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JUPE : Jurnal Pendidikan Mandala
Published by Lembaga Penelitian dan Pendidikan Mandala
ISSN : 25485555     EISSN : 26566745     DOI : -
Core Subject : Education,
Education
The Mandala Education Journal is an educational scientific research article and the results of Social research, Science, Politics, and the results of literature studies.
Arjuna Subject : -
Articles 1,211 Documents
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Improving The Ability To Distinguish Letter Shape Through An Interactive Game Based On A Digital Word Wall In Group A At Al-Azkiya Paud Ayu Gading Suryani; M. Arzani; Eliyana Eliyana
urn:nbn:de:0000-jupe.v11i36
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/0x4pdy31

Abstract

This study aims to improve the ability to differentiate letter shapes in group A children at PAUD KB Al-Azkiya through the application of digital interactive Wordwall games. This research was motivated by the low ability of children to differentiate letters with similar shapes, such as letters b and d, as well as p and q. The conventional approaches previously used were deemed ineffective in attracting children's interest and focus. Therefore, an innovative, interactive media suitable for early childhood learning characteristics is needed. This research was conducted at PAUD KB Al-Azkiya Singgar Penjalin in group A in the second semester of the 2025/2026 academic year with a total of 10 children as subjects. This study is a Classroom Action Research (CAR) conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection stages. Data on the ability to differentiate letter shapes were collected through observation sheets and performance tests, while supporting data were obtained through interviews and documentation. The collected data were analyzed quantitatively and qualitatively. The results of this study are: (1) There is an improvement in the ability to differentiate letter shapes in group A children after the application of digital interactive Wordwall games in cycle I, with classical completeness reaching 60% (6 out of 10 children achieved completeness) and an average achievement percentage of 74.7%. (2) There is a more significant improvement in the ability to differentiate letter shapes in cycle II, with classical completeness reaching 80% (8 out of 10 children achieved completeness) and an average achievement percentage of 81.9%. (3) The improvement in children's ability to differentiate letter shapes occurred consistently based on the achievement percentage from pre-cycle (46.25%), cycle I (74.7%), to cycle II (81.9%), thus in cycle II it has achieved the established success indicator of ≥80%. The use of directed digital media, designed according to children's cognitive levels, is able to provide a meaningful learning experience and intrinsically motivate children.
Implementation Of The Student Teams Achievement Divisions (Stad) Cooperative Learning Model In Forming Learning Discipline Of Grade V Elementary School Students Junita Junita; Lalu Habiburrahman; Juandra Prisma Mahendra
urn:nbn:de:0000-jupe.v11i36
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/kcmqfb48

Abstract

This study was motivated by the low level of learning discipline among fifth-grade students at SDN 2 Loloan. One effort that can be made to overcome this problem is through the implementation of the Student Teams Achievement Divisions (STAD) cooperative learning model. This study aimed to describe the implementation of the STAD cooperative learning model in mathematics learning and to describe students’ learning discipline after the model was applied. This research used a qualitative approach with a descriptive research design. Data collection techniques included observation, interviews, and documentation, while data analysis used the Miles and Huberman model, which consisted of data reduction, data presentation, and conclusion drawing. The results showed that the implementation of the STAD cooperative learning model was carried out through five stages, namely material presentation, formation of heterogeneous study groups, group work activities, individual quizzes, and group rewards. The implementation of the STAD model had a positive impact on the development of students’ learning discipline. This was indicated by improvements in students’ punctuality, compliance with learning rules, responsibility in completing individual and group assignments, active participation in discussions, and independence in doing quizzes. Therefore, the STAD cooperative learning model can be used as an alternative learning model that not only supports academic achievement but also contributes to the development of disciplinary character among elementary school students.
Media Application Of Magic Pouch To Increase Descriptive Writing Skills In Subjects Indonesian Language Students Of Grade III SDN 1 Sambik Elen Academic Year 2025/2026 Zubaedah Zubaedah; Maulida Arum Fitruana; Lalu Marzoan
urn:nbn:de:0000-jupe.v11i36
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/new2jd72

Abstract

Descriptive writing skills are one of the important language skills to be mastered by elementary school students. However, the results of initial observations in grade III of SDN 1 Sambik Elen showed that students' descriptive writing skills were still low. This study aims to determine the improvement of descriptive writing skills through the application of Magic Pouch media in the Indonesian language subject of grade III students of SDN 1 Sambik Elen in the 2025/2026 Academic Year. This study used Classroom Action Research (CAR), which was carried out in two cycles with the stages of planning, implementation, observation, and reflection. The research subjects were 21 students. Data collection techniques used observation, tests, and documentation, while the data were analyzed descriptively, quantitatively, and qualitatively. The results showed that the average student score increased from 58.0 in the pre-cycle to 69.28 in Cycle I and 78.80 in Cycle II. The percentage of classical completeness also increased from 42.85% in the pre-cycle to 66.66% in Cycle I and 90.47% in Cycle II. Thus, the application of Magic Pouch media is effective in improving the descriptive writing skills of grade III students at SDN 1 Sambik Elen.
The Inheritance Rights Of Daughters In Islmanic Inherintace Law And Javanese Customary Law Rivan Adha Bustanul Arifin; Endang Heriyani
urn:nbn:de:0000-jupe.v11i36
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/epa2vh75

