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Journal of Development Education and Learning
Published by Yayasan Almahmudi Bin Dahlan
ISSN : -     EISSN : 30260124     DOI : 10.31004/jodel
Core Subject : Education,
Education
Journal of Development Education and Learning and Learning (Jodel) is an electronic journal which contains the results of research and literature studies related to the field of education, including; regulation of education, learning activities, learning strategies, teacher professionalism, students, education and education personnel, issues of educational institutions, educational environment and parenting. Journal of Development Education and Learning (Jodel) is an National peer-reviewed journal dedicated to interchange for the results of high quality research in all aspect of education and teaching. The journal publishes state-of-art papers in fundamental theory, experiments and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion and concise conclusion. As our commitment to the advancement of education and teaching, the Journal of Development Education and Learning follows the open access policy that allows the published articles freely available online without any subscription.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 54 Documents
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Penerapan Model Think Pair Share untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas II MIN 1 Pasaman Afrianti, Dina
Journal of Development Education and Learning (JODEL) Vol. 3 No. 2 (2025): May 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

This classroom action research aims to improve mathematics learning outcomes of second-grade students at MIN 1 Pasaman through the implementation of the Think Pair Share (TPS) cooperative learning model. The research was conducted in two cycles involving 21 students. The research instruments included learning outcome tests, student activity observation sheets, and field notes. The results showed an increase in students' average scores from 65 (pre-cycle) to 72 (cycle I) and 80 (cycle II). The percentage of learning completion also increased from 47.6% (pre-cycle) to 71.4% (cycle I) and 90.5% (cycle II). In addition to cognitive improvements, there were also increases in students' activeness, ability to cooperate, and self-confidence. Thus, the TPS model has been proven effective in improving mathematics learning outcomes in elementary schools..
Peningkatan Kemampuan Pemahaman Konsep Matematika melalui Pendekatan Kontekstual pada Siswa Kelas V MIN 2 Kota Pariaman Husna, Fitriatul
Journal of Development Education and Learning (JODEL) Vol. 3 No. 2 (2025): May 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

Difficulty in grasping mathematical concepts among primary school students reduces their problem-solving ability and learning motivation. This study addresses conceptual understanding in Grade V students at MIN 2 Kota Pariaman. The study aimed to improve students' conceptual understanding of mathematics through the implementation of a contextual teaching and learning (CTL) approach. This Classroom Action Research (CAR) employed a two-cycle design involving planning, action, observation, and reflection. Participants were 18 Grade V students. Instruments included pre-test and post-tests, observation checklists, and interview guides. Quantitative data were analyzed descriptively (means, percentages), and qualitative data were analyzed thematically. The average pre-test score was 64.72; after Cycle I, the mean rose to 75.55; after Cycle II, the mean reached 85.28. The percentage of students who met the Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) established for the targeted increased markedly across cycles. Observations and interviews revealed increased student engagement, collaborative problem solving, and better ability to relate mathematical concepts to real-life contexts.
Improving the Ability to Understand Mathematical Concepts Through Problem-Based Learning (PBL) and Manipulatives in Class V Students of MIN 2 Pariaman City Husna, Fitriatul
Journal of Development Education and Learning (JODEL) Vol. 3 No. 2 (2025): May 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

Many primary school students struggle with conceptual understanding in mathematics, particularly in areas such as fractions, decimals, and measurement, which impedes problem-solving and transfer. This Classroom Action Research (PTK) investigates whether a Problem-Based Learning (PBL) model reinforced with manipulatives and a small project task can improve the conceptual understanding of Grade V students at MIN 2 Kota Pariaman. The research employed two cycles of action: planning, action, observation, and reflection. Participants were 18 Grade V students. Instruments included an 18-item concept test (pre-test and post-tests), observation checklists, project rubrics, work samples, and semi-structured interviews. Quantitative data were analyzed descriptively (means, percent meeting KKTP) and, where appropriate, paired comparisons; qualitative data were analyzed thematically. Mean scores improved from 61.40 (pre-test) to 74.10 (post-test I) and 86.00 (post-test II). The percentage of students meeting the established Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) rose from 39% to 67% and then to 94%. Qualitative data indicated enhanced modelling, argumentation, collaboration, and motivation.
Peningkatan Pemahaman Nilai Persatuan dan Tanggung Jawab Melalui Role Playing Berbasis Experiential Learning dan Differentiated Instruction Pada Mata Pelajaran Pendidikan Pancasila Kelas III MIN 1 Kota Padang Marlina, Leni
Journal of Development Education and Learning (JODEL) Vol. 3 No. 2 (2025): May 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

