Journal of Basic Education Research
Journal of Basic Education Research (JBER) publishes high-quality methodological assessment, evaluation, and study research texts in various educational settings and scientific disciplines with their own specific phenomena, as well as related studies that address issues of concern in education today. Journal of Basic Education Research (JBER) discusses scientific research on how assessment and evaluation can improve educational outcomes; research on how various scientific disciplines can inform theoretical, practical, and political perspectives at various levels and education systems. This journal mainly covers, manuscripts in the following fields: Performance assessment Instrument development Policy analysis Program evaluation Test management Development of research methodology in Primary and Elementary Programs Curriculum assessment and evaluation in Primary and Elementary Programs Local and global issue education 21st century Learning evaluation and assessment in Primary and Elementary Programs
Articles
320 Documents
<![CDATA[Cultural Responsive Teaching: Increasing Student PPKn Learning Outcomes ]]>
<![CDATA[Latipia Damayanti]]>;
<![CDATA[Hiltrimartin, Cecil]]>;
<![CDATA[Wati, Destiana]]>
<![CDATA[ Journal of Basic Education Research Vol 4 No 3 (2023): September ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jber.v4i3.723
<![CDATA[Purpose of the study: This research will explore how a culturally responsive teaching approach can improve students' cognitive learning outcomes. This classroom action research aims to enhance students' cognitive learning outcomes using a culturally responsive teaching approach. Methodology: This research was carried out in class III in Civics subjects. The type of research method used by researchers was Classroom Action Research. The population and sample used in this study were all class III students at Elementary School 07 Palembang. Data collection techniques used by researchers are observation, field notes, and tests. Data analysis techniques used are qualitative analysis and quantitative analysis. Main Findings: The results of this research are that the application of the culturally responsive teaching approach to Civics subjects in class III can improve student learning outcomes with results in cycle I as much as 57.6%, cycle II as much as 73%, and cycle III as much as 88.4% and post-test 92%. .3% with a student completion target of 85%. Novelty/Originality of this study: Researchers used a culturally responsive teaching approach to improve students' cognitive learning outcomes in grade III Elementary School Civics subjects.]]>
<![CDATA[Application of The Make A Match Model to Improve The Learning Outcomes of Class II Students in Elementary Schools ]]>
<![CDATA[Mutia Qodra, Laili]]>;
<![CDATA[Hiltrimartin, Cecil]]>;
<![CDATA[Wati, Destiana]]>
<![CDATA[ Journal of Basic Education Research Vol 4 No 3 (2023): September ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jber.v4i3.724
<![CDATA[Purpose of the study: This research aims to improve the learning outcomes of class II students through the Make a Match learning model at State Elementary School 07 Palembang. This type of research is classroom action research carried out over two cycles. The subjects of this research were 30 students. Methodology: The techniques used for data collection are tests, observation, and documentation. The data analysis technique used is qualitative and quantitative data analysis. The research results show that learning outcomes using the Make a Match type cooperative learning model have increased in Indonesian language subjects. Main Findings: This can be seen from before the action. The average student score was only 61.83, with a completion percentage of only 60%. In cycle I, the average student score was 68, 47, with a completion percentage reaching 73%. In cycle II, the average student score was 76.30, and the completion rate reached 83%. Novelty/Originality of this study: The latest research applies the make-a-match learning model to Indonesian language subjects. Thus, using the make-a-match type cooperative learning model can improve the learning outcomes of class 2 students in Indonesian language subjects.]]>
<![CDATA[Improving Student Learning Outcomes Using Crossword Based Worksheet In Primary Schools ]]>
<![CDATA[Oktavia, Mitra]]>;
<![CDATA[Hiltrimartin, Cecil]]>;
<![CDATA[Wati, Destieana]]>
<![CDATA[ Journal of Basic Education Research Vol 4 No 3 (2023): September ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jber.v4i3.725
