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Gawi: Journal of Action Research
Published by Borneo Research and Education Center
ISSN : -     EISSN : 28091108     DOI : https://doi.org/10.59329/gawi
Core Subject : Education,
Education
Gawi: Journal of Action Research focused on scientific research with action in the educational environment. This journal is published twice a year. We have accepted any article with the scope of action research in any scientific knowledge.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "Vol. 5 No. 2 (2025)" : 6 Documents clear
Improving Kindergarten Children's Exploratory Ability through Project-Based Learning, Experimental Activities, and Loose Parts Media: A Classroom Action Research Study Anisa, Nor; Suriansyah, Ahmad; Purwanti, Ratna
Gawi: Journal of Action Research Vol. 5 No. 2 (2025)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v5i2.170

Abstract

Exploratory ability is a central indicator of cognitive development in early childhood because it enables children to observe, question, manipulate objects, test ideas, and construct explanations from direct experience. The preliminary condition in a kindergarten class in Banjarmasin showed that only 4 of 12 children (33%) demonstrated developing exploratory ability, while 8 children (67%) remained in the not-yet-developed category. This classroom action research aimed to improve teacher activity, children's learning activity, and children's exploratory ability by integrating Project-Based Learning, experimental activities, and loose parts media. The participants were 12 kindergarten children aged 5-6 years (5 boys and 7 girls). The intervention was implemented in four meetings through planning, action, observation, and reflection. Data were collected through observation sheets, documentation, interviews, and an exploratory ability assessment rubric. The data were analyzed descriptively using percentages, cross-tabulation, and trend interpretation. The results showed consistent improvement across meetings. Teacher activity increased from a score of 25 (61%, fairly good) in Meeting 1 to 38 (93%, very good) in Meeting 4. Children's classical activity increased from 25% to 100%, and the proportion of children who achieved successful exploratory development increased from 16.7% to 100%. The findings indicate that the integration of project work, simple experiments, and open-ended loose parts materials can create a concrete, playful, and inquiry-oriented learning environment that supports children's exploratory behavior. The study contributes practical evidence for early childhood teachers who seek to transform monotonous worksheet-based instruction into active, child-centered, and developmentally appropriate learning.
Improving Kindergarten Children's Fine Motor Development through Montessori Practical Life Activities Integrated with Project-Based Learning Norhasan, Norhasan; Wahyudi, Muhammad Dani
Gawi: Journal of Action Research Vol. 5 No. 2 (2025)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v5i2.189

Abstract

Fine motor competence is a foundational component of early childhood development because it supports children's readiness to participate in drawing, writing, manipulating learning materials, self-care routines, and early mathematical activities. This classroom action research aimed to describe teacher activity, children's learning activity, and children's fine motor development after the implementation of Montessori Practical Life activities integrated with Project-Based Learning (PjBL). The study was conducted in a kindergarten class in Banjarmasin, Indonesia, involving 14 Group A children, consisting of eight boys and six girls. The action was implemented in two cycles across four meetings. Data were collected through observation sheets, interviews, documentation, and a fine motor development rubric, and were analyzed descriptively using percentage achievement and category interpretation. The findings indicated continuous improvement across all observed dimensions. Teacher activity increased from 50% in Meeting 1 to 96% in Meeting 4, children's learning activity increased from 14% to 93%, and classical fine motor development increased from 36% to 100%. The results suggest that combining Montessori Practical Life and PjBL can create concrete, meaningful, child-centered, and product-oriented learning experiences that stimulate hand-eye coordination, finger control, concentration, independence, collaboration, and task completion. Nevertheless, the findings should be interpreted cautiously because the study involved one small class and did not use a comparison group. The study contributes practical classroom evidence on how everyday-life Montessori activities can be strengthened through project-based learning to support fine motor development in early childhood education.
Mengembangkan Kemampuan Motorik Halus Anak melalui Project-Based Learning, Metode Demonstrasi, dan Media Bahan Alam Rabi’ah, Rabi’ah; Purwanti, Ratna
Gawi: Journal of Action Research Vol. 5 No. 2 (2025)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v5i2.192

