IJCAR: Indonesian Journal of Classroom Action Research

Analysis of Islamic Religious Education Learning Policy During the Pandemic: Opportunities and Challenge

2024-12-09T11:46:25+07:00

This study aims to determine the impact of the distance learning policy during the pandemic on Islamic religious education teaching, as well as the opportunities and challenges faced by Islamic religious education lecturers at Alma Ata University. The study uses weekly evaluations of online learning sessions. The impact of the distance learning policy led lecturers to better understand and master technology for online media in each lesson, recognize the obstacles faced by students in online learning, and provide solutions for them. Alma Ata University has implemented e-learning for students, which can be accessed through the web using the internet. The results of this study show that in order to implement distance learning effectively, lecturers must be responsive and innovative to ensure that the teaching process runs smoothly.

The Effectiveness of the Contextual Virlab Practical Module on Energy Material on the Psychomotor Skills of Grade IV Students of Banyuripan Elementary School

2025-06-13T12:22:47+07:00

The advancement of technology in education demands teachers to innovate learning processes, particularly to improve students' psychomotor skills. However, science learning for grade IV students still faces challenges such as limited innovation, minimal use of technology-based media, and unmeasured psychomotor skills. This study investigates the effectiveness of using a contextual Virtual Laboratory (VirLab) practicum module supported by PhET simulation in teaching energy material to fourth-grade students at Banyuripan Elementary School. Employing a quantitative pre-experimental design with a one-shot case study approach, this research involved 18 students who were observed during practicum activities focusing on imitation and manipulation stages of psychomotor skills. Data were analyzed using the normalized gain formula to measure skill improvement. Results revealed an average gain value of 0.8056, categorized as "high," confirming that the VirLab practicum module effectively enhances students' psychomotor skills, particularly in imitation and manipulation. This study demonstrates that integrating contextual virtual labs in science education positively influences active learning and skill development at the elementary level.

The Development of Learning Activities Linking Life Skills and Bio Circular Green Economy (BCG) in Biology Subjects for High School Students of Mahasarakham University Demonstration School (Secondary), Thailand

2025-09-11T12:43:09+07:00

This research focuses on the development of learning activities that integrate life skills and the Bio-Circular-Green Economy (BCG) concept within the biology curriculum for upper secondary students at the Mahasarakham University Demonstration School (Secondary). The objectives of the study were to develop learning activities, enhance students’ reflective thinking processes, promote their self-development, and assess student performance. The target group consisted of Grade 10 students from classes 4/1 and 4/2. The classroom action research methodology was employed, integrated with the Professional Learning Community (PLC) model, referred to as the Professional Learning Community Classroom Action Research (PLC-CAR). The research found that the comparison of the mean scores of students’ reflective thinking skills between Group 1 and Group 2 showed a statistically significant difference at the .05 level. However, the comparison of mean scores for student performance evaluation in specific areas between the two groups showed no significant difference. Similarly, the analysis of the mean scores of students’ self-assessment indicated no significant difference between the two groups, with both groups reporting a high level of self-assessed performance. In conclusion, the learning activities developed to integrate biology content with life skills and the BCG economic model effectively encouraged students to engage in self-directed learning, collaborate with others, develop reflective thinking abilities, and apply knowledge for personal and community benefit. These outcomes align with the principles of effective 21st-century learning.

Improving Speaking Participation Through Think-Pair-Share in an EFL Classroom

2025-12-23T15:04:46+07:00

Speaking participation is a persistent challenge in English as a Foreign Language (EFL) classrooms, particularly at the elementary school level where learners often experience anxiety and low confidence. This study aims to examine the effectiveness of the Think-Pair-Share (TPS) technique in improving students’ participation in speaking activities. The research employed a Classroom Action Research (CAR) design consisting of one cycle: planning, action, observation, and reflection. The participants were 25 sixth-grade students at a public Islamic elementary school in Palangka Raya, Indonesia. Data were collected through classroom observations, field notes, and informal interviews with the English teacher. The results indicate a substantial increase in students’ speaking participation after the implementation of TPS. Active participation rose from approximately 20-25% in the initial condition to more than 65–70% by the end of the action cycle. Students also demonstrated higher confidence and willingness to express ideas in English. These findings suggest that TPS provides a supportive and structured learning environment that reduces anxiety and encourages equitable participation. Therefore, TPS can be considered an effective and practical cooperative learning strategy for enhancing speaking participation in elementary EFL classrooms.

