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Muhammad Hasbi
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INDONESIA
Indonesian Journal of Research and Educational Review (IJRER)
Published by Education and Talent Development Center of Indonesia
ISSN : 28097505     EISSN : 28093682     DOI : http://dx.doi.org/10.51574/ijrer
Core Subject : Religion, Humanities, Science, Education, Art, Social,
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other
Instruction Learning Teaching Curriculum Development Learning Environments Teacher Education Educational Technology Educational Developments
Arjuna Subject : Umum - Umum
Articles 632 Documents
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The Concept of IPAS with the LSQ Learning Method: Question Card Media for Primary School Students Nisa, Fadilatun; Fiteriani, Ida; Ningrum, Ayu Reza
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3822

Abstract

The background of this research is the low participation of students in the learning process, which has an impact on poor conceptual understanding. Therefore, this research aims to improve students' conceptual understanding through the application of the Learning Start with a Question (LSQ) strategy assisted by Question Card Media in the subject of IPAS. This type of research uses the Classroom Action Research model. This research took place in Class V State Elementary Madrasah 7 Bandar Lampung. The research took place in two cycles consisting of the planning stage, implementation of actions, observation, and reflection on the material of Knowing the Location and Nature of Indonesia. The findings of the study indicated that the application of the LSQ method assisted by question cards was effective in improving students' conceptual understanding in IPAS learning. There was a significant increase in students' conceptual understanding from cycle I to cycle II, with the level of activity reaching a peak of 92.5% in cycle II. Students' understanding also experienced a positive increase from cycle to cycle. The number of students who achieved the Learning Objectives Achievement Criteria increased in each cycle, with cycle 1 at 81% increasing to 92.5% in cycle II. The reflection and adjustment process in each cycle made a positive contribution to the success of the learning method. The implications of this study include the potential application of the Learning Starts With A Question method assisted by Question Card media to improve students' understanding, participation, and activeness in IPAS learning.
The Frayer Learning Model Assisted by Flashcard Media: Descriptive Text Writing Skills of Islamic Elementary School Students Julita, Julita; Hidayah, Nurul; Erfayliana, Yudesta
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3823

Abstract

The purpose of this study was to describe the effect of the Frayer learning model assisted by flashcard media on descriptive writing skills in Indonesian language subjects for elementary school students. This research employs an experimental design with a nonequivalent control group. This study was conducted in Grade 2 at Islamic Elementary School Assalam Bandar Lampung. Data collection was done using observation sheets and tests. Data analysis used quantitative analysis with an independent t-test. The findings indicated that the Frayer learning model, facilitated by flashcard media, significantly and positively influenced the descriptive text writing abilities of second-grade students. The hypothesis test results, derived from an independent samples t-test, demonstrated a significance (2-tailed) value of 0.000, which is less than 0.05 (0.000 < 0.05), leading to the rejection of H₀ and the acceptance of H₁. Moreover, a substantial disparity in learning outcomes was observed between the experimental group and the control group. The experimental group employing the Frayer model achieved an average posttest score of 44.80, which was significantly superior to the control group's average posttest score of 38.70, utilizing the discovery learning method and video media. Moreover, the implementation of the Frayer learning model utilizing flashcards not only enhanced the average proficiency of students but also yielded more uniform and consistent capabilities. This data suggests that this model effectively aids most students, irrespective of their initial abilities, in attaining improved learning outcomes.
Project Based Learning Model Assisted by Mind Mapping Media: Student Creativity in IPAS Lessons at Public Islamic Elementary Wansyah, Rio; Fiteriani, Ida; Erfayliana, Yudesta
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3825

Abstract

This study seeks to evaluate the impact of the Project Based Learning (PjBL) model, facilitated by mind mapping media, on enhancing students' creativity in science education. This research employs a quasi-experimental approach utilizing a nonequivalent control group design. This research was carried out in fourth grade at State Elementary Madrasah 2 in Bandar Lampung. Data acquisition via assessments, interviews, and observations. The analysis of data involves quantitative assessment utilizing the independent samples t-test. The study's results demonstrate a substantial and favorable impact of the Project Based Learning (PjBL) model, facilitated by mind mapping media, on students' creativity in science subjects. The findings stem from the independent sample t-test, revealing a significance value of 0.000, which is less than the significance threshold of 0.05. Moreover, the creativity of students engaged in the mind mapping-assisted project-based learning model was quantitatively superior to that of students involved in conventional learning. The substantial disparity in the average posttest scores between the experimental group (mean = 16.82) and the control group (mean = 12.18) is apparent. The efficacy of the Mind Mapping-assisted PjBL model in fostering creativity derives from the synergy between the student-centered learning paradigm and the application of visual cognitive tools. Project-based learning fosters a genuine and demanding educational atmosphere, motivating students to engage in exploration, collaboration, and problem-solving. Mind mapping is an effective tool for promoting non-linear thinking, visually organizing complex ideas, and integrating the brain's logical and creative functions.
The Principal's Visionary Leadership Transforms Quality: Good Example and Habits Kusumawati, Erna
ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 2 (2024): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v3i2.3828

