DEEP LEARNING: Journal of Educational Research
DEEP LEARNING: Journal of Educational Research is a peer-reviewed journal published by Mandailing Global Edukasia. DEEP LEARNING: Journal of Educational Research is a journal that discusses everything related to significant new research findings related to research in the scope of education, including Education and Learning, Curriculum Development, Learning Environment, Teacher Education, Educational Technology, and Educational Development. DEEP LEARNING: Journal of Educational Research publish research articles that are comprehensive by involving reviewers from leading and competent experts in their fields. Incoming articles will be selected based on the best scientific studies, provide important renewal values, and are very interesting to the public in the field of education. DEEP LEARNING: Journal of Educational Research was first published in 2025 and is published regularly fourth a year, namely in January, April, July and October. Journal Title : DEEP LEARNING: Journal of Educational Research Initials : DEEP LEARNING Frequency : January, April, July, October E-ISSN : 3090-1502 Chief Editor : Azmil Hasan Lubis DOI Prefix : https://doi.org/10.62945/deeplearning Publisher : MANDAILING GLOBAL EDUKASIA Accreditation : - INDEXED :
Improving Student Learning Outcomes by Implementing the Numbered Heads Together Model in Islamic Education Learning at SD Negeri Seumantok
This study aims to improve student learning outcomes in Islamic Education learning through the implementation of the Numbered Heads Together (NHT) cooperative learning model at SD Negeri Seumantok. The research employed a Classroom Action Research (CAR) design consisting of two cycles, with each cycle including the stages of planning, action, observation, and reflection. The participants of this study were 26 fifth-grade students. Data were collected through learning outcome tests, observation sheets of teacher and student activities, and documentation. The collected data were analyzed using descriptive quantitative and qualitative techniques. The results showed a significant improvement in students’ learning outcomes after the implementation of the NHT model. In the pre-cycle, the average student score was 62.15, with only 38.46% of students achieving mastery learning. After the implementation of NHT in Cycle I, the average score increased to 72.30, and the mastery learning percentage rose to 65.38%. Furthermore, in Cycle II, the average score improved to 84.10, with mastery learning reaching 88.46%, indicating that most students had achieved the minimum competency standard. Observation results also revealed improvements in classroom engagement, as student participation increased from 60% in Cycle I to 85% in Cycle II, while teacher performance improved from 70% to 90%. These findings demonstrate that the Numbered Heads Together model effectively enhances student learning outcomes by promoting active participation, collaboration, and responsibility in group learning. Therefore, the NHT model is recommended as an effective instructional strategy for improving Islamic Education learning outcomes in elementary schools.
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Efforts to Improve Student Learning Outcomes by Implementing the Project Based Learning Model in Islamic Education Learning at SD Negeri 2 Baktiya
This study aims to improve students’ learning outcomes in Islamic Education learning through the implementation of the Project Based Learning (PjBL) model at SD Negeri 2 Baktiya. The research employed a Classroom Action Research (CAR) design conducted in two cycles, consisting of planning, action, observation, and reflection stages. The participants were 28 fifth-grade students. Data were collected through learning outcome tests, observation sheets of student learning activities, and teacher performance evaluation instruments. The results indicated a significant improvement in students’ learning outcomes after applying the PjBL model. In the pre-cycle stage, only 11 students (39.29%) achieved the minimum mastery criterion (MMC), with an average score of 64.21. After the implementation of PjBL in Cycle I, the number of students achieving mastery increased to 18 students (64.29%), with an average score of 72.46. Furthermore, Cycle II showed a more substantial improvement, where 25 students (89.29%) achieved mastery and the class average score increased to 82.14. Observational data also revealed that students’ learning engagement improved from 61.50% in Cycle I to 84.75% in Cycle II, indicating that PjBL effectively enhanced students’ participation, collaboration, and critical thinking skills. Teacher performance also improved from 70.25% in Cycle I to 88.10% in Cycle II. These findings demonstrate that the Project Based Learning model is effective in improving student learning outcomes in Islamic Education, as it encourages active learning, problem-solving, and meaningful learning experiences. Therefore, PjBL is recommended as an innovative instructional approach to enhance student achievement and engagement in Islamic Education at the elementary school level.
Efforts to Improve Students' Logical Thinking Skills by Applying the Problem-Based Learning Model to Mathematics Learning at MIN Payaseunara
This classroom action research aimed to improve students’ logical thinking skills in mathematics learning through the implementation of the Problem-Based Learning (PBL) model at MIN Payaseunara. The study was conducted in two cycles consisting of planning, action, observation, and reflection stages. The participants were 28 fifth-grade students. Data were collected using logical thinking skill tests, observation sheets of teacher and student activities, and field notes. The indicators of logical thinking measured included reasoning ability, problem analysis, systematic solution planning, and conclusion drawing. The findings showed a significant improvement in students’ logical thinking skills after the implementation of PBL. In the pre-cycle stage, the average score of students’ logical thinking ability was 59.21, with only 39.29% of students achieving the minimum mastery criterion. After the implementation of PBL in Cycle I, the average score increased to 70.46 and learning mastery improved to 67.86%. Furthermore, Cycle II demonstrated a more substantial improvement, with the average score reaching 82.14 and mastery learning increasing to 89.29%. Observation results also indicated that teacher activity improved from 72.50% in Cycle I to 90.00% in Cycle II, while student learning activity increased from 68.75% to 88.50%. These results confirm that the PBL model effectively enhances students’ logical thinking skills by encouraging active engagement, collaborative problem-solving, and structured reasoning processes. Therefore, Problem-Based Learning can be recommended as an effective instructional strategy to improve logical thinking competence in elementary mathematics education.
