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International Journal of Research in Education (IJRE)
Published by Universitas PGRI Semarang
ISSN : -     EISSN : 27453553     DOI : https://doi.org/10.26877/ijre
Core Subject : Education,
Education
The International Journal of Research in Education (IJRE) is a leading peer-reviewed journal for the publication of articles of interest to researchers in education. The journal has rapidly become a major focal point for the publication of educational research from throughout the world. It disseminates original, peer-reviewed studies covering all subfields, disciplines, and levels of analysis in the field of education research. Additionally, it promotes submissions from all fields of study and educational levels throughout life. IJRE seeks the highest quality submissions that represent a variety of viewpoints, subjects, settings, and methodologies, including interdisciplinary and multidisciplinary work.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 125 Documents
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The Effect of the Snowball Throwing Cooperative Learning Model Assisted by Audio-Visual Media on the Science and Social Studies (IPAS) Learning Outcomes Lastiar M Tampubolon; Patri Janson Silaban; Regina Sipayung; Frikson Joni Purba; Lasmaria Agnes Sinaga
International Journal of Research in Education Vol. 6 No. 2 (2026): Issued in July 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i2.4169

Abstract

Science and Social Studies learning in elementary schools is expected to promote students' conceptual understanding, active participation, and collaborative learning. However, the learning outcomes of third-grade students at SD Negeri 067242 Medan Sunggal were still below the Minimum Learning Achievement Criteria, indicating that conventional teacher-centered instruction had not effectively engaged students. Although cooperative learning models and audio-visual media have been widely applied independently, studies investigating their combined implementation through the Snowball Throwing cooperative learning model remain limited. Therefore, this study aimed to determine the effect of the Snowball Throwing cooperative learning model assisted by audio-visual media on students' IPAS learning outcomes. This study employed a quantitative approach using a Pre-Experimental One-Group Pretest–Posttest Design. The participants consisted of 28 third-grade students selected through total sampling. Data were collected using achievement tests, questionnaires, and documentation. All research instruments were validated and tested for reliability before implementation. Data analysis included descriptive statistics, normality testing, Pearson Product Moment correlation, and the Paired Sample t-test using IBM SPSS Statistics Version 26. The results indicated that the mean pretest score increased from 48.46 to 78.04 on the posttest. Furthermore, the hypothesis test showed that |t| = 16.604 was greater than the critical value of 2.052 with a significance level of 0.000 (< 0.05). These findings demonstrate that the Snowball Throwing cooperative learning model assisted by audio-visual media significantly improves students' IPAS learning outcomes and provides an effective instructional strategy for enhancing academic achievement in elementary schools.
The Effect of the Student Teams Achievement Divisions (STAD) Cooperative Learning Model Assisted by Student Worksheets on the Mathematics Learning Outcomes Sintiya Fransisca Br Tarigan; Regina Sipayung; Patri Janson Silaban; Darinda Sofia Tanjung; Jhonas Dongoran
International Journal of Research in Education Vol. 6 No. 2 (2026): Issued in July 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i2.4179

Abstract

Mathematics learning in elementary schools is often dominated by teacher-centered instruction, resulting in limited student participation and low learning outcomes, particularly in the topic of plane geometry. This study aimed to examine the effect of the Student Teams Achievement Divisions (STAD) cooperative learning model assisted by Student Worksheets (LKPD) on the mathematics learning outcomes of third-grade students at SD Negeri 060973 Medan during the 2025/2026 academic year. This research employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The sample consisted of 28 students selected through total sampling. Data were collected using a mathematics achievement test and a student response questionnaire. Before implementation, both instruments were validated through expert judgment and empirical testing. Item validity was determined using the Pearson Product-Moment correlation by comparing the calculated correlation coefficients with the critical r-value at the 5% significance level, while reliability was assessed using Cronbach's Alpha, with coefficients exceeding 0.70, indicating high reliability. Data were analyzed using descriptive statistics, normality testing, Pearson correlation, the coefficient of determination, and the t-test with IBM SPSS Statistics Version 25. The findings showed that the mean score increased from 52.89 on the pretest to 80.71 on the posttest. The correlation coefficient was 0.804, the coefficient of determination reached 64.64%, and hypothesis testing confirmed a significant positive effect (t = 2.713, p = 0.012). Therefore, the STAD cooperative learning model assisted by Student Worksheets effectively improves elementary students' mathematics learning outcomes.
The Effect of the Pair Check Cooperative Learning Model Assisted by Wordwall on the Mathematics Learning Outcomes Tiya Meita Dor Opat Purba; Regina Sipayung; Eka Margareta Sinaga; Darinda Sofia Tanjung; Frikson Purba
International Journal of Research in Education Vol. 6 No. 2 (2026): Issued in July 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i2.4246

