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p-Index From 2021 - 2026
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All Journal Indonesian Journal of Research and Educational Review (IJRER)
Jekriel Septory
Program Studi Diluar Kampus Utama (PSDKU), Universitas Pattimura
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Simulation Method in Social Studies Learning: Student Learning Outcomes at Elementary School Alestina Rommer; Fransheine Rumtutuly; Jekriel Septory
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4597

Abstract

This research addresses the low social studies learning outcomes among fifth-grade students at Elementary School, primarily caused by conventional teaching methods that foster student passivity and difficulty in grasping abstract historical concepts. The study aims to improve learning outcomes by implementing the simulation method, specifically focusing on the history of Indonesian independence. Utilizing a Classroom Action Research (CAR) design across two cycles, the study involved 22 students (13 females and 9 males) at Elementary School Wakarleli. Data were collected through observation, achievement tests, and documentation, then analyzed using quantitative descriptive techniques and classical mastery benchmarks. The findings revealed significant improvements at every stage: in the pre-action phase, only 6 students (27.27%) achieved mastery with an average score of 54.44. Following the implementation of simulations in Cycle I, mastery rose to 17 students (77.27%), and reached 19 students (86.36%) in Cycle II after reflective refinements. The simulation method successfully transformed abstract history into concrete, contextual experiences, creating an active and enjoyable learning environment. Practically, this study recommends simulations as an effective strategy for elementary teachers to boost student motivation and contextual understanding. Academically, these results provide a foundation for further research into the effectiveness of simulation methods across broader social studies curricula or different grade levels.
The Student Learning Outcomes in Science and Social Studies (IPAS): Picture Media at Primary School Benselina Erlina Unawekla; Fransheine Rumtutuly; Jekriel Septory
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.4827

Abstract

This research is motivated by the low learning outcomes of students in Natural and Social Sciences (IPAS) in the fourth grade of Kaiwatu Christian Primary School, Southwest Maluku Regency. This study aims to describe and analyze the improvement in IPAS learning outcomes through the application of image media using the Kemmis and McTaggart spiral model. The method used is Classroom Action Research (CAR) implemented in two cycles. The research subjects consisted of 16 fourth-grade students in the 2024/2025 academic year. Data collection techniques included learning outcome tests, observation, and documentation. The results showed a consistent positive trend in quantitative indicators at each stage. In the pre-cycle stage, the class average only reached 65 with a critical classical completion of 19% (3 students). After the intervention in Cycle I, the average score increased to 70 with a classical completion of 44% (7 students). Following reflection-based corrective actions in Cycle II—conducted through enrichment of image variations, intensification of visual-based question-and-answer sessions, and group strengthening—the class average jumped to 78 with an absolute classical completion rate of 100% (all 16 students met the learning objective achievement criteria). This study concludes that the application of image media successfully transforms the learning process from verbalistic and conventional into more visual, interactive, and contextual. Theoretically and practically, this visualization is highly effective in strengthening cognitive schemas and fostering active engagement for primary school students at the concrete operational stage.
Co-Authors Alestina Rommer Benselina Erlina Unawekla Fransheine Rumtutuly