Efforts to Improve Students' Creative Thinking Skills by Implementing the Discovery Learning Model in Mathematics Learning at MIN 20 Pidie Jaya
This classroom action research aimed to improve students’ creative thinking skills in mathematics learning through the implementation of the Discovery Learning model at MIN 20 Pidie Jaya. The study was conducted due to the low level of students’ creative thinking abilities, particularly in generating diverse solution strategies, developing original ideas, and elaborating mathematical reasoning during classroom activities. The participants consisted of 28 fifth-grade students. The research was carried out in two cycles, each comprising four stages: planning, action, observation, and reflection. Data were collected through creative thinking skill tests, observation sheets of teacher and student activities, and documentation. The indicators of creative thinking assessed in this study included fluency, flexibility, originality, and elaboration. The findings revealed a significant improvement in students’ creative thinking skills after the implementation of Discovery Learning. The average score of students’ creative thinking skills increased from 62.14 in the pre-cycle to 72.86 in Cycle I and further improved to 84.29 in Cycle II. In addition, the percentage of students achieving mastery learning increased from 42.86% in the pre-cycle to 67.86% in Cycle I and reached 89.29% in Cycle II. Observation results also showed improvement in student engagement and participation, where the average student activity score increased from 70.00% in Cycle I to 88.00% in Cycle II. These results indicate that the Discovery Learning model effectively enhances students’ creative thinking skills in mathematics learning by encouraging active exploration, problem-solving, and concept discovery. Therefore, Discovery Learning is recommended as an alternative instructional model to foster creativity and higher-order thinking skills in elementary mathematics classrooms.
Implementation of the Contextual Teaching and Learning Model to Improve Students' Conceptual Understanding in Science Learning at MIN 5 Lhokseumawe
This study aims to improve students’ conceptual understanding in science learning through the implementation of the Contextual Teaching and Learning (CTL) model at MIN 5 Lhokseumawe. The research employed Classroom Action Research (CAR) consisting of two cycles, with each cycle involving four stages: planning, action, observation, and reflection. The participants were 28 fifth-grade students at MIN 5 Lhokseumawe during the 2024/2025 academic year. Data were collected through conceptual understanding tests, observation sheets of teacher and student activities, and field notes. The indicators of conceptual understanding included students’ ability to explain scientific concepts, classify objects based on characteristics, provide examples of concepts, and apply concepts in daily life contexts. The findings revealed a significant improvement in students’ conceptual understanding after the application of CTL. In the pre-cycle phase, only 10 out of 28 students (35.71%) achieved the minimum mastery criterion (MMC = 75), with an average score of 68.21. After the implementation of CTL in Cycle I, the number of students who achieved mastery increased to 18 students (64.29%) with an average score of 75.46. Furthermore, Cycle II showed stronger improvement, with 25 students (89.29%) achieving mastery and the average score rising to 84.32. Observation results also indicated improvements in learning engagement, where student activity increased from 70.15% in Cycle I to 87.60% in Cycle II, while teacher performance improved from 76.40% to 90.25%. These results confirm that the CTL model effectively enhances students’ conceptual understanding in science learning by connecting scientific content with real-life situations, promoting active participation, and encouraging meaningful learning experiences. Therefore, CTL is recommended as an effective instructional approach for improving conceptual understanding in science education at the elementary Islamic school level.
Implementation of the Teams Games Tournament Model to Increase Student Learning Motivation in Science Learning at MIN 1 Nagan Raya
This study aims to increase students’ learning motivation in science learning through the implementation of the Teams Games Tournament (TGT) cooperative learning model at MIN 1 Nagan Raya. The research employed a Classroom Action Research (CAR) design consisting of two cycles, each including the stages of planning, action, observation, and reflection. The participants were 28 fifth-grade students. Data were collected through learning motivation observation sheets, student motivation questionnaires, interviews, and documentation. The indicators of motivation included students’ attention, participation, persistence, enthusiasm, and learning responsibility during science learning activities. Data analysis was conducted using descriptive quantitative and qualitative techniques by comparing the results of motivation scores across cycles. The findings show that the application of the TGT model significantly improved students’ learning motivation. In the pre-cycle, the average motivation score was 61.42% (low category). After implementing TGT in Cycle I, the motivation score increased to 74.18% (moderate category), indicating a positive change in student engagement and participation. Furthermore, in Cycle II, the motivation score reached 87.36% (high category), demonstrating strong enthusiasm, active collaboration, and greater responsibility in completing science learning tasks. Questionnaire results also confirmed this improvement, with the average student motivation response increasing from 63.10% in Cycle I to 88.20% in Cycle II. The study concludes that the Teams Games Tournament model is effective in fostering a more enjoyable, competitive, and cooperative learning atmosphere, which positively influences students’ motivation in science learning. Therefore, TGT is recommended as an alternative learning strategy to enhance student motivation and classroom learning quality in Islamic elementary schools.
