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Journal of Education and Learning Sciences
Published by Gerasi Insan Nusantara
ISSN : -     EISSN : 28083695     DOI : https://doi.org/10.56404/jels.v2i2
Core Subject : Education,
Education
Journal of Education and Learning Sciences menerima kontribusi artikel ilmiah dengan bidang ilmu pendidikan dan pembelajarannya. Secara lebih rinci cakupan topik-topik jurnal ini adalah sebagai berikut. 1. Pengembangan dan Implementasi Kurikulum 2. Pembelajaran dan Layanan Pendidikan 3. Evaluasi Pembelajaran 4. Kebijakan, Manajemen, dan Pembiayaan Pendidikan 5. Kualitas, Sertifikasi, dan Akreditasi Pendidikan 6. Teknologi Informasi Pendidikan 7. Serta dimensi lain yang berhubungan dengan pendidikan dan pembelajaran
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 145 Documents
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The Role of Teachers in Implementing the Tolaki Dance Arts at SDN 02 Konda, South Konawe Regency Apri Ayu Nandarestu; Chairan Zibar L. Parisu; Erwin Eka Saputra
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.413

Abstract

This research aims to describe the role of teachers in implementing the Tolaki dance and identify supporting and inhibiting factors in its implementation at SDN 02 Konda, South Konawe Regency. This research used a qualitative approach with a descriptive research type and case study design. The research informants numbered 11 informants consisting of the principal, teachers, and students. Data was collected through interviews and documentation. Data analysis used the Miles and Huberman model, which included data reduction, data presentation, and drawing conclusions. The research results indicated that the teachers served as demonstrators, facilitators, mediators, and class managers in implementing the Tolaki dance. These roles were realized through providing examples of dance movements, utilizing media and learning facilities, introducing Tolaki culture to students, and providing direction during the learning process. The implementation of Tolaki dance has not been carried out evenly in all classes because some classes still focus on fine arts materials and have not integrated Tolaki dance in learning. Supporting factors included student enthusiasm, school support, availability of supporting facilities, and collaboration with external parties through Tolaki dance training activities. Meanwhile, inhibiting factors included the limited number of teachers capable of teaching Tolaki dance, limited supporting facilities, and uneven implementation of Tolaki dance across classes. This research concludes that teachers play a crucial role in the implementation of Tolaki dance at SDN 02 Konda, although its implementation still faces several obstacles that require support from various parties.
Design of a Tolaki Language Teaching Module to Enhance Cultural Literacy among Students at SD Negeri 2 Konda Astri Wulandari; Waode Ekadayanti; Arna juwairiyah
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.414

Abstract

This study aimed to identify development needs, design a Tolaki language teaching module, and assess its feasibility as an effort to enhance the cultural literacy of students at SD Negeri 2 Konda. The study employed Research and Development (R&D) using the ADDIE development model, which comprises five stages: Analysis, Design, Development, Implementation, and Evaluation. The participants were teachers and students at SD Negeri 2 Konda. Data were collected through observation, interviews, documentation, tests, and validation by content, language, and media experts. Qualitative and quantitative analyses were used to determine development needs, the module-development process, and the feasibility of the resulting module. The findings showed that Tolaki language instruction at SD Negeri 2 Konda required a teaching resource containing basic Tolaki vocabulary, simple language structures, elements of local culture, learning activities, exercises, and evaluations tailored to the characteristics of elementary school students. Validation by content, language, and media experts indicated that the module was highly feasible for use in instruction. The implementation results also showed that the module increased students' active participation and enthusiasm and strengthened their understanding of the Tolaki language and local cultural values. The study concludes that the developed Tolaki language teaching module is feasible for use as a local-content teaching resource and has the potential to enhance elementary school students' cultural literacy.
The Effect of Animated Instructional Media on Fourth-Grade Students' Mathematics Learning Outcomes in Roman Numerals Desri Desri; Ahmad Rustam; Waode Ekadayanti
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.416

