Proceeding of International Conference on Education
type: channel
description: Proceeding of the International Conference on Education-04 is a product and a scientific proceeding that publishes articles of research or review studies in the field of education. The scope of this journal is: 1) English Education; 2) Civic Education; 3) Mathematics Education; 4) Science Education; 5) Early Childhood Education; 6) Primary Education; 7) Physical Education; 8) Any Education subject areas.
publisher: LPPM STKIP Kusuma Negara
language: en
publication name: Proceeding of International Conference on Education
issn: 2964-7479
copyright: This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
items: Enhancing Fifth-Grade Students’ Critical Thinking Skills through Project-Based Learning Integrating STEM Elements in Science
items: Transforming Boredom into Curiosity: Interactive PowerPoint and The Joy of Learning Indonesian
items: Applying Discovery Learning within a Fitrah-Based Education Framework to Foster Students’ Religious Character
items: Research and Development: Meme-Attached Electronic-Student Worksheet in Enhancing Conceptual Knowledge of Function Derivative Theorem
items: Application of the RADEC Learning Model to Improve Students Critical Thinking Skills in IPAS Subject on the Pollination Process of Plants
items: Factors and Challenges Behind the Increase of Students’ Learning Motivation in IPAS Learning: ‘Myself and My Needs Material
items: Revolutionizing Reading Practices: The Influence of Webcomics on Students’ Vocabulary Development – A Library-Based Perspective
items: Effectiveness of Peer Communication in Elementary Schools from the Perspective of FIRO Theory
items: Integrating Science and Engineering Design through EDP-STEM Projects on Light and Heat Energy in Primary Education
items: The Relationship: Learning Motivation and Students’ MathematicsAchievement on the Topic of Exponents
items: Exploring Creative Thinking through StoryJumper-based Generative Learning: A Preliminary Literature Review
items: Paried Story Telling A Fun Way to Improve Early Reading Skills in Indonesia Language Lessons
items: Development of Digital Comic Learning Media Using Heyzine-Flipbook
items: Science Literacy and Self-Regulated Learning on Students' Critical Thinking Skills in Science Learning in Elementary School
items: The Contribution of Guided Discovery Learning to the Growth of Critical Thinking Skills in Elementary Students
items: Enhancing Elementary Students' Reading Comprehension through HOTS-Based RADEC Learning: A Classroom Action Research
items: The Effect of Dynamic Movement Training Methods on Dribbling Ability in Futsal
items: Synthesizing Evidence on the Think Pair Share Approach in Strengthening Elementary Pupils Literal and Inferential Levels of Reading Comprehension
items: The Effect of Resistance Band Training Methods on Shot Put Throwing Performance
items: Integration Of Socio-Emotional Learning On The Quality Of Social Interaction Of Elementary School Students
items: The Role of Moral Intelligence in Shaping Social Tolerance Attitudes among Elementary School Students: A PRISMA Systematic Literature Review
items: From Routine to Remarkable: Revealing Students’ Creative Thinking in Mathematical Problem Solving
items: Transformation of Trigonometry Learning: Optimizing Mathematical Reasoning through Geogebra-Assisted Discovery Learning
items: Emotional Intelligence as a Predictor of Organizational Citizenship Behavior: Empirical Evidence from the Education Sector
items: Systematic Literature Review: The Effectiveness of the Group Investigation (GI) Learning Model Assisted by Manipulative Media on Mathematics Learning
items: How Intrinsic Motivation Influences Students’ Writing Skills
items: Using Contextual Teaching And Learning (Ctl) Strategy In Digital Era To Improve Students’ Reading Comprehension
items: Revolutionizing Science Class: CTL-Based Interactive Media on Digestion Using Articulate Storyline
items: Enhancing Student’s Listening Skills Through The Use of the LearnEnglish Podcast Application in English Language Learning
items: The Revolutionary Efficacy of Role-Playing in Boosting Pancasila Education Learning Outcomes on Election Topic

Enhancing Fifth-Grade Students’ Critical Thinking Skills through Project-Based Learning Integrating STEM Elements in Science
type: item
description: This research is motivated by the demand for the development of critical thinking skills as the main competency of the 21st century in science learning in elementary schools. Science learning practices that are still dominated by a teacher-centered approach lead to low student involvement and lack of facilitation of high-level thinking skills. The purpose of this article is to conceptually examine the potential of Project-Based Learning (PjBL) integrated with STEM (Science, Technology, Engineering, and Mathematics) elements in developing critical thinking skills of grade V elementary school students. The method used is a literature review with a qualitative descriptive approach to internationally reputable journal articles that are relevant to PjBL, STEM, and critical thinking in science education. Data were analyzed through thematic synthesis to identify the role of the PjBL stages and the integration of STEM elements in stimulating critical thinking indicators, including analysis, inference, evaluation, explanation, and self-regulation. The results of the study show that STEM-integrated PjBL provides a contextual, cross-disciplinary, and authentic problem-solving oriented learning environment, so it has a strong potential in supporting the development of students' critical thinking. STEM integration acts as a conceptual and procedural reinforcement in science learning projects. This article emphasizes that STEM-integrated PjBL has a strong theoretical foundation to be used as a framework for 21st century science learning in elementary schools.
subject: Original research
  topic: section
subject: Critical Thinking
  topic: keywords
subject: Project-Based Learning
  topic: keywords
subject: STEM Integration
  topic: keywords
subject: Science Learning
  topic: keywords
subject: Elementary School
  topic: keywords
creator: Endang Wahyudiana
creator: I Made Astra
creator: Iva Sarifah
rights: Copyright (c) 2025 Endang Wahyudiana, I Made Astra, Iva Sarifah https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 1
ending page: 9
doi: 10.37640/

