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Adi Apriadi Adiansha
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Bima Journal of Elementary Education
Published by STKIP Taman Siswa Bima
ISSN : -     EISSN : 29872421     DOI : https://doi.org/10.37630/bijee
Core Subject : Education,
Education
Bima Journal of Elementary Education covers the levels of SD (Elementary School), SMP (Junior High School), Elementary School Teacher Education, and Elementary Education with subjects in Indonesian Language, Mathematics, Natural Sciences (Natural Science), IPS (Science) Social Sciences), Civics (Citizenship Education), Physical and Health Education, and Arts and Culture. The scope or scope of Bima Journal of Elementary Education includes: "Learning Strategies, Curriculum Development, Educational Evaluation, Use of Technology in Education, Education Inclusiveness, Educational Psychology, Teacher Professional Development, and Education Management
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 63 Documents
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Meningkatkan Reading Comprehension Skills Melalui Pendekatan Whole Language Pada Siswa Menengah Pertama Haerunnisa, Haerunnisa
Bima Journal of Elementary Education Vol. 2 No. 1 (2024): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v2i1.1527

Abstract

This study explores the implementation of the Whole Language approach to enhance Reading Comprehension Skills among middle school students at SMPN I Bolo. Facing significant challenges in mastering comprehensive language skills, this research utilized a Classroom Action Research method conducted in two cycles, integrating interactive and holistic language learning activities. Initial observations showed that only 61.2% of students achieved the expected level of comprehension, which triggered the need for an integrated approach in teaching. Subsequent adjustments resulted in a substantial increase in comprehension levels, with 91.7% of students achieving the target comprehension scores in the second cycle. The findings indicate that the Whole Language approach not only improves reading comprehension but also actively involves students in the learning process through guided reading and writing activities. This study confirms the effectiveness of the Whole Language approach in creating an engaging and comprehensive learning environment, significantly enhancing students’ reading comprehension abilities.
Pengaruh Model Pembelajaran Berdiferensiasi dan Direct Instruction Terhadap Hasil Belajar Ditinjau dari Minat Siswa Ghazali, Muhammad
Bima Journal of Elementary Education Vol. 2 No. 1 (2024): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v2i1.1528

Abstract

This study aims to determine the effect of differentiated learning and Direct Instruction models on student learning outcomes, viewed from the perspective of student learning interest. The research was conducted in one of the Elementary Schools in Bima Regency, West Nusa Tenggara Province, using experimental methods and a 2 x 2 by-level research design. The results of the study indicate that: (1) The learning outcomes of students who follow the differentiated learning model are higher compared to those who follow the Direct Instruction model, (2) There is an interaction between the differentiated learning and Direct Instruction models with student learning interest towards learning outcomes, (3) Students with high learning interest perform better in the differentiated learning model compared to the Direct Instruction model, and (4) Students with low learning interest perform better in the Direct Instruction model compared to the differentiated learning model
Deskripsi Kemampuan Membaca Siswa Melalui Pembelajaran Teaching at the Right Level (TaRL) di Sekolah Dasar Mariamah, Mariamah; Nur, Fahyuni; Salmah, Siti; Jauhari, Jauhari
Bima Journal of Elementary Education Vol. 2 No. 2 (2024): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v2i2.1669

Abstract

The reading ability of elementary school students is an important aspect that needs to be improved so that students can understand other subjects well. However, the reality is that many students still face difficulties in reading, which impacts their ability to learn other subjects. This study aims to describe the reading ability of students through the implementation of the Teaching at the Right Level (TaRL) approach in elementary schools. This research employs a descriptive method with a sample of 25 students. The research instruments include tests and documentation, while data analysis is conducted using percentage formulas. The results indicate a significant improvement in students' reading levels: the beginner level decreased from 1% to 0%, indicating that students progressed to the letter level; the letter level decreased from 8% to 0%, indicating an increase in students moving to the word level; the word level decreased from 29% to 8%, showing that many students advanced to the paragraph level; and the story level increased from 33% to 62%. These results demonstrate that the Teaching at the Right Level (TaRL) approach is effective in improving the reading abilities of students who initially had low skills.
Penerapan Media Hitung untuk Meningkatkan Hasil Belajar Matematika Pada Siswa Kelas II SDN 2 Dena Musmulyana, Musmulyana; Khatimah, Husnul; Suciyati, Suciyati
Bima Journal of Elementary Education Vol. 2 No. 2 (2024): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v2i2.1836