Abstract

The importance of "example" and "good habits" as essential mechanisms for principals' visionary leadership in attaining "exceptional quality." This study investigates how principals can play a visionary leadership role in improving school quality through good examples and practices. This study aims to analyze leadership strategies, given the importance of leadership for improving educational quality. This study employed mixed methods, combining qualitative and quantitative methods. Subjects included principals, teachers, and students from five high-achieving schools, using a mixed approach consisting of interviews, observations, and qualitative and quantitative surveys. The results indicate that ethical principles and positive habits, such as wearing a practice uniform and reflecting on disruption, significantly increase pedagogical innovation and build a culture of quality. This study advances understanding of transformative leadership and has practical implications for improving the quality of science- and technology-based schools.
Problem Based Learning Model Assisted by Wordwalls: Learning Motivation at Elementary School Students' Khairunnisa, Fadhilah; Ifrianti, Syofnidah; Erfayliana, Yudesta
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3842

Abstract

Due to a lack of student motivation, various learning approaches, and engaging learning media, classroom learning has not featured student interaction. Therefore, the purpose of this study is to determine whether the Problem-Based Learning (PBL) model assisted by Wordwall has a significant influence on elementary school students' learning motivation. This quantitative research employs a quasi-experimental that utilizes a pretest-posttest control group design. This research was conducted on grade V students of State Elementary Madrasah 1 Bandar Lampung. Data collection techniques include distributing a list of questions to respondents or survey questionnaires. Descriptive data analysis is used to measure and present initial (pre-test) and final (post-test) data using the paired t-test. The study found t = -4.577 for the experimental class paired samples t-test. In the experimental class, a significant value of 0.000 < 0.05 was found. The Problem-Based Learning (PBL) model, supported by Wordwall, significantly impacts class V students' learning motivation, with a sig. value of 0.000 < 0.05, rejecting H0 and accepting H1. The paired samples t-test showed a value of t = 0.487 with a significance of 0.630 > 0.05, indicating that H0 is accepted and H1 is rejected. The Teams Games Tournament (TGT) model assisted by a PowerPoint presentation did not affect class V students' learning motivation. Therefore, the Problem-Based Learning (PBL) model supplemented by Wordwall affects class V students' learning motivation at State Elementary Madrasah 1 Bandar Lampung.
The Ethnoscience-Based Project Based Learning Model on Learning Outcomes and Scientific Literacy Rifa’i, Mohamad; Taufik, Leo Muhammad; Novianawati, Noor
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3843

Abstract

Many students struggle to understand science because it's too abstract and removed from life. Despite their scientific value, local wisdom and traditional knowledge are typically neglected as learning resources. The connection between universal science and local cultures is referred to as ethnoscience. In ethnoscience-based PjBL, students learn theory and observe how science applies to their culture. Therefore, this study intends to determine and describe the effect of the ethnoscience-based project-based learning (PjBL) learning model on learning outcomes and scientific literacy. This study uses quantitative research with ex post facto research method. The subjects of this study were class VII students of Middle School 4 Palimanan, Cirebon Regency. Data collection uses questionnaires, observations, and test questions with a total of 30 items, and the number of samples (respondents) used is 60 students. The results of this study indicate that the application of the ethnoscience-based project-based learning model positively affects the learning outcomes of class VII students in science subjects, as evidenced by a calculated t value of 4.637 compared to a t table value of 1.672, resulting in an influence of 25.8%, while the remaining 74.2% is affected by other unexamined variables. Similarly, the application of the ethnoscience-based Project Based Learning model enhances the scientific literacy of seventh-grade science students. The influence is shown based on the calculated t value of 7.537 > t table = 1.672, with a 48.6% effect, while the remaining 51.4% is influenced by other variables not examined in this study. This research will produce a structured ethnoscience-based PjBL learning model that can be used as a guide for teachers.
Development of Calligraphy Learning Media on Calligraphy Font Types in Higher Education Dangkua, Suleman; Hasdiana, Hasdiana
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i1.3865

