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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Innovative and Creativity Jurnal Merah Putih Sekolah Dasar
Liza Aulia Yusuf
Universitas Negeri Medan
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Penerapan Metode Contextual Teaching and Learning dalam Pembelajaran Bilingual pada Siswa Sekolah Dasar Tiarnita Maria Sarjani Br Siregar; Monica Sola Gratia Panjaitan; Denri Laurensius Sitanggang; Liza Aulia Yusuf; Anatasia Egresia Saragih
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.v5i3.6259

Abstract

Pembelajaran bilingual pada jenjang sekolah dasar merupakan strategi penting untuk mempersiapkan peserta didik dalam berkomunikasi di era global. Artikel ini menganalisis penerapan metode Contextual Teaching and Learning (CTL) dalam pembelajaran bilingual dengan mensintesis berbagai hasil penelitian terkait. CTL memposisikan siswa sebagai pembelajar aktif yang membangun pemahaman bahasa melalui pengalaman langsung, pengamatan terhadap konteks kehidupan nyata, serta kegiatan kolaboratif. Temuan menunjukkan bahwa penerapan CTL secara signifikan meningkatkan motivasi belajar, penguasaan kosakata, dan kompetensi komunikatif siswa dalam berbahasa Inggris. Tantangan seperti perbedaan kemampuan siswa, keterbatasan media pembelajaran, dan ketergantungan pada fasilitas teknologi juga muncul selama proses pembelajaran. Meskipun demikian, CTL tetap efektif dalam menjadikan pembelajaran bilingual lebih komunikatif dan bermakna. Artikel ini menegaskan pentingnya CTL sebagai pendekatan strategis dalam mendukung praktik pembelajaran bilingual 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.
STRATEGI GURU DALAM MENANAMKAN NILAI KERUKUNAN ANTAR UMAT BERAGAMA DISEKOLAH DASAR Nurmayani Nurmayani; Zuhti Atitta Putri; Nabila Nasywa; Liza Aulia Yusuf; Selsy Abrilya; Nisya Sazwana Nasution
Jurnal Merah Putih Sekolah Dasar Vol. 3 No. 3 (2026): JANUARI 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i2.69888

Abstract

This study aims to describe the state of interfaith harmony at Pelangi Elementary School, identify inhibiting factors, and design strategies for teachers to instill the values of harmony in elementary schools. The approach used is descriptive qualitative with data collection techniques including observation, in-depth interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and drawing conclusions based on the Miles and Huberman model.The results of the study indicate that harmony among students has not been optimal. Students still tend to interact with peers of the same religion, their understanding of tolerance is still superficial, there are no structured programs to foster harmony, and there is an influence from the family environment that does not sufficiently support inclusive attitudes. To address this, teachers can implement various strategies, including integrating the values of tolerance into the learning process, forming heterogeneous study groups, and organizing thematic programs like Harmony Day and interfaith social projects. In addition, parental and community involvement is essential to strengthen students’ inclusive attitudes. Teachers should also serve as role models in daily life so that students can learn from real examples. These strategies are expected to create an inclusive and harmonious school environment while fostering tolerance from an early age.
Co-Authors Ananta Lestari Br Sembiring Anatasia Egresia Saragih Berta Arista Br Damanik Denri Laurensius Sitanggang Monica Sola Gratia Panjaitan Mutiara Uli Arta Tambunan Nabila Nasywa Nisya Sazwana Nasution NURMAYANI NURMAYANI Selsy Abrilya Shalsya Nazyfha Tiarnita Maria Sarjani br Siregar Zuhti Atitta Putri