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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 Effect Of The Team Games Tournament (TGT) Cooperative Learning Model On Fourth-Grade Students' Learning Outcomes In Pancasila Education Meilaniska Meilaniska; Arna Juwairiyah; 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.v5i2.424

Abstract

This study examined the effect of the Team Games Tournament (TGT) cooperative learning model on fourth-grade students' learning outcomes in Pancasila Education. The study was motivated by the need to improve student achievement through more active, collaborative, and engaging instructional practices. A quantitative approach with a quasi-experimental two-group pretest–posttest design was employed. The study involved an experimental class that received instruction using the TGT model and a control class that received conventional instruction. Data were collected using validated and reliable multiple-choice tests administered as pretests and posttests. The data were analyzed using descriptive statistics and an independent-samples t-test with SPSS 26 for Windows. The results showed that the mean score of the experimental class increased from 68.18 on the pretest to 86.14 on the posttest, representing a gain of 17.96 points. Meanwhile, the control class mean increased from 59.40 to 72.40, representing a gain of 13.00 points. The independent-samples t-test produced a significance value of 0.000 < 0.05, indicating a statistically significant difference in learning outcomes between the two classes. These findings demonstrate that the Team Games Tournament (TGT) cooperative learning model had a significant positive effect on fourth-grade students' learning outcomes in Pancasila Education. TGT is therefore recommended as an active, collaborative, and engaging alternative instructional model for improving learning outcomes in elementary Pancasila Education.
Teachers’ Strategies For Addressing Challenges In Digital-Era Pancasila Education: A Qualitative Study Of Fifth-Grade Elementary Students Hasriana Hasriana; 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.v5i2.425

Abstract

This study aimed to investigate the challenges encountered by teachers in implementing Pancasila Education in the digital era, examine the strategies employed to address these challenges, and analyze the contribution of these strategies to students' engagement and understanding of Pancasila values. This study employed a qualitative approach with a case study design. The primary informant was a fifth-grade teacher at a public elementary school. Data were collected through structured interviews, participant observation, and documentation. Data were analyzed through data reduction, data display, and conclusion drawing, while data credibility was established through methodological, source, and time triangulation. The findings revealed that the major challenges in teaching Pancasila Education in the digital era included students' distraction from digital devices, exposure to digital content that was inconsistent with Pancasila values, limited digital literacy, and difficulties in consistently internalizing Pancasila values in students' daily lives. To address these challenges, the teacher implemented interactive digital learning media, active and collaborative learning strategies, direct supervision of digital device use, and the cultivation of Pancasila values through role modeling and habituation. These strategies contributed to increased student interest, classroom engagement, and understanding of Pancasila values, while also supporting the development of discipline, responsibility, cooperation, and respect for others. The study concludes that the integration of digital technology with character-oriented education can serve as an effective approach to addressing the challenges of Pancasila Education in the digital era. However, the use of technology should remain balanced with teacher guidance, exemplary behavior, habituation, and continuous character development.
The Effect of Blooket-Based Interactive Game Media on Fourth-Grade Students’ Learning Outcomes in Natural and Social Sciences (IPAS) Fitriani Fitriani; Kasmawati Kasmawati; Chairan Zibar L. Parisu
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.v5i2.426

Abstract

This study investigated the effect of Blooket-based interactive game media on the learning outcomes of fourth-grade students at SD Negeri 1 Kadacua, North Buton Regency. A quantitative approach was employed using a pre-experimental one-group pretest-posttest design. The participants were 21 fourth-grade students enrolled during the 2025/2026 academic year. Data were collected through achievement tests, observation, and documentation. The research instrument consisted of 10 multiple-choice items administered as pretests and posttests on the topic of human needs in Natural and Social Sciences (IPAS). Data were analyzed using descriptive and inferential statistics with SPSS version 26, including normality testing, homogeneity testing, and a paired-samples t-test. The results showed an increase in the mean score from 43.81 on the pretest to 76.19 on the posttest, representing an improvement of 32.38 points. The paired-samples t-test yielded a significance value of 0.000 (p < 0.05), indicating a statistically significant difference between the pretest and posttest scores. Therefore, H₀ was rejected and Hₐ was accepted. These findings demonstrate that Blooket-based interactive game media significantly improved students' learning outcomes. The use of Blooket also created a more interactive, enjoyable, and positively competitive learning environment that encouraged active student engagement and supported students' understanding of IPAS content. Blooket-based interactive game media can therefore serve as an alternative digital learning medium for improving learning outcomes in elementary school education.
Analysis of Beginning Reading Difficulties among Second-Grade Elementary School Students in Muna Regency Puput Albar; 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.v5i2.427

