Journal of Education and Teaching Learning
Journal Title Journal Abbreviation Frequency Publication Language Online ISSN Print ISSN doi prefix Editor-in-Chief Publisher Country : Journal of Education and Teaching Learning : J. Educ. Teach. Learn. : Biannually : English : 2986-3015 : 2986-3791 : 10.59211/mjpjetl : Moh Jenli Abbas, S.Pd.,M.Pd : PT Media Jurnal Dan Pendidikan : Indonesia Journal of Education and Teaching Learning: is an open-access, double-blind peer-reviewed journal published by PT Media Jurnal dan Pendidikan. MJPJETL aims to promote excellence through dissemination of high-quality research findings, specialist knowledge, and discussion of professional issues that reflect the diversity of this field. The journal publishes a broad range of papers from all branches of education and individual or group learning relating to education, including but not limited to curriculum, elementary and secondary education, higher and adult education, teacher education, the education of special groups, gender and education, applied linguistics or language education, educational and information technology, educational theory, research and methodologies. This journal is published Biannually in online versions. All articles and issues are available for free download online.
Authors grant the journal the right of first publication. which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited. Authors are responsible for ensuring that any third-party materials included in their work have proper permissions.
Increasing Learning Activity Through Wordwall Media at Madrasah Ibtidaiyah Negeri 4 Tebo
This research is motivated by the low learning activity of grade III students at Madrasah Ibtidaiyah Negeri 4 Tebo, which can be seen from the lack of participation in discussions, low courage to ask and answer, and lack of involvement in learning activities in the classroom. This research aims to increase student learning activity through the use of interactive learning media Wordwall. The method used is Classroom Action Research with the Kemmis and McTaggart models which includes planning, implementation of actions, observation, and reflection in two cycles. The research subjects amounted to 18 students consisting of 9 male students and 9 female students, while data collection was carried out through observation and documentation with quantitative descriptive analysis. The results of the study showed that the use of Wordwall was able to increase students' learning activity gradually, from an average of 33.83 in the pre-cycle stage to 48 and 56.83 in the first cycle, then increased again to 67.83 and 82 in the second cycle. Thus, it can be concluded that Wordwall media is effective in increasing student learning activity and creating more interesting, interactive, and fun learning at MIN 4 Tebo.
Copyright (c) 2026 sriwahyuningsih123 sriwahyuningsih123 https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Indonesian Language Literacy and Self-Confidence on the Sales Communication Skills of Students in the Retail Business and Management Program
This study aims to analyze the influence of Indonesian language literacy and self-confidence on the sales communication skills of students in the Retail Business and Management Program. The primary issue addressed is the importance of strengthening the sales communication competencies of vocational students, which are determined not only by language proficiency but also by the psychological factor of self-confidence. This study employed a quantitative approach using a correlational-predictive research design. The sample consisted of 100 students enrolled in the Retail Business and Management Program. Data were collected through an Indonesian language literacy test, a self-confidence questionnaire, and a sales communication skills assessment instrument. Data were analyzed using descriptive statistics, Pearson correlation, and multiple linear regression with the assistance of statistical software. The findings indicate that the students' Indonesian language literacy was categorized as high, with a mean score of 78.64, while the mean scores for self-confidence and sales communication skills were 80.12 and 81.36, respectively. The correlation analysis revealed that Indonesian language literacy was positively and significantly associated with sales communication skills (r = 0.621), whereas self-confidence also demonstrated a positive and significant relationship with sales communication skills (r = 0.688). The multiple regression analysis showed that Indonesian language literacy and self-confidence simultaneously exerted a significant influence on sales communication skills (F = 70.12, p < 0.001, R² = 0.591). Partially, self-confidence emerged as the most dominant predictor, with a standardized beta coefficient of 0.519. This study concludes that strengthening Indonesian language literacy and self-confidence is essential for improving the sales communication skills of students in retail vocational education.
Copyright (c) 2026 Novita Wulandari, Adi Nurhadi https://creativecommons.org/licenses/by-nc-sa/4.0
THE MEANING OF THE PETAMBULI TRADITION IN THE WEDDING PROCESSION OF THE KAILI TRIBE IN NORTH SIBALAYA VILLAGE
Ifat Anisa, 2026. "The Meaning of the Petambuli Tradition in the Wedding Procession of the Kaili Tribe in North Sibalaya Village." Undergraduate Thesis. History Education Study Program, Department of Social Science Education. Faculty of Teacher Training and Education, Tadulako University. Advisors: (1) Hasan, (2) Misnah. This study aims to determine the meaning of the Petambuli tradition in the wedding procession of the Kaili tribe in North Sibalaya Village and to identify the historical values embedded within the tradition. The background of this research is driven by the importance of preserving local traditions as a cultural heritage that embodies historical values and community identity amidst changing times. This study employs a qualitative approach with a descriptive method. Data collection techniques were conducted through observation, interviews, and documentation, while data analysis techniques included data reduction, data display, and conclusion drawing. The results of the study show that the Petambuli tradition is a customary tradition still preserved by the Kaili community as a form of respect for ancestral customs and cultural heritage. This tradition encompasses the meaning of respect, which is reflected in how the groom's family conveys their intentions to the bride's family using polite customary language; social and familial meaning, which is evident from the family's involvement in deliberations and the establishment of harmonious relationships; and religious meaning, which is manifested through the use of Islamic greetings, prayers, and traditional symbols that invoke safety and blessings. Furthermore, the Petambuli tradition possesses historical values reflected in its origins and development arising from the environment of the Kaili Kingdom; the value of cultural and religious acculturation through the blending of local culture with Islamic values; and the value of cultural transmission that continues to be maintained from generation to generation. Consequently, it can be concluded that the Petambuli tradition plays a vital role in safeguarding the cultural identity of the Kaili community, strengthening social and family bonds, and preserving local cultural heritage.
