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Journal of Innovative and Creativity
Published by Universitas Pahlawan Tuanku Tambusai
ISSN : 2962570X     EISSN : 2776771X     DOI : https://doi.org/10.31004/joecy
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Journal of Innovative and Creatifity (JOECY) publishes research articles in the field of education which report empirical research on topics that are significant across educational contexts, in terms of design and findings. The topic could be in curriculum, teaching learning, evaluation, quality education, management, and education technology. Papers which contain in-depth critical literature reviews of research on specific educational topics are also welcomed.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7,744 Documents
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Perbedaan Tingkat Kedisiplinan Santri Tipe Kepribadian Introvert dan Ekstrovert di Pesantren Nurul Fadilah Bandar Setia Siti Rohima Simatupang; Yurmaini Yurmaini; Rangga Salam
Journal of Innovative and Creativity (Joecy) Vol. 6 No. 2 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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Abstract

Education in Islamic boarding schools (pesantren) aims not only to provide religious knowledge but also to foster independence and accustom students (santri) to comply with rules and regulations. This study aims to examine the level of discipline and the difference in discipline levels between students with extrovert and introvert personality types at Nurul Fadilah Islamic Boarding School in Bandar Setia. Using a comparative quantitative approach with a sample of 35 senior female students, the instruments used included a discipline scale and the standardized Eysenck Personality Inventory (EPI). The results showed that the majority of both extroverted and introverted students fell into the "moderate" discipline category. Based on the independent sample t-test, a significance value of p = 0.862 > 0.05 (F = 0.031) was obtained, indicating that there is no significant difference in the level of discipline between students with extroverted and introverted personality types. These findings suggest that communal habits and the systemic rules of the boarding school play a more dominant role in shaping obedience than individual innate personality traits.
Integrasi Nilai Kealwashliyahan dalam Pembelajaran Pendidikan Agama Islam untuk Menanamkan Karakter Profil Pelajar Pancasila di SMK Al Washliyah 12 Sei Rampah Silvia Br Hutabarat; Sultoni Trikusuma; Khairuddin Lubis
Journal of Innovative and Creativity (Joecy) Vol. 6 No. 2 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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Abstract

This study aims to describe the forms and processes of integrating Kealwashliyahan values into Islamic Religious Education (PAI) learning to instill the Pancasila Student Profile character at SMK Al Washliyah 12 Sei Rampah, as well as to analyze the supporting and inhibiting factors involved. This descriptive qualitative research utilizes a field research approach involving the school principal, PAI teachers, and students as key informants. Data collection was conducted through non-participant observation, in-depth interviews, and documentation. The findings indicate that the integration of Kealwashliyahan values—encompassing Islamic, scientific, brotherhood (ukhuwah Islamiyah), social values, and the teachings of Ahlussunnah wal Jama'ah—is implemented systematically through teaching module planning, contextual learning, and religious school culture habits. This integration effectively strengthens the dimensions of the Pancasila Student Profile, particularly in faith, piety, noble character, mutual cooperation, independence, critical reasoning, and global diversity. Key supporting factors include leadership commitment, teacher competence and role-modeling, and a religious school environment. Conversely, inhibiting factors include diverse student backgrounds, limited class hours, and external influences from social environments and social media.
Peningkatan Pemahaman Siswa Pada Mata Pelajaran Pendidikan Pancasila Melalui Model Role Playing Di Kelas IV SDN 94/II Muara Bungo Reni Reni; Abdoludinedek Abdoludinedek; Dedek Helida Pitra
Journal of Innovative and Creativity (Joecy) Vol. 6 No. 2 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i2.14369

