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Muh. Khaerul Ummah BK
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Program Studi Pendidikan Guru Sekolah Dasar (PGSD) Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Madako Tolitoli
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INDONESIA
MADAKO ELEMENTARY SCHOOL
Published by Universitas Madako Tolitoli
ISSN : 29645719     EISSN : 29645719     DOI : https://doi.org/10.56630/mes
Core Subject : Humanities, Science, Education, Art, Social,
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
MADAKO ELEMENTARY SCHOOL is a scientific journal that focuses specifically on the development of education and learning at the elementary school level. The journal is managed by the Elementary School Teacher Education Study Program (PGSD), Faculty of Teacher Training and Education (FKIP), Universitas Madako Tolitoli. The journal focuses on scientific research conducted by both internal and external academics of the Faculty of Teacher Training and Education (FKIP), Universitas Madako Tolitoli, particularly research related to the advancement of knowledge, science, and technology in education and learning at the elementary school level or its equivalent. The scope of articles that may be published in this journal includes: 1. Adaptive-Situational Learning Strategies and Models in Elementary Schools 2. Curriculum Development for Elementary School Education 3. Educational Technology Adaptation and Innovative Learning in Elementary Schools 4. Development of Interactive Learning Media for Elementary Schools 5. Addressing Current Issues in Elementary Schools 6. Extracurricular Education in Elementary Schools 7. Development of Education and Learning Systems Based on Local Wisdom in Elementary Schools 8. Coding and Artificial Intelligence (AI) in Elementary Schools
Arjuna Subject : Umum - Umum
Articles 82 Documents
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Implementation of Educational Puzzle Media with Local Wisdom Nuances: An Analytical Study on Elementary School Students’ Science and Social Learning Outcomes Anjela Jenista Tuku; Moh. Rudini; Muh. Khaerul Ummah BK
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.373

Abstract

The low level of students’ learning outcomes, which is presumed to be influenced by the limited use of contextual learning media grounded in local wisdom, has frequently attracted scholarly attention. This study employed a quasi-experimental approach with a non-equivalent control group design, involving 75 fourth-grade students of SDN Pembina Tolitoli. The participants were divided into an experimental group (37 students) and a control group (38 students) using a matching group technique. Data were collected through learning outcome tests (pre-test and post-test) as well as observation sheets, and subsequently analyzed using the Mann–Whitney U test. The findings revealed a significant improvement in the experimental group, with the mean score increasing from 46.96 in the pre-test to 82.35 in the post-test. In contrast, the control group showed an increase from 40.92 to 62.44. Statistically, a significance value of 0.000 (< 0.05) indicates a meaningful difference between the two groups. These results demonstrate that local wisdom-based educational puzzle media is effective in enhancing students’ learning outcomes through active engagement and contextualization of learning materials. The implications of this study highlight the importance of integrating local wisdom into the design of instructional media to improve the quality of learning in elementary education.
Analysis of Civic Knowledge Achievement through HOTS-Based Questions in Pancasila and Civic Education at the Elementary School Level Puger Tegar Akbar Wibowo; Anita Trisiana; Sarafuddin
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.377

Abstract

The limited ability of students to process civic knowledge at the HOTS analysis level, reflected in low performance in solving high-level reasoning problems, is the main focus of this study. This condition is closely related to Pancasila and Civic Education learning practices that are still dominated by LOTS-oriented questions, thus not optimally fostering students’ critical and reflective thinking skills. This study aims to analyze the achievement of civic knowledge through HOTS questions among fifth-grade students at SD Negeri Mojosongo 5 Surakarta using a qualitative case study approach. The clustering results show a distribution of 91.67% in the high category, 75% in the medium category, and 41.67% in the low category, indicating disparities in higher-order thinking skills. Research instruments included HOTS-based tests covering analysis, evaluation, and creation indicators, interview guidelines, and observation sheets, all validated by experts with a coefficient of ≥0.80. The findings reveal that high-category students demonstrate conceptual and argumentative elaboration, while low-category students remain at the level of factual understanding. Influencing factors include reading literacy, frequency of HOTS practice, and teachers’ pedagogical strategies, implying the need for systematic reorientation of HOTS-based  Pancasila and Civic Education learning.
The Implementation of Hadith Tarbawi in Students' Character Development: A Phenomenological Study of SDIT Tiara Islamic School Syahruddin Srg
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.379

