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All Journal Journal of Innovation and Research in Primary Education Wilangan : Jurnal Inovasi dan Riset Pendidikan Matematika Jurnal DIKDAS
Sukri Sukri
Universitas Tadulako
Education Languange, Linguistic, Communication & Media Mathematics Other

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Enhancing Fourth-Grade Students' Learning Outcomes in Integrated Science and Social Studies Through Problem-Based Learning Meinar R Age; Nashrullah Nashrullah; Muchdar Muchdar; Abdul Rahman; Sukri Sukri
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.v5i1.2918

Abstract

The integration of Science and Social Studies (IPAS) in Indonesia's Merdeka Curriculum requires pedagogical approaches that foster critical thinking and problem-solving skills. However, fourth-grade students at SD Inpres 1 Tondo demonstrated low critical thinking abilities and passive learning behaviors, with only 37.04% achieving mastery in IPAS. This study examined the effectiveness of Problem-Based Learning (PBL) in improving student learning outcomes in IPAS subjects. A classroom action research design following the Kurt Lewin model was employed over two cycles with 27 fourth-grade students. Data collection utilized observation sheets, achievement tests, interviews, and documentation. Quantitative data were analyzed using percentage formulas for individual and classical mastery, while qualitative data underwent thematic analysis. The implementation of PBL produced substantial improvements across all measured dimensions. Classical mastery increased dramatically from 37.04% (pre-action) to 44.44% (Cycle I) and 92.59% (Cycle II), exceeding the 80% success criterion. Teacher performance improved from 77.41% to 94.35%, while student engagement increased from 72.32% to 88.39% across cycles. Classical absorption rate rose from 53.52% to 78.70%. Problem-Based Learning effectively enhances both learning processes and outcomes in IPAS for elementary students. The iterative refinement through action research cycles proved essential for maximizing PBL's effectiveness in integrated curriculum contexts.
The Effect of Canva-Based Animated Video Media on Integrated Science and Social Studies Learning Outcomes: A Quasi-Experimental Study in Indonesian Elementary Education Intan Nur Alini; Nashrullah Nashrullah; Muchdar Muchdar; Abdul Rahman; Sukri Sukri
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.v5i1.2919

Abstract

This quasi-experimental study investigated the influence of Canva-based animated video media on fifth-grade students' IPAS (Integrated Science and Social Studies) learning outcomes at SDN 2 Dolo. Employing a nonequivalent control group design, the research involved 60 students divided into experimental (n=34) and control (n=26) groups. The experimental group received instruction using Canva-based animated videos integrating visual animations, text, and audio narration, while the control group experienced conventional teacher-centered methods. Data were collected through validated multiple-choice tests (15 items, reliability α=0.788) administered as pretests and posttests. Descriptive statistics and independent samples t-test were employed for data analysis using IBM SPSS Statistics 25. Results revealed that the experimental group achieved significantly higher posttest scores (M=84.41, SD=8.941) compared to the control group (M=78.08, SD=9.389), with statistical significance confirmed (t=2.661, p=0.010<0.05). These findings demonstrate that Canva-based animated video media significantly enhances IPAS learning outcomes by promoting student engagement, attention, and conceptual understanding. The study contributes empirical evidence supporting multimedia learning theory in integrated curriculum contexts and validates accessible digital tools' effectiveness in resource-constrained educational settings. Future research should examine long-term retention effects and optimal animation design features across diverse educational contexts.
Examining Concrete Manipulative Effectiveness: Magic Glass Media in Fourth-Grade Multiplication Instruction Devinta Tri Utami Geger Haryanto; Azizah Azizah; Nuraini Nuraini; Nurul Fitriah Aras; Sukri Sukri
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.v5i1.3274

