Melior : Jurnal Riset Pendidikan dan Pembelajaran Indonesia

Trends in the implementation of the Paired Storytelling learning Model on Primary School Students’ Speaking Skills

Rifhani Handayani Lelong — 2025-06-10

This study systematically reviews 21 peer-reviewed articles published between August 2021 and December 2024 that examined the use of the Paired Storytelling learning model to improve primary school students’ speaking skills. Articles were selected from Google Scholar using defined inclusion criteria: (1) studies conducted in primary school contexts, (2) focus on speaking skills, (3) empirical research design, and (4) full-text availability. A content analysis was conducted across four dimensions: publication trends, research methodologies, participant characteristics, and data collection and analysis techniques. Results indicate a predominance of quantitative studies, particularly quasi-experimental designs, with minimal application of qualitative methods and Classroom Action Research (CAR). Most studies focused on upper-grade students (grades 4–6), while research on lower grades (1–3) was limited. Speaking tests and t-tests were the most frequently used tools. Key gaps include limited methodological variation, minimal exploration of early-grade learners, and underuse of advanced or mixed-method analyses. These findings underscore the need to diversify research approaches and target underrepresented student populations. Addressing these gaps can enhance our understanding of how Paired Storytelling fosters not only linguistic competence but also social interaction, learner confidence, and inclusive classroom engagement in primary education.

The Effect of the Project-Based Learning Model on Learning Interest in the Traditional Games Course among Elementary School Teacher Education Students

Rahmat Darmawan — 2025-06-10

This study aims to examine the effect of the Project-Based Learning (PjBL) model on the learning interest of Elementary School Teacher Education (PGSD) students at Universitas Negeri Makassar in the Traditional Games course. The research responds to the limitations of conventional teaching practices that tend to lack active student involvement and do not fully accommodate local wisdom-based approaches. Employing a quantitative approach with a post-test only control group experimental design, the sample consisted of 66 students from the 2024 cohort, divided into two classes: an experimental group (M.24.8) and a control group (M.24.11), selected through purposive sampling. The research instrument was a Likert-scale questionnaire measuring learning interest based on four indicators: attention, interest, engagement, and enjoyment. Data analysis included descriptive statistics, normality testing (Shapiro-Wilk), homogeneity testing (Brown-Forsythe), and hypothesis testing using Welch’s t-test and the Mann-Whitney U test. The results indicated that the experimental group had a higher mean score of learning interest (M = 43.91) compared to the control group (M = 39.97), with a significance value of < 0.001. This study contributes to the literature by demonstrating the effectiveness of the PjBL model in the context of culturally grounded instruction and provides practical implications for developing contextual and participatory learning strategies in primary teacher education.

Increasing Students' Activeness and Critical Thinking Skills Through the Application of the Deep Learning Integrated Discovery Learning Model to Human Digestive System Materials

Nurul Ain — 2025-07-17

This research aims to increase students' activeness and critical thinking skills through the application of a discovery learning model integrated with a deep learning approach to the human digestive system. The research method used is Classroom Action Research (PTK) which is carried out in two cycles, involving grade V students in one of the elementary schools in Malang City. Data was collected through observation, critical thinking tests, and documentation of activities, then analyzed descriptively quantitatively. The results of the study showed an increase in student activity from 68% in the first cycle to 85% in the second cycle. The average critical thinking ability of students also increased from 70.2 to 84.5. The integration of Discovery Learning and Deep Learning in this study is carried out by optimizing the stages of data mining and verification of Discovery Learning through deep reflection activities, elaboration of concepts based on real contexts, and analytical discussions that encourage students to reason more deeply on the concept of digestion. This improvement shows that the application of deep learning-based discovery learning can encourage active student involvement while improving critical thinking skills in science learning. The novelty of this research lies in the integration of these two approaches in elementary school learning, which has not been widely implemented in the context of the Independent Curriculum.

