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Wahyullah Alannasir
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ALENA : Journal of Elementary Education
Published by Universitas Islam Makassar
ISSN : -     EISSN : 29630649     DOI : -
Core Subject : Education,
Education
ALENA : Journal of Elementary Education jurnal yang diterbitakn oleh Program Studi Pendidikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar. Jurnal ini bertujuan untuk menerbitkan dan menyebarluaskan hasil penelitian dan studi tentang pendidikan. Artikel yang dimuat dalam jurnal adalah hasil penelitian atau pemikiran bidang pendidikan yang dilakukan oleh peneliti, guru, dan praktisi pendidikan. Jurnal ini terbit secara berkala sebanyak dua kali dalam setahun yaitu bulan Januari dan Juli.
Arjuna Subject : Umum - Umum
Articles 15 Documents
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Search results for , issue "Vol 4 No 1 (2026): January" : 15 Documents clear
A Implementation Of Teams Games Tournament Assisted By Educandy To Improve Learning Activities Aqsa Azzikra, Muhammad; Immawan Alam, A. Zam; Rahmat, Muh.
ALENA : Journal of Elementary Education Vol 4 No 1 (2026): January
Publisher : Program Studi Pendidikan Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/jee.v4i1.659

Abstract

The problem that student learning activities are low is caused by the use of learning models and media that are not relevant to class needs. This study aimed to analyze the results of implementing the Teams Games Tournament (TGT) learning model, assisted by Educandy educational games, in enhancing student learning activity. This research was a classroom action research involving 24 fifth-grade students from SDN 11/22 Gentung as research subjects. Data collection techniques in this study utilized observation sheets for teacher activity implementation and student learning activity. The data analysis technique for this research was descriptive-qualitative. The research results indicated an increase in student learning activity, which was evident in Cycle I observations with an average of 64% (categorized as less active), and subsequently increased in Cycle II with an average of 88% (categorized as active).
The Effect Of The Numbered Heads Together (Nht) Project-Based Cooperative Learning Model On The Interests And Mathematics Learning Outcomes Of Grade Iv Students Nabila Nurdin, Syalsa; Alannasir, Wahyullah; Jusmaniar, Jusmaniar
ALENA : Journal of Elementary Education Vol 4 No 1 (2026): January
Publisher : Program Studi Pendidikan Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/jee.v4i1.666

Abstract

Mathematics learning in elementary schools often faces challenges in the form of low student interest and learning outcomes. This occurs because the learning process still tends to be one-way, so that students are less actively involved and less motivated in understanding concepts. This condition requires teachers to implement more innovative, interactive, and student-centered learning models to increase their involvement and understanding. Based on these problems, this study was conducted to determine the effect of the project-based Numbered Heads Together (NHT) cooperative learning model on the interest and learning outcomes of fourth-grade students at MI An-Nashar Timor-Timur, Makassar City. The study used an experimental method with a One Group Pretest-Posttest design involving 20 students as a sample. Research data were obtained through learning outcome tests, learning interest scores, and teacher and student observation sheets. All data were analyzed using normality tests, homogeneity tests, and hypothesis testing through ANOVA. The results showed that the application of the project-based NHT model was able to increase student interest in learning from the low category to the high category, as well as improve learning outcomes from the very low category during the pretest to the high category in the posttest. Teacher and student activity also experienced a significant increase. Statistical tests showed a significance value <0.05, indicating that the project-based NHT model had a positive and significant impact on mathematics interest and learning outcomes. Therefore, this study concluded that the project-based Numbered Heads Together (NHT) model is effective in improving the quality of mathematics learning in elementary schools.
The Effect Of The Problem Based Learning-Based Role Playing Learning Model On Interest And Student Learning Motivation Class V SDN Prasetio, Subhan; Alannasir, Wahyullah; Bessa Marda , Andi
ALENA : Journal of Elementary Education Vol 4 No 1 (2026): January
Publisher : Program Studi Pendidikan Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/jee.v4i1.682