Abstract

Mathematics is a fundamental subject in elementary education because it develops students' logical reasoning, problem-solving skills, and conceptual understanding. However, many elementary students continue to experience difficulties in learning mathematics due to teacher-centered instructional practices, limited student interaction, and insufficient use of innovative learning media. These conditions often result in low learning outcomes, particularly in understanding the concepts of the area and perimeter of plane figures. Therefore, effective instructional strategies that promote active learning and meaningful student engagement are needed. This study aimed to examine the effect of the Pair Check Cooperative Learning Model assisted by Wordwall media on the mathematics learning outcomes of Grade V students at UPT SD Negeri 018 Aeklung, Humbang Hasundutan Regency, during the 2025/2026 academic year. This research employed a quantitative approach using a pre-experimental one-group pre-test–post-test design. The participants consisted of 27 Grade V students selected through total sampling. Data were collected using mathematics achievement tests and a student response questionnaire. The collected data were analyzed using descriptive statistics, normality testing, Pearson Product–Moment correlation, coefficient of determination, and t-test analysis. The findings revealed that students' mean score increased from 61.30 on the pre-test to 73.63 on the post-test, indicating improved mathematics achievement after the intervention. Statistical analyses also demonstrated a significant positive effect of the Pair Check Cooperative Learning Model assisted by Wordwall media on students' mathematics learning outcomes. The study concludes that integrating cooperative learning with interactive digital media creates an engaging learning environment that enhances conceptual understanding, active participation, collaboration, and mathematics achievement among elementary school students.
The Effect of the Discovery Learning Model on the Learning Outcomes of Fourth-Grade Students in Natural and Social Sciences Ivo Monica Situmorang; Regina Sipayung; Rumiris Lumban Gaol; Darinda Sofia Tanjung; Jhonas Dongoran
International Journal of Research in Education Vol. 6 No. 2 (2026): Issued in July 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i2.4276

Abstract

This study examined the effect of the Discovery Learning model on the learning outcomes of fourth-grade students in Natural and Social Sciences at SD Negeri 060938 Medan Johor. A quantitative pre-experimental approach using a One-Group Pretest–Posttest Design was employed. The participants were 21 fourth-grade students selected through total sampling. Data were collected through achievement tests, a questionnaire, and documentation, and analyzed using descriptive statistics, the Shapiro–Wilk normality test, Pearson Product–Moment correlation, the coefficient of determination, and the t-test with IBM SPSS Statistics Version 25. The findings showed that the mean score increased from 52.76 on the pretest to 83.80 on the posttest. The data were normally distributed (Sig. = 0.413). Pearson correlation analysis revealed a very strong positive relationship between the Discovery Learning questionnaire score and learning outcomes (r = 0.969, p < 0.001). The coefficient of determination indicated that 93.9% of the variance in learning outcomes was explained by the implementation of Discovery Learning, while the t-test confirmed a significant positive effect (t = 17.047, p < 0.001). These findings indicate that Discovery Learning effectively improves students' learning outcomes in Natural and Social Sciences. This study contributes contextual evidence supporting the implementation of the Merdeka Curriculum by demonstrating the effectiveness of Discovery Learning in promoting student-centered learning at SD Negeri 060938 Medan Johor.
Linking Prior Knowledge to New Learning: Mathematical Connections in Complex Number Instruction Gaya Jayakody; G. S. Wijesiri
International Journal of Research in Education Vol. 6 No. 2 (2026): Issued in July 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i2.3830

Abstract

The introduction of complex numbers represents a significant conceptual transition for students, making it essential to understand how teachers connect new mathematical ideas to prior knowledge in order to promote coherent and meaningful learning. This study investigates how secondary mathematics teachers create meaningful instructional connections (Instruction-Oriented Connections, IOC) when introducing complex numbers to Grade 12 students. Drawing on Businskas’ framework and subsequent research, we focus on Linking with Prior Knowledge (LinkPK) connections, links between newly introduced concepts and previously learned material that are not immediately apparent to students unless explicitly highlighted by the teacher. Six experienced teachers’ online lessons were analyzed through an abductive approach, combining deductive analysis informed by the theoretical framework with inductive identification of emergent themes. Two new subcategories of LinkPK connections emerged: Extensional Connections, where new concepts are presented as natural extensions of existing knowledge, and Structural Connections, where teachers highlight how underlying properties or structures remain consistent across old and new concepts. Findings show that both types of connections play a critical role in fostering conceptual understanding by integrating new content into students’ existing mathematical frameworks. Without such connections, new ideas risk being perceived as isolated facts rather than part of a coherent system. This study contributes to the Extended Theory of Connections (ETC) by refining its typology and offers pedagogical insights for advancing conceptual learning in mathematics classrooms.

Page 13 of 13 | Total Record : 125

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