Penelitian tindakan kelas ini bertujuan meningkatkan pemahaman nilai persatuan, tanggung jawab, serta keterlibatan belajar siswa kelas III MIN 1 Kota Padang melalui penerapan role playing berbasis experiential learning dan differentiated instruction. Dilaksanakan dalam dua siklus menggunakan model Kemmis & McTaggart, penelitian menunjukkan peningkatan ketuntasan belajar dari 35,7% pra tindakan menjadi 92,9% pada siklus II, dengan rata-rata nilai naik dari 62 menjadi 84 dan skor keterlibatan dari 68% menjadi 88%. Temuan ini membuktikan bahwa perpaduan role playing, experiential learning, dan diferensiasi pembelajaran efektif dalam meningkatkan pemahaman konsep sekaligus membentuk karakter gotong royong, disiplin, dan tanggung jawab siswa.
Meningkatkan Kemampuan Operasional Matematika Siswa Kelas I Melalui Penggunaan Media Benda Konkret Siswa Kelas I MIN 1 Solok Selatan Mitraturrahmi, Mitraturrahmi
Journal of Development Education and Learning (JODEL) Vol. 3 No. 2 (2025): May 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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This Classroom Action Research aimed to enhance first-grade students’ mathematical operational skills through concrete objects as learning media. The study involved 17 students of MIN 1 Solok Selatan and applied the Kemmis and McTaggart model through two cycles of planning, action, observation, and reflection. Data were collected via formative tests, observations, worksheets, and documentation, and analyzed quantitatively and qualitatively. Results showed that concrete objects improved mastery of addition and subtraction, and fostered participation, creativity, and collaboration. The average formative test score increased from 52% to 68% in the first cycle and reached 85% in the second. Learning motivation, group engagement, and students’ ability to explain strategies also improved. It is concluded that concrete objects are an effective, engaging, and experiential strategy, recommended for consistent use in first-grade mathematics instruction.
Peningkatan Hasil Belajar IPA Siswa Kelas V MIN 2 Agam melalui Model Pembelajaran Inkuiri Terpimpin Supia Wati, Mira; Mulyana, Sri
Journal of Development Education and Learning (JODEL) Vol. 3 No. 2 (2025): May 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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This Classroom Action Research investigates the effectiveness of the guided inquiry model in improving science learning outcomes among fifth-grade students in an Indonesian elementary school. The study was conducted with 28 students at MIN 2 Agam District, during the second semester of the 2024/2025 academic year. The intervention was carried out in two cycles, each consisting of three lessons, following the stages of planning, implementation, observation, and reflection. Data were collected through cognitive tests (20 multiple-choice items: pretest, posttest Cycle I, posttest Cycle II), science process skills observation sheets (4-point rubric), teacher journals, and student response questionnaires (4-point Likert scale). Descriptive quantitative analysis was used to examine changes in mean scores and achievement percentages, while qualitative analysis explored patterns emerging from journals and questionnaires. Findings revealed that the guided inquiry model consistently improved students’ mean scores from 54.6 (pretest) to 70.3 (posttest Cycle I) and 86.1 (posttest Cycle II), with the proportion of students achieving the target increasing from 28.6% to 89.3%. Science process skills and learning motivation also demonstrated notable development. The study concludes that guided inquiry, supported by structured worksheets, teacher scaffolding, and heterogeneous group organization, effectively enhances students’ conceptual understanding, scientific process skills, and motivation in science learning at the elementary level. For publication purposes, the inclusion of raw data, inferential statistical tests, and instrument reliability reporting is recommended to strengthen the evidence.
Peningkatan Kreativitas dan Hasil Belajar Siswa pada Mata Pelajaran SBDP melalui Model Project Based Learning di Kelas IV MIN 1 Solok Selatan Yulianti, Yosi