Efforts to Improve Student Learning Outcomes in Islamic Education Learning by Using Audiovisual Media at SD Negeri Lamtheun Aceh Besar
This study aims to improve students’ learning outcomes in Islamic Education (Pendidikan Agama Islam/PAI) through the use of audiovisual media at SD Negeri Lamtheun, Aceh Besar. The research employed Classroom Action Research (CAR) consisting of two cycles, with each cycle including four stages: planning, action, observation, and reflection. The participants were 28 fifth-grade students. Data were collected through learning outcome tests, observation sheets of student learning activities, and teacher performance observation instruments. The results indicated a significant improvement in students’ academic achievement and classroom engagement after the implementation of audiovisual media. In the pre-cycle stage, the average student score was 62.14, with only 11 students (39.29%) achieving the Minimum Mastery Criteria (KKM = 75). After the implementation of audiovisual media in Cycle I, the average score increased to 73.21, with 18 students (64.29%) achieving mastery. Furthermore, in Cycle II, the average score rose to 84.46, and 25 students (89.29%) successfully met the KKM. Observational data also showed improvement in student learning activity, increasing from 61.50% in Cycle I to 86.25% in Cycle II, indicating higher participation, attention, and motivation during the learning process. These findings demonstrate that audiovisual media is effective in enhancing students’ understanding of Islamic Education materials, improving learning motivation, and strengthening learning outcomes. Therefore, audiovisual-based instruction can be recommended as an innovative and effective learning strategy to improve the quality of Islamic Education learning in elementary schools.
Efforts to Improve the Curiosity of Early Childhood Education Students by Implementing an Inquiry Approach at RA Al-Ma'soem
This study aimed to improve the curiosity of early childhood education students through the implementation of an inquiry-based learning approach at RA Al-Ma'soem. Curiosity is an essential foundation for children’s cognitive development and active learning, yet classroom observations revealed that many students showed low enthusiasm in asking questions, exploring learning materials, and responding critically to teacher stimulation. This research employed Classroom Action Research (CAR) consisting of two cycles, each including the stages of planning, action, observation, and reflection. The participants were 20 students of early childhood education (aged 5–6 years) at RA Al-Ma'soem. Data were collected through observation sheets, teacher field notes, and documentation. The main indicator of success was the percentage of students demonstrating curiosity behaviors, including asking questions, exploring objects, expressing opinions, and responding to learning challenges. The findings showed a significant improvement in students’ curiosity after applying the inquiry approach. In the pre-cycle stage, the average curiosity achievement was 45% (low category). After the implementation in Cycle I, the curiosity level increased to 65% (moderate category). Furthermore, in Cycle II, the curiosity achievement reached 85% (high category), indicating that most students actively engaged in inquiry activities such as observing, questioning, experimenting, and communicating findings. The inquiry approach also increased students’ participation, confidence, and motivation during Islamic learning activities. Therefore, it can be concluded that the inquiry approach is effective in enhancing curiosity among early childhood learners and can be recommended as an innovative learning strategy in Islamic early childhood education institutions.
Efforts to Improve Students' Problem-Solving Skills in Science Learning by Implementing the Problem-Based Learning Model in MIS Ni'matul Aziz
This classroom action research aimed to investigate the efforts to improve students’ problem-solving skills in science learning through implementing the Problem-Based Learning (PBL) model at MIS Ni’matul Aziz. The study was conducted in the second semester of the 2025 academic year involving 30 students of class VII who were purposively selected as research participants. The research was implemented over two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected using tests, observation sheets, student journals, and teacher reflection notes to measure improvements in students’ problem-solving skills. The problem-solving test consisted of five performance-based science questions aligned with the PBL phases: problem identification, hypothesis formulation, data analysis, solution design, and solution evaluation. Data analysis used both quantitative and qualitative techniques; quantitative data from pre-test, post-test cycle 1 and post-test cycle 2 were analyzed using descriptive statistics, while qualitative data from observations and reflections were analyzed thematically to support interpretation. The results showed that the implementation of the PBL model significantly improved students’ problem-solving skills. The average score increased from 51.2 in the pre-test to 68.5 in post-test cycle 1 and reached 82.7 in post-test cycle 2, indicating a progressive and statistically meaningful improvement. Furthermore, classroom observations documented increased student engagement, collaboration, and analytical reasoning during science learning activities. Teacher reflections also indicated that PBL enhanced students’ ability to identify scientific problems, analyze data, and communicate solutions effectively. The findings imply that PBL is an effective instructional model for enhancing problem-solving competencies in science learning contexts similar to MIS Ni’matul Aziz. The study recommends broader application of PBL in science curricula to cultivate higher-order thinking skills among learners.