Abstract

The decline of moral values, including honesty, discipline, and responsibility, has become a critical issue in education. This study aims to analyze the implementation of Hadith Tarbawi in fostering students’ character at SDIT Tiara Islamic School. The investigation focuses on its application in Islamic Religious Education, teachers’ instructional strategies, supporting and inhibiting factors, and its contribution to students’ character development. A qualitative case study approach was employed. Data were collected through semi-structured interviews, classroom observations, and document analysis involving Islamic Religious Education teachers, the principal, and homeroom teachers. Data were analyzed through condensation, data display, and conclusion drawing. The findings reveal that Hadith Tarbawi was implemented through classroom instruction, teacher role modeling, habituation, and the cultivation of a religious school culture. Teachers applied exemplary practices, narratives of the Prophet Muhammad SAW (peace be upon him), discussions, experiential learning, and reward-based reinforcement to develop students’ religious commitment, honesty, discipline, politeness, responsibility, compassion, and cleanliness. Successful implementation was supported by teachers’ commitment, effective school leadership, religious programs, and parental involvement. However, challenges included excessive gadget use, limited character habituation at home, time constraints, and students’ diverse characteristics. School–family collaboration emerged as the cornerstone of strengthening Tarbawi Hadith based character education.
The Effectiveness of Discovery Learning with Visual Media on Students’ Learning Outcomes in Integrated Primary Science and Social Studies Ferda Juniarti; Riduan Febriandi; Yuni Krisnawati
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.383

Abstract

The study was motivated by students’ low academic achievement, with only 26.92% meeting the minimum learning mastery criteria. this research aimed to examine both the differences and the effect of Discovery Learning supported by visual media on the learning outcomes of fourth-grade elementary school students in integrated science and social studies. A quantitative quasi-experimental method employing a nonequivalent control group design was utilized. The participants consisted of 51 fourth-grade students from two classes (IVA and IVB). Data were collected through objective tests administered as pretests and posttests and were analyzed using an independent samples t-test. The findings indicated that the experimental group achieved a higher mean posttest score (76.15) compared to the control group (74.40). The learning mastery rate also increased to 77% in the experimental group, while the control group reached 76%. Hypothesis testing revealed that the calculated t-value (2.13) exceeded the critical t-value (2.010), indicating a statistically significant difference in learning outcomes between students who were taught using Discovery Learning supported by visual media and those who received conventional instruction. Therefore, the implementation of Discovery Learning supported by visual media was found to have a positive effect on improving elementary students’ learning outcomes.
Teacher Readiness for Implementing Deep Learning: A Case Study at GMIT Kuanino 1 Elementary School, Kupang Intan Djo Wenyi; Maxsel Koro; Habibi Musa
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.382

Abstract

Teachers' readiness in implementing deep learning is an important factor in improving the quality of learning in elementary schools, including at SD GMIT Kuanino 1 Kupang. This study aims to examine this readiness through a descriptive qualitative approach with a case study design. The research subjects were purposively selected classroom teachers, while data were collected through observation, interviews, and documentation, and then analyzed using an interactive model. The results of the study show that teachers in general have good readiness. This is reflected in the ability to design contextual learning, implement varied strategies, encourage active involvement of students, and reflect and provide feedback. Professionally, teachers are able to master the material, relate concepts, utilize simple media and technology, and understand the principles of meaningful and conscious learning. The obstacles faced include limited facilities and the need for sustainable competency development. These findings confirm that teacher readiness is adequate, but optimal implementation requires institutional support through strengthening school policies, provision of facilities, ongoing training, and professional mentoring so that in-depth learning can take place consistently and with quality.
An Analysis of the Implementation of the Problem-Based Learning (PBL) Model to Strengthen Students' Disciplinary Character in Pancasila Education: Evidence from SD Negeri Bibisluhur 1 Surakarta, Academic Year 2025/2026 Prima Novianingrum; Anita Trisiana; Muhammad Faruq Hanafi
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.386

Abstract

The low discipline of students in doing and collecting assignments and the dominance of learning that is still oriented towards the delivery of material causes the strengthening of the character of discipline has not developed optimally in Pancasila Education learning. This study aims to analyze the application of the PBL model in strengthening the disciplinary character of grade IV students of SD Negeri Bibisluhur 1 Surakarta for the 2025/2026 Academic Year. The research uses a descriptive qualitative approach supported by descriptive quantitative data. The research subjects consist of teachers and students of grade IV. Data is collected through observation, interviews, and documentation, then analyzed through data reduction, data presentation, and drawing conclusions with data validity using triangulation of sources and techniques. The PBL syntax was carried out very well at the stage of problem orientation (91.40%), student organization (89.75%), investigation (92.60%), presentation of results (90.85%), and evaluation (93.20%). The implementation of PBL contributes to strengthening compliance with rules, responsibilities, active discussion, and timeliness in completing and collecting tasks.  These findings show that PBL has the potential to be an effective pedagogical strategy to integrate active learning with the strengthening of students' disciplinary character in a sustainable manner.
A Integrating Letter Cards into Game-Based Learning (GBL) to Improve Elementary School Students' Understanding of the Javanese Script Faricha Latifatul Hanifa; Anita Trisiana; Dite Hastini
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.387

