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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Ideguru: Jurnal Karya Ilmiah Guru Master of Pedagogy and Elementary School Learning Master of Action Research in Mathematics Classroom
Sundahry Sundahry
Universitas Jambi
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics Other

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Mathematics Learning: Model Teams Games Tournament in Grade IV SDN 108/II Perumnas Liza Helmalia Putri; Randi Eka Putra; Sundahry Sundahry
Master of Action Research in Mathematics Classroom Vol. 2 No. 1 (2026): Juli
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/math-action.v21.220

Abstract

This study aims to improve the mathematics learning process and outcomes of fourth-grade students at SD Negeri 108/II Perumnas through the implementation of the Team Games Tournament (TGT) learning model. The background of this study is based on low student engagement and learning outcomes that have not yet met the Learning Objective Achievement Criteria (KKTP), which is 75. The method used was Classroom Action Research (CAR), implemented in two cycles, with the stages of planning, implementation, observation, and reflection. Data were collected through observation sheets for the learning process and cognitive learning outcome tests. The results showed an improvement in student learning, as evidenced by the percentage of learning outcomes in cycle I, meeting 1, at 40.74%, meeting 2 at 51.85%, then increasing to 55.56% in cycle II, meeting 1, and 66.67% in meeting 2. Improvements were also evident in cognitive learning outcomes. While no students achieved the KKTP (competent mastery level) in the pre-cycle, 12 students (44.44%) achieved mastery in cycle 1, and this increased to 20 students (81.48%) in cycle II. Thus, the implementation of the TGT model has proven effective in improving both student mathematics learning processes and outcomes. This model is recommended as an innovative, fun, and competitive learning strategy that elementary school teachers can use to improve the quality of learning.
Synergy of Pedagogical Content Knowledge, Digital Literacy, and Instructional Design Skills in Preparing Quality Elementary Teachers for Impactful Learning Sundahry; Syahrial; Yantoro; Destrinelli
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.14412

Abstract

This study examines how Pedagogical Content Knowledge (PCK), digital literacy, and instructional design skills synergistically influence perceived impactful learning among elementary teacher education students. A sequential explanatory mixed-methods design was employed: quantitative data from 222 students via surveys, followed by qualitative data from 15 students through focus group interviews. Quantitative results show PCK and instructional design skills collectively explain 70% of variance in impactful learning, with balanced and strong effects, while digital literacy functions as a supporting enabler rather than primary determinant. Qualitative findings identify six facilitating factors, eight barriers, and seven moderators that contextualize competency integration patterns. The study proposes three conceptual frameworks Synergistic Competency Framework, Grade Responsive Pedagogy Framework, and Pedagogy Primacy Framework integrated within the Subject-Specific Deep Learning Pedagogy (SSDLP) model, which positions PCK as the foundational layer for technology-enhanced instruction. Conclusions emphasize that impactful learning emerges when pedagogical foundations precede technological integration, with field experience and intrinsic motivation as critical catalysts. Teacher education programs should prioritize systematic PCK development, positioning digital literacy as complementary infrastructure.
Peningkatan Proses Hasil Belajar Menggunakan PBL Pembelajaran IPAS Kelas IV SDN 031/VI Rantau Panjang Winda Winda; Sundahry Sundahry; Nurlev Avana
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i2.2047

Abstract

This research was driven by Improving the Learning Process and Outcomes Using the Problem-Based Learning Model in Science and Social Studies (IPAS) for Grade IV Students at SDN 031/VI Rantau Panjang.The purpose of the study was to explore how the application of the Problem Based Learning (PBL) model could enhance the learning process and outcomes. The study utilized a Classroom Action Research (CAR) approach, implemented over two cycles, each comprising planning, action, observation, and reflection phases. The participants were 20 fourth-grade students. Data were gathered through observation, tests of learning outcomes, and documentation, then analyzed using both qualitative and quantitative methods. The results demonstrated marked improvements in teaching effectiveness and student performance. In the first cycle, teacher activity averaged 69.04%, increasing to 83.33% in the second cycle. Student participation improved from 60% to 85%. Similarly, learning mastery rose from 64.75% in the initial cycle to 81.25% in the subsequent one. These findings suggest that the PBL model significantly contributes to enhancing student engagement and comprehension of IPAS content. Therefore, this model is recommended as an effective instructional strategy that promotes active, student-centered, and meaningful learning.
Peningkatan Proses dan Hasil Belajar IPAS di Kelas V dengan Menggunakan Model Number Heads Together di Mis Assu’udiyah Mariam Angraeni; Sundahry Sundahry; Iri Hamzah
Master of Pedagogy and Elementary School Learning Vol. 2 No. 2 (2026): Juli
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/mapels.v22.209

