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Lembaran Ilmu Kependidikan
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 29873320     DOI : https://doi.org/10.15294/lik
Core Subject : Education,
Education
Lembaran Ilmu Kependidikan starting in 2024 migrates from OJS 2 to OJS 3 to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/LIK MIGRATION OFFICIAL STATEMENT HERE
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 83 Documents
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Picture-Guessing Pedagogy for Cultural Diversity:A Quasi-Experimental Study of Fourth-Grade Students'Interest and Understanding Azzahra Asha Khoirunnisa Najib; Arief Cahyo Utomo
Lembaran Ilmu Kependidikan Vol. 55 No. 2 (2026): Technology and Innovation in Education and Educational Theory and Practice
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v55i2.62359

Abstract

Background: Cultural diversity is central to elementary civic education, yet it is often taught as factual information to be memorized. Such instruction may limit students’ interest and their meaningful understanding of culturally diverse objects and practices. Purpose: This study examined whether the picture-guessing method was associated with greater learning interest and conceptual understanding among fourth-grade students. Method/Approach: A quasi-experimental nonequivalent pretest–posttest design involved 46 students from two intact classes at MI Muhammadiyah Bentak, Central Java. The experimental group (n = 23) participated in picture-guessing activities, while the control group (n = 23) received regular instruction. Conceptual understanding was measured using a 35-item multiple-choice test, while learning interest was assessed using a five-point Likert-scale questionnaire. Posttest scores were analyzed using independent-samples t tests, 95% confidence intervals, and Hedges’ g.   Findings: The experimental group achieved a significantly higher conceptual-understanding score than the control group (M = 73.78 vs. 59.04), t(44) = 2.218, p = .032, mean difference = 14.74, 95% CI [1.35, 28.13], g = 0.64. The experimental group also reported greater learning interest (M = 73.43 vs. 61.48), t(44) = 4.182, p < .001, mean difference = 11.95, 95% CI [6.19, 17.71], g = 1.21. Conclusions: Picture-guessing activities involving culturally meaningful images were associated with higher cognitive and affective outcomes. This method offers a practical option for teaching cultural diversity in elementary classrooms with limited technological resources. Novelty/Originality/Value: This study simultaneously examines conceptual understanding and learning interest in an elementary madrasah context, highlighting the educational value of a simple, reusable visual learning activity.
Improving Grade 4 Students’ Achievement in Mixed Arithmetic Operations through Problem-Based Learning and Wayground: A Classroom Action Research Study Hanif Muslimah; Yuslia Vera Handayani; Alifiah Syafa’atun; Supriyono Supriyono
Lembaran Ilmu Kependidikan Vol. 55 No. 2 (2026): Technology and Innovation in Education and Educational Theory and Practice
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v55i2.63917

Abstract

This study aimed to analyze the optimization of learning outcomes in mixed arithmetic operations through the integration of the Problem-Based Learning model and Wayground as a learning medium for fourth-grade students at SD Al Irsyad Surakarta. This classroom action research employed the Kemmis and McTaggart spiral model and was conducted in two cycles consisting of planning, action, observation, and reflection stages. The research participants were 27 fourth-grade students. Data were collected through observation, tests, and documentation, and were subsequently analyzed quantitatively and qualitatively. The initial cognitive assessment showed a class average score of 51.9, with student scores ranging from 7 to 87. Following the implementation of the integrated PBL and Wayground approach, the class average increased to 59.7 in Cycle I, with a learning mastery rate of 44.4%, and then to 77.5 in Cycle II, with a learning mastery rate of 74.1%, representing an increase of 29.7 percentage points. Differentiated instruction based on the initial assessment results also supported improved achievement among lower-performing students. However, improvement was not yet evenly distributed in multi-step word problems and more complex combinations of operations; therefore, continuous practice with multistep problems is required. Thus, the integration of the PBL model and Wayground effectively optimized fourth-grade students' learning outcomes in mixed arithmetic operations.
Development and Feasibility of Sundanese Script Matching Cards for Fifth Grade Students Tustiyana Windiyani; Nia Ayu Kurniati; Icha Apipatunnisa; Indah Suci Permatasari; Ilham Fazarudin; Hesti Amalia; Ita Pratiwi
Lembaran Ilmu Kependidikan Vol. 55 No. 2 (2026): Technology and Innovation in Education and Educational Theory and Practice
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v55i2.65237

Abstract

Background – Fifth-grade learners at SDN Bangka 3 reported difficulties recalling Sundanese script forms and applying rarangkén, alongside limited concrete instructional media. Purpose – This study developed Sundanese script matching cards and described expert appraisals and user responses. Method/Approach – An adapted 4-D model guided development, appraisal, revision, and local handover. One media expert and one content expert assessed the initial prototype. Testing comprised a five-student pilot and a 30-student Class VA trial; one classroom teacher supplied a response. Pilot/trial overlap was unspecified. Analysis was descriptive. Findings – Equal-weight means of displayed dimension percentages were 92.19% for media appraisal, 95.83% for content appraisal, 81.77% for student responses, and 83.44% for the teacher response. Raw-score denominators were unavailable for independent verification. A corrected “ja” card was checked by the competition coach but was not formally revalidated. Separate pilot results were not reported. Conclusion – The prototype received favourable expert and user appraisals. These findings concern preliminary feasibility and perceived acceptability, not learning effectiveness. Limited instrument documentation and a single-school sample constrain interpretation. Novelty/Originality/Value – The prototype integrates physical character matching, rarangkén composition, and board-based writing with teacher feedback. Its contribution is a documented local product adaptation rather than demonstrated superiority over existing media.

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