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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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PjBL with Smart Board Media to Support Elementary Students’ Learning Outcomes in Natural and Social Sciences: A Case Study at SDN 01 Gumeng Karanganyar Rahma Liya Putri; Anggit Grahito Wicaksono; 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.v5i2.410

Abstract

Limited student engagement and uneven conceptual understanding in elementary Natural and Social Sciences learning remain persistent challenges, particularly when instruction relies on conventional methods with minimal technological integration. This study aimed to examine the implementation of Project-Based Learning (PjBL) supported by Smart Board technology in enhancing student engagement and conceptual understanding among fifth-grade learners at SDN 01 Gumeng, Karanganyar. This study uses a descriptive qualitative design with a   naturalistic case study design, with data collection through classroom observation, interviews, and documentation, and validated through triangulation techniques. The findings indicate that the PjBL model was implemented systematically across its six stages, resulting in observable improvements in student participation, collaboration, and conceptual clarity. Interactive Smart Board features facilitated visual engagement and supported active learning, with most students demonstrating increased involvement during project activities. However, constraints such as limited instructional time, insufficient technological infrastructure, and diverse student ability levels affected the consistency of implementation. This study implies that integrating PjBL with interactive technology can strengthen student-centered learning practices and offers practical insights for improving instructional design in primary education contexts.
Enhancing Pancasila Education Learning Outcomes through the Adaptation of the CTL- Approach in Elementary Schools: A Classroom Action Research at GMIT Manumuti Tarus Elementary School Aria Dorkas Nitbani; Andreas Ande; Adam Bol Nifu Benu
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.v5i2.388

Abstract

This study was conducted in response to low learning outcomes and limited student engagement in Pancasila Education, primarily due to teacher-centered instructional practices that provided few opportunities to connect learning with real-life experiences. In the pre-cycle stage, only 8 of 24 students (33.33%) achieved the minimum learning mastery criterion of 75. This study aimed to improve learning outcomes through the implementation of a Contextual Learning Approach in teaching Cultural Diversity in East Nusa Tenggara Province. A two-cycle Classroom Action Research design was employed, with each cycle consisting of planning, action, observation, and reflection. The participants were 24 fifth-grade students (12 boys and 12 girls). Data were collected through observations, learning achievement tests, and documentation. The findings revealed consistent improvement across the two cycles. Learning mastery increased from 33.33% in the pre-cycle to 41.67% in Cycle I and reached 100% in Cycle II, while the average score improved from 63.92 to 87.04. Teacher and student learning activities also increased substantially. These findings demonstrate that the CTL Approach effectively promotes student engagement, conceptual understanding, and learning outcomes. Furthermore, integrating authentic learning experiences contributes to more meaningful learning and provides a practical strategy for enhancing the quality of Pancasila Education in elementary schools.

Page 9 of 9 | Total Record : 82

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