Transforming Boredom into Curiosity: Interactive PowerPoint and The Joy of Learning Indonesian
type: item
description: This study aims to examine the effect of using interactive PowerPoint media on students’ interest in learning the Indonesian language. The study was motivated by students’ low learning interest, as reflected in their lack of attention, involvement, and enthusiasm during Indonesian lessons. A quasi-experimental method with a Non-Equivalent Control Group Design was employed. The sample consisted of 59 students: 30 in the experimental group using interactive PowerPoint and 29 in the control group using conventional methods. Data were collected through questionnaires, interviews, and documentation, with a Likert-scale learning interest questionnaire as the main instrument. Data were analyzed using the Mann-Whitney U test and the Wilcoxon Signed-Rank test. The findings revealed a significant increase in learning interest among students in the experimental group. The average post-test score of the experimental group was 42.00, higher than the control group’s 39.03. The Mann-Whitney U test showed a significance value of < 0.001 (p < 0.05), indicating a significant difference between the groups. Additionally, the Wilcoxon test showed that 26 out of 30 experimental group students experienced increased learning interest, while only 9 in the control group improved. Thus, interactive PowerPoint media significantly enhances students’ interest in learning Indonesian.
subject: Original research
  topic: section
subject: Indonesian language, Learning interest, Interactive PowerPoint.
  topic: keywords
creator: Melinda Kurniawati
creator: Devita Cahyani Nugraheny
creator: Risky Dwiprabowo
rights: Copyright (c) 2025 Melinda Kurniawati, Devita Cahyani Nugraheny, Risky Dwiprabowo https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-31
publication date: 2026-01-31
starting page: 303
ending page: 309
doi: 10.37640/

Applying Discovery Learning within a Fitrah-Based Education Framework to Foster Students’ Religious Character
type: item
description: This study aims to improve students’ religious character through the implementation of Discovery Learning integrated with Fitrah Based Education (FBE) in Grade III students of SDN Rambutan 05 Pagi, East Jakarta. A Classroom Action Research (CAR) design following the Kemmis and McTaggart model was employed, consisting of three cycles with four stages in each: planning, action, observation, and reflection. Data were collected using observation, questionnaires, interviews, and documentation. The findings showed a significant improvement in students’ religious character. The percentage of students achieving the minimum mastery criteria (MMC) increased from 37.5% in the pre-cycle to 46.8% in Cycle I, 65.6% in Cycle II, and 90.6% in Cycle III. Integrating FBE principles within Discovery Learning proved effective in nurturing values such as worship discipline, politeness, honesty, and responsibility. This approach encourages students to learn and develop according to their natural fitrah, making the cultivation of religious character more meaningful and organic. The study suggests that fitrah-based instructional design serves as a promising strategy for strengthening religious character education in primary schools.
subject: Original research
  topic: section
subject: Discovery Learning, Fitrah Based Education, religious character, primary education
  topic: keywords
creator: Nur Amilia Sari
creator: Risky Dwiprabowo
creator: Muhammad rizaq
rights: Copyright (c) 2025 Nur Amilia Sari, Risky Dwiprabowo, Muhammad rizaq https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-17
publication date: 2026-01-17
starting page: 310
ending page: 316
doi: 10.37640/

Research and Development: Meme-Attached Electronic-Student Worksheet in Enhancing Conceptual Knowledge of Function Derivative Theorem
type: item
description: Meme is a popular form in social media platform to access information, therefore it can be used in learning media of mathematics. The objective is to develop and analysing its validity and effectivity of meme-attached electronic-student worksheet (E-SW) in enhancing conceptual knowledge of function derivative theorem. This is a Research and Development with mixed-methods analysis using ADDIE model. Subject of research are grade XI students of Agape BK3 Senior High School Tangerang, and the object is their general conceptual knowledge. Experiment is applied to 13 students in XI A as group of experiment, and to 17 students in XI B as group of control. The object measurement is based on test that passed the analysis of question items: difficulty level, validity, and reliability. According to development result, meme-attached E-SW is described valid and granted to be applied in classroom by subject-material and media-design experts. According to research result, there is correlation between multiple choice and essay formative test score of XI A students, and there is difference between essay formative test score of XI A and XI B students based on post-test only result of true-experiment. This research conclude meme-attached E-SW is proven enhancing conceptual knowledge of function derivative theorem.
subject: Original research
  topic: section
subject: conceptual knowledge
  topic: keywords
subject: function derivative theorem
  topic: keywords
subject: meme-attached electronic-student worksheet
  topic: keywords
creator: Trophy Hutagalung
creator: Yatha Yuni
creator: Rusdi Hamdany Nuary
rights: Copyright (c) 2025 Trophy Hutagalung, Yatha Yuni, Rusdi Hamdany Nuary https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-18
publication date: 2026-01-18
starting page: 43
ending page: 50
doi: 10.37640/

Application of the RADEC Learning Model to Improve Students Critical Thinking Skills in IPAS Subject on the Pollination Process of Plants
type: item
description: Critical thinking is one of the essential 21st-century skills that should be developed from elementary school to help students analyze, evaluate, and make sound decisions. This study aims to examine the effectiveness of the RADEC (Read, Answer, Discuss, Explain, Create) learning model in improving students’ critical thinking skills in the IPAS subject on the topic of plant pollination. The research used a Classroom Action Research (CAR) design conducted in two cycles involving 32 students of Class IVD at SD Negeri Kalisari 01, East Jakarta. Data were collected through critical thinking tests, student activity observations, and teacher performance assessments, then analyzed using descriptive quantitative methods. The results showed a significant improvement: students achieving the “very good” category increased from 18.75% in the pre-cycle to 87.5% in cycle II. The average student activity rose from 25.17 to 29.5 (out of 32), and teacher performance from 20 to 27 (out of 28). These findings indicate that the RADEC model effectively enhances students’ critical thinking skills while fostering active, structured, and student-centered IPAS learning.
subject: Original research
  topic: section
subject: Critical thinking
  topic: keywords
subject: Science and Social Studies (IPAS)
  topic: keywords
subject: RADEC
  topic: keywords
creator: Sabina Aulia
creator: Devita Nugraheny
creator: Maria Ulfa
rights: Copyright (c) 2025 Sabina Aulia, Devita Cahyani Nugraheny, Maria Ulfa https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 317
ending page: 324
doi: 10.37640/

Factors and Challenges Behind the Increase of Students’ Learning Motivation in IPAS Learning: ‘Myself and My Needs Material
type: item
description: Learning motivation refers to internal and external factors that influence students’ enthusiasm in learning. In elementary education, motivation is essential for students to understand and apply knowledge effectively. This study analyzes the learning motivation of fourth-grade students in the subject of Natural and Social Sciences (IPAS) with the topic “Myself and My Needs” at SD Negeri Jaka Mulya I. The research aims to identify factors that influence the improvement of students’ motivation from low to high levels and to explore the challenges teachers face in fostering it. The study uses a descriptive qualitative method with questionnaires, observations, and documentation as data collection techniques. Data were analyzed using the Miles and Huberman model, consisting of data collection, reduction, presentation, and conclusion drawing. The findings reveal that 78.79% of students have high motivation, 21.21% moderate, and none low. The most dominant motivational indicators include the desire to succeed, curiosity, and future aspirations. Challenges include students’ lack of concentration, monotonous teaching strategies, and limited family support. The study suggests using varied learning media, strengthening parental involvement, and improving teacher-student interaction to maintain high motivation levels.
subject: Original research
  topic: section
subject: IPAS Subject
  topic: keywords
subject: Learning Motivation
  topic: keywords
subject: Myself and My Needs
  topic: keywords
creator: Windi Rahmadani
creator: Devita Cahyani Nugraheny
creator: Muhammad Rizaq
rights: Copyright (c) 2025 Windi Rahmadani, Devita Cahyani Nugraheny, Muhammad Rizaq https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 325
ending page: 331
doi: 10.37640/