Abstract

Kemampuan motorik halus merupakan komponen penting kesiapan sekolah karena mendukung koordinasi visual-motorik, kesiapan pra-menulis, pengendalian perhatian, serta kemandirian anak dalam aktivitas kelas. Hasil observasi awal pada anak kelompok B TK Harapan Bunda menunjukkan bahwa sebagian anak masih mengalami kesulitan menggunting sesuai pola dan mengoordinasikan gerakan mata-tangan selama kegiatan pembelajaran. Penelitian tindakan kelas ini bertujuan meningkatkan aktivitas guru, aktivitas anak, dan capaian perkembangan motorik halus anak melalui rancangan pembelajaran terpadu yang mengombinasikan model project-based learning (PjBL), metode demonstrasi, dan media bahan alam. Subjek penelitian adalah 16 anak usia 5-6 tahun. Tindakan dilaksanakan dalam empat pertemuan melalui siklus perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Data dikumpulkan melalui lembar observasi, dokumentasi, wawancara, dan penilaian unjuk kerja indikator motorik halus. Hasil penelitian menunjukkan peningkatan bertahap pada seluruh aspek. Aktivitas guru meningkat dari skor 19 (59%; cukup aktif) pada pertemuan pertama menjadi skor 32 (100%; sangat aktif) pada pertemuan keempat. Aktivitas anak meningkat dari 6% (kurang aktif) menjadi 100% (sangat aktif). Capaian perkembangan motorik halus anak meningkat dari 31% pada kategori berkembang sesuai harapan/berkembang sangat baik pada pertemuan pertama menjadi 100% pada pertemuan keempat. Temuan ini menunjukkan bahwa integrasi PjBL, demonstrasi langsung, dan kegiatan kolase berbahan alam menyediakan stimulasi yang bermakna, multisensori, dan sesuai perkembangan untuk meningkatkan ketepatan menggunting, kontrol jari, konsentrasi, serta koordinasi mata-tangan anak.
Integrasi Pendidikan Multikultural dengan Memanfaatkan Kearifan Lokal dalam Membentuk Sikap Toleransi Handayani, Nurlaili; Malihah, Elly; Komalasari, Kokom; Nurbayani, Siti
Gawi: Journal of Action Research Vol. 5 No. 2 (2025)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v5i1.265

Abstract

Penelitian tentang pendidikan multikultural di sekolah menengah pertama umumnya masih terfokus pada kurikulum nasional atau pendekatan universal, tanpa secara khusus mengeksplorasi bagaimana kearifan lokal dapat diintegrasikan secara sistemik untuk merespons krisis toleransi dan civic problem seperti sentimen kelompok serta menurunnya rasa saling menghormati. Penelitian ini mengisi gap tersebut dengan kebaruan pada eksplorasi pola integrasi pendidikan multikultural berbasis kearifan lokal dalam konteks SMP Negeri di Kota Mataram, wilayah dengan heterogenitas etnis (Sasak, Samawa, Mbojo, Bali) yang belum banyak dijadikan sebagai lokus studi kasus. Tujuan penelitian ini adalah menganalisis pola integrasi pendidikan multikultural serta faktor pendukung dan penghambatnya dengan memanfaatkan kearifan lokal. Pendekatan kualitatif dengan jenis studi kasus digunakan, melibatkan guru, kepala sekolah, dan siswa. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, lalu dianalisis dengan triangulasi. Temuan pertama, integrasi pendidikan multikultural dilakukan melalui kegiatan intrakurikuler berbasis kearifan lokal. Kedua, melalui budaya sekolah seperti kegiatan IMTAQ inklusif dan program "Sabtu Budaya". Faktor pendukung: komitmen kepala sekolah, kompetensi multikultural guru, keterlibatan orang tua dan tokoh adat, serta kebijakan dinas pendidikan. Faktor penghambat: minimnya pelatihan guru, kurangnya sumber belajar baku, tantangan globalisasi, serta fasilitas sekolah yang tidak setara. Implikasi teoretis memperkuat konsep pendidikan kewarganegaraan multikultural berbasis kearifan lokal, sedangkan secara praktis, pembelajaran perlu dirancang secara integratif dengan menanamkan nilai-nilai kearifan lokal untuk menujudkan sikap toleransi siswa dalam merespons krisis identitas kebangsaan
Integrated PjBL-STEAM Learning with ESD to Improve Students' Critical Reasoning in Renewable Energy: Bibliometric Analysis Yuliyanti, Reny; Subali, Bambang; Rusilowati, Ani
Gawi: Journal of Action Research Vol. 5 No. 2 (2025)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v5i2.274

Abstract

This study aims to map and analyze the development of research on the development of integrated digital teaching materials, PjBL-STEAM, with an ESD framework to improve students' critical reasoning skills on renewable energy materials through bibliometric analysis. Data were obtained from the Scopus database and selected using certain criteria, resulting in 329 articles published from 2012 to 2025. The analysis was conducted using Bibliometrix software to examine publication trends, the most productive journals, the most contributing authors and countries, and thematic evolution. The synthesis results show that the STEAM approach has proven effective in developing students' critical thinking, creativity, and collaboration skills. However, an explicit ESD integration framework in open-ended high school physics materials is still limited. Furthermore, research that simultaneously integrates PjBL, STEAM, and Education for Sustainable Development on renewable energy materials is still rare. These findings indicate a research opportunity to develop integrated digital teaching materials, PjBL-STEAM, with an ESD framework specifically designed to improve students' critical reasoning skills.
Analysis Implementation of The TPACK Approach by High School Chemistry Teachers Handayani, Dewi; Alexon
Gawi: Journal of Action Research Vol. 5 No. 2 (2025)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v5i2.277

Abstract

The aim of this research is to study the TPACK skills of chemistry teachers at state high schools in Bengkulu City. The questionnaire results showed that all aspects of TPACK were in the excellent category (mean 85.96%). However, the results of the observations were lower than expected overall, particularly for TK, TCK, and TPACK aspects, which were still considered fair to good. This signals a disconnect between teacher beliefs and the in-class execution. Supporting factors for TPACK implementation include school support, facilities, and teacher motivation, while hindering factors include limited student device ownership, limited internet connectivity, and limited learning time. Therefore, the application of TPACK by chemistry teachers is well implemented but could be further improved by creating technology that is more consistent across learning activities.

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