Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar

The Effect of Three-Dimensional Learning Media on Elementary School Students’ Learning Outcomes in the Cube Topic

2025-12-21T08:19:55+07:00

This study examined whether learning with three-dimensional (3D) concrete media is associated with improved mathematics learning outcomes on the cube topic among fourth-grade students. The study employed a quantitative approach with a one-group pretest–posttest design. The participants were 26 fourth-grade students from SD Negeri Randuagung 01, Lumajang Regency, East Java, selected purposively based on relevance to the research objective. The intervention used a low-cost 3D cube media package consisting of a transparent acrylic cube model with colored faces, a wire-frame cube, and 1 cm³ unit cubes to support exploration of cube elements and volume concepts. Data were collected using a 20-item multiple-choice test (content validity via expert judgement; Cronbach’s alpha = 0.82), classroom observation, and documentation. Data analysis included the Shapiro–Wilk normality test, paired-samples t-test, and N-gain analysis. Results showed that both pretest and posttest data were normally distributed (p > 0.05). The paired-samples t-test showed a statistically significant increase in posttest scores (p < 0.001), indicating that students performed better after learning with 3D media. The average N-gain was 0.61 (61.45%), which falls into the “moderate” improvement category. These findings suggest that in this context, learning supported by 3D concrete media is associated with meaningful improvement in students’ understanding of cube concepts. Future studies are recommended to include a control group and larger samples to strengthen causal inference and generalizability, particularly in under-resourced school contexts using a clearly specified 3D media package.

The Effect of the Experiential Learning Model on Elementary School Students’ IPAS Learning Outcomes

2025-12-01T07:07:39+07:00

This study investigates the effect of the Experiential Learning model on the integrated science and social studies (IPAS) learning outcomes of elementary school students within the framework of the Indonesian Merdeka Curriculum. A pre-experimental one-group pretest–posttest design was employed involving 18 fourth-grade students from SD Negeri 01 Woja, who completed a validated 20-item multiple-choice test on IPAS concepts. Descriptive statistics showed an increase in mean scores from 56.94 (pretest) to 79.44 (posttest). A Shapiro–Wilk test on the difference scores indicated that the normality assumption was met, and a paired samples t-test revealed a statistically significant improvement in achievement, t(17) = −13.029, p < 0.001, with a large effect size (Cohen’s d = 2.25). These findings suggest that experiential learning is associated with substantial gains in IPAS achievement; however, given the pre-experimental design without a control group, causal claims must remain tentative. The study highlights the potential of experiential learning for supporting the implementation of the Merdeka Curriculum in non-urban schools, while underlining the need for structured instructional modules, teacher training, and further studies with stronger designs, larger and more diverse samples, and additional non-cognitive outcome measures.

Strengthening Al-Islam Kemuhammadiyahan Character Education through the ‘Magic Fingers’ Media in Addition Learning among Elementary School Students

2026-01-13T09:08:55+07:00

Character education is a fundamental pillar in shaping students’ personality, especially at the primary level where basic values are first internalized. This classroom action research aimed to describe the effectiveness of the “Jari Ajaib” (Magic Fingers) instructional media in strengthening character education based on Al-Islam and Kemuhammadiyahan (AIK) values through addition learning in Grade 1 students at SD Negeri 13 Kota Sorong. The study employed a qualitative–quantitative descriptive approach within a classroom action research framework. The participants were 21 students, and data were collected using character observation sheets, semi-structured interview guidelines for teachers and students, documentation of learning activities, and a simple addition test administered before and after the intervention. Data were analyzed using qualitative descriptive techniques for character development and simple descriptive statistics for students’ understanding of addition. The findings indicate improvement in students’ responsibility, cooperation, honesty, discipline, and empathy during learning activities using the Jari Ajaib media, accompanied by better accuracy and confidence in performing addition tasks. The explicit integration of AIK values also contributed to an engaging, joyful, and spiritually meaningful learning atmosphere. These results suggest that mathematics instruction can function not only to strengthen cognitive abilities but also as an effective vehicle to cultivate students’ religious character through contextual integration of AIK values in everyday classroom practice.

Strengthening Character Education Based on Al-Islam Kemuhammadiyahan Values through the ‘Ruang Hati Pagi’ Program in Elementary Schools

2026-01-13T09:08:27+07:00

This study examines the implementation of the “Ruang Hati Pagi” program as a daily morning routine to strengthen elementary students’ character through Al‑Islam Kemuhammadiyahan (AIK) values in a public-school setting. Using a descriptive qualitative design, the study was conducted at SD Negeri 13 Kota Sorong from early April to the first week of June 2025. Data were gathered through repeated participatory observations, semi‑structured interviews with the homeroom teacher and selected first‑grade students, and documentation (teacher notes, activity records, and students’ works). Data were analyzed using Miles and Huberman’s interactive model (data reduction, data display, and conclusion drawing/verification) and strengthened through triangulation, member checking, peer debriefing, and an audit trail. The findings show that the program is implemented consistently in four phases: (1) warm greeting and emotional check‑in, (2) morning sharing, (3) circle of kindness, and (4) reflective closing. These phases facilitate character internalization indicated by observable behaviors such as gratitude, respect, empathy/helping, honesty, responsibility, and improved self‑regulation. Implementation challenges include limited time allocation, uneven student participation, the need for teachers’ facilitation skills, and the necessity of parent–school collaboration to sustain values beyond the classroom. The novelty of this study lies in offering an operational micro‑routine model that integrates AIK values with SEL‑oriented classroom practices, along with measurable indicators of character internalization for early grades.

The Development of a Local Wisdom–Based Dance Learning Module to Improve Elementary School Students’ Learning Outcomes

2026-01-13T09:09:33+07:00

This study addresses the limited availability of learning materials that connect elementary dance instruction to students’ own local culture. The research developed a local-wisdom-based dance learning module (Dompu; Bongi Monca) and examined its validity, practicality, and effectiveness within the Merdeka Curriculum. The study used research and development with the ADDIE model (Analyze–Design–Develop–Implement–Evaluate). A limited try-out involved 19 fifth-grade students of SD Negeri 27 Woja in the 2022/2023 academic year. Data were collected using expert validation sheets (content and instructional design), student practicality questionnaires, learning outcome assessments, observations, interviews, and documentation. Descriptive analysis used percentage scores and mean achievement scores (0–100). The module was very valid (average validity score = 93%) and practical (student practicality score = 77%). Effectiveness was reflected in students’ mean achievement scores: 71 (cognitive), 81 (affective), and 79 (psychomotor), categorized as effective. Overall, the module supports contextual dance learning and strengthens students’ appreciation of local culture.