Abstract

Penelitian tindakan kelas pada siswa kelas kelas V Mis Assu’udiyah Muara bungo yang dilator belakangi obseervasi awal yang menunjukan rendahnya hasil belajar siswa, dapat dilihat berdasarkan nilai ujian semester ahir siswa kelas IV. rata-rata nilai yang di tetapkan tersebut masih di bawah Kriteria Pencapaian Tujuan Pembelajaran (KKTP) yang di tetapkan sekolah yaitu 75. Hal ini menunjukan masih rendahnya hasil belajar siswa pada nilai ujian semester akhir kelas IV tahun ajaran 2024/2025. Oleh karena itu model pembelajaran yang dapat meningkatkan hasil belajar siswa adalah Numbered Heasd Together (NHT). Tujuan penelitian ini Mendeskripsikan proses dan hasil belajar kognitif IPAS. Model penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK). Penelitian dilaksanakan dalam dua siklus, tiap siklus terdiri atas perencanaan, pelaksanaan tindakan, observasi dan refleksi. Sebjek penelitian ini di lakukan pada siswa kelas V Mis Assu’udiyah Muara Bungo yang berjumblah 17 siswa. Pengumpulan data yang digunakan peneliti ini ada observasi dan tes. Intrusmen pengumpulan data berupa lembar observasi keterlaksanaan model NHT siswa dan lembar soal tes hesil belajar kognitf IPAS. Hasil yang diperoleh penelitian ini pada lembar observasi guru siklus I sebesar 81,25% dan siklus II sebesar 93,75%, pada lembar observasi siswa pada siklus I sebesar 41,17% dan siklus sebesar II 91,16%. Dan hasil tes belajar IPAS siswa pada siklus I siswa yang mencapi KKTP sebesar 58,82% atau 10 dari 17 siswa, dan pada siklus II siswa yang mencapi KKTP sebesar 94,11% atau 16 dari 17 siswa. Hal ini menunjukan adanya peningkatan terhadap proses dan hasil belajar siswa.
Peningkatan Proses dan Hasil Belajar IPAS Menggunakan Model Project Based Learning di Kelas IV SDN 025/II Muara Bungo Annisa Kurnia Santri; Sundahry Sundahry; Opi Andriani
Master of Pedagogy and Elementary School Learning Vol. 2 No. 2 (2026): Juli
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/mapels.v22.212

Abstract

Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan di kelas IV di SDN 025/II Muara Bungo karena rendahnya keberhasilan belajar siswa yang disebabkan oleh belum berkembangnya proses ilmiah mereka, yang tercermin dari nilai rata-rata pembelajaran IPAS. Dari 13 siswa, hanya 5 yang mecapai kategori tuntas, sementara 8 siswa belum tuntas. Penelitian ini bertujuan untuk menggambarkan peningkatan proses dan hasil belajar kognitif siswa IPAS dengan menerapkan model pembelajaran PJBL pada kelas IV SDN 025/II Muara Bungo. Penelitian Tindakan kelas ini terdiri dari dua siklus yang mulai dari tahap perencanaan, pelaksanaan tindakan, observasi/monitoring, dan refleksi. Dalam penelitian ini subjek penelitiannya yaitu 13 peserta didik kelas IV SDN 025/II Muara Bungo. Data dikumpulkan melalui lembar observasi guru, lembar observasi siswa, dan instrumen tes. Hasil penelitian yang didapatkan yaitu: 1) proses belajar siswa dengan model PJBL di siklus I mencapai 69% masuk kategori cukup, kemudian meningkat 100% pada siklus II dengan kategori sangat baik, 2) pelaksanaan model Project-Based Learning oleh guru dalam proses pembelajaran meningkat dari 75% pada siklus I menjadi 96% pada siklus II, 3) hasil pembelajaran kognitif pada mata pelajaran IPAS meningkat dari 67% menjadi 91% pada setiap siklusnya. Kesimpulan dalam penelitian ini menampakkan bahwa model PJBL dapat memperbaiki aktivitas dan kerjasama peserta didik, sehingga mengembangkan proses ilmiah mereka dan meningkatkan keberhasilan belajar.
Co-Authors Annisa Kurnia Santri Destrinelli Destrinelli Iri Hamzah Liza Helmalia Putri Mariam Angraeni Nurlev Avana Opi Andriani Randi Eka Putra Syahrial, Syahrial Winda Winda Yantoro, Y