Copyright (c) 2026 Ifat Anisa https://creativecommons.org/licenses/by-nc-sa/4.0
The Effectiveness of the PAPEDA Warm-Up in Increasing PSTE Students' Motivation in Physical Education Lectures
This study aimed to examine the effectiveness of the PAPEDA warm-up model in increasing the motivation of PGSD students in Physical Education lectures. The background of this study was the low motivation of students during conventional warm-up activities, which were considered monotonous and less engaging. This research used a quasi-experimental method with a pretest-posttest non-equivalent control group design. The participants were 59 third-semester PGSD students at Universitas Werisar, consisting of 29 students in the experimental group and 30 students in the control group. The experimental group received the PAPEDA warm-up model, while the control group received conventional warm-up activities. Student motivation was measured using an ARCS-based questionnaire covering Attention, Relevance, Confidence, and Satisfaction, with a Cronbach’s alpha reliability value of 0.89. Data were analyzed using an independent sample t-test. The results showed that the experimental group’s motivation increased by 50.3%, from 58.12 to 87.34, while the control group increased by only 11.5%, from 57.89 to 64.56. The difference was statistically significant with p<0.001. The highest increases occurred in Attention and Satisfaction. Therefore, the PAPEDA warm-up model was effective in increasing PGSD students’ motivation in Physical Education lectures.
Copyright (c) 2026 Syahrir https://creativecommons.org/licenses/by-nc-sa/4.0
Upaya Meningkatkan Kemampuan Membaca Permulaan Melalui Bingo pada Siswa MIN 4 Tebo
This study was motivated by the low beginning reading skills of first-grade students at MIN 4 Tebo, which were characterized by difficulties in recognizing letters, distinguishing similar letter shapes, and limited reading fluency. These problems were influenced by the dominance of conventional teaching methods and the lack of engaging instructional media. The aim of this study was to improve students’ beginning reading skills through the implementation of Bingo Reading media. This research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were first-grade students at MIN 4 Tebo. Data were collected through observation sheets of student and teacher activities, reading tests, and documentation. The results of the study showed that the implementation of Bingo Reading media improved the quality of classroom learning, particularly in increasing students’ attention, participation, and collaboration. In addition, the media supported the development of reading automaticity in recognizing letters, syllables, and simple words, which gradually enhanced students’ beginning reading skills across cycles. Therefore, it can be concluded that Bingo Reading media is an effective instructional strategy to improve beginning reading skills by creating an active, interactive, and enjoyable learning environment in elementary schools.
Copyright (c) 2026 Nur Fatmawati, Muhammad Zaki, Laili Rahmi https://creativecommons.org/licenses/by-nc-sa/4.0
Meningkatkan Kolaboratif melalui Proyek Simulasi pada Mata Pelajaran IPAS untuk Meningkatkan Aktivitas Belajar Siswa Kelas V Madrasah Ibtidaiyah Negeri 4 Tebo
The low levels of learning activity, collaborative skills, and learning outcomes in Integrated Science and Social Studies (IPAS) remain a major challenge in implementing 21st-century learning, which emphasizes active student participation. Preliminary observations conducted in Class V-B of MIN 4 Tebo revealed that most students demonstrated limited participation in group discussions, ineffective task distribution, and learning outcomes that had not yet met the expected minimum mastery criteria. This study aimed to improve students' learning activities, collaborative activities, and learning outcomes through the implementation of the Project Based Learning (PjBL) model based on a Mount Merapi simulation in IPAS learning. The study employed a Classroom Action Research (CAR) approach using the Kemmis and McTaggart model, which consisted of two cycles involving planning, action, observation, and reflection stages. The research participants were 16 fifth-grade students of Class V-B at MIN 4 Tebo. Data were collected through observations, achievement tests, interviews, and documentation, while the data were analyzed using descriptive quantitative and qualitative techniques. The findings indicated that the implementation of Project Based Learning based on the Mount Merapi simulation significantly improved students' learning activities from 62.5% in Cycle I to 93.8% in Cycle II. Students' collaborative activities also increased from 47.8% to 86.3%, while learning mastery improved from 64.3% to 100%, with the class average score reaching 86.6 in Cycle II. These findings demonstrate that project-based learning effectively promotes active student engagement, strengthens collaborative skills, and enhances conceptual understanding through contextual and meaningful learning experiences. Therefore, the Project Based Learning model based on the Mount Merapi simulation can serve as an effective instructional alternative for improving the quality of IPAS learning in elementary schools.
