cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Hilmy Aliriad
Contact Email
jare@nuris.ac.id
Phone
+62895605883330
Journal Mail Official
jare@nuris.ac.id
Editorial Address
Jabontegal, Kecamatan Pungging, Kab. Mojokerto, Provinsi Jawa Timur, 61384
Location
Kab. mojokerto,
Jawa timur
INDONESIA
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 95 Documents
 6   7   8   9   10 
Improving Grade IV Students' Understanding of Changes in the States of Matter through Simple Experimental Methods. Himmy Kanza Tsabita; Yuniar Tri Widyawati Zain; Fatihatur Rahmaniyah; Nurhayati; Agung Setyawan
Journal of Action Research in Education Vol. 3 No. 4: 2026
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i4.326

Abstract

This research is motivated by the low understanding of students' concepts in science subjects, especially material on changes in the form of substances in grade IV UPTD SDN Keleyan 2. Initial conditions show that the average score of students' understanding of concepts is still low, which is 49.2. This is due to learning that is still dominated by lecture methods so that students are less active and less directly involved in the learning process. This research aims to improve students' understanding of concepts through the application of simple experimental methods. The type of research used is Class Action Research (PTK) with the Kemmis and McTaggart model which consists of two cycles, including planning, implementation, observation, and reflection. The subject of the study was 20 students in grade IV. Data collection techniques use observation, interviews, documentation, and tests. The results of the study show that the application of simple experimental methods can improve students' understanding of concepts. This is shown by the increase in the average score of students from 49.2 in the pre-cycle to 65 in the first cycle and increased again to 70.5 in the second cycle, as well as the increase in student activity in learning. Thus, the simple experimental method is effective in improving the understanding of the concept of IPAS in the matter of changing the form of substances.
Improving Grade IV Students' Cognitive Learning Outcomes through Rotary Wheel Learning Media at SDN Socah 2 Bangkalan. Sri Wahyuningsih Muasin; Lailatul Mukarromah; Sintia Febriyanti; Alif Ilham Wahyudi M.; Agung Setyawan
Journal of Action Research in Education Vol. 3 No. 4: 2026
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i4.327

Abstract

This study aims to improve the cognitive learning outcomes in Mathematics regarding simple fractions among 21 fourth-grade students at Elementary School Socah 2 using the Pizza Spinning Wheel learning media. The research addresses students' difficulties in understanding, determining correct operations, and connecting fraction concepts to everyday situations to solve story problems. The Pizza Spinning Wheel was selected to concretize fraction concepts and enhance learning activity. This Classroom Action Research (CAR) was conducted in two cycles, each comprising planning, implementation, observation, and reflection. Data were collected via observations, interviews, tests, and documentation. A mixed quantitative and qualitative descriptive approach was employed for data analysis, including completeness percentage calculations and qualitative stages (data reduction, presentation, and conclusion). The results demonstrate that the Pizza Spinning Wheel effectively improved students' cognitive learning outcomes. Student learning completion increased from 67% in Cycle I to 81% in Cycle II. In conclusion, this media is highly effective for teaching simple fractions. Teachers are encouraged to adopt this alternative tool to enhance students' conceptual understanding and word problem-solving skills in Mathematics.
Improving Fourth-Grade Students' Conceptual Understanding in Social Science through the Problem-Based Learning (PBL) Model at SDN Banyuajuh 9 Aviqoh Azza An-Nadwah; Gisca Julya Hidayah; Elsa Dwi Yulinda; Ikhtiatus Sholihah; Agung Setyawan
Journal of Action Research in Education Vol. 3 No. 4: 2026
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i4.330

Abstract

This study emerged from concerns about the weak conceptual understanding of science among fourth-grade students at SDN Banyuajuh 9. Traditional teacher-dominated instruction had limited students’ involvement, leaving many unable to achieve learning mastery. To transform the classroom atmosphere into a more interactive and meaningful environment, the Problem Based Learning (PBL) model was introduced. Using a Classroom Action Research framework, the study was conducted in two cycles consisting of planning, implementation, observation, and reflection stages, involving 18 learners. Data were gathered through tests, classroom observations, and documentation, with success measured by achieving at least 80% classical mastery. The outcomes showed remarkable progress: mastery improved from 16.7% in the pre-cycle stage to 44.4% in Cycle I, and finally soared to 94.4% in Cycle II. These findings highlight that PBL not only strengthens conceptual understanding but also inspires students to become more active and enthusiastic participants in learning.
Implementasi Model Cooperative Learning Tipe Jigsaw untuk Meningkatkan Keaktifan Siswa Kelas V dalam Pembelajaran di SDN Keleyan 2 Nurul Afiyah; Jihan Okta Fayosha; Silvia Agustina; Agung Setyawan; Muhammad Farhan
Journal of Action Research in Education Vol. 3 No. 4: 2026
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i4.338

