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Teaching and General Education Studies
Published by Grasta School
ISSN : -     EISSN : 3123495X     DOI : -
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Teaching and General Education is a peer-reviewed academic journal that publishes research across all fields of education. It promotes innovative ideas, teaching strategies, and interdisciplinary studies that enhance educational practice and policy. Scope 1. Teaching methodologies and strategies 2. Educational theories and philosophies 3. Curriculum design and development 4. Assessment and evaluation methods 5. Technology-enhanced learning 6. Inclusive education and diversity 7. Teacher education and professional development 8. General education policies and reforms
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Articles 84 Documents
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APPLICATION OF INTERACTIVE POWER POINT LEARNING MEDIA ON MATHEMATICAL FRACTIONS IN CLASS IV ELEMENTARY SCHOOL 32 LUBUKLINGGAU Vina Enjeli
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
Publisher : CV Grasta Glory

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This study investigates the effectiveness of interactive PowerPoint as a learning medium to improve mathematics learning outcomes on fractional material among fourth-grade students at SD Negeri 32 Lubuklinggau. The research was motivated by low student achievement in understanding fractions, which are often perceived as abstract and complex. Traditional teaching methods have contributed to reduced student interest and participation, prompting the need for a more engaging and innovative approach. A quantitative method with a pre-experimental one-group pre-test and post-test design was employed. The participants were 10 fourth-grade students. Data were collected using multiple-choice tests administered before and after the intervention, as well as observation sheets to assess student engagement. Gain score analysis was used to measure improvement in learning outcomes. The results showed a substantial increase in student performance, with the average pre-test score rising from 37.5 to 87.5 on the post-test. The gain score of 0.82 indicates a high level of improvement. Observations also revealed greater interest and active participation during lessons using interactive PowerPoint. These findings imply that interactive digital media can effectively enhance students’ conceptual understanding and motivation. Further research is recommended to explore long-term retention and the integration of other technology-based learning strategies.
ENHANCING ELEMENTARY STUDENT ACHIEVEMENT THROUGH THE MAKE A MATCH MODEL: CASE STUDY AT SD NEGERI SELANGIT Dafis
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
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This research aims to explore the implementation of the Make a Match learning model in improving student learning outcomes in elementary school education. The study was carried out at SD Negeri Selangit using classroom action research (CAR) consisting of two cycles. The research subjects were 28 fourth-grade students during the 2024/2025 academic year. Each cycle consisted of four stages: planning, action, observation, and reflection. Data were collected through tests, observation sheets, documentation, and field notes. The initial average score before the intervention was 64.50, with a learning completeness of only 46%. After the implementation of the Make a Match model, the average score improved to 72.14 in the first cycle and 84.67 in the second cycle. Completeness also increased to 67% in Cycle I and 89% in Cycle II. The Make a Match learning model encouraged student collaboration, increased enthusiasm for learning, and enhanced retention of subject matter. These findings suggest that the Make a Match model is a practical approach for improving student learning outcomes at the elementary level. Furthermore, it is recommended that future research apply this model to other grade levels and subject areas, explore its integration with digital tools, and evaluate its long-term impact on students’ critical thinking and collaboration skills.
UTILIZING INTERACTIVE LEARNING MEDIA TO ENHANCE FOURTH GRADE STUDENTS’ UNDERSTANDING OF PLANT PARTS FUNCTIONS AT SD NEGERI 52 LUBUKLINGGAU Intan Permata Kusuma
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
Publisher : CV Grasta Glory

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This study aims to develop and test the effectiveness of interactive learning media in improving the learning outcomes of Grade IV students of SD Negeri 52 Lubuklinggau on science materials about the function of plant parts. The background of this research is based on students' low understanding of abstract scientific concepts and the limited learning media available in schools. Using a Research and Development (R&D) approach with the Borg and Gall development model, the interactive media was systematically designed and validated by experts. The validation results indicated that the media fell into the "very feasible" category, and students rated it highly attractive. Testing of learning outcomes showed a significant increase from an average pre-test score of 64.5 to 84.5 in the post-test, confirming the effectiveness of the interactive learning media in enhancing student understanding. The media stimulated active engagement, supported visual and concrete comprehension, and significantly increased motivation to learn. In conclusion, the use of interactive media in science lessons can improve student understanding and engagement, making learning more effective and enjoyable. Future research is recommended to explore the integration of interactive media with collaborative learning strategies and to examine its long-term impact on student retention and critical thinking skills.
