Journal of Development Education and Learning (JODEL)

Peningkatan Motivasi dan Hasil Belajar Siswa pada Materi Akhlak Terpuji "Jujur dan Amanah" melalui Model Problem Based Learning di Kelas VII MTs Negeri 2 Pasaman

Naimah Susanti — Sat, 31 May 2025 00:00:00 +0700

This classroom action research addresses the low motivation and learning outcomes in Aqidah Akhlak among seventh-grade students at MTsN 2 Pasaman, focusing on the moral values of honesty and trustworthiness. The study aims to enhance student motivation and cognitive mastery by implementing Problem-Based Learning (PBL). The research employed a two-cycle PTK (Kemmis & McTaggart): planning, action, observation, and reflection. The sample consisted of 25 students. Data were collected via tests, motivation questionnaires, observation sheets, and documentation. After Cycle I (honesty) and Cycle II (trustworthiness), student motivation increased from 72% to 92% and learning completeness from 60% to 96%. Conclusions: PBL effectively enhances both the motivation and learning outcomes for Aqidah Akhlak by engaging students in contextual problem solving.

Peningkatan Kemampuan Menulis Laporan Hasil Observasi dan Keterampilan Berbicara Melalui Model Project Based Learning (PjBL) di Kelas IV MIN 2 AGAM

Aryani Rindawati, Feli Ratmi Wati — Sat, 31 May 2025 00:00:00 +0700

Early-grade literacy encompasses both written and oral communication skills. In MIN 2 Agam, students in grade IV displayed weaknesses in composing observational reports and in oral presentation. This classroom action research aimed to improve students' ability to write observational reports and their speaking skills through Project-Based Learning (PjBL). The study used a two-cycle PTK (Kemmis & McTaggart) with 26 students. Instruments included pre/post-tests for writing and speaking rubrics, motivation questionnaires, observation sheets, and documentation. Writing mastery rose from 30.77% (8/26, mean score 60) pre-intervention to 88.46% (23/26, mean score 85) after Cycle II. Speaking skills (measured by rubric) improved from 34.62% (9/26) to 92.31% (24/26). Motivation for literate activities increased from 35% to 88% in high category. Qualitative data indicated enhanced planning, collaboration, and confidence. PjBL effectively improved both written and oral literacy in grade IV students in the primary school context.

Peningkatan Motivasi dan Hasil Belajar Bahasa Indonesia Pada Materi Menulis Teks Cerita Pendek Melalui Model Problem Based Learning di Kelas IV MIN 2 Agam

Feli Ratmi Wati, Aryani Rindawati — Sat, 31 May 2025 00:00:00 +0700

This classroom action research aimed to improve students' motivation and learning outcomes in writing short narrative texts among fourth-grade students at MIN 2 Agam. The study employed Problem Based Learning (PBL) across two cycles with 26 students. Instruments included pre/post-tests, motivation questionnaires, observation sheets, and writing rubrics. Results indicated significant improvement: mastery increased from 34.62% (mean score 62) to 92.31% (mean score 86), and high-category motivation rose from 30.77% to 88.46%. Qualitative data showed enhanced creativity, collaboration, and presentation confidence. PBL proved effective for developing narrative writing skills in primary school contexts.

Peningkatan Motivasi Dan Hasil Belajar Ipa Pada Materi Sumber Energi Dan Perpindahan Panas Melalui Model Problem Based Learning Di Kelas V MIN 2 Agam

Sri Mulyana, Mira Supia Wati — Sat, 31 May 2025 00:00:00 +0700

This classroom action research was motivated by the low motivation and learning outcomes of fifth-grade students at MIN 2 Agam in the Natural Science subject, particularly on the topic of energy sources and heat transfer. The study aims to improve motivation and learning outcomes through the application of Problem-Based Learning (PBL). The subjects were 23 students. The research was carried out in two cycles. Instruments: learning outcomes test, motivation questionnaire, observation sheet, rubric, and documentation. The results showed an increase in mastery from 30.43% (pretest) to 91.30% (posttest II). High category motivation increased from 26.09% to 82.61%. PBL was effective in improving conceptual understanding and science process skills.

