Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar

Application of Collaborative for Academic, Social, and Emotional Learning-Based Game-Based Learning Model in Improving Mathematics Learning Outcomes in Class IV A

Prihatin Sulistyowati — 2025-07-17

This study aims to analyze the effectiveness of the application of the Game-Based Learning (GBL) model based on Collaborative for Academic, Social, and Emotional Learning (CASEL) in improving the mathematics learning outcomes of grade IV A students of Bandungrejosari 3 Public Elementary School Malang. The research background is the low learning outcomes and student engagement in mathematics learning, along with the limited integration of social-emotional learning components in classroom practices. The method used is Classroom Action Research which is carried out in three stages, namely pre-cycle, cycle I, and cycle II, following the Kemmis and McTaggart model that includes planning, implementation, observation, and reflection. Data were collected through learning outcome tests and student response questionnaires administered at each stage. The results showed a significant increase in the completeness of learning outcomes from the pre-cycle stage to cycle II, indicating that students’ academic performance in mathematics improved through the implementation of this model. In addition to academic achievement, the application of the CASEL-based Game-Based Learning model also contributed to the development of students’ social-emotional aspects, particularly in collaboration, communication, empathy, and self-regulation skills, which were observed during group activities and interactive game sessions. These findings indicate that integrating CASEL-based GBL is effective in promoting both cognitive and social-emotional competencies in elementary school students.

Improving Social Science Learning Outcomes through the Application of the Discovery Learning Model with e-LKPD Media for Grade IV Elementary School Students

Dyah Triwahyuningtyas — 2025-07-17

This research aims to improve the learning outcomes of Natural and Social Sciences (IPAS) students of grade IV C Sekolah Dasar Negeri 1 Bakalan Krajan Malang through the application of the Discovery Learning model assisted by e-LKPD media. The background of this study is the low learning outcomes and limited student engagement in IPAS learning, which is partly caused by conventional learning models and the absence of interactive digital teaching materials. This class action research (PTK) was carried out in two cycles following the Kemmis and McTaggart model, each consisting of planning, implementation, observation, and reflection stages. In cycle I, learning was conducted using the Discovery Learning model without integrating e-LKPD media, while in cycle II, the learning process was supplemented with the use of interactive e-LKPD, designed to guide students in discovery activities, problem-solving, and critical thinking tasks. The research subjects involved 28 students of grade IV C. Data collection was carried out through learning outcome evaluation tests conducted at the end of each cycle. The results of the study showed a significant increase in learning completeness, from 58% in the first cycle to 89% in the second cycle, indicating a 31% improvement. These findings prove that the application of the Discovery Learning model assisted by e-LKPD media is effective not only in enhancing students’ learning outcomes in IPAS but also in increasing active student participation, engagement, and motivation during the learning process.

The Use of Culturally Responsive Teaching-Based Magic Learning Boxes on the Learning Interests of Grade V Students

Siti Halimatus Sakdiyah — 2025-08-17

This study aims to improve the learning outcomes of Natural and Social Sciences among grade IV C students of Public Elementary School 1 Bakalan Krajan Malang through the application of the Discovery Learning model assisted by electronic student worksheets (e-learning worksheets). The background of this study lies in the low learning outcomes and limited student engagement in Natural and Social Sciences learning, which are partly caused by conventional instructional methods and the lack of interactive digital learning materials. This classroom action research was implemented in two cycles following the Kemmis and McTaggart model, consisting of the stages of planning, implementation, observation, and reflection. In the first cycle, learning was carried out using the Discovery Learning model without integrating electronic worksheets, while in the second cycle, the process was supplemented with interactive electronic worksheets designed to guide students in discovery activities, problem-solving, and critical thinking tasks. The subjects of this study were 28 students of grade IV C. Data were collected through learning outcome evaluation tests administered at the end of each cycle. The findings showed a significant improvement in learning mastery, increasing from 58 percent in the first cycle to 89 percent in the second cycle, reflecting a 31 percent enhancement. These results demonstrate that the application of the Discovery Learning model assisted by electronic worksheets is effective not only in improving students’ learning outcomes in Natural and Social Sciences but also in fostering active participation, engagement, and motivation throughout the learning process.