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Journal of Action Research in Education
Published by Yayasan Pondok Pesantren Nurul Islam Mojokerto
ISSN : -     EISSN : 30267048     DOI : https://doi.org/10.52620/jare
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Action Research in Education (JARE) is concerned with exploring the dialogue between research and practice in educational settings. The considerable increase in interest in action research in recent years has been accompanied by the development of a number of different approaches: for example, to promote reflective practice; professional development; empowerment; understanding of tacit professional knowledge; curriculum development; individual, institutional and community change; and development of democratic management and administration. Proponents of all these share the common aim of ending the dislocation of research from practice, an aim which links them with those involved in participatory research and action inquiry. This journal publishes accounts of a range of action research and related studies, in education and across the professions, with the aim of making their outcomes widely available and exemplifying the variety of possible styles of reporting. It aims to establish and maintain a review of the literature of action research. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 2: 2025" : 5 Documents clear
Improving Cognitive Learning Outcomes in Indonesian Language through the Group Discussion Method for Fifth-Grade Students at Baddurih State Elementary School Khomisah, Nurul; Aberra, Mesfin
Journal of Action Research in Education Vol. 3 No. 2: 2025
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i2.141

Abstract

This study aims to improve the cognitive learning outcomes of fifth grade students of Baddurih Elementary School in Indonesia language lessons, especially in determining main sentences and explanatory sentences through group discussion methods. By implementing this method, it is expected that students can be more actively involved in learning, so that their understanding of the material can increase and achieve the minimum completion criteria. The research design used is Classroom Action Research (CAR) which is implemented in two cycles. This research was conducted at Baddurih State Elementary School with 20 fifth grade students as subjects. Data sources were obtained through observation, interviews, and test. Data collection techniques well as observation to assess students’ activeness during learning. The collected data were analyzed descriptively to determine the comparison of learning outcomes between the pre-test and post-test. The results of the study showed an increase in students’ cognitive learning outcomes. In the pre-test, 65% of students scored below the Minimum Completion Criteria, while after the group discuccions method was implemented, 55% of students managed to achieve the Minimum Completion Criteria in the post-test. In addition, students’ active participation in the learning process also increased, as seen from their involvement in group discussion. The conclusion of this study is that the group discussion method is effective in improving students’ cognitive learning outcomes. Therefore, it is recommended that teachers continue to apply this method in learning, especially for complex materials, in order to increase student involvement and understanding.
Improving Cognitive Learning Outcomes in Mathematical Problem Solving Through the Problem-Based Learning (PBL) Model for Grade 3 Students at SDN Baddurih Roda'i, Nur Indah Putri Ayu Pratama; Setyawan, Agung; Putra, Willy Nofriza
Journal of Action Research in Education Vol. 3 No. 2: 2025
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i2.142

Abstract

This study aims to improve cognitive learning outcomes in mathematics problem-solving through the implementation of the Problem-Based Learning (PBL) model for third-grade students at SDN Baddurih. This research is a Classroom Action Research (CAR) conducted in two cycles. The subjects of the study are 14 third-grade students at SDN Baddurih. Data collection techniques include tests, observations, and documentation. The research instruments consist of cognitive learning outcome tests, interview guidelines, and documentation. The data analysis technique used is descriptive analysis. The results of the study show that the implementation of the PBL learning model has been proven effective in improving cognitive learning outcomes in mathematics problem-solving. In Cycle 1, using the conventional method, the percentage of students achieving learning mastery was only 50%. However, in Cycle 2, after applying the PBL model, the percentage of students achieving learning mastery increased to 78.57%, with the class average score rising from 62.14 to 76.43. Learning through PBL actively engaged students in solving mathematics problems, significantly improving their understanding of the material. In conclusion, the application of the PBL model has proven effective in improving cognitive learning outcomes in mathematics problem-solving for third-grade students at SDN Baddurih. It is recommended that teachers apply the PBL model, schools support its implementation, and future researchers further develop more comprehensive studies.
Application of the STAD Type Cooperative Learning Model to Improve Cognitive Learning Outcomes in Pancasila Education Subjects for Grade IV Students of SDN Pejagan 5 Bangkalan Aini, Qurrotu; Setyawan , Agung; Dey , Arnab
Journal of Action Research in Education Vol. 3 No. 2: 2025
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i2.145

Abstract

The aim of this research is to improve student outcomes for students in the Pancasila education subject using a collaborative learning model for students from the student team at SDN Pejagan 5 Bangkalan. The main focus of this research is on revealing the effectiveness of the solving model to increase students' understanding of mutual cooperation and to achieve minimum subject standard achievement (KKM). The method used is Classroom Action Research (CAR) using the Kemmis and McTaggart model. The urban model can significantly improve students' learning outcomes. The students' average score rose to 72.10% in the first cycle, 53.33% in the Prasiclus stage, reaching 86.77% in the Second Cycle, and the proportion of research photos also increased. Based on this, we can draw the conclusion that the urban model effectively improves students' learning outcomes, and teachers to use this cooperative learning model to encourage active and motivation to learn.
Implementation of Discovery Learning Strategy in Improving Mathematics Cognitive Learning Outcomes in Grade V Students at SDN Alasrajah 2 Blega Hasanah, Mauidatul; Mubarok , Muhammad Sahrul
Journal of Action Research in Education Vol. 3 No. 2: 2025
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i2.151

Abstract

This study aims to improve students' cognitive learning outcomes in Mathematics, particularly on the topic of fraction addition, through the implementation of the Discovery Learning model. The background of this research is the low student learning outcomes caused by monotonous teaching methods that do not actively involve students in the learning process. This is a Classroom Action Research (CAR) conducted at SDN Alasrajah 2 Blega with 25 fifth-grade students as research subjects. The research was carried out in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data were collected through observation, interviews, documentation, and tests (pre-test and post-test). The research instruments included teacher and student activity observation sheets, and learning outcome test items. The data were analyzed using descriptive quantitative analysis to observe the improvement in students' learning outcomes across cycles. The results showed a significant improvement in students’ cognitive learning outcomes. In the pre-action stage, the completeness level was 0% with an average score of 36.4. After the first cycle, the completeness increased to 44% with an average score of 64. In the second cycle, completeness reached 92% with an average score of 79.2. The study concludes that the Discovery Learning model is effective in enhancing students' understanding and performance in fraction addition. It is recommended that teachers apply this model as an alternative strategy in teaching Mathematics at the elementary level.
Efforts to Improve Cognitive Learning Outcomes of Grade 2 Students of Junganyar 2 State Elementary School in Mathematics Subjects Through LKPD Novitasari, Rahma Dwi; Rutherford, Teomara
Journal of Action Research in Education Vol. 3 No. 2: 2025
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i2.164

Abstract

This classroom action research investigated the effectiveness of Learner Worksheets (LKPDs) in improving the cognitive learning outcomes of 2nd-grade students in mathematics, specifically addition with carrying, at SD Negeri Junganyar 2.  The study, conducted over two cycles, involved 34 students and utilized pre- and post-tests, observations, and student questionnaires. Results showed a significant increase in students' average scores after implementing the LKPDs, rising from 40% in the pre-test to 80.88% in the post-test of cycle 2.  The LKPDs, designed collaboratively with the classroom teacher, fostered deeper conceptual understanding and increased student engagement. While positive, the study acknowledges methodological limitations and suggests further research with a more robust design.

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