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Waliyul Maulana Siregar
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Universitas Negeri Medan, Jl. William Iskandar Ps. V, Kenangan Baru, Kec. Percut Sei Tuan, Kabupaten Deli Serdang, Sumatera Utara 20221, Sumatera Utara, Indonesia
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INDONESIA
Jurnal Merah Putih Sekolah Dasar
Published by Universitas Negeri Medan
ISSN : -     EISSN : 30326214     DOI : 10.24114/jmpsd
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Jurnal Merah Putih Sekolah Dasar (JMPSD) supports the achievement of the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education). The journal publishes research articles that contribute to improving the quality of elementary education through innovative teaching and learning practices, inclusive education, teacher professional development, and sustainable educational practices.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 155 Documents
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Implementasi Cooperative Learning dalam Mengembangkan Keterampilan Variasi Mengajar Mahasiswa PGSD pada Praktik Microteaching Amelia Pebrianti Saragih; Opigisanni Pritania Br Purba; Romastha Simanjorang; Sere Laurent br Pasaribu; Nurmayani Nurmayani
Jurnal Merah Putih Sekolah Dasar Vol. 3 No. 5 (2026): MEI 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/4eatwy16

Abstract

Penelitian ini mengkaji secara mendalam pelaksanaan keterampilan variasi mengajar berbasis metode cooperative learning dalam kegiatan praktik microteaching mahasiswa Program Studi Pendidikan Guru Sekolah Dasar (PGSD) Universitas Negeri Medan. Dengan menggunakan pendekatan deskriptif kuantitatif, tujuh mahasiswa semester enam yang telah menyelesaikan praktik microteaching dipilih melalui teknik purposive sampling sebagai subjek penelitian. Instrumen yang digunakan berupa formulir refleksi diri yang disebarkan melalui Google Form pada tanggal 1 April 2026. Temuan penelitian mengungkapkan bahwa: (1) tingkat efektivitas variasi mengajar mahasiswa secara keseluruhan berada pada rentang kategori sedang hingga tinggi dengan nilai rata-rata 4,86 dari skala 10, dimana 57,14% mahasiswa memperoleh skor pada kategori efektif dan sangat efektif ; (2) penerapan aspek-aspek cooperative learning yang mencakup kejelasan pembagian kelompok, pemberian tugas diskusi, pengawasan kelompok, serta penilaian individu dan kelompok, secara umum dinilai Baik oleh seluruh responden; (3) tingkat keaktifan siswa yang dihasilkan dari penerapan metode ini memperoleh rata-rata skor 3,43 dari skala 5 sehingga masuk dalam aktegori aktif dengan 42,86% siswa menunjukkan respons sangat antusias; serta (4) pengelolaan waktu pembelajaran dan penguasaan kelas menjadi hambatan dominan yang dialami mahasiswa, masing-masing dilaporkan oleh 71,4% dan 57,1% responden. Penelitian ini menyimpulkan bahwa cooperative learning terbukti efektif dalam mendorong partisipasi aktif siswa selama kegiatan microteaching, namun mahasiswa masih memerlukan pembinaan lanjutan dalam aspek manajemen kelas, penggunaan media pembelajaran yang inovatif, serta pendalaman penguasaan materi ajar. Kata Kunci: Variasi Mengajar, Cooperative Learning, Microteaching, PGSD, Universitas Negeri Medan
Strategi Pengelolaan Kelas yang Kondusif dalam Meningkatkan Motivasi Belajar Siswa Sekolah Dasar Indah Apriani Rambe; Nurmayani Nurmayani; Ayu Khodijah Nasution; Enny Juliana Daulay; Johan Berkat Tubesta Lase; Eprimsa Ananta Sembiring; Andre Amrizal
Jurnal Merah Putih Sekolah Dasar Vol. 3 No. 5 (2026): MEI 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/6fmdwg79

