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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. 3: 2026" : 5 Documents clear
Efforts to Improve Cognitive Learning Outcomes of Grade V Students of SDN Socah 2 through the Discovery Learning Model in Social Science Subjects. Muhammad Nabil Azim Bin Adam; Muhammad Haykhal Priambudhi; Muaweroh; Meilina Nuril Maulida; Agung Setyawan
Journal of Action Research in Education Vol. 3 No. 3: 2026
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i3.296

Abstract

This study aims to improve the cognitive learning outcomes of fifth-grade students in Science and Social Studies (IPAS) through the application of the Discovery Learning model at SDN Socah 2. The research was motivated by low initial student learning outcomes, where only 22.22% of students achieved the Minimum Mastery Criteria (KKM), with a class average score of 64.6. To address this issue, a Classroom Action Research (CAR) framework with a quantitative approach was employed across two cycles. Each cycle encompassed four core stages: planning, acting, observing, and reflecting. The study subjects comprised 27 fifth-grade students (11 boys and 16 girls). Data were systematically collected using diagnostic tests, learning achievement tests, observation sheets, and archival records, then analyzed descriptively by calculating mean scores and learning mastery percentages. The findings demonstrate a significant and progressive enhancement in the students' cognitive performance. In the pre-cycle phase, the average score was 64.6 with 22.22% mastery (6 students). Following the intervention in Cycle I, the average score increased to 74.6, with mastery reaching 55.6% (15 students). In Cycle II, instructional delivery was further optimized using the Jigsaw method—a Deep Learning approach—and visual poster media. Consequently, the average score peaked at 94.81, achieving a 100% mastery rate (27 students). This remarkable improvement is attributed to students' active engagement in discovering concepts through observation, data collection, information processing, verification, and drawing conclusions. Ultimately, the Discovery Learning model proves highly effective in elevating cognitive learning outcomes in elementary IPAS education.
Improving Students' Learning Activeness and Learning Outcomes through the Teams Games Tournament (TGT) Learning Model Assisted by Interactive Media in Grade IV Students at UPTD SDN Keleyan 4. Wurrotul Kamila; Metha Putri Waluyo; Naesa Safitri; Heikmah Wijaya; Wahyu Adi Pratama; Agung Setyawan
Journal of Action Research in Education Vol. 3 No. 3: 2026
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i3.303

Abstract

This study aimed to improve the science learning outcomes of fourth-grade students at UPTD SDN Keleyan 4 through the implementation of the Teams Games Tournament (TGT) learning model assisted by Canva and Quizizz. The study was motivated by low student learning outcomes, limited participation in learning activities, and the lack of variation in instructional media used during the learning process. This research employed Classroom Action Research (CAR) conducted in two cycles involving 16 fourth-grade students of UPTD SDN Keleyan 4. Data were collected through learning achievement tests, observations, and documentation. Quantitative data were analyzed using descriptive comparative techniques, while qualitative data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed a significant improvement in students’ learning outcomes after the implementation of the TGT model assisted by Canva and Quizizz. The average score increased from 51.81 in the pre-cycle to 84.38 in Cycle I and 89.38 in Cycle II. Furthermore, classical learning mastery improved from 0% in the pre-cycle to 81.25% in Cycle I and 87.50% in Cycle II. These findings indicate that the Teams Games Tournament (TGT) model assisted by Canva and Quizizz effectively improves science learning outcomes and enhances student engagement in the learning process.
Implementation of the Teams Games Tournament (TGT) Learning Model in Pancasila Education Subjects for Grade IV Students Danielle R Gaikwad; Deva Riana Ramadhani; Prissy Aura Aisyah; Dewi Mutia Safitri; Ifma Hijriyani; Agung Setyawan
Journal of Action Research in Education Vol. 3 No. 3: 2026
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i3.312

Abstract

This research aims to improve students' cognitive learning outcomes in the Pancasila Education learning subject by using the Teams Games Tournament (TGT) learning model in grade IV students of SDN TANJUNG 1. The problem found is that students are less involved and less enthusiastic in learning so that the learning process is less effective. This research is a class action research which is carried out in two cycles. Each cycle consists of the stages of planning, implementation of actions, observation, and reflection. The research was carried out at SDN TANJUNG 1 with the research subject, namely grade 4 students totaling 12 students. This research method uses a quantitative method. Data collection techniques include observation, interviews, tests, and documentation. The research instrument is in the form of observation sheets of teacher and student activities, as well as learning outcome test questions. Data analysis techniques use data collection, data reduction, data presentation, and conclusion drawn. The results of the study show that the use of the TGT learning model can improve students' cognitive learning outcomes. In cycle I, the number of students who completed their studies reached an average of 68.8, increasing to 89.1 in cycle II. The conclusion of this study is that the TGT learning model is effective in improving the cognitive learning outcomes of grade IV students in Pancasila Education learning subjects. It is recommended to teachers to use the TGT learning model as an alternative in learning Pancasila Education to increase student activity and learning outcomes.
Application of the Roleplay Method to Improve Indonesian Language Learning Outcomes in Grade 4 Students of SDN Keleyan 1. Farid Azka Alfikri; Dimas Sesario Alamsyah; Ryan Irfan Nuruddin; Fanny Rahmawan; Ahmad Hasbi Ashidiqi; Agung Setyawan
Journal of Action Research in Education Vol. 3 No. 3: 2026
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i3.316

Abstract

This study aimed to improve the Indonesian language learning outcomes of 21 fourth-grade students at SDN Keleyan 1 through the roleplay method. It also sought to enhance students' understanding of character emotional changes, self-confidence, and learning concentration. The research employed a two-cycle Classroom Action Research (CAR) design involving planning, implementation, observation, and reflection. Data were collected through written tests, observations, and documentation and analyzed using quantitative and qualitative descriptive methods. The results showed that the roleplay method effectively improved students' learning outcomes, with the average score increasing from 82 in Cycle I to 84 in Cycle II and achieving 100% classical mastery. Students' self-confidence improved from sufficient (score 2) to excellent (score 4), while learning concentration increased from poor (score 1) to excellent (score 3). In conclusion, the roleplay method effectively enhances students' learning outcomes, confidence, and concentration, making it a valuable interactive approach for elementary classroom learning.
The Improving Grade V Students' Learning Outcomes in Fraction Multiplication through the Student Teams Achievement Divisions (STAD) Learning Model. Aqilah Husnul Khuluqiyyah; M. Farhan Zaky; Alya Aulia Faiza; Siti Maghfiroh; Badhar Satria Pratama
Journal of Action Research in Education Vol. 3 No. 3: 2026
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i3.318

Abstract

This study aimed to improve fifth-grade students' mathematics learning outcomes on fraction multiplication through the Student Teams Achievement Division (STAD) cooperative learning model at UPTD SDN Socah 1. This classroom action research was conducted in two cycles consisting of planning, action, observation, and reflection. The subjects were 34 fifth-grade students. Data were collected through learning outcome tests, classroom observation, interview, and documentation. The results showed that students' learning outcomes improved from Cycle I to Cycle II. In Cycle I, the average score was 48.82 with a mastery percentage of 17.65%. After improvements in guidance, group management, learning media, and concept reinforcement were applied in Cycle II, the average score increased to 80 with a mastery percentage of 85.29%. These findings indicate that the STAD cooperative learning model can improve students' understanding, participation, collaboration, and learning outcomes in fraction multiplication. Therefore, STAD is effective as an alternative instructional model for improving mathematics learning outcomes in elementary school.

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