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p-Index From 2021 - 2026
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All Journal Indonesian Journal of Research and Educational Review (IJRER)
Samuel P. 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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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.
The Experiential Learning Model in Social Studies Instruction to Improve Learning Outcomes at Elementary School Cornelia Narahawarin; Samuel P. 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.v5i3.4843

Abstract

Social Studies learning at the elementary school level faces challenges due to low student learning outcomes caused by passive, conventional instructional methods. This study aims to improve the learning outcomes of fifth-grade students at SD Negeri 1 Passo through the experiential learning model. Utilizing a Classroom Action Research design across two cycles, this study involved 19 students. Data were collected through learning outcome tests and observation sheets, then analyzed using descriptive quantitative techniques. The findings demonstrated progressive improvement: the class average rose from 57.73 (Poor) in the pre-test to 68.6 (Sufficient) in Cycle I and reached 81.5 (Good) in Cycle II. The model eliminated the Poor and Very Poor categories starting from Cycle I, culminating in a 100% classical completion rate in Cycle II, where 52.63% of students achieved the good category and 47.37% reached Very Good. Furthermore, optimizing the abstract conceptualization and active experimentation stages effectively strengthened higher-order thinking skills (HOTS), evidenced by a significant score increase in the highest-weight assessment aspect from 50.10% to 37.1 (out of 50). This study concludes that from a constructivist perspective, the experiential learning model exerts a transformative impact by habituating a systematic learning cycle, integrating concrete experiences, reflective observation, conceptualization, and practical application. This approach actively constructs student understanding and successfully bridges abstract social studies concepts into meaningful, applicable knowledge for elementary school students.
Civics Education Learning and Discipline Character of Fifth-Grade Elementary School Students: A Correlational Study Fintje Oppier; Samuel P. Ritiauw; Lisye Salamor
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.v5i3.4859

Abstract

Discipline character is a cornerstone of Indonesia’s national character education policy, yet empirical evidence linking Civics Education (Pendidikan Pancasila dan Kewarganegaraan/PPKn) to disciplinary outcomes in elementary schools remains scarce. This study examined the relationship between PPKn learning and fifth-grade students' discipline character at Elementary School Eri, Indonesia, during the 2024/2025 academic year, quantifying its specific contribution. Utilizing a quantitative correlational design, a total sampling approach was applied to the entire population of 21 fifth-grade students. Data were gathered through validated four-point Likert-scale questionnaires measuring perceived PPKn quality and disciplinary behavior and subsequently analyzed using descriptive statistics and Pearson product-moment correlation. Results indicated that both PPKn learning (M = 81.43, SD = 7.41) and discipline character (M = 83.29, SD = 3.66) were categorized as high. A moderate, positive correlation was observed (r = 0.4229); however, the r-count value fell marginally below the critical r-table threshold (0.433) at α = 0.05, retaining the null hypothesis. The coefficient of determination (R2) revealed that PPKn learning accounts for 17.88% of the variance in discipline character. Although statistically non-significant, the moderate association demonstrates that civics education provides a meaningful, albeit partial, contribution to character formation. The remaining variance points to external factors like family and peers, underscoring the need for ecosystem-based character education strategies and larger-scale replication studies.
Co-Authors Cornelia Narahawarin Fintje Oppier Jela A. Rahawarin Leonid Ritiauw Lisye Salamor Tasya Lumamena