Teaching and General Education is a peer-reviewed academic journal that publishes research across all fields of education. It promotes innovative ideas, teaching strategies, and interdisciplinary studies that enhance educational practice and policy. The journal is published twice yearly, in December–January and June–July, providing a platform for educators, researchers, and practitioners. It is indexed in Google Scholar, SINTA, DOAJ, and ICI Copernicus, increasing its global visibility. As an open-access journal, it ensures free access to knowledge, supporting academic collaboration and educational development. Submissions are welcome from all education sectors with a focus on quality and relevance Scope 1. Teaching methodologies and strategies 2. Educational theories and philosophies 3. Curriculum design and development 4. Assessment and evaluation methods 5. Technology-enhanced learning 6. Inclusive education and diversity 7. Teacher education and professional development 8. General education policies and reforms Publication Frequency November - December June - July
INNOVATION OF ISLAMIC RELIGIOUS EDUCATION TEACHING MATERIALS BASED ON QUICK RESPONSE CODES FOR GRADE VII STUDENTS OF SMP NEGERI 6 LUBUKLINGGAU
This study investigated the innovation of Quick Response (QR) code-based teaching materials in Islamic Religious Education for seventh-grade students at SMP Negeri 6 Lubuklinggau. The research was motivated by students’ low enthusiasm and limited understanding of learning materials, particularly the history of Prophet Muhammad SAW’s struggle during the Medina period. Teachers mainly relied on conventional textbooks, which reduced students’ motivation and engagement. Using a qualitative field research design, data were collected through observation, interviews, and documentation from May to July 2023. The findings revealed that learning innovations had already been implemented through conventional teaching and internet-assisted learning, such as practical videos on prayer and ablution. Furthermore, QR code-based teaching materials were found to increase students’ interest, motivation, and understanding because they were practical and easily accessible. The study also identified several supporting and inhibiting factors influencing implementation, including students, environment, facilities, and parental support in the learning process.
STEM education (Science, Technology, Engineering, and Mathematics)
Copyright (c) 2026 Teaching and General Education Studies
DISCOVERY LEARNING AS AN INSTRUCTIONAL APPROACH TO ENHANCING STUDENTS’ LEARNING OUTCOMES
Improving students’ learning outcomes is a persistent challenge in contemporary education, particularly in learning environments that still rely heavily on teacher-centered instructional practices. Such approaches often limit students’ opportunities to actively engage in learning, resulting in superficial understanding and low academic achievement. This scholarly article aims to examine Discovery Learning as an instructional approach that can enhance students’ learning outcomes through active participation, inquiry, and meaningful learning experiences. Using a qualitative, literature-based approach, this article synthesizes relevant theories, models, and empirical findings related to Discovery Learning and its educational implications. The discussion focuses on the theoretical foundations of Discovery Learning, its key characteristics and instructional stages, and its contribution to cognitive, affective, and psychomotor learning outcomes. The analysis indicates that Discovery Learning encourages learners to construct knowledge independently, develop higher-order thinking skills, and increase motivation and engagement. Furthermore, Discovery Learning aligns with constructivist principles and supports long-term knowledge retention. In conclusion, Discovery Learning is a pedagogically sound instructional approach that can significantly improve students’ learning outcomes when implemented with appropriate guidance and instructional design. This article recommends that educators integrate Discovery Learning into classroom practice and encourages further scholarly exploration to strengthen its theoretical and practical application across diverse educational contexts.
DISCOVERY LEARNING WITH SMART MULTIPLICATION BOARD MEDIA TO IMPROVE MATHEMATICS LEARNING OUTCOMES IN GRADE III ELEMENTARY STUDENTS
Mathematics learning outcomes of elementary students are often still low due to the use of less interactive learning models and limited instructional media. Therefore, innovative learning approaches are needed to support students’ understanding, especially at the lower grade level. This study aims to determine whether the Discovery Learning model supported by Smart Multiplication Board media can improve mathematics learning outcomes of third-grade elementary school students. The study was conducted at SDN 46 Lubuklinggau. This research employed Classroom Action Research (CAR) involving 21 third-grade students, consisting of 11 males and 10 females. The Discovery Learning model was implemented through two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected using tests, observations, and documentation, and analyzed using descriptive qualitative and descriptive quantitative techniques. The results showed an improvement in students’ mathematics learning outcomes after the implementation of the Discovery Learning model with Smart Multiplication Board media. In Cycle I, the average pre-test score was 55.95 and increased to 60 in the post-test. In Cycle II, the average pre-test score increased to 67.14 and further improved to 72.38 in the post-test. These findings indicate a consistent improvement in students’ learning outcomes across cycles. It can be concluded that the Discovery Learning model supported by Smart Multiplication Board media is effective and can be used as an alternative learning model to improve mathematics learning outcomes for third-grade elementary students. The findings of this study imply that teachers are encouraged to integrate discovery-based learning models with concrete and interactive media in mathematics instruction. Future research is recommended to apply this model at different grade levels or subjects and to examine its long-term impact on students’ conceptual understanding and learning motivation.
