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Azmil Hasan Lubis
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Jurnal Pendidikan Profesi Guru
Published by Universitas Islam Negeri Ar-Raniry Banda Aceh
ISSN : -     EISSN : 29859220     DOI : https://doi.org/10.2023/jppg
Core Subject : Education,
Education
Jurnal Pendidikan Profesi Guru is a peer-reviewed journal published by Pendidikan Profesi Guru Departmen, Faculty of Tarbiyah dan Keguruan, Universitas Islam Negeri Ar-Raniry Banda Aceh. Jurnal Pendidikan Profesi Guru is a journal that discusses everything related to significant new research findings related to research in the scope of education, including Education and Learning, Curriculum Development, Learning Environment, Teacher Education, Educational Technology, and Educational Development. Jurnal Pendidikan Profesi Guru publish research articles that are comprehensive by involving reviewers from leading and competent experts in their fields. Incoming articles will be selected based on the best scientific studies, provide important renewal values, and are very interesting to the public in the field of education. Jurnal Pendidikan Profesi Guru was first published in 2023 and is published regularly twice a year, namely in February and July.
Arjuna Subject : Umum - Umum
Articles 143 Documents
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The Influence of the Contextual Teaching and Learning Approach on Elementary School Students' Conceptual Understanding Ability in Mathematics Learning Rambe, Rika Putri
Jurnal Pendidikan Profesi Guru Vol. 4 No. 1 (2026): FEBRUARY 2026
Publisher : Program Studi Pendidikan Profesi Guru Fakultas Tarbiyah dan Keguruan UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jppg.v4i1.10008

Abstract

This study aims to analyze the effect of the Contextual Teaching and Learning (CTL) approach on elementary school students' mathematical conceptual understanding. The problem of low conceptual understanding remains a challenge in mathematics learning, especially when students are unable to connect the material to real contexts. This study used a quasi-experimental method with a pretest-posttest control group design. The research subjects were 56 fifth-grade students who were divided into an experimental group that received CTL learning and a control group that followed conventional learning. The instruments used were a conceptual understanding test based on conceptual understanding indicators and an observation sheet for the implementation of learning. The results showed that there was a significant increase in the conceptual understanding ability of students who learned using the CTL approach. The average posttest score of the experimental group reached 82.4 compared to the control group of 71.6, with a gain score of 0.61 for the experimental group and 0.42 for the control group. These data indicate that CTL learning is more effective in promoting conceptual understanding through activities that connect material to real experiences. The implications of this study indicate that teachers need to integrate authentic contexts in mathematics learning to strengthen students' conceptual construction meaningfully.
Analysis of the Causes of Elementary School Students' Difficulties in Learning Mathematics: A Qualitative Study Ulfa, Sofia
Jurnal Pendidikan Profesi Guru Vol. 4 No. 1 (2026): FEBRUARY 2026
Publisher : Program Studi Pendidikan Profesi Guru Fakultas Tarbiyah dan Keguruan UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jppg.v4i1.10009

Abstract

This study aims to analyze the underlying causes of elementary school students’ difficulties in learning mathematics through a qualitative research approach. Mathematics is a foundational subject, yet many students experience persistent challenges that affect their academic performance and long-term numeracy development. Using a qualitative descriptive design, this research involved interviews, classroom observations, and document analysis of 28 students and 4 teachers from two public elementary schools. The data were coded and categorized into themes to capture patterns of difficulties and contributing factors. The findings reveal several dominant causes, including limited conceptual understanding, low mathematical confidence, ineffective instructional strategies, and inadequate learning support at home. Additional difficulties were linked to linguistic barriers, poor number sense, and anxiety triggered by traditional assessment practices. The study also identified environmental influences such as classroom overcrowding and inconsistent teacher feedback as significant contributors. These findings provide a comprehensive understanding of the multifaceted challenges faced by students and highlight the importance of adopting student-centered instructional approaches, strengthening teacher pedagogical competence, and improving parental engagement. The implications emphasize the need for tailored interventions to address conceptual, psychological, and environmental factors that hinder mathematical learning at the elementary level.
The Influence of the Clean Morning Program on the Environmentally Caring Character of Elementary School Students Siregar, Nurliana
Jurnal Pendidikan Profesi Guru Vol. 4 No. 1 (2026): FEBRUARY 2026
Publisher : Program Studi Pendidikan Profesi Guru Fakultas Tarbiyah dan Keguruan UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jppg.v4i1.10010

Abstract

This study investigates the influence of the Morning Cleanliness Program on the development of environmental care character among elementary school students. As environmental awareness becomes increasingly essential in early education, schools play a critical role in shaping pro-environmental attitudes and habits. This quantitative research employed a pre-experimental one-group pretest–posttest design involving 62 students from a public elementary school. Data were collected through a validated environmental character questionnaire, structured observations, and documentation of student participation in daily cleaning activities. The results indicate a significant improvement in students’ environmental care character after participating in the program, with the mean score increasing from 67.45 in the pretest to 84.92 in the posttest. Observational data also showed greater initiative, responsibility, and consistency in waste management practices and classroom maintenance. These findings suggest that structured daily routines emphasizing collective responsibility can reinforce pro-environmental behavior in young learners. The study highlights the importance of integrating school-based environmental programs into the curriculum to foster long-term ecological awareness. Implications include the need for sustained implementation, teacher modeling, and parental involvement to ensure the internalization of environmental values.

Page 15 of 15 | Total Record : 143

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