Abstract

This classroom action research was carried out in Grade V of SDN Keleyan 2 to improve students' active participation in learning through the application of the Jigsaw type Cooperative Learning model. The study was based on the problem of low student involvement during classroom activities, shown by limited interaction in discussions, low confidence in expressing ideas, and minimal participation in responding to the teacher's questions. This research used a classroom action research design conducted in two cycles. Each cycle included planning, action implementation, observation, and reflection. The participants were 25 fifth-grade students of SDN Keleyan 2, consisting of 11 boys and 14 girls. Data were collected through observation, documentation, and student activeness assessment sheets. The findings indicate that the Jigsaw type Cooperative Learning model improved student activeness. The improvement was reflected in more students taking part in group discussions, increased confidence in sharing ideas, and greater involvement in presenting discussion results. Learning through the Jigsaw model gave students opportunities to collaborate through role division in home groups and expert groups. Based on these findings, the Jigsaw type Cooperative Learning model can be considered effective in improving the activeness of Grade V students at SDN Keleyan 2.
Improving Third-Grade Students' IPAS Learning Outcomes on Map and Cardinal Directions Through Project-Based Learning Assisted by Wordwall. Tasya Nur Rochma Habiba; Lailatul Ayu Kurniawati; Aqilah Dieni Haqqi; Agung Setyawan
Journal of Action Research in Education Vol. 3 No. 4: 2026
Publisher : Sekolah Tinggi Agama Islam Nurul Islam Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jare.v3i4.344

Abstract

  This study aims to overcome low learning outcomes and passive student engagement in Science and Social Studies (IPAS)—specifically regarding maps and compass directions—among 36 third-grade students at UPTD SDN Labang, Bangkalan Regency. To address this issue, the researcher implemented the Project-Based Learning (PjBL) model assisted by interactive Wordwall media. The primary objective is to evaluate the improvement in students' academic achievements after utilizing this engaging teaching method. This Classroom Action Research (CAR) applied Suharsimi Arikunto's methodology across two cycles. Each cycle encompassed four distinct stages: planning, action, observation, and reflection. Data were systematically collected via pre-tests, post-tests, observations, interviews, and documentation, which were then analyzed using quantitative descriptive techniques.The results revealed a consistent and significant improvement in student learning outcomes. The pre-cycle class average was 74.8, which increased to 77.1 in Cycle I, and peaked at 86.1 in Cycle II. The percentage of students achieving academic mastery also rose dramatically. Furthermore, observations indicated that students became highly enthusiastic, actively participating in collaborative group discussions and hands-on project completion. In conclusion, integrating the PjBL model with Wordwall media effectively enhances both cognitive learning outcomes and active student engagement in elementary IPAS education.

Page 10 of 10 | Total Record : 95

 6   7   8   9   10 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 4: 2026 Vol. 3 No. 3: 2026 Vol. 2 No. 3 (2025): Journal of Action Research in Education Vol 2 No 3, December 2024- February 202 Vol. 3 No. 2: 2025 Vol. 3 No. 1: 2025 Vol. 2 No. 4: 2025 Vol. 2 No. 3: 2025 Vol. 1 No. 3 (2024): Journal of Action Research in Education Vol 1 No 3, December 2023- February 202 Vol. 2 No. 2 (2024): Journal of Action Research in Education Vol 2 No 2, September- November 2024 Vol. 2 No. 1 (2024): Journal of Action Research in Education Vol 2 No 1, June- August 2024 Vol. 1 No. 4 (2024): Journal of Action Research in Education Vol 1 No 4, March-May 2024 Vol. 2 No. 2: 2024 Vol. 2 No. 1: 2024 Vol. 1 No. 4: 2024 Vol. 1 No. 3: 2024 Vol. 1 No. 2 (2023): Journal of Action Research in Education Vol 1 No 2, September- November 2023 Vol. 1 No. 1 (2023): Journal of Action Research in Education Vol 1 No 1, June- August 2023 Vol. 1 No. 2: 2023 Vol. 1 No. 1: 2023 More Issue