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Enhancing First-Grade Students' Language Skills through the Question and Answer Method Assisted by Picture Card Media: A Classroom Action Research Study Evi Siahaan; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1731

This study investigates the enhancement of language skills among first-grade students at UPT SPF SDN 105308 Namo Bintang, Deli Serdang, Indonesia. The research was necessitated by observations of low language proficiency, passive student engagement, and the prevalence of teacher-centered pedagogical approaches. The objective was to evaluate the efficacy of the Question and Answer (Q&A) method integrated with picture card media in improving language understanding, expression, and literacy. The study employed a Classroom Action Research (CAR) design following the John Elliot model, conducted over two cycles involving 15 students. Data were collected via observation, documentation, and performance assessment. Results indicated a significant trajectory of improvement. In the pre-cycle analysis, 48.90% of students were categorized as "Undeveloped" (Belum Berkembang). Cycle I reduced this figure but failed to meet the success criterion of 86%. Following refinements in Cycle II, 86.66% of students achieved the "Very Well Developed" (Berkembang Sangat Baik) category across all language aspects. The study concludes that the synergistic use of Q&A and visual picture cards significantly fosters active communication, vocabulary retention, and cognitive engagement in early childhood education

Collage Image Media Application in Improving Indonesian Language Learning Outcomes Through Composition Activities In Elementary School Ati BR Tarigan; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1732

This study examines the application of collage image-based learning media in improving Indonesian language learning outcomes, specifically composition writing skills, among third-grade students at UPT SPF SD Negeri 101831 Bintang Meriah, Pancur Batu District, Deli Serdang Regency, Academic Year 2025-2026. Employing a Classroom Action Research (CAR) methodology, this study was conducted across two cycles, with a total of 18 students as research subjects. Each cycle encompassed planning, implementation, observation, and reflection stages. Data collection was carried out through learning outcome tests, observation sheets, student questionnaires, and field notes. The findings revealed a significant positive impact of collage image media on student motivation and learning outcomes. In the first cycle, the average student score increased by 15% compared to the initial test results (baseline 57.50 to 63.33). In the second cycle, the average student score increased more substantially by 30%, achieving 77.50, with the majority of students meeting the minimum completion criteria (KKM) of 70.0. Beyond academic achievement, students demonstrated increased active participation in the learning process, enhanced critical thinking skills, and a more interactive and enjoyable learning atmosphere. This research concludes that collage image media is an effective pedagogical tool for Indonesian language instruction, particularly for improving simple essay writing capabilities. By providing creativity-based learning experiences, this media facilitates student comprehension of concepts and fosters independent idea development. The findings offer valuable insights for educators seeking to implement innovative and student-centered learning approaches at the elementary education level

Strengthening SMA/MA Students' Language Attitudes Towards Indonesian Through the Word Spinner Application Nurmulia Ningsih; Risnawaty; Rahmat Kartolo; Sutikno; Febriani Hutasuhut
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1764

The Influence of the Mind Mapping Model on the Ability to Write Summary Plots of Fiction Short Stories in Grade XI Students of SMA Negeri 1 Besitang". This study aims to examine the effect of the Mind Mapping model on students’ ability to write summaries of the plot of fictional short stories among eleventh-grade students of SMA Negeri 1 Besitang. The research employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The population of this study consisted of all eleventh-grade students of SMA Negeri 1 Besitang, while the sample included two classes: an experimental class taught using the Mind Mapping model and a control class taught using conventional learning methods. Data were collected through a writing test focused on summarizing the plot of fictional short stories. The data were analyzed using statistical tests, including normality testing, homogeneity testing, and hypothesis testing using a t-test. The results of the study indicate a significant difference in students’ ability to write summaries of fictional short story plots between those taught using the Mind Mapping model and those taught using conventional methods. The average score of students in the experimental class was higher than that of students in the control class. These findings demonstrate that the Mind Mapping model has a positive effect on students’ ability to write summaries of fictional short story plots. Based on the results, it can be concluded that the Mind Mapping model is effective in teaching writing skills, particularly in improving students’ ability to summarize the plot of fictional short stories