ENHANCING SHORT STORY WRITING SKILLS THROUGH PROJECT-BASED LEARNING AMONG GRADE VI STUDENTS OF SDN 52 LUBUKLINGGAU Rahman Aditiya
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
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Writing short stories is a crucial component of language learning, fostering students' creativity, imagination, and communication skills. However, many students still struggle to express ideas effectively in writing due to passive learning methods and limited engagement. This research aims to determine the effectiveness of the Project-Based Learning (PjBL) model in improving the Indonesian language learning outcomes, specifically in creative short story writing skills among Grade VI students at SDN 52 Lubuklinggau. This Classroom Action Research involved 30 students (16 boys and 14 girls) and was conducted over three cycles, each comprising planning, implementation, observation, and reflection stages. Data were collected through tests, observation, and documentation, and analyzed both qualitatively and quantitatively. The results showed a consistent improvement in students’ writing performance across cycles. Students demonstrated better idea development, narrative structure, and creativity. In conclusion, the application of the Project-Based Learning model significantly improved students’ Indonesian language learning outcomes, particularly in writing creative short stories. The model proved to be an effective, student-centered approach that encouraged active participation, collaboration, and real-world relevance in learning. It is recommended that educators apply PjBL in other language learning contexts to further explore its potential in enhancing literacy skills. Future research may examine long-term effects of this model on students’ writing motivation and independence.
APPLICATION OF ANIMATION VIDEO LEARNING MEDIA IN SCIENCE LEARNING ON THE WATER CYCLE MATERIAL FOR GRADE III AT SD N 24 LUBUKLINGGAU Vieonalia senjarianty
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
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This study looks to find out how using animated videos for learning affects students' performance in Natural and Social Sciences (IPAS), focusing on the water cycle topic for Grade III at SD Negeri Biaro Lama. The background of this research lies in the low learning outcomes of students in IPAS, caused by the limited use of engaging and appropriate instructional media suited to elementary students' characteristics. This study uses a quantitative approach with a quasi-experimental method, employing a one-group pre-test and post-test design. The research subjects were all 20 students in Grade III. Data collection techniques involved multiple-choice tests consisting of 13 validated questions. The pre-test results showed that none of the students achieved the Minimum Mastery Criteria (KKM) of 70, with an average score of only 50.40. After the treatment using animated video learning media, post-test results showed a significant increase, with an average score of 85.40 and 18 students (90%) achieving mastery. Based on the hypothesis testing using a Z-test, the obtained Zcount was 6.60, greater than the Ztable of 1.64. Therefore, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted, indicating that the use of animated video learning media significantly improves student learning outcomes. Animated video learning media has proven to be an effective tool in enhancing student engagement and understanding of scientific concepts in IPAS. This research suggests that future studies explore the application of animated media in other subject areas and across different grade levels to strengthen the generality of the findings. Keywords: learning media, animated video, learning outcomes, IPAS, water cycle.
APPLICATION OF INQUIRY LEARNING MODEL TO IMPROVE SOCIAL STUDIES LEARNING OUTCOMES OF GRADE III STUDENTS AT SD NEGERI BERINGIN JAYA Cindy Septiana
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
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This study aims to determine the effectiveness of the inquiry learning model in improving social studies learning outcomes of grade III students of SD Negeri Beringin Jaya. The background of this research is based on the low social studies learning outcomes of students as shown by pre-test data and preliminary observations that show the lack of active participation of students in the learning process. The conventional teacher-centered learning model is one of the main causes of these low learning outcomes. For this reason, an approach is needed that is able to increase students' activeness, creativity, and understanding of social studies materials, one of which is through the application of the inquiry learning model. This study uses a quantitative approach with a quasi-experimental method and a one-group pretest-posttest design. The research subjects consisted of 20 grade III students of SD Negeri Beringin Jaya. The instrument used was a learning outcome test in the form of multiple choice as many as 20 questions. The validity and reliability of the instrument are tested before use. Data were analyzed using paired t-tests with a significance level of 0.05. The results of the study showed an increase in student learning outcomes after the implementation of the inquiry learning model. The average post-test score reached 79.6 compared to the pre-test of 57.5. The t-test yielded a t-count value of 7.8 with a significance of 0.002 (p < 0.05), indicating that there was a significant difference between before and after treatment. In conclusion, the inquiry learning model is effectively used to improve social studies learning outcomes in elementary school students.
STUDENT TEAM ACHIEVEMENT DIVISION (STAD) LEARNING MODEL TO IMPROVE ELEMENTARY SCHOOL STUDENTS' CIVICS LEARNING OUTCOMES Mutia Erliana
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
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This study aims to improve the Civics Education (PKN) learning outcomes of fourth-grade students at SDN 28 Lubuklinggau through the implementation of the Student Team Achievement Division (STAD) learning model. The background of this research is the low learning outcomes and student engagement in Civics Education, which require innovative strategies to foster active participation and deeper understanding of national values. The research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The subjects of the study were 24 fourth-grade students. Data were collected using tests, observations, interviews, and documentation. In the first cycle, the average student score was 57.08 with 9 out of 24 students (37.50%) achieving the Minimum Completeness Criteria (KKM). After improvements were made, the second cycle showed a significant increase with an average score of 77.5 and 20 students (83.33%) meeting the KKM. These findings suggest that the STAD model is effective in improving both student activity and learning outcomes in Civics Education, particularly in understanding the meaning of Pancasila values in daily life. The use of cooperative strategies helped students become more engaged and motivated during the learning process. In conclusion, the STAD model can be considered an effective approach to enhance learning outcomes and foster collaborative skills among elementary students. Future research is recommended to examine its application in other subjects and grade levels to explore broader impacts.