Revolutionizing Reading Practices: The Influence of Webcomics on Students’ Vocabulary Development – A Library-Based Perspective
type: item
description: In the digital age, technology is considered an effective tool to support students in develoving their vocabualry mastery. This study aims to observe the theory and concept of webcomics as digital reading material and to identify and explain the factors that correlate between students’ reading habits in webcomics and their vocabulary mastery. This type of research is literature research, where the research data obtained are taken from books, articles and previous research reports. This study uses a qualitative approach. The research technique used is library research. Based on data analysis, there is a positive correlation between reading comics and students' vocabulary skills. Based on the 10 journals that have been analyzed, it was found that reading comics and learning using comic media can significantly improve students' vocabulary skills compared to learning carried out without using comics as media. Reading comics can have a positive impact on students’ vocabulary mastery. The following are factors that correlate between reading comics and students’ vocabulary skills from several data finding: 1) Exposure to new vocabulary; 2) contextual learning; 3) visual aids; 4) repetition and reinforcement; 5) engagement and motivation. Overall, incorporating webcomics into students' reading habits can have a positive impact on their vocabulary mastery, reading comprehension, and overall language skills, making it a valuable tool for language learning and development.
subject: Original research
  topic: section
subject: language development
  topic: keywords
subject: Reading
  topic: keywords
subject: vocabulary mastery
  topic: keywords
creator: Jubaedah
creator: Vera Yulia Harmayanth
rights: Copyright (c) 2025 Jubaedah -, Vera Yulia Harmayanth https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-19
publication date: 2026-01-19
starting page: 88
ending page: 94
doi: 10.37640/

Effectiveness of Peer Communication in Elementary Schools from the Perspective of FIRO Theory
type: item
description: This study employs a literature review methodology and utilizes the Fundamental Interpersonal Relations Orientation (FIRO) theory as its analytical framework to examine the efficacy of peer communication in primary school settings. FIRO theory posits that interpersonal communication is shaped by three fundamental needs: inclusion, control, and affection. Over the past five years, a growing body of research has demonstrated that structured peer interaction and cooperative learning approaches significantly enhance students’ interpersonal responsibility, communication skills, and teamwork abilities. The findings indicate that communication efficacy is optimized when classroom environments are intentionally designed to address students’ interpersonal needs, particularly benefiting those with lower baseline social competencies. Furthermore, this study argues that FIRO theory provides a robust analytical lens for understanding how interpersonal needs influence children’s engagement in communication processes and their subsequent learning outcomes. In addition, the study offers practical recommendations for developing instructional strategies that align with the psychological dimensions outlined in FIRO, thereby fostering more effective and meaningful peer communication in primary education contexts
subject: Original research
  topic: section
subject: Elementary education
  topic: keywords
subject: FIRO theory
  topic: keywords
subject: communication
  topic: keywords
subject: social skills
  topic: keywords
subject: interpersonal needs
  topic: keywords
creator: Nurul Syaraswaty
creator: Otib Satibi Hidayat Hidayat
creator: Prayuningtyas Angger Wardhani
rights: Copyright (c) 2025 Nurul Syaraswaty, Otib Satibi Hidayat Hidayat, Prayuningtyas Angger Wardhani https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-06
publication date: 2026-01-06
starting page: 253
ending page: 259
doi: 10.37640/

Integrating Science and Engineering Design through EDP-STEM Projects on Light and Heat Energy in Primary Education
type: item
description: This study implements the Engineering Design Process (EDP) within a STEM learning framework to enhance fifth-grade students’ problem-solving skills in science topics on light and heat energy. Employing a descriptive qualitative approach, the implementation was conducted at SD Negeri Bawakaraeng 1 Makassar with thirty students over eight learning sessions. Classroom observations, students’ reflective notes, and project documentation were used to portray how learners engaged with science concepts through engineering design tasks. Learning activities followed five EDP–STEM stages: problem scoping, idea creation, designing and constructing, assessing design, and redesigning centered on a solar-oven project that connected theory to real-world application. Results showed progressive development in identifying problems, generating creative ideas, testing hypotheses, and revising designs. The iterative process strengthened understanding of light and heat concepts while fostering collaboration, creativity, and critical thinking. The findings suggest that integrating EDP–STEM into primary science learning provides authentic, hands-on experiences that cultivate scientific reasoning and twenty-first-century competencies.
subject: Original research
  topic: section
subject: Engineering Design Process
  topic: keywords
subject: STEM Learning
  topic: keywords
subject: Light and Heat Energy
  topic: keywords
subject: Primary Education
  topic: keywords
creator: Rifqah Humairah Amir
creator: Tunjungsari Sekaringtyas
creator: Mahmud Yunus
rights: Copyright (c) 2025 Rifqah Humairah Amir, Tunjungsari Sekaringtyas, Mahmud Yunus https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-07
publication date: 2026-01-07
starting page: 70
ending page: 75
doi: 10.37640/

The Relationship: Learning Motivation and Students’ MathematicsAchievement on the Topic of Exponents
type: item
description: Learning motivation plays a crucial role in determining students’ success in mathematics, particularly in mastering abstract concepts such as exponents. Therefore, this study was conducted to empirically examine the relationship between learning motivation and students’ mathematics achievement on the topic of exponents. This quantitative research involved 29 students of Grade X at SMK Negeri 11 Bekasi City, selected through the Cluster Random Sampling technique. Data were collected using a motivation questionnaire and an achievement test, and the data analysis included prerequisite testing with the Liliefors test, which confirmed that the regression errors of variables X and Y were normally distributed. The regression analysis produced the equation Ŷ = -17.575 + 1.169X, and the Product Moment correlation coefficient was found to be rxy = 0.881, with a coefficient of determination of 77.616%. This indicates that learning motivation contributed 77.616% to students’ mathematics achievement, while the remaining 22.384% was influenced by other factors. The hypothesis test further revealed that t_calculated (9.676) > t_table (2.052), confirming the significance of the correlation. Therefore, it can be concluded that learning motivation has a significant and positive relationship with students’ mathematics achievement on the topic of exponents.
subject: Original research
  topic: section
subject: exponents
  topic: keywords
subject: learning motivation
  topic: keywords
subject: mathematics achievement
  topic: keywords
creator: Luluk Herdiawan
creator: Yatha Yuni
creator: Ahmad Jauhari
rights: Copyright (c) 2026 Luluk Herdiawan, Yatha Yuni, Ahmad Jauhari https://creativecommons.org/licenses/by-nc/4.0
date: 2026-03-06
publication date: 2026-03-06
starting page: 51
ending page: 60
doi: 10.37640/

