Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar

Object-Based Learning sebagai Strategi Penguatan Deep Thinking dalam Pembelajaran Bahasa Indonesia di Sekolah Dasar

Ismail Ismail — 2026-06-17

Penelitian ini bertujuan untuk mendeskripsikan implementasi Object-Based Learning dalam pembelajaran Bahasa Indonesia dan menganalisis kontribusinya terhadap deep thinking siswa kelas V SDN 132 Malele, Enrekang. Penelitian ini dilatarbelakangi oleh perlunya pembelajaran Bahasa Indonesia yang lebih konkret, kontekstual, dan reflektif, terutama dalam kegiatan mengamati, mendeskripsikan, bertanya, berdiskusi, menulis laporan pengamatan, dan mempresentasikan gagasan. Penelitian menggunakan desain mixed methods sederhana dengan model convergent parallel design. Partisipan penelitian terdiri atas 27 siswa kelas V, satu guru kelas, dan kepala sekolah sebagai informan pendukung. Data dikumpulkan melalui observasi, rubrik deep thinking, wawancara, dokumentasi, catatan lapangan, hasil kerja siswa, dan tes uraian sederhana. Hasil penelitian menunjukkan bahwa Object-Based Learning dapat mendorong keterlibatan siswa dalam eksplorasi objek nyata, memperkaya kosakata deskriptif, meningkatkan kemampuan observasi detail, memunculkan pertanyaan bermakna, serta membantu siswa menyampaikan alasan berbasis bukti. Selain itu, penggunaan objek lokal membantu siswa menghubungkan materi Bahasa Indonesia dengan pengalaman sehari-hari. Penelitian ini menyimpulkan bahwa Object-Based Learning merupakan strategi pembelajaran yang relevan untuk mendukung deep thinking siswa sekolah dasar melalui pengalaman konkret, multisensori, dialogis, dan reflektif.

Quantum Teaching untuk Meningkatkan Kreativitas Siswa dalam Pembelajaran Seni Rupa SD

Mariana — 2026-06-24

Pembelajaran seni rupa di sekolah dasar membutuhkan strategi yang mampu mendorong keterlibatan aktif siswa dalam mengembangkan ide kreatif. Penelitian ini bertujuan untuk meningkatkan kreativitas siswa melalui penerapan Quantum Teaching berbasis TANDUR. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah 15 siswa kelas III SDN 116 Enrekang. Data dikumpulkan melalui tes hasil karya, lembar observasi siswa, lembar observasi guru, dan dokumentasi, kemudian dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan adanya peningkatan kreativitas siswa yang konsisten, ditunjukkan oleh kenaikan rata-rata dari 68% pada siklus I menjadi 94% pada siklus II. Rata-rata nilai hasil karya juga meningkat dari 65,6 menjadi 87,13, dengan ketuntasan klasikal mencapai 100%. Temuan observasi dan dokumentasi menunjukkan bahwa penerapan Quantum Teaching mampu meningkatkan partisipasi, motivasi, serta keberanian siswa dalam mengekspresikan ide kreatif. Penelitian ini memberikan implikasi praktis bagi guru sekolah dasar dalam mengembangkan pembelajaran seni rupa yang lebih kreatif, interaktif, dan berpusat pada siswa.

Metode Talking Stick untuk Meningkatkan Hasil Belajar Ilmu Pengetahuan Sosial Siswa Sekolah Dasar

Arung Gunawang — 2026-06-28

Pembelajaran IPS di kelas IV MI Muhammadiyah Buntu Barana memerlukan strategi yang lebih aktif, partisipatif, dan sesuai dengan karakteristik peserta didik sekolah dasar agar proses belajar berlangsung lebih bermakna. Penelitian ini bertujuan untuk meningkatkan hasil belajar IPS peserta didik melalui penerapan metode Talking Stick pada materi Indonesiaku Kaya Budaya. Penelitian ini menggunakan Penelitian Tindakan Kelas model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah 12 peserta didik kelas IV MI Muhammadiyah Buntu Barana. Data dikumpulkan melalui tes hasil belajar, observasi, wawancara, dan dokumentasi, kemudian dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan adanya peningkatan hasil belajar pada setiap tahap tindakan. Pada tahap pratindakan, nilai rata-rata peserta didik sebesar 56,67 dengan ketuntasan belajar 33,33%. Pada siklus I, nilai rata-rata meningkat menjadi 62,50 dengan ketuntasan belajar 41,66%. Setelah perbaikan tindakan pada siklus II, nilai rata-rata meningkat menjadi 86,66 dengan ketuntasan belajar mencapai 100%. Temuan ini menunjukkan bahwa metode Talking Stick dapat meningkatkan kesiapan belajar, keberanian menjawab, partisipasi aktif, dan pemahaman peserta didik dalam pembelajaran IPS. Metode Talking Stick dapat digunakan sebagai alternatif strategi pembelajaran aktif untuk meningkatkan hasil belajar IPS di sekolah dasar/madrasah ibtidaiyah.

Mapping Early Reading Difficulties: A Diagnostic Study of Second-Grade Students at MI Muhammadiyah Buntu Barana

Fitri Aida Rais — 2026-07-08

Beginning reading skills are a fundamental foundation for early literacy development. This study aimed to describe the forms of beginning reading difficulties experienced by second-grade students at MI Muhammadiyah Buntu Barana, identify the contributing factors, and formulate the implications of diagnostic analysis for improving reading instruction. This study employed a qualitative approach with a descriptive-diagnostic design. The subjects were second-grade students who experienced beginning reading difficulties, while the informants were the classroom teacher and the school principal. Data were collected through observation, beginning reading tests, interviews, and documentation. The data were analyzed through data reduction, data display, and conclusion drawing, while data validity was ensured through source, technique, and time triangulation. The findings showed that 8 out of 12 students, or 66.7%, experienced beginning reading difficulties. These difficulties included recognizing letters, distinguishing visually similar letters, associating letters with sounds, reading syllables, reading simple words, reading fluently, and comprehending simple texts. The contributing factors originated from internal and external aspects. The diagnostic analysis provides a basis for teachers to design more adaptive reading instruction through phonics-based approaches, visual media, gradual reading exercises, guided reading, and individualized support.

Optimizing Elementary Students’ Descriptive Writing Skills Through Sequential Picture Media

Rahmawati Ismail — 2026-07-08

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.

Integrating Interactive Canva Media with Game-Based Learning to Enhance Elementary Students’ Engagement and Social Studies Learning Outcomes

Pitriani Pitriani — 2026-07-10

Social Studies learning in elementary schools still faces challenges related to low student engagement and limited use of innovative instructional media. This study aimed to improve student engagement and learning outcomes in Social Studies among fifth-grade students at SDN 27 Penja through the implementation of interactive Canva learning media integrated with the Game-Based Learning model. 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 13 fifth-grade students. Data were collected through student activity observations, learning achievement tests, and documentation, and were analyzed using descriptive quantitative analysis. The results revealed that the integration of interactive Canva media and Game-Based Learning effectively improved student engagement and learning outcomes. Student engagement increased from 67.5% in Cycle I to 80% in Cycle II. Students’ learning mastery also improved from 30.77% in the pre-action stage to 46.15% in Cycle I and reached 92.31% in Cycle II, with an average score of 78.8. These findings indicate that combining interactive digital media with game-based instructional strategies can provide an innovative approach to developing active, engaging, and meaningful Social Studies learning experiences in elementary schools.

Activating Elementary School Students’ Critical Thinking through the Guided Inquiry Model in Science and Social Studies Learning on the Topic of Respiratory Organs

Husmul Fatimah — 2026-07-15

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.