Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)

Strategies to Improve Overhead Passing Skills in Volleyball through the Demonstration Teaching Method

Nurhasanah Nurhasanah — 2025-12-22

Basic motor skills in volleyball, such as overhead passing, play an important role in supporting overall game success. However, in reality, many students have difficulty mastering this technique correctly. This study aims to improve learning outcomes in the overhead passing skill in volleyball through the application of the demonstration learning method among Grade XI students at SMANOR Palu. The research employed a Classroom Action Research (CAR) approach conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. In the pre-cycle stage, only 8 students (40%) achieved the minimum learning mastery, while 12 students (60%) had not. After implementing the demonstration method in Cycle I, there was an improvement in learning outcomes, with 12 students (60%) achieving mastery and 8 students (40%) still not meeting the standard. Despite this improvement, Cycle II was carried out to optimize the results further. The results of Cycle II showed a significant increase, with 18 students (90%) achieving learning mastery and only 2 students (10%) remaining below the standard. The demonstration method proved effective as it provided a clear visualization of movements, making it easier for students to understand and accurately imitate the basic technique of overhead passing. In addition, immediate feedback after the demonstration helped students quickly correct technical errors. Therefore, the demonstration method is effective in enhancing students' overhead passing skills.

Development of a Mathematics Multiplication Pocket as an Instructional Teaching Aid for Multiplication Concepts in Elementary School

Dea Windiani Windiani — 2025-12-22

Persistent difficulties in learning multiplication at the elementary level indicate a gap between recommended use of concrete manipulatives and prevailing textbook-centered practices. This research and development (R&D) study developed Kalimatika, a low-cost concrete manipulative, and examined its feasibility and learning effectiveness for third-grade multiplication. Using the ADDIE model, six experts (three media, three content) validated the product with feasibility ratings of 94.7% and 98.6% (highly feasible). A one-group pretest–posttest implementation with 26 students yielded a mean increase from 77.15 to 92.50 and an N-Gain of 0.59 (medium). Teacher and student questionnaires indicated very good acceptance. The findings extend evidence that locally fabricated manipulatives can strengthen conceptual understanding of whole-number multiplication in elementary mathematics. Limitations include the small sample and single-group design; future work should employ controlled trials and durability improvements.

The Influence of TikTok Social Media on the Moral Character (Akhlakul Karimah) of Elementary School Students

Azmi Hofifah Hofifah — 2025-12-22

Social media growth influences character formation among primary school students. This study examined the association between TikTok use intensity and students’ akhlakul karimah at SDN Leuwi Bandung 2. A quantitative associational design was applied to 71 fourth- and fifth-grade students selected via proportionate stratified random sampling. Data were gathered using validated and reliable Likert-scale questionnaires and analyzed with descriptive statistics, Pearson correlation, and simple linear regression. TikTok use intensity was high (mean = 32.15), while akhlakul karimah was moderate (mean = 21.62). A strong, significant negative correlation emerged between the variables (r = −0.755; p < 0.001). The regression model Y = 38.175 − 0.515X with R² = 0.57 indicates that 57% of the variance in akhlakul karimah is explained by TikTok use intensity. The findings underscore the need to strengthen digital literacy, parental mediation, and school-based character education to align social media engagement with akhlakul karimah in primary education.

Efforts to Improve Long Serve Skills in Badminton through the Demonstration Method

Ramlah Ramlah — 2025-12-22

This Classroom Action Research (CAR) study aims to improve students' long serve skills in badminton for Grade VIII students at SMPN 2 Palu. The problem identified was the low mastery of long serve skills, with only 27% of students meeting the minimum competency criteria in the pre-cycle assessment. The research was conducted in two cycles, each consisting of four stages: planning, action implementation, observation, and reflection. In Cycle I, 70% of students achieved mastery, though 30% did not meet the required standards. After improvements were made in Cycle II, including enhanced visual demonstrations and immediate feedback, significant progress was observed, with 94% of the 33 students achieving mastery. These findings suggest that the demonstration method effectively improves students' long serve skills in badminton by offering clear visual understanding and structured practice opportunities.

The Effectiveness of Anti-Bullying Programs in Reducing Bullying Behavior in Junior High Schools

Sena Agustin — 2025-12-22

Bullying remains a persistent problem affecting school safety, including at SMP Negeri 5 Kota Serang where an anti-bullying program has been implemented. This study evaluates the program’s effectiveness in reducing students’ bullying behavior. A quantitative descriptive-evaluative cross-sectional design was used. The population comprised 493 eighth-grade students in the 2024/2025 academic year, with 83 students selected as the sample. Data were collected through a 4-point Likert questionnaire measuring the Anti-Bullying Program (X) and Bullying Behavior (Y). Validity testing yielded 32 valid items for X and 33 for Y, while reliability was high (αX=0.841; αY=0.877). Data analysis included normality testing, simple linear regression (t-test on the regression coefficient), and effectiveness measurement using Likert Summated Rating (LSR). Results indicated normal data distribution (Sig.=0.200>0.05). The anti-bullying program showed a negative but nonsignificant effect on bullying behavior (t=-1.526; p=0.131). LSR analysis produced a total score of 14,488 with a 67% effectiveness rate, exceeding the median quartile (Q2), thus categorizing the program as effective. Nevertheless, verbal bullying and negative peer influence remain notable challenges. Overall, the program is practically effective, but its statistical impact is not yet strong, requiring stronger monitoring, follow-up procedures, and positive peer involvement.