IMPROVING CIVICS LEARNING OUTCOMES THROUGH AUDIOVISUAL-ASSISTED CONTEXTUAL TEACHING AND LEARNING (CTL)
Civics Education (PPKN) learning in elementary schools often faces challenges such as low student motivation and limited use of engaging instructional media, which can negatively affect learning outcomes. Therefore, this study aims to examine the effect of the Audiovisual-Assisted Contextual Teaching and Learning (CTL) model on students’ PPKN learning outcomes. This research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, acting, observing, and reflecting stages. The subjects of the study were 17 fifth-grade students at SD Negeri 37 Lubuklinggau, comprising 9 male and 8 female students. Data were collected through observations, tests, interviews, and documentation, and analyzed descriptively. The results indicated a significant improvement in students’ learning outcomes. In Cycle I, the average pre-test score was 61.76%, increasing to 67.06% in the post-test. In Cycle II, the pre-test average score improved to 77.65%, while the post-test score reached 87.06%. In conclusion, the Audiovisual-Assisted CTL model effectively improves Civics Education learning outcomes. It is recommended that teachers apply this model regularly and utilize varied audiovisual media to enhance student engagement and understanding.
APPLYING INSIDE-OUTSIDE CIRCLE COOPERATIVE LEARNING TO IMPROVE FIFTH-GRADE SCIENCE LEARNING OUTCOMES
Science learning in elementary schools often faces challenges such as low student participation and limited learning media, which can affect students’ achievement. Therefore, this study aims to examine whether the Inside-Outside Circle (IOC) cooperative learning model assisted by question card media can improve science learning outcomes of fifth-grade students. The research was conducted at SD Negeri 60 Lubuklinggau using Classroom Action Research with the Kemmis and McTaggart model, consisting of two cycles: planning, action, observation, and reflection. The participants were Grade V students. Data were collected through tests, observations, and documentation, and analyzed using descriptive qualitative and descriptive quantitative techniques. The findings showed improvement in students’ science achievement in each cycle. In Cycle I, the average pre-test score was 56.42 and the post-test score increased to 63.80. In Cycle II, the average pre-test score was 70.47 and the post-test score reached 76.66, with a gain score of 0.3 (moderate). In conclusion, the IOC model supported by question cards effectively improves students’ science learning outcomes. It is suggested that teachers apply this strategy regularly and develop varied question cards to maintain students’ engagement.
IMPLEMENTATION OF THE INDEX CARD MATCH LEARNING MODEL TO IMPROVE SOCIAL STUDENTS LEARNING OUTCOMESAT GRADE V STUDENTS OF STATE ELEMENTARY SCHOOL 5 B SRIKATON
This study aims to determine whether the Index Card Match learning model can improve the learning outcomes of fifth grade elementary school students in Integrated Science (IPS). The research was conducted at SD Negeri 5 B Srikaton, musirawas District. This research is a classroom action research (PTK), with the research subjects being 20 fifth-grade students, consisting of 11 boys and 9 gils. The model used is the Index Card Match learning model, and the data collection techniques are quantitative and qualitative. The research consists of your stages: planning, implementation, observation, and reflection. The results of this study indicate and improvement in IPAS learning outcomes for fifth-grade students at SD Negeri 5 B Srikaton using the Index Card Match learning model. In cycle 1, students achieveda mastery learning score was 85%. Based on the research findings, it is concluded that the Index Card Match learning model can improve (IPS) learning outcomes in elementary schools.
APPLICATION OF ANIMATED VIDEOS TO IMPROVE LEARNING OUTCOMES OF PANCASILA EDUCATION IN GRADE V
This research aims to determine whether animation video media can improve Pancasila Education learning outcomes for fifth-grade elementary school students. The research was conducted at SD Negeri H. Wukirsari. The type of research used is Classroom Action Research (CAR) , with the subjects being 20 fifth-grade students consisting of 8 males and 12 females. The medium used is animation video media. Data collection techniques include Observation, Interview, Test, and Documentation1. Data analysis uses a mixed method approach. The research was conducted in two cycles, each consisting of the planning, implementation, observation, and reflection stages. The results showed a significant improvement in Pancasila Education learning outcomes. In cycle I, student learning completeness increased from $45\%$ (pre-test) to $55\%$ (post-test). In cycle II, completeness reached $80\%$. Based on these results, it can be concluded that animation video learning media can improve Pancasila Education learning outcomes for fifth-grade students at SD Negeri H. Wukirsari.
REACT LEARNING MODEL TO IMPROVE LEARNING OUTCOMES OF SOCIAL SCIENCES IN GRADE V OF STATE ELEMENTARY SCHOOL 25 LUBUKLINGGAU
This study aimed to improve the Social Studies learning outcomes of Grade V students at State Elementary School 25 Lubuklinggau through the implementation of the REACT learning model. The research employed a Classroom Action Research design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were 20 Grade V students. Data were collected using tests, observations, and documentation. The results showed a significant improvement in students’ learning outcomes after the application of the REACT model. In Cycle 1, the average post-test score increased to 74.81, with 70.73% of students achieving the Minimum Mastery Criteria. Further improvement was observed in Cycle 2, where the average post-test score reached 80.19 and 85.19% of students achieved learning mastery. These findings indicate that the REACT learning model effectively enhances students’ understanding, engagement, and academic achievement in Social Studies learning. Therefore, the REACT learning model is recommended as an alternative instructional strategy to improve the quality of Social Studies learning at the elementary school level.