Improving Students' Critical Thinking Skills in Mathematics Learning by Using Interactive Multimedia
This study aims to improve the critical thinking skills of elementary school students in mathematics learning by using interactive multimedia. This study is a classroom action research with the Kemmis & Mc Taggart model with four steps in each cycle, namely planning, action, observation and reflection. The subjects of this study were fifth-grade students of MIN 44 Aceh Besar. The data of this study were collected using observation and test techniques. Observation was used to obtain data on teacher and student learning activities, while tests were used to measure students' critical thinking skills in mathematics learning. The collected data were then analyzed using descriptive statistical techniques. The results of the study indicate that interactive multimedia can improve students' critical thinking skills in mathematics learning in elementary schools. This is evident from the results of the analysis of the research data which showed that the percentage of student completeness experienced a significant increase in each cycle with details of pre-cycle 52.19%, then increased in cycle 1 to 76.74% and in cycle 2 to 89.13%. The average value achieved also increased with details of pre-cycle 76.19, cycle 1 obtained 85.33 and cycle 2 obtained 91.47. Furthermore, the results of the standard deviation test also showed that the standard deviation value decreased in each cycle, indicating that students' critical thinking skills were becoming more evenly distributed. Based on these results, interactive multimedia can be used as an alternative learning medium to address students' low critical thinking skills in elementary school mathematics.
Efforts to Improve Children's Speaking Skills through the Use of Hand Puppets at TK Bunga Anggrek
This study aims to improve the speaking skills of early childhood children through hand puppets using collaborative Classroom Action Research (CAR) based on the Kemmis model which was implemented in two cycles. The research subjects consisted of 13 children, namely 9 boys and 4 girls, with the object of research being speaking skills through hand puppets. Data were collected through observations using observation sheets and documentation in the form of activity notes, videos, pictures, and Daily Activity Plans (RKH), then analyzed descriptively qualitatively and quantitatively. The success criteria were determined if the children's speaking skills reached 80% with a very good category. The results of the study showed an increase in speaking skills in Group B children at Bunga Anggrek Kindergarten, where the results of observations in the pre-action stage reached 42.30%, Cycle I 57.69%, and Cycle II increased to 91.03%, thus meeting the success criteria. The steps implemented included the teacher telling stories using hand puppets, dividing children into groups of three children, children repeating the story told by the teacher, and the teacher providing motivation and awards in the form of "Star Signs". This study proves that the use of hand puppet media is effective in improving the speaking skills of early childhood children, while also fostering active participation, courage, and children's confidence in speaking in front of peers, so that this strategy can be used as an interesting and interactive learning model in early childhood education.
Speaking skills, hand puppet media. Early childhood.
Efforts to Improve Language Skills through the Use of Letter Cards in Children at RA Kusuma Mulia I
Language is a fundamental aspect in early childhood development because it plays an important role in the process of communication, thinking, and personality formation. This study aims to: (1) develop children's language skills through letter card media, and (2) create enjoyable learning by utilizing this media in Group B RA Kusuma Mulia I. This study uses the Classroom Action Research (CAR) method which is carried out in two cycles with 10 students as research subjects in Bergas District, Semarang Regency. The data analysis technique used is descriptive percentage to assess learning outcomes and descriptive qualitative to observe children's activities during learning. The results of the study show that the use of letter card media can significantly improve children's language skills. Children are more enthusiastic, active, and easily understand letters and words learned through interesting concrete media. Thus, letter card media is proven to be effective as an alternative language learning strategy for early childhood. This study recommends that teachers utilize letter card media creatively in learning activities, so that children can learn in a more interactive, interesting, and enjoyable atmosphere.
Language skills, letter card media, early childhood
Efforts to Improve Numeracy Skills by Fishing for Colorful Coral Stones at RA Perwanida Kutorejo Mojokerto
This study aims to improve children's numeracy skills through the use of colorful coral fishing media in Group A of RA Perwanida Kutorejo, Mojokerto. The background of this study is the low numeracy skills of children, particularly in recognizing numbers, counting objects, and matching numbers with the number of objects. This study used the Classroom Action Research (CAR) method with two cycles. Each cycle consisted of planning, action implementation, observation, and reflection. The subjects were 17 children in Group A aged 4–5 years. Data were collected through observation, field notes, and documentation, then analyzed descriptively using qualitative and quantitative methods. The results showed an increase in children's numeracy skills after being given the intervention using the colorful coral fishing media. Initially, most children still had difficulty counting correctly. After the intervention in Cycle I, children's numeracy skills began to improve, although not optimally. In Cycle II, children's numeracy skills improved significantly, with a success rate of over 80%. Therefore, it can be concluded that the use of colorful coral fishing media can improve children's numeracy skills in Group A of RA Perwanida Kutorejo.
Numeracy skills, learning media, colorful coral stones
Improving Children's Artistic Skills through Beautiful Bottle Learning Media for Group B in Makkah at RA Al Hidayah Guppi I Bedali
This study aims to improve children's artistic abilities through the use of the Beautiful Bottle learning media in group B Makkah children at RA Al Hidayah GUPPI I Bedali. The background of the study began with the low interest of children in participating in artistic activities, especially singing and learning about music. This condition encouraged the researcher to use the Beautiful Bottle media as an educational prop made from eight used glass beverage bottles that were attractively decorated and filled with water at different heights to produce a variety of tones. The research method used was classroom action research (CAR) which was carried out in four cycles, with 20 children as research subjects. Data collection techniques were carried out through observation, interviews, and documentation. The results of the study showed a significant increase in children's artistic abilities, both in terms of recognizing the sound of notes, following the rhythm, and enthusiasm in learning activities. In addition to the artistic aspect, the Beautiful Bottle media also contributed to developing children's cognitive, social, motor, and language aspects. Children appeared more active, creative, and able to collaborate in simple musical activities. Thus, the use of the Beautiful Bottle media has proven effective as an innovation in art learning for early childhood, and can be used as an alternative for teachers in creating a fun and meaningful learning atmosphere.
