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Teaching and General Education Studies
Published by Grasta School
ISSN : -     EISSN : 3123495X     DOI : -
Core Subject :
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 119 Documents
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IMPROVING CIVICS LEARNING OUTCOMES THROUGH AUDIOVISUAL-ASSISTED CONTEXTUAL TEACHING AND LEARNING (CTL) Salwa Anazainiah Rustam
Teaching and General Education Studies Vol. 2 No. 1 (2026): Article publish January
Publisher : CV Grasta Glory

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Abstract

Civics Education (PPKN) learning in elementary schools often faces challenges such as low student motivation and limited use of engaging instructional media, which can negatively affect learning outcomes. Therefore, this study aims to examine the effect of the Audiovisual-Assisted Contextual Teaching and Learning (CTL) model on students’ PPKN learning outcomes. This research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, acting, observing, and reflecting stages. The subjects of the study were 17 fifth-grade students at SD Negeri 37 Lubuklinggau, comprising 9 male and 8 female students. Data were collected through observations, tests, interviews, and documentation, and analyzed descriptively. The results indicated a significant improvement in students’ learning outcomes. In Cycle I, the average pre-test score was 61.76%, increasing to 67.06% in the post-test. In Cycle II, the pre-test average score improved to 77.65%, while the post-test score reached 87.06%. In conclusion, the Audiovisual-Assisted CTL model effectively improves Civics Education learning outcomes. It is recommended that teachers apply this model regularly and utilize varied audiovisual media to enhance student engagement and understanding.
DISCOVERY LEARNING WITH SMART MULTIPLICATION BOARD MEDIA TO IMPROVE MATHEMATICS LEARNING OUTCOMES IN GRADE III ELEMENTARY STUDENTS Eneng Patmawati
Teaching and General Education Studies Vol. 2 No. 1 (2026): Article publish January
Publisher : CV Grasta Glory

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Mathematics learning outcomes of elementary students are often still low due to the use of less interactive learning models and limited instructional media. Therefore, innovative learning approaches are needed to support students’ understanding, especially at the lower grade level. This study aims to determine whether the Discovery Learning model supported by Smart Multiplication Board media can improve mathematics learning outcomes of third-grade elementary school students. The study was conducted at SDN 46 Lubuklinggau. This research employed Classroom Action Research (CAR) involving 21 third-grade students, consisting of 11 males and 10 females. The Discovery Learning model was implemented through two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected using tests, observations, and documentation, and analyzed using descriptive qualitative and descriptive quantitative techniques. The results showed an improvement in students’ mathematics learning outcomes after the implementation of the Discovery Learning model with Smart Multiplication Board media. In Cycle I, the average pre-test score was 55.95 and increased to 60 in the post-test. In Cycle II, the average pre-test score increased to 67.14 and further improved to 72.38 in the post-test. These findings indicate a consistent improvement in students’ learning outcomes across cycles. It can be concluded that the Discovery Learning model supported by Smart Multiplication Board media is effective and can be used as an alternative learning model to improve mathematics learning outcomes for third-grade elementary students. The findings of this study imply that teachers are encouraged to integrate discovery-based learning models with concrete and interactive media in mathematics instruction. Future research is recommended to apply this model at different grade levels or subjects and to examine its long-term impact on students’ conceptual understanding and learning motivation.
DISCOVERY LEARNING AS AN INSTRUCTIONAL APPROACH TO ENHANCING STUDENTS’ LEARNING OUTCOMES Cinta Septiana
Teaching and General Education Studies Vol. 2 No. 1 (2026): Article publish January
Publisher : CV Grasta Glory