Abstract

Elementary school students' understanding of the Javanese script still shows limitations, especially in the ability to read, compose, and participate in learning. This study aims to describe the application and impact of the Game Based Learning (GBL) model through letter cards in grade V students of SD Negeri Beskalan Surakarta. The method used is classroom action research in two cycles which includes planning, implementation, observation, and reflection. The research subjects consist of teachers and students. Analysis is carried out through reduction, presentation, and drawing conclusions. Learning completeness increased from 45% with an average score of 60 in the initial condition to 72% with an average of 72 in the first cycle, then reached 92% with an average of 85 in the second cycle. Improvements also occurred in activeness, motivation, the ability to read and compose Javanese script, as well as student cooperation. These achievements indicate that the elements of games, interaction between students, the use of letter cards as concrete media, and active involvement are also other factors that improve student learning outcomes. These findings confirm the effectiveness of GBL in creating interactive, student-centered learning, and supporting the improvement of the quality of learning processes and outcomes.
Reconstructing Students’ Critical Thinking Skills in Science and Social Studies through the STAD Cooperative Learning Model in Elementary Schools Azzah Tsabitah Ruwaidah; Anggit Grahito Wicaksono; Mukhlis Mustofa
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.389

Abstract

Departing from the not optimal critical thinking skills of grade V students in social studies learning at SDN Gugus IV Hasanuddin Surakarta, this study aims to evaluate the effectiveness of the implementation of the Student Teams-Achievement Divisions (STAD) type cooperative model. The study used a quantitative approach with a quasi-experimental posttest-only nonequivalent control group design, involving 53 students divided into experimental and control classes. Data was obtained through a critical thinking ability test equipped with observation and documentation, then analyzed using the Independent Samples t-Test after meeting the assumptions of normality and homogeneity. The results of the analysis showed that the average score of the experimental group reached 74.62, higher than the control group of 52.04, with a significance value of 0.000 (p<0.05). These findings confirm that the implementation of STAD makes a real contribution to improving the quality of students' critical reasoning. Such effectiveness is related to the intensity of group interaction and the active involvement of students in solving problems. Thus, the STAD model has important implications as a relevant learning strategy to strengthen critical thinking skills in the context of science and science learning in elementary schools.
Schools as Inclusive Education Service Providers: Analysis of Teacher Readiness in Implementing Inclusive Education in Elementary School Afrida Bupu Wae; Saugadi; Hamna
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.400

Abstract

Teachers' readiness in implementing inclusive education is not fully optimal, especially in the aspect of practical skills in the classroom. This study uses a qualitative approach with phenomenological design to explore in depth the experiences and perceptions of teachers at SDN 1 Tambun, involving one principal and six teachers through observation, structured interviews, and documentation, with interactive model data analysis (reduction, presentation, verification). The results of the study show that cognitively teachers have a fairly good understanding of the concept of inclusion, the characteristics of students with special needs, and the importance of learning differentiation. In the affective dimension, teachers show a positive attitude, characterized by acceptance without discrimination and equal learning opportunities. Meanwhile, in the psychomotor aspect, implementation skills are in the category of being quite good, but not consistent and optimal in practice. The discussion indicates that there is a gap between conceptual understanding and real implementation. These findings confirm that teacher readiness is multidimensional which takes on an important role in the implementation of inclusive education in schools, with the implication that it is necessary to strengthen practice-based training and systemic support to improve the quality of inclusive learning.
The Effect of Reading Wheel Media on the Beginning Reading Skills of First-Grade Elementary School Students Salma Widyanik; Oktiana Handini; Ani Restuningsih
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.403

Abstract

Beginning reading difficulties remain a concern in elementary education, particularly among first-grade students who struggle to recognize letters, distinguish speech sounds, and read simple words fluently. Preliminary observations at SDN 1 Gagaksipat indicated limited use of varied instructional media in beginning reading instruction. This study examined the effect of Reading Wheel media on first-grade students’ beginning reading skills. A quantitative pre-experimental study using a one-group pretest-posttest design involved 27 students. Data were collected using a validated and reliable reading test and analyzed through a paired-samples t-test and N-Gain analysis. The mean score increased from 67.85 on the pretest to 85.37 on the posttest, representing a 17.52-point gain. The paired-samples t-test indicated a statistically significant improvement (t = 15.552, p < .05), while the N-Gain score of 0.5453 indicated moderate improvement. These findings suggest that Reading Wheel media has potential to improve beginning reading performance by engaging students through visual and kinesthetic learning activities. The findings provide a practical alternative for diversifying beginning reading instruction, although further research using controlled experimental designs and broader samples is needed to establish its effectiveness and generalizability.

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