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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 Fine Motor Skills Of 5-6 Year-Old Children Through Weaving Activities At Edelwais Paud Ema Irnawati; Eliyana Eliyana; 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/tn7qe131

Abstract

This research is motivated by the low fine motor skills of children aged 5-6 years at PAUD Edelwais and the limited variation in learning activities provided. The aim of this study is to determine the improvement in children’s fine motor skills through the implementation of weaving activities. This research uses Classroom Action Research (CAR) with the Kemmis and McTaggart model, conducted in two cycles. Each cycle consists of four stages: planning, action, observation, and reflection. The subjects of this study were 14 children in Group B, aged 5-6 years, at PAUD Edelwais for the 2025/2026 academic year. Data collection techniques included observation, interviews, documentation, and tests. Data analysis was performed using descriptive quantitative and qualitative methods. The results showed an increase in classical mastery from the pre-cycle condition at 28.57% to 57.14% in cycle I, and further increased to 92.86% in cycle II. Therefore, it can be concluded that the implementation of weaving activities is effectively proven to improve the fine motor skills of children aged 5-6 years at PAUD Edelwais.
Analysis Of Factors Causing Low Reading Ability In Grade I Students At SDN 1 Andalan Dian Multian; Fitriani Rahayu; 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/h9a8hs97

Abstract

Low reading ability in first-grade elementary school students is a serious problem that impacts the overall learning process. This research was motivated by initial findings at SD Negeri 1 Andalan showing that out of 23 first-grade students, only 5 were fluent readers, 15 experienced difficulties, and 3 had disabilities. This study aims to describe the reading ability of first-grade students, identify the factors causing low reading ability, and analyze its impact on students' learning processes at SD Negeri 1 Andalan in the 2025/2026 Academic Year. The research utilizes a descriptive qualitative approach with a case study design. The subjects included 23 first-grade students, the class teacher, and the principal. Data were collected through observation, in-depth interviews, and documentation from May 21 to June 12, 2026. The data were analyzed using the Miles and Huberman interactive model and validated through source, technique, and time triangulation. The results showed that 15 students faced specific difficulties such as not knowing letters, difficulty distinguishing b-d/p-q/m-n, difficulty combining letters, and failing to understand text meaning. Internal causal factors include low interest and motivation, immature cognitive development, and low concentration. External factors include a lack of parental attention (mostly laborers), negative influences of TV and gadgets, playmate influences, limited teaching methods, and inadequate facilities. The impacts involve impaired understanding of materials, slow task completion, decreased class participation, and learning dependency. Collaboration between teachers and parents, along with innovative teaching methods, is necessary to address this issue.
Analysis Of Visual Media Use On The Reading Comprehension Ability Of Grade II Students At SDN 1 Selengen Baiq Saripatul Laeli; Lalu Habiburrahman; 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/wy49d922

Abstract

Reading comprehension ability is a crucial fundamental skill for elementary school students, especially in the lower grades. However, the reality on the ground shows that many second-grade students are able to read technically but fail to comprehend the reading content properly. This study aims to analyze the use of visual media on the reading comprehension abilities of second-grade students at SDN 1 Selengen, examine its impacts, and identify the supporting and inhibiting factors in its implementation. This study employs a qualitative approach with a descriptive research design. The research subjects included 20 second-grade students, the class teacher, and the school principal of SDN 1 Selengen. Data collection techniques were conducted through participatory observation, in-depth interviews, and documentation studies. The collected data were analyzed using the Miles and Huberman interactive model, which includes data condensation, data display, and conclusion drawing. The validity of the data was verified using source triangulation, technique triangulation, and member checking. The results showed that the use of visual media in reading learning was carried out through systematic stages starting from preparation, integrated presentation with texts, to learning evaluation. The use of visual media was proven to have a significant positive impact on students' reading comprehension abilities, including an improved ability to deeply understand reading content, find main ideas, retell the text, and stimulate an increase in students' interest, motivation, and active participation in class. Supporting factors for this implementation include teacher creativity, high student enthusiasm, adequate availability of facilities, a conducive learning environment, and principal support. Meanwhile, inhibiting factors include time constraints, a limited collection of visual media, and the heterogeneity of students' individual abilities.
Analysis Of Basic Writing Ability Through Pictured Word Cards In Grade II Students Of MI Miftahusuar Nw Loloan Witri Jenepa; Rusman Hadi; 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/xb42r669