Keywords: REACT, Social Sciences, LEARNING RESULTS
his research was conducted at SD Negeri 25 Lubuklinggau, Lubuklinggau City, South Sumatra Province. The researcher selected Grade V as the class used in this study
IMPLEMENTATION OF GUIDED INQUIRY LEARNING MODEL TO IMPROVE ELEMENTARY SCHOOL STUDENTS' SCIENCE LEARNING OUTCOMES
Low science learning outcomes among fifth-grade students indicate the need for more effective, student-centered learning models. This study aimed to examine the effectiveness of the Guided Inquiry learning model in improving science learning outcomes of fifth-grade students at SD Negeri 1 Lubuklinggau. The subjects of this study were 22 fifth-grade students. This research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, implementation, observation, and reflection. Data were collected through observation sheets, achievement tests, and documentation, and analyzed quantitatively. The results revealed a significant improvement in students’ learning outcomes. Learning mastery increased from 9% in the pre-action stage to 40% in Cycle I after the implementation of Guided Inquiry. Further improvement was achieved in Cycle II, with mastery reaching 86.37%. These findings indicate that the Guided Inquiry learning model effectively enhances students’ understanding of science concepts. In conclusion, Guided Inquiry is a suitable instructional approach for elementary science learning. This study contributes practical evidence for teachers to apply inquiry-based learning to improve science learning outcomes in elementary schools.
Guided Inquiry, learning outcomes, science for fifth grade students.
IMPROVING SOCIAL STUDIES LEARNING OUTCOMES THROUGH THE INDEX CARD MATCH MODEL FOR FIFTH GRADE STUDENTS OF SD NEGERI 67 LUBUKLINGGAU
This study aims to improve fifth-grade students' social studies learning outcomes through the Index Card Match learning model at SD Negeri 67 Lubuklinggau. Quantitative research using an experimental approach was used, with 21 fifth-grade students as subjects. Data collection techniques used were observation, interviews, documentation, and tests. Data analysis techniques were also used. This study consisted of two pre-experiments, each consisting of four stages: planning, implementation, observation, and reflection. In the first pre-experiment, the pre-test stage had a percentage of 14.28% in the very low category, and in the post-test stage, a percentage of 33.33% in the low category. Meanwhile, in the second pre-experiment, the pre-test stage showed a percentage of 71.42% in the moderate category. Then, in the post-test, student learning outcomes increased, with 80.95% in the very high category. The results of this study indicate an increase in student learning outcomes using the Index Card Match learning model for fifth-grade students at SD Negeri 67 Lubuklinggau.
Keywords: Index Card Match, Learning Outcomes, Elementary School
IMPROVING MATHEMATICS LEARNING OUTCOMES WITH CTL ASSISTED BY BEADS MEDIA
Background: Low mathematics learning outcomes and students’ difficulties in understanding abstract concepts remain a common problem in elementary schools. Conventional teaching methods often fail to connect mathematical content with students’ real-life experiences, resulting in low engagement and achievement. Therefore, innovative learning models and concrete media are needed to improve students’ conceptual understanding. This study aims to determine whether the Contextual Teaching and Learning (CTL) model assisted by beads media can improve mathematics learning outcomes of fifth-grade elementary school students. This study employed Classroom Action Research (CAR) involving 20 fifth-grade students of SD Negeri 46 Lubuklinggau. Data were collected through observation, documentation, and achievement tests, and analyzed using descriptive quantitative techniques. The research was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. In Cycle I, the pre-test results showed 15% of students in the very low category, while post-test results increased to 75% in the moderate category. In the second meeting of Cycle I, student achievement reached 30%. In Cycle II, the pre-test results increased to 40% (low category), and the post-test results significantly improved to 85% in the very high category. These findings indicate a substantial improvement in students’ mathematics learning outcomes after the implementation of CTL assisted by beads media.The application of the CTL model assisted by beads media effectively improves elementary students’ mathematics learning outcomes and conceptual understanding. study recommends the use of CTL combined with concrete learning media in mathematics instruction and suggests further research involving larger samples and different mathematical topics.
