Sistem-Among : Jurnal Pendidikan Sekolah Dasar

Application of Interactive Website-Based Deep Learning Approach to Improve Indonesian Learning Outcomes in Elementary Schools

2025-07-14T07:41:57+00:00

This research is a Classroom Action Research which aims to improve the Indonesian learning outcomes of grade II elementary school students through the application of an interactive website-based Deep Learning approach. The background of this study is the low literacy skills and limited variation in digital-based learning media in Indonesian language learning, which tend to make students passive and less motivated. This study was carried out in two cycles involving 28 students, with each cycle consisting of the stages of planning, implementation, observation, and reflection. Data were collected through learning outcome tests and observation of student learning activities during the learning process. The results showed a significant improvement in learning completeness, from 32.14% in the pre-cycle to 75% in the second cycle, accompanied by an increase in the average student score from the low category to the good category. Furthermore, the effect size of improved learning outcomes was calculated at 1.23, which falls into the large category, indicating a strong and meaningful impact of the intervention on students' cognitive achievements. The application of interactive website-based media in this research succeeded in encouraging students to be more actively involved, facilitating meaningful understanding, and creating a more enjoyable and interactive learning atmosphere. Theoretically, this research contributes to the development of Deep Learning-based digital learning models for early literacy in elementary schools, an area that is still relatively limited in Indonesian language education.

Improving Pancasila Education Learning Outcomes through Educational Games-Based Discovery Learning Model in Grade III Elementary School Students

2025-07-14T07:46:22+00:00

The material Let's Get to Know Pancasila is part of Pancasila Education taught to third-grade elementary school students. This material is often considered too broad, which creates obstacles for students in understanding the core values of Pancasila. Furthermore, the use of suboptimal learning models and media contributes to low student learning outcomes. This study aims to improve student learning outcomes through the application of the Discovery Learning model integrated with educational games. The research employed Classroom Action Research with a single-case study design, conducted in three stages: pre-cycle, cycle I, and cycle II, following the stages of planning, implementation, observation, and reflection. The research subjects consisted of 26 students in Grade III-C at Sekolah Dasar Negeri Gadang 1, Malang City. Data were collected through learning outcome tests, interviews, observations, and documentation. The results indicated a significant improvement in student learning outcomes, from a completion rate of 42.31 percent (average score 63.70) in the pre-cycle, to 73.08 percent (average score 75.19) in the first cycle, and 88.46 percent (average score 85.56) in the second cycle. The novelty of this study lies in integrating the Discovery Learning model with educational games in teaching Pancasila Education at the elementary school level, an area that has been rarely explored. These findings demonstrate that interactive and student-centered learning approaches can effectively enhance comprehension of complex civic values.

Improving Flat Building Learning Outcomes Through a Jigsaw Model Based on Culturally Responsive Teaching in Grade IV Elementary School

2025-07-14T07:46:54+00:00

The mathematics learning outcomes of Grade IV students at Sekolah Dasar Negeri Bandungrejosari 3 in Malang City on the topic of flat buildings remain relatively low and uneven due to a learning approach that does not sufficiently respond to students’ cultural, social, and prior learning experiences. This study aims to improve mathematics learning outcomes through the application of the Jigsaw learning model based on Culturally Responsive Teaching. The Jigsaw model promotes collaboration, active participation, and individual responsibility within heterogeneous groups, while the principles of Culturally Responsive Teaching are integrated to create learning that is contextual, culturally relevant, and respectful of student diversity. This research employed classroom action research conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The research subjects were 28 students in Grade IV. Data were collected through learning outcome tests, student activity observation sheets, and field notes. The results showed that applying the Jigsaw model based on Culturally Responsive Teaching was effective in increasing student activeness, confidence, and conceptual understanding of flat buildings. The completeness of students’ learning outcomes increased from 35.71 percent in the pre-cycle to 71.43 percent in the first cycle and reached 92.86 percent in the second cycle, with the average score also showing a significant improvement. These findings demonstrate that the combination of the Jigsaw model and Culturally Responsive Teaching can create an inclusive learning environment, adapt to classroom diversity, and effectively improve mathematics learning outcomes in elementary schools.