Abstract

This study was motivated by the low level of students' understanding in the Pancasila Education subject at Grade IV of SDN 94/II Muara Bungo. Based on the results of the preliminary observation, students were still less active during the learning process because the instruction was teacher-centered and did not provide sufficient opportunities for students to participate actively. As a result, the learning objectives had not been achieved. Therefore, this study aimed to improve students' understanding through the implementation of the Role Playing learning model. This study employed a Classroom Action Research (CAR) design conducted in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The research subjects were 19 fourth-grade students of SDN 94/II Muara Bungo. The data were collected through observation, comprehension tests, and documentation, and then analyzed using qualitative and quantitative techniques. The findings revealed that the implementation of the Role Playing model improved both the learning process and students' understanding. The teacher's activity increased from 68% and 72% in Cycle I to 77% and 81% in Cycle II. Students' learning activity also improved from 63% and 72% in Cycle I to 77% and 82% in Cycle II. In addition, the students' average comprehension test score increased from 52% in Cycle I to 84% in Cycle II. It can therefore be concluded that the Role Playing model is effective in improving students' understanding in the Pancasila Education subject at Grade IV of SDN 94/II Muara Bungo.
Analisis Upaya Guru Dalam Penggunaan Pendekatan Realistic Mathematics Education (RME) Pada Pembelajaran Matematika Di Kelas II SDN 112/II Purwo Bakti Nanda Riza Wulandari; Apdoluddin Apdoluddin; Antok Kurniawan
Journal of Innovative and Creativity (Joecy) Vol. 6 No. 2 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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Abstract

Wulandari, N. R., 2026: This research is entitled "An Analysis of Teacher Efforts in Using the Realistic Mathematics Education (RME) Approach in Mathematics Learning in Grade II of SDN 112/II Purwo Bakti". Undergraduate Thesis. Muara Bungo: Universitas Muhammadiyah Muara Bungo.This research was motivated by students' difficulties in understanding mathematical concepts that remain abstract and have little connection to real life. This study aims to describe the teacher's efforts in implementing the Realistic Mathematics Education (RME) approach, as well as to identify the obstacles and problem-solving strategies encountered during the learning process.This study employed a qualitative approach with a descriptive design. Data were collected through observation, interviews, and documentation regarding the application of the Realistic Mathematics Education (RME) approach in mathematics learning in Grade II of SDN 112/II Purwo Bakti. The results indicate that the teacher enhances student understanding through the use of real-life contexts, concrete media, exploration of problem-solving strategies, and discussions to build conceptual understanding. The implementation faced obstacles such as time limitations, classroom management during learning activities, and strategy adjustments to student characteristics. These challenges were addressed through the teacher's creativity in utilizing the surrounding environment and providing gradual guidance.The conclusion of the study indicates that the Realistic Mathematics Education (RME) approach can serve as an effective alternative learning method to improve students' mathematical comprehension through contextual, active, and meaningful learning experiences.
Peningkatan Keterampilan Membaca Pemahaman Menggunakan Strategi Directed Reading Thinking Activity (DRTA) Siswa Kelas IV SDN 88/II Sungai Mengkuang Lalan Aulia Janurani; Reni Guswita; Antok Kurniawan
Journal of Innovative and Creativity (Joecy) Vol. 6 No. 2 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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Abstract

This study aimed to describe the improvement of the learning process and reading comprehension skills of fourth-grade students through the implementation of the Directed Reading Thinking Activity (DRTA) strategy at SDN 88/II Sungai Mengkuang in the 2025/2026 academic year. The study was motivated by the low reading comprehension skills of students, particularly in identifying main ideas, understanding explicit and implicit information, answering questions based on the text, drawing conclusions, and retelling the content of a text using their own words. This research employed Classroom Action Research (CAR), which was conducted in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The subjects of the study were 20 fourth-grade students. Data were collected through reading comprehension tests and observation sheets of teacher and student activities. The results showed an improvement in the learning process and students' reading comprehension skills after implementing the DRTA strategy. Teacher observation results increased from an average of 72.5% in Cycle I to 87.5% in Cycle II, while student activity increased from 52.5% to 77.5%. Furthermore, the percentage of students achieving the learning success indicator increased from 65% (13 students) in Cycle I to 90% (18 students) in Cycle II. These findings indicate that the Directed Reading Thinking Activity strategy can effectively improve the reading comprehension skills and learning process of fourth-grade students at SDN 88/II Sungai Mengkuang.
PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) BERBANTU MEDIA CARD SORT UNTUK MENINGKATKAN KEAKTIFAN BELAJAR SISWA KELAS V PADA PELAJARAN IPAS SDN 32/II MUARA BUNGO Maya saputri; Muhammad Subhan; Apdoludin Apdoludin
Journal of Innovative and Creativity (Joecy) Vol. 6 No. 2 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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Abstract