Abstract

This study aimed to examine the beginning reading abilities of second-grade students, identify the difficulties they experienced, and describe the efforts undertaken to address those difficulties. A qualitative descriptive approach was employed. The study was conducted among second-grade students at SD Negeri 9 Kabangka, located in Oensuli Village, Kabangka District, Muna Regency, during the second semester of the 2025/2026 academic year. Data were collected through observation, semi-structured interviews, and documentation. Data analysis followed the interactive model of Miles, Huberman, and Saldaña (2022), involving data collection, data condensation, data display, and conclusion drawing and verification. The findings showed that students' beginning reading abilities varied. While some students were able to read letters, syllables, words, and simple sentences relatively well, others experienced difficulties in recognizing and distinguishing letters, reading syllables fluently, pronouncing simple words accurately, and reading confidently in front of the class. The difficulties were influenced by internal and external factors, including limited interest and motivation to read, low self-confidence, insufficient reading practice at home, and limited parental assistance. Efforts to address these difficulties included individualized guidance, the use of engaging instructional media and methods, repeated reading practice, parental involvement, and continuous motivational support. The study concludes that beginning reading difficulties require systematic and sustained intervention involving teachers, students, and families to strengthen students' foundational literacy skills.
Teacher Strategies for Fostering Discipline Character among Fifth-Grade Elementary School Students Desak Ketut Sriwati; Kasmawati Kasmawati; Chairan Zibar L. Parisu
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.v5i2.428

Abstract

Fostering discipline is an essential component of elementary education because it supports effective learning, personal responsibility, and the development of positive character. Nevertheless, schools continue to encounter challenges in developing students' discipline, including inconsistent compliance with school regulations, tardiness, limited responsibility in completing assignments, and inadequate awareness of maintaining order in the learning environment. This study aimed to examine the strategies employed by teachers to foster discipline among fifth-grade students and to describe the changes in students' disciplinary behavior resulting from the implementation of these strategies. A qualitative descriptive approach was employed. Data were collected through observations, interviews, and documentation involving the principal, the fifth-grade teacher, and students as research informants and data sources. Data were analyzed through data reduction, data display, and conclusion drawing, while data credibility was established through source and methodological triangulation. The findings revealed that teachers fostered student discipline through habituation in daily routines, role modeling, guidance and advice, supervision, positive reinforcement, and consistent implementation of school rules. These strategies contributed to the development of students' disciplinary behavior, as reflected in improved punctuality, greater compliance with school and classroom regulations, increased responsibility for completing assignments, and greater awareness of cleanliness and order in the school environment. The study concludes that teacher strategies implemented consistently, continuously, and through an integrated approach can support the development and internalization of discipline as an important character value among elementary school students.
Teacher Strategies for Fostering Fifth-Grade Students’ Learning Interest in Pancasila Education Niluh Putu Feni Sri Lestari; La Sisi; 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.v5i2.429

Abstract

Interest in learning is an important factor influencing the success of the learning process in elementary education. Students with a strong interest in learning tend to demonstrate greater attention, enthusiasm, active participation, and willingness to engage with learning materials. Preliminary observations indicated that fifth-grade students' interest in learning Pancasila Education was relatively low, as reflected in limited attention during lessons, low participation in classroom activities, and the limited variation of instructional strategies implemented by the teacher. This study aimed to describe the strategies used by the teacher to enhance fifth-grade students' interest in learning Pancasila Education. A qualitative approach with a descriptive design was employed. Data were collected through observation, semi-structured interviews, and documentation involving the school principal, the fifth-grade teacher, and fifth-grade students as informants. Data were analyzed using Miles and Huberman's interactive model, which comprises data reduction, data display, and conclusion drawing and verification. The findings showed that the teacher implemented varied instructional strategies, including lectures, discussions, question-and-answer activities, educational games, the use of pictures and videos, motivational support, communicative interaction, and contextual learning. These strategies contributed to increased student attention, enthusiasm, active participation, and involvement throughout the learning process. The findings indicate that the consistent implementation of varied, interactive, communicative, and contextual instructional strategies plays an important role in enhancing students' interest in learning Pancasila Education at the elementary school level.
Analysis Of Beginning Reading Difficulties Among Second-Grade Elementary School Students Siti Elva Susanti; Ahmad Ahmad; Sri Marlia Puteri
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.v5i2.431

Abstract

This study aimed to analyze the beginning reading skills of second-grade students, identify the difficulties they encountered, and describe the efforts undertaken to address those difficulties. The study employed a qualitative descriptive design involving a second-grade teacher and students as research participants. Data were collected through observation, semi-structured interviews, and documentation. Data analysis consisted of data collection, data reduction, data display, and conclusion drawing, while data credibility was established through source, method, and time triangulation. The findings indicated that the students' beginning reading skills were generally at a moderate level. Most students were able to recognize letters, produce letter sounds, read syllables and words, and read simple sentences. However, some students continued to experience difficulties distinguishing visually similar letters, reading fluently, reading without spelling out words, and demonstrating confidence when reading aloud. The main challenges included low interest in reading, limited self-confidence, insufficient parental assistance and support at home, limited instructional media, and insufficiently varied teaching methods. To address these challenges, the teacher provided targeted support, implemented a staged reading approach, utilized instructional media and educational games, conducted regular reading practice, involved parents, and provided praise and encouragement. The study concludes that beginning reading skills are influenced by both internal and external factors. Therefore, sustained collaboration among teachers, students, and parents is essential to optimize the development of students' foundational reading skills.
The Effectiveness of Interactive Storytelling through Learning Videos in Improving Elementary Students’ Listening Skills Sindy Ashari; Erwin Eka Saputra; 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.v5i2.432