Abstract

This study examined the effect of animated instructional media on fourth-grade elementary school students' mathematics learning outcomes in Roman numerals. It employed a quantitative approach using a quasi-experimental method and a nonequivalent control group design. The study was conducted at SD Negeri 2 Konda with a sample of 55 students, comprising 29 students in the experimental class and 26 in the control class. Data were collected using achievement tests administered as a pretest and posttest. The data were analyzed through normality and homogeneity tests, hypothesis testing using an independent-samples t-test, and N-Gain analysis. The results showed that the experimental class achieved a mean posttest score of 84,79, which was higher than the control class mean of 73,34. Hypothesis testing yielded a significance value (Sig. 2-tailed) of 0,006 < 0,05; therefore, H₀ was rejected and H₁ was accepted. The N-Gain analysis further showed a mean improvement of 0,7533 in the experimental class, categorized as high, compared with 0,4446 in the control class, categorized as moderate. These findings indicate that animated instructional media had a significant effect on fourth-grade elementary school students' mathematics learning outcomes in Roman numerals.
The Influence of Using Interactive Learning Media Wordwall on the Learning Motivation in Fourth Grade Elementary School Students Sinta Sinta; Ahmad Rustam; Ahmad Ahmad
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.417

Abstract

Learning motivation is an important factor in supporting students' active participation and achievement in elementary education. However, the use of interactive digital learning media to strengthen students' motivation remains limited in some elementary school classrooms. This study aimed to examine the effect of Wordwall as an interactive learning medium on the learning motivation of fourth-grade students at SD Negeri 6 Kendari. The novelty of this study lies in the application of Wordwall as a game-based and interactive digital learning medium specifically to improve learning motivation among fourth-grade elementary school students in the local context of SD Negeri 6 Kendari, as well as in the comparison of its effectiveness with conventional learning methods. This study employed a quantitative approach with a quasi-experimental design using a nonequivalent control group. The participants consisted of 70 fourth-grade students, with 35 students assigned to the experimental group and 35 students to the control group. Data were collected using a learning motivation questionnaire and analyzed using descriptive statistics, N-Gain analysis, paired-samples t-test, and independent-samples t-test. The results showed that the mean learning motivation score in the experimental group increased from 31.31 in the pretest to 42.46 in the posttest, with a mean N-Gain score of 0.68, categorized as moderate. In comparison, the control group obtained a mean N-Gain score of only 0.18, categorized as low. The paired-samples t-test yielded a significance value of 0.000 (p < 0.05), indicating a significant increase in the experimental group's learning motivation. Furthermore, the independent-samples t-test produced a significance value of 0.000 (p < 0.05), confirming a significant difference between the experimental and control groups. These findings indicate that Wordwall is more effective than conventional learning methods in increasing elementary school students' learning motivation. Therefore, Wordwall has the potential to serve as an innovative, interactive, and game-based digital learning medium for strengthening students' motivation and active engagement in elementary education.
The Effect of Video-Based Audiovisual Learning Media on the Science Learning Outcomes of Fourth-Grade Elementary School Students Ni Gusti Ayu Nyoman Sugianti; La Sisi; Aris Suziman
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.418

Abstract

Learning in Ilmu Pengetahuan Alam dan Sosial (IPAS) at the elementary school level continues to face challenges related to the limited use of varied and engaging instructional media, which may affect students’ understanding and learning outcomes. This study aimed to determine the effect of video-based audiovisual learning media on the IPAS learning outcomes of fourth-grade students at SD Negeri 3 Ranomeeto Barat. This study employed a quantitative approach with a pre-experimental method using a One-Group Pretest–Posttest Design. The sample consisted of 18 fourth-grade students selected through saturated sampling. Data were collected using a learning achievement test that had undergone expert validation and were analyzed using descriptive statistics, the Shapiro–Wilk normality test, the paired-samples t-test, and the N-Gain test with the assistance of IBM SPSS Statistics version 27. The results showed an improvement in students’ learning outcomes, with the mean score increasing from 71.11 on the pretest to 87.39 on the posttest. The normality test indicated that the data were normally distributed, allowing further analysis using parametric statistics. The paired-samples t-test produced a significance value of 0.001 (p < 0.05), indicating a statistically significant difference between students’ learning outcomes before and after the implementation of video-based audiovisual learning media. The average N-Gain score was 0.60, which falls within the moderate category. These findings indicate that video-based audiovisual learning media can improve students’ understanding and learning outcomes by presenting IPAS content through integrated visual and auditory elements. Therefore, video-based audiovisual learning media can serve as an effective and innovative alternative for supporting IPAS learning and improving elementary school students’ learning outcomes.
The Effect of Implementing the Card Sort Method on Fifth-Grade Students’ Science Learning Outcomes in Animal Classification Sribanggai Sribanggai; Sri Marliah Puteri; Chairan Zibar L Parisu; Kasmawati Kasmawati
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.419