Artistic Skills, Learning Media, Beautiful Bottles, Early Childhood
Implementation of the Mind Mapping Model to Improve Students' Writing Creativity in Indonesian Language Learning at SMP Negeri 1 Panga
This study explores the effectiveness of the Mind Mapping learning model in enhancing the creativity of ninth-grade students in writing Indonesian language essays at SMP Negeri 1 Panga. Writing is a critical skill that reflects students’ ability to organize ideas, express opinions, and communicate effectively. However, many students face difficulties in generating ideas, structuring essays, and developing originality, which hinders their writing creativity. The research employed a Classroom Action Research (CAR) design, conducted over two cycles consisting of planning, acting, observing, and reflecting stages. Participants included 32 ninth-grade students aged 14–15 years. Data were collected through essay assessments, observation of student engagement, and documentation of classroom activities. Quantitative data were analyzed using descriptive statistics, while qualitative data provided insights into students’ creativity, idea generation, and writing processes. Findings indicate significant improvement in students’ writing creativity after implementing the Mind Mapping model. The percentage of students meeting the creativity criteria increased from 40% in the preliminary assessment to 87% in the second cycle. Observations revealed enhanced idea organization, originality, and engagement in writing tasks. The study concludes that the Mind Mapping model is an effective instructional strategy for fostering writing creativity in Indonesian language classes, supporting students’ cognitive, organizational, and creative development.
Implementation of Problem-Solving Model to Improve Students' Mathematical Problem-Solving Ability at SD Negeri 4 Bandar Baru
This study aims to improve the mathematical problem-solving skills of fifth-grade students at SD Negeri 4 Bandar Baru through the application of the Problem-Solving learning model. The research was motivated by the fact that many students demonstrated difficulties in understanding mathematical concepts, interpreting problems, and applying appropriate strategies to find solutions. A Classroom Action Research (CAR) design was employed, consisting of two cycles with each cycle including the stages of planning, implementation, observation, and reflection. The participants were 30 students from class V, and data collection was carried out through problem-solving tests, observation sheets, and documentation. The results of the study indicated a significant improvement in students’ mathematical problem-solving abilities. In the preliminary stage, only 36.7% of students achieved the minimum mastery criterion (KKM = 70), with an average score of 62.5. After the first cycle, the average score increased to 73.2 with 66.7% of students meeting the mastery criterion. Further progress was observed in the second cycle, where the average score reached 82.6 and the percentage of students achieving mastery rose to 90%. In addition, students showed higher motivation, better collaboration, and more systematic reasoning in solving mathematical problems. These findings suggest that the Problem-Solving model is effective in enhancing students’ mathematical problem-solving skills and can be implemented as an alternative instructional strategy in elementary mathematics learning.
Implementation of the Discovery Learning Model to Improve Students' Social Studies Achievement at SMP Negeri 3 Lembah Seulawah
This study aims to investigate the application of the Discovery Learning model to improve the social studies learning achievement of seventh-grade students at SMP Negeri 3 Lembah Seulawah. The background of this research lies in the observation that students often experience difficulties in understanding abstract concepts in social studies, which in turn affects their overall achievement. Discovery Learning, as an active and student-centered approach, emphasizes the process of exploration, hypothesis testing, and knowledge construction, enabling students to develop critical and analytical thinking skills. The research employed a classroom action research design carried out in two cycles, with each cycle consisting of planning, implementation, observation, and reflection. Data were collected using tests, observations, and documentation, and then analyzed descriptively and quantitatively. The findings reveal a significant improvement in students’ learning achievement after the implementation of Discovery Learning, as indicated by the increase in average test scores and the percentage of students meeting the minimum mastery criteria. Moreover, students demonstrated higher levels of engagement, motivation, and independence during the learning process. This study concludes that the Discovery Learning model is effective in enhancing both cognitive and affective aspects of students’ social studies learning achievement, and it is recommended for broader classroom application.
Efforts to Improve Children's Fine Motor Skills through Collage Activities at RA Budi Utomo
This study aims to improve children’s fine motor skills through collage activities at RA Budi Utomo. Fine motor development is an essential aspect of early childhood education, as it supports children’s readiness for writing, drawing, and other learning activities. However, observations indicated that many children still experienced difficulties in hand coordination, finger flexibility, and precise movements, which limited their learning performance. To address this issue, collage activities were introduced as a creative and engaging medium to strengthen fine motor skills. The research employed a classroom action research design conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The participants were 20 children aged 4–5 years. Various collage activities, such as tearing paper, cutting, pasting, and arranging materials into creative patterns, were used to stimulate hand–eye coordination and dexterity. Data were collected through observation, performance assessments, and teacher field notes. The results showed that children’s fine motor skills improved significantly after the implementation of collage activities. In the first cycle, only a limited number of children achieved the expected development indicators, while in the second cycle, the majority demonstrated progress in precision, neatness, and independence. These findings suggest that collage activities are an effective method for developing fine motor skills while fostering creativity, concentration, and enjoyment in early childhood learning.