Exploring Creative Thinking through StoryJumper-based Generative Learning: A Preliminary Literature Review
type: item
description: This study provides a preliminary synthesis of theoretical and empirical literature on the integration of generative learning and digital storytelling, with a focus on StoryJumper as a creative learning platform for elementary students. The review highlights that generative learning supports deeper cognitive processing through activities such as explaining, creating narratives, and revising ideas, which contribute directly to the development of creative thinking skills. Digital storytelling platforms, particularly StoryJumper, offer multimodal environments that facilitate idea generation, visual expression, and iterative refinement, making them compatible with generative learning principles. The analysis also emphasizes the role of self-regulated learning in supporting students’ planning, monitoring, and revising processes during open-ended creative tasks. Findings indicate that combining generative learning with StoryJumper holds strong potential to enhance fluency, flexibility, originality, and elaboration in children's creative thinking. This literature-based exploration establishes a conceptual foundation for future empirical studies that examine the effectiveness of this integrated approach in real classroom settings.
subject: Original research
  topic: section
subject: Creative Thinking
  topic: keywords
subject: Self-Regulated Learning
  topic: keywords
subject: Storyjumper
  topic: keywords
subject: Generative learning
  topic: keywords
creator: Veronika Nainggolan
creator: Hadi Nasbey
creator: Nurjannah Nurjannah
rights: Copyright (c) 2025 Veronika Nainggolan, Hadi Nasbey, Nurjannah Nurjannah https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-07
publication date: 2026-01-07
starting page: 62
ending page: 69
doi: 10.37640/

Paried Story Telling A Fun Way to Improve Early Reading Skills in Indonesia Language Lessons
type: item
description: This study was motivated by the low early reading skills of first-grade students, as reflected in their difficulties recognizing letters, forming syllables, reading words, and constructing simple sentences. The research aimed to improve students’ early reading achievement through the implementation of the Paired Story Telling method. Conducted at SDK Ignatius Slamet Riyadi 1 East Jakarta, the study involved 25 first-grade students during the second semester of the 2023/2024 academic year. Using the Classroom Action Research (CAR) model by Kemmis & McTaggart, the study was carried out in three cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through learning outcome tests, observations, and documentation, and analyzed both quantitatively and qualitatively. The results showed that the Paired Story Telling method effectively enhanced students’ early reading performance, with the average score increasing from 64 (pre-cycle) to 72 (cycle I), 77 (cycle II), and 83.2 (cycle III). Learning mastery also improved from 48% to 88%. The students demonstrated better fluency in recognizing letters, reading words, and forming complete sentences. In conclusion, the Paired Story Telling method significantly improved early reading achievement while fostering an interactive, enjoyable, and cooperative learning atmosphere for young learners.
subject: Original research
  topic: section
subject: Early Reading
  topic: keywords
subject: Learning Outcomes
  topic: keywords
subject: Paired Strorytelling
  topic: keywords
creator: flori berta
creator: Evi
creator: Maria Ulfa
rights: Copyright (c) 2025 flori berta, Evi, Maria Ulfa https://creativecommons.org/licenses/by-nc/4.0
date: 2026-04-13
publication date: 2026-04-13
starting page: 276
ending page: 283
doi: 10.37640/

Development of Digital Comic Learning Media Using Heyzine-Flipbook
type: item
description: This study aims to determine the validity of a Heyzine Flipbook-based digital comic as an innovative learning medium for Civic Education, specifically designed to promote cooperation values among fifth-grade students at SDN Jatirahayu VIII. The research utilized a Research and Development (R&D) approach based on the ADDIE model, encompassing five stages: Analysis, Design, Development, Implementation, and Evaluation. The developed learning medium underwent a rigorous validation process conducted by three expert panels: material experts, language experts, and media experts. Data collection employed validation sheets constructed on a Likert scale, measuring five key indicators: content feasibility, language accuracy, ease of use, completeness of learning resources, and visual presentation quality. The validation results demonstrated that the Heyzine Flipbook-based digital comic achieved the "Highly Feasible" category across all dimensions, with validation scores of 94.32% from media experts, 97.5% from material experts, and 82.5% from language experts. Following expert recommendations, several revisions were implemented, including incorporating comprehensive usage instructions, enlarging visual elements for enhanced readability, integrating diverse examples of cooperation from various Indonesian regions, expanding evaluation questions from 12 to 20 items, adjusting font type and size for optimal legibility, and refining grammatical structures and spelling accuracy. The findings conclusively indicate that the developed learning medium possesses excellent quality characteristics and is pedagogically sound for implementation as an innovative, interactive, and technology-integrated learning resource in Civic Education instruction.
subject: Original research
  topic: section
subject: Civic Education
  topic: keywords
subject: Heyzine Flipbook
  topic: keywords
subject: cooperation values
  topic: keywords
subject: digital comic
  topic: keywords
creator: Winda Rahmadani
creator: Niken Vioreza
creator: Eva Oktaviana
rights: Copyright (c) 2025 Winda Rahmadani, Niken Vioreza, Eva Oktaviana https://creativecommons.org/licenses/by-nc/4.0
date: 2026-03-10
publication date: 2026-03-10
starting page: 179
ending page: 189
doi: 10.37640/