Abstract

This research is motivated by the low learning interest and motivation of students at SDN 14 Masalima, as indicated by their limited participation in learning activities, passive behavior, and low enthusiasm toward classroom tasks. These conditions are influenced by learning fatigue, difficulties in understanding the material, and the use of conventional teaching methods that have not been able to activate students optimally. Therefore, an innovative learning model that is interactive, contextual, and capable of increasing student engagement is required. The Role Playing model combined with Problem Based Learning (PBL) is considered effective because it provides direct learning experiences through role assignments while encouraging students to solve real problems. This study aims to determine the effect of the Role Playing learning model based on PBL on the learning interest and motivation of fifth-grade students at SDN 14 Masalima. The research employed a quantitative method with a one-group pretest–posttest design involving 24 students as the research sample. Data were collected through learning interest and motivation questionnaires as well as observation sheets during the learning process. The results show that the implementation of the Role Playing model based on PBL has a significant effect on increasing students’ learning interest and motivation. Students became more active, enthusiastic, and demonstrated greater engagement throughout the learning activities. Therefore, this model is a viable alternative to improve the quality of teaching and learning processes in elementary schools.
The Effect Of Experimental Methods And Instructional Learning Models On Creativity And Learning Outcomes Thematic For Grade V Students Indah Angraeni, Andi; Mulyadi, Mulyadi; Nurdiansyah, Erwin
ALENA : Journal of Elementary Education Vol 4 No 1 (2026): January
Publisher : Program Studi Pendidikan Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/jee.v4i1.709

Abstract

The development of thematic learning requires teachers to apply approaches that can develop creativity while improving student learning outcomes. One approach that is considered relevant is the experimental method combined with the constructive learning model, because both emphasize meaningful learning activities and direct experience. Based on this background, this study aims to describe the application of the influence of the experimental method and the constructive learning model on the creativity and thematic learning outcomes of fifth-grade students at SDN 80 Kuri Lompo. This study uses a quantitative approach through a quasi-experimental Nonequivalent Control Group Design. The research sample consisted of 25 students selected using a purposive sampling technique. Data were collected through observation, questionnaires, tests, and documentation, then analyzed using normality tests, homogeneity, T-Test, and Mann-Whitney U Test. Learning success was measured through the implementation of learning and an increase in learning outcomes of at least 75% according to the Minimum Completion Minimum (KKM). The results showed that the average initial ability of students was 72.4 with 56% completeness. After the application of the experimental method and constructive learning, the average learning outcome increased to 86 with 88% classical completeness. Statistical tests showed a significant difference between the experimental and control groups (p = 0.002 < 0.05), so it can be concluded that the constructivism-based experimental method is more effective than conventional learning in improving student creativity and learning outcomes.
The Effect Of The Problem-Based Learning Model With The Picture And Picture Approach Based On Flashcard Media On Literacy Ability And Thematic Learning Outcomes Of Fifth Grade Students Taming, Rida Warda; Musbaing, Musbaing; Taufik, Ashabul
ALENA : Journal of Elementary Education Vol 4 No 1 (2026): January
Publisher : Program Studi Pendidikan Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/jee.v4i1.710

Abstract

Learning is the core of education. The effectiveness of the learning process is greatly determined by the strategies applied. Therefore, this study aims to examine the effect of the PBL (Problem Based Learning) model integrated with the Picture and Picture approach using Flashcard media on the literacy skills and thematic learning outcomes of fifth-grade students at SD Inpres Tamalanrea III Makassar. This research experimental and involved a total of 21 fifth-grade students. Data collection techniques included observation of student and teacher activities, documentation, as well as pre-tests and post-tests. Quantitative data analysis revealed two important findings. First, the implementation of PBL using the Picture and Picture approach based on Flashcards showed an effect on students' literacy skills. This is evidenced by an increase in the average score (from 57.14 to 89.14) and the hypothesis results with Sig. = 0.000. Second, this model also shows an influence on students' thematic learning outcomes, as evidenced by the increase in the average score (from 60.19 to 88.24) with the same hypothesis test result, namely Sig. = 0.000. Overall, this strategy has been proven effective in overcoming learning fatigue and enhancing students' active participation, which is key to improving literacy skills and learning outcomes.

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