Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar

The Effect of Puppet-Based Learning Media on Elementary School Students' Listening Comprehension Skills

Natalino Leonel de Carvalho — 2026-07-26

This study aimed to examine the effect of using wayang media on the story-listening skills of third-grade elementary school students. The research employed a quantitative approach with a quasi-experimental nonequivalent control group pretest-posttest design involving 40 students, consisting of 20 students in the experimental group and 20 students in the control group. The experimental group learned story listening through wayang media, whereas the control group received conventional instruction using the same story material. Data were collected using a multiple-choice listening comprehension test measuring students’ understanding of characters, setting, sequence of events, explicit information, implicit information, and moral messages. The descriptive results showed that the experimental group increased from a pretest mean of 72.75 to a posttest mean of 85.75, while the control group increased from 64.00 to 78.50. Because the experimental group had a higher initial score than the control group, the findings were interpreted cautiously. The raw gain was 13.00 in the experimental group and 14.50 in the control group, while the normalized gain was 0.48 and 0.40, respectively. The independent sample t-test on posttest scores showed a statistically significant difference, t(38) = 2.873, p = 0.007, mean difference = 7.25, with Cohen’s d = 0.91. These findings indicate that wayang media has positive potential to support students’ story-listening comprehension, although the baseline difference limits the strength of causal inference. Wayang can be considered a contextual low-tech visual-narrative medium that integrates Indonesian cultural elements into language learning.

The Effect of Interactive Audio-Visual Learning Media on Elementary School Students' Thematic Learning Outcomes

Christine Wulandari Suryaningrum — 2026-07-26

The continued dominance of lecture-based thematic instruction in elementary classrooms may limit students’ cognitive engagement and learning outcomes, particularly when abstract concepts are delivered mainly through verbal explanation. This study aimed to examine the effect of interactive audio-visual media on fifth-grade students’ learning outcomes in thematic learning. Interactive audio-visual media in this study refers to learning media that integrate narration, images, text, animation, and student response activities. A quantitative approach was employed using a quasi-experimental method with a nonequivalent control group design. The participants were 36 fifth-grade students of SDN 07 Dompu, consisting of 18 students in the experimental group and 18 students in the control group. Data were collected using pretest and posttest learning achievement tests and analyzed through descriptive statistics, normality and homogeneity tests, and an independent samples t-test at the 0.05 significance level. The results showed that the experimental group achieved a higher posttest mean score (M = 82.22) than the control group (M = 71.39). The learning gain in the experimental group was also higher (28.61 points) than in the control group (13.06 points). The t-test result indicated a significant difference between groups, t(34) = 3.672, p = .001. These findings suggest that interactive audio-visual media can improve students’ thematic learning outcomes by supporting concept visualization, multimodal information processing, and active participation. However, the findings should be interpreted within the limited sample and school context. This study implies that elementary teachers should design audio-visual media not merely as presentation tools, but as interactive learning resources aligned with learning objectives and assessment indicators.

The Effect of the Outdoor Study Method on Elementary School Students' Science Learning Outcomes

Suratman Suratman — 2026-07-26

Elementary IPAS learning requires concrete and contextual experiences, yet classroom practice often remains dominated by teacher explanation and textbook-based activities. This study aimed to examine the effect of the Outdoor Study method on elementary students’ IPAS learning outcomes. A quantitative approach with a quasi-experimental nonequivalent control group design was used. The participants were 36 fourth-grade students, consisting of 18 students in the experimental group and 18 students in the control group. The experimental group learned through Outdoor Study activities involving environmental observation, exploration, discussion, presentation, and reflection, while the control group received conventional classroom instruction. Data were collected using IPAS learning outcome tests and analyzed through descriptive statistics, normality and homogeneity tests, and an independent samples t-test. The results showed that the experimental group achieved a higher posttest mean score (M = 85.75) than the control group (M = 78.50). The difference was statistically significant, t = 3.214, p = .001. These findings indicate that Outdoor Study positively affects IPAS learning outcomes by providing concrete experiences and encouraging active student participation.

The Effect of the Couple Card–Based Make a Match Learning Model on Elementary School Students' Creativity in Mathematics Learning

Sudarsono Sudarsono — 2026-07-26

This study examined whether students' creativity scores differed before and after the implementation of the Couple Card-based Make a Match learning model in elementary mathematics learning. A quantitative pre-experimental one-group pretest-posttest design was used with 25 fifth-grade students as participants. Creativity data were collected using a mathematics creativity test administered before and after the treatment and were analyzed using descriptive statistics, normalized gain (N-Gain), normality testing, and paired-samples t-test with IBM SPSS. The results showed that the mean creativity score increased from 64.20 in the pretest to 81.40 in the posttest. The N-Gain score was 0.48, indicating a moderate improvement. The paired-samples t-test showed a significant difference between pretest and posttest scores (t = 6.412; df = 24; p < 0.05), with a large effect size (Cohen's dz = 1.28). These findings indicate that the Couple Card-based Make a Match learning model is associated with improved students' creativity in elementary mathematics learning. However, because this study used a one-group pretest-posttest design without a control group, the findings should be interpreted proportionally.

An Analysis of Teachers' Pedagogical Competence in the Implementation of Thematic Learning at the Elementary School Level

Moch. Fauzi — 2026-07-26

This study aims to analyze teachers’ pedagogical competence in the implementation of thematic learning in Grade V of SD Negeri 03 Kempo, Dompu Regency. The study employed a descriptive qualitative approach involving one fifth-grade teacher as the main informant and several fifth-grade students as supporting informants. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model consisting of data reduction, data display, and conclusion drawing, with data validity strengthened through source and technique triangulation. The findings indicate that the teacher’s pedagogical competence was reflected in the planning, implementation, and evaluation of thematic learning, particularly in the preparation of instructional documents, the implementation of learning activities based on the assigned theme, and the use of exercises and question-and-answer activities for evaluation. However, cross-subject integration in thematic learning was not yet fully optimized, the teaching methods remained predominantly teacher-centered, and students’ active participation was still limited. The study also identified key constraints, namely limited instructional time and difficulties in designing truly integrative thematic learning activities. These findings underline the need to strengthen teachers’ pedagogical competence so that thematic learning in elementary schools can be implemented in a more integrative, participatory, and meaningful way for students.