Science Literacy and Self-Regulated Learning on Students' Critical Thinking Skills in Science Learning in Elementary School
type: item
description: This study aims to examine the influence of science literacy and self-regulated learning on the critical thinking ability of elementary school students in Natural Sciences (IPA) learning. In an era marked by technological developments and the complexity of global problems, students are not only required to master scientific concepts, but also to be able to think critically and manage their learning process independently. This study highlights the relationship and influence of these two variables on the critical thinking skills of elementary school students in the context of science learning. Empirical evidence suggests that high levels of science literacy contribute positively to critical thinking skills, while self-regulated learning plays an important role in helping students regulate their cognitive and metacognitive processes. By involving elementary school students in science learning, this study seeks to explain how the relationship between science literacy and self-regulation in supporting the development of critical thinking skills. The results of the research are expected to provide implications for teachers and curriculum designers in designing learning that fosters critical thinking skills through strengthening science literacy and self-regulated learning
subject: Original research
  topic: section
subject: critical thinking
  topic: keywords
subject: elementary school
  topic: keywords
subject: science literacy
  topic: keywords
subject: Selft Regulated Learning
  topic: keywords
creator: Maya Novita
creator: Apit Dulyapit
creator: Tunjungsari Sekaringtyas
rights: Copyright (c) 2025 maya novita, Apit Dulyapit, Tunjungsari Sekaringtyas https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-07
publication date: 2026-01-07
starting page: 10
ending page: 17
doi: 10.37640/

The Contribution of Guided Discovery Learning to the Growth of Critical Thinking Skills in Elementary Students
type: item
description: This study investigates the contribution of the Guided Discovery Learning (GDL) model to the development of critical thinking skills in elementary school students through a Systematic Literature Review (SLR). As 21st-century education increasingly emphasizes Higher-Order Thinking Skills (HOTS), critical thinking emerges as an essential competency that must be cultivated from an early age. Guided Discovery Learning, rooted in Bruner’s constructivist theory, provides structured scaffolding that encourages students to actively explore, analyze, and derive conclusions from evidence. The literature search was conducted through Scopus, Web of Science, and Google Scholar, focusing on empirical studies from the last five to ten years. Findings indicate that GDL significantly enhances critical thinking dimensions, particularly evidence evaluation and analytical reasoning, by engaging students in hypothesis testing, data analysis, and reflective metacognitive processes. Effective scaffolding—such as metacognitive prompts and analytical frameworks—plays a key role in ensuring cognitive support and preventing misconception. Despite its advantages, GDL requires considerable instructional time and skilled facilitation to balance guidance and autonomy. Overall, this review highlights that GDL is a powerful pedagogical approach capable of transforming learning environments, supporting students in constructing knowledge independently, and strengthening foundational critical thinking skills essential for lifelong learning in the 21st century.
subject: Original research
  topic: section
subject: Guided Discovery Learning
  topic: keywords
subject: Critical Thinking
  topic: keywords
subject: Discovery Learning
  topic: keywords
creator: Putri Nurizki
rights: Copyright (c) 2025 Putri Nurizki https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-07
publication date: 2026-01-07
starting page: 46
ending page: 52
doi: 10.37640/

Enhancing Elementary Students' Reading Comprehension through HOTS-Based RADEC Learning: A Classroom Action Research
type: item
description: The capacity to interpret, evaluate, and extract meaning from text makes reading comprehension an essential pillar of literacy. However, developing higher-level reading competencies such as creative, critical, and inferential comprehension remains a major hurdle for elementary school children. This investigation sought to bridge this gap among fourth-grade students by utilizing the RADEC (Read–Answer–Discuss–Explain–Create) model underpinned by HOTS. Utilizing the Kemmis and McTaggart Classroom Action Research design, the study was conducted over two cycles with a sample of 30 fourth-graders. Methodological data collection involved reading assessment tests, qualitative observations, field logs, and documentation, which were then evaluated through descriptive statistics and qualitative techniques. The empirical evidence indicated a progressive advancement in every facet of reading comprehension, as evidenced by the average score climbing from 56.25 (pre-cycle) to 83.00 (Cycle II), and mastery rates jumping from 23.3% to 93.3%. Active participation also flourished during the RADEC implementation. Ultimately, these results affirm that combining HOTS with the RADEC model serves as a highly effective approach to boosting multifaceted comprehension and driving student-centered literacy in elementary schools.
subject: Original research
  topic: section
subject: Classroom action research
  topic: keywords
subject: Elementary education
  topic: keywords
subject: HOTS
  topic: keywords
subject: RADEC learning model
  topic: keywords
subject: Reading comprehension
  topic: keywords
creator: Lidya Ulyna Lastika
creator: Gusti Yarmi
creator: Iva Sarifah
rights: Copyright (c) 2025 Lidya Ulyna Lastika, Gusti Yarmi, Iva Sarifah https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 249
ending page: 302
doi: 10.37640/

The Effect of Dynamic Movement Training Methods on Dribbling Ability in Futsal
type: item
description: This study presents empirical evidence describing the effect of dynamic movement training on futsal dribbling ability. The research was carried out in the futsal extracurricular program at SMP Yaspen Tugu Ibu 1 Depok, involving 15 participants selected through a saturated sampling technique. A pre-test assessment was conducted to determine the students’ initial dribbling skill level. The research process was guided by identified problems, supported by theoretical foundations, a conceptual framework, and systematic data analysis. The findings reveal that dynamic movement training effectively improves dribbling skills among the participants. This effectiveness is demonstrated by the significant increase in scores from the pre-test to the post-test. The mean pre-test score was 52.33, reflecting the students’ baseline ability before training intervention. After completing 14 training sessions, conducted three times per week, the mean post-test score rose to 73.00, indicating substantial improvement in performance. The success of the program was strengthened by the students’ consistent attendance and disciplined participation throughout the training sessions. Overall, the study concludes that dynamic movement training is a beneficial and structured method to enhance futsal dribbling abilities in school-based extracurricular programs.
subject: Original research
  topic: section
subject: Training Methods
  topic: keywords
subject: Dynamic Movement
  topic: keywords
subject: Futsal Dribbing Ability
  topic: keywords
creator: Firza Haykal
creator: Eggi Sudjana
creator: A. Apri Satriawan Chan
rights: Copyright (c) 2025 Firza Haykal, Eggi Sudjana, A. Apri Satriawan Chan https://creativecommons.org/licenses/by-nc/4.0
date: 2026-03-07
publication date: 2026-03-07
starting page: 82
ending page: 87
doi: 10.37640/

