International Journal of Educational Research Excellence

The Effect of Card Box Game Strategy on the Speaking Ability of Young Children

Derminasari Derminasari — 2026-03-15

This study investigated the effect of a card box game strategy on the speaking ability of young children in Group A (aged 4–5 years) at One-Roof Kindergarten SDN 146 Kayu Laut, Mandailing Natal Regency, Indonesia, in the 2025–2026 academic year. The intervention addressed low speaking skills characterized by limited vocabulary, reluctance to express opinions, and minimal oral interaction among peers. A quantitative approach with a quasi-experimental one-group pretest–posttest design was employed. Fifteen children participated in four sessions of learning activities using a card box game, an educational medium containing thematic pictures and symbols designed to stimulate oral language. Speaking ability was assessed through observation on three indicators: mentioning familiar words, answering questions appropriately, and imitating writing and pronouncing letters. The mean pretest score was 48.00, with most children categorized as “Not Yet Developed” or “Starting to Develop”. After the intervention, the mean posttest score increased to 82.67, with a predominance of the “Very Well Developed” category. A paired-samples t-test yielded t(14) = 15.53, exceeding the critical value at the 5% significance level, indicating a statistically significant improvement. These findings demonstrate that the card box game strategy is an effective, play-based approach for enhancing young children’s speaking ability

The Correlation Between Home Reading Habits and Indonesian Language Learning Outcomes in Identifying Main Ideas among Sixth-Grade Students

Irawardi Irawardi — 2026-03-15

This study investigates the correlation between home reading habits and Indonesian language learning outcomes in identifying main ideas in reading texts among sixth-grade students. The research was motivated by observations of low home reading frequency and suboptimal achievement in determining main ideas in Indonesian texts. A quantitative correlational design was employed. The population comprised all 30 sixth-grade students of State Elementary School 357 Natal, Mandailing Natal Regency, in the 2025–2026 academic year; total sampling was applied. Data on home reading habits were collected using a Likert-scale questionnaire, while learning outcomes in determining main ideas were measured through a validated achievement test. Both instruments met requirements of validity and reliability, and data distributions were normal and linear. The results showed a moderate, positive, and statistically significant correlation between home reading habits and Indonesian language learning outcomes (r = 0.5526, t = 3.507, df = 28, p < 0.01). The coefficient of determination indicated that home reading habits accounted for 30.5% of the variance in students’ scores for determining main ideas. These findings underscore the importance of cultivating regular reading practices at home, supported by parents and schools, to enhance reading comprehension—particularly the ability to identify main ideas in Indonesian language texts

Development of Contextual-Based Indonesian Language Teaching Materials to Improve the Reading Ability of Grade VIII Junior High School Students

Irmaelianna Harahap — 2026-03-19

This study aims to develop contextual-based Indonesian language teaching materials to improve the reading ability of grade VIII students of SMP Negeri 7 Siobon, Mandailing Natal Regency. The background of this study is the low reading ability of students caused by the lack of interesting, contextual teaching materials, and in accordance with student needs and curriculum. This study uses a Research and Development (R&D) approach with a modified Borg and Gall development model. The development process was carried out through the stages of preliminary study, planning, product development, expert validation, limited trials, product revision, and field trials. The trial subjects were 30 grade VIII students, with data collected through validation questionnaires, student response questionnaires, and reading ability test instruments. The teacher's assessment also showed an average score of 4.2–4.5, which was categorized as good to very good. At the field trial stage, the average score of student responses to the teaching materials was 3.8 (good category), covering aspects of content suitability (3.98), language and image readability (3.7), material presentation (3.8), and visual appearance (3.7). In addition, from the results of the effectiveness test, there was an increase in students' reading ability based on the results of the pretest and posttest. Students showed an increase in scores on the indicators of the ability to find explicit and implicit information, and to conclude the contents of the reading. The developed teaching materials present contextual reading texts, reflective activities, evaluations, and exercises that are arranged based on a contextual approach by considering the students' environment and culture. Learning is arranged in stages and encourages students to think critically and actively in understanding the contents of the reading. Thus, the developed teaching materials are proven to be feasible, practical, and effective in improving the reading skills of grade VIII junior high school students

The Effectiveness of the Play Method as a Learning Strategy for Developing Beginning Reading Skills among Grade I Student