Journal of Development Education and Learning (JODEL) Vol. 3 No. 2 (2025): May 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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This classroom action research aims to improve students’ creativity and learning outcomes in the subject of Arts, Culture, and Crafts through the implementation of Project-Based Learning (PjBL). The research was conducted in two cycles involving 15 fourth-grade students at MIN 1 Solok Selatan. Data were collected using observation sheets, creativity rubrics, achievement tests, and project assessments. The results showed that the students’ average score increased from 64 in the pre-cycle to 72 in cycle I, and 83 in cycle II. The percentage of mastery learning improved from 40% to 93%. The students also demonstrated significant improvements in originality, fluency of ideas, elaboration of works, and confidence in presenting. Therefore, the PjBL model proved effective in enhancing both creativity and learning outcomes
Peningkatan Kemampuan Membaca Pemahaman melalui Model Anticipation Guide pada Siswa Kelas II MIN 1 Solok Selatan Marlina, Yesi
Journal of Development Education and Learning (JODEL) Vol. 3 No. 2 (2025): May 2025
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This classroom action research was conducted to improve the reading comprehension ability of second-grade students at MIN 1 Solok Selatan through the application of the Anticipation Guide model. The study was carried out in the even semester of the 2024/2025 academic year with 14 students, consisting of seven boys and seven girls. The research was conducted in two cycles, each comprising planning, action implementation, observation, and reflection. Data were collected through reading comprehension tests, observation sheets of learning activities, and field notes. The results showed that the average reading comprehension score increased from 61 in the initial condition to 64 in the first cycle, and eventually reached 82 in the second cycle. Students’ learning activities also improved from the “fair” category in the first cycle to the “good” category in the second cycle. Thus, the application of the Anticipation Guide model proved effective in improving reading comprehension and students’ active participation in Bahasa Indonesia learning.
Upaya Meningkatkan Aktivitas dan Hasil Belajar IPA dengan Model Experiential Learning pada Materi Sifat-Sifat Cahaya Siswa Kelas IV MIN 1 Solok Selatan Jumhasnimar, Jumhasnimar
Journal of Development Education and Learning (JODEL) Vol. 3 No. 2 (2025): May 2025
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This Classroom Action Research (CAR) aimed to improve the learning activities and outcomes of fourth-grade students at MIN 1 Solok Selatan in science lessons, particularly on the topic of light properties, through the application of the Experiential Learning model. The research subjects were 14 students (6 boys and 8 girls). The study was conducted in two cycles, each consisting of planning, action, observation, and reflection. The instruments used were observation sheets for learning activities and achievement tests. The findings revealed a significant improvement in both students’ engagement and learning outcomes. Student activity increased from 67% (fairly active) in the first cycle to 87% (highly active) in the second cycle. The average score rose from 66.4 in the first cycle to 82.1 in the second cycle, with class mastery increasing from 57% to 93%. These results confirm that the Experiential Learning model is effective in enhancing students’ learning activities and achievements in understanding the concept of light properties.
Peningkatan Keterampilan Berdiskusi dan Pemahaman Nilai-Nilai Pancasila Melalui Model Pembelajaran Berbasis Proyek Pada Siswa Kelas I MIS Tahfizh Rabbani Kota Solok Rika Afriani, Vino; Anggraini, Rini
Journal of Development Education and Learning (JODEL) Vol. 3 No. 2 (2025): May 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

Civic Education in grade I at MIS Tahfizh Rabbani still faces challenges in achieving Learning Outcomes, particularly in the element of “The Unitary State of the Republic of Indonesia,” which requires understanding and practicing Pancasila values. Lecture-based methods make it difficult for students to grasp abstract values and engage in discussions. This classroom action research aimed to improve discussion skills and understanding of Pancasila values through Project-Based Learning (PjBL), conducted in two cycles with 15 first-grade students. Data were collected through observation, documentation, and project assessments. The results showed an increase in discussion participation from 20% in the pre-cycle to 60% in Cycle I, and 86.7% in Cycle II, along with the ability to connect project outcomes with Pancasila values. Thus, PjBL is effective in enhancing students’ discussion skills and understanding of Pancasila values and is recommended for other learning contexts requiring conceptual understanding and social skill development.

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