Synthesizing Evidence on the Think Pair Share Approach in Strengthening Elementary Pupils Literal and Inferential Levels of Reading Comprehension
type: item
description: This study presents a systematic literature review that synthesizes recent evidence on the role of the Think Pair Share (TPS) instructional strategy in enhancing elementary pupils’ literal and inferential reading comprehension. The analysis includes empirical studies published between 2019 and 2025 across mainstream, bilingual, and EFL learning environments. The findings indicate that TPS strengthens literal comprehension by promoting focused individual processing of text, encouraging students to identify explicit information accurately, and enabling clarification of meaning through peer interaction. At the inferential level, TPS facilitates deeper cognitive engagement, allowing learners to justify interpretations, connect ideas, and examine textual cues through structured dialogue. The review also shows that the effectiveness of TPS is closely linked to well-planned scaffolding, purposeful questioning, and opportunities for reflective sharing. Although results vary depending on classroom conditions and learner profiles, the overall evidence affirms that TPS is a practical, adaptable, and low-cost approach for improving essential reading skills in early education. The review further identifies several research gaps and outlines potential directions for future classroom-based investigations aimed at optimizing TPS for literacy development.
subject: Original research
  topic: section
subject: Think Pair Share
  topic: keywords
subject: reading comprehension
  topic: keywords
creator: Epita Dewi Purnama Fajrin
creator: Herlina
creator: Apit Dulyapit
rights: Copyright (c) 2025 EPITA DEWI PURNAMA FAJRIN https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-07
publication date: 2026-01-07
starting page: 53
ending page: 61
doi: 10.37640/

The Effect of Resistance Band Training Methods on Shot Put Throwing Performance
type: item
description: The purpose of this study is to examine the difference in shot put performance among eleventh-grade students at SMA PGRI 4 East Jakarta who were trained using a resistance band exercise method and those who were not. The research employed an experimental method, a procedure designed to reveal causal relationships between an intentionally introduced variable and other variables outside the researcher’s control. The intentionally introduced variable is referred to as the treatment or experimental variable and functions as the independent variable. The treatment was deliberately administered to the research subjects to observe its effects, which in turn served as the dependent variable. The findings of this study indicate a significant difference in shot put performance between students who used the resistance band training method and those who did not. This conclusion is supported by the results of the t-test, which showed that the calculated t-value exceeded the table value (tₕᵢₜᵤₙg = 5.63 > tₜₐbₑₗ = 2.0063) at a significance level of α = 0.05. The mean score of students who participated in the resistance band training was 69.61, whereas the mean score of those who did not receive the training was 65.5. Thus, a difference of 4.11 points was observed between Variable X1 and Variable X2.
subject: Original research
  topic: section
subject: Training Methods
  topic: keywords
subject: Resistance band
  topic: keywords
subject: Shot Put Perfomance
  topic: keywords
creator: Nana Suhendi
creator: Andi Taufan Bayu
creator: Rukmantara Rukmantara
rights: Copyright (c) 2025 Nana Suhendi, Andi Taufan Bayu, Rukmantara Rukmantara https://creativecommons.org/licenses/by-nc/4.0
date: 2026-03-07
publication date: 2026-03-07
starting page: 75
ending page: 81
doi: 10.37640/

Integration Of Socio-Emotional Learning On The Quality Of Social Interaction Of Elementary School Students
type: item
description: This study examines the integration of social and emotional learning (SEL) in improving the quality of social interactions in elementary school students through a systematic literature review. The analysis shows that the implementation of SEL plays a crucial role in developing social and emotional competencies that support more positive and inclusive interactions between students. During the pandemic, the need for social and emotional programs has increased as a means of strengthening students' mental and social resilience. SEL is also effective in reducing bullying behavior and strengthening empathy and togetherness in the school environment. Supporting factors for success include teacher training, the use of learning technology, and inclusive policies for students with diverse needs. These findings strengthen the argument that SEL is a strategic foundation in the elementary education system to achieve holistic learning goals that balance academic and social and emotional aspects.
subject: Original research
  topic: section
subject: Integration
  topic: keywords
subject: Social Emotional Learning
  topic: keywords
subject: Social Interaction
  topic: keywords
creator: Shoffy Izzatur Rahmah
rights: Copyright (c) 2025 Shoffy Izzatur Rahmah https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-07
publication date: 2026-01-07
starting page: 39
ending page: 45
doi: 10.37640/

The Role of Moral Intelligence in Shaping Social Tolerance Attitudes among Elementary School Students: A PRISMA Systematic Literature Review
type: item
description: This systematic literature review examines the role of moral intelligence in shaping social tolerance attitudes among elementary school students using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. The review synthesizes findings from 25 peer-reviewed articles published between 2019 and 2024, comprising 5 local Indonesian studies and 20 international studies. A comprehensive search was conducted across multiple databases including Scopus, Web of Science, ERIC, Google Scholar, and Indonesian scientific repositories. The analysis reveals that moral intelligence significantly influences the development of social tolerance through several mechanisms: cognitive moral reasoning, empathy development, perspective-taking abilities, and ethical decision-making processes. Findings indicate that elementary school students with higher moral intelligence demonstrate greater acceptance of diversity, enhanced conflict resolution skills, and more inclusive behaviors toward peers from different backgrounds. The review identifies key educational interventions that effectively promote both moral intelligence and tolerance attitudes, including character education programs, cooperative learning strategies, and social-emotional learning curricula. This study contributes to understanding the developmental pathways through which moral intelligence shapes tolerance attitudes in young learners and provides evidence-based recommendations for educational practice.
subject: Original research
  topic: section
subject: character education
  topic: keywords
subject: elementary education
  topic: keywords
subject: moral intelligence
  topic: keywords
subject: PRISMA methodology
  topic: keywords
subject: social tolerance
  topic: keywords
creator: rasnida rahmanda
creator: Linda Zakiah
creator: Syarif Sumantri
rights: Copyright (c) 2025 rasnida rahmanda, Linda Zakiah, Syarif Sumantri https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-01
publication date: 2026-01-01
starting page: 260
ending page: 275
doi: 10.37640/

From Routine to Remarkable: Revealing Students’ Creative Thinking in Mathematical Problem Solving
type: item
description: This study aims to analyze the creative thinking ability of fourth grade students in solving mathematical word problems, specifically on measurement topics. The research employed a descriptive qualitative approach involving 16 students of class IVB at SDN Perwira VII, Bekasi. Data were collected through tests, interviews, and observations, and validated using triangulation techniques. The analysis focused on three indicators of creative thinking: fluency, flexibility, and novelty. The findings reveal that students demonstrated varied levels of creative thinking. A small group of students achieved high fluency and originality in solving problems independently, while most students were still limited to linear thinking patterns and relied heavily on examples given by the teacher. The results emphasize the need for innovative teaching strategies that encourage exploration, multiple solution approaches, and contextual problem-solving. This study contributes to understanding how elementary school students develop creative thinking skills in mathematics and provides insights for improving classroom practices.
subject: Original research
  topic: section
subject: Creative thinking
  topic: keywords
subject: Mathematics learning
  topic: keywords
subject: Word Problems
  topic: keywords
creator: Rani Fitryanti
creator: Chrisnaji Banindra Yudha
creator: Maria Ulfa
rights: Copyright (c) 2025 Rani Fitryanti, Dr. Chrisnaji Banindra Yudha, M.Pd, Dr. Maria Ulfa, M.Pd https://creativecommons.org/licenses/by-nc/4.0
date: 2026-02-01
publication date: 2026-02-01
starting page: 104
ending page: 111
doi: 10.37640/