Saputri, Maya. 2026. Implementation of the Problem-Based Learning (PBL) Model Assisted by Card Sort Media to Enhance the Learning Engagement of Grade IV Students in the IPAS Subject at SDN 32/II Muara Bungo. Undergraduate Thesis. Bungo: Universitas Muhammadiyah Muara Bungo. This research was motivated by the low level of students’ learning activeness in IPAS learning in Grade V at SDN 32/II Muara Bungo. This study aimed to improve students’ learning activeness through the implementation of the Problem-Based Learning (PBL) model assisted by Card Sort media.  This research employed Classroom Action Research (CAR), which was conducted in two cycles, with each cycle consisting of two meetings. The research subjects were 24 Grade V students. Data were collected through teacher activity observation sheets and student learning activeness observation sheets. The data were analyzed using descriptive quantitative analysis.  The results showed an improvement in teacher activity from 64% in the first meeting of Cycle I to 76% in the second meeting, then increased to 84% in the first meeting of Cycle II and 92% in the second meeting. Students’ learning activeness also increased, as indicated by the proportion of students categorized as Active and Very Active, from 45.83% in Cycle I to 83.30% in Cycle II. Thus, the achievement exceeded the predetermined success criterion of 80%. The results indicate that the implementation of the PBL model assisted by Card Sort media can improve students’ learning activeness in IPAS learning.  
Peningkatan Proses Dan Hasil Belajar Matematika Mengunakan Model Pembelajaran Make A Match Berbantuan Media Kantong Ajaib Di Kelas V SDN 60/II Muara Bungo Ariska Dwi Lestari; Randi Eka Putra; Megawati Megawati
Journal of Innovative and Creativity (Joecy) Vol. 6 No. 2 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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Abstract

Lestari, Ariska Dwi. 2026. “Improving Mathematics Learning Processes and Outcomes Using the "Make a Match" Learning Model Assisted by "Magic Pocket" Media in Grade V at SDN 60/II Muara Bungo”. Skripsi. Muara Bungo: Universitas Muhammadiyah Muara Bungo. This study was motivated by the poor quality of the mathematics learning process and outcomes among fifth-grade students at SD Negeri 60/II Muara Bungo. The study aimed to improve the mathematics learning process and student outcomes by utilizing "Magic Pocket" *Kantong Ajaib* media in conjunction with the "Make A Match" learning model. This research was conducted as Classroom Action Research (CAR) spanning two cycles, with each cycle comprising the stages of planning, action implementation, observation, and reflection. The subjects of the study were 22 fifth-grade students at SD Negeri 60/II Muara Bungo. Data were collected through observations of both the teacher's and students' activities, as well as through learning outcome tests; the data were subsequently analyzed using quantitative and qualitative descriptive analysis techniques. The results indicate that the implementation of the "Make A Match" model successfully improved the mathematics learning process and student outcomes. 1) The teacher's instructional performance improved from 68% and 79% in Cycle I to 84% and 95% in Cycle II. Student learning outcomes also improved, rising from 36% and 59% in Cycle I to 77% and 91% in Cycle II. 2) The percentage of students achieving mastery increased from 73% in Cycle I to 82% in Cycle II. Thus, the implementation of the "Make A Match" model proved effective in enhancing the mathematics learning process and outcomes for fifth-grade students at SD Negeri 60/II Muara Bungo.
Peningkatan Proses dan Hasil Belajar Matematika Menggunakan Model Guided Discovery Learning Berbantu Media Bangun Ruang di Kelas V SDN 104/II Juliyanti Juliyanti; NurlevAvana NurlevAvana; Elvima Nofrianni
Journal of Innovative and Creativity (Joecy) Vol. 6 No. 2 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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Abstract

