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Bisri Mustopa
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Classroom Experiences
Published by Tinta Emas Publisher
ISSN : -     EISSN : 29883849     DOI : https://doi.org/10.59535/care
Core Subject : Education,
Education
Aims and Scope The Classroom Action Research Experiences journal aims to present action research conducted in classroom educational settings. This journal focuses on research conducted by educators, teachers, professors, or other education practitioners who seek to improve and enhance their teaching practices within the classroom. The journal encourages action research as a powerful method to address the challenges faced by educators in creating effective and efficient learning environments. Aims: Facilitate the dissemination of innovative and high-quality action research in the field of classroom education. Foster reflection and continuous learning among educators and education practitioners. Provide a platform for educators to share their experiences in conducting action research and implementing research findings in day-to-day classroom practices. Encourage collaboration and knowledge exchange among educators, researchers, and education practitioners. Promote the use of action research as an effective tool to inform educational policies and teaching practices. Scope: The Classroom Action Research Experiences journal welcomes contributions in various areas related to action research in classroom educational settings, including but not limited to: Designing and implementing action research in the context of classroom education. Evaluation and analysis of action research outcomes conducted in classrooms. Utilization of technology in classroom action research. Innovative teaching strategies tested through action research. Effective classroom management based on action research findings. Student roles and involvement in action research. Professional development of educators through action research. Application of action research findings in educational policies. Teaching methodologies and instructional strategies. Curriculum development and innovation. Classroom assessment and evaluation. Student engagement and motivation. Classroom management and discipline. Special education and inclusive practices. Technology integration in the classroom. Language teaching and learning. STEM (Science, Technology, Engineering, and Mathematics) education. Social-emotional learning and well-being. Multicultural education and diversity in the classroom. Professional development for educators. Parent and community involvement in education. Educational policy and reform. This journal welcomes contributions from researchers, education practitioners, and educators interested in action research and willing to share their experiences and findings to enhance the quality of teaching and learning in classroom environments.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol. 3 No. 2 (2025): December" : 5 Documents clear
The Influence of the Example Non-Example Type Cooperative Learning Model on Improving Social Studies Learning Outcomes at State Junior High School 1 Kupang City Yakobus Adventus Lehot; Muhammad Husain Hasan; Erry Ersani
Classroom Experiences Vol. 3 No. 2 (2025): December
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/care.v3i2.578

Abstract

The use of conventional methods, such as lectures, in social studies learning causes students to only be able to recall information without demonstrating a deep understanding. This indicates that students tend to learn at the memorization level. This study focuses on affective learning outcomes, considering that students are generally weak in mastering the affective domain. The purpose of this study was to determine the stages of implementation and the effect of using the Cooperative Learning Model Example Non-Example Type in improving social studies learning outcomes at State Junior High School 1 Kupang City. The method used was classroom action research with a control group design. Data collection techniques included observation and documentation. The stages of implementing the Cooperative Learning Model Example Non-Example Type included student activities identifying problems, managing information, planning and developing ideas, and conducting self-reflection and action. The results showed that the normality test in the experimental class with a sig value = 0.195 > 0.05 and the control class with a sig value = 0.082 > 0.05, as well as the homogeneity test with a significant value of 0.982 > 0.05. The t-sample test shows a T value of 8.484 and sig. (2-tailed) of 0.000 < 0.05, which means there is a significant influence of the use of the Example Non-Example Type Cooperative Learning Model on improving social studies learning outcomes at State Junior High School 1 Kupang City.
The Influence of the Outdoor Study-Based Discovery Learning Model on the Critical Thinking Skills of Class X Students of State Senior High School 7, Kupang City Maya Gracia Tifany Lobo; Sukmawati Sukmawati; Erry Ersani
Classroom Experiences Vol. 3 No. 2 (2025): December
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/care.v3i2.613