Efforts to Improve Students’ Self-Confidence in Peer Social Interaction through Person-Centered Group Counseling

Fauzia Safitri — 2025-12-22

This guidance and counseling action research was conducted in response to seventh-grade students’ low self-confidence in peer interaction, which may hinder healthy social adjustment at school. The study aimed to examine whether person-centered group counseling could improve students’ self-confidence through two action cycles. Eight students of SMP Negeri 19 Palu (academic year 2024/2025) were purposively selected from an initial screening of all Grade VII students based on low self-confidence scores and age criteria (13–15 years). The intervention followed Kemmis and McTaggart’s cyclic model (planning, action, observation, reflection), with success indicators defined operationally as: (a) an increase in the group’s mean self-confidence score from the low category to at least the moderate category in Cycle I, and (b) at least 75% of participants reaching the high category in Cycle II. Self-confidence was measured using a peer-interaction self-confidence questionnaire consisting of [insert number of items] items across [insert dimensions] dimensions, validated by [insert method, e.g., CVI/FA] and showing reliability of α/ω = [insert value]. Descriptive statistics showed that the pre-cycle scores were entirely in the low category (M = 35.13, SD = 7.64). After Cycle I, three students moved into the moderate category while five remained low, indicating partial improvement. In Cycle II, seven students reached the high category and one remained moderate, suggesting that person-centered group counseling was effective in enhancing students’ self-confidence in interacting with peers.

The Effectiveness of Play-Based Learning Methods in Improving Basic Badminton Serve Skills among Senior High School Students

Komang Sukma Veralia — 2025-12-22

This classroom action research aimed to improve students’ basic badminton service skills through a play-based learning approach in Class X E of SMA Negeri 4 Palu. The study was conducted in two cycles following Kemmis and McTaggart’s CAR stages: planning, action, observation, and reflection. Service skills were assessed using an analytic rubric covering stance/preparation, swing/contact, shuttle direction accuracy, and follow-through; supporting qualitative data were collected from structured observation notes. Individual mastery was set at a minimum score of 70, while classical mastery was achieved when ≥85% of students reached this threshold. Pre-cycle results showed 10 of 30 students (33.3%) met mastery. After Cycle I implementation (target-serve games and relay-serve games), mastery rose to 19 of 30 (63.3%). Revisions in Cycle II (greater target variability, paired consistency drills, additional guided practice, and self-modeling homework) increased mastery to 25 of 30 (85.0%), meeting the success indicator. The findings indicate that play-based learning improves service performance by increasing meaningful repetitions, immediate feedback, and competitive engagement in physical education classes.

The Effect of Problem-Based Learning (PBL) on Junior High School Students’ Problem-Solving Skills

Wyta Ramadisya — 2025-12-22

This study aimed to examine the effectiveness of Problem-Based Learning (PBL) in improving eighth-grade students’ problem-solving skills in Social Studies at SMP Negeri 35 Bekasi. The study was motivated by students’ low problem-solving ability, which has been influenced by the dominance of conventional instruction. A quantitative approach was employed using a quasi-experimental Nonequivalent Control Group design involving 62 students, divided into an experimental group taught with PBL and a control group taught with conventional methods. Data were collected through a 20-item multiple-choice test validated by experts and confirmed reliable, supported by classroom observation. The data were analyzed using prerequisite tests, an independent samples t-test, and N-Gain. The results indicated that the experimental group achieved a higher posttest mean score (83.24) than the control group (75.32). The experimental group also demonstrated a moderate N-Gain and outperformed the control group in learning improvement. These findings confirm that PBL is effective as an alternative strategy in Social Studies to strengthen students’ problem-solving and critical-thinking skills.

The Effectiveness of Role-Playing Group Counseling Techniques in Improving Students’ Polite Attitudes toward Teachers

Bernardus Widodo — 2025-12-22

Polite behavior is a fundamental aspect of social interaction, particularly within the school environment as a medium for shaping students’ character. However, at SMP Negeri 14 Kota Madiun, several students are still found to have limited understanding and inconsistent application of polite behavior toward teachers. This study aims to analyze the effectiveness of group counseling services using the role-playing technique in improving students’ polite behavior. The research population consisted of 31 students from class VII C at SMP Negeri 14 Kota Madiun, with a sample of 7 students selected based on their low category in practicing politeness. This research employed an experimental method with a pre-experimental one group pretest-post test design. The research instrument was a politeness behavior questionnaire administered before and after the treatment. The results showed an increase in students’ polite behavior after participating in group counseling with the role-playing technique. The average pretest score of 87.4 increased to 113.5 in the posttest, with a significance test (2-tailed) result of 0.001 ≤ 0.005, indicating a significant difference between pretest and posttest scores. Thus, it can be concluded that group counseling services using the role-playing technique are effective in enhancing students’ polite behavior toward teachers