Transformation of Trigonometry Learning: Optimizing Mathematical Reasoning through Geogebra-Assisted Discovery Learning
type: item
description: In the context of mathematics learning, mathematical reasoning is an important skill that students must possess through appropriate learning models and media. The purpose of this study was to determine whether the Geogebra-assisted Discovery Learning model was effective in improving students' mathematical reasoning skills when compared to the conventional learning model, namely the lecture method. This study used a quantitative approach with a quasi-experimental research design. Students in grade XI at SMK Adi Luhur Jakarta were the population in this study. Grade XI TKJ 2 was the sample for the experimental class, and grade XI-TKJ 1 was the control class. In conducting the research, seven test questions were used to assess mathematical reasoning ability as a technique for collecting data. The data was then analyzed using Microsoft Excel to calculate normality tests, homogeneity tests, and difference tests (T-tests). The findings show that the Discovery Learning model assisted by Geogebra is more effective than the conventional learning model in teaching mathematics on trigonometric functions.
subject: Original research
  topic: section
subject: discovery learning
  topic: keywords
subject: Geogebra
  topic: keywords
subject: Learning model
  topic: keywords
creator: Jihan Zahra Permana
creator: Arie Purwa Kusuma
creator: Rusdi Hamdany Nuary
rights: Copyright (c) 2025 Jihan Zahra Permana, Arie Purwa Kusuma, Rusdi Hamdany Nuary https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-19
publication date: 2026-01-19
starting page: 17
ending page: 23
doi: 10.37640/

Emotional Intelligence as a Predictor of Organizational Citizenship Behavior: Empirical Evidence from the Education Sector
type: item
description: Emotional intelligence plays a crucial role in shaping positive organizational behaviors among educators. This study aims to examine the influence of emotional intelligence as a predictor of organizational citizenship behavior (OCB) within the education sector. The research was conducted in several public schools, involving 483 teachers as respondents. Emotional intelligence was positioned as an exogenous variable, while organizational citizenship behavior served as the endogenous variable. Data analysis was performed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach. The findings reveal that emotional intelligence has a significant and positive effect on teachers’ organizational citizenship behavior. Teachers with high emotional intelligence tend to exhibit greater empathy, self-regulation, and interpersonal sensitivity, which foster cooperative attitudes and voluntary contributions beyond formal job requirements. These results highlight the importance of developing emotional intelligence among educators to strengthen OCB and enhance overall school performance. This study provides practical implications for educational institutions in designing professional development programs that emphasize emotional awareness, social skills, and supportive workplace relationships.
subject: Original research
  topic: section
subject: Emotional Intelligence, Organizational Citizenship Behavior, Teachers
  topic: keywords
creator: Eri Orpa
creator: Nurhattati
creator: Eliana Sari
rights: Copyright (c) 2025 Eri Orpa, Nurhattati, Eliana Sari https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-07
publication date: 2026-01-07
starting page: 31
ending page: 38
doi: 10.37640/

Systematic Literature Review: The Effectiveness of the Group Investigation (GI) Learning Model Assisted by Manipulative Media on Mathematics Learning
type: item
description: Mathematics learning should be designed with strategies that foster students' critical thinking and collaborative skills, as well as conceptual understanding. However, in reality, the mathematics learning process in the classroom still focuses heavily on procedural aspects. Teachers tend to emphasize problem-solving exercises without optimizing the use of manipulative media to deepen conceptual understanding. One approach considered effective in addressing this problem is the Group Investigation (GI) cooperative learning model, especially when combined with manipulative media that can help students represent abstract concepts concretely. This study aims to identify and analyze the effectiveness of implementing the GI model, supported by manipulative media, in mathematics learning using a Systematic Literature Review (SLR) approach. The research method was conducted by reviewing various scientific articles from national and international databases using strict inclusion and exclusion criteria to ensure the relevance and quality of the sources. The results of the study indicate that the use of the GI model, supported by manipulative media, consistently improves students' mathematics learning at various levels of education. Therefore, this study recommends the implementation of the GI model assisted by manipulative media as an innovative alternative in mathematics learning that focuses on active and in-depth learning experiences.
subject: Original research
  topic: section
subject: Group Investigation
  topic: keywords
subject: Manipulative Media
  topic: keywords
subject: Mathematics Learning
  topic: keywords
creator: Siti Choiriyah
rights: Copyright (c) 2025 SITI CHOIRIAH https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-07
publication date: 2026-01-07
starting page: 24
ending page: 30
doi: 10.37640/

How Intrinsic Motivation Influences Students’ Writing Skills
type: item
description: The objective of this research is to examine the correlation between students’ intrinsic motivation and their writing skills in the second grade of senior high school. The study was conducted at SMK Mekarwangi Insan Cendekia from March to May. The research background is students’ lack of writing skills and low motivation to learn English. Data were obtained through the Intrinsic Motivation Questionnaire and a Writing Test, both validated and reliable. Descriptive analysis indicated that students showed relatively high intrinsic motivation and good writing performance, with data normally distributed and suitable for further analysis. The correlation analysis demonstrated a strong positive relationship between intrinsic motivation and writing skills (r = 0.865), supported by hypothesis testing and linearity analysis. Among the intrinsic motivation elements, competence had the strongest correlation with writing skills (r = 0.899), while autonomy and relatedness displayed weaker associations. These findings underline the vital role of intrinsic motivation, especially competence, in enhancing students’ writing skills.
subject: Original research
  topic: section
subject: correlation
  topic: keywords
subject: intrinsic motivation
  topic: keywords
subject: writing skills
  topic: keywords
creator: Dwi Annisa Putri
creator: Vera Yulia Harmayanthi
creator: Muhammad Awin Alaby
rights: Copyright (c) 2025 Dwi Annisa Putri, Vera Yulia Harmayanthi, Muhammad Awin Alaby https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-11
publication date: 2026-01-11
starting page: 8
ending page: 15
doi: 10.37640/