Scientific Diction and Identity Construction in the 2024 Presidential Debate: Implications for Language Learning and Political Discourse

Lusi Komala Sari — 2025-07-31

This study investigates the use of scientific diction in the 2024 Indonesian presidential debate as a rhetorical strategy for constructing intellectual identity and power relations. Drawing on critical discourse analysis and a descriptive qualitative approach, the research identifies how scientifically and technically nuanced vocabulary, such as terms related to national security, technology, and policy was employed by presidential candidates to convey credibility, assert authority, and position themselves as knowledgeable leaders. The data were collected from transcriptions of televised debates and analyzed thematically based on diction type, field of reference, and rhetorical function. The findings reveal that scientific diction functions not merely as a communicative device but also as a performative and symbolic resource to enhance public perception, ideological appeal, and discursive power. This phenomenon suggests that language in political contexts is both strategic and ideological. From an educational perspective, these insights contribute to language learning by offering real-world examples for developing critical literacy, academic vocabulary, and rhetorical competence. Scientific diction in political discourse can thus be used as a pedagogical resource to teach persuasive speaking, analytical writing, and discourse awareness in language classrooms.

Application of Digital Simulation-Based Gamification to Improve Learning Outcomes of Grade IV Students in Natural and Social Sciences Subjects

Cicilia Ika Rahayu Nita — 2025-08-05

This study aims to improve the learning outcomes and active participation of fourth-grade students at Kebonsari 2 Public Elementary School in Natural and Social Sciences learning through the implementation of gamification strategies. The background of this research is the low student motivation and learning achievement caused by the predominance of conventional teaching methods that lack appeal and fail to engage students actively. The research employed a classroom action research model based on the spiral framework developed by Kemmis and McTaggart, conducted over two cycles. Data were collected through diagnostic tests, observations, interviews, and documentation, and analyzed quantitatively using descriptive statistics and N-Gain analysis to measure improvement. The intervention included the integration of gamification elements such as buying and selling simulation games for economic activity topics, augmented reality-based media to explore the surrounding environment, and a tiered challenge system in student worksheets to enhance motivation and engagement. The findings revealed an increase in the average score of student learning outcomes from 61.15 in the pre-cycle to 84.81 in the second cycle. The percentage of students achieving mastery learning rose from 30.77 percent to 92.31 percent. The average N-Gain score of 0.66 indicates a moderate to high level of improvement, affirming the effectiveness of gamification strategies. Theoretically, the study supports the application of gamification as a pedagogical approach aligned with the learning preferences of the digital-native generation.

Improving Fifth Grade Students’ Math Outcomes Using iSpring Suite 11 Media and Corner Clock Tools

Farida Nur Kumala — 2025-07-05

This research investigates the improvement of mathematics learning outcomes in the angle topic among fifth-grade students at Sekolah Dasar Negeri Gadang 1 Kota Malang. Preliminary observations indicated that students' learning outcomes were still low, with an average score of 66.35 and a learning mastery rate of 42.30 percent. This condition is attributed to monotonous teaching methods and the absence of interactive media that align with students' characteristics. The purpose of this study is to enhance students' mathematics learning outcomes by utilizing iSpring Suite version 11 media combined with the use of physical angle clocks as learning aids. The research employed a classroom action research design based on the Kemmis and McTaggart model, which was implemented over two cycles within a four-week period. Each cycle comprised the stages of planning, action implementation, observation, and reflection. The participants in this study consisted of 26 students from class V B. Data collection techniques included observation, learning outcome tests, and documentation. The data were analyzed using qualitative descriptive and quantitative methods. The success criteria were defined as a minimum of 85 percent of students achieving scores above the Minimum Mastery Standard of 75. The results demonstrated a progressive increase in student learning outcomes across cycles. In the first cycle, the average score reached 75 with a learning mastery rate of 61.53 percent. In the second cycle, the average score increased to 88.08 with a learning mastery rate of 84.61 percent. These findings indicate that the application of iSpring Suite version 11 media supported by physical angle clocks is effective in improving mathematics learning outcomes.