Linda Sari — 2026-03-20

This study aims to determine the effectiveness of implementing the playing method as a learning strategy in developing beginning reading skills in grade I students of State Elementary School 050 Malintang Julu, Mandailing Natal Regency, Academic Year 2025–2026. The main problem raised in this study is the low beginning reading ability of students due to the use of monotonous learning methods that are not in accordance with the characteristics of early age development. The research method used is a quantitative approach with a quasi-experimental design, using a one group pretest-posttest design model. The research subjects were 22 grade I students. The instruments used included an initial reading test and a student activity observation sheet. Data analysis was carried out using the t-test and regression test using SPSS version 25. The results showed that the application of the play method had a positive impact on improving students' initial reading skills. The results of the t-test showed that there was a significant difference between the pretest and posttest results (t count = 1.717, t table = 1.720, α = 0.05). Although statistically the t count value was slightly smaller than the t table, the results of direct observation, positive correlation value (r = 0.186), and simple linear regression results Y = 102.943 + 0.254X indicated that the play method had an effect on improving student learning outcomes. The effect of the play method on initial reading skills was 35%, while the rest was influenced by other factors. Thus, it can be concluded that the play method is effectively used as a learning strategy to develop early reading skills in grade I elementary school students. This method is able to create a fun learning atmosphere, motivate students, and increase their activeness and involvement in the reading learning process

Comparative Analysis of Indonesian Language Learning Outcomes through PowerPoint and Picture Media on Fourth-Grade Students’ Writing Ability

Siti Hafsah Nasution — 2026-03-20

This study aims to analyze the comparative results of Indonesian language learning through the use of PowerPoint and picture media on the writing ability of fourth grade students of State Elementary School 112 Parbangunan, Mandailing Natal Regency in the 2025–2026 Academic Year. The background of this study is the low writing ability of students due to the lack of variety of learning media used. Writing is a basic skill in learning Indonesian that needs to be developed early on because it is closely related to the ability to think, organize ideas, and communicate thoughts in writing. This study uses a comparative quantitative approach with a Nonequivalent Control Group Design. The population of the study was all 40 fourth-grade students of SD Negeri 112 Parbangunan, divided into two groups: class IVA as the experimental group with PowerPoint media and class IVB as the control group with image media. The research instrument was a writing test given during the pretest and posttest. The data analysis technique used a normality test, homogeneity test, and t-test to determine significant differences between the two groups. The results showed that the average posttest score of students who learned with PowerPoint media was higher than students who used image media. Based on the t-test, the t-count value was 2.27 with a t-table of 2.024 at a significance level of 0.05. Because t-count> t-table, there is a significant difference between the two media. Thus, it can be concluded that PowerPoint media is more effective than image media in improving students' writing skills

The Effect of the Fun Learning Method on Fourth-Grade Students’ Reading Comprehension of Short Story Texts

Sri Kholidah — 2026-03-24

This research was motivated by the low learning outcomes in reading comprehension of short stories among fourth-grade students at SD Negeri 114 Pagaran Sigatal. The use of monotonous and conventional teaching methods made students tend to be passive and unenthusiastic during the reading comprehension process. To address this issue, the study aimed to investigate the effect of the Fun Learning method on students’ reading comprehension outcomes. This study was a quasi-experimental research using a control group pre-test post-test design involving 50 students, consisting of 25 students in the experimental class and 25 in the control class. The pre-test results showed that the average score of the experimental class was 69.2, while the control class was 69.72. After the treatment, the post-test average score of the experimental class increased to 80.2, while the control class only reached 75.4. The maximum score in the experimental class increased from 75 to 95, and the minimum score from 55 to 70. In contrast, the maximum score in the control class reached only 85, and the minimum was 68. The hypothesis test using the t-test showed that the t-value = 2.668 was greater than the t-table = 1.677 at the 0.05 significance level, indicating that H₀ was rejected and Hₐ was accepted. This means that there is a significant effect of using the Fun Learning method on improving students’ learning outcomes. Furthermore, this method increased students’ active participation, stimulated enthusiasm, and strengthened collaboration through singing and guessing-game activities. The advantage of this method lies in its ability to create an enjoyable learning atmosphere, motivate students to engage actively, and enhance their ability to comprehend texts more deeply. Therefore, the Fun Learning method is a worthy alternative instructional strategy to improve learning outcomes, particularly in reading comprehension skills at the elementary school level

The Effect of Problem Based Learning on Fifth-Grade Students’ Speaking Ability in Oral Presentations of Short Stories

