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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
Arjuna Subject : -
Articles 84 Documents
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IMPLEMENTATION OF THE GAMIFICATION-BASED TGT LEARNING MODEL TO OPTIMIZE LEARNING OUTCOMES OF GRADE IV STUDENTS slahstisyifa dien dewi safitri
Teaching and General Education Studies Vol. 2 No. 1 (2026): Article publish January
Publisher : CV Grasta Glory

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Abstract

The low interest of elementary school students in Natural Science (IPA) indicates the need for a more engaging and interactive learning approach. Traditional teaching methods often fail to stimulate active student participation; therefore, innovative strategies such as the Team Games Tournament (TGT) learning model are required. This study aims to determine the effectiveness of the gamification-based TGT learning model in improving fourth-grade students’ science learning outcomes. The research employed a quantitative approach using a pre-experimental design with a One-Group Pretest–Posttest format. The study was conducted at SD Negeri Kertosari and involved 18 Grade IV students. Data were collected through learning outcome tests, observations, and documentation. The TGT model was implemented in a single treatment session using science material on the topic of “Energy.” The results revealed a significant improvement in students’ learning outcomes, as the average score increased from 45.00 in the pretest to 85.00 in the posttest. In conclusion, the gamification-based TGT learning model is effective in enhancing students’ understanding and learning outcomes in natural science at the elementary school level. This study implies that incorporating competitive and game-based elements into cooperative learning can increase student engagement and achievement. Future research is recommended to integrate TGT with digital learning media and to examine its effectiveness across different subjects and grade levels.
IMPROVING SCIENCE LEARNING OUTCOMES THROUGH THE MAKE A MATCH MODEL IN ELEMENTARY SCHOOLS irna ayenda
Teaching and General Education Studies Vol. 2 No. 1 (2026): Article publish January
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This study aims to apply the Make a Match type of cooperative learning model to improve Natural Science (IPA) learning outcomes of fourth-grade students at SD Negeri 61 Lubuklinggau. Based on initial observations, students experienced difficulties in understanding science concepts when learning was dominated by lecture-based methods, resulting in low learning outcomes and limited classroom participation. The study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection stages. The research subjects were 25 fourth-grade students. Data collection techniques included pre-tests, post-tests, and classroom observations. In Cycle I, the average pre-test score was 52, with only 20% of students achieving mastery, while the post-test average increased to 69.2, with 68% of students achieving mastery. In Cycle II, the post-test results showed a further improvement, with an average score of 87.6 and 88% of students achieving mastery. These results demonstrate a significant improvement in students’ science learning outcomes after the implementation of the Make a Match learning model. In conclusion, the Make a Match cooperative learning model is effective in improving students’ science learning outcomes while simultaneously increasing learning motivation and active participation. This study implies that cooperative and game-based learning models can serve as effective alternatives to traditional teaching methods in elementary science instruction. Future research is recommended to apply the Make a Match model to other science topics, grade levels, or subjects to examine its broader applicability and long-term impact
IMPLEMENTATION OF THE PROJECT BASED LEARNING (PJBL) LEARNING MODEL TO IMPROVE ELEMENTARY SCHOOL STUDENTS' SCIENCE LEARNING OUTCOMES Atika Fauziah
Teaching and General Education Studies Vol. 2 No. 1 (2026): Article publish January
Publisher : CV Grasta Glory

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Science learning in elementary schools often faces challenges related to low student engagement and suboptimal learning outcomes, particularly when instruction relies on teacher-cantered approaches. Therefore, innovative learning models that actively involve students are required. This classroom action research aims to determine whether the Project-Based Learning (PjBL) model can improve science learning outcomes in fifth-grade students at SDN 6 Srikaton. The study was conducted using a classroom action research design consisting of two cycles. Data were collected through observation, learning outcome tests, and documentation. The results indicate that the implementation of the PjBL model effectively improved students’ science learning outcomes. Student mastery increased from 28.5% in the pre-cycle stage to 50% in Cycle I, and further rose to 78% of students achieving mastery in Cycle II. These findings demonstrate a consistent improvement in learning outcomes across cycles. This study concludes that the Project-Based Learning model is effective in enhancing science learning outcomes among fifth-grade elementary school students. The findings imply that teachers are encouraged to integrate PjBL into science instruction to promote active learning and deeper understanding. Future research is recommended to apply the PjBL model in different subjects, grade levels, or longer implementation periods to examine its broader impact on students’ skills and learning achievement.
THE EFFECT OF THE MAKE A MATCH COOPERATIVE MODEL ON IMPROVING CIVICS LEARNING OUTCOMES AT AL-FURQON ELEMENTARY SCHOOL Nita Oviana
Teaching and General Education Studies Vol. 2 No. 1 (2026): Article publish January
Publisher : CV Grasta Glory

