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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Innovative and Creativity
Mutiara Uli Arta Tambunan
Universitas Negeri Medan
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Desain Model Pembelajaran “Voca-Motion” Berbasis Aktivitas Gerak untuk Meningkatkan Penguasaan Kosakata Bahasa Inggris Tiarnita Maria Sarjani br. Siregar; Gilang Fathir Andikha; Shalsya Nazyfha; Grace Shinta Simbolon; Mutiara Uli Arta Tambunan
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.6029

Abstract

Penguasaan kosakata merupakan fondasi utama pembelajaran bahasa Inggris, namun siswa sekolah dasar sering mengalami kesulitan akibat metode pembelajaran konvensional yang pasif. Penelitian ini bertujuan mendesain model pembelajaran inovatif bernama “Voca-Motion” yang mengintegrasikan aktivitas gerak fisik untuk meningkatkan penguasaan kosakata. Metode penelitian menggunakan studi literatur dengan menganalisis artikel ilmiah terkait Total Physical Response (TPR), Running Dictation, serta metode Gerak dan Lagu. Hasil kajian menunjukkan bahwa sintesis ketiga metode tersebut dalam “Voca-Motion” mampu menstimulasi memori kinestetik, menurunkan kecemasan siswa, dan meningkatkan partisipasi aktif secara signifikan. Desain model ini menyajikan tahapan pembelajaran sistematis mulai dari imitasi gerak, internalisasi irama, hingga produksi bahasa melalui kompetisi tim. Disimpulkan bahwa model “Voca-Motion” memiliki landasan teoretis dan dukungan empiris yang kuat sebagai solusi efektif dalam pembelajaran kosakata bahasa Inggris di sekolah dasar
IMPLEMENTASI PROBLEM BASED LEARNING, PROJECT BASED LEARNING, DAN DISCOVERY LEARNING DALAM PEMBELAJARAN MATEMATIKA UNTUK MENINGKATKAN KEAKTIFAN BELAJAR SISWA KELAS V SEKOLAH DASAR Shalsya Nazyfha; Ananta Lestari Br Sembiring; Berta Arista Br Damanik; Mutiara Uli Arta Tambunan; Liza Aulia Yusuf
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15802

Abstract

Low student participation and the belief that mathematics is a challenging and abstract topic are two common obstacles to mathematics education in elementary schools. The purpose of this study is to describe how Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Discovery Learning are used in mathematics instruction and how they improve fifth-grade students' learning activity. A qualitative descriptive strategy was used in this study. Data reduction, data display, and conclusion drawing approaches were used in the analysis of the information gathered from interviews with the fifth-grade teacher at SD Negeri 101774 Sampali. The results demonstrated that students were more engaged in the learning process when these student-centered learning approaches were used. Pupils showed improved critical thinking abilities when resolving contextual issues, grew more comfortable voicing their viewpoints, and engaged in group discussions. Students' comprehension of abstract mathematical ideas was further aided by the use of educational videos, workbooks, and teaching aids. The findings show that PBL, PjBL, and discovery learning successfully promoted a more engaging and relevant mathematics learning environment, despite issues such as constrained instructional time and uneven student involvement.
Co-Authors Ananta Lestari Br Sembiring Berta Arista Br Damanik Gilang Fathir Andikha Grace Shinta Simbolon Liza Aulia Yusuf Shalsya Nazyfha Tiarnita Maria Sarjani Br. Siregar