Tuti Rismayanti — 2026-03-24

This study aims to determine the effect of the Problem Based Learning (PBL) model on students' speaking ability in oral presentations about short stories in grade V of State Elementary School 108 Aekmata, Mandailing Natal Regency, Academic Year 2025–2026. This study used a quantitative approach with a pre-experimental design of one-group pretest-posttest type. The subjects of the study were all 23 fifth grade students, who were selected using a saturated sampling technique. Data were collected through speaking ability tests before and after treatment, and analyzed descriptively and inferentially using the t-test. The results showed that before the implementation of the PBL model, the average pretest score of students' speaking ability was 65.43. At this stage, the majority of students were in the "sufficient" (65%) and "less" (35%) categories, and only 9% achieved learning completion. After the implementation of the PBL model, there was a significant increase with an average posttest score of 84.82. The distribution of scores showed that 48% of students were in the "very good" category, 30% "good", and 22% "sufficient", and 87% of students achieved learning completion. Inferential statistical analysis with the t-test showed that the t-value = 4.016 was greater than t-table = 1.713 at a significance level of 0.05. This means that H₀ is rejected and H₁ is accepted, which shows that there is a significant effect of the implementation of the PBL model on improving students' speaking skills. This improvement is not only seen in academic grades, but also in affective and psychomotor aspects, such as self-confidence, fluency in conveying ideas, and active involvement of students in group discussions. Based on these findings, it is recommended that the Problem Based Learning model be used as an alternative in learning Indonesian to improve students' speaking skills, especially in oral presentations of short stories.

The Effect of Interactive Learning Media on Students’ Motivation in Writing “My Experience” Stories among Sixth-Grade Students

Yusniar Yusniar — 2026-03-26

This research was motivated by the low level of student motivation in story writing activities at SD Negeri 096 Manyabar, Mandailing Natal Regency. Observational data revealed that teachers still tend to use conventional methods and have not yet optimally utilized interactive learning media. As a result, the learning process becomes less engaging and students show passive behavior, particularly in writing stories with the theme “My Experience.” Writing is a productive skill in Indonesian language learning that requires motivational stimuli so students can creatively express their ideas and personal experiences. This study aims to examine the influence of interactive learning media on student motivation in writing “My Experience” stories. The research employed a quantitative approach using a quasi-experimental method. The sample consisted of 30 sixth-grade students at SD Negeri 096 Manyabar in the 2025/2026 academic year. Data were collected through observation, a motivation questionnaire, and documentation of students’ written work. The instruments were tested for validity and reliability before use. The results showed that the use of interactive learning media had a positive effect on students’ learning motivation. The average motivation score increased to 67.23 after the implementation of the media. A total of 86.7% of the students fell into the high motivation category. Furthermore, students' perceptions of the media averaged 59.27, indicating that they felt motivated and supported during the learning process. The increase in motivation was also reflected in students’ active participation in composing, writing, and presenting their personal experience stories. It can be concluded that interactive learning media not only assist teachers in delivering material but also serve as a motivational tool that enhances the attractiveness of the learning process and stimulates students’ creativity in writing

The Influence of Technology-based Learning Media on Understanding Indonesian Language Learning

Zulhijjah Hasibuan — 2026-03-26

In the digital era, the use of technology in education is an urgent need, especially in improving the quality of Indonesian language learning. This study aims to analyze the effect of the use of technology-based learning media on the learning understanding of class VI students of SDN 089 Panyabungan. The research method used is an associative quantitative approach with a simple linear regression design. Data were collected through distributing questionnaires and comprehension tests to 25 students, then analyzed using SPSS software version 24. The results showed that the use of technology-based learning media was in the good category with an achievement of 78.4%. The media used included learning videos, interactive presentations, and educational applications. The level of student understanding of the Indonesian language subject matter was also in the good category, with a percentage of 76.8%. Inferential analysis showed a t-count value of 5.987 which was greater than the t-table of 2.064 at a significance level of 5% (df = 23), so the alternative hypothesis was accepted and the null hypothesis was rejected. This indicates a significant influence between the use of technology media and student learning comprehension. The regression equation obtained was Y = 12.74 + 0.625X, with a coefficient of determination (R²) value of 0.527. This means that 52.7% of students' learning comprehension variables are influenced by technology-based learning media, while the remaining 47.3% are influenced by other factors such as learning motivation, family background, and learning environment. This finding shows that learning media is not just a visual aid, but plays an important role in clarifying concepts, increasing student engagement, and making the learning process more enjoyable.