Copyright (c) 2026 Hardiana Dwi Jayanti, Muhammad Solihin, Fitria Carli Wiseza https://creativecommons.org/licenses/by-nc-sa/4.0
Vehicle Adoption Trend Analysis Based on Engine Displacement Segmentation Using Data Mining on Samsat Registration Data
Indonesia's South Sumatra province generates substantial four-wheeled vehicle registration activity, yet the administrative records that document this activity have rarely been subjected to systematic analytical scrutiny. This study draws on Samsat vehicle registration data from 2025 and the first quarter of 2026 to examine how new vehicle adoption patterns differ across engine displacement (CC) segments. The dataset spanned 15 Excel files: Dataset A covered the full year 2025 (17,867 units), while Dataset B captured Q1 2026 (6,190 units). Because column naming conventions varied across files, a keyword-matching-based preprocessing pipeline was developed to handle integration. The analysis combined the Mann-Kendall Trend Test, Sen's Slope Estimator, STL Decomposition, Kruskal-Wallis Test, and Mean Absolute Percentage Error (MAPE) as an out-of-sample projection benchmark. The Mann-Kendall test returned no statistically significant monotonic trend (p = 0.7105), which indicates that the proportional split between engine displacement categories stayed broadly stable over the observation window. Low-displacement vehicles (≤1,500 cc) held a consistent majority, averaging 66.10% of monthly registrations, throughout the period. STL Decomposition revealed a seasonal component responsible for roughly 50.02% of total data variance; the low-displacement segment peaked in November, while the high-displacement segment peaked in March. Projection accuracy, measured by MAPE, came in at 14.46% for the low-displacement segment (Accurate) and 37.92% for the high-displacement segment (Moderately Accurate). Based on these results, Samsat's administrative data proves to be highly useful for practical applications. Regional governments can utilize this data to improve public service planning and estimate regional own-source revenue (PAD) more accurately
Copyright (c) 2026 Muhammad Rafi Herdian, Fathoni Fathoni https://creativecommons.org/licenses/by-nc-sa/4.0
Deep Learning Supported by Desmos Classroom to Improve Problem-Solving Skills and Regulate Students’ Emotions
Mathematical problem-solving skills are one of the key competencies students must possess in mathematics education. However, in reality, many students still struggle to solve mathematical problems, particularly those involving linear equations. In addition to cognitive factors, affective aspects—such as emotional regulation—also influence students’ success in the learning process. Therefore, there is a need for instructional innovations capable of enhancing mathematical problem-solving skills while simultaneously supporting students’ emotional regulation. This study aims to determine the effect of Desmos Classroom-assisted deep learning on students’ mathematical problem-solving skills and emotional regulation regarding linear equations. This study employed a quasi-experimental method using a Nonequivalent Control Group Design. The study population consisted of eighth-grade students at SMP Negeri 3 Kalanganyar. The sample comprised an experimental class that received deep learning instruction supported by Desmos Classroom and a control class that received conventional instruction. The instruments used included a mathematical problem-solving ability test and a student emotional regulation questionnaire. Data analysis was conducted using descriptive and inferential statistics through hypothesis testing. The results indicate that deep learning instruction supported by Desmos Classroom has a positive effect on students’ mathematical problem-solving skills. This is evidenced by an increase in the students’ average score from 57.15 on the pretest to 71.63 on the posttest. The results of the hypothesis test also showed a significance value of 0.000, which is less than 0.05, indicating a statistically significant difference following the implementation of the instruction. In addition, students’ emotional regulation achieved an average percentage of 76.08%, which falls into the “very good” category. Thus, deep learning instruction supported by Desmos Classroom can serve as an effective alternative for improving students’ mathematical problem-solving skills while simultaneously supporting their emotional regulation when studying linear equations
Copyright (c) 2026 Tita Novia, Beni Junedi, Sarah Caesarani https://creativecommons.org/licenses/by-nc-sa/4.0
THE EFFECT OF PEDAGOGICAL COMPETENCE ON TEACHERS’ PROFESSIONAL COMPETENCE, WITH ORGANIZATIONAL CULTURE AS A MODERATING VARIABLE: A STUDY AT SDN MAJALAWANG
This study was conducted to empirically analyze the influence of pedagogical competence on teacher professional competence, with organizational culture as a moderating variable at Majalawang Elementary School. Pedagogical competence is a basic skill that teachers must possess to manage learning effectively, while professional competence relates to teachers' ability to master learning materials broadly and sustainably. In addition to individual teacher abilities, school organizational culture also plays a crucial role in supporting the improvement of the quality and professionalism of educators. The study used a quantitative approach with a survey method. The study population consisted of all nine teachers at Majalawang Elementary School; thus, the entire population was sampled using a saturated sampling technique. Data collection was conducted using a Likert-based questionnaire structured according to the indicators for each research variable. Data analysis was conducted through validity, reliability, and normality tests, as well as Moderated Regression Analysis (MRA) to determine the influence between variables and the function of organizational culture as a moderating variable. The results showed that pedagogical competence had a positive and significant effect on teacher professional competence. The better a teacher's ability to understand student characteristics, plan lessons, implement teaching and learning activities, and evaluate learning, the higher their professional competence in carrying out their educational duties. Furthermore, organizational culture has been shown to strengthen the relationship between pedagogical competence and teacher professional competence. A harmonious, collaborative organizational culture supported by good communication among school members can increase the effectiveness of the application of pedagogical competence in supporting teacher professionalism. This research implies that strengthening school organizational culture needs to be carried out continuously through increased cooperation, discipline, organizational commitment, and the creation of a positive work environment to support the improvement of teacher competence and professionalism optimally. Thus, schools are expected to be able to create better quality education through the development of professional and competitive human resources