Peningkatan Motivasi dan Hasil Belajar Matematika pada Materi Penjumlahan dan Pengurangan Bilangan Dua Angka melalui Model Problem Based Learning di Kelas II MIN 2 Pasaman

Yulismar, Yulismar — Sat, 31 May 2025 00:00:00 +0700

This classroom action research addresses low motivation and learning outcomes in mathematics among second-grade students at MIN 2 Pasaman, focusing on two-digit addition and subtraction. To improve student motivation and mastery through Problem-Based Learning (PBL). A two-cycle PTK (Kemmis & McTaggart) was implemented with 23 students. Instruments included pre-/post-tests, motivation questionnaires, observation sheets, and documentation. Pre-intervention mastery was 43% (mean score 65). After Cycle I, mastery rose to 61% (mean 74) and after Cycle II to 91% (mean 86). Motivation (high category) increased from 48% to 87%. Conclusions: PBL effectively improved both motivation and learning outcomes.

Penerapan Model Think Pair Share untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas II MIN 1 Pasaman

Dina Afrianti — Sat, 31 May 2025 00:00:00 +0700

This classroom action research aims to improve mathematics learning outcomes of second-grade students at MIN 1 Pasaman through the implementation of the Think Pair Share (TPS) cooperative learning model. The research was conducted in two cycles involving 21 students. The research instruments included learning outcome tests, student activity observation sheets, and field notes. The results showed an increase in students' average scores from 65 (pre-cycle) to 72 (cycle I) and 80 (cycle II). The percentage of learning completion also increased from 47.6% (pre-cycle) to 71.4% (cycle I) and 90.5% (cycle II). In addition to cognitive improvements, there were also increases in students' activeness, ability to cooperate, and self-confidence. Thus, the TPS model has been proven effective in improving mathematics learning outcomes in elementary schools..

Peningkatan Kemampuan Pemahaman Konsep Matematika melalui Pendekatan Kontekstual pada Siswa Kelas V MIN 2 Kota Pariaman

Fitriatul Husna — Sat, 31 May 2025 00:00:00 +0700

Difficulty in grasping mathematical concepts among primary school students reduces their problem-solving ability and learning motivation. This study addresses conceptual understanding in Grade V students at MIN 2 Kota Pariaman. The study aimed to improve students' conceptual understanding of mathematics through the implementation of a contextual teaching and learning (CTL) approach. This Classroom Action Research (CAR) employed a two-cycle design involving planning, action, observation, and reflection. Participants were 18 Grade V students. Instruments included pre-test and post-tests, observation checklists, and interview guides. Quantitative data were analyzed descriptively (means, percentages), and qualitative data were analyzed thematically. The average pre-test score was 64.72; after Cycle I, the mean rose to 75.55; after Cycle II, the mean reached 85.28. The percentage of students who met the Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) established for the targeted increased markedly across cycles. Observations and interviews revealed increased student engagement, collaborative problem solving, and better ability to relate mathematical concepts to real-life contexts.

Improving the Ability to Understand Mathematical Concepts Through Problem-Based Learning (PBL) and Manipulatives in Class V Students of MIN 2 Pariaman City

Fitriatul Husna — Sat, 31 May 2025 00:00:00 +0700

Many primary school students struggle with conceptual understanding in mathematics, particularly in areas such as fractions, decimals, and measurement, which impedes problem-solving and transfer. This Classroom Action Research (PTK) investigates whether a Problem-Based Learning (PBL) model reinforced with manipulatives and a small project task can improve the conceptual understanding of Grade V students at MIN 2 Kota Pariaman. The research employed two cycles of action: planning, action, observation, and reflection. Participants were 18 Grade V students. Instruments included an 18-item concept test (pre-test and post-tests), observation checklists, project rubrics, work samples, and semi-structured interviews. Quantitative data were analyzed descriptively (means, percent meeting KKTP) and, where appropriate, paired comparisons; qualitative data were analyzed thematically. Mean scores improved from 61.40 (pre-test) to 74.10 (post-test I) and 86.00 (post-test II). The percentage of students meeting the established Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) rose from 39% to 67% and then to 94%. Qualitative data indicated enhanced modelling, argumentation, collaboration, and motivation.

