cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Andri Putra Kesmawan
Contact Email
andriputrakesmawan@gmail.com
Phone
+6281990251989
Journal Mail Official
journal@idpublishing.org
Editorial Address
Perumahan Sidorejo, Jl. Sidorejo Gg. Sadewa No.D3, Sonopakis Kidul, Ngestiharjo, Kapanewon, Kasihan, Kabupaten Bantul, Daerah Istimewa Yogyakarta 55184
Location
Kab. bantul,
Daerah istimewa yogyakarta
INDONESIA
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia
Published by Indonesian Journal Publisher
ISSN : -     EISSN : 30259282     DOI : https://doi.org/10.47134/ptk
Core Subject : Education,
Education Other
Jurnal Penelitian Tindakan Kelas Indonesia (PTK) is a forum for researchers, students, and professionals who want to publish their writing or research. The focus and scope of Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia include: Assessment and Feedback Student Motivation and Engagement Higher Order Thinking Skills Educational Leadership and Management Teacher-Student Relationships Teacher Wellbeing and Burnout Community Engagement and Partnerships Elementary and Secondary Education Educational Models of Primary and Secondary Education Learning Media Research and Development Learning Learning Development and Learning Teaching Practices Lesson Study Various Fields Related to Classroom Action Research
Arjuna Subject : Umum - Umum
Articles 142 Documents
 11   12   13   14   15 
Efforts to Improve Learning Outcomes of Addition and Subtraction of Numbers through the Direct Learning Model (Direct Instruction for Grade III Elementary School Students) Bilqist Aqila Izdihar; Anashya Meidyana Azzahra; Jihan Fadilah; Aurellia Putri Irawan; Mawardi Mawardi
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 4 (2026): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i4.2891

Abstract

The many procedural misconceptions in the material of addition and subtraction operations are the main triggers for the low mathematics learning outcomes of children at the elementary school level. To bridge abstract material with the thinking characteristics of low-grade students, this classroom action research (PTK) was applied by implementing the Direct Instruction model. Using the spiral design of Kemmis and McTaggart, this study involved five grade III students as the main subject. Data were collected comprehensively through evaluation tests, class activity observation sheets, and field notes, which were then processed using qualitative and quantitative descriptive analysis techniques. The findings indicate a substantial improvement in students’ learning outcomes, with the mean post-test score increasing from 34.8 in Cycle I to 82.2 in Cycle II. In line with this, the student learning activity index reached 92 and the teacher's teaching performance reached a score of 88, both categorized as "Very Good". The success of the action in the second cycle was supported by instruction modifications in the form of the use of interactive PowerPoint animations, contextualization of story questions, and the provision of personal guidance (scaffolding). These findings suggest that direct instruction integrated with visual media may contribute to improved conceptual understanding and mathematics learning outcomes within the context of the classroom investigated
Enhancing Students’ Learning Achievement and Motivation in Learning Telling Time through Teams Games Tournament Azmy Zainur Rahma Ilmassafa; Yayuk Sukaryati; Johanes Leonardi Taloko
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 3 No. 4 (2026): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v3i4.2498

Abstract

Students’ learning achievement in EFL classrooms is frequently hampered by low motivation and participation in the learning activities. The goal of the current research was to implement the Teams Games Tournament (TGT) method, one of cooperative learning strategies, to address any potential problems 24 seventh-grade students of a public junior high school might experience when learning the concept of telling time. This study used a two-cycled Classroom Action Research (CAR) design, each with well-planned phases. Quantitative data in the form of students’ academic achievement were collected through pre-tests and post-tests while classrooms observation and student interviews were used to collect qualitative data related to changes in learning motivation. The quantitative findings showed a significant improvement in students’ average post-test score of 85 over the pre-test score of 46.67 and 91.67% of the students achieved higher than the Minimum Mastery Criterion (KKM) of 75. In addition, the qualitative results revealed increased engagement, enthusiasm, and participation in learning English. Hence, it can be concluded that the implementation of the TGT method contributed to a noticeable improvement in students’ learning achievement in the topic of telling time.

Page 15 of 15 | Total Record : 142

 11   12   13   14   15 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 4 (2026): August Vol. 3 No. 3 (2026): May Vol. 3 No. 2 (2026): February Vol. 3 No. 1 (2025): November Vol. 2 No. 4 (2025): August Vol. 2 No. 3 (2025): May Vol. 2 No. 2 (2025): February Vol. 2 No. 1 (2024): November Vol. 1 No. 4 (2024): August Vol. 1 No. 3 (2024): May Vol. 1 No. 2 (2024): February Vol. 1 No. 1 (2023): November More Issue