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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan Journal of Innovation and Research in Primary Education
Yusdin Bin. M. Gagaramusu
Universitas Tadulako
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Canva Media Implementation for Enhancing Grade Four Civic Education Learning Outcomes Niluh Chixa Widiani; Yusdin Bin. M. Gagaramusu; Pahriadi Pahriadi; Arif Firmansyah; Muhammad Nazimuddin Al Kamil; Surahman Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2731

Abstract

Traditional teaching methods in Pancasila and Civic Education (PPKn) often result in passive learning and low student engagement, particularly in rural elementary schools. This study investigated the effectiveness of Canva media implementation in enhancing fourth-grade students' PPKn learning outcomes at SDN 2 Dolo. A Classroom Action Research design following the Kemmis and McTaggart model was employed across two intervention cycles. Thirteen fourth-grade students (8 males, 5 females) participated in the study. Data were collected through pre-tests, post-tests, structured observation sheets for teacher and student activities, and documentation. Quantitative data were analyzed using individual and classical absorption capacity formulas, while qualitative data were analyzed descriptively and categorized. Student mastery rates increased substantially from 15.38% (pre-test) to 38.46% (Cycle I) and 92.30% (Cycle II), with class average scores improving from 58.46 to 86.15. Teacher activity improved from 69.53% (Fair) to 93.75% (Very Good), while student engagement increased from 76.78% (Good) to 94.64% (Very Good). Classical learning completeness in Cycle II (92.30%) exceeded the 75% success criterion. Systematic implementation of Canva media significantly enhances PPKn learning outcomes by transforming abstract civic concepts into concrete, visual, and interactive learning experiences. The cyclical action research approach proved effective for instructional improvement and teacher professional development.
Pengaruh Manajemen Pendidikan Inklusif terhadap Layanan Anak Berkebutuhan Khusus di SD Zion Palu: The Influence of Inclusive Education Management on Services for Children with Special Needs at Zion Elementary School, Palu Censia Madelin Krisanti Muharam; Yusdin Bin. M. Gagaramusu; Dyah Rahmawati; Rizal Rizal; Nurlinda Nurlinda
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8187

Abstract

This study aims to determine the effect of inclusive education management on services for children with special needs (ABK) at Zion Elementary School, Palu. The study used a quantitative, comparative, causal (ex post facto) design, which focuses on cause-and-effect relationships based on conditions that have occurred without experimental treatment. The study population was the principal and all 17 class teachers at Zion Elementary School, Palu, who were also sampled through a saturated sampling technique. Data collection techniques included a questionnaire as the main instrument, along with observation, interviews, and documentation to strengthen the research results. Data analysis was carried out using descriptive analysis to describe the conditions of the research variables and inferential analysis using simple linear regression in SPSS to test the hypothesis. The results showed that the significance value was 0.021 < 0.05, indicating that H1 was accepted and H0 was rejected. This means that inclusive education management significantly influences services for children with special needs at Zion Elementary School in Palu. This finding indicates that the quality of ABK services is greatly influenced by the effectiveness of inclusive education management, especially in planning, implementation, and evaluation of learning. Thus, the better the implementation of inclusive education management, the more effective the services provided to children with special needs, both academically and socially. The results of this study are expected to serve as a basis for improving the quality of inclusive education services in elementary schools.
Hubungan Manajemen Pendidikan Inklusif terhadap Pembelajaran Anak Berkebutuhan Khusus (ABK) di SD Zion Palu: The Relationship between Inclusive Education Management and Learning for Children with Special Needs (ABK) at Zion Elementary School, Palu Diana Gloria Estevania Palindu; Yusdin Bin. M. Gagaramusu; Dyah Rahmawati; Rizal Rizal; Nurlinda Nurlinda
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8190

Abstract

This study aims to determine the relationship between inclusive education management and the learning of children with special needs (ABK) at Zion Elementary School, Palu. This study uses a quantitative, correlational research design to test the relationship between inclusive education management variables (independent variables) and ABK learning (dependent variable). The population in this study comprised all teachers at Zion Elementary School in Palu, with a sample of 17 selected using a saturated sampling technique. Data collection was conducted using a questionnaire that had been tested for validity and reliability, making it suitable as a research instrument. Data analysis was carried out using descriptive and inferential statistics, including the Pearson Product-Moment correlation test, assisted by SPSS version 27. Before testing the hypothesis, a prerequisite normality test was conducted using the Shapiro-Wilk test. The results showed a correlation coefficient (r) of 0.407, indicating a moderate relationship. However, the significance test yielded a p-value of 0.105, which exceeds the significance level of 0.05, indicating that the relationship between the two variables was not statistically significant. These findings indicate that inclusive education management is related to the learning of children with special needs, but it is not a dominant factor directly influencing their learning. Therefore, improving the quality of learning for children with special needs requires support from other factors, such as teacher competence, the availability of infrastructure, and collaboration among relevant parties.
Co-Authors Censia Madelin Krisanti Muharam Diana Gloria Estevania Palindu Dyah Rahmawati Huber Yaspin Tandi, Elfika Arif Firmansyah Muhammad Nazimuddin Al Kamil Niluh Chixa Widiani Nurlinda Nurlinda Pahriadi Rizal, Rizal Surahman Wilade