Abstract

Pengelolaan kelas yang kondusif merupakan salah satu faktor penting dalam menciptakan pembelajaran yang efektif dan meningkatkan motivasi belajar siswa. Penelitian ini bertujuan untuk mendeskripsikan strategi pengelolaan kelas yang diterapkan guru, kendala yang dihadapi, serta pengaruhnya terhadap motivasi belajar siswa. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui wawancara semi-terstruktur terhadap guru kelas dan didukung oleh studi dokumentasi. Analisis data dilakukan menggunakan model Miles, Huberman, dan Saldaña yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru menerapkan berbagai strategi, seperti menetapkan aturan kelas yang jelas, menggunakan pembelajaran interaktif, memberikan penguatan positif, serta membangun hubungan yang baik dengan siswa. Kendala yang dihadapi meliputi perbedaan karakteristik siswa, perilaku mengganggu, dan keterbatasan sarana pembelajaran. Temuan penelitian menunjukkan bahwa pengelolaan kelas yang efektif mampu menciptakan suasana belajar yang nyaman, meningkatkan partisipasi siswa, dan menumbuhkan motivasi belajar. Dengan demikian, kompetensi guru dalam pengelolaan kelas perlu terus dikembangkan untuk mendukung keberhasilan pembelajaran.
Efektivitas Model Brain-Based Learning untuk Mengurangi Kebosanan Siswa dalam Pembelajaran Matematika di Sekolah Dasar Kartini Mulyati; Anggun Rahmaniar; Jumrani Jumrani; Adi Apriadi Adiansha
Jurnal Merah Putih Sekolah Dasar Vol. 3 No. 5 (2026): MEI 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/ce7s1515

Abstract

Student boredom in elementary school mathematics learning constitutes a significant structural barrier to numeracy competency achievement. This study aimed: (1) to analyze the effectiveness of the Brain-Based Learning (BBL) model in reducing mathematics learning boredom among fifth-grade students; and (2) to measure the improvement of mathematics learning outcomes through BBL compared to conventional instruction. A quasi-experimental design with a Non-Equivalent Control Group was employed involving 60 students. Instruments included a mathematics achievement test and a validated learning boredom scale. Results demonstrated: (1) a significant difference in learning boredom (t = 8.74; p < 0.001); (2) N-Gain of the experimental class reached a high category (g = 0.72); and (3) effect size indicated a large category (d = 1.23). The study concludes that BBL effectively creates an adaptive and enjoyable mathematics learning environment in elementary schools.
Peran Microteaching dalam Pengembangan Kompetensi Mengajar dan Kecerdasan Emosional Calon Guru Hanyfa Mardatilla Hsb; Asna Istikmalatul Muktamaroh; Naomikha Glori Marbun; Rani Friska Rodearni Sinaga; Salsabila Raisya
Jurnal Merah Putih Sekolah Dasar Vol. 3 No. 5 (2026): MEI 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/15n03s09

Abstract

This study aims to analyze the role of microteaching in improving teaching competence and emotional intelligence of prospective teachers through a literature review approach (library research). The data were collected from various relevant sources such as academic journals, books, and previous research findings. The results indicate that microteaching has a significant contribution to enhancing pedagogical competence through systematic teaching practice, feedback, and reflection. In addition, microteaching also plays an important role in developing emotional intelligence, particularly in self-regulation, empathy, and social skills. These improvements contribute to better teaching readiness among prospective teachers in real classroom settings. However, microteaching has limitations in fully representing the complexity of real classroom situations. Therefore, it is necessary to develop more contextual and integrated microteaching designs with field practice to achieve optimal outcomes.
Analisis Problematika Belajar Siswa Kelas III pada Proses Pembelajaran di Sekolah Dasar Marsela Puspita Br Damanik; Khairunnisa Khairunnisa
Jurnal Merah Putih Sekolah Dasar Vol. 3 No. 5 (2026): MEI 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/

Abstract

Learning in elementary school is an important process in forming students' knowledge, attitudes and skills. However, in its implementation, various learning problems were still found experienced by students in the classroom, especially in class III elementary school students. This research aims to analyze various student learning problems in the classroom, factors that influence the emergence of learning problems, as well as efforts that teachers can make to overcome learning obstacles so that the teaching and learning process can take place effectively and conducively. This research uses a qualitative approach with descriptive methods. Data collection techniques were carried out through observation, interviews and documentation involving third grade teachers and elementary school students as research subjects. The results of the research show that students' learning problems in the classroom include lack of concentration during learning, low motivation to learn, difficulty understanding lesson material, less active in the learning process, often talking to friends when the teacher explains the material, and students' low self-confidence in expressing opinions or answering teacher questions. These problems are influenced by internal and external factors. Internal factors include low interest in learning, students' emotional condition, ability to understand different material, and lack of readiness to learn. Meanwhile, external factors include learning methods that are less varied, use of learning media that is not optimal, classroom environmental conditions that are less conducive, and lack of attention and support from the family environment. Efforts made by teachers to overcome student learning problems include using more interesting and interactive learning methods, providing learning motivation to students, creating a pleasant classroom atmosphere, using learning media that suit the characteristics of elementary school students, and paying special attention to students who experience learning difficulties. With these efforts, it is hoped that student learning problems can be minimized so that learning outcomes and student activity in learning can increase optimally.           

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