Copyright (c) 2026 Irfan Irfan, Moch Subhan Syarif, Suyudi Suyudi, Hamidah Hamidah, Mutoharoh Mutoharoh https://creativecommons.org/licenses/by-nc-sa/4.0
THE EFFECT OF PEDAGOGICAL AND PERSONAL COMPETENCIES ON TEACHERS’ PROFESSIONAL COMPETENCE, WITH ORGANIZATIONAL CULTURE AS A MEDIATING VARIABLE, AT SMPN 14 IN SERANG CITY
This study aims to analyze the influence of pedagogical competence and personality competence on teacher professional competence, with organizational culture as a mediating variable at SMPN 14, Serang City. Using a quantitative approach, data were collected through questionnaires distributed to 30 teachers as respondents. The results showed that pedagogical and personality competencies have a positive effect on teacher professionalism. Organizational culture was found to play a significant role as a mediator that strengthens this relationship. These findings imply the importance of strengthening a conducive school culture to optimize teacher potential
Copyright (c) 2026 Hamidah Hamidah, Rohmah Rohmah, Fitria Fitria, Astari Astari, Mutoharoh Mutoharoh https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Pedagogical Competence and Personal Competence on Teachers’ Professional Competence, with Organizational Culture as a Mediating Variable
National education quality is fundamentally shaped by teachers' professionalism as the frontline of the learning process. This study aims to examine the influence of pedagogical competence and personality competence on teachers' professional competence, and to investigate the mediating role of organizational culture within that relationship. A quantitative approach with a causal research design was employed, applying total sampling to 30 teachers as respondents. Data were gathered through Likert-scale questionnaires and analyzed using path analysis and the Sobel test. The findings reveal that pedagogical competence (β=0.318) and personality competence (β=0.287) each exert a positive and significant influence on professional competence. Organizational culture demonstrated the strongest predictive coefficient (β=0.389). The Sobel test confirmed that organizational culture functions as a partial mediator in both relationships. The model accounts for 72.4% of the variance in professional competence. It is concluded that strengthening foundational teacher competencies must be accompanied by the sustained development of a conducive organizational culture
Copyright (c) 2026 Esih Sukaesih, Atikah Atikah, Dede Ibnu Romdoni, Hamidah Hamidah, Mutoharoh Mutoharoh https://creativecommons.org/licenses/by-nc-sa/4.0
Strengthening Discipline and English Proficiency: EFL Preservice Teachers' Perspectives on Reciting Qur'an with English Translation
This study explores EFL preservice teachers' perspectives on reciting the Qur'an with English translation as a strategy to strengthen discipline and English proficiency. Descriptive mixed methods was employed at the English Education Department of UMNU Kebumen, involving 47 preservice teachers from second and fourth semesters. Data were collected through questionnaires, semi-structured interviews, observations, and documentation over one semester. The findings revealed that students held highly positive perspectives, perceiving the practice as an educational consequence rather than punishment. The activity effectively reduced tardiness frequency, enhanced students' awareness of punctuality, and facilitated internalization of discipline as personal value. Regarding language development, students reported perceived improvements in vocabulary acquisition, pronunciation skills, and recognition of Islamic-English lexical equivalents. The integration of religious values made English learning more meaningful and identity-relevant. All interviewed students expressed intention to implement similar approaches in their future teaching careers with contextual adaptations. This study contributes to the theoretical frameworks of Liberating Discipline Pedagogy, Sociocultural Theory, and CLIL in Pre-Service Teacher Education by demonstrating how religious texts can function as mediational tools for simultaneous behavioral regulation and perceived language development. The findings offer practical implications for English teachers and curriculum developers in Islamic educational contexts.
Copyright (c) 2026 Zulfa Nabila, Atik Muhimatun Asroriyah, Eka Fanti Sulistiyaningsih, Hastri Firharmawan https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring Social Media as an Alternative Learning Source to Boost History Learning Interest Among Grade X Students of SMAN 5 Palu: An Instagram and YouTube Case Study
Exploration of the Role of Social Media as an Alternative Learning Resource in Increasing Interest in History Learning among Tenth-Grade Students of SMAN 5 Palu: A Case Study of Instagram and YouTube. Undergraduate Thesis. History Education Study Program, Department of Social Science Education, Faculty of Teacher Training and Education, Tadulako University. First Advisor: Dr. Minarni Nongtji, S.Pd., M.Si., Second Advisor: Dr. Hasan, M.Hum. This research aims to explore the role of Instagram and YouTube social media as alternative learning resources in increasing interest in learning history among tenth-grade students of SMA Negeri 5 Palu. This study employs a descriptive qualitative method with a case study approach. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis was conducted through the stages of data condensation, data display, and conclusion drawing and verification. The results of this study indicate that Instagram and YouTube social media serve as alternative learning resources capable of increasing the learning interest of tenth-grade students at SMAN 5 Palu. Both platforms make learning more engaging, varied, and encourage students' active participation and independent learning. Although there are obstacles regarding networks, data packages, and learning focus, the use of social media remains effective if properly directed and supervised within the learning process.