Learning outcomes, Mathematics, Contextual Teaching and Learning
IMPROVING UNDERSTANDING OF MATHEMATICAL CONCEPTS THROUGH THE CONTEXTUAL TEACHING AND LEARNING MODEL FOR FOURTH GRADE STUDENTS AT SD 46 LUBUKLINGGAU
Mathematics learning in elementary schools often faces challenges such as students’ difficulty in understanding abstract concepts and low engagement during conventional learning methods, which affects their overall learning outcomes. This study aims to determine whether the Contextual Teaching and Learning (CTL) model can improve the understanding of mathematical concepts of grade IV Elementary School students.. This study was conducted at SDN 46 Lubuklinggau using Classroom Action Research (CAR), with the research subjects being 20 grade IV students. Data collection techniques included observation, documentation, and tests, while data analysis was carried out using quantitative descriptive analysis. The study consisted of two cycles, each consisting of four stages: planning, implementation, observation, and reflection. In cycle I, the pre-test percentage was 25% in the very low category, while the post-test increased to 60% in the moderate category. In cycle II, the pre-test was 40% in the low category, and the post-test showed a significant improvement to 85% in the very high category. The results indicate that the CTL model effectively enhances students’ understanding of mathematical concepts. This suggests that implementing the CTL model can increase students’ engagement, motivation, and ability to relate mathematical concepts to real-life situations. For future research, it is recommended to explore the CTL model in combination with digital learning tools to further enhance conceptual understanding and interactive learning in mathematics.
Concept Understanding, Mathematics, Contextual Teaching and Learning
IMPROVING SOCIAL STUDIES LEARNING OUTCOMES THROUGH THE THINK TALK WRITE MODEL FOR GRADE IV STUDENTS OF SD NEGERI 46 LUBUKLINGGAU
Social studies learning at the elementary level often faces challenges, including low student engagement and limited critical thinking, which can result in suboptimal learning outcomes. This study aims to determine whether the Think Talk Write (TTW) model can improve social studies learning outcomes of fourth-grade students at SDN 46 Lubuklinggau. This research was conducted using Classroom Action Research (CAR) with 20 students as subjects, consisting of 12 males and 8 females. The study employed the Think Talk Write model to actively engage students in thinking, discussing, and writing activities. Data were collected through tests, observations, and documentation, and were analyzed using descriptive qualitative and quantitative techniques. The research was implemented in two cycles, each consisting of four stages: planning, action implementation, observation, and reflection. The results indicate a notable improvement in students’ social studies learning outcomes. In Cycle 1, the average pre-test score was 51.25 and the post-test score increased to 60.75. In Cycle 2, the average pre-test score was 64, and the post-test score reached 75.5. These results suggest that the Think Talk Write model effectively enhances student engagement, understanding, and mastery of social studies concepts. It can be concluded that the TTW model is an effective alternative instructional approach and is recommended for use in elementary classrooms to foster active learning and critical thinking. Furthermore, future research may explore the application of TTW across different subjects and grade levels to assess its broader educational impact.
: learning result, social sciences, Think Talk Write model
IMPROVING SCIENCE LEARNING OUTCOMES THROUGH OUTDOOR STUDY AT SD 46 LUBUKLINGGAU
Low science learning outcomes among elementary school students indicate the need for learning models that actively engage students and utilize real learning environments. This study aims to determine whether the Outdoor Study learning model can improve science learning outcomes of fourth-grade elementary school students at SDN 46 Lubuklinggau. This study employed an experimental research design with 20 fourth-grade students as research subjects, consisting of 12 boys and 8 girls. The learning model applied was the Outdoor Study model. Data were collected through tests, observations, and documentation, and analyzed using descriptive qualitative and descriptive quantitative techniques. The research was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The results showed an improvement in students’ science learning outcomes. In Cycle I, the average pre-test score was 54.25 and increased to 61.50 in the post-test. In Cycle II, the average pre-test score improved to 64.75 and further increased to 75.25 in the post-test. These findings indicate that the Outdoor Study learning model effectively enhances students’ science learning outcomes. In conclusion, the Outdoor Study model can be used as an alternative learning approach to improve science achievement at the elementary level. This study implies that teachers are encouraged to integrate outdoor learning activities into science instruction, and future research is recommended to apply this model to other subjects or larger samples to strengthen its effectiveness.
learning outcomes, science, Outdoor Study model
learning outcomes, science, Outdoor Study model.
EFFORTS TO IMPROVE STUDENT LEARNING OUTCOMES IN SOCIAL SCIENCES SUBJECTS THROUGH THE PICTURE AND PICTURE LEARNING MODEL IN ELEMENTARY SCHOOLS
This study aims to determine whether the Picture and Picture model can improve the learning outcomes of elementary school students. The type of research used is classroom action research (CAR). Data collection techniques use Test and documentation techniques. This study consists of 2 cycles with research procedures using the Kemmis & Mc Taggart model which includes planning, implementation, observation, and reflection. The results of this study indicate that there is an increase in Social Studies learning outcomes in fourth-grade students of SDN 6 Srikaton. This is shown in cycles 1 and 2 where in cycle 1 the value increases from 33% to 41% and in cycle 2 students who completed as many as 10 with a percentage of 83% of 12 students. With this it can be said that the Picture and Picture Model is able to improve the learning outcomes of fourth-grade students of SDN 6 Srikaton.