Abstract

The existence of 3 (three) inheritance law systems in Indonesia often triggers conflicts in the distribution of inheritance assets. Each inheritance law has its own provisions that differ from the others. Inheritance law is not coercive in nature, so the community can choose the inheritance law to be applied in the distribution of inheritance assets. This research aims to deeply examine the comparison of the concept of inheritance rights for daughters according to Islamic inheritance law and Javanese customary law. The type of research used is normative legal research with a comparative legal approach. The research data consists of secondary data, which includes primary legal materials and secondary legal materials. The research results show that Islamic inheritance law provides legal certainty for daughters as heirs of dzawil furudh with a fixed share of 1/2 or 2/3, and they can become ashabah bil ghairi heirs if they are with sons, with a share half of the sons' share. The distribution of inheritance for daughters in Javanese customary law is flexible and does not use standard mathematical calculations; instead, it prioritizes the principle of consensus deliberation and considers the actual contributions and economic conditions of the heirs.
Improving The Listening Ability Of Grade Iv Students Through The Storytelling Learning Model In Indonesian Language Learning At SDN 2 Selengen Baiq Irma Agustiani; Ana Mulyono; Musafir Musafir
urn:nbn:de:0000-jupe.v11i36
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/85jpdy06

Abstract

The low listening skills of elementary students are often caused by the limited variation in teaching models used by teachers, the lack of instructional media, and the low level of students' learning interest and motivation. This study aimed to improve the listening skills of fourth-grade students through the implementation of the Storytelling Learning Model in Indonesian language learning. This study employed Classroom Action Research (CAR), which was conducted in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The research subjects were 20 fourth-grade students of SDN 2 Selengen. Data were collected through observation, interviews, documentation, and tests. The data were analyzed using descriptive quantitative and descriptive qualitative methods. The findings revealed that the implementation of the storytelling learning model improved students' listening skills significantly. In the pre-cycle, the classical learning mastery was only 20%, with 4 students achieving mastery. After the implementation of Cycle I, the classical mastery increased to 45%, with 9 students achieving mastery. Furthermore, in Cycle II, the classical mastery increased to 90%, indicating that the majority of students had achieved the Minimum Mastery Criterion (MMC). In addition to improving learning outcomes, the storytelling learning model also enhanced students' attention, concentration, active participation, and enthusiasm throughout the learning process. Therefore, the storytelling learning model proved to be effective in improving the listening skills of fourth-grade students at SDN 2 Selengen in the 2025/2026 Academic Year.
The Role Of Teachers In Developing The Independence Of Children Aged 5-6 Years Through The Class Rules Program Habitat Method Ni Luh Kariani; Muhammad Muhajirin; Musafir Musafir
urn:nbn:de:0000-jupe.v11i36
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/r6ymz194

Abstract

Independence is one of the essential aspects of early childhood socio-emotional development that should be nurtured through consistent habituation. Teachers play a crucial role in creating a learning environment that encourages children to perform daily activities independently. This study aimed to describe the role of teachers in fostering the independence of Group B children aged 5–6 years through the habituation method of classroom rules at TK Negeri Serikandi Karang Bajo and to identify the obstacles encountered during its implementation. This study employed a descriptive qualitative approach. The participants consisted of the principal and Group B teachers. Data were collected through observation, interviews, and documentation, and were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings revealed that teachers acted as facilitators by providing a supportive learning environment, as mentors by guiding children in implementing classroom rules, and as motivators by providing encouragement and positive reinforcement. Habituation activities included lining up before entering the classroom, wearing and arranging shoes independently, washing hands, eating together, tidying learning materials, disposing of waste properly, and taking responsibility for personal belongings. The main obstacles included children's low self-confidence, dependence on parents, differences in individual characteristics, and limited habituation practices at home. The study concludes that consistent habituation supported by active teacher involvement effectively promotes the development of independence among early childhood learners.
Teacher Strategies In Character Strengthening In Pancasila Education Learning For Grade II Students At SDN 1 Sesait Neli Agustina; H. Lalu Habiburrahman; Rusman Hadi
urn:nbn:de:0000-jupe.v11i36
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/edfgpg80