Peningkatan Pemahaman Nilai Persatuan dan Tanggung Jawab Melalui Role Playing Berbasis Experiential Learning dan Differentiated Instruction Pada Mata Pelajaran Pendidikan Pancasila Kelas III MIN 1 Kota Padang

Leni Marlina — Sat, 31 May 2025 00:00:00 +0700

Penelitian tindakan kelas ini bertujuan meningkatkan pemahaman nilai persatuan, tanggung jawab, serta keterlibatan belajar siswa kelas III MIN 1 Kota Padang melalui penerapan role playing berbasis experiential learning dan differentiated instruction. Dilaksanakan dalam dua siklus menggunakan model Kemmis & McTaggart, penelitian menunjukkan peningkatan ketuntasan belajar dari 35,7% pra tindakan menjadi 92,9% pada siklus II, dengan rata-rata nilai naik dari 62 menjadi 84 dan skor keterlibatan dari 68% menjadi 88%. Temuan ini membuktikan bahwa perpaduan role playing, experiential learning, dan diferensiasi pembelajaran efektif dalam meningkatkan pemahaman konsep sekaligus membentuk karakter gotong royong, disiplin, dan tanggung jawab siswa.

Meningkatkan Kemampuan Operasional Matematika Siswa Kelas I Melalui Penggunaan Media Benda Konkret Siswa Kelas I MIN 1 Solok Selatan

Mitraturrahmi, Mitraturrahmi — Sat, 31 May 2025 00:00:00 +0700

This Classroom Action Research aimed to enhance first-grade students’ mathematical operational skills through concrete objects as learning media. The study involved 17 students of MIN 1 Solok Selatan and applied the Kemmis and McTaggart model through two cycles of planning, action, observation, and reflection. Data were collected via formative tests, observations, worksheets, and documentation, and analyzed quantitatively and qualitatively. Results showed that concrete objects improved mastery of addition and subtraction, and fostered participation, creativity, and collaboration. The average formative test score increased from 52% to 68% in the first cycle and reached 85% in the second. Learning motivation, group engagement, and students’ ability to explain strategies also improved. It is concluded that concrete objects are an effective, engaging, and experiential strategy, recommended for consistent use in first-grade mathematics instruction.

Peningkatan Hasil Belajar IPA Siswa Kelas V MIN 2 Agam melalui Model Pembelajaran Inkuiri Terpimpin

Mira Supia Wati, Sri Mulyana — Sat, 31 May 2025 00:00:00 +0700

This Classroom Action Research investigates the effectiveness of the guided inquiry model in improving science learning outcomes among fifth-grade students in an Indonesian elementary school. The study was conducted with 28 students at MIN 2 Agam District, during the second semester of the 2024/2025 academic year. The intervention was carried out in two cycles, each consisting of three lessons, following the stages of planning, implementation, observation, and reflection. Data were collected through cognitive tests (20 multiple-choice items: pretest, posttest Cycle I, posttest Cycle II), science process skills observation sheets (4-point rubric), teacher journals, and student response questionnaires (4-point Likert scale). Descriptive quantitative analysis was used to examine changes in mean scores and achievement percentages, while qualitative analysis explored patterns emerging from journals and questionnaires. Findings revealed that the guided inquiry model consistently improved students’ mean scores from 54.6 (pretest) to 70.3 (posttest Cycle I) and 86.1 (posttest Cycle II), with the proportion of students achieving the target increasing from 28.6% to 89.3%. Science process skills and learning motivation also demonstrated notable development. The study concludes that guided inquiry, supported by structured worksheets, teacher scaffolding, and heterogeneous group organization, effectively enhances students’ conceptual understanding, scientific process skills, and motivation in science learning at the elementary level. For publication purposes, the inclusion of raw data, inferential statistical tests, and instrument reliability reporting is recommended to strengthen the evidence.

