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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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Peningkatan Keterampilan Berpikir Kritis Dan Pemahaman Hak Dan Kewajiban Melalui Model Problem Based Learning Pada Siswa Kelas I MIS Tahfizh Rabbani Kota Solok Anggraini, Rini; Rika Afriani, Vino
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 on rights and obligations in Grade I at MIS Tahfizh Rabbani was hindered by one-way teaching, making it difficult for students to grasp abstract concepts and think critically. This two-cycle classroom action research applied Problem-Based Learning (PBL) to improve these skills. The subjects were 15 students, with data collected through observation, interviews, and student work analysis. Results showed improvement in critical thinking from 13.3% in the pre-cycle to 53.3% in Cycle I, and 80% in Cycle II. Students also demonstrated a deeper understanding of rights and obligations. PBL proved effective in fostering student-centered learning, enhancing critical thinking, and strengthening conceptual understanding.
Peningkatan Keterampilan Menyimak Dan Penguasaan Kosakata Melalui Model Pembelajaran Kooperatif Tipe Numbered Heads Together (NHT) Pada Siswa Kelas I Min 4 Solok Yusna Devi, Wiwi; Muflihah, Nurul
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

Listening skills are a vital foundation for language development, yet they are often overlooked in early grades, resulting in passive learners with limited vocabulary. This condition was also observed in 30 first-grade students at MIN 4 Solok. The study employed Classroom Action Research using the Kemmis & McTaggart model, applying the Numbered Heads Together (NHT) strategy in two cycles to enhance listening skills and vocabulary mastery. Data were collected through observation, performance tests, interviews, and documentation, then analyzed descriptively in both qualitative and quantitative ways. The findings indicate a significant improvement: student mastery increased from 33.3% in the pre-cycle to 60% in Cycle I and 86.7% in Cycle II. Beyond academic scores, students gained greater confidence, active participation, and the ability to apply new vocabulary in meaningful contexts. These results confirm that the NHT model is effective in fostering cooperative listening-based learning in early-grade classrooms.
Problem-Based Learning Berbantuan Media Manipulatif untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa Kelas I Madrasah Ibtidaiyah Muflihah, Nurul; Yusna Devi, Wiwi
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

The fundamental issue in early-grade mathematics learning is the students' difficulty in understanding abstract number operations concepts. An initial study at MIN Kota Solok showed that 76.7% of first-grade students failed to solve contextual problems involving addition and subtraction within 1-20, indicating low mathematical problem-solving abilities. This study aims to improve the mathematical problem-solving ability of first-grade students at MIN Kota Solok through the implementation of Problem-Based Learning (PBL) assisted by manipulative media. This research is a Classroom Action Research (CAR) conducted in two cycles, following the Kemmis and McTaggart model. Each cycle consisted of planning, action, observation, and reflection. Data were collected through tests, observation, and documentation. The results showed a significant improvement. The classical mastery percentage increased from 23.3% (pre-cycle) to 63.3% in cycle I and 86.7% in cycle II. The average score also rose from 50.0 (pre-cycle) to 66.0 (cycle I) and 82.0 (cycle II). Observational data indicated an increase in student activity and engagement in the learning process. The integration of the PBL model with manipulative media is effective in enhancing first-grade students' mathematical problem-solving abilities.
Penerapan Pendekatan Realistic Mathematics Education (RME) untuk Meningkatkan Hasil Belajar Matematika pada Materi Penjumlahan dan Pengurangan Bilangan Cacah Siswa Kelas I MIN 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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Abstract

Mathematics learning in the foundational phase plays a strategic role in developing students’ basic numeracy skills. However, conventional teaching approaches often cause difficulties, especially in addition and subtraction with whole numbers. This study was conducted in Grade I MIN I Solok Selatan with 17 students, where diagnostic assessment revealed that only 31% achieved the intended learning outcomes (KKTP). The average score was 65, below the minimum mastery criterion. This study aims to describe how the implementation of Realistic Mathematics Education (RME) can improve learning outcomes and student activity. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model across two cycles. Data were collected through observations, achievement tests, and documentation, and analyzed quantitatively and qualitatively. Findings indicated significant improvement: the average score increased from 65 (31.25% mastery) to 72.5 (68.75%) in cycle I, and 84.38 (93.75%) in cycle II. Student engagement also improved, with 85% actively participating in discussions and modeling problems. These results support constructivist theory and demonstrate that RME is effective for mathematics learning at the foundational level.

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