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Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Published by Universitas Muhammadiyah Palangkaraya
ISSN : 24776076     EISSN : -     DOI : -
Core Subject : Education,
Education
Tunas: Jurnal Pendidikan Guru Sekolah Dasar is a Scientific Journal managed by Department of Elementary Teacher Education Faculty of Teacher Training and Education Universitas Muhammadiyah Palangkaraya and published twice a year (in March and September) by Institute for Researches and Community Services Universitas Muhammadiyah Palangkaraya, contains articles of research and critical-analysis studies in Elementary Teacher Education topics.
Arjuna Subject : -
Articles 207 Documents
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Improving Science and Social Studies Learning Outcomes Through Project-Based Learning Model Based on Simple Experiments Widyastuti, Aqilla; Azhari, Abd Rahman; Sugiyanto, Roso; Afrom, Ichyatul
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 1 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i1.9883

Abstract

Aim: This study aims to improve science and social studies learning outcomes of third-grade students at SDN 2 Panarung through the implementation of a simple experiment-based Project-Based Learning (PjBL) model that accommodates kinesthetic and hyperactive learning characteristics. Method: The research was conducted using Classroom Action Research with the Kemmis and McTaggart model in two cycles involving 23 third-grade students. Data were collected through learning outcome tests, observations, and documentation, then analyzed descriptively using gain scores and narrative qualitative analysis. Result and Discussions: The findings indicate a significant improvement in student learning outcomes across cycles. The average score increased from 32.17 in the pre-cycle to 56.09 in Cycle I and 87.83 in Cycle II. The N-Gain analysis showed a moderate improvement in Cycle I (0.35) and a high improvement in Cycle II (0.84). Learning mastery also improved from 0% in the pre-cycle to 47.8% in Cycle I and reached 100% in Cycle II. The improvement in Cycle II was supported by the use of simpler and more concrete experiments that aligned with students’ developmental levels and learning styles. Conclusion, The implementation of simple experiment-based PjBL proved effective in enhancing learning outcomes, encouraging active participation, and increasing students’ understanding and motivation. This learning model is recommended for use in classrooms with similar student characteristics.
Using The Problem-Based Learning (PBL) Role-Play Method to Improve Learning Outcomes in Pancasila Education Subject Rahmawati, Rada; Azhari, Abd Rahman; Sugiyanto, Roso; Afrom, Ichyatul
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 1 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i1.10026

Abstract

Background: This study was motivated by the low learning outcomes of fourth-grade students in the Pancasila Education subject at SDN 2 Panarung. Preliminary observations indicated that students experienced difficulties in understanding the learning material, resulting in low achievement of the Minimum Mastery Criteria (MMC). Aim:  This study aimed to examine the effectiveness of implementing a roleplay method based on the Problem-Based Learning (PBL) model to improve students’ learning outcomes. Method: The research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action implementation, observation, and reflection stages. The research subjects were 15 fourth-grade students. Data were collected using learning outcome tests in the form of pre-tests and post-tests consisting of 20 multiple-choice questions related to the Pancasila Education material on unity and solidarity in diversity. The data were analyzed descriptively by calculating the average score and the percentage of students who achieved the MMC. The results showed that only 13% of students achieved the MMC in the pre-test, while 87% did not. After the implementation of the action in Cycle I, the percentage of students achieving mastery increased to 60%. Further improvement in Cycle II resulted in all students (100%) achieving the MMC. Result and Discussions: These findings indicate that integrating the roleplay method into the PBL model can support students’ understanding of learning material and improve cognitive learning outcomes. Conclusion, the implementation of the roleplay method based on the PBL model was effective in improving the learning outcomes of fourth-grade students in Pancasila Education within the context of Classroom Action Research. However, this study was limited to one class and focused only on short-term cognitive outcomes. These findings provide practical evidence for elementary school teachers to integrate roleplay into PBL-oriented instruction to enhance cognitive learning outcomes.
Improving Social Sciences Learning Outcomes Through the Picture and Picture Method: An Action Study on Junior High School Students Mahmu'ddin, Mahmu'ddin
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 1 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i1.10067