This study aimed to describe the improvement of the learning process and mathematics learning outcomes through the implementation of the Guided Discovery Learning model assisted by three-dimensional geometric media among fifth-grade students at SDN 104/II Sungai Pinang. The study was motivated by the low level of student engagement and mathematics learning outcomes, particularly in understanding three-dimensional geometric concepts. The initial data showed that only 2 out of 30 students (6.67%) achieved the established Learning Objective Mastery Criteria (KKTP) of 70, while 28 students (93.33%) did not achieve the criteria, with a class average of 34.08. This study employed Classroom Action Research conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection stages. The subjects were 30 fifth-grade students. Data were collected through observation sheets of teacher and student activities and mathematics achievement tests. The results showed an improvement in the learning process after the implementation of Guided Discovery Learning assisted by three-dimensional geometric media. Student activity in the good and very good categories increased from 53.3% in Cycle I Meeting 1 to 66.7% in Cycle I Meeting 2, then increased to 80.0% in Cycle II Meeting 1 and 88.0% in Cycle II Meeting 2. Mathematics learning outcomes also improved, with the percentage of students achieving the KKTP increasing from 60% in Cycle I to 100% in Cycle II among the 25 students who participated in the Cycle II test. When calculated based on the total 30 students, the classical mastery level reached 83.33%. These findings indicate that the Guided Discovery Learning model assisted by three-dimensional geometric media can improve the learning process and mathematics learning outcomes of fifth-grade students at SDN 104/II Sungai Pinang.
Peningkatan Proses Dan Hasil Belajar Matematika Menggunakan Model Pembelajaran Kooperatif Tipe Teams Games Tournament Kelas III Sdn 94/II Muara Bungo Mira Astuti; Nurlev Avana; Apdoludin Apdoludin
Journal of Innovative and Creativity (Joecy) Vol. 6 No. 2 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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Abstract

This study aimed to improve the learning process and mathematics learning outcomes through the implementation of the cooperative learning model of Teams Games Tournament (TGT) for third-grade students at SDN 94/II Muara Bungo. The study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of planning, action and observation, and reflection stages. The research was conducted in two cycles, with each cycle consisting of two meetings. The research instruments included teacher activity observation sheets, student activity observation sheets, and learning achievement tests administered at the end of each cycle. The results showed an improvement in the learning process from Cycle I to Cycle II. Teacher activity increased from an average of 63.16% in Cycle I, categorized as “Good,” to 92.10% in Cycle II, categorized as “Very Good.” Student activity also increased from an average of 67.87% in Cycle I to 79.96% in Cycle II. Furthermore, student learning outcomes improved significantly, with the percentage of students achieving mastery increasing from 47.05% (8 students) in Cycle I to 88.23% (15 students) in Cycle II, representing an increase of 41.18%. These findings indicate that the implementation of the TGT cooperative learning model can improve both the learning process and mathematics learning outcomes of third-grade students, particularly in whole-number material. The TGT model encourages active participation, cooperation, motivation, and interaction through group discussions, academic games, and tournaments, thereby creating a more engaging and meaningful mathematics learning environment.
Penerapan Model Direct Instruction Berbantuan Media Sumboard Untuk Meningkatkan Proses Dan Hasil Belajar Matematika Kelas IV SD Negeri 04/II Jaya Setia Ahmad Arif; Randi Eka putra; Muhammad Subhan
Journal of Innovative and Creativity (Joecy) Vol. 6 No. 2 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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Abstract

This study aims to improve the learning process and mathematics learning outcomes of fourth-grade students at SD Negeri 04/II Jaya Setia through the implementation of the Direct Instruction model assisted by Sumboard media. This study employed Classroom Action Research (CAR) using the cycle model consisting of four stages: planning, implementation of action, observation, and reflection. The research was conducted in two cycles, with each cycle consisting of two meetings and a final evaluation. The subjects of this study were 18 fourth-grade students. Data were collected through observation sheets and written tests to assess the learning process and students’ mathematics learning outcomes. The results showed that the implementation of the Direct Instruction model assisted by Sumboard media improved both teacher and student learning processes. Teacher performance increased from 50% in the first meeting of Cycle I to 68.75% in the second meeting, 81.25% in the first meeting of Cycle II, and 93.75% in the second meeting. Student learning activities increased from 43.75% in the first meeting of Cycle I to 62.5% in the second meeting, 75% in the first meeting of Cycle II, and 87.5% in the second meeting. Student learning outcomes also improved, with the number of students achieving the Learning Objective Achievement Criteria (KKTP) increasing from 5 students (28%) in the pre-cycle to 8 students (44.44%) in Cycle I and 16 students (88.88%) in Cycle II. Furthermore, the average learning score increased from 60.5 in the pre-cycle to 82.2 in Cycle II. Therefore, the implementation of the Direct Instruction model assisted by Sumboard media can improve the learning process and mathematics learning outcomes of fourth-grade students. This learning approach encourages students to participate actively, develop systematic thinking, and understand mathematical concepts through structured instruction and concrete learning experiences.

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