Implementation of Reading Aloud Strategy to Improve Students' Reading Skills in Indonesian Language Learning at SMP Negeri 1 Woyla
This study examines the implementation of the Reading Aloud strategy to improve the reading skills of eighth-grade students at SMP Negeri 1 Woyla. The research was motivated by the observation that many students encounter difficulties in reading fluently and comprehending Indonesian texts, which negatively affects their academic performance. The study employed a classroom action research design carried out in two cycles, each consisting of planning, implementation, observation, and reflection. The participants were 30 students of class VIII, who actively engaged in reading aloud activities designed to enhance pronunciation, intonation, fluency, and comprehension. Data were collected using observation sheets, performance assessments, and teacher field notes. The results showed that the Reading Aloud strategy significantly improved students’ reading ability. In the first cycle, only a limited number of students achieved the minimum fluency and comprehension criteria, while the majority still faced challenges. After adjustments in teacher guidance and reading practice, cycle II demonstrated a substantial increase in performance. Students became more confident in reading aloud, their pronunciation and intonation improved, and comprehension scores rose markedly. The findings indicate that Reading Aloud is an effective strategy to support reading skill development in Indonesian language learning. Therefore, this strategy is recommended for teachers seeking to improve students’ fluency and comprehension through engaging and interactive classroom activities.
Implementation of Project-Based Learning Model to Improve Student Creativity in Chemistry Subject at SMA Negeri 1 Bakongan Timur
This study examines the application of the Project-Based Learning (PjBL) model to enhance students' creativity in chemistry at SMA Negeri 1 Bakongan Timur. This study was conducted to address the challenges faced by students in demonstrating creative thinking and problem-solving skills during chemistry learning, which often relies heavily on memorization. This study used a classroom action research design implemented in two cycles, each consisting of planning, implementation, observation, and reflection. Participants were 11th-grade students, who were actively involved in project-based activities designed to connect chemistry concepts with real-life applications. Data were collected through observation sheets, documentation of student activities, and a creativity assessment rubric. The study findings indicated that the implementation of the PjBL model significantly enhanced students' creativity as reflected in their ability to generate original ideas, design innovative experiments, and present their projects creatively. Improvement was observed from cycle I to cycle II, where the percentage of students achieving high levels of creativity increased substantially. The results indicate that PjBL not only enriches the learning experience but also fosters independent and critical thinking skills. Therefore, PjBL is recommended as an effective learning model to enhance creativity in chemistry education.
Implementation of the Inquiry Learning Model to Improve Students' Science Learning Outcomes at MIS Arul Relem
This research addresses the challenge of low student engagement and unsatisfactory achievement in Science (IPA) among fifth-grade students at MIS Arul Relem. The underlying issue identified was the passive learning approach, which contributed to low motivation and poor conceptual understanding. The study aims to determine the extent to which the application of the Inquiry Learning Model can effectively improve these Science learning outcomes. The research employed a Classroom Action Research (CAR) design, conducted over two sequential cycles. The participants were the entire population of fifth-grade students, totaling 25 individuals. Data collection instruments included a pre-test, post-tests for each cycle, and student and teacher activity observation sheets. The success criterion for the intervention was set at an 80% student mastery rate with a Minimum Completeness Criterion (KKM) score of 70. The results demonstrated significant improvement. In the initial pre-cycle phase, the class average score was 60, with only 40% of students achieving mastery. Following the implementation of the Inquiry Learning Model in Cycle I, the class average increased to 75, and the mastery percentage rose to 68%. By the conclusion of Cycle II, the class average reached 82, and the learning mastery dramatically surged to 88%, successfully surpassing the established success criterion. Furthermore, observation data confirmed a noticeable increase in student activity and enthusiasm during the learning process. In conclusion, the Inquiry Learning Model is proven to be a highly effective and appropriate strategy for enhancing Science Learning Outcomes and fostering active participation among fifth-grade students at MIS Arul Relem.
Implementation of the Problem Based Learning Method in Improving Students' Fiqh Learning Outcomes at MA Negeri 2 Tulungagung
This study aims to implement the Problem Based Learning (PBL) method to improve the learning outcomes of Fiqh in class XI students of MA Negeri 2 Tulungagung. The background of this study is the low learning outcomes of students in Fiqh, which is suspected to be due to conventional learning methods that are less innovative and do not actively involve students. PBL was chosen because it is considered capable of encouraging students to think critically, solve problems, and construct their own knowledge through case studies or contextual problems. This classroom action research (CAR) was carried out in two cycles. Data were collected through observations of teacher and student activities, learning outcome tests, and student response questionnaires. The results showed a significant increase in students' Fiqh learning outcomes after the implementation of PBL. In cycle I, the average learning outcomes showed an increase, and in cycle II, there was a further increase with the percentage of learning completion that had met the success indicators. In addition, student learning activities became more enthusiastic and participatory, and student responses to the PBL method were very positive. Thus, it can be concluded that the implementation of the Problem Based Learning method is effective in improving the learning outcomes of class XI students in MA Negeri 2 Tulungagung.