Abstract

The purpose of this study is to determine the improvement in mathematics learning outcomes of second-grade students at SDN 2 Dena through the application of Counting Board Media. This classroom action research was conducted in two cycles, each consisting of planning, action, observation, evaluation, and reflection. The subjects were 26 second-grade students, comprising 16 boys and 10 girls. Data were collected using observation sheets for teaching and learning activities and evaluation tests at the end of each cycle. Success indicators were set at a learning mastery of ≥80% and student learning activities categorized at least as active. The results showed that in Cycle I, the average student score was 84 with a mastery percentage of 78.94%, and student activity was categorized as active with scores of 70 and 75 in the first and second meetings, respectively. In Cycle II, the average score increased to 88.68 with a mastery percentage of 89.47%, and student learning activity reached the very active category with scores of 85 in both meetings. In conclusion, the application of Counting Board Media is effective in improving the mathematics learning outcomes of second-grade students at SDN 2 Dena in the 2023/2024 academic year.
Analisis Peningkatan Literasi Membaca Melalui Pendekatan Teaching at the Right Level (TaRL) Pada Siswa Kelas III Sekolah Dasar Diana, Nanang; Nurmuslimah, Nurmuslimah; Hadijah, Hadijah
Bima Journal of Elementary Education Vol. 2 No. 2 (2024): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v2i2.2084

Abstract

This study aims to analyze the TaRL approach in improving reading literacy among third-grade students at SDN Inpres 2 Woro. The research employs a qualitative approach with a case study design, involving 9 third-grade students. Data were collected through reading ability tests (pretest and posttest), observations, interviews, and document analysis. The results indicate that the TaRL approach is effective in enhancing students' reading abilities. In the initial assessment, 22.2% of students were at the beginner level, 33.3% were at the word level, and 44.5% were at the story level. After implementing the approach for three months, the posttest results showed no students remained at the beginner level, with improvements at the letter level (22.2%), sentence/paragraph level (22.2%), and reading quality at the story level (44.5%). Teachers noted that students became more active, motivated, and confident in reading activities. The study concludes that the TaRL approach is an effective method for improving reading literacy among elementary school students. This approach is recommended for implementation in other schools, with adjustments made according to the specific needs and learning conditions of each institution.
Dampak Integrasi Technological Pedagogical Content Knowledge dan Ice breaking dalam Pengajaran Literasi Baca dan Tulis di Sekolah Dasar Haifaturrahmah, Haifaturrahmah; Muhdar, Syafruddin; Bilal, Arpan Islami
Bima Journal of Elementary Education Vol. 2 No. 2 (2024): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v2i2.2425

Abstract

This study aims to analyze the impact of integrating Technological Pedagogical Content Knowledge (TPACK) and ice breaking in teaching reading and writing literacy at the elementary school level. Employing a quantitative approach with a quasi-experimental design, the research involved fourth-grade students from SDN Mataram Regency, divided into experimental and control groups. Data collection instruments included literacy tests and observation sheets measuring student engagement. The results revealed that the experimental group receiving instruction with integrated TPACK and ice breaking showed a significant improvement in literacy scores, with an average increase of 31.2%, compared to only 11.7% in the control group. Furthermore, this integration enhanced student engagement during the learning process. In conclusion, the TPACK and ice breaking approach not only improved students' academic outcomes but also created a more interactive and enjoyable learning environment. This study recommends adopting this strategy as an innovative solution to enhance literacy quality in elementary schools, particularly in Indonesia.
Penerapan Model Story-Based Learning untuk Meningkatkan Literasi Multidimensional dan Keterlibatan Emosional Siswa Sekolah Dasar Srisuk, Prattana; Prastyo, Danang; Tanod, Mareyke Jessy
Bima Journal of Elementary Education Vol. 2 No. 2 (2024): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v2i2.2435

Abstract

This study aims to analyze the effect of implementing the Story-Based Learning (SBL) model on the multidimensional literacy and emotional engagement of elementary school students. The research design employed a quasi-experimental method with a mixed-methods approach. A total of 180 fourth-grade students from three elementary schools were divided into two groups: an experimental group applying SBL and a control group following conventional learning. Quantitative data were collected through pre-test and post-test measures assessing reading, writing, and critical thinking abilities, as well as an emotional engagement questionnaire. In addition, qualitative data were obtained from participatory observations and semi-structured interviews to enrich the understanding of the learning process in the field. The analysis showed that the experimental group experienced a significant increase (p < 0.05) in the multidimensional literacy aspects, particularly in reading (85.4 vs. 78.7), writing (83.1 vs. 75.6), critical thinking (81.5 vs. 73.4), and collaboration and communication (84.0 vs. 77.3). An increase in emotional engagement was also reflected by a rise in motivation scores from 3.2 to 4.0 (on a 1–5 scale), accompanied by a higher level of students’ interest and self-confidence compared to the control group. Classroom observations and interviews indicated that story-based instruction successfully triggered students’ enthusiasm, empathy, and active participation in discussions and expressing opinions. Thus, SBL can be proposed as an effective and holistic learning model for enhancing both the multidimensional literacy and emotional engagement of elementary school students. The practical implications of these findings highlight the importance of teachers’ readiness in selecting relevant stories, designing creative activities, and managing classroom interactions in a communicative manner. Curriculum support and collaboration among stakeholders are also needed to optimize the benefits of SBL, fostering a literate, critical, and empathetic generation.
Analisis Model Pembelajaran STEAM sebagai Strategi Pengembangan Numerasi Aljabar di Sekolah Menengah Pertama Suharni, Suharni; Sulistiawati, Ida; Irawan, Nico
Bima Journal of Elementary Education Vol. 2 No. 2 (2024): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v2i2.2436

