Article Per Year (5 Year)
p-Index From 2021 - 2026
0.835
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This Author published in this journals
All Journal Indonesian Journal of Research and Educational Review (IJRER)
Leonid Ritiauw
Department of Elementary School Teacher Education, Universitas Pattimura
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Deep Learning Approach to Improve Learning Interest in Cultural Heritage Material at Private Elementary School Lala Sentia Lesnussa; Ode Abdurrachman; Leonid Ritiauw
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.v5i2.4527

Abstract

Learning about cultural heritage in elementary schools is often less popular due to the presentation being theoretical and less relevant to the students' life context. This study aims to test the effectiveness of the deep learning approach in increasing the learning interest of fifth-grade students at Fena Fafan Private Elementary School 12 in this material. Using a quantitative method with a pre-experimental design (one-group pretest-posttest), this study involved 19 students as a sample. Data were analyzed statistically using a paired t-test and the N-Gain test. The results showed that the deep learning approach significantly increased students' interest and learning outcomes. This was evidenced by the results of the hypothesis test, which showed a significant difference between the pretest and posttest scores (p = 0.000), as well as the N-Gain score of 0.74, which was included in the High category. The implementation of the principles of mindfulness, meaningful, and joyful learning successfully shifted the learning paradigm to be student-centered and created an interactive classroom atmosphere. In addition to increasing motivation and enthusiasm, this approach proved effective in developing 21st-century skills (4Cs) by contextual media and the involvement of local partners. This research provides practical contributions for educators in adopting alternative strategies that can transform theoretical material into in-depth and enjoyable learning experiences.
STAD Learning Model and Learning Styles: Learning Outcomes of Fifth-Grade Students at Primary School Jela A. Rahawarin; Samuel P. Ritiauw; Leonid Ritiauw
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.v5i2.4595

Abstract

Use of less diverse learning models and neglect of students' learning styles can lead to inferior social studies learning outcomes in elementary school children and a lack of classroom participation. This study examines how the Student Teams Achievement Division (STAD) learning model and learning styles affect fifth-grade social studies learning results in Primary School 2 Latihan Ambon. This experiment used a 2x3 factorial analysis and a posttest-only control group. All Primary School 2 Latihan Ambon pupils were studied, with 42 students divided into an experimental class (22 students) using the STAD model and a control class (20 students) using the TGT model, which stands for Teams Games Tournament, another cooperative learning model. A validated learning style questionnaire and learning outcome test were employed. Data was evaluated with a two-way ANOVA. The research findings showed that: (1) The STAD learning model had a significant effect on student learning outcomes (Sig. 0.000 < 0.05), with the average score of the experimental class (81.667) higher than the control class (63.267). (2) Learning styles have a significant influence on learning outcomes (Sig. 0.000 < 0.05), where students with visual learning styles achieved the highest score (84.400), followed by kinesthetic (69.800) and auditory (63.200). (3) There is a significant interaction between learning models and learning styles on student learning outcomes (Sig. 0.002 < 0.05). This study helps educators map student learning styles before choosing a model. These findings also support the STAD cooperative model's ability to boost primary school social studies material achievement.
Horay Course Review Learning Model: Student Learning Outcomes in Material of Hindu-Buddhist Kingdom in Indonesia Tasya Lumamena; Leonid Ritiauw; Samuel P. Ritiauw
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.v5i2.4596

