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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 84 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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Abstract

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
Publisher : CV Grasta Glory

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Abstract

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.

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