Implementation of Debate Learning Strategy to Improve Students' English Speaking Skills at SMA Negeri 1 Kuta Baro
Speaking skills are a crucial component of English language acquisition, yet many eleventh-grade students at SMA Negeri 1 Kuta Baro still face challenges in fluency, confidence, and argumentation skills. This study aims to test the effectiveness and analyze the process of improving students' speaking skills through the implementation of the Debate Learning Strategy. This study used a Classroom Action Research (CAR) design implemented in two cycles, each consisting of planning, action, observation, and reflection. The subjects were all eleventh-grade students at SMA Negeri 1 Kuta Baro. Data were collected through speaking practice performance tests (pre-test and post-test per cycle) and observation sheets. The results showed a significant improvement in students' speaking skills after implementing the Debate Learning Strategy. Initially, students' average scores were in the low category. After Cycle I, the average score increased, and after Cycle II, with improvements, the average score increased significantly, reaching the school's learning completion target. This improvement is reflected not only in linguistic aspects (accuracy and fluency), but also in non-linguistic aspects, namely students' confidence and activeness in presenting arguments and responding to their interlocutors. Thus, it can be concluded that the Debate Learning Strategy has proven effective as a learning innovation that successfully improved the English speaking skills of 11th-grade students at SMA Negeri 1 Kuta Baro. This strategy is recommended for implementation to create a more interactive and challenging learning environment.
Improving The Beginning Reading Ability of Elementary School Students with Flip Book Media Using The Syllable Method
The problem of low reading ability of first grade students at SD Negeri 2 Mojoharjo, Sukoharjo Regency, is an important concern that needs to be addressed. The lack of students' ability to recognize letters, compose words, and understand simple texts hinders their mastery of basic literacy. This study aims to improve students' initial reading skills by using flip book media with the syllable method. The research approach, namely Classroom Action Research from Kemmis & Taggart, was applied in two cycles, involving 5 grade 1 elementary school students as subjects. Data were collected through observation, interviews and reading tests, then analyzed descriptively quantitatively to see the improvement in students' early reading skills. The results of the study showed that the flip book media with the syllable method was able to provide a significant increase in reading ability after two learning cycles. This study also emphasized the importance of teacher skills in developing creativity in implementing this media. Overall, these findings add insight into the effectiveness of flip book media using the syllable method in early reading learning and can be a reference for educators and policy makers.
Principles of Subject-Based Arabic Curriculum Development: Language Skills Integration and Contextual Relevance
This article explains that the design and development of the Arabic curriculum is pragmatic, guided by a subject-based curriculum. The method used is a qualitative descriptive method. This curriculum model, not only academic aspects are the center of attention, but also by paying attention to teaching methodologies, learning settings and measurements that are real-time, integrative, and sustainable. Based on the relevance, continuity, flexibility, and integration of language skills (listening, speaking, reading, and writing), the key principles affirmed in this learning to manage and direct learning experiences create contextual adaptive structural learners. Literary attitudes are also arranged in three levels with beginner, intermediate and advanced competency gradients, each offering development that suits the needs of students. As motivation, cultural insight, and speaking and writing skills, literary texts, both poetry and prose in Arabic are used as authentic materials. Integrated content and language learning approach, learning and skill development and language content simultaneously. A theoretical review and study, this study seeks to develop a curriculum that meets the needs of authentic students, contextual relevance, and communicative goals. These findings support the argument that a curriculum guided by clear and flexible principles provides more effective and holistic Arabic teaching.
Implementation of Problem Based Learning Model to Improve Learning Outcomes at SD Negeri Lawe Bulan
This classroom action research aims to improve the learning outcomes of fourth-grade students at SD Negeri Lawe Bulan in the topic of "Approaching Puberty" through the implementation of the Problem Based Learning (PBL) model. The study is motivated by the low academic performance observed in students, which fell below the Minimum Competency Standard. The conventional and monotonous learning methods were identified as contributing factors to students’ lack of engagement and understanding, particularly in Islamic religious education, where concepts are often delivered as rote memorization. The research was conducted in two cycles, each consisting of planning, action, observation, and reflection. Data collection techniques included tests, observations, and documentation. The findings indicate that PBL significantly enhanced students' critical thinking, engagement, and learning outcomes. In Cycle I, the average student score was 77.92, while in Cycle II, it increased to 86.28. Student and teacher activities during learning also improved from "good" to "very good" qualifications. The PBL model, by incorporating real-life problems and collaborative learning, created a more meaningful learning experience and promoted students’ active participation. This approach helped students better understand the physical and emotional changes associated with puberty and encouraged them to take responsibility for their learning. The results of this study demonstrate that PBL is an effective instructional model to foster deeper comprehension, critical thinking skills, and improved academic performance in religious education. It also supports the development of independent, creative, and responsible learners.