TEAM GAMES TOURNAMENT (TGT) TYPE COOPERATIVE LEARNING MODEL USING SNAKES AND LADDERS MEDIA TO IMPROVE MATHEMATICS LEARNING OUTCOMES OF GRADE IV STUDENTS OF MI DARUSSALAM
Low mathematics learning outcomes among elementary school students are often caused by limited student engagement and the use of less interactive learning models. To overcome this issue, cooperative and game-based learning approaches are needed. This study aims to examine the effectiveness of the Team Games Tournament (TGT) cooperative learning model assisted by snakes and ladders media in improving the mathematics learning outcomes of fourth-grade students. This research employed Classroom Action Research (CAR) conducted at MI Darussalam Lubuklinggau with 28 fourth-grade students. The study was carried out in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through tests, observations, and documentation, and analyzed using descriptive quantitative techniques. The results showed a significant improvement in students’ mathematics learning outcomes. The average score increased from 60 in Cycle I to 77.28 in Cycle II, along with an increase in learning mastery. These findings indicate that the TGT model supported by snakes and ladders media effectively enhances students’ mathematics learning outcomes. This study recommends the use of game-based cooperative learning models in elementary mathematics instruction and suggests further research on different materials or grade levels.
Learning outcomes, Mathematics, Team Games Tournament, Snakes and Ladders.
THE USE OF CANVA-BASED INTERACTIVE LEARNING MEDIA TO IMPROVE LEARNING OUTCOMES IN SCIENCE FOR JUNIOR HIGH SCHOOL STUDENTS
This study aims to determine the feasibility of using Canva-based interactive learning media in science subjects for junior high school students. The problem addressed in this study is the decline in students’ understanding, motivation, and interest in learning, which leads to low learning outcomes. Therefore, innovation in the learning process is needed through the use of interactive learning media based on Canva. This study employed a descriptive qualitative method using a literature study technique by reviewing five relevant journals. The results show that Canva-based interactive learning media increases students’ motivation, learning interest, and learning outcomes. The media is proven to be valid, practical, and effective in enhancing student engagement and facilitating understanding.
"Peningkatan Hasil Belajar IPA dengan Canva"
IMPROVING LEARNING OUTCOMES ON PLANE AREA THROUGH HOTS-ORIENTED PROBLEM BASED LEARNING (PBL)
Students experience difficulty processing information provided by teachers, who typically use lectures. Students face challenges during the learning process due to varying levels of understanding. In mathematics, in particular, students struggle to understand and solve problems. This research aims to find out students' responses to learning using the HOTS-oriented PBL model, to find out the improvement in students' learning outcomes after implementing the HOTS-oriented PBL learning model, to find out the effectiveness of the PBL model on the HOTS-oriented area of ​​flat shapes material. This research uses a Classroom Action Research (CAR) design which is carried out in two cycles and involves fifth grade students at one of the Lubuklinggau Elementary Schools. Data collected through observation, test results, interviews and documentation. The research findings indicate that the implementation of the PBL model can increase student participation during the learning process and improve the average value of student learning outcomes from the pre-cycle to the second cycle. These results indicate that the PBL learning model is effective in improving students' mathematics learning outcomes. The implication of this study is that the PBL model can be recommended as an alternative learning strategy for teachers to create a more interactive, enjoyable, and student-centered mathematics learning environment. Further research can explore the application of PBL combined with digital media or test its effectiveness in other subjects.
Problem Based Learning, Hots, Elementary School Student, Mathematics
IMPLEMENTATION OF PROJECT BASED LEARNING TO IMPROVE FIFTH-GRADE STUDENTS’ COLLABORATION SKILLS IN SCIENCE LEARNING
This study aims to improve fifth-grade students’ collaboration skills in science learning through the implementation of the Project Based Learning (PjBL) model. This research employed Classroom Action Research (CAR) consisting of one cycle that included planning, action, observation, and reflection stages. The participants were 16 fifth-grade elementary school students. Data were collected using observation sheets, interviews, documentation, and pre-test and post-test instruments. The results show a significant improvement in students’ collaboration skills, as indicated by an increase in the average score from 67.8% in the pre-test to 79.3% in the post-test. In addition, mastery learning improved from 25% to 87%. The improvement was evident in students’ ability to communicate effectively, share responsibilities, and actively participate in group work during project implementation. These findings indicate that Project Based Learning is effective in fostering collaboration skills in elementary science learning. Future research is recommended to conduct the study using more action cycles, involve a larger number of participants, and compare PjBL with other instructional models to obtain more comprehensive insights into the development of students’ collaboration skills.
Project Based Learning, collaboration skills, elementary school, science learning, classroom action research
IMPROVING FRACTIONS LEARNING OUTCOMES THROUGH PBL-BASED MATH GAMES AND POWTOON VIDEOS AT SDN 37 LUBUKLINGGAU
Problem-Based Learning (PBL) is a student-centered instructional approach that emphasizes the use of real-life problems to develop students’ higher-order thinking skills and active involvement in the learning process. This study aimed to examine the effectiveness of the Problem-Based Learning model in improving students’ academic achievement and learning engagement, particularly in the cognitive domain. The research employed a classroom action research design involving 17 fifth-grade students of MIN 26 Hulu Sungai Utara during the odd semester of the 2022/2023 academic year. Data were collected through observation sheets to measure student participation and written tests to assess learning outcomes. The results revealed that in the pre-cycle stage, the students’ average score was 68.12, with a classical mastery level of 47%, where only 8 out of 17 students achieved the minimum passing grade of 65. After the implementation of PBL, students’ learning outcomes improved progressively. In Cycle 1, the average score increased to 75.29 with a classical mastery of 70.59%, while in Cycle 2, the average score further rose to 78.82, and classical mastery reached 82.5%, with 14 students achieving the minimum passing grade. These findings indicate that the Problem-Based Learning model is effective in enhancing students’ academic achievement and engagement in learning.
hayy editor bapak ibu perkenalkan saya Vira Muspita saya ingin mengumpulkan revisi jurnal saya sekian terimakasih ????