Copyright (c) 2026 Raudhatul Jannah, Minarni Nongtji, Hasan, Juraid https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of a Character Education-Based Explicit Instruction Model on Biology Learning Outcomes in the Digestive System Topic among Grade XI Senior High School Students
This study examined the effect of a character education-based Explicit Instruction learning model on students’ biology learning outcomes in the digestive system topic. The study was motivated by the tendency of biology instruction to be teacher-centered, resulting in low student participation, limited conceptual understanding, and insufficient integration of character values. The objective was to determine the influence of the Explicit Instruction model integrated with character education on students’ learning outcomes and character development. This research employed a quantitative approach using a quasi-experimental method with a non-equivalent control group pretest-posttest design. The sample consisted of an experimental class and a control class. Data were collected through pretests, posttests, and character education questionnaires. Data analysis included normality, homogeneity, and independent sample t-tests. The findings revealed that the experimental class showed a greater improvement in learning outcomes, with the mean score increasing from 48.5 to 80, while the control class improved from 43 to 79.5. Furthermore, the character education questionnaire yielded an average score of 88.93%, categorized as very good. These results indicate that the character education-based Explicit Instruction model positively affects both students’ biology learning outcomes and character development.
Copyright (c) 2026 Sarah Ummi Athiya, Khairuna Khairuna https://creativecommons.org/licenses/by-nc-sa/4.0
IMPROVING STUDENTS' READING COMPREHENSION ABILITY THROUGH THE SQ3R METHOD (SURVEY, QUESTION, READ, RECITE, AND REVIEW) IN INDONESIAN LANGUAGE LESSONS FOR FOURTH GRADE AT SDN 1 LIMBOTO, GORONTALO REGENCY
This study aims to improve students' reading comprehension skills through the application of Survey, Question, Read, Recite, and Review (SQ3R) method in the Indonesian language class for fourth-grade students at SDN 1 LIMBOTO, GORONTALO REGENCY. This study was motivated by students’ low reading comprehension skills, as evidenced by their difficulty in understanding the content of the text, identifying the main idea, answering questions based on the text, and summarizing the reading. The research design used was Classroom Action Research (CAR) based on the Kemmis and McTagart model, conducted over two cycles. The research subjects consisted of 29 fourth-grade students at SDN 1 LIMBOTO. Data collection techniques included observation, testing, and documentation. The results showed that the application of the SQ3R method was able to improve students' reading comprehension skills. This was evident from the improvement in student learning outcomes in each cycle as well as the increased activity of both teachers and students in the learning process. The SQ3R method helps students become more active in understanding reading materials through activities such az analyzing, formulating questions, active reading, restating the content of the text, and reviewing the material. Thus, the SQ3R method is effective for improving students' reading comprehension skills in Indonesian Language classes at elementary school level.
Copyright (c) 2026 Nuranisaabbas, Nuranisaabbas https://creativecommons.org/licenses/by-nc-sa/4.0
Implementation of Kegiatan Keputrian in Enhancing Female Students' Understanding of Fiqh of Worship at SMP Swasta Islam Terpadu Indah Medan
This study aims to analyze the implementation of girls’ activities and their role in improving female students’ understanding of fiqh of worship at SMP Swasta Islam Terpadu Indah Medan. The study uses a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation. Data analysis followed the Miles and Huberman model, which includes data collection, data reduction, data display, and drawing conclusions. The results show that the girls’ activities are held regularly every Friday. The topics covered include fiqh of worship such as purification, menstruation, prayer, and fasting, taught using lectures, discussions, question-and-answer sessions, demonstrations, and teaching media such as PowerPoint and related videos. The girls’ activities play a role in improving students’ understanding of fiqh of worship, as evidenced by an increased ability of the students to understand and apply worship procedures according to Islamic law. Supporting factors include school support, supervising teachers, adequate facilities and infrastructure, and students’ enthusiasm. Inhibiting factors include limited time for implementation and differences in students’ levels of understanding. Thus, the girls’ activities are an effective development program for improving female students’ understanding of fiqh of worship.
Copyright (c) 2026 Nur Azizah, Sokon Saragih https://creativecommons.org/licenses/by-nc-sa/4.0
Improving student outcomes IPAS using Learning Together assisted Smart Apps Creator grade IV SDN 27 Anak Air Padang
This study aims to improve students’ learning outcomes in IPAS (Integrated Science, Mathematics, and Social Studies) learning by using the Learning Together model assisted by Smart Apps Creator (SAC). The background of this study is the low learning outcomes, student activity, and engagement triggered by an ineffective learning process, resulting in suboptimal learning outcomes in Grade 4 at SDN 27 Anak Air, Padang City. The research method used was Classroom Action Research (CAR) with a qualitative and quantitative approach. The implementation of this study consisted of two cycles comprising the planning, implementation, observation, and reflection stages. The subjects of this study were the teacher and fourth-grade students of SDN 27 Anak Air, comprising 27 students—10 boys and 17 girls. Data collection techniques included observation, interviews, documentation, and assessment of learning outcomes. The results of the study showed an increase from an average of 68 to 77 in Cycle I and a further increase in Cycle II to 89.59. In line with this, the learning process also improved in terms of both the teacher and the students. Thus, it can be concluded that the application of the Learning Together Model assisted by Smart Apps Creator (SAC) can encourage students to be more active and participate in learning, which has an impact on improving learning outcomes.