Abstract

Learning the history of the Hindu-Buddhist Kingdoms in Indonesia is often considered boring by elementary school students due to the broad scope of material and conventional teaching methods, which have an impact on low student learning outcomes in class. This study aims to determine the effect of the Course Review Horay (CRH) learning model on student learning outcomes on the material of the Hindu-Buddhist Kingdoms in Indonesia for fifth-grade students at Elementary School 1 Passo. This type of research is an experimental study with a Pretest-Posttest Control Group Design. The study population included all fifth-grade students of Elementary School 1 Passo, totaling 38 students, consisting of class V-a as the experimental group (19 students) and class V-b as the control group (19 students). The research instrument used a learning outcome test in the form of 30 multiple-choice questions that have been tested for validity and reliability. The data analysis technique used an independent sample t-test with a significance level of 0.05. The results showed a Sig. (2-tailed) value of 0.000 <0.05, which indicates a significant difference between the learning outcomes of students in the experimental class and the control class. The average posttest score of the experimental class was 12.053 points higher than that of the control class. Therefore, it can be concluded that the Course Review Horay learning model significantly improves student learning outcomes on the Hindu-Buddhist Kingdoms topic. This research contributes to elementary school teachers' implementation of a fun and interactive cooperative learning model. The CRH model has been proven to create a conducive learning environment to improve students' understanding of narrative history material.
Analysis of the Teacher’s Role in Enhancing Students’ Critical Thinking Skills: Social Studies Learning at Elementary School Zarniati Zarniati; Samuel Patra Ritiauw; Leonid Ritiauw
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.v5i3.4824

Abstract

Critical thinking skills are essential competencies in Social Studies (IPS) learning, yet their development depends heavily on the teacher's classroom efficacy. At Elementary School 2 Ambon, a comprehensive understanding is required regarding how teachers integrate their pedagogical responsibilities to stimulate students' critical thinking. This study aims to investigate and describe the teacher's role in improving students' critical thinking skills through IPS learning at Elementary School 2 Ambon. Utilizing a qualitative approach with descriptive methods, the research subjects included the principal, IPS teachers, and 20 students. Data were collected via observation, interviews, and documentation techniques, and analyzed using the Miles and Huberman interactive model (data collection, reduction, display, and conclusion drawing). The findings reveal that teachers effectively perform seven main functions to foster critical thinking: (1) Educator, providing quality instructions; (2) Demonstrator, utilizing learning media; (3) Class Manager, maintaining a conducive atmosphere; (4) Facilitator, supplying learning resources; (5) Supervisor, directing student activities; (6) Motivator, providing encouragement; and (7) Evaluator, conducting test and non-test assessments. Practically, this research guides educators on diversifying instructional roles to optimize students' cognitive abilities. Theoretically, these results enrich the literature on pedagogical strategies in elementary social studies to cultivate a critical and analytical generation.
Deep Learning Approach to Improve Student Learning Outcomes in Social Studies at Elementary School Ferlin Mega Notanubun; Ode Abdurrachman; Leonid Ritiauw
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.v5i3.4852

Abstract

Social Studies (IPS) learning in fifth graders of Elementary School Lumahlatal is still dominated by a teacher-centered paradigm that impacts low student learning outcomes, so a more active and student-centered alternative approach is needed. This study aims to determine the effectiveness of the implementation of the deep learning approach in improving social studies learning outcomes in fifth graders of Elementary School Lumahlatal. Using a quantitative method with a pre-experimental one-group pretest-posttest design, this study involved 21 students in the even semester of the 2025/2026 academic year as a sample. Data was collected through observation, documentation, and test instruments that had been tested for validity on 15 questions (rcount > 0.456) and had very high reliability (Cronbach's Alpha 0.976). Data analysis using the Shapiro-Wilk normality test showed a normal data distribution (sig. > 0.05). The results of the study showed a significant transformation in student learning completion from 28.60% in the pretest to 100% in the posttest, with an average score increasing from 61.35 to 84.5. An N-Gain score of 0.69 confirmed that this approach was effective in the "Moderate" category. This study proves that the integration of joyful, mindful, and meaningful learning components in deep learning can provide a significant positive impact on material mastery compared to conventional methods, while contributing to the transformation of the learning paradigm to a student-centered one.
Co-Authors Ferlin Mega Notanubun Jela A. Rahawarin Lala Sentia Lesnussa Ode Abdurrachman Samuel P. Ritiauw Samuel Patra Ritiauw Tasya Lumamena Zarniati Zarniati