THE EFFECT OF THE MAKE A MATCH COOPERATIVE MODEL ON IMPROVING CIVICS LEARNING OUTCOMES AT AL-FURQON ELEMENTARY SCHOOL
Low student interest and learning outcomes in Civics, particularly Pancasila Education, indicate the need for innovative and engaging instructional strategies in elementary schools. This study aims to examine the effect of the Make a Match cooperative learning model on improving students’ learning outcomes in Pancasila Education. The study was conducted at Al-Furqon Elementary School to address classroom-based learning challenges. The research employed Classroom Action Research (CAR) consisting of two cycles involving elementary school students. Data were collected through classroom observations, learning outcome tests, and documentation. The results revealed that the implementation of the Make a Match cooperative model significantly improved students’ learning activities and understanding of Pancasila concepts. Learning became more enjoyable and interactive, as students were actively involved in finding matching pairs of question and answer cards while collaborating with their peers. The improvement in learning outcomes was indicated by a consistent increase in students’ average scores across the two cycles. In conclusion, the Make a Match cooperative learning model is effective in enhancing Civics learning outcomes in elementary school settings. This study implies that cooperative and game-based learning models can be used as effective alternatives to conventional teaching methods in Civics education. Future research is recommended to apply this model in different schools, grade levels, or subjects to examine its broader effectiveness and sustainability.
Learning Outcomes, Elementary Keywords: Make a Match, Pancasila Education, Learning Media, School
Yth. Bapak/Ibu Editor, Saya ingin menanyakan terkait bagian “Subjects” pada sistem submission, yang mencantumkan bahwa subjects merupakan keywords, key phrases, atau classification codes yang menggambarkan topik artikel. Apakah saya perlu mengisi keywords secara manual, atau mengikuti classification codes tertentu dari jurnal? Mohon arahannya agar pengisian bagian tersebut sesuai dengan ketentuan. Terima kasih atas bantuan dan informasinya. Hormat saya, [Isi Nama Anda]
IMPLEMENTATION OF THE PROJECT BASED LEARNING (PJBL) LEARNING MODEL TO IMPROVE ELEMENTARY SCHOOL STUDENTS' SCIENCE LEARNING OUTCOMES
Science learning in elementary schools often faces challenges related to low student engagement and suboptimal learning outcomes, particularly when instruction relies on teacher-cantered approaches. Therefore, innovative learning models that actively involve students are required. This classroom action research aims to determine whether the Project-Based Learning (PjBL) model can improve science learning outcomes in fifth-grade students at SDN 6 Srikaton. The study was conducted using a classroom action research design consisting of two cycles. Data were collected through observation, learning outcome tests, and documentation. The results indicate that the implementation of the PjBL model effectively improved students’ science learning outcomes. Student mastery increased from 28.5% in the pre-cycle stage to 50% in Cycle I, and further rose to 78% of students achieving mastery in Cycle II. These findings demonstrate a consistent improvement in learning outcomes across cycles. This study concludes that the Project-Based Learning model is effective in enhancing science learning outcomes among fifth-grade elementary school students. The findings imply that teachers are encouraged to integrate PjBL into science instruction to promote active learning and deeper understanding. Future research is recommended to apply the PjBL model in different subjects, grade levels, or longer implementation periods to examine its broader impact on students’ skills and learning achievement.
