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All Journal Indonesian Journal of Multidisciplinary on Social and Technology Jurnal el-Huda: Jurnal Pendidikan, Sosial, dan Keagamaan
Sevvi Khadijah
Universitas Negeri Medan
Religion Computer Science & IT Economics, Econometrics & Finance Education Engineering Social Sciences

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Dari Lapangan ke Kartu Angka: Deskriptif Kualitatif Strategi Pembelajaran Kontekstual Guru SD dalam Mengajarkan Konsep Abstrak Bilangan Prima Nadia Fitriani Rambe; Yulia Armaini Siregar; Saiba Oktania; Sandy Despian Permana; Sevvi Khadijah; Elvi Mailani
Indonesian Journal of Multidisciplinary on Social and Technology Vol. 4 No. 2 (2026): Maret - Juni
Publisher : PT Ilmu Data Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijmst.v4i2.10064

Abstract

Konsep bilangan prima sering dianggap abstrak dan sulit dipahami oleh siswa sekolah dasar akibat pembelajaran yang cenderung prosedural dan mengandalkan hafalan. Penelitian ini bertujuan untuk mendeskripsikan strategi pembelajaran kontekstual yang diterapkan oleh guru sekolah dasar dalam mengajarkan konsep bilangan prima menggunakan media konkret berupa kartu angka. Penelitian ini menggunakan pendekatan kualitatif dengan desain deskriptif. Subjek penelitian adalah seorang guru kelas di sebuah SD Negeri di Kabupaten Deli Serdang, Sumatera Utara, yang dipilih secara purposive berdasarkan pengalaman dan rekam jejak penggunaan media permainan. Pengumpulan data dilakukan melalui wawancara semi-terstruktur, observasi non-partisipan, dan dokumentasi. Analisis data menggunakan model interaktif Miles dan Huberman, dengan uji keabsahan data melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa penggunaan kartu angka dalam aktivitas kelompok berhasil mengubah konsep abstrak menjadi lebih konkret. Siswa secara aktif menemukan pola bilangan prima (hanya memiliki dua faktor) melalui pengelompokan, yang secara signifikan meningkatkan keterlibatan, antusiasme, dan kolaborasi siswa dibandingkan metode ceramah konvensional. Guru juga menemukan bahwa kesulitan utama siswa terletak pada pemahaman konsep faktor, serta berhasil melibatkan orang tua melalui komunikasi daring untuk dukungan belajar di rumah. Dapat disimpulkan bahwa strategi pembelajaran kontekstual berbasis media kartu angka sangat efektif dalam meningkatkan pemahaman konseptual, motivasi, dan partisipasi aktif siswa sekolah dasar, membuktikan bahwa inovasi pembelajaran dapat dicapai melalui kreativitas guru dalam menghubungkan materi dengan pengalaman nyata..
Implementation of Learning Models to Improve Students English Language Abilities Tiarnita Maria Sarjani Br. Siregar; Sevvi Khadijah; Jopani Ramadhani; Siti Sarah Harahap; Abraem Prayenta Sinulingga
Jurnal el-Huda Vol. 17 No. 01 (2026): Jurnal el-Huda
Publisher : LP2M, Institut Agama Islam Qamarul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59702/el-huda.v17i01.346

Abstract

This study examines the implementation of bilingual learning models in improving elementary school students’ English language abilities through a qualitative descriptive approach based on a literature review. The study analyzes 15 relevant journal articles published between 2014 and 2024, selected using criteria of relevance to bilingual learning, elementary education context, and empirical findings on language skill development. Data were analyzed using thematic analysis, including data reduction, categorization, and synthesis of recurring patterns across studies. The results reveal several consistent findings. First, bilingual learning implemented through translanguaging, gradual language exposure, and the integration of Indonesian (L1) and English (L2) significantly improves students’ listening and speaking skills. Second, interactive strategies such as games, songs, visual media, and guided speaking activities increase student participation, motivation, and confidence. Third, bilingual learning not only enhances linguistic competence but also contributes to cognitive development, including critical thinking, working memory, and cognitive flexibility. However, the effectiveness of implementation is influenced by teacher competence, availability of learning media, and variation in students’ initial abilities. The novelty of this study lies in providing a synthesized conceptual model of bilingual learning implementation that integrates linguistic, cognitive, and pedagogical dimensions within elementary education contexts. The findings imply that bilingual learning should be designed systematically through structured language transition, interactive strategies, and continuous teacher development. This study contributes to the development of bilingual learning theory, particularly in translanguaging practices, and offers practical guidance for teachers and curriculum developers in designing effective English learning in elementary schools.
Implementation of Bilingual Learning to Support Student’s English Language Abilities in Elementary Schools: A Narrative Literature Review Tiarnita Maria Sarjani Br. Siregar; Sevvi Khadijah; Jopani Ramadhani; Siti Sarah Harahap; Abraem Prayenta Sinulingga
Jurnal el-Huda Vol. 17 No. 02 (2026): Jurnal el-Huda
Publisher : LP2M, Institut Agama Islam Qamarul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59702/el-huda.v17i02.347

Abstract

Bilingual learning that combines Indonesian and English is increasingly used in elementary schools, yet its implementation and outcomes are often described in general terms. This article reviews the literature on how bilingual learning is implemented in elementary schools, which teaching strategies are associated with students’ English skills, and which challenges are reported. The study used a qualitative descriptive narrative literature review of 23 sources (books and journal articles) published between 1978 and 2025. Sources were selected for their relevance to bilingual learning, English language skills, and the elementary school level, and were analyzed thematically. The reviewed literature indicates that gradual language alternation, translanguaging, simple English classroom instructions, visual media, songs, games, and guided speaking activities are commonly associated with greater exposure to English, participation, and confidence, particularly in vocabulary, listening, and speaking. Cognitive benefits are also reported, but they appear to depend on adequate support for both languages. The challenges identified include uneven teacher English proficiency, differences in students’ initial abilities, and limited teaching materials. These findings suggest that bilingual learning requires careful planning, teacher training, adequate resources, and family support. Because the evidence comes from a limited and varied set of sources, it should not be generalized without further empirical research.
Co-Authors Abraem Prayenta Sinulingga ELVI MAILANI Jopani Ramadhani Nadia Fitriani Rambe Saiba Oktania Sandy Despian Permana Siti Sarah Harahap Tiarnita Maria Sarjani Br. Siregar Yulia Armaini Siregar