Abstract

This study was motivated by the low science learning outcomes of elementary school students and the limited implementation of learning methods that actively engage students in the learning process, particularly in understanding conceptual material on animal classification. This study aimed to examine the effect of the Card Sort method on the science learning outcomes of fifth-grade students in animal classification material. A quantitative approach with a quasi-experimental method was employed using a Posttest-Only Nonequivalent Control Group Design. The sample was selected through total sampling and consisted of 56 students, including 29 students in Class VA as the experimental group, which received instruction using the Card Sort method, and 27 students in Class VC as the control group, which received instruction using the Make a Match model. Data were collected using a 20-item multiple-choice learning outcomes test. The instrument demonstrated good validity, with item correlation coefficients exceeding the r-table value of 0.367, and high reliability with a Cronbach’s Alpha coefficient of 0.889. Data analysis included descriptive statistics, normality and homogeneity tests, and an Independent Samples t-Test using IBM SPSS Statistics Version 27. The results showed that the experimental group achieved a higher mean score (81.38) than the control group (70.74). The data were normally distributed and homogeneous, with a Levene’s test significance value of 0.050. The Independent Samples t-Test yielded a significance value of 0.000 (p < 0.05), with a mean difference of 10.639. These findings indicate a significant difference in science learning outcomes between students taught using the Card Sort method and those taught using the Make a Match model. Therefore, the Card Sort method can be considered an effective active-learning strategy for improving elementary students’ understanding and learning outcomes in animal classification.
The Effect of Using the ZEP Quiz Application on Fifth-Grade Students’ Learning Outcomes in Pancasila Education Nisdayanti Nisdayanti; Ahmad Ahmad; Ashari Usman
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.420

Abstract

The development of digital technology has transformed the learning process in elementary schools, particularly through the integration of interactive digital learning media. One platform that can support this transformation is ZEP Quiz, a gamification-based learning application designed to create an engaging, interactive, and enjoyable learning environment. However, the learning process of Pancasila Education at SD Negeri 2 Konda is still predominantly conducted using conventional methods, which may limit student engagement and result in suboptimal learning outcomes. This study aimed to determine the effect of using the ZEP Quiz application on the learning outcomes of fifth-grade students in Pancasila Education. This study employed a quantitative approach using a quasi-experimental method with a Pretest–Posttest Control Group Design. The sample consisted of 58 fifth-grade students, comprising 31 students in the experimental class and 27 students in the control class, selected using a saturated sampling technique. Data were collected through learning outcome tests, observations, and documentation. The data were analyzed using descriptive statistics and inferential statistics, including the Shapiro–Wilk normality test, Levene’s test of homogeneity, and the Independent Samples t-Test. The results showed that students who learned using the ZEP Quiz application achieved higher learning outcomes than those who received conventional instruction. The hypothesis test revealed a significance value (Sig. 2-tailed) of less than 0.05, indicating a significant difference in learning outcomes between the experimental and control groups. Therefore, the use of the ZEP Quiz application had a positive and significant effect on the learning outcomes of fifth-grade students in Pancasila Education. These findings indicate that ZEP Quiz can serve as an innovative gamification-based digital learning medium to support more interactive and effective Pancasila Education learning in elementary schools.
The Relationship Between Emotional Intelligence And Academic Achievement Among Fourth-Grade Elementary School Students Fitriayani Fitriayani; Ahmad Ahmad; Waode Ekadayanti
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.421