The Effectiveness of A or Code-Assisted Water Cycle Diorama Augmented Reality in Improving the Cognitive Learning Outcomes of Grade V Students at Gamping State Elementary School

2025-10-06T15:09:40+07:00

Observation results in grade V of Gamping Public Elementary School on March 14, 2025 showed that science learning was still less than optimal. As many as 8 out of 20 students had not reached the KKM of 70, and their cognitive abilities tended to stop at the C1 (remembering) domain, not yet developing to C2 (understanding), C3 (applying), or C4 (analyzing). This study aims to determine the effectiveness of the Water Cycle Diorama assisted by QR Code Augmented Reality in improving students' cognitive science learning outcomes. This diorama media is designed to help students understand the concept of the water cycle through real, contextual and interactive visualizations, so it is expected to improve their cognitive learning outcomes. This research uses a quantitative research type with a descriptive design.one group pretest and posttest. The research subjects were fifth grade students of SDN Gamping Teknik and the data collection instruments were in the form of learning observation sheets, tests (pretest and posttest). Data validation techniques include content validity tests and empirical validity (content validity tests, reliability, level of difficulty of questions, discrimination power. The data analysis techniques used are normality, and hypothesis testing (t-test and N-Gain) through the SPSS Version 25 program. The results of the t-test in the t-test column for Equality of Means if the Sig. (2-tailed) value is > 0.05 then Ha is rejected and H0 is accepted, meaning there is no significant difference between the results pretest And posttest. On the other hand, if the Sig. (2-tailed) value is < 0.05 then Ha is accepted and H0 is rejected, which means there is a significant difference between the pretest and posttest results. In other words, the use of the Water Cycle Diorama based on QR Code Augmented Reality has a significant influence on improving students' cognitive learning outcomes in science. The results of the study showed that the water cycle diorama learning media assisted by QR Code Augmented Reality was proven effective in improving the cognitive learning outcomes of fifth grade students of Gamping Elementary School in science learning. This was proven by the results of the t-test calculation which showed a significance value (2-tailed) of 0.000 <0.005 which means there was a difference between the pretest and posttest results after learning using the water cycle diorama assisted by QR Code Augmented Reality. In addition, the results of the N-Gain calculation of 0.365870 showed that the increase in learning outcomes was in the moderate category. Thus, the QR Code Augmented Reality assisted diorama media was effectively used in learning to improve the cognitive learning outcomes of fifth grade students of elementary school on the water cycle material.

Development of Digital Comic Media IPAS Based on LVEP to Enhance Global Diversity Character in Grade V Elementary School

2025-08-20T16:08:39+07:00

This study aims to create a digital comic medium utilizing the Living Values Education Program (LVEP) to foster global diversity character in fifth-grade elementary students. The objective is to nurture students' potential in personality, morals, skills, and spiritual aspects. Introduced by Indonesia’s Minister of Education and Culture, Nadiem Makarim, in April 2021, the "Merdeka Belajar" Curriculum (Kumer) focuses on character education through the Pancasila Student Profile (P3) and encourages student autonomy in learning. The research employs the 4D development model: definition, design, development, and dissemination. Validation by media and material experts showed positive feedback and acceptance by teachers and students, affirming the medium's effectiveness in promoting global diversity character. This medium is expected to contribute to innovative learning methods and support the improvement of character education quality in Indonesia. Further development and implementation are anticipated to enhance efforts in fostering global diversity character among students.