Abstract

Listening is a fundamental language skill that elementary school students need to develop; however, the listening skills of fourth-grade students at SD Negeri 2 Konda were still relatively low. Students experienced difficulties in understanding story content, identifying the main idea, answering questions based on information they heard, and drawing conclusions from the stories. This condition was associated with learning practices that remained largely dominated by lecture-based instruction and the limited use of engaging learning media, resulting in suboptimal student engagement during listening activities. This study aimed to determine the effect of an interactive storytelling method based on learning videos on the listening skills of fourth-grade students at SD Negeri 2 Konda. The study employed a quantitative approach with a pre-experimental design using a One-Group Pretest–Post-test Design. The research participants consisted of 30 fourth-grade students selected through saturated sampling. Data were collected through listening skill tests, observations, and documentation and were analyzed using descriptive and inferential statistics, including the Shapiro–Wilk normality test and a paired-samples t-test. The results showed that the mean listening skill score increased from 63.53 on the pretest to 78.90 on the post-test. The paired-samples t-test produced a significance value of 0.000 (<0.05), indicating that H₀ was rejected and H₁ was accepted. These findings demonstrate that the interactive storytelling method based on learning videos had a significant effect on the listening skills of fourth-grade students at SD Negeri 2 Konda. Accordingly, this method can serve as an alternative instructional approach for Indonesian language learning in elementary schools.
An Analysis Of The Creative Process In Creating Recycled Artwork Among Fourth-Grade Elementary School Students Indriyani Indriyani; Arna Juwairiyah; Sri Marliah Puteri
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.v5i2.433

Abstract

This study aims to describe the creative process of fourth-grade students in producing recycled artworks from used materials based on Wallas’s stages of creativity and to identify the factors influencing this process. The study employed a qualitative approach with a descriptive research design. The participants consisted of a fourth-grade teacher and 12 fourth-grade students who were purposively selected because they were directly involved in recycled art learning activities. Data were collected through observation, semi-structured interviews, and documentation and were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing and verification. Data credibility was established through source triangulation, technique triangulation, and member checking. The findings indicate that students’ creative processes developed through four stages: preparation, incubation, illumination, and verification. During the preparation stage, students understood the task and explored the characteristics and potential uses of used materials. The incubation stage was characterized by the development and refinement of ideas through reflection and discussion. During the illumination stage, students transformed their ideas into creative and varied artworks, while the verification stage was demonstrated through the evaluation and refinement of the artworks based on self-reflection and teacher feedback. The creative process was influenced by internal factors, including motivation, interest, self-confidence, and perseverance, as well as external factors, including the teacher’s role, peer interaction, and the use of used materials as learning media. The findings demonstrate that recycled art learning not only develops students’ creativity but also strengthens critical thinking, collaboration, communication, and environmental awareness. This study provides an empirical contribution to the development of art learning oriented toward the creative process and the strengthening of 21st-century competencies in elementary education.
An Analysis Of Fifth-Grade Students’ Difficulties In Solving Fraction Problems Based On Newman’s Error Analysis Niluh Lisa Arianti; Waode Ekadayanti; 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.v5i2.434

Abstract

This study aims to analyze the difficulties experienced by fifth-grade students at each stage of the Newman Procedure in solving fraction word problems and to identify the factors contributing to these difficulties. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of 22 fifth-grade students who completed a written test. Five students were purposively selected as interview participants based on the variation in the difficulties they experienced, while one fifth-grade teacher served as a supporting informant. Data were collected through written tests, semi-structured interviews, and documentation. The data were analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing and verification. Data validity was established through technical and source triangulation. The findings showed that students did not experience difficulties at the reading stage, but difficulties were identified at the comprehension, transformation, process skills, and encoding stages. The factors contributing to these difficulties included limited understanding of problem information, confusion in connecting problem information with appropriate mathematical operations, inadequate mastery of fraction calculation procedures, and hesitation in writing the final answer. These factors are interrelated and collectively affect the overall problem-solving process. The findings are expected to provide teachers with information for designing more effective mathematics instruction based on the stages of the Newman Procedure, particularly in helping elementary school students overcome difficulties in solving fraction word problems.

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