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Abstract

Improving students’ learning outcomes is a persistent challenge in contemporary education, particularly in learning environments that still rely heavily on teacher-centered instructional practices. Such approaches often limit students’ opportunities to actively engage in learning, resulting in superficial understanding and low academic achievement. This scholarly article aims to examine Discovery Learning as an instructional approach that can enhance students’ learning outcomes through active participation, inquiry, and meaningful learning experiences. Using a qualitative, literature-based approach, this article synthesizes relevant theories, models, and empirical findings related to Discovery Learning and its educational implications. The discussion focuses on the theoretical foundations of Discovery Learning, its key characteristics and instructional stages, and its contribution to cognitive, affective, and psychomotor learning outcomes. The analysis indicates that Discovery Learning encourages learners to construct knowledge independently, develop higher-order thinking skills, and increase motivation and engagement. Furthermore, Discovery Learning aligns with constructivist principles and supports long-term knowledge retention. In conclusion, Discovery Learning is a pedagogically sound instructional approach that can significantly improve students’ learning outcomes when implemented with appropriate guidance and instructional design. This article recommends that educators integrate Discovery Learning into classroom practice and encourages further scholarly exploration to strengthen its theoretical and practical application across diverse educational contexts.
INNOVATION OF ISLAMIC RELIGIOUS EDUCATION TEACHING MATERIALS BASED ON QUICK RESPONSE CODES FOR GRADE VII STUDENTS OF SMP NEGERI 6 LUBUKLINGGAU Fitra Laila
Teaching and General Education Studies Vol. 2 No. 1 (2026): Article publish January
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This study investigated the innovation of Quick Response (QR) code-based teaching materials in Islamic Religious Education for seventh-grade students at SMP Negeri 6 Lubuklinggau. The research was motivated by students’ low enthusiasm and limited understanding of learning materials, particularly the history of Prophet Muhammad SAW’s struggle during the Medina period. Teachers mainly relied on conventional textbooks, which reduced students’ motivation and engagement. Using a qualitative field research design, data were collected through observation, interviews, and documentation from May to July 2023. The findings revealed that learning innovations had already been implemented through conventional teaching and internet-assisted learning, such as practical videos on prayer and ablution. Furthermore, QR code-based teaching materials were found to increase students’ interest, motivation, and understanding because they were practical and easily accessible. The study also identified several supporting and inhibiting factors influencing implementation, including students, environment, facilities, and parental support in the learning process.
HANNIBAL’S REVENGES IN THOMAS HARRIS’ HANNIBAL RISING (2006) A PSYCHOANALYSIS APPROACH Abu Fanani Fanani; Eka Putra Meizy Wahyuria Wahyuria; Muhammad Thoriqussuud Thoriqussuud; Nur Mufid Mufid; Amiq Amiq
Teaching and General Education Studies Vol. 2 No. 2 (2026): Article on Education
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This study is about revenges by whose relatives have been hurt by others in Thomas Harris' Hannibal Rising. Using psychanalysis theory referring to the id, ego, and superego and supported by close reading and dramatic and descriptive method, the study finds that the character shows his id by his anger, retaliation, and killing to his enemies. This study then seems to be a simple one,  however, learning deeply the previous studies, the study gives a remarkable finding that the previous studies concentrate on the dissatisfaction of the id leading to the anxiety, whilst, the study on the satisfaction of the id
UTILIZATION OF FLASH CARDS AS A VOCABULARY AND CONCEPT LEARNING MEDIA FOR ELEMENTARY SCHOOL STUDENTS reza zauliyah
Teaching and General Education Studies Vol. 2 No. 2 (2026): Article on Education
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Flashcards, or picture cards, are a visual learning medium widely used in elementary schools. They are useful for helping students understand vocabulary and learning concepts in a medium for learning vocabulary and concepts for elementary school students based on a literature review. The method used is library research, analyzing various sources such as books, scientific journals, and relevant research findings. The results of the study indicate that the use of flashcards can improve memory, conceptual understanding, learning motivation, and active student participation in the learning process. Furthermore, flashcards are also effective for use in thematic learning because they are flexible and easily adapted to various materials. Thus, Flashcards can be an innovative and effective alternative learning medium to support the teaching and process in elementary schools.
A MASTERY LEARNING MODEL ANALYSIS IN THE CONTEXT OF 21ST-CENTURY LEARNING nining Guspita Sari nining
Teaching and General Education Studies Vol. 2 No. 2 (2026): Article on Education
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The mastery learning model is a teaching method that focuses on mastery of learning objectives for students before teaching them the next content. This model is related to 21st-century learning, as it requires 4C (critical thinking, creativity, communication, and collaboration) skills and caters to a range of individual learners. This article review focuses on the strengths, weaknesses, and relevance of mastery learning in the contemporary system of education. The method adopted is a methodical literature review of published scientific articles. This study concludes that mastery learning actually strengthens conceptual understanding, motivation for learning material, and academic effectiveness; however, it has time management and preparation aspect challenges for teachers. Thus, utilizing digital technologies in the classroom is one of the most effective methods of instructional teaching in the 21st-century era; as a matter of fact, Mastery Learning can play an active role in it.
DIRECT INSTRUCTION LEARNING MODEL: A LITERATURE REVIEW linda riyana linda
Teaching and General Education Studies Vol. 2 No. 2 (2026): Article on Education
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This article aims to conduct an in-depth analysis of the direct instruction learning model through a literature review. The review included various references, including educational theory books and recent scientific journal articles, to examine the basic concepts, theoretical foundations, implementation steps (syntax), advantages and limitations, and relevance in today's educational context. Direct instruction is viewed as a systematic and structured learning model, emphasizing the explicit delivery of material by the teacher through sequential stages, from the presentation of learning objectives to independent practice activities. The study results indicate that this model is effective in improving understanding of fundamental concepts and mastery of procedural skills due to its emphasis on demonstration activities, guided practice, and continuous feedback. However, when applied alone, this model tends to be less than optimal in developing student creativity and active engagement. Therefore, direct instruction remains relevant for situational use and is recommended for integration with other learning models to achieve more comprehensive educational goals.
REVIEWIMPLEMENTATION OF THE DISCOVERY LEARNING MODEL IN IMPROVING STUDENT LEARNING OUTCOMES oca rivana yosa
Teaching and General Education Studies Vol. 2 No. 2 (2026): Article on Education
Publisher : CV Grasta Glory