Improving Third-Grade Students’ Indonesian Language Learning Outcomes through the Make-a-Match Strategy within a Cooperative Learning Model Asni Sibarani; Yulia Arfanti; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1769

This study aims to improve the Indonesian language learning outcomes of grade III students of SD Swasta Harapan 3 Medan City through the application of the make a match learning strategy in the cooperative learning model. The formulation of the research problem is "Can the application of the make a match learning strategy in the cooperative learning model improve the Indonesian language learning outcomes of grade III students of SD Swasta Harapan 3 Medan City in the 2025-2026 academic year?". This study uses the Classroom Action Research (CAR) method which is carried out in two cycles. Each cycle consists of planning, implementation, observation, and reflection. The subjects of the study were grade III students of SD Swasta Harapan 3 Medan City in the 2025-2026 academic year with a total of 22 students. Data were collected through observation, formative tests (pretest and posttest), and documentation. Data analysis was carried out quantitatively and qualitatively. The results of the study showed an increase in student learning outcomes after the application of the make a match learning strategy in the cooperative learning model. In cycle I, the percentage of students who completed was 45.45%, while in cycle II it increased to 77.27%. There was also an increase in student activity in learning. The conclusion of this study is that the application of the make a match learning strategy in the cooperative learning model is effective in improving the learning outcomes of Indonesian language students of grade III SD Swasta Harapan 3 Medan City in the 2025-2026 academic year. This strategy can increase student involvement, learning motivation, and understanding of the subject matter

Interactive Multimedia Learning and Understanding Intrinsic Elements of Stories: A Phenomenological Analysis Among Fifth-Grade Students Aita Maharani; Rahmad Kartolo; Sutikno; Rosmawati Harahap; Iskandar Lubis
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1781

This study aims to analyze the use of Interactive Multimedia Learning (IML) in supporting students’ understanding of intrinsic elements of stories in Indonesian language learning for fifth-grade students at UPT SDN 064994 Medan in the 2024–2025 academic year. This research employed a qualitative approach with a phenomenological design, focusing on the lived experiences of students and teachers in using IML developed through Canva and Microsoft PowerPoint. The research subjects consisted of one classroom teacher and ten fifth-grade students. Data were collected through video-based classroom observations, in-depth interviews, and documentation, and analyzed using descriptive-analytic techniques involving data reduction, data display, and conclusion drawing. The findings reveal that the use of Interactive Multimedia Learning creates a more meaningful, contextual, and enjoyable learning environment. Students demonstrated active engagement in operating the media, selecting learning pathways, and interacting with learning materials through content menus, educational games, and interactive exercises. The integration of interactive features such as Froggy Jumps and Zap Quiz encouraged students to understand the intrinsic elements of stories gradually and comprehensively, while also enhancing their learning motivation and self-confidence. From the teacher’s perspective, IML was perceived as effective in facilitating the delivery of learning materials in a visual, systematic, and engaging manner, as well as supporting student-centered learning practices. In conclusion, this study confirms that Interactive Multimedia Learning plays a strategic role in supporting elementary school students’ understanding of intrinsic elements of stories. Theoretically, these findings reinforce constructivist learning perspectives that emphasize the importance of interactive multimedia in fostering active engagement and meaningful learning. Practically, the results provide valuable implications for teachers to develop and implement Interactive Multimedia Learning as an innovative alternative in Indonesian language instruction

The Effect of the Fun Learning Method on Reading Comprehension of Short Story Texts among Fourth-Grade Students Sri Kholidah; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1796