Peningkatan Kreativitas dan Hasil Belajar Siswa pada Mata Pelajaran SBDP melalui Model Project Based Learning di Kelas IV MIN 1 Solok Selatan

Yosi Yulianti — Sat, 31 May 2025 00:00:00 +0700

This classroom action research aims to improve students’ creativity and learning outcomes in the subject of Arts, Culture, and Crafts through the implementation of Project-Based Learning (PjBL). The research was conducted in two cycles involving 15 fourth-grade students at MIN 1 Solok Selatan. Data were collected using observation sheets, creativity rubrics, achievement tests, and project assessments. The results showed that the students’ average score increased from 64 in the pre-cycle to 72 in cycle I, and 83 in cycle II. The percentage of mastery learning improved from 40% to 93%. The students also demonstrated significant improvements in originality, fluency of ideas, elaboration of works, and confidence in presenting. Therefore, the PjBL model proved effective in enhancing both creativity and learning outcomes

Peningkatan Kemampuan Membaca Pemahaman melalui Model Anticipation Guide pada Siswa Kelas II MIN 1 Solok Selatan

Yesi Marlina — Sat, 31 May 2025 00:00:00 +0700

This classroom action research was conducted to improve the reading comprehension ability of second-grade students at MIN 1 Solok Selatan through the application of the Anticipation Guide model. The study was carried out in the even semester of the 2024/2025 academic year with 14 students, consisting of seven boys and seven girls. The research was conducted in two cycles, each comprising planning, action implementation, observation, and reflection. Data were collected through reading comprehension tests, observation sheets of learning activities, and field notes. The results showed that the average reading comprehension score increased from 61 in the initial condition to 64 in the first cycle, and eventually reached 82 in the second cycle. Students’ learning activities also improved from the “fair” category in the first cycle to the “good” category in the second cycle. Thus, the application of the Anticipation Guide model proved effective in improving reading comprehension and students’ active participation in Bahasa Indonesia learning.

Upaya Meningkatkan Aktivitas dan Hasil Belajar IPA dengan Model Experiential Learning pada Materi Sifat-Sifat Cahaya Siswa Kelas IV MIN 1 Solok Selatan

Jumhasnimar, Jumhasnimar — Sat, 31 May 2025 00:00:00 +0700

This Classroom Action Research (CAR) aimed to improve the learning activities and outcomes of fourth-grade students at MIN 1 Solok Selatan in science lessons, particularly on the topic of light properties, through the application of the Experiential Learning model. The research subjects were 14 students (6 boys and 8 girls). The study was conducted in two cycles, each consisting of planning, action, observation, and reflection. The instruments used were observation sheets for learning activities and achievement tests. The findings revealed a significant improvement in both students’ engagement and learning outcomes. Student activity increased from 67% (fairly active) in the first cycle to 87% (highly active) in the second cycle. The average score rose from 66.4 in the first cycle to 82.1 in the second cycle, with class mastery increasing from 57% to 93%. These results confirm that the Experiential Learning model is effective in enhancing students’ learning activities and achievements in understanding the concept of light properties.

Peningkatan Keterampilan Berdiskusi dan Pemahaman Nilai-Nilai Pancasila Melalui Model Pembelajaran Berbasis Proyek Pada Siswa Kelas I MIS Tahfizh Rabbani Kota Solok

Vino Rika Afriani, Rini Anggraini — Sat, 31 May 2025 00:00:00 +0700

Civic Education in grade I at MIS Tahfizh Rabbani still faces challenges in achieving Learning Outcomes, particularly in the element of “The Unitary State of the Republic of Indonesia,” which requires understanding and practicing Pancasila values. Lecture-based methods make it difficult for students to grasp abstract values and engage in discussions. This classroom action research aimed to improve discussion skills and understanding of Pancasila values through Project-Based Learning (PjBL), conducted in two cycles with 15 first-grade students. Data were collected through observation, documentation, and project assessments. The results showed an increase in discussion participation from 20% in the pre-cycle to 60% in Cycle I, and 86.7% in Cycle II, along with the ability to connect project outcomes with Pancasila values. Thus, PjBL is effective in enhancing students’ discussion skills and understanding of Pancasila values and is recommended for other learning contexts requiring conceptual understanding and social skill development.

Peningkatan Keterampilan Berpikir Kritis Dan Pemahaman Hak Dan Kewajiban Melalui Model Problem Based Learning Pada Siswa Kelas I MIS Tahfizh Rabbani Kota Solok

Rini Anggraini, Vino Rika Afriani — Sat, 31 May 2025 00:00:00 +0700

Civic Education on rights and obligations in Grade I at MIS Tahfizh Rabbani was hindered by one-way teaching, making it difficult for students to grasp abstract concepts and think critically. This two-cycle classroom action research applied Problem-Based Learning (PBL) to improve these skills. The subjects were 15 students, with data collected through observation, interviews, and student work analysis. Results showed improvement in critical thinking from 13.3% in the pre-cycle to 53.3% in Cycle I, and 80% in Cycle II. Students also demonstrated a deeper understanding of rights and obligations. PBL proved effective in fostering student-centered learning, enhancing critical thinking, and strengthening conceptual understanding.