Using Contextual Teaching And Learning (Ctl) Strategy In Digital Era To Improve Students’ Reading Comprehension
type: item
description: This research aims to improve students’ reading comprehension through the Contextual Teaching and Learning (CTL) strategy in the digital era This study was conducted as a Classroom Action Research (CAR) in three cycles involving eleventh grade students of SMK Citra Mandiri Cakung in the 2024/2025 academic year. Each cycle consisted of planning, action, observation, and reflection. The CTL strategy was implemented by integrating digital tools such as Canva, Google Forms, and Kahoot to enhance student engagement. The findings revealed a significant improvement in students’ reading comprehension. The average score increased from 69.79 in Cycle I to 72.1 in Cycle II, and 85.3 in Cycle III. The number of students who achieved scores above the Minimum Mastery Criteria rose from 24% to 93%. Based on this research, it can be concluded that the application of Contextual Teaching and Learning (CTL) strategies can improve students' reading comprehension. The use of CTL encourages students to actively connect reading material with their real life experiences, making the learning process more meaningful and interesting.
subject: Original research
  topic: section
subject: Contextual Teaching and Learning
  topic: keywords
subject: reading comprehension
  topic: keywords
subject: digital era
  topic: keywords
subject: Classroom Action Research (CAR)
  topic: keywords
creator: Muhammad Rizky Abdul Apiq
creator: Vera Yulia Harmayanthi
rights: Copyright (c) 2025 muhammad rizky abdul apiq, Vera Yulia Harmayanthi https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-19
publication date: 2026-01-19
starting page: 45
ending page: 51
doi: 10.37640/

Revolutionizing Science Class: CTL-Based Interactive Media on Digestion Using Articulate Storyline
type: item
description: This study focuses on the development of interactive learning media using Articulate Storyline for the human digestive system topic in science lessons. Traditional learning methods that rely heavily on textbooks and projectors often lead to monotonous classroom experiences and low student engagement. Therefore, innovative and interactive media are needed to help students better understand abstract scientific concepts. Digital media can improve student participation, provide easier access to information, and offer a more flexible learning experience. The research used the Research and Development (R&D) method with the ADDIE model, consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The study was conducted with fifth-grade students as research subjects. Media feasibility was evaluated by a material expert, a language expert, and a media expert. The validation results showed scores of 82% (material expert), 90% (language expert), and 90% (media expert), categorized as “very feasible.” In the implementation phase, the small group trial reached 93%, and the field trial reached 95%, indicating ease of use and positive student responses. The effectiveness test showed an improvement in student learning outcomes, with post-test scores increasing from 66% (pretest) to 83% after using the developed media.
subject: Original research
  topic: section
subject: ADDIE
  topic: keywords
subject: Articulate Storyline
  topic: keywords
subject: Contextual Teaching and Learning
  topic: keywords
subject: Digestive System
  topic: keywords
subject: R&D
  topic: keywords
creator: Nadhiraturraasyidah
creator: Devita Cahyani Nugraheny
creator: Muhammad Rizaq
rights: Copyright (c) 2025 Nadhiraturraasyidah, Devita Cahyani Nugraheny, Muhammad Rizaq https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 332
ending page: 338
doi: 10.37640/

Enhancing Student’s Listening Skills Through The Use of the LearnEnglish Podcast Application in English Language Learning
type: item
description: This research aims to improve students' listening skills by using an English learning podcast application for grade X students at SMK Budhi Warman II Jakarta in the 2024/2025 academic year. This research is classified as Qualitative Research, Classroom Action Research. This research consists of 3 cycles, where each cycle consists of 4 stages, namely planning, implementation, observation, and reflection. The subjects of this study were 23 students, and data were collected through tests, observations, and interviews. The results of data analysis show an increase in students' listening skills using podcasts, as seen from the percentage of students who achieved the minimum passing criteria (KKM) from cycle one to cycle three. In cycle 1, 43% with an average score of 70; cycle 2, 70% with an average score of 74; cycle 3, 87% with an average score of 78. The observation results showed that the observation sheet reached the target of 87%. Based on the explanations above, it can be concluded that the learnEnglish podcast application has significant potential in improving students' listening skills.
subject: Original research
  topic: section
subject: : Classroom Action Research
  topic: keywords
subject: learnenglish podcast application
  topic: keywords
subject: Listening Skill
  topic: keywords
creator: Komalawati Komalawati
creator: Danti Pudjiati
creator: Nurhasanah Nurhasanah
rights: Copyright (c) 2025 Komalawati Komalawati, Danti Pudjiati, Nurhasanah Nurhasanah https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-19
publication date: 2026-01-19
starting page: 81
ending page: 87
doi: 10.37640/

The Revolutionary Efficacy of Role-Playing in Boosting Pancasila Education Learning Outcomes on Election Topic
type: item
description: This Classroom Action Research primarily aimed to improve the learning outcomes in Pancasila Education, specifically the General Election (Pemilu) material, for 39 twelfth-grade students at SMA Al-Mukmin Boarding School. The Role-Playing Method was selected as the instructional strategy to overcome student boredom and passivity common in conventional learning. The study was executed through three cycles, comprising planning, action, observation, and reflection stages, with learning outcome data gathered via post-cycle tests and student/teacher activity data collected via observation sheets. The findings demonstrated a significant increase confirming the method’s effectiveness. In Cycle I, the learning mastery percentage reached 41% with an average score of 67. Following refinements, Cycle II saw a sharp jump to 56% mastery, with an average of 81, indicating the class had surpassed the Minimum Competency Criteria (KKM). The peak of success was achieved in Cycle III, where the mastery rate reached 92% with an average score of 85. This improvement paralleled a rise in student enthusiasm and active participation. Consequently, it is concluded that the Role-Playing method is proven highly effective in boosting Pancasila Education learning outcomes on Pemilu material for twelfth-grade students.
subject: Original research
  topic: section
subject: Learning outcomes, Election, Role-Playing
  topic: keywords
creator: Nanda Lega Jaya Putra
creator: Nor Khakim
rights: Copyright (c) 2025 Nanda Lega Jaya Putra , Nor Khakim https://creativecommons.org/licenses/by-nc/4.0
date: 2026-01-19
publication date: 2026-01-19
starting page: 74
ending page: 80
doi: 10.37640/