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Low student interest and learning outcomes in Civics, particularly Pancasila Education, indicate the need for innovative and engaging instructional strategies in elementary schools. This study aims to examine the effect of the Make a Match cooperative learning model on improving students’ learning outcomes in Pancasila Education. The study was conducted at Al-Furqon Elementary School to address classroom-based learning challenges. The research employed Classroom Action Research (CAR) consisting of two cycles involving elementary school students. Data were collected through classroom observations, learning outcome tests, and documentation. The results revealed that the implementation of the Make a Match cooperative model significantly improved students’ learning activities and understanding of Pancasila concepts. Learning became more enjoyable and interactive, as students were actively involved in finding matching pairs of question and answer cards while collaborating with their peers. The improvement in learning outcomes was indicated by a consistent increase in students’ average scores across the two cycles. In conclusion, the Make a Match cooperative learning model is effective in enhancing Civics learning outcomes in elementary school settings. This study implies that cooperative and game-based learning models can be used as effective alternatives to conventional teaching methods in Civics education. Future research is recommended to apply this model in different schools, grade levels, or subjects to examine its broader effectiveness and sustainability.  
IMPROVING FRACTIONS LEARNING OUTCOMES THROUGH PBL-BASED MATH GAMES AND POWTOON VIDEOS AT SDN 37 LUBUKLINGGAU vira muspita; lucy purwasi
Teaching and General Education Studies Vol. 2 No. 1 (2026): Article publish January
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Problem-Based Learning (PBL) is a student-centered instructional approach that emphasizes the use of real-life problems to develop students’ higher-order thinking skills and active involvement in the learning process. This study aimed to examine the effectiveness of the Problem-Based Learning model in improving students’ academic achievement and learning engagement, particularly in the cognitive domain. The research employed a classroom action research design involving 17 fifth-grade students of MIN 26 Hulu Sungai Utara during the odd semester of the 2022/2023 academic year. Data were collected through observation sheets to measure student participation and written tests to assess learning outcomes. The results revealed that in the pre-cycle stage, the students’ average score was 68.12, with a classical mastery level of 47%, where only 8 out of 17 students achieved the minimum passing grade of 65. After the implementation of PBL, students’ learning outcomes improved progressively. In Cycle 1, the average score increased to 75.29 with a classical mastery of 70.59%, while in Cycle 2, the average score further rose to 78.82, and classical mastery reached 82.5%, with 14 students achieving the minimum passing grade. These findings indicate that the Problem-Based Learning model is effective in enhancing students’ academic achievement and engagement in learning.  
IMPLEMENTATION OF PROJECT BASED LEARNING TO IMPROVE FIFTH-GRADE STUDENTS’ COLLABORATION SKILLS IN SCIENCE LEARNING RAHMAT SYAHRUDDIN
Teaching and General Education Studies Vol. 2 No. 1 (2026): Article publish January
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This study aims to improve fifth-grade students’ collaboration skills in science learning through the implementation of the Project Based Learning (PjBL) model. This research employed Classroom Action Research (CAR) consisting of one cycle that included planning, action, observation, and reflection stages. The participants were 16 fifth-grade elementary school students. Data were collected using observation sheets, interviews, documentation, and pre-test and post-test instruments. The results show a significant improvement in students’ collaboration skills, as indicated by an increase in the average score from 67.8% in the pre-test to 79.3% in the post-test. In addition, mastery learning improved from 25% to 87%. The improvement was evident in students’ ability to communicate effectively, share responsibilities, and actively participate in group work during project implementation. These findings indicate that Project Based Learning is effective in fostering collaboration skills in elementary science learning. Future research is recommended to conduct the study using more action cycles, involve a larger number of participants, and compare PjBL with other instructional models to obtain more comprehensive insights into the development of students’ collaboration skills.
IMPROVING LEARNING OUTCOMES ON PLANE AREA THROUGH HOTS-ORIENTED PROBLEM BASED LEARNING (PBL) Tika Fadilla Gusmiyati
Teaching and General Education Studies Vol. 2 No. 1 (2026): Article publish January
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Students experience difficulty processing information provided by teachers, who typically use lectures. Students face challenges during the learning process due to varying levels of understanding. In mathematics, in particular, students struggle to understand and solve problems. This research aims to find out students' responses to learning using the HOTS-oriented PBL model, to find out the improvement in students' learning outcomes after implementing the HOTS-oriented PBL learning model, to find out the effectiveness of the PBL model on the HOTS-oriented area of ​​flat shapes material. This research uses a Classroom Action Research (CAR) design which is carried out in two cycles and involves fifth grade students at one of the Lubuklinggau Elementary Schools. Data collected through observation, test results, interviews and documentation. The research findings indicate that the implementation of the PBL model can increase student participation during the learning process and improve the average value of student learning outcomes from the pre-cycle to the second cycle. These results indicate that the PBL learning model is effective in improving students' mathematics learning outcomes. The implication of this study is that the PBL model can be recommended as an alternative learning strategy for teachers to create a more interactive, enjoyable, and student-centered mathematics learning environment. Further research can explore the application of PBL combined with digital media or test its effectiveness in other subjects.
THE USE OF CANVA-BASED INTERACTIVE LEARNING MEDIA TO IMPROVE LEARNING OUTCOMES IN SCIENCE FOR JUNIOR HIGH SCHOOL STUDENTS sasmia; Mareta Widiya
Teaching and General Education Studies Vol. 2 No. 1 (2026): Article publish January
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This study aims to determine the feasibility of using Canva-based interactive learning media in science subjects for junior high school students. The problem addressed in this study is the decline in students’ understanding, motivation, and interest in learning, which leads to low learning outcomes. Therefore, innovation in the learning process is needed through the use of interactive learning media based on Canva. This study employed a descriptive qualitative method using a literature study technique by reviewing five relevant journals. The results show that Canva-based interactive learning media increases students’ motivation, learning interest, and learning outcomes. The media is proven to be valid, practical, and effective in enhancing student engagement and facilitating understanding.
IMPLEMENTATION OF GUIDED INQUIRY LEARNING MODEL TO IMPROVE ELEMENTARY SCHOOL STUDENTS' SCIENCE LEARNING OUTCOMES retno wati; Armi Yuneti
Teaching and General Education Studies Vol. 2 No. 1 (2026): Article publish January
Publisher : CV Grasta Glory

