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Terampil : Jurnal Pendidikan dan Pembelajaran Dasar
Published by Universitas Islam Negeri Raden Intan Lampung
ISSN : 23551925     EISSN : 25808915     DOI : -
Core Subject : Education,
Education
TERAMPIL is a journal of basic education and learning p-ISSN 2355-1925 e-ISSN 2580-8915 which is managed by Prodi PGMI Faculty of Tarbiyah and Teacher Training of Raden Intan State Islamic University of Lampung. This journal is published twice a year and serves as a tool for researchers, academics and practitioners interested in basic education and learning studies and wishes to channel their thoughts and findings, especially in relation to studies in science at madrasah ibtidaiyah / elementary schools. The articles contained are the results of research, scientific and critical and comprehensive review of the important and current issues covered in the journals.
Arjuna Subject : -
Articles 9 Documents
 1 
Search results for , issue "Vol 12 No 2 (2025): TERAMPIL" : 9 Documents clear
Development Of An Android-Based Multimedia E-Book To Enhance Collaboration Skills Of Elementary School Students Tri Sutrisno
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 12 No 2 (2025): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v12i2.28185

Abstract

This study aims to develop an Android-based multimedia e-book that is valid, practical, and effective in enhancing the collaboration skills of elementary school students. The research employed a Research and Development (R&D) approach using the 4D development model (Define, Design, Develop, and Disseminate). The participants were 32 fifth-grade students at State Elementary School Cangkreng, Lenteng District, Sumenep Regency. Data were collected through expert validation sheets, implementation observations, student response questionnaires, and pretest–posttest collaboration skill assessments. The validation results indicated that the e-book achieved a highly feasible level of validity, with the average score increasing from 3.53 to 4.69 after revisions. The product also demonstrated high practicality, with an average score of 88.25% on implementation observations and 90.5% on student responses. The e-book’s effectiveness was evidenced by an increase in the average collaboration skill score from 67.31 to 85.06 and an improvement in learning mastery from 31.25% to 93.75%. A paired t-test revealed a t-value (12.84) greater than the critical t-table value (2.04), indicating a significant improvement after using the e-book. Therefore, the developed Android-based multimedia e-book is feasible for use as an innovative learning medium to enhance students’ collaboration skills, while also supporting the implementation of the Merdeka Curriculum and strengthening the Pancasila Student Profile
The Effectiveness of Storytelling On Improving Learning Outcomes of Primary School Students Nurmalina; Aprinawati, Iis
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 12 No 2 (2025): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/pktry441

Abstract

The widespread use of digital technology has influenced children’s learning focus, often reducing their academic engagement. Alternative pedagogical strategies are therefore needed to strengthen primary students’ learning outcomes. This study aims to analyze the effectiveness of storytelling in improving primary school students’ learning outcomes. A quantitative quasi-experimental design with a non-equivalent control group was employed, involving 76 fourth-grade students divided into experimental and control classes. Data were collected through pre-test and post-test instruments, classroom observation, and documentation, and analyzed using normality tests, homogeneity tests, ANOVA, and independent t-tests. The findings show that the storytelling group achieved significantly higher post-test scores than the control group, with an N-Gain of 0.52 (moderate category) compared to 0.17 (low category). Statistical analysis confirmed the effectiveness of storytelling (p < 0.05) in enhancing students’ conceptual understanding and learning engagement. In conclusion, storytelling is an effective and adaptable strategy for improving primary school students’ learning outcomes and can be integrated as a humanistic and culturally relevant approach in the classroom.
The Effect Of Team Games Tournament Model On Arabic Reading Skills In Elementary School Ulum, Nuzulul; Cristi Crismono, Prima; Munirotun Nahdia, Zannuba
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 12 No 2 (2025): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v12i2.27046

