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Tematik: Jurnal Penelitian Pendidikan Dasar
Published by Medan Resource Center
ISSN : -     EISSN : 28291476     DOI : 10.57251
Core Subject : Education,
Education
Tematik: Jurnal Penelitian Pendidikan Dasar is a peer-reviewed journal published by the Medan Resource Center in collaboration with the Faculty of Teacher Training and Education, Universitas Islam Sumatera Utara. This journal publishes research results and thoughts in the field of primary education, including Classroom Action Research, Qualitative Primary Education Research, Quantitative Basic Research, and others. The journal accommodates a broad scope of primary education, such as Elementary School or Madrasah Ibtidaiyah Teacher Education, Kindergarten Teacher Education, Early Childhood Education, and other primary education institutions, both formal and non-formal. The journal is published biannually in March and September and accepts articles in both Indonesian and English.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 3 Documents
 1 
Search results for , issue "vol. 5 no. 1 (2026)" : 3 Documents clear
Efektivitas Media Lampion Baling-baling terhadap Hasil Belajar Perubahan Energi Panas Menjadi Gerak pada Siswa Kelas IV SDN 106156 Klumpang Kebun Layil Safitri; Lara Carolina Putri; Mastari Ramadhani
Tematik: Jurnal Penelitian Pendidikan Dasar Vol. 5 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/tem.v5i1.2271

Abstract

This study addresses the low learning outcomes of elementary school students in understanding the transformation of heat energy into motion energy, particularly due to the predominance of conventional teaching methods and the limited use of concrete instructional media. It examines whether pinwheel lantern media effectively improves the learning outcomes of fourth-grade students at State Elementary School 106156 Klumpang Kebun. A quantitative approach with a quasi-experimental non-equivalent control group design was employed. The study involved 40 fourth-grade students divided into an experimental group taught using pinwheel lantern media and a control group taught using audiovisual media. Data were collected through observation, tests, and documentation and analyzed using normality, homogeneity, independent-samples t-tests, and normalized gain analysis. The findings revealed that the experimental group’s mean score increased from 57.75 on the pretest to 82.50 on the posttest. The hypothesis test yielded a significance value of 0.000 (p < 0.05), while the normalized gain reached 59.82%, indicating moderate effectiveness. These findings demonstrate that pinwheel lantern media provides an effective concrete learning medium for improving students’ understanding and learning outcomes regarding heat-to-motion energy transformation.
Pengembangan Budaya Mutu Berbasis Sekolah Dasar: Tantangan dan Strategi Implementasi pada Abad ke-21 Mulkan Hasibuan
Tematik: Jurnal Penelitian Pendidikan Dasar Vol. 5 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/tem.v5i2.2272

Abstract

The transformation of elementary education in the twenty-first century requires schools to establish a sustainable quality culture that extends beyond administrative compliance and becomes embedded in everyday educational practices. This study examines the challenges encountered by elementary schools in developing a school-based quality culture and identifies strategic approaches for strengthening its implementation. Employing a qualitative approach through library research, the study synthesizes scholarly literature concerning quality culture, educational leadership, school-based management, teacher professional development, and educational innovation. The findings reveal that the development of a quality culture is constrained by inconsistent leadership commitment, limited teacher participation, resistance to organizational change, insufficient professional development, and the weak integration of continuous evaluation into school practices. Effective implementation requires transformational and participatory leadership, collaborative teacher engagement, data-informed decision-making, continuous professional development, systematic quality evaluation, and context-responsive school innovation. The study concludes that a sustainable school-based quality culture depends on integrating leadership, professional collaboration, evidence-based evaluation, and continuous improvement into the organizational practices of elementary schools. Such integration enables schools to strengthen institutional capacity, improve teaching and learning quality, and adaptively to the evolving demands of twenty-first-century education.
Implementing English-Speaking-Zone Setting in an English Conversation Class to Develop English as a Foreign Language University Students’ Speaking Fluency Marnangkok Pakpahan
Tematik: Jurnal Penelitian Pendidikan Dasar Vol. 5 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/tem.v5i1.2277

Abstract

This study addresses the need for sustained English-speaking practice among university students learning English as a foreign language by investigating the implementation of an English-speaking-zone setting and its perceived contribution to speaking fluency in an English Conversation II course at a private university in Pontianak, Indonesia. Employing a qualitative narrative inquiry design, the study involved twenty second-semester students from the English Language and Culture Study Program selected through total population sampling. Data were collected through classroom observations, in-depth interviews, and documentation, and analyzed using thematic narrative analysis involving data reduction, data display, and conclusion drawing. The findings revealed three interconnected stages of implementation: planning, action, and evaluation. Language regulations, teacher supervision, peer support, and language-supporting activities encouraged regular English use, while students reported improvements in vocabulary, pronunciation, grammatical control, and speaking confidence. Nevertheless, limited vocabulary, fear of making mistakes, hesitation, inconsistent use of English, and insufficiently systematic evaluation remained persistent challenges. The study concludes that an English-speaking-zone setting can provide a supportive environment for sustained speaking practice when reinforced by continuous supervision, meaningful communicative opportunities, and systematic evaluation.

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