Project-BasedLearning, Science Learning Outcomes, Elementary School Students
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IMPROVING SCIENCE LEARNING OUTCOMES THROUGH THE MAKE A MATCH MODEL IN ELEMENTARY SCHOOLS
This study aims to apply the Make a Match type of cooperative learning model to improve Natural Science (IPA) learning outcomes of fourth-grade students at SD Negeri 61 Lubuklinggau. Based on initial observations, students experienced difficulties in understanding science concepts when learning was dominated by lecture-based methods, resulting in low learning outcomes and limited classroom participation. The study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection stages. The research subjects were 25 fourth-grade students. Data collection techniques included pre-tests, post-tests, and classroom observations. In Cycle I, the average pre-test score was 52, with only 20% of students achieving mastery, while the post-test average increased to 69.2, with 68% of students achieving mastery. In Cycle II, the post-test results showed a further improvement, with an average score of 87.6 and 88% of students achieving mastery. These results demonstrate a significant improvement in students’ science learning outcomes after the implementation of the Make a Match learning model. In conclusion, the Make a Match cooperative learning model is effective in improving students’ science learning outcomes while simultaneously increasing learning motivation and active participation. This study implies that cooperative and game-based learning models can serve as effective alternatives to traditional teaching methods in elementary science instruction. Future research is recommended to apply the Make a Match model to other science topics, grade levels, or subjects to examine its broader applicability and long-term impact
Make A Match, Learning Outcomes, Natural Sciences
IMPLEMENTATION OF THE GAMIFICATION-BASED TGT LEARNING MODEL TO OPTIMIZE LEARNING OUTCOMES OF GRADE IV STUDENTS
The low interest of elementary school students in Natural Science (IPA) indicates the need for a more engaging and interactive learning approach. Traditional teaching methods often fail to stimulate active student participation; therefore, innovative strategies such as the Team Games Tournament (TGT) learning model are required. This study aims to determine the effectiveness of the gamification-based TGT learning model in improving fourth-grade students’ science learning outcomes. The research employed a quantitative approach using a pre-experimental design with a One-Group Pretest–Posttest format. The study was conducted at SD Negeri Kertosari and involved 18 Grade IV students. Data were collected through learning outcome tests, observations, and documentation. The TGT model was implemented in a single treatment session using science material on the topic of “Energy.” The results revealed a significant improvement in students’ learning outcomes, as the average score increased from 45.00 in the pretest to 85.00 in the posttest. In conclusion, the gamification-based TGT learning model is effective in enhancing students’ understanding and learning outcomes in natural science at the elementary school level. This study implies that incorporating competitive and game-based elements into cooperative learning can increase student engagement and achievement. Future research is recommended to integrate TGT with digital learning media and to examine its effectiveness across different subjects and grade levels.
ENHANCING FRACTION UNDERSTANDING THROUGH WORDWALL: A PRE-EXPERIMENTAL STUDY IN GRADE V ELEMENTARY SCHOOL
Mathematics plays an important role in developing students’ logical thinking skills; however, fraction material is often difficult for elementary students due to its abstract nature. Observations at SDN Wonokerto showed low learning outcomes and passive student participation, indicating the need for interactive learning media. This study aimed to determine the effectiveness of Wordwall media in improving fifth-grade students’ mathematics learning outcomes on fraction material. A Pre-Experimental design with a One-Group Pretest–Posttest approach was employed. The participants were 24 fifth-grade students of SDN Wonokerto. Data were collected through pre-tests, post-tests, observation, and documentation, and analyzed using descriptive statistics and a paired sample t-test. sample t-test showed a significance value of 0.000 (< 0.05), and classical learning mastery reached 79.17%. Wordwall media effectively improves fraction learning outcomes and enhances student motivation through interactive and visual learning experiences.
Wordwall Media, Mathematics, learning outcomes
APPLICATION OF CONTEXTUAL TEACHING AND LEARNING (CTL) MODEL THROUGH THE USE OF AUDIO-VISUAL MEDIA TO ASSIST MATHEMATICS UNDERSTANDING IN FOURTH GRADE STUDENTS AT SDN 25 LUBUKLINGGAU
This study was motivated by the lack of meaningful learning experiences and low student enthusiasm in mathematics instruction, which led to low learning outcomes among fourth-grade students. The purpose of this study was to improve students’ mathematical understanding through the application of the Contextual Teaching and Learning (CTL) model assisted by audiovisual media. This study employed classroom action research consisting of two cycles and involved 12 fourth-grade students at SDN 25 Lubuklinggau during the odd semester of the 2025/2026 academic year. Data were collected through mathematics achievement tests and classroom observations and analyzed descriptively. The results showed a significant improvement in students’ learning outcomes. Classical mastery increased from 50% in Cycle I to 91% in Cycle II, exceeding the minimum mastery criterion of 85%. These findings indicate that the CTL model supported by audiovisual media effectively promotes active student participation and helps learners connect mathematical concepts with real-life contexts. In conclusion, the CTL model assisted by audiovisual media is effective in improving elementary students’ mathematical understanding. This study implies that teachers are encouraged to implement contextual and multimedia-based learning strategies. Future research is recommended to examine the application of this model in different grade levels or subject areas.
Contextual Teaching and Learning, audiovisual media, mathematical understanding, SDN 25 Lubuklinggau.
INTEGRATING CONTEXTUAL LEARNING AND TRADITIONAL GAMES: DEVELOPMENT OF ADVENTURE BOARD GAME AS MEDIA FOR IPAS
IPAS learning in elementary schools requires contextual and interactive learning media to support students’ active engagement and meaningful understanding of scientific and social concepts. However, classroom learning is often dominated by textbook use and teacher-centered instruction, which limits students’ motivation and participation. This study aims to develop a contextual-based Adventure Board Game learning media for the IPAS subject in Grade IV elementary school. The research method used was Research and Development (R&D) with the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation. The research subjects were nine Grade IV students of SD Negeri Napallicin, North Musi Rawas Regency. Data collection techniques included observation, interviews, expert validation sheets, teacher and student questionnaires, and learning outcome tests. The results show that the developed learning media obtained a validity score of 0.87, categorized as very valid. The practicality assessment results indicate an average score of 89.33%, categorized as very practical. Meanwhile, the effectiveness test results show an average score of 83%, categorized as very effective. Based on these findings, the contextual-based Adventure Board Game learning media is suitable for use in IPAS learning in Grade IV elementary school. This study implies that integrating traditional games into contextual learning can enhance students’ engagement and learning outcomes. Future research is recommended to implement the developed media on a larger scale and explore its application in other subjects and grade levels.