Abstract

Learning media is one of the supporting components in the learning process. In the process of learning fine arts, especially in calligraphy courses, recognizing calligraphy letters is one of the topics studied. This course instructs students on how to transform calligraphy letters into two-dimensional works of art. In order for the learning process to run effectively, learning media are needed that are valid and practical and can be used as a tool to achieve learning objectives optimally. The purpose of this study was to evaluate and describe the feasibility of calligraphy learning media specifically designed for letter recognition material. The research method used is the R&D research and development method with the 4D approach. This research was conducted at the Bachelor of Fine Arts Education Study Program, Gorontalo State University. The findings from the validation of learning media by several validators showed values that serve as a reference for the validity and feasibility of the media. The values obtained include 85.62% from a material expert validator, indicating very feasible criteria; 81.40% from a media expert validator, also indicating very feasible criteria; and 72.79% from a calligrapher, which indicates feasible criteria. The use of student response questionnaires also affects the level of validity of learning media with a value of 77.66% for attractive criteria. As a whole, it proves that calligraphy learning media for recognizing calligraphy types is very feasible to develop.
The Relationship between Interest and Learning Motivation to Natural Science Learning Outcomes: A Narrative Review Study Fitri, Fitri; Hasbi, Muhammad
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3870

Abstract

Learning outcomes are a crucial factor in determining success or failure in learning. Many students demonstrate substandard learning outcomes, falling below the minimum criteria. Learning outcomes, both favorable and unfavorable, are influenced by various elements, including motivation and interest in the learning process. Everyone has different motivations and interests in the learning process. Motivation and interest in learning are correlated with learning outcomes. Therefore, this study aims to investigate the correlation between interest, motivation, and learning outcomes, specifically in natural science subjects. The type of research conducted is qualitative with the narrative review method. The database for this narrative review consists of articles from Google Scholar, including those indexed in SINTA and other reputable international sources, published within the last ten years. The results of the study indicate that a literature evaluation of 25 publications revealed a substantial positive correlation between motivation, learning interest, and learning outcomes. Natural sciences learning outcomes are directly correlated with motivation and engagement in the learning process. Therefore, it is concluded that there is a correlation between motivation, learning interest, and natural sciences learning outcomes.
Cooperative Learning Model of Time Based Learning Type Assisted by Media Box: Elementary School Students' IPAS Learning Outcomes Parida, Parida; Irviana, Ira; Afni, Nur
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3875

Abstract

The background of the research is the low academic achievement of students; only 37.03% of 27 students achieved the minimum completion criteria in the preliminary study. Therefore, this study examines the application of a time-based learning-type cooperative learning model assisted by media boxes to improve the learning outcomes of social studies/IPAS of elementary school. This study uses classroom action research with the Kemmis and McTaggart model research design. This research was conducted with grade V students at 108 Moncongloe Home Base. This research used observation, tests, and documentation instruments. The results of the analysis showed a significant increase in student learning outcomes after applying the model using media boxes. This can be seen in the increase in the average score of student learning outcomes from cycle I, which is 56.14%, to cycle II, which is 77.62%. Thus, a time-based learning-type cooperative learning model assisted by media boxes can improve student learning outcomes.
Evaluation of the Implementation of Inclusive Education in Junior High Schools Putri, Muggia Usmi Eka; Ghani, Abd. Rahman A; Al Jufri, Hamid
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3884

Abstract

The objective of this study is to evaluate, measure, and prove the gaps in various components—design, installation, process, and product—so that it can provide information for improvement and development related to National Education Standards in building Inclusive Education in Junior High Schools in Tangerang. The evaluation model approach used in this study is the Discrepancy Evaluation Model, or Gap Evaluation Model, developed by Malcolm M. Provus. This research method is a mixed method, not only qualitative descriptive evaluation and quantitative, but also a combination of both. The evaluation subjects were 15 people, including the principal; the vice principal for curriculum, public relations, student affairs, and facilities and infrastructure; teachers; parents; and students. The results indicate that the design aspect, with a discrepancy of 28% in the management standard indicator, falls within the "Medium/Good" category, while the financing indicator, exhibiting a 44% discrepancy, also categorizes as "Medium/Good." Installation Aspect: A gap of 30% in the assessment indicator related to the discrepancy reference is classified as "Medium/Good," whereas a gap of 28% in the assessment facility and infrastructure indicator pertaining to the discrepancy reference is also categorized as "Medium/Good." The process indicator exhibits a 29% discrepancy, categorizing it as “Medium/Good,” while the content indicator shows a 40.4% discrepancy, also classified as “Medium/Good.” The product aspect reveals a 36% gap in the teacher and education personnel competency standard indicator, categorized as “Medium/Good,” while a 25% gap in the graduation competency indicator is also classified as “Medium/Good.”

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