<![CDATA[Purpose of the study: This research aims to improve student learning outcomes by using TTS-based LKPD in the learning process. Methodology: This research was carried out in class IV.B of Elementary School 7 Palembang in the science and sciences subject. The research method used is classroom action research. The population and sample in this study were all class IV students at SDN 07 Palembang. The data collection techniques used by researchers are observation and tests. The data analysis technique used is qualitative analysis and quantitative analysis. Main Findings: The results of research using TTS-based LKPD in science and science subjects in class IV can improve student learning outcomes with results in cycle I as much as 45.4%, cycle II as much as 81.8%, and cycle III as much as 88.4% as well as post-test 95.4% with a student completion target of 85%. Novelty/Originality of this study: TTS-based LKPD can improve student learning outcomes in class IV science and science subjects at Elementary School 7 Palembang.]]>
<![CDATA[Contextual Learning Model in Elementary Schools in Improving Learning Outcomes ]]>
<![CDATA[Wulansari, Dian]]>;
<![CDATA[Oktariani, Anita Putri]]>;
<![CDATA[Pulungan, Marwan]]>
<![CDATA[ Journal of Basic Education Research Vol 4 No 3 (2023): September ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jber.v4i3.726
<![CDATA[Purpose of the study: This research aims to improve students' cognitive learning outcomes by applying the Contextual Teaching and Learning learning model. Methodology: The research method used is Classroom Action Research, which consists of three cycles. The sampling technique was purposive sampling, with the sample being class III.B with a total of 31 students, consisting of 16 male and 15 female students. The research instruments used were observation sheets and student learning outcome assessment formats. The data analysis techniques used in this research are quantitative and qualitative data. Main Findings: The results of this research indicate that the application of the Contextual Teaching and Learning learning model can improve cognitive learning outcomes for theme 1 subtheme 2 in class III.B students, with learning completion results in cycle I 58%, cycle II 74.1%, cycle III 87% and post-test 90.3%, with a percentage of success requirements of 85%. Novelty/Originality of this study: The Contextual Teaching and Learning learning model can improve learning outcomes for theme 1 subtheme 2 class III.B at Elementary School 25 Palembang.]]>
<![CDATA[Efforts to Improve Science Learning Outcomes Through the Problem-Based Learning Model for Students in Bengkulu ]]>
<![CDATA[Sukarno, Sukarno]]>
<![CDATA[ Journal of Basic Education Research Vol 5 No 1 (2024): January ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jber.v5i1.742
<![CDATA[Purpose of the study: This research aims to address the low student learning outcomes in the science learning subjects of class IV elementary school students in Bengkulu by applying the Problem Based Learning model and examining its effectiveness in enhancing the student learning outcome. Methodology: The research uses a Classroom Action Research method with two cycles, each consisting of planning, implementation, evaluation and reflection stages. The research subjects are 20 students in class IV Elementary School in Bengkulu. The data collection technique is a test. Main Findings: The research data shows that the Problem Based Learning model can improve the learning outcomes of class IV elementary school students in Bengkulu. The completeness of learning outcomes increases from 3% in the pre-cycle to 65% in the first cycle and 85% in the second cycle, exceeding the expected outcome of 75%. Novelty/Originality of this study: The novelty in this research is the application of the Problem Based Learning model in the science learning subjects of class IV elementary school students in Bengkulu, which have different characteristics and needs from other students in other regions or countries. The research also contributes to the development of the Classroom Action Research method, which involves the active participation of the teacher and the students in the learning process and the improvement of the learning quality. The research has implications for the improvement of the science curriculum and the teacher training program in Bengkulu.]]>
<![CDATA[Efforts to Improve Class V IPS Learning Outcomes Through the Implementation of the Problem Based Learning Method at State Elementary School ]]>
<![CDATA[Suharti, Suharti]]>;
<![CDATA[Rahmadani, Nuzul]]>;
<![CDATA[Hamzah, Norhayati]]>;
<![CDATA[Aradi, Bernadett]]>;
<![CDATA[Fantaye, abayneh Kebede]]>