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Low science learning outcomes among fifth-grade students indicate the need for more effective, student-centered learning models. This study aimed to examine the effectiveness of the Guided Inquiry learning model in improving science learning outcomes of fifth-grade students at SD Negeri 1 Lubuklinggau. The subjects of this study were 22 fifth-grade students. This research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, implementation, observation, and reflection. Data were collected through observation sheets, achievement tests, and documentation, and analyzed quantitatively. The results revealed a significant improvement in students’ learning outcomes. Learning mastery increased from 9% in the pre-action stage to 40% in Cycle I after the implementation of Guided Inquiry. Further improvement was achieved in Cycle II, with mastery reaching 86.37%. These findings indicate that the Guided Inquiry learning model effectively enhances students’ understanding of science concepts. In conclusion, Guided Inquiry is a suitable instructional approach for elementary science learning. This study contributes practical evidence for teachers to apply inquiry-based learning to improve science learning outcomes in elementary schools.  
TEAM GAMES TOURNAMENT (TGT) TYPE COOPERATIVE LEARNING MODEL USING SNAKES AND LADDERS MEDIA TO IMPROVE MATHEMATICS LEARNING OUTCOMES OF GRADE IV STUDENTS OF MI DARUSSALAM Shandra Ria
Teaching and General Education Studies Vol. 2 No. 1 (2026): Article publish January
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Abstract

Low mathematics learning outcomes among elementary school students are often caused by limited student engagement and the use of less interactive learning models. To overcome this issue, cooperative and game-based learning approaches are needed. This study aims to examine the effectiveness of the Team Games Tournament (TGT) cooperative learning model assisted by snakes and ladders media in improving the mathematics learning outcomes of fourth-grade students. This research employed Classroom Action Research (CAR) conducted at MI Darussalam Lubuklinggau with 28 fourth-grade students. The study was carried out in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through tests, observations, and documentation, and analyzed using descriptive quantitative techniques. The results showed a significant improvement in students’ mathematics learning outcomes. The average score increased from 60 in Cycle I to 77.28 in Cycle II, along with an increase in learning mastery. These findings indicate that the TGT model supported by snakes and ladders media effectively enhances students’ mathematics learning outcomes. This study recommends the use of game-based cooperative learning models in elementary mathematics instruction and suggests further research on different materials or grade levels.

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