Abstract

This study aims to analyze the effect of the Team Game Tournament (TGT) cooperative learning model on improving Arabic reading skills (maharah qirāʾah) of fourth-grade students at elementary school Nahdlatul Ulama 12 Darun Najah. The research addresses the problem of low Arabic reading ability due to the use of less innovative teaching methods. Research approach a quantitative with a one-group pretest-posttest design was employed. The sample consisted of 24 students selected through purposive sampling. Data were collected through reading skill tests and observations. Data analysis included normality testing, homogeneity testing, paired sample t-test, and effect size calculation using Cohen’s. The results showed that the use of the TGT model significantly improved Arabic reading skills, as evidenced by a p-value of less than 0.05 in statistical tests. Furthermore, TGT created an active, competitive, and collaborative learning environment, enhancing students' motivation and social interaction. In conclusion, the TGT model is effective for improving maharah qirāʾah skills in Arabic language learning at the elementary school level.
The effectiveness of the Articulate Storyline Media Assisted Probing-Prompting Approach on Science Concept Comprehension in Elementary Schools Hardiansyah, Framz
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 12 No 2 (2025): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v12i2.28320

Abstract

This study aims to analyze the effectiveness of the application of the probing prompting model assisted by articulate storyline media in improving elementary school students' understanding of natural science concepts. The research design used a quasi-experimental nonequivalent control group design with a control group and an experimental group. The research subjects were 70 elementary school students, where 35 students were in the experimental group and 35 students were in the control group. Data collection was done using multiple-choice tests. Data analysis was carried out using the Kolmogorov-Smirnov normality test, the Levene homogeneity test, the independent sample t-test, and the N-gain test. The results showed that students who learned using the probing prompting model assisted by articulate storyline media obtained significantly higher learning outcomes than students who learned with conventional learning. The average posttest score and the N-gain value of the experimental group were higher than those of the control group, and the results of the independent sample t-test showed a significant difference (p <0.05). These findings indicate that the application of the probing prompting model supported by interactive media is effective in improving student learning outcomes.
The Relationship between Self-Regulation and Prosocial Behavior of Fourth-Grade Elementary Students in the Digital Era Setiawan, Ahmad Hadi; Qiftiyah, Maratul
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 12 No 2 (2025): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v12i2.28581

Abstract

This study aims to examine the relationship between self-regulation and prosocial behaviour among fourth-grade primary school students in the digital age. The research method used is quantitative with a correlational approach. This study was conducted in fourth-grade primary schools, with a research population of 65 students and a research sample of 35 students determined through purposive sampling. Data were collected through questionnaire, observation, and documentation, and analyzed using Pearson's product-moment correlation formula. Normality was tested using the Shapiro-Wilk test. The results showed a significant and strong relationship between self-regulation and prosocial behaviour, with an r value of 0.771 and a significance level of 0.000 (<0.05). This indicates that higher levels of self-regulation are associated with greater prosocial tendencies among students, with self-regulation explaining 59.4% of the variation in prosocial behaviour. Theoretically, these findings reinforce the understanding of self-regulation as a critical factor influencing social-emotional competence and moral development in students. Practically, these results suggest that schools and parents implement structured self-regulation training programs and character education to encourage prosocial behaviour, especially in facing the challenges of the digital age. This study emphasizes the importance of fostering self-control and empathy to shape socially responsible and emotionally intelligent students.
The Effectiveness of Animated Video Media with Pictures on Elementary School Students' Interest in Learning and Reading Skills: A Systematic Literature Review Mahendra, Yasinta; Fuad, Muhammad; Maulina, Dina; Suprapto, Irawan
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 12 No 2 (2025): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v12i2.29058

Abstract

This study aims to analyze the effectiveness of animated video media with pictures on learning interest in reading skills of elementary school students based on the results of previous research. The research method used is Systematic Literature Review (SLR). Data collection through Google Scholar. Inclusion criteria include (1) vulnerable articles in 2019-2024, (2) keywords used “animated video media with pictures”, “interest in learning”. (3) full text articles, (4) in Indonesian or English. Of the 260 documents related to animated video media with pictures, and of these 172 articles were obtained specifically discussing the context of interest in learning, only 15 articles met the inclusion criteria for the analysis stage. Data analysis includes identification and selection of articles based on inclusion criteria, data extraction, selection based on relevance, and thematic analysis of research findings. The findings show that animated video media with pictures is effective in increasing interest in learning through visual and audio presentations that are able to attract attention, create a pleasant learning atmosphere, and encourage active involvement during the learning process, especially in reading skills. In addition, the use of animation has been shown to help students understand reading content more easily through multisensory stimulation that is in line with their developmental characteristics. Based on the synthesis of findings, animated video media with pictures can be recommended as an alternative innovative and relevant learning media to support increasing interest in learning reading skills in elementary school students.
Implementation of Direct Learning Strategy with Demonstration Method in Physical Education in Developing Students' Motor Skills in Elementary School Firmansah, Deri
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 12 No 2 (2025): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v12i2.29259