APPLICATION OF SNOWBALL THROWING LEARNING MODEL TO IMPROVE PKN LEARNING OUTCOMES ON THE MATERIAL OF RIGHTS AND OBLIGATIONS AS CITIZENS OF GRADE V STUDENTS AT SD N 24 LUBUKLINGGAU Rindu Tiara Gina
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
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This study aims to improve student learning outcomes in Citizenship Education (PKN) through the application of the Snowball Throwing learning model. The focus of the material taught is on the rights and obligations of citizens. The background of this study is the low learning outcomes of students in the subject of civics caused by the lack of student activity and involvement in the conventional learning process. We conducted this study in class V of SD Negeri 24 Lubuklinggau, using a sample of 22 students. The research method used was a quasi-experimental approach with a one-group pretest-posttest design. Data collection techniques were carried out through multiple-choice tests of 17 valid questions given before and after the application of the learning model. The results showed that the average pre-test score of students was 45.98 and increased to 83.13 during the post-test. The percentage of student learning completion reached 90%, which indicates that most students have achieved the Minimum Completion Criteria (KKM). Hypothesis testing using the z-test produced a Zcount value of 7.76 and a Ztable of 1.64 at a significance level of 0.05, so it can be concluded that student learning outcomes after the application of the *Snowball Throwing* model experienced a significant increase. Thus, the *Snowball Throwing* learning model has proven effective in improving students' PKN learning outcomes, especially in the material on rights and obligations as citizens. This model is also able to increase student activity, critical thinking skills, and the ability to work together in groups. This model is recommended for broader use in elementary civics classes to foster active learning and improve student participation. Future research may compare its effectiveness with other cooperative learning strategies.
APPLICATION OF TEAM GAMES TOURNAMENT (TGT) TYPE COOPERATIVE LEARNING MODEL TO IMPROVE LEARNING OUTCOMES OF PPKN CLASS V AT SD NEGERI 48 LUBUKLINGGAU Era Sintia
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
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The learning process of Pancasila and Citizenship Education (PPKn) in elementary schools is often dominated by conventional, teacher-centered methods, resulting in low student participation and learning outcomes. This condition was also observed in Grade V students at SD Negeri 48 Lubuklinggau. To address this issue, a more engaging and interactive learning model is needed—one that promotes cooperation, active involvement, and motivation. This study aims to determine the effectiveness of the Team Games Tournament (TGT) type cooperative learning model in improving PPKn learning outcomes. The research employed a quantitative approach using a quasi-experimental method with a one-group pre-test and post-test design. The subjects were 21 Grade V students. Data collection involved multiple-choice tests conducted before and after the treatment, as well as observations of student learning activities. The results showed that the average pre-test score of 50.40 increased to 80.50 in the post-test. Additionally, the number of students who met the Minimum Completeness Criteria (KKM) rose from 9 to 19 students. These findings confirm that the TGT learning model is effective in enhancing student learning outcomes and fostering collaborative, competitive, and enjoyable learning experiences. In conclusion, the TGT model can serve as an effective strategy for improving learning outcomes in theoretical subjects like PPKn. Practically, it offers teachers an innovative alternative to reduce student disengagement. Academically, the model holds potential for further development. Future studies are recommended to integrate TGT with digital tools or apply it in different subjects and education levels to evaluate its broader impact.
APPLICATION OF THE TIME TOKEN LEARNING MODEL IN AN EFFORT TO IMPROVE THE LEARNING ACTIVENESS OF CIVICS EDUCATION STUDENTS IN CLASS V OF SDN 79 LUBUKLINGGAU Imel Permata Sari
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
Publisher : CV Grasta Glory

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The lack of student participation and engagement in civics education has become a challenge in elementary classrooms, often due to monotonous and teacher-centred instructional methods. Increasing student activeness is essential for developing civic awareness and critical thinking skills at an early age. This research aims to describe the process of implementing the Time Token learning model in Civics learning and to describe the increase in student learning activity in Civics learning in Class V of SD Negeri 79 Lubuklinggau after implementing the Time Token model.This study used a classroom action research (CAR) approach, conducted in two cycles. Data collection techniques included tests, observation sheets, and documentation. The CAR process followed four stages: (1) planning, (2) implementing the action, (3) observing, and (4) reflecting. The research subjects were 17 fifth-grade students, consisting of 11 males and 6 females. Based on data analysis, the application of the Time Token model in online learning improved students’ activeness in civics education. This improvement was evidenced by an increase in the average post-test scores from 63.52 in Cycle 1 to 86.47 in Cycle 2. The findings demonstrate that the Time Token model effectively fosters student participation and engagement in Civics learning. It is recommended that educators adopt the Time Token strategy to promote active learning, particularly in subjects requiring discussion and student interaction. Future research may explore its application in other thematic subjects or different classroom settings.

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