Abstract

This study aims to analyze the effectiveness of implementing the STEAM (Science, Technology, Engineering, Arts, and Mathematics) Learning Model as a strategy to develop algebraic numeracy in junior high schools (SMP). The research employed a quasi-experimental design, specifically the pretest-posttest non-equivalent control group design, involving 120 seventh-grade students divided into an experimental group (STEAM-based learning) and a control group (conventional learning). The main instruments included an algebraic numeracy test, a learning motivation questionnaire, observation sheets, and interview guidelines to explore qualitative aspects. Quantitative data analysis was performed using t-tests and effect size calculations to measure differences in learning outcome improvement between the two groups. The results showed that the experimental group achieved a significantly higher increase in algebraic numeracy scores compared to the control group. Moreover, classroom observations and interviews with teachers and students revealed that STEAM-based instruction enhances active participation, learning motivation, and collaborative skills. This positive impact is partly driven by the interdisciplinary integration, which makes algebraic material more contextual and engaging. Despite some obstacles, such as limited facilities and time constraints, the overall findings conclude that the STEAM Learning Model effectively contributes to strengthening students’ understanding of algebraic concepts in junior high schools. The practical implications of these findings underscore the need for teacher support and training, curriculum adjustments, and adequate resources to expand the implementation of STEAM across various schools
Efektivitas Pendekatan STEM Berbasis Collaborative Learning terhadap Pemahaman Konsep Abstrak Siswa Sekolah Dasar Syarifuddin, Syarifuddin; Wirahmad, Ika; Mikrayanti, Mikrayanti
Bima Journal of Elementary Education Vol. 3 No. 1 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i1.2645

Abstract

Understanding abstract concepts is still a major challenge in learning science and mathematics at the elementary school level. This study aims to test the effectiveness of a STEM-based Collaborative Learning approach to improving students' understanding of abstract concepts. This study used a quasi-experimental method with a one-group pretest-posttest design, involving 25 fifth-grade students from an elementary school in Jakarta who were selected through purposive sampling. The research instruments consisted of abstract concept comprehension tests (pretest and posttest), collaborative involvement observation sheets, and student participation questionnaires. Data analysis was carried out quantitatively using a paired sample t-test and supported by thematic qualitative analysis. The results showed that there was a significant increase in the abstract concept comprehension score, with an average pretest score of 62.2 increasing to 75.9 on the posttest. The t-test results obtained a value of t = -45.0 with p <0.001, which indicates the statistical effectiveness of the intervention. Observations and questionnaires showed high student involvement in group discussions and collaborative application of concepts. The conclusion of this study is that STEM-based Collaborative Learning is able to facilitate the learning of abstract concepts in a more meaningful and participatory way. Suggestions for further research are to test the effectiveness of this approach at different levels and to explore its integration with digital technology to strengthen students' absorption of abstract, cross-disciplinary material.
Dampak Research-Based Learning Berbasis ChatGPT Terhadap Kemampuan Berpikir Kreatif dalam Menyelesaikan Masalah Mahasiswa Basri, Hasan; Indahwati, Rohmah; Septiadi, Dimas Danar
Bima Journal of Elementary Education Vol. 3 No. 1 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i1.2647

Abstract

This study aims to examine the impact of ChatGPT-based Research-Based Learning on students' creative thinking skills in problem solving. A mixed-methods approach was used with an experimental design involving two groups: an experimental group that used ChatGPT in research-based learning, and a control group that followed traditional learning. Data were collected through creative thinking tests given before and after the intervention, and analyzed using an Independent Samples T-Test. The results showed that the experimental group experienced a significant improvement in creative thinking skills with a higher average posttest score compared to the control group. The t-test showed a p-value of <0.001, which indicates a very significant difference between the two groups. This study confirms that ChatGPT-based Research-Based Learning is effective in stimulating students' creativity in problem solving, as well as making a positive contribution to the development of critical and innovative thinking skills. Thus, the use of ChatGPT in higher education can be a relevant and effective learning model for improving students' creative thinking skills.

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