Abstract

This study aims to analyze basic writing skills through picture word card media, identify the supporting and inhibiting factors in its use, and describe its impact on writing learning for second-grade students of MI Miftahusuar NW Loloan in the academic year 2025/2026. The research employed a descriptive qualitative approach with 21 second-grade students, classroom teachers, and the school principal as subjects. Data were collected through participatory observation, in-depth interviews, and documentation from May 25 to June 15, 2026. The data were then analyzed using the Miles and Huberman model (Data Reduction, Data Display, Conclusion Drawing) and validated through source, technique, and time triangulation. The findings reveal that the writing learning process using picture word card media proceeded systematically and in stages through seven phases: card preparation, image demonstration, writing words on the blackboard, student imitation, introduction to sentence construction, educational games, and individual guidance. The supporting factors include teacher creativity, student enthusiasm, availability of basic facilities, conducive learning environment, and principal support. The inhibiting factors include time constraints, differences in student cognitive and motor abilities, limited card numbers, and physical condition. The impact of using this media is highly positive and significant, including improved writing skills (neatness, correct letter formation, proper use of capital letters and punctuation), increased vocabulary, enhanced learning motivation and interest, increased self-confidence and active participation, as well as improved ability to compose simple sentences structurally. In conclusion, picture word card media is effective for basic writing instruction at the elementary level and is recommended for sustainable implementation.
Improving The Ability To Recognize Numbers Using Pictured Number Cards For Group B1 Intan Cendana Putri Kindergarten Marni Marni; Muhajirin Ramzi; M. Arzani
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/dmtz0d39

Abstract

This study aims to describe the improvement of the ability to recognize numbers 1–20 using illustrated number cards media in Group B1 children at TK Intan Cendana Putri in the Academic Year of 2025/2026. This research is a Classroom Action Research (CAR) utilizing the John Elliot model which was conducted in one cycle consisting of 3 meetings, with stages including planning, action, observation, and reflection. The subjects in this study were 20 children of Group B1 at TK Intan Cendana Putri, consisting of 2 boys and 18 girls. Data on children's ability to recognize numbers were collected through direct observation techniques using instrument sheets, interviews, activity documentation, and performance tests. The collected data were then analyzed using percentage descriptive analysis techniques to measure children's learning success both individually and classically. The results of this study are: (1) The initial ability (pre-action) of Group B1 children in recognizing numbers was still relatively low, with classical success reaching only 40% (8 children succeeded) and a class average score of 54.00, (2) Learning using illustrated number cards media in Cycle I ran very effectively and was able to transform the learning atmosphere to be more interactive and concrete, (3) There was a significant cognitive improvement in children at the end of Cycle I, where classical success jumped drastically reaching 85% (17 children succeeded) with the class average score increasing to 79.00. This final achievement has successfully met and exceeded the specified classical success indicator of at least 80%, thus the action was concluded successfully in Cycle I.
Analysis Of The Use Of Slime Media In Improving Fine Motor Skills Of 4–5-Year-Old Children At It Bina Insani Kindergarten, Magling Dusun Upriani Upriani; 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: 10.58258/6y8ysx51

Abstract

This research is motivated by the importance of stimulating fine motor skills in early childhood, particularly children aged 4-5 years who are in the golden age of development. One of the media used at TK IT Bina Insani, Dusun Magling, Bayan District, North Lombok Regency, to stimulate children's fine motor skills is slime media, a soft, sticky, and elastic play material that trains the coordination of the small muscles in children's fingers and hands. This study aims to: (1) identify and describe the implementation of slime media in improving the fine motor skills of children aged 4-5 years; (2) determine the development of fine motor skills of children aged 4-5 years after participating in learning activities using slime media; and (3) identify the obstacles faced by teachers in using slime media as a learning medium for fine motor skills. This study employed a qualitative descriptive approach. The data sources consisted of primary data, namely teachers and students of group A at TK IT Bina Insani, as well as secondary data in the form of written documentation and photographs of activities. Data collection techniques included participant observation, unstructured interviews, and documentation. Data analysis was carried out through data reduction, data display, and conclusion drawing and verification, with data validity tested through increased diligence and triangulation of sources, techniques, and time. The results show that the implementation of slime media was carried out through three stages, namely preparation, implementation, and evaluation, with teachers acting as facilitators and guides. The development of children's fine motor skills showed improvement in four indicators: the ability to squeeze and press, the ability to pull and stretch, the ability to roll and shape, and eye-hand coordination. The obstacles faced by teachers included limited time and materials, variations in children's motor abilities, managing cleanliness due to the sticky texture of slime, and the need for extra supervision of children's safety during play. It can be concluded that slime media is a potential and effective learning medium for stimulating the development of fine motor skills in children aged 4-5 years when properly planned and guided by teachers.
Analysis Of Factors That Influence The Learning Concentration Of Children In Group B At Serikandi State Kindergarten, Karang Bajo Village In The 2025/2026 Academic Year Fatihaturahmi Fatihaturahmi; Musafir Musafir; Ana Mulyono
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/yv5cxz91

Abstract

This study aims to analyze the factors influencing the learning concentration of children in Group B at the Serikandi State Kindergarten in Karang Bajo Village during the 2025/2026 academic year, as well as to implement strategies to address children experiencing learning concentration difficulties. A descriptive qualitative research method was employed, utilizing data collection techniques such as observation, interviews, and documentation. The research subjects consisted of the Group B class teacher and the children in Group B. The results indicate that factors affecting concentration hindered the children's development; however, the use of varied strategies and methods—specifically activities that appealed to the children—successfully revitalized their learning motivation. Several obstacles were identified in the learning process, notably the teacher-student ratio; a single teacher was responsible for a class of over a dozen children, leading to difficulties in providing adequate guidance and managing the diverse personalities of the students. Based on these findings, it is hoped that teachers and school administrators will pay greater attention to the children's needs, thereby fostering optimal development in their ability to concentrate during the learning process.
Improving Learning Outcomes In Religious Education Islam Through The Snowball Throwing Method In Grade III Of Elementary School Sasniwati Sasniwati; Maulida Arum Fitriani; 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/m77xtg18