Copyright (c) 2026 Nora Suraya, Hamimah https://creativecommons.org/licenses/by-nc-sa/4.0
Teachers’ Perceptions of Using Visual Media to Teach English Vocabulary to Students with Autism Spectrum Disorder
This study explored teachers’ perceptions of using visual media in teaching English vocabulary to students with Autism Spectrum Disorder (ASD) and the challenges encountered during its implementation. Employing a descriptive qualitative design, the study involved one English teacher at an inclusive elementary school in Indonesia. Data were collected through semi-structured interviews and documentation and analyzed using thematic analysis. The findings revealed that visual media helped students maintain attention, understand vocabulary more easily, and retain vocabulary more effectively. Flashcards were identified as the primary visual medium used in instruction, supported by visual schedules and picture-based worksheets. Students also showed positive responses through increased participation and engagement. However, challenges such as loss of focus, boredom, and tantrums occasionally affected the learning process. The study concludes that visual media are effective instructional supports for teaching English vocabulary to students with ASD, while their successful implementation requires teachers’ flexibility in addressing students’ diverse learning needs.
Copyright (c) 2026 Khairun Nisa, Emeliya Sukma Dara Damanik https://creativecommons.org/licenses/by-nc-sa/4.0
Development of a Bingo Game as a Self-Esteem Stimulation Medium for Senior High School Students
Low self-esteem remains a common issue among senior high school students, as reflected in low self-confidence, pessimistic attitudes, and difficulties in expressing themselves. These conditions may hinder students’ personal and social development, highlighting the need for innovative guidance and counseling media. This study aimed to develop a bingo-based educational game as a medium for stimulating students’ self-esteem through group counseling services. This research employed a Research and Development (R&D) approach using the 4D model, consisting of the define, design, develop, and disseminate stages. The research subjects included material experts, media experts, guidance and counseling teachers, and eleventh-grade students of SMA Negeri 1 Berastagi. Data were collected using Likert-scale questionnaires and analyzed quantitatively through descriptive percentage techniques to determine the feasibility and acceptability of the developed media. The findings revealed that the bingo game media achieved a feasibility score of 96.42%, indicating a “highly feasible” category. In addition, teacher and student responses reached 94.94%, categorized as “strongly agree.” These results demonstrate that the developed bingo game is highly appropriate and well accepted as a medium for stimulating students’ self-esteem within guidance and counseling services.
Copyright (c) 2026 Susmayati Susmayati, Yenti Arsini https://creativecommons.org/licenses/by-nc-sa/4.0
Improving Learning Outcomes Through Digital Pop-Up Book Media in Pancasila Education Subjects Cultural Diversity Materials in Grade III of SDS IT Al-Yunusi Rimbo Ulu Tebo
This research is motivated by the low learning outcomes of grade III students in the Pancasila Education subject of cultural diversity material, which is shown by the difficulty of understanding the concept, low activeness, and limited ability to analyze Indonesian cultural information. This condition is influenced by learning that is still dominated by lecture methods and the use of less varied media, so that abstract material has not been understood optimally. This research aims to improve student learning outcomes through the application of digital Pop-Up Book media. The method used is the Kemmis and McTaggart model Class Action Research which is carried out in two cycles, each including planning, implementation of actions, observation, and reflection, with 23 research subjects. Data is collected through observation, tests, and documentation, then analyzed descriptively, qualitatively, and quantitatively. The results of the study showed that the average achievement of students increased from 55 percent in the pre-cycle to 74 percent in the first cycle and 86 percent in the second cycle. Thus, the digital Pop-Up Book media has proven to be effective in improving students' learning outcomes in learning Pancasila Education material on cultural diversity.
Copyright (c) 2026 henykurniyawati henykurniyawati https://creativecommons.org/licenses/by-nc-sa/4.0
Evaluation of the Quality of Student Memorization Based on Fahmil (Understanding) of The Qur'an in Tahfizh Al-Qur'an Program at SDIT Plus Usman Bin Ali Medan
This study evaluates the quality of Qur’an memorization based on fahmil (understanding) at SDIT Plus Usman Bin Ali Medan. The research is motivated by the tendency of tahfizh learning to emphasize memorization quantity rather than comprehension and internalization of Qur’anic values. A qualitative evaluative approach using the CIPP model (Context, Input, Process, Product) was employed. Data were collected through observation, interviews, and documentation involving principals, tahfizh teachers, students, and parents. Data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The results indicate that fahmil-based evaluation has been implemented by integrating meaning comprehension into memorization activities. Students are assessed not only on memorization fluency but also on understanding and interpretation of verses. This approach improves memorization quality and religious character. However, challenges remain, including the absence of standardized assessment instruments and limited teacher competence in Qur’anic interpretation skills.
Copyright (c) 2026 Abd Rahman https://creativecommons.org/licenses/by-nc-sa/4.0
The Role of History Teachers in Increasing Students' Learning Motivation at SMA Negeri 5 Palu
This study aims to determine the role of history teachers in enhancing students' learning motivation at SMA Negeri 5 Palu. The method employed in this research is descriptive qualitative. Data were collected through observation, interviews, and documentation. The findings indicate that the role of history teachers is highly crucial in increasing students' learning motivation through the use of engaging instructional methods, the continuous provision of motivation, the utilization of varied learning media, and the creation of an active and enjoyable learning atmosphere. Teachers also function as facilitators, motivators, and mentors who are capable of connecting historical material to students' daily lives, thereby making the learning process more meaningful. The conclusion of this study demonstrates that the role of history teachers in enhancing student motivation is executed through planned and effective strategies, namely the implementation of varied teaching methods, the use of appropriate media, the provision of individual attention and encouragement, and the creation of a conducive learning environment. These efforts successfully enhance students' interest, enthusiasm, and participation in history learning, allowing the instructional objectives to be optimally achieved.