Peningkatan Keterampilan Menyimak Dan Penguasaan Kosakata Melalui Model Pembelajaran Kooperatif Tipe Numbered Heads Together (NHT) Pada Siswa Kelas I Min 4 Solok

Wiwi Yusna Devi, Nurul Muflihah — Sat, 31 May 2025 00:00:00 +0700

Listening skills are a vital foundation for language development, yet they are often overlooked in early grades, resulting in passive learners with limited vocabulary. This condition was also observed in 30 first-grade students at MIN 4 Solok. The study employed Classroom Action Research using the Kemmis & McTaggart model, applying the Numbered Heads Together (NHT) strategy in two cycles to enhance listening skills and vocabulary mastery. Data were collected through observation, performance tests, interviews, and documentation, then analyzed descriptively in both qualitative and quantitative ways. The findings indicate a significant improvement: student mastery increased from 33.3% in the pre-cycle to 60% in Cycle I and 86.7% in Cycle II. Beyond academic scores, students gained greater confidence, active participation, and the ability to apply new vocabulary in meaningful contexts. These results confirm that the NHT model is effective in fostering cooperative listening-based learning in early-grade classrooms.

Problem-Based Learning Berbantuan Media Manipulatif untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa Kelas I Madrasah Ibtidaiyah

Nurul Muflihah, Wiwi Yusna Devi — Sat, 31 May 2025 00:00:00 +0700

The fundamental issue in early-grade mathematics learning is the students' difficulty in understanding abstract number operations concepts. An initial study at MIN Kota Solok showed that 76.7% of first-grade students failed to solve contextual problems involving addition and subtraction within 1-20, indicating low mathematical problem-solving abilities. This study aims to improve the mathematical problem-solving ability of first-grade students at MIN Kota Solok through the implementation of Problem-Based Learning (PBL) assisted by manipulative media. This research is a Classroom Action Research (CAR) conducted in two cycles, following the Kemmis and McTaggart model. Each cycle consisted of planning, action, observation, and reflection. Data were collected through tests, observation, and documentation. The results showed a significant improvement. The classical mastery percentage increased from 23.3% (pre-cycle) to 63.3% in cycle I and 86.7% in cycle II. The average score also rose from 50.0 (pre-cycle) to 66.0 (cycle I) and 82.0 (cycle II). Observational data indicated an increase in student activity and engagement in the learning process. The integration of the PBL model with manipulative media is effective in enhancing first-grade students' mathematical problem-solving abilities.

Penerapan Pendekatan Realistic Mathematics Education (RME) untuk Meningkatkan Hasil Belajar Matematika pada Materi Penjumlahan dan Pengurangan Bilangan Cacah Siswa Kelas I MIN Solok Selatan

Mitraturrahmi, Mitraturrahmi — Sat, 31 May 2025 00:00:00 +0700

Mathematics learning in the foundational phase plays a strategic role in developing students’ basic numeracy skills. However, conventional teaching approaches often cause difficulties, especially in addition and subtraction with whole numbers. This study was conducted in Grade I MIN I Solok Selatan with 17 students, where diagnostic assessment revealed that only 31% achieved the intended learning outcomes (KKTP). The average score was 65, below the minimum mastery criterion. This study aims to describe how the implementation of Realistic Mathematics Education (RME) can improve learning outcomes and student activity. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model across two cycles. Data were collected through observations, achievement tests, and documentation, and analyzed quantitatively and qualitatively. Findings indicated significant improvement: the average score increased from 65 (31.25% mastery) to 72.5 (68.75%) in cycle I, and 84.38 (93.75%) in cycle II. Student engagement also improved, with 85% actively participating in discussions and modeling problems. These results support constructivist theory and demonstrate that RME is effective for mathematics learning at the foundational level.