Abstract

This study aims to describe the improvement of student learning outcomes in Islamic Religious Education (PAI), specifically on the topic of Commendable Character, among third-grade students at SDN 2 Pansor through the application of the Snowball Throwing method. This research was conducted at SDN 2 Pansor involving third-grade students of the 2025/2026 academic year with a total of 25 students, consisting of 11 male and 14 female students. This study is a Classroom Action Research using the Kemmis and McTaggart model, carried out in three cycles, with each cycle consisting of the stages of planning, action implementation, observation, and reflection. Learning outcome data were collected through written tests in the form of multiple-choice and essay questions at the end of each cycle, and then analyzed using descriptive quantitative analysis techniques to determine the percentage of students' learning mastery. The results of the study show that the application of the Snowball Throwing method was able to gradually improve the learning outcomes of third-grade students in PAI at SDN 2 Pansor across each cycle. In the initial condition, the percentage of students' learning mastery was 40% (10 students passed and 15 students had not yet passed). After the action was implemented in Cycle I, the mastery percentage increased to 44% (11 students passed), then increased to 64% (16 students passed) in Cycle II, and reached 92% (23 students passed) in Cycle III. This improvement indicates that the Snowball Throwing method is effective in improving the learning outcomes of third-grade students in PAI at SDN 2 Pansor on the topic of Commendable Character, as it encourages students to think, ask questions, and interact more actively during the learning process.
Analysis Of The Impact Of The School Social Environment On The Behavior Of Grade Iv Students At SDN 4 Gondang Adesman Adesman; Rusman Hadi; Lalu Belik Made Dwipa
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/v9ghsc40

Abstract

The school social environment is one of the factors that influences the formation of student behavior, especially at the elementary school level, which represents a critical period for social development. Based on initial observations at SD Negeri 4 Gondang, various student behaviors were identified, such as a lack of discipline, the use of harsh language, and teasing among peers. This study aims to analyze the school social environment factors affecting the behavior of fourth-grade students, as well as the behaviors that emerge from peer interactions. This research employs a qualitative approach with a case study design. The research subjects consisted of 22 fourth-grade students and their homeroom teacher. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model through data condensation, data display, and conclusion drawing, with validity testing carried out through source, technique, and time triangulation. The findings indicate that the school social environment factors influencing student behavior include teacher-student relationships, peer interactions, school culture and regulations, teacher role modeling, as well as the influence of the family and community environment. Behaviors arising from peer interaction encompass positive behaviors, such as cooperation, politeness, and responsibility, as well as negative behaviors, such as the use of harsh language, teasing, and quarrels. The teacher plays a crucial role in minimizing negative behaviors through providing advice, positive reinforcement, and collaboration with parents. Thus, the school social environment has a significant impact on student behavior formation, necessitating synergy between the school and parents in creating a conducive environment for student character development.
The Effect Of The Use Of Ai Dola Technology On Reading Interest Of Grade IV Students At SDN 3 Gondang In The 2025/2026 Academic Year Baiq Nopa Apriani; Muhajirin Ramzi; 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/a8689603

Abstract

Reading interest is a fundamental factor in the success of learning at the elementary school level. However, data from UNESCO, the Indonesian Central Bureau of Statistics (BPS), and the 2019 PISA results indicate that Indonesia's literacy rate and reading interest remain relatively low. Amid the rapid development of Artificial Intelligence (AI), a question arises as to whether conversational AI applications such as Dola can be utilized to support elementary school students' reading interest. This study aims to analyze the difference in reading interest among fourth-grade students before and after the use of AI Dola at SDN 3 Gondang. The study employed a quantitative approach with a quasi-experimental Nonequivalent Control Group Design, involving 43 fourth-grade students divided into an experimental group (20 students) and a control group (23 students). Data were collected using a reading interest questionnaire that had been tested for validity and reliability (Cronbach's Alpha = 0.740), then analyzed through normality tests, homogeneity tests, and an Independent Sample T-Test using SPSS version 25. The results showed no significant difference in reading interest between the experimental and control groups after the treatment (t = 0.529; Sig. 2-tailed = 0.600 > 0.05), meaning the Null Hypothesis (H0) was accepted and the Alternative Hypothesis (Ha) was rejected. This finding is presumably influenced by the relatively short treatment duration (four sessions), students' initial reading interest already being at a moderate level, and limited adaptation to the new technology. This study recommends that AI Dola be used to complement, rather than replace, conventional learning methods, accompanied by teacher guidance and a longer implementation duration in future research.

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