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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Yusdin Bin. M Gagaramusu
Universitas Tadulako
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Penerapan Model Contextual Teaching and Learning Untuk Meningkatkan Hasil Belajar Siswa Mata Pelajaran Kewarganegaraan Nur Vathatuljanah; Arif Firmansyah; Muchdar Muchdar; Yusdin Bin. M Gagaramusu; Ryan Andhika Pratama
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 1 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i1.890

Abstract

This study aims to improve student learning outcomes through the application of the Contextual Teaching and Learning (CTL) learning model in Civics class IV SDN 1 Sindue. The background of this study is based on the low student learning outcomes seen from the pre-test results, where only 41.37% of students reached the Minimum Completion Criteria (KKM). This research method is a Classroom Action Research (PTK) which is carried out in two cycles, with the stages of planning, action implementation, observation, and reflection. The research sample amounted to 29 students. Data collection techniques were carried out through observation, tests, and documentation. The results showed an increase in teacher and student activities from the “good” category to “very good”. Student learning outcomes also experienced a significant increase, from 41.37% in pre-action to more than 85% in cycle II. However, there are some limitations in this study. First, the research was conducted in a single class with a relatively small sample size of 29 students, which may not be fully representative of the broader population of students in other schools or regions. Second, the study was limited to two cycles, which may not fully capture the long-term impact of the CTL model on student learning outcomes. Additionally, the research relied on specific data collection techniques, such as tests and observations, which may have limitations in capturing all aspects of student engagement and learning. Further research with a larger sample size, longer duration, and a broader range of assessment methods is recommended to better understand the effectiveness of the CTL model in improving student learning outcomes. In conclusion, despite these limitations, the application of the CTL learning model is effective in improving student learning outcomes in Civics subjects.
TEACHER'S EFFORTS IN IMPROVING STUDENT DISCIPLINE THROUGH THE REWARD AND PUNISHMENT METHOD IN ISLAMIC RELIGIOUS EDUCATION SUBJECTS AT SD INPRES 2 LERE Nanda Sumayah; Yusdin Bin. M Gagaramusu; Dyah Rahmawati; Rizal; Ammar Abdullah Joni Guci
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8287

Abstract

Student discipline in the Islamic Religious Education (PAI) subject at SD Inpres 2 Lere requires specific interventions to address varying levels of classroom compliance. This study analyzes the teacher's structural efforts in utilizing the reward and punishment method to enforce discipline and shape student behavior. Using a qualitative descriptive design, data were extracted directly from the school principal, PAI teacher, and students via non-test instruments: passive observation, structured interviews, questionnaires, and documentation. The pedagogical intervention is executed in three distinct phases: planning, implementation, and evaluation. The planning phase sets explicit classroom rules and defines the boundaries of consequences. Implementation relies on delivering positive reinforcement—such as applause, verbal praise, and tangible gifts—to compliant students, countered by educational punishments, specifically the mandatory memorization of short Quranic surahs, for infractions. The data confirms that substituting physical sanctions with educational penalties significantly modifies student conduct. Observational metrics recorded a 76.66% discipline rate, placing student compliance squarely within the "Disciplined" threshold. Corroborating this, student questionnaires scored 86.54% ("Very Good"), proving the method's reception as fair and motivating. The systematic integration of reward and punishment acts as a definitive mechanism to elevate learning motivation, curb classroom disruptions, and build a sustained, orderly environment for Islamic educational instruction.
THE EFFECT OF THE CONTEXTUAL TEACHING AND LEARNING (CTL) MODEL ON STUDENT LEARNING OUTCOMES IN ISLAMIC RELIGIOUS EDUCATION FOR GRADE V AT SD INPRES 3 TALISE Sulastri Miuk; Yusdin Bin. M Gagaramusu; Dyah Rahmawati; Nashrullah; Ammar Abdullah Joni Guci
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8292

Abstract

Conventional teaching methods in Islamic Religious Education (PAI) often limit student engagement and conceptual understanding, leading to suboptimal academic performance. This research investigates the impact of the Contextual Teaching and Learning (CTL) model on the learning outcomes of fifth-grade students in the PAI subject at SD Inpres 3 Talise. A quantitative approach utilizing a quasi-experimental Non-Equivalent Control Group Design was employed. The sample consisted of 46 students selected through purposive sampling, divided equally into a control class (VA) and an experimental class (VB). Data collection relied on validated and reliable multiple-choice tests administered as pretests and posttests. Initial baseline assessments indicated equivalent prior knowledge between both groups, with an identical average pretest score of 52.61. Following the intervention, the experimental class, which received instruction via the CTL model, achieved an average posttest score of 81.77. In contrast, the control class, taught using conventional methods, recorded a lower average posttest score of 73.28. Because the data distribution was not normal based on the Shapiro-Wilk test, hypothesis testing was conducted using the non-parametric Mann-Whitney U test. The statistical analysis yielded a significance value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis. The application of the CTL model significantly improves student learning outcomes in PAI by directly connecting theoretical religious concepts to students' real-life experiences, thereby fostering active participation and deeper comprehension.
Analisis Kepemimpinan Kepala Sekolah dalam Meningkatkan Kinerja Guru di SD Inpres 3 Tondo Yemima Abigail Longkutoy; Yusdin Bin. M Gagaramusu; Dyah Rahmawati; Nashrullah Nashrullah; Danti Indriastuti Purnamasari
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i2.4230

Abstract

Penelitian ini bertujuan untuk menganalisis kepemimpinan kepala sekolah dalam meningkatkan kinerja guru di SD Inpres 3 Tondo. Metode yang digunakan adalah pendekatan kualitatif dengan jenis penelitian deskriptif. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi dengan melibatkan kepala sekolah dan guru sebagai informan. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa gaya kepemimpinan kepala sekolah cenderung transformasional dan demokratis. Kepala sekolah mampu memotivasi, menginspirasi, serta mendorong pengembangan kompetensi guru. Penerapan kepemimpinan demokratis terlihat dari keterlibatan guru dalam pengambilan keputusan serta komunikasi yang terbuka dan kolaboratif, didukung oleh supervisi dan pembinaan berkelanjutan. Kinerja guru tergolong baik, ditunjukkan melalui kemampuan dalam merencanakan, melaksanakan, dan mengevaluasi pembelajaran, termasuk penerapan asesmen awal, pembelajaran berdiferensiasi, serta penggunaan metode dan media yang bervariasi. Namun, terdapat hambatan seperti perbedaan kesiapan, motivasi, dan latar belakang guru. Untuk mengatasinya, kepala sekolah melakukan pendekatan personal, meningkatkan komunikasi, serta menyelenggarakan pelatihan. Dengan demikian, kepemimpinan yang adaptif dan efektif mampu meningkatkan kinerja guru secara berkelanjutan.
Co-Authors Arif Firmansyah Danti Indriastuti Purnamasari Dyah Rahmawati Guci, Ammar Abdullah Joni Muchdar Muchdar Nanda Sumayah Nashrullah Nashrullah . Nur Vathatuljanah Rizal Ryan Andhika Pratama Sulastri Miuk Yemima Abigail Longkutoy