Abstract

This study aims to examine and describe the strategies employed by teachers in strengthening students' character through Pancasila Education learning among second-grade students at SDN 1 Sesait, as well as to identify the supporting and inhibiting factors affecting its implementation. This research employed a qualitative approach with a case study in SDN 1 Sesait. Participants consisted of the principal, the second-grade teacher, and second-grade students. Data were collected through observation, interviews, and documentation, and were analyzed using the Miles and Huberman model, comprising data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings reveal that character strengthening was implemented through four main strategies, namely role modeling, habituation, group discussion, and independent assignments, integrated into Pancasila Education learning. The character values developed included discipline, responsibility, honesty, cooperation, and tolerance. Supporting factors included school support, effective collaboration with parents, and a conducive learning environment, while inhibiting factors included differences in students' characteristics, limited parental supervision, and the influence of the social environment outside school. Therefore, teachers' strategies play a significant role in shaping and strengthening students' character through Pancasila Education learning.
Internalization Of Magic Words To Develop Children's Socio-Emotional Development At Kindergarten It Mu'adz Bin Jabal Terengan Tanak Ampar Sri Wahyuningsih; Marzoan Marzoan; Tuti Alawiyah
urn:nbn:de:0000-jupe.v11i36
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jf100378

Abstract

This study aims to describe the process of internalizing magic words (please, sorry, excuse me, thank you), identify supporting and inhibiting factors, and analyze their impact on children's social-emotional development at TK IT Mu'adz Bin Jabal. The study employed a qualitative approach with a case study research type. The research subjects were the school principal, teachers, and 9 Group B children, consisting of 3 boys and 6 girls. Data were collected through observation, interviews, and documentation. The results showed that: (1) The process of internalizing magic words has been well internalized through the methods of modeling, habituation, positive reinforcement, repetition, and learning integration. (2) Supporting factors include the consistency of the school environment, teacher role modeling, and parental support, while inhibiting factors include a lack of habituation at home, differences in parenting styles, and children's limited spontaneous awareness. (3) The impact of internalizing magic words on children's social-emotional development is evident in the improved ability to cooperate, manage emotions, demonstrate empathy, and exhibit polite and courteous attitudes in interacting with peers and teachers. Thus, the internalization of magic words is proven effective in supporting the social-emotional development of early childhood and shaping good social character.
Implementation Of Mathematics Learning Through Number Fishing Games To Improve Early Childhood Number Recognition Learning Outcomes Ihsan Hasanah; Tuti Alawiyah; M. Taufik
urn:nbn:de:0000-jupe.v11i36
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/0y6y4p04

Abstract

This study aimed to improve early childhood learning outcomes, specifically in number recognition, through the number fishing game method. Mathematics learning in early childhood is often considered difficult if delivered using conventional methods; thus, interactive, visual, and kinesthetic approaches are necessary. This study employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart design, which includes planning, acting, observing, and reflecting. The subjects were 17 children aged 5-6 years (Group B1) at TKN Serikandi. Data collection was conducted through observation, interviews, and documentation, analyzed using descriptive quantitative and qualitative methods. The results showed a significant improvement from the pre-cycle to cycle II. In the pre-cycle, classical completeness was only 17.65% (3 children met expectations). After implementing the number fishing game in cycle I, completeness increased to 64.70% (11 children). In cycle II, the learning outcomes reached an optimal completeness of 88.23% (15 children developed very well). The number fishing game proved effective in facilitating children to recognize numbers, identify the often-confused number symbols 6 and 9, and count objects accurately and joyfully.
Analysis Of The Role Of Teachers As Motivators In Improving Elementary School Students' Learning Motivation: A Phenomenological Study In Grade IV Of SDN 1 Teniga Hadi Saputra; Sukarto Sukarto; Eliyana Eliyana
urn:nbn:de:0000-jupe.v11i36
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/vx0r7804

Abstract

This study aims to deeply analyze the teacher's strategy as a motivator, explore the impact of the teacher's role on student learning motivation, and identify supporting and inhibiting factors in increasing student learning motivation, specifically in grade IV of SDN 1 Teniga in the 2025/2026 academic year. This research design uses a qualitative approach with a phenomenological type of research, aiming to explore phenomena directly from the subject's perspective. Research subjects were selected using purposive sampling techniques, consisting of the principal, grade IV teachers, and several grade IV students of SDN 1 Teniga. Data collection was conducted comprehensively through participant observation techniques, semi-structured in-depth interviews, and documentation studies. The data analysis process refers to the interactive model, which includes data condensation, data display, and conclusion drawing. Data validity was tested through source, technique, and time triangulation, as well as member checking. The results showed that: (1) The teacher's strategy as a motivator is implemented through creating a pleasant learning atmosphere using educational games and technology, providing rewards such as verbal praise and certificates, and providing intensive motivation and advice. (2) The impact of optimizing the teacher's role as a motivator can be seen in a significant increase in enthusiasm and interest in learning, the growth of students' self-confidence in expressing opinions, and a strong drive towards achieving academic achievements. (3) Factors supporting this success include affective support from teachers, a clean and conducive learning environment, and the use of varied and interactive learning methods. On the other hand, inhibiting factors still encountered include fluctuations in students' internal learning interests, as well as a lack of optimal support from the family environment and limited supporting facilities at home. Overall, the active role of the teacher as a motivator makes an essential contribution in determining the quality and sustainability of student learning motivation in elementary schools.

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