Copyright (c) 2026 Rezki Zakinah https://creativecommons.org/licenses/by-nc-sa/4.0
Improving Students' Learning Outcomes in Science and Social Studies Using a Deep Learning Approach with Problem-Based Learning (PBL) Model in Grade IV at SD Negeri 17 Gunung Pangilun, Padang
This research is motivated by the low learning outcomes of students in Natural and Social Sciences (IPAS) learning in grade IV of SD Negeri 17 Gunung Pangilun, Padang City. This condition is caused by learning that is still centered on teachers, low student involvement, and the lack of optimal implementation of learning models that encourage critical thinking skills. This research aims to improve the learning outcomes of IPAS through the application of the Deep Learning approach with the Problem Based Learning (PBL) model. The research uses the Classroom Action Research (PTK) method with a qualitative and quantitative approach which is carried out in two cycles. Each cycle includes the stages of planning, implementation of actions, observation, and reflection. The research subjects were 18 students in grade IV. Data was collected through observation, interviews, documentation, and learning outcome tests. The results of the study showed an improvement in the quality of learning, as seen from the increase in the assessment of teaching modules from 83.33% to 95.83%. The average learning outcomes of students increased from 58.47 in the first cycle of the first meeting to 73.61 in the second meeting and reached 86.88 in the second cycle. Thus, the Deep Learning approach with the Problem Based Learning model is effective in improving the learning outcomes of social studies of students.
Copyright (c) 2026 Irma Apriani Irma Apriani https://creativecommons.org/licenses/by-nc-sa/4.0
Policy Analysis and Effectiveness of Deep Learning–Based Project Learning for Green Entrepreneurship
The integration of Deep Learning approaches into Project-Based Learning in vocational education, particularly for developing Green Entrepreneurship Competency, remains underexplored. This study aimed to measure the effectiveness of Deep Learning-based Project-Based Learning in improving the Green Entrepreneurship Competency of Grade XI–XII students in the Computer and Network Engineering Department at SMK Negeri 1 Kabupaten Sorong. A quantitative approach with a one-group pre-test and post-test design was employed, involving 184 students and 64 teachers. Data were analyzed using paired sample t-tests, Pearson correlation, and multiple linear regression. The findings revealed a significant improvement in Green Entrepreneurship Competency, with the average score increasing from 53.97% in the pre-test to 72.60% in the post-test (gain = 18.63; p < 0.001; Cohen’s d = 0.83). The Green Entrepreneurial Intention dimension showed the highest improvement, while Ecological Awareness demonstrated the strongest correlation with the quality of implementation. Regression analysis identified the quality of Deep Learning-based Project-Based Learning implementation as the strongest predictor of Green Entrepreneurship Competency (β = 0.412; R² = 0.621). This learning model proved effective and is recommended for sustainable implementation with adequate support in terms of media, teacher training, and institutional policies..
Copyright (c) 2026 Lusia Dianti Sihotang https://creativecommons.org/licenses/by-nc-sa/4.0
Development of a Problem Based Learning Model Assisted by Wordwall to Improve Creative Thinking Skills
This study aimed to develop a Problem Based Learning model assisted by the Wordwall application to improve the creative thinking skills of Paket C students in creative economy learning at PKBM Mi’raajul Ummah. This study employed a Research and Development method using the ADDIE model, which consisted of analysis, design, development, implementation, and evaluation stages. The research subjects consisted of 15 eleventh-grade Paket C students. Data collection techniques included observation, interviews, questionnaires, documentation, and creative thinking tests. The results showed that the developed learning model was feasible for implementation based on material expert validation with a percentage of 81.25% and media expert validation with a percentage of 83.3%. The implementation of the learning model was also able to improve students’ creative thinking skills, as indicated by the increase in the average pretest score from 7.9 to 12.2 in the posttest, with an N-Gain value of 0.55 in the moderate category. In addition, the questionnaire results showed a student response percentage of 91.1% in the very good category. Therefore, the Problem Based Learning model assisted by Wordwall was able to create more interactive and contextual creative economy learning and support the development of the creative thinking skills of Paket C students.
Copyright (c) 2026 Intan Sri Mutiaz Alfi Farhani, Agus Hasbi Noor, Heris Hendriana https://creativecommons.org/licenses/by-nc-sa/4.0
The Transformation of Deep Learning in the Merdeka Curriculum at Madrasahs: Instructional Leadership and Strengthening the 6C Competencies
This study was motivated by the demands of 21st-century educational transformation, which promotes more meaningful, reflective, and learner-centered learning through the implementation of deep learning in the Merdeka Curriculum at madrasahs. The study aims to analyze the transformation of deep learning, the role of the madrasah principal’s instructional leadership, and its contribution to strengthening students’ 6C competencies at MA Sultan Fatah Demak. The research employs a qualitative approach using a case study design. Data were collected through semi-structured interviews, non-participant observation, and documentation involving the madrasah principal, the vice principal for curriculum, and teachers. Data analysis was conducted using the Miles, Huberman, and Saldaña model through data condensation, data presentation, and drawing conclusions. The results of the study indicate that the implementation of deep learning drives a shift in learning from teacher-centered to student-centered learning that is more active, collaborative, based on higher-order thinking skills (HOTS), and reflective. The instructional leadership of the madrasah principal plays a crucial role in fostering an academic culture, supervising learning, and facilitating professional collaboration among teachers. Furthermore, the implementation of deep learning contributes to the holistic strengthening of students’ 6C competencies. This study concludes that the deep learning transformation in madrasahs is not merely a change in teaching methods but also a shift in learning culture that supports sustainable 21st-century learning.
