Elementary science and social science (IPAS) learning requires instructional strategies that integrate active engagement, social interaction, and digital learning media. This study aimed to analyze improvements in fourth-grade students’ IPAS learning outcomes through Educaplay-assisted Think Pair Share (TPS) and compare them with conventional instruction. A quantitative approach with a nonequivalent pretest-posttest control group quasi-experimental design was employed. The participants were 26 fourth-grade students at SDN 116 Enrekang, comprising 13 students in the experimental group and 13 in the control group. The intervention was conducted over eight sessions, excluding the pretest and posttest, focusing on Light and Its Properties. Data were collected through learning achievement tests and observations of instructional implementation and analyzed using descriptive statistics, normality and homogeneity tests, between-group comparisons, and N-gain analysis. The results showed that all students in the experimental group achieved the minimum mastery criterion, compared with 12 students in the control group. Posttest and N-gain analyses revealed significant differences between the groups (p < .05). The implementation of Educaplay-assisted TPS reached 92.8%, categorized as very good. These findings indicate that integrating TPS with Educaplay offers a promising interactive and collaborative approach to supporting conceptual learning in elementary IPAS.
Muh Araafly Sulaeman Rafly, Hasan F. Hasan, Dedi Setiawan et al.· Mahaguru: Jurnal Pendidikan...· 0 citations
Descriptive writing skills are an essential literacy competence that should be developed from the elementary school level. However, many students still experience difficulties in generating ideas, selecting appropriate vocabulary, organizing sentences coherently, and producing clear descriptive paragraphs. This study aimed to improve the descriptive writing skills of third-grade students at UPT SDN 6 Pinrang through the implementation of sequential picture media. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. The research was conducted in two cycles involving 20 students. Data were collected through descriptive writing tests, student activity observations, teacher interviews, and documentation. The data were analyzed using quantitative and qualitative descriptive analysis. The results showed an improvement in students’ descriptive writing skills, indicated by the increase in the average score from 62 in the pre-cycle stage to 73 in Cycle I and 83 in Cycle II. Classical mastery improved from 30% to 100%. Student learning activities also increased from 55% in the pre-cycle stage to 83.2% in Cycle II. The findings indicate that sequential picture media helps students develop ideas, enrich vocabulary, organize sentences, and produce more systematic descriptive texts. This media can serve as an alternative instructional strategy in Indonesian language learning to strengthen elementary students’ writing literacy.
Rahmawati Ismail, Muh. Idham Haliq, A. Asbar et al.· Mahaguru: Jurnal Pendidikan...· 0 citations
Critical thinking is an essential skill that needs to be developed in elementary science and social studies learning. However, preliminary observations in the fifth grade of UPT SDN 77 Rante Lemo showed that students tended to be passive, were not accustomed to providing logical reasoning, and had difficulty drawing conclusions based on observations. This study aimed to improve students’ critical thinking skills through the implementation of the guided inquiry learning model in the topic of human respiratory organs. This research employed Classroom Action Research based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action implementation, observation, and reflection. The participants were 15 fifth-grade students. Data were collected through observation, critical thinking tests, and documentation, and were analyzed using quantitative and qualitative descriptive techniques. The results showed an improvement in students’ critical thinking skills. Students’ learning mastery increased from 26.67% in the pre-action stage to 66.67% in the first cycle and reached 100% in the second cycle. Student activity increased from 37.50% to 53.13% and 93.75%, while teacher activity increased from 55.00% to 95.00%. These findings indicate that the guided inquiry learning model, particularly when supported by simple experiments and systematic teacher guidance, can enhance students’ critical thinking skills in elementary science and social studies learning.