Abstract

Multiplication instruction in elementary schools often relies on abstract presentations without adequate concrete support, resulting in low student achievement. This study investigated the effect of magic glass learning media on fourth-grade students' multiplication learning outcomes at SD Inpres 1 Tondo. A pre-experimental one-group pretest-posttest design was employed with 26 fourth-grade students selected through saturated sampling. Data were collected using a 20-item multiple-choice test with established content validity (CVI > 0.78) and reliability (α = 0.82). Students completed a pretest, participated in four instructional sessions using magic glass media representing multiplication as repeated addition through cups and counting sticks, then completed a posttest. Data analysis utilized descriptive statistics and paired-samples t-test (α = 0.05) following Shapiro-Wilk normality testing. Mean scores increased significantly from 35.40 (SD = 15.19) to 75.78 (SD = 18.65), representing a 114% improvement. The paired-samples t-test revealed statistically significant differences (t = -11.251, df = 25, p < 0.001). Low-performing students demonstrated particularly dramatic gains, while engagement remained consistently high throughout treatment sessions. Findings confirm that magic glass media effectively enhances multiplication learning by aligning with students' concrete operational developmental stage, consistent with Piagetian and Brunerian theories. The media facilitates meaningful conceptual understanding through hands-on manipulation, particularly benefiting struggling learners. Magic glass learning media represents an accessible, evidence-based intervention for improving elementary mathematics instruction.
Analisis Kesulitan Siswa Sekolah Dasar dalam Memahami Operasi Hitung Pecahan pada Pembelajaran Matematika di SDN 4 Poso Nur Fadlun Fadlun; Sukri Sukri; Putri Wulandari; Ni Kadek Yuniasti
JURNAL DIKDAS Vol. 14 No. 1 (2026): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v14i1.6279

Abstract

This study aims to analyze elementary school students’ difficulties in understanding fraction arithmetic operations in mathematics learning. This research used a descriptive qualitative approach and was conducted at SDN 4 Poso. The subjects of this study consisted of one mathematics teacher and 24 fifth-grade students. Data were collected through observation, interviews, and documentation. The results showed that students experienced conceptual difficulties, procedural difficulties, and difficulties in solving word problems related to fractions. Students still had difficulty distinguishing numerators and denominators, determining equivalent fractions, and solving fraction operations with different denominators. The factors causing learning difficulties included low learning motivation, weak basic mathematical skills, less varied learning methods, and limited use of concrete learning media. Therefore, the use of concrete learning media, contextual learning approaches, and gradual practice is needed to improve students’ understanding of fraction arithmetic operations.
THE IMPACT OF ARTIFICIAL INTELLIGENCE ON STUDENTS' MATHEMATICAL ABILITIES: A SYSTEMATIC LITERATURE REVIEW Fanisa Dina Amalia Dewi Umbara; Sukri Sukri
Wilangan: Jurnal Inovasi dan Riset Pendidikan Matematika Vol 7, No 2 (2026): Juni 2026
Publisher : FKIP Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/wjirpm.v7i2.41045

Abstract

Advances in Artificial Intelligence (AI) have brought significant changes to mathematics education. Various technologies are increasingly being used to support the learning process. However, findings regarding the impact of AI on students’ mathematical abilities remain scattered and have not yet been comprehensively synthesized. This study aims to identify the types of AI used in mathematics education, the most frequently studied mathematical abilities, the impact of AI on students’ mathematical abilities, and the challenges of its implementation. The study employed a Systematic Literature Review (SLR) method. Data were obtained from the Scopus database for the period 2022–2026, yielding 16 articles that met the criteria. The results indicate that ChatGPT is the most widely used AI technology, while problem-solving skills remain the dominant focus of research. In general, AI has a positive impact on problem-solving skills, and other mathematical abilities through direct feedback and more personalized learning. However, the implementation of AI still faces challenges such as inaccuracies in answers, the risk of student dependency, and issues of academic ethics. Therefore, the use of AI needs to be balanced with the development of AI literacy and critical thinking skills.
Co-Authors Abdul Rahman Azizah Azizah Devinta Tri Utami Geger Haryanto Fanisa Dina Amalia Dewi Umbara Intan Nur Alini Meinar R Age Muchdar Muchdar Nashrullah . Ni Kadek Yuniasti Nur Fadlun Fadlun Nuraini Nuraini Nurul Fitriah Aras Putri Wulandari