This research was motivated by the low learning outcomes in reading comprehension of short stories among fourth-grade students at SD Negeri 114 Pagaran Sigatal. The use of monotonous and conventional teaching methods made students tend to be passive and unenthusiastic during the reading comprehension process. To address this issue, the study aimed to investigate the effect of the Fun Learning method on students’ reading comprehension outcomes. This study was a quasi-experimental research using a control group pre-test post-test design involving 50 students, consisting of 25 students in the experimental class and 25 in the control class. The pre-test results showed that the average score of the experimental class was 69.2, while the control class was 69.72. After the treatment, the post-test average score of the experimental class increased to 80.2, while the control class only reached 75.4. The maximum score in the experimental class increased from 75 to 95, and the minimum score from 55 to 70. In contrast, the maximum score in the control class reached only 85, and the minimum was 68. The hypothesis test using the t-test showed that the t-value = 2.668 was greater than the t-table = 1.677 at the 0.05 significance level, indicating that H₀ was rejected and Hₐ was accepted. This means that there is a significant effect of using the Fun Learning method on improving students’ learning outcomes. Furthermore, this method increased students’ active participation, stimulated enthusiasm, and strengthened collaboration through singing and guessing-game activities. The advantage of this method lies in its ability to create an enjoyable learning atmosphere, motivate students to engage actively, and enhance their ability to comprehend texts more deeply. Therefore, the Fun Learning method is a worthy alternative instructional strategy to improve learning outcomes, particularly in reading comprehension skills at the elementary school level

The Implementation of Inquiry Model to Enhance Speaking Skills and Learning Achievement Through Stand-Up Comedy Performance: A Study on Indonesian Language Learning in Grade X Senior High School Selamet Riyadi; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1802

Speaking proficiency represents a critical dimension of Indonesian language education, reflecting students' ability to articulate ideas, exercise critical thinking, and engage in meaningful social interaction. Despite its significance, numerous students demonstrate considerable difficulty in developing speaking skills, particularly in expressing opinions orally in public settings. This deficit stems from limited self-confidence, monotonous pedagogical approaches, and insufficient student-centered participation. The present study examines the implementation of the inquiry model integrated with stand-up comedy performance as a pedagogical intervention to enhance speaking skills and learning achievement among Grade X students at SMA Negeri 1 Sei Kanan. This model was selected based on evidence that it promotes active student engagement in information exploration, critical thinking development, and engaging opinion articulation. The incorporation of humor in learning is hypothesized to create a positive learning environment, strengthen student self-efficacy, and enhance intrinsic motivation. This research contributes both theoretical and practical insights to the development of innovative, interactive, and contextually appropriate learning strategies aligned with contemporary student characteristics. Through this communicative and expressive learning approach, students are expected to demonstrate heightened classroom participation, robust self-confidence, and comprehensive improvement in learning outcomes

Development of Moral-Embedded Critical Reading Teaching Materials Based on A.A. Navis’s Short Stories Sri Hartati Pane; Risnawaty; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence (IJERE) Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1879

This article reports a research and development study that produced teaching materials for critical reading skills embedding moral messages derived from A.A. Navis’s short stories for eleventh-grade students at SMA Negeri 1 Batang Serangan in the 2024–2025 academic year. The study followed the Borg and Gall development cycle, involving stages of needs analysis, product design, expert validation, limited trials, revisions, and broader implementation. Data were collected through questionnaires for students and teachers, expert validation sheets, and essay tests assessing students’ critical reading performance. Descriptive analysis was used to determine feasibility and effectiveness. Expert validation indicated that the materials met criteria of content, presentation, and language feasibility with mean scores around 3.00–3.22 on a four-point scale, categorized as “good” and suitable for classroom trial. Needs analysis revealed that students and teachers strongly required moral-based critical reading materials, while classroom implementation showed that students’ average essay score reached 87 within the 81–100 range, indicating very good performance. Overall, the developed materials were deemed valid, practical, and effective in fostering students’ ability to distinguish facts and opinions, differentiate reality and fantasy, follow textual instructions, identify propaganda, and evaluate the coherence of ideas

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