: development, learning media, snakes and ladders, IPAS, ADDIE
IMPROVING PANCASILA EDUCATION LEARNING OUTCOMES THROUGH THE THINK-PAIR-SHARE MODEL IN ELEMENTARY SCHOOL
Learning outcomes in Pancasila Education at the elementary level often remain below expectations due to teacher-centered learning, limited student engagement, and students’ difficulties in understanding abstract concepts such as the meaning of Pancasila principles in daily life. Many students tend to be passive, easily distracted, and lack motivation when learning Pancasila Education, which contributes to low comprehension and achievement. To overcome these challenges, an interactive and collaborative learning model such as Think–Pair–Share (TPS) is needed. TPS provides opportunities for students to think independently, discuss ideas with a partner, and share their understanding with the class, making it suitable for improving active participation and conceptual understanding. This study aims to determine the effectiveness of the Think–Pair–Share learning model in improving students’ learning outcomes in Pancasila Education. The research employed a quantitative approach with a pre-experimental one-group pretest–posttest design. The subjects were 25 fourth-grade students at SD Negeri 47 Lubuklinggau. Data were collected through tests (pretest and posttest), classroom observation, and documentation. The results show a significant improvement in students’ learning outcomes after the implementation of TPS. The pretest average score was 59.00, while the posttest average increased to 80.00, indicating substantial enhancement in students’ comprehension of the material “The Meaning of Pancasila Principles in Society.” In conclusion, the Think–Pair–Share model is effective in improving learning outcomes in Pancasila Education and serves as a suitable alternative learning strategy to promote active engagement and collaborative thinking among elementary school students.
Think-Pair-Share, Learning Outcomes, Pancasila Education, Elementary School
IMPLEMENTATION OF THE CTL MODEL TO IMPROVE ELEMENTARY SCHOOL STUDENTS' SCIENCE LEARNING OUTCOMES
This study examines the implementation of the Contextual Teaching and Learning (CTL) model in Natural Science (IPA) instruction and evaluates its effectiveness in improving elementary school students’ learning outcomes. The study is grounded in the problem of low science achievement among students, which is primarily caused by teacher-centered learning practices that limit students’ active engagement and understanding of scientific concepts. The research employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, which was conducted in two cycles comprising planning, action, observation, and reflection stages. The subjects of this study were elementary school students who had not yet achieved the Minimum Competency Criteria (KKM) in science learning. Data were collected through classroom observations, interviews, documentation, and achievement tests to obtain comprehensive information on both the learning process and learning outcomes. The results demonstrate a significant improvement in students’ science learning outcomes following the implementation of the CTL model. In the initial condition, most students scored below the KKM. After the first cycle, the learning completion rate reached 44%, indicating a moderate improvement. Subsequent revisions to the learning process through the systematic application of CTL components, including constructivism, inquiry, questioning, learning communities, modeling, reflection, and authentic assessment, led to a substantial increase in learning outcomes in the second cycle, with mastery learning reaching 88%. These findings indicate that CTL effectively promotes active learning, contextual understanding, and the ability to relate scientific concepts to real-life situations. In conclusion, the Contextual Teaching and Learning model is effective in improving elementary school students’ science learning outcomes. This study provides practical benefits for teachers by offering an alternative instructional approach that supports active, meaningful, and student-centered learning in elementary science classrooms.
Keywords: CTL, learning outcomes, science, elementary school, classroom action research.
Implementation of the CTL Model in Elementary School Students
PENERAPAN LATIHAN WALL PASS UNTUK MENINGKATKAN KEMAMPUAN PASSING FUTSAL PADA SISWA EKSTRAKURIKULER DI PONDOK PESANTREN AL-HAADI LUBUKLINGGAU
This study aims to determine the effectiveness application of wall pass training to improve futsal passing skills in extracurricular students at the Al-Haadi Islamic boarding school in Lubuklinggau. The type of research used is a quasi-experimental method. The population used is 20 students of the Al-Haadi Islamic boarding school in Lubuklinggau. The research sample was taken from students with junior high school criteria totaling 15 students. Data collection was carried out using test techniques in the form of passing accuracy tests. Data analysis used the SPSS 23 parametric statistical formula, the t-test, namely the Paired Samples T Test. The results of the analysis obtained by the test criteria a = 0.05 and dk (n-1), then the t_table was obtained at 1.7613 and the t_count was 25,252. Because t_count ≥ t_table, Ha was accepted and Ho was rejected. The hypothesis stating that the Application of Wall Pass Training to Improve Futsal Passing Skills in Extracurricular Students at the Al-Haadi Islamic Boarding School in Lubuklinggau is accepted. Thus, wall pass training can significantly improve futsal passing skills.
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