Abstract

This study aims to analyze the implementation of direct learning strategies with demonstration methods in physical education in developing students' motor skills in elementary schools. This research method uses a qualitative case study approach. The research subjects consisted of physical education, sports, and health teachers and fifth-grade students. Data were collected through interviews, participant observation, and documentation. Data analysis used Miles and Huberman which included data reduction, data presentation, and drawing conclusions. Data validity testing was carried out through triangulation of sources and techniques. The results of the study indicate that direct learning strategies with demonstration methods implemented systematically through providing clear examples of movements, repeated practice, and direct feedback are effective in improving the quality of students' motor skills, especially in the aspects of coordination, balance, and movement accuracy. In addition to impacting psychomotor aspects, the implementation of this strategy also improves students' affective aspects, such as self-confidence, courage to try, and active participation in learning. The research findings confirm that direct learning strategies based on demonstrations are in line with the developmental characteristics of elementary school students who are at the concrete operational stage, and are relevant as an effective and contextual approach to physical education learning.
Analysis of the Implementation of Social Emotional Learning to Address Bullying Behavior in Elementary Schools Kristianto, Andika; Wakhudin, Wakhudin
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 12 No 2 (2025): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v12i2.29467

Abstract

This study aims to analyze the implementation of social-emotional learning and its contribution to social-emotional dynamics in overcoming bullying behavior among elementary school students. The research used a qualitative method with a case study approach, where data was collected through participatory observation, in-depth interviews, and documentation. The subjects were three sixth-grade teachers at elementary schools. Data analysis used the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing/verification. The results showed that SEL had been implemented through various strategies, such as emotion regulation techniques (STOP), reflection journals, role-playing, group discussions, and collaborative learning in line with the CASEL framework. However, the implementation varied greatly and depended on the individual initiative of teachers without the support of structured school policies. The characteristics of the implementation reveal fundamental weaknesses in the form of dependence on external teacher control, a reactive and short-term orientation, and the absence of a systematic evaluation mechanism, resulting in students' social and emotional skills not yet being internalized independently. SEL has an important contribution to bullying prevention through strengthening emotional regulation, developing empathy, and forming social awareness, but its effectiveness is not automatic and is highly determined by the quality of pedagogical implementation and structural support from the school. This study confirms that the potential of SEL as a preventive approach to bullying behavior can only be optimally realized if it is implemented systematically, consistently, and sustainably with comprehensive school policy support, adequate teacher professional development, and active collaboration with all education stakeholders.
The Relationship between Peer Assessment and Natural Science Learning Outcomes in Elementary Education Jamilah
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 12 No 2 (2025): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ngvh5d61

Abstract

This study aims to determine the relationship between peer assessment and science learning outcomes in elementary education. The research method used a correlational quantitative approach, involving 90 sixth-grade students. Data were collected through a validated questionnaire containing 38 items measuring four dimensions: understanding, participation, perceived benefits, and socio-emotional impacts. Data analysis was conducted using prerequisite tests (Shapiro-Wilk normality test and linearity test through ANOVA) and hypothesis testing using Pearson correlation. The results of the normality test indicate that the peer assessment data and science learning outcomes are both normally distributed. The linearity test confirmed a significant linear relationship between the two variables without significant deviations from linearity. The Pearson correlation test revealed a significant and strong positive relationship between peer assessment and science learning outcomes, indicating that the higher the peer assessment, the higher the science learning outcomes achieved. It can be concluded that peer assessment is effectively implemented at the elementary education level and can be integrated as a formative assessment strategy to improve science learning outcomes.

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