Improving Students' Interest and Ability in Writing Essay through Picture Media at MI Miftahul Huda Kertosono
One of the very important roles of teachers is to create a quality, high-quality and enjoyable learning process. The purpose of this classroom action research is to find out how much impact the increase in student interest in the use of image media is interpreted into a composition. Increasing student interest can be seen from several aspects, namely: student activity, teacher activity and the effectiveness of the learning process, and student achievement scores. The techniques used are the classroom action research approach, observation data collection techniques, and student learning outcome tests. The data obtained from both student activity and student learning outcome scores in cycles I and II in classroom action research can be interpreted as follows; (1) Student interest and ability in learning to write compositions are very good. (2) Image media really helps students in improving their imagination so that they are able to make simple sentences that become the framework of the composition and then develop them again. (3) Students are able to interpret simple sentences by linking the series of images they observe. (4) Students are able to communicate their writing based on the results of observations to their friends and to the teacher. (5) The learning process is more varied so that children become creative, active and enjoyable. (6) Learning is more effective, because it focuses on image media. (7) Learning will be conducive, because students' attention is focused on the provided image media. (8) Teachers can easily evaluate the results of children's activities, especially in terms of student interest and ability. (9) Can be used as a benchmark for subsequent learning.
Conscious Learning Model in Improving Students' Learning Outcomes: A Classroom Action Research at MIN 5 Bone
In the learning process, there are still many teachers who use the direct learning model with the lecture method, this makes students bored and bored during the learning process, so teachers need to vary the fun learning model according to learning so that students do not feel bored and bored. This study aims to examine the implementation of the Conscious Learning Model in improving students' learning outcomes through Classroom Action Research (CAR). The Conscious Learning Model emphasizes active student engagement, awareness in learning processes, and metacognitive strategies that enable learners to understand not only what they learn but how they learn. The research was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The subjects of this study were students from a fifth-grade class at a public elementary school in Indonesia. Data were collected through observation, tests, and documentation to measure changes in student learning outcomes and engagement. The results indicated a significant improvement in student learning outcomes after the implementation of the Conscious Learning Model. In the first cycle, students showed moderate improvement, with several still struggling to articulate learning goals and monitor their understanding. In the second cycle, however, there was a marked increase in students' ability to plan, evaluate, and regulate their learning processes. This was evidenced by higher test scores, increased participation in classroom discussions, and more reflective learning behaviors. The study concludes that the Conscious Learning Model is an effective approach to enhance student learning outcomes, particularly when applied consistently with supportive instructional strategies and reflective teaching practices. The implications of this research suggest that integrating conscious and reflective learning activities into daily instruction can foster more meaningful and self-directed learning experiences for students.
Improving Fine Motor Skills Through Folding Activities Using Colored Paper Media for Group B Children of RA Perwanida Umbuldamar
This study aims to improve fine motor skills through origami in children of Group B RA Perwanida Umbuldamar. This type of research is collaborative Classroom Action Research using the Kemmis and Mc Taggart model. The subjects of the study were 18 children in Group B consisting of 8 girls and 10 boys. The object of this study is fine motor skills. The data collection methods used are observation, documentation, and interviews. The instruments used are observation guidelines and interview guidelines. Data analysis techniques are carried out descriptively quantitatively and qualitatively. The success indicator set is if at least 75% of the 18 children have fine motor skills with good criteria. This study was conducted in two cycles. The results showed that children's fine motor skills increased after the action through paper folding. At the time of the pre-action observation, the percentage of children's fine motor skills was 26.07%. In Cycle I it was 49.00% with an increase of 22.93%, Cycle II it was 84.00% with an increase of 61.07% from cycle I, The percentage obtained shows that the fine motor skills of children in Group B with good criteria have achieved a success indicator of 75%. The steps taken to improve children's fine motor skills are 1) the teacher explains how to fold paper using the demonstration method; 2) children are given reinforcement with the words "iron folds" that have been made; 3) children are given rewards in the form of praise; 4) the use of patterned folding paper to attract children's interest.
The Role of Parents in Children's Sexual Education in Pintu Khimbe Village, Lawe Alas District, Southeast Aceh Regency
Free sex is one of the social phenomena in Pintu Khimbe Village that is very concerning. This problem is closely related to the role of parents as educators for their children, and among these roles is providing sexual education to children from an early age. The purpose of this research in this thesis is to determine the efforts and roles of parents in Pintu Khimbe Village in implementing sexual education for children, as well as the obstacles faced by parents in carrying out their roles. This study uses a descriptive quantitative approach. The population of this study was 250 heads of families, and samples were taken randomly as much as 10% of the population, namely 25 parents. Data collection was carried out using interview techniques with 5 children, and questionnaires to 25 parents. Data from interview observations were analyzed through three stages, namely data reduction, data presentation, drawing conclusions. The data from the questionnaire were analyzed using a percentage formula. The results of the study that the author obtained were that the role of parents in children's sexual education in Pintu Khimbe Village was to provide sufficient religious education to children, provide moral education, provide education to reason, provide social education, and provide physical education. Parents' efforts in implementing children's sexual education are by controlling their children at school and outside of school, giving advice to children to want to live clean and healthy, teaching the boundaries of what is allowed and what is not allowed when in friendship. The obstacles faced by parents in implementing sexual education for children are the lack of free time with children, the inability to control the media watched by children and the lack of verbal ability in answering children's questions about "sensitive" issues that children should know.