<![CDATA[ Journal of Basic Education Research Vol 6 No 1 (2025): January ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jber.v6i1.744
<![CDATA[Research Objective: To improve students' learning outcomes in social studies. By implementing the Problem Based Learning (PBL) method to help students understand social studies concepts better. Methodology: This research is a Classroom Action Research (CAR) consisting of four stages of activities, namely: (1) planning stage, (2) action implementation stage, (3) observation stage, and (4) evaluation stage and reflection. The research sample was fifth grade students at SDN 143 Tamiai, with research instruments namely observation, documentation and tests. Main Findings: The results of the study showed that in the pre-cycle, students' learning completeness reached 27.58%. There was an increase of 20.69% in the implementation of cycle I. In cycle II, there was an increase of 37.93% or learning completeness of 86.20%. Thus, it is proven that the use of the Problem Based Learning learning model can improve students' learning outcomes. Research Update: This research strengthens the relationship between the Problem Based Learning model and learning outcomes, especially in social studies lessons.]]>
<![CDATA[Improving Learning Outcomes Using Jigsaw Learning in High Class Elementary Schools ]]>
<![CDATA[Karina, Alya]]>;
<![CDATA[Oktariani, Anita Putri]]>;
<![CDATA[Hong, Dong Anh Chi]]>
<![CDATA[ Journal of Basic Education Research Vol 5 No 2 (2024): May ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jber.v5i2.747
<![CDATA[Purpose of the study: This research addresses the challenge of low student learning outcomes and limited group learning engagement. Specifically, it seeks to enhance students' thematic learning outcomes by implementing the Jigsaw learning model. Methodology: The study employs a classroom action research design conducted over three cycles. The subjects of this research were 34 students from class VI.B at Elementary School 25 Palembang. Data collection techniques included observation, tests, and documentation to gather comprehensive student performance and engagement insights. Main Findings: The research findings indicate a significant improvement in student learning outcomes due to applying the Jigsaw learning model. The thematic learning outcomes for theme 1, subtheme 2, showed a marked increase across the three cycles: from 53% in cycle I to 65% in cycle II and 88% in cycle III. This progression highlights the model's effectiveness in fostering better academic performance and active participation among students. Novelty/Originality of this study: The novelty of this research lies in its application of the Jigsaw learning model within the context of thematic learning, which is relatively underexplored in primary education. The study enhances cognitive outcomes and promotes social skills and collaborative learning by integrating cooperative learning strategies that emphasize student interdependence and accountability. This innovative approach demonstrates the potential of the Jigsaw model to transform traditional classroom dynamics, making learning more interactive, inclusive, and effective. Thus, the study provides valuable insights and practical implications for educators seeking to improve student engagement and achievement through collaborative learning models.]]>
<![CDATA[Teacher Evaluation of Islamic Religious Education Subjects as Improving the Quality of Student Learning at SDIT UMMI Bengkulu City ]]>
<![CDATA[Ridwan, Ahmad]]>;
<![CDATA[Renawati, Renawati]]>;
<![CDATA[Novita, Sukma Ria]]>;
<![CDATA[Salsabilah, Wanada Siti]]>
<![CDATA[ Journal of Basic Education Research Vol 5 No 1 (2024): January ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jber.v5i1.823
<![CDATA[Purpose of the study: The purpose of this evaluation research is to explore in depth the performance of teachers in learning activities as material for evaluating the learning system at SDIT UMMI Bengkulu City. In the standard learning implementation process which consists of 3 stages or dimensions, namely: planning the learning process, implementing the learning process, and assessing the learning process. Methodology: This research uses a qualitative approach and descriptive data type. This research was conducted at SDIT UMMI Bengkulu City. Data collection is carried out using interview techniques or questionnaires. In this research, the researcher collaborated with 2 teachers and the Head of SDIT UMMI Bengkulu City. Main Findings: Based on the results of interviews with Islamic Religious Education subject teachers at SDIT UMMI Bengkulu City, planning, implementation and assessment were good. Likewise, attention from foundations and school principals who give full attention to teachers so that they can continue to develop their potential and improve their teaching performance. Novelty/Originality of this study: Evaluation is a measuring tool and an effort to determine the level of success achieved. Evaluation activities are able to provide information about deficiencies or possible errors that need to be corrected in the future. Evaluation activities can encourage teachers to improve the quality of education in the future. This research is a novelty from previous research as a reference for improving the quality of student learning in elementary schools.]]>