Abstract

Introduction: The low level of student engagement and achievement in Social Studies (IPS) has raised concerns about the need for more varied and engaging teaching methods. One approach that has the potential to enhance student participation and comprehension is the Picture and Picture method, which emphasizes visual elements in the learning process. Aim: This study aims to: (1) examine the learning activities of Grade VII A students at SMPN 3 Sampit in Social Studies using the Picture and Picture method; and (2) analyze the improvement in student learning outcomes after implementing the method. Method: This research is a classroom action study using the Kemmis and McTaggart model, consisting of four stages: planning, action, observation, and reflection. The subjects were 20 students of Grade VII A at SMPN 3 Sampit. Data collection techniques included observation, testing, and documentation. Data were analyzed using percentage-based descriptive statistics to evaluate student activity and learning mastery. Results: The results showed a significant improvement in both student activity and learning outcomes. In the first cycle, 11 students achieved an activity score above 45, which increased to 18 students in the second cycle. The classical learning mastery also rose from 65% (13 students) in the first cycle to 95% (19 students) in the second cycle. Discussion: The implementation of the Picture and Picture method proved effective in fostering more interactive learning and encouraging students’ active involvement. Visualized materials made it easier to understand Social Studies concepts and stimulated students' interest in learning. Conclusion: The Picture and Picture method can enhance both learning activity and academic achievement in Social Studies among Grade VII A students at SMPN 3 Sampit. This approach is a promising alternative for implementing active, visually-based learning in junior high school Social Studies classrooms
Group Guidance Services Through The Game "Let's Clapping Concentration" To Improve Memory At State Elementary School 3 Langkai Palangka Raya Sangalang, Oktamia Karuniaty; Suriatie, Mimi; Pangestie, Esty Pan; Sukarningsi, Susi
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 1 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i1.10653

Abstract

Teachers play a role in Guidance and Counseling services at school. The purpose of this study was to determine teacher participation in implementing group guidance services using the "Ayo, Tepuk Fokus" game method at State Elementary School 3 Langkai Palangka Raya.The sample consisted of 28 teachers at the school. The primary data collection tool used was the Checklist technique, which involved creating a list of questions addressed to all teachers at State Elementary School 3 Langkai Palangka Raya To analyze the data and test the hypothesis that teachers participate in implementing group guidance services at the school, the researcher used percentage calculations. The study's results showed that all components of the research objectives were implemented with a reasonably high percentage by teachers at the school. The results of this study are based on the Checklist (yes/no) and not on the variation. This means that teachers participate and support Group Guidance Services at State Elementary School 3 Langkai Palangka Raya.
Analysis of the Need for Futuristic Technological Innovation in English-Based Civics Learning in the Society 5.0 Era at MAS Darul Amin Palangka Raya Mahendra, Irvan; Nasution, Malik Ramadhan; W, Bobbitya Putra; Wahyuni, Putri Azzahra Cinta
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 1 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i1.11454

Abstract

Background: The Society 5.0 era demands fundamental transformation in educational paradigms through integration of cyberphysical systems, artificial intelligence, and big data analytics. Pancasila and Citizenship Education (PPKn) faces challenges in integrating national values with global citizenship demands, requiring English-based instruction and futuristic technological support. MAS Darul Amin Palangka Raya encounters strategic challenges in implementing English-based PPKn learning while harmonizing Islamic-Indonesian values with international standards. Aim: This research aims to map readiness levels and analyze factors influencing English-based PPKn learning implementation supported by futuristic technology in the Society 5.0 era at MAS Darul Amin Palangka Raya. Method: This study employed mixed-methods with sequential explanatory design. The quantitative phase utilized Technology Readiness for Futuristic Learning (TRFL) questionnaire adapted from Technology Readiness Index 2.0, involving 201 respondents through proportional stratified random sampling. The qualitative phase conducted semi-structured interviews and focus group discussions with 12 purposively selected informants. Data were analyzed using descriptive statistics, Mann-Whitney U Test, and thematic analysis following Miles, Huberman, and Saldana framework. Results and Dıscussion: Findings revealed aggregate Technology Readiness Index (TRI) score of 2.74 (moderate category), with high optimism (3.42) balanced by security concerns (3.07) and implementation discomfort (2.89). Significant disparities existed between groups, with Grade 10 students showing highest readiness (2.89) while teachers scored lowest (2.45). Qualitative exploration identified six themes: technology perceptions, infrastructure capacity, cultural resistance, learning expectations, security concerns, and implementation preferences. Integration analysis confirmed convergence on ambivalent readiness and age-related gaps, revealing divergence between theoretical optimism and practical concerns. Conclusion: MAS Darul Amin Palangka Raya demonstrates conditional readiness requiring phased implementation addressing infrastructure limitations, teacher capacity building, cultural adaptation, and equity considerations for sustainable transformation toward Society 5.0 educational paradigm. Keywords: Society 5.0, Futuristic Technology, English-Based Learning, Civics Education, Technology Readiness
Development of a Local Wisdom Based Self-Esteem Scaffolding Model to Improve Elementary School Students' Social Skills Irmaningrum, Rizka Novi; Zativalen, Oriza; Susandi, Ari; Humairah, Humairah
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 1 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i1.11485

