dibuktikan dengan nilai rata - rata dari 56,88 pada pretest menjadi 87,12 pada posttest.
PENERAPAN LEMBAR KERJA MURID (LKM) BERBASIS GROWTH MINDSET UNTUK MENINGKATKAN HASIL BELAJAR MURID KELAS III Tasari; Salsabila, Khairinnisa; Irvan, Khoirul; Perdana Dharma Fortuna, Kurnia; Nur Kholiq, Mohamad; Nadirin, Muhamad; Aswari, Rani; Wijayanti, Septiana
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.v11i03.60527

Abstract

This Classroom Action Research aims to improve the learning outcomes of third-grade students at SD Negeri 1 Banyuripan through the implementation of Growth Mindset-based Student Worksheets on the topic of Data Collection and Presentation. The research was motivated by the students’ low learning outcomes, in which only 2 out of 25 students (8%) met the Minimum Passing Criteria, as well as the presence of psychological factors in the form of a fixed mindset that caused students to lack self-confidence, fear making mistakes, and give up easily when facing learning difficulties. The study employed the Kemmis and McTaggart model, implemented over two cycles, encompassing the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 25 third-grade students at Banyuripan State Elementary School 1. Data were collected through achievement tests at the end of each cycle and then analyzed using quantitative descriptive methods. The results showed an improvement in learning outcomes in each cycle. In Cycle I, 15 out of 25 students (60%) achieved learning mastery with a class average score of 72. After instructional improvements were implemented in Cycle II, all students (25 students) achieved learning mastery, with the class average score rising to 88—representing a 100% mastery rate (a 40% increase from Cycle I). This improvement was also accompanied by growth in the ability to collect and present data (from 84% to 93%), problem-solving skills (from 64% to 81%), and self-awareness regarding challenges (from 77% to 95%). Thus, the implementation of Growth Mindset-Based Student Worksheets can improve learning outcomes, as evidenced by the increase in each indicator across every cycle.
Co-Authors Aswari, Rani Nadirin, Muhamad Nur Kholiq, Mohamad Perdana Dharma Fortuna, Kurnia Salsabila, Khairinnisa Saputra, Erwin Rahayu Septiana Wijayanti Tasari, Tasari