<![CDATA[Developing Indonesian Vocabulary Through the Application of the Mind Mapping Method in Children ]]>
<![CDATA[Hasnawati, Eni]]>;
<![CDATA[Fitriyanti, Eka]]>;
<![CDATA[Hasan, Sharmin Ali]]>;
<![CDATA[Ismail, Shaimaa]]>
<![CDATA[ Journal of Basic Education Research Vol 5 No 1 (2024): January ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jber.v5i1.827
<![CDATA[Purpose of the study: This study aims to investigate the effectiveness of implementing the mind map method in improving the Indonesian language vocabulary skills of children in Group B at Kindergarten School Al Khairiyah Kota Bandar Lampung. Methodology: This research uses qualitative methods with classroom action research as the main tool to teach Indonesian vocabulary to 19 group B children at Al Khairiyah Kindergarten, Bandar Lampung City with total sampling. Data collection, namely observation, documentation and analysis, was carried out to assess the impact of the method on vocabulary acquisition. Main Findings: In Cycle 1, the mind map method was applied in two meetings with a focus on the theme of food and drink, resulting in an increase in Indonesian vocabulary. Cycle 2 continued this approach with improvements to the clothing theme lesson, which resulted in significant improvements in students' understanding and response to the material. Overall, the application of mind map method proved effective in improving the Indonesian vocabulary skills of Group B children at Al Khairiyah Kindergarten, Bandar Lampung City. Novelty/Originality of this study: This study contributes to the field by demonstrating the effectiveness of the mind map method in improving vocabulary acquisition among young learners. This research is offers practical insights for educators seeking innovative approaches to language teaching and learning, which have the potential to advance pedagogical practices in early childhood education.]]>
<![CDATA[Use of Crossword Media to Increase the Arabic Vocabulary of Higher Class in Elementary School ]]>
<![CDATA[Taqqiyyuddin, Taqqiyyuddin]]>;
<![CDATA[Barzegar, Somayeh]]>;
<![CDATA[Islam, Md. Saiful]]>
<![CDATA[ Journal of Basic Education Research Vol 5 No 1 (2024): January ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jber.v5i1.829
<![CDATA[Purpose of the study: This research aims to achieve the following objectives: Planning: Describe the planning process for utilizing Crossword Puzzle media to enhance the Arabic vocabulary of fifth-grade students at Madrasah Ibtidaiyah Nahdlatul Ulama’ (MINU) Maudlu’ul Ulum Pandean Malang. Implementation: Detail the implementation of Crossword Puzzle media to increase the Arabic vocabulary of class V students at MINU Maudlu’ul Ulum Pandean Malang. Evaluation: Provide insights into the evaluation of the effectiveness of Crossword Puzzle media in enhancing the Arabic vocabulary of class V students at MINU Maudlu’ul Ulum Pandean Malang. Methodology: The research adopts a qualitative descriptive approach within the framework of classroom action research. The study comprises four stages: planning, implementation, observation, and reflection. Two cycles were conducted, involving a total of four meetings. Data collection methods include observation, interviews, and documentation. Triangulation is employed to ensure data validity. The research draws from a sample of class V students. Main Findings: The research demonstrates that the use of crossword puzzles effectively enhances the Arabic vocabulary of class V students. Success indicators include: Positive Student Engagement: During the learning process, students exhibit happiness and enthusiasm. Improved Assessment Results: Student performance shows significant improvement compared to their initial results. Pre-test completion rate: 44.4% Cycle I: 77.7%, Cycle II: 83% Novelty/Originality of this study: This study’s novelty lies in its potential as a reference tool for educators aiming to enhance the Arabic vocabulary of fifth-grade elementary school students using crossword puzzles.]]>