Abstract

Emotional intelligence is an important internal factor that supports students' learning success by enabling them to recognize and regulate emotions, maintain self-motivation, and establish positive social relationships during the learning process. This study aimed to examine the relationship between emotional intelligence and academic achievement among fourth-grade students at SD Negeri 2 Konda, South Konawe Regency. A quantitative approach with a correlational research design was employed. The population and sample consisted of all 32 fourth-grade students, selected using a total sampling technique. Data on emotional intelligence were collected using a questionnaire, while academic achievement data were obtained from students' first-semester report-card grades. The data were analyzed using descriptive statistics and Pearson's Product-Moment correlation with the assistance of IBM SPSS. The results showed that the students' emotional intelligence and academic achievement were generally in the good category. Pearson's correlation analysis produced a correlation coefficient of r = 0.764 with a significance value of p < 0.001, indicating a strong, positive, and statistically significant relationship between emotional intelligence and academic achievement. The coefficient of determination (R²) was 0.583, indicating that emotional intelligence contributed 58.3% to the variation in students' academic achievement, while the remaining 41.7% was associated with other factors not examined in this study. Thus, higher emotional intelligence was associated with higher academic achievement among fourth-grade students at SD Negeri 2 Konda.
The Relationship Between Teachers' Pedagogical Competence And Fifth-Grade Students' Learning Motivation Fela Fela; Nikolaus Passasung; Kasmawati Kasmawati
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.422

Abstract

This study was motivated by the important role of teachers' pedagogical competence in supporting students' learning motivation at the elementary-school level. The study aimed to examine the relationship between teachers' pedagogical competence and the learning motivation of fifth-grade students at SD Negeri 12 Konda. A quantitative correlational design was employed, involving all 29 fifth-grade students selected through total population sampling. Data were collected using two 20-item Likert-scale questionnaires measuring teachers' pedagogical competence (X) and students' learning motivation (Y). Both instruments demonstrated satisfactory validity, with calculated r values ranging from 0.558 to 0.846, exceeding the critical r value of 0.374, and high reliability, with Cronbach's alpha coefficients of 0.956 for the pedagogical competence instrument and 0.955 for the learning motivation instrument. The data were analyzed using the Shapiro–Wilk normality test, linearity test, and Pearson product-moment correlation in IBM SPSS Statistics. The results showed that both variables were normally distributed, with significance values of 0.087 for teachers' pedagogical competence and 0.126 for students' learning motivation, both exceeding 0.05. The Pearson correlation analysis revealed a very strong, positive, and statistically significant relationship between teachers' pedagogical competence and students' learning motivation (r = 0.998; p < 0.001). The coefficient of determination (R² = 0.996) indicated that 99.6% of the variance in students' learning motivation was statistically associated with variation in teachers' pedagogical competence, while the remaining 0.4% was related to other factors outside the scope of the study. These findings indicate that higher levels of teachers' pedagogical competence are strongly associated with higher levels of learning motivation among fifth-grade students.
An Analysis Of First-Grade Students' Beginning Writing Skills In Elementary Education Selda Carnelia; Kasmawati Kasmawati; La Sisi
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.423

Abstract

This study aimed to describe the beginning writing skills of first-grade students, identify the difficulties they experienced, and examine the strategies used by teachers to address these difficulties at an elementary school in South Konawe Regency. A descriptive qualitative approach was employed, with the study conducted from March to April 2026. The participants consisted of a first-grade teacher and students. Data were collected through observation, interviews, beginning writing assessments, and documentation, and were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings showed that students' beginning writing skills were generally satisfactory, although more than five students continued to require intensive assistance. The main difficulties involved forming vowel and consonant letters correctly, writing simple sentences, applying capitalization and punctuation, maintaining handwriting neatness, and spacing words appropriately. Some students also required additional time to complete writing tasks. These difficulties were associated with limited writing practice, insufficient habits of reviewing completed work, and inadequate mastery of basic writing conventions. To address these challenges, the teacher implemented routine writing practice, individualized guidance, demonstrations of correct writing, engaging instructional media, and continuous encouragement. The study concludes that although the overall level of beginning writing skills was satisfactory, targeted and sustained support remains necessary to strengthen students' foundational writing abilities.

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