Abstract

Background: Students' social competence tends to be lacking in the learning process. Students are lacking in communication, even do not appear to empathize, appreciate differences, and resolve conflicts positively. Teachers often use the lecture method and do not use a guided learning model related to self-esteem. Students lack local wisdom in instilling in the character of elementary school students. Aim: to develop a learning model related to student self-esteem, namely the Self Esteem Scaffolding model. This model will be developed with local wisdom that shows collaboration supported by local cultural values with teacher guidance. Method: a development model adapted from Plomp (1997). The development model adapted by Plomp has five main stages, namely: (1) Initial investigation or initial study; (2) Design, (3) Realization/Construction; (4) Expert validation test, trial, evaluation, and revision; and (5) Implementation. Based on the results of the initial study, a design of the Local Wisdom-Based Self Esteem Scaffolding model was prepared. The model design in this study includes: (1) model book design; (2) learning component design (student books, teaching modules, LKPD); and (3) instrument design to obtain data in the model development process. Results and Discussion: The development of the Local Wisdom-Based Self Esteem Scaffolding model has been tested for validity with a percentage result of 91% and a practicality result of 93%. The learning model design used, namely the local wisdom-based self-esteem scaffolding model on the topic of Lamongan City Cultural Values, proves that the learning model related to local wisdom is able to improve students' social skills as evidenced by an increase from cycle I of 47.3% and cycle II of 91.7%. Conclusion: the development of the Local Wisdom-Based Self Esteem Scaffolding Model is considered feasible and can improve students' social skills.
The Influence of Project Based Learning and Critical Thinking Learning Models on Science Learning Outcomes of Grade V Elementary School Sudarti, Sudarti; Marjo, Happy Karlina; Sapriati, Amalia
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 1 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i1.12012

Abstract

Background This study investigates the effect of the Project-Based Learning (PjBL) model and students’ critical thinking skills on science learning outcomes of fifth-grade elementary school students. The research employed an experimental method with a 2×2 factorial design, involving two independent variable learning models (PjBL) and conventional learning) and critical thinking skills (high and low) and one dependent variable, namely science learning outcomes. The participants consisted of 67 fifth-grade students from SDN Pejaten Barat 06, South Jakarta, divided into an experimental group (34 students) and a control group (33 students). Data were collected using science learning outcome tests, critical thinking questionnaires, observation sheets, interviews, and documentation. Instrument validity and reliability were tested prior to data analysis. The data were analyzed using two-way ANOVA and t-tests with the assistance of SPSS. The results showed that the application of the Project-Based Learning model had a significant positive effect on students’ science learning outcomes. The experimental group achieved a higher average posttest score (92.13) compared to the control group (77.39). Students’ critical thinking skills also significantly influenced learning outcomes, with students who demonstrated high critical thinking skills achieving better results than those with lower levels. Furthermore, the analysis revealed a significant interaction between the PjBL model and critical thinking skills on science learning outcomes, indicating that PjBL is more effective when accompanied by the development of students’ critical thinking abilities. In conclusion, the Project-Based Learning model integrated with critical thinking development is effective in improving science learning outcomes, promoting active participation, collaboration, and higher-order thinking skills. This learning model is recommended as an innovative instructional approach to enhance the quality of science learning in elementary schools in accordance with 21st-century educational demands.

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