Abstract

Modern education requires students to develop critical thinking skills to keep pace with rapid advances in science and technology. One instructional approach that can foster these skills is discovery learning integrated with outdoor study, which enables learners to construct understanding through direct field experiences. This study aimed to examine the effect of an outdoor study–based discovery learning model on the critical thinking skills of Grade 10 students at State Senior High School 7, Kupang City. Using a quantitative quasi-experimental design, the research involved two groups: an experimental class taught through outdoor study–based discovery learning and a control class taught through conventional instruction. Participants were Grade 10 students at State Senior High School 7, Kupang City. Data were collected through critical thinking tests, classroom observations, and documentation. Learning improvement was analyzed using the normalized gain (N-gain), while between-group differences were assessed using an independent-samples t-test. The discovery learning procedure comprised six stages—stimulation, problem statement, data collection, data processing, verification, and generalization—each embedded within outdoor study activities to help students connect theoretical concepts with observable phenomena in their surrounding environment. The results indicate that the outdoor study–based discovery learning model produced greater improvements in students’ critical thinking skills than conventional learning, as reflected in higher N-gain scores and statistically significant t-test outcomes. In conclusion, integrating outdoor study into discovery learning is effective for enhancing critical thinking in geography and can serve as a viable alternative strategy for teachers seeking to design meaningful learning experiences.
Efforts to Improve Number Recognition Skills by Using Pamsi Media in TA Al Jabbar Laila Fadhilah; Indriana Martiningsih; Rila Rahma Mulyani; Lead Ming Seng; Fatoumata Sonko
Classroom Experiences Vol. 3 No. 2 (2025): December
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/care.v3i2.629

Abstract

This study was carried out because there aren't enough learning resources that pupils are interested in that help kids learn how to identify numbers. This project intends to enhance group A students at TA Al Jabbar Malang's capacity to identify numbers using PAMASI media. This study used the two-cycle classroom action research (CAR) methodology. The planning stage, the execution stage, the observation stage, and the reflection stage made up each cycle. From January 16 through January 27, 2023, this study was carried out. Twelve students from Al Jabbar TA's group A class served as the study subjects. five female scholars and seven male pupils. This research used observation, interviews, and demonstrations to obtain data. The findings demonstrated that learning via PAMASI media improved one's capacity for number recognition. Prior to the deployment of class action, five children had a strong grasp of the capacity to identify numbers in other pupils. The number of pupils that could identify numerals climbed to seven after the first cycle's adoption. The child's capacity for number recognition improved significantly to nine pupils throughout the execution of cycle II.
Development of Learning Media for Tutors Based on Video Tutorials on the "Setara Daring" Application at PKBM in the Medan City Area Keysar Panjaitan; Ederlina M. Acedo; Shahid Hussain
Classroom Experiences Vol. 3 No. 2 (2025): December
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/care.v3i2.632

Abstract

SeTARA Daring provides a range of facilities that enable online teaching and learning, including convenient access for tutors and learners via various digital devices. This study aimed to develop and describe the procedure for producing video-tutorial–based learning media for use in the “SeTARA Online” application by tutors at PKBM East Medan, and to evaluate the effectiveness of the resulting media. The research object was a KineMaster-based video tutorial designed to support tutors in creating effective instructional media within the SeTARA Daring platform. Data were collected using a questionnaire, and were analyzed using Aiken’s V to establish content validity, complemented by a t-test and normalized gain (N-gain) analysis to examine learning improvements. The findings indicate that the developed video tutorial achieved very high validity, with Aiken’s V approaching 1.00, suggesting that the content and presentation were highly appropriate and aligned with the instructional material. In addition, the video-based media not only supported students’ understanding of the learning content but also encouraged tutors to adopt more creative and innovative instructional practices. Results from the pretest–posttest analysis further demonstrated a statistically significant improvement in student learning outcomes among those who learned with the KineMaster-based video media compared with those who did not. Overall, the study concludes that KineMaster-based video tutorials are feasible and effective for supporting learning through the SeTARA Daring application. Future research is recommended to extend implementation to broader contexts and to further examine impacts on learning outcomes across different learner groups.
Development of Digital Flipbook Media to Improve Indonesian Language Learning Outcomes of Fourth Grade Students at State Elementary School Purwodadi 3 Malang Khoirun Nisa; Ida Rinda Ningsih; Chosi Kasanda
Classroom Experiences Vol. 3 No. 2 (2025): December
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/care.v3i2.633

Abstract

This study aims to develop, test the feasibility, and assess the effectiveness of digital flipbook learning media in improving the Indonesian language learning outcomes of fourth-grade students at Purwodadi 3 Elementary School, Malang. This study uses the Research and Development (R&D) method with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of students of grades IV A and IV B and two Indonesian language teachers. Flipbook media was developed to facilitate vocabulary understanding, effective sentence construction, and simple paragraph writing through visual and interactive displays. The validation results showed that the media received a very feasible category from material experts and media experts. Teacher and student responses also showed a high level of interest and ease of use. Learning outcome data showed an increase in the average score from 67.4 to 86.1, with a percentage increase of 27.7%. These findings indicate that digital flipbook media is effective in improving the Indonesian language learning outcomes of fourth-grade students. Thus, digital flipbooks can be used as an alternative innovative learning media that supports active, interesting, and student-centered learning in elementary schools.

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