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Abstract

Education in the modern era requires innovation in the learning process in order to keep up with the rapid development of science and technology. The learning process is no longer teacher-centered but should encourage students to actively participate in constructing their own knowledge. One of the learning models that can be applied to improve student participation and learning outcomes is discovery learning. This model emphasizes the process in which students discover concepts through activities such as exploration, observation, data collection, analysis, and drawing conclusions. This article aims to examine the implementation of the discovery learning model in improving students’ learning outcomes based on various literature sources and previous research findings. The method used in this study is a literature review by analyzing several books and scientific articles relevant to the topic. The results of the review indicate that discovery learning has a strong theoretical foundation and systematic stages, including stimulation, problem statement, data collection, data processing, verification, and generalization. The implementation of this model has been shown to increase students’ learning activities, motivation, critical thinking skills, and conceptual understanding. In addition, several previous studies also demonstrate that the use of the discovery learning model can significantly improve students’ learning outcomes because students are directly involved in the process of discovering knowledge. Therefore, the discovery learning model can be considered an effective alternative learning strategy to improve the quality of the learning process and students’ learning outcomes.
THE IMPLEMENTATION OF DIFERENTIATED INSTRUCTION IN ELEMENTARY SCHOOL LEARNING Ramadhani Alia Putri
Teaching and General Education Studies Vol. 2 No. 2 (2026): Article on Education
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Differentiated Instruction is a learning strategy used to accommodate the diversity of students’ abilities, interests, and learning styles in elementary schools. In the learning process, students have different characteristics, so uniform learning often fails to meet the learning needs of every student. Therefore, a learning approach that can adjust the learning process to students’ conditions and potentials is needed. Through differentiated instruction, teachers can modify learning components such as content, process, product, and learning environment according to students’ needs. The implementation of this approach allows students to gain more meaningful learning experiences, increase learning motivation, and encourage active participation in the learning process. Thus, differentiated instruction becomes an important effort in creating effective, inclusive, and student-centered learning in elementary schools.

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