Copyright (c) 2026 Muhammad Fariz Ashari https://creativecommons.org/licenses/by-nc-sa/4.0
Increasing IPAS Learning Interest through the Discovery Learning Model
Social studies learning in elementary school requires the active involvement of students, but in practice students' interest in learning is still often low because learning tends to be teacher-centered. This condition was also found in grade III students of SD Negeri 134II Purwosari who showed low attention, participation, and curiosity in participating in science learning. This research aims to increase interest in learning social studies through the application of the discovery learning model. The method used is Class Action Research which is carried out in two cycles, including the stages of planning, implementation, observation, and reflection. The research subjects amounted to 31 grade III students. Data were collected through observation, questionnaires, and documentation, then analyzed using qualitative and quantitative descriptive techniques. The results of the study show that the application of the discovery learning model is able to increase students' interest in learning gradually and significantly. In the pre-cycle stage, the average student learning interest was 45 in the low category, increased to 70 in the first cycle with the sufficient category, and reached 85 in the second cycle with the high category. Thus, the discovery learning model is effective in increasing interest in learning social studies and creating more active, meaningful, and student-centered learning.
Copyright (c) 2026 safirozahro321 safirozahro321 https://creativecommons.org/licenses/by-nc-sa/4.0
Increasing Interest in Learning Through Canva-Based Interactive Media at Madrasah Ibtidaiyah Negeri 4 Tebo
This research is motivated by the low interest in learning of grade IV students in the science course at Madrasah Ibtidaiyah Negeri 4 Tebo which can be seen from the lack of attention, interest, feelings of pleasure, and active involvement of students in the learning process, while learning still tends to be centered on teachers and relies on package books as the main learning resource. This research aims to increase students' interest in learning through the application of Canva-based interactive media in learning IPAS. The method used was the Kemmis and McTaggart class action model research which included the stages of planning, implementation of actions, observation, and reflection, with the research subjects of 20 students in grade IV of MIN 4 Tebo. Data collection techniques are carried out through observation, interviews, questionnaires, and documentation, while data analysis uses qualitative and quantitative descriptive. The results showed that the average student learning interest gradually increased from 36.25 in the pre-cycle to 53.75 and 64 in the first cycle, then increased to 74 and 86.25 in the second cycle. Thus, Canva-based interactive media has proven to be effective in increasing students' interest in learning social studies at madrasah ibtidaiyah
Copyright (c) 2026 putrinurdewi123 putrinurdewi123 https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of Using Wayground Media on Improving the Learning Motivation of Fifth-Grade Elementary School Students in Learning Fractions
This study aims to analyze the effect of using the Wayground platform on the learning motivation of fifth-grade elementary school students in the subject of fractions. The main issue in this study is the low level of student motivation in mathematics learning, which is abstract and unengaging. This study employs a quantitative approach with a quasi-experimental design using a pretest-posttest model. The research sample consisted of 21 students selected using purposive sampling. The instrument used was a learning motivation questionnaire based on a Likert scale. The results of the study indicate a significant increase in students’ learning motivation following the use of the Wayground media. The average learning motivation score increased from 18.76 (moderate category) to 26.95 (good category). The results of the paired-sample t-test showed a t-value (20) = 19.61 with p < 0.001, indicating a significant difference between pre- and post-intervention. Additionally, the effect size of Cohen’s d = 4.28 indicates that the effect is very large. The conclusion of this study indicates that the Wayground platform is effective in enhancing students’ learning motivation regarding fractions. The implications of this study highlight the importance of integrating gamification-based digital learning platforms into the learning process to increase student engagement and motivation. This study contributes to the development of innovative technology-based learning strategies in elementary schools
Copyright (c) 2026 Jihan Saraswati Ginting, Alman Alman, Heny Sri Astutik https://creativecommons.org/licenses/by-nc-sa/4.0
Analysis of the Implementation of a Problem-Based Learning (PBL)-Based IPAS E-Module on Elementary School Students’ Conceptual Understanding and Critical Thinking Skills
This study aims to analyze the effect of implementing a Problem-Based Learning (PBL)-based IPAS e-module on elementary school students’ conceptual understanding and critical thinking skills. The problem underlying this study is the low level of students’ conceptual understanding and critical thinking skills in IPAS learning. This study employed a quantitative approach with a quasi-experimental design, specifically a nonequivalent control group design. The research sample consisted of 31 students divided into a control class and an experimental class. The instruments used included a conceptual understanding test and a critical thinking skills questionnaire. The results showed a significant improvement in the experimental class compared to the control class. The average posttest score in the experimental class (31.47) was higher than that of the control class (23.44), with a gain of 10.94 in the experimental class and 2.88 in the control class. The hypothesis test results showed that the calculated t-value was greater than the t-table value, and the significance value was less than 0.05, indicating a significant difference between the two groups. The conclusion of this study is that the Problem-Based Learning (PBL)-based IPAS e-module is effective in improving students’ conceptual understanding and critical thinking skills. This study implies that the integration of learning technology and problem-based models can improve the quality of IPAS learning in elementary schools and support the development of 21st-century skills.
Copyright (c) 2026 Meyrlin Santi Duppa, Solehun Solehun, Mursalim Mursalim https://creativecommons.org/licenses/by-nc-sa/4.0