Identification of the Potential of Bali Oka Wedding Organizer as a Supporting Product for MICE Tourism in Bali

Devi Triana Puspa — 2026-03-31

Bali Oka Wedding Organizer integrates traditional Balinese wedding ceremonies with modern service standards, positioning itself not only as a wedding service provider but also as a cultural attraction that contributes to incentive tourism and event tourism. The research employs a descriptive qualitative approach combined with SWOT analysis, using online questionnaires distributed to clients, vendors, internal crews, and both domestic and international tourists. Findings reveal that the main strengths of Bali Oka lie in operational stability, service digitalization, and strong support from local communities and artists. Weaknesses include limited cultural-based certification, vendor coordination issues, and inconsistent global branding. External factors present significant opportunities through destination wedding trends, government support, and multi-stakeholder collaboration, while threats arise from competition with international wedding organizers and limited digital promotion. The identification highlights Bali Oka Wedding Organizer’s strategic role as a supporting product for MICE Tourism in Bali, with recommendations to strengthen branding, enhance human resource competencies, and optimize digitalization to remain competitive in the global wedding tourism market.

The Dynamics of Translation Teaching in the Era of Machine Translation: Challenges, Ethics, and Learning Strategies

Roswani Siregar — 2026-04-05

The development of automatic translation (machine translation/MT) technologies, such as Google Translate and DeepL, as well as applications based on generative artificial intelligence (AI), has brought significant changes to translation practice. While TM facilitates access to cross-language texts, it also presents new challenges in teaching translation. This article aims to examine the challenges and strategies for teaching translation in the era of automation through a literature review. The method used is a literature review of journal articles, books, and conference proceedings published between 2015 and 2025 that are relevant to translation pedagogy, student perceptions, and the ethical implications of using TM. The review identifies seven key challenges: declining student motivation to learn manual translation, the changing role of lecturers to evaluators and post-editors, difficulties in assessing the authenticity of student work, issues of ethics and academic integrity, the need for curriculum adaptation, differences in the quality of TM across languages, and resistance to and over-reliance on TM. Strategies proposed include integrating post-editing into the curriculum, process-based assessment, ethical education in the use of TM, critical learning by comparing human and machine translation results, and translation training for low-resource languages. This article concludes that lecturers play a role not only as teachers of translation techniques but also as facilitators of digital literacy and academic ethics. Recommendations are provided for further empirical research to validate this strategy in the local context of higher education.

Enhancing Speaking Skills through Storytelling Method in Indonesian Language Learning: A Quasi-Experimental Study

Abdollah Thaib Nasution — 2026-04-14

This study aims to determine the effect of the storytelling method on improving students’ speaking skills in Indonesian language learning. The research subjects were 36 fifth-grade students at SD S 117 Islam Terpadu Adnani, Mandailing Natal Regency, in the 2025/2026 academic year. The research employed a quantitative approach with a quasi-experimental design using a one-group pretest-posttest model. The instrument used was a speaking skills test covering aspects such as speaking confidence, fluency in storytelling, story structure, and the ability to convey moral messages. The results showed that the average pretest score for students' speaking skills before the application of the storytelling method was 65, categorized as moderate. After several learning sessions using the storytelling method, the posttest average score increased to 82, indicating a significant improvement in students' speaking skills. Inferential statistical analysis using a ttest showed that tcalculated > ttable, with a tcalculated value of 13.92 and a ttable value of 2.030 at a significance level of 0.05 with 35 degrees of freedom. Therefore, H₀ is rejected and H₁ is accepted, indicating a significant effect of the storytelling method on improving students’ speaking skills. More specifically, improvements were observed in several aspects: speaking confidence increased from 58% to 86%, fluency from 62% to 88%, story structure from 61% to 85%, and the ability to deliver moral messages from 59% to 84%. These findings demonstrate that storytelling as a learning method creates an active and enjoyable classroom atmosphere and encourages students to participate actively in developing comprehensive speaking skills. It can be concluded that the storytelling method is effectively used in Indonesian language learning to enhance the speaking skills of elementary school students

The Effect of Audio Media on Short Story Listening Comprehension Among Third-Grade Elementary Students

Dirham Dirham — 2026-04-14

This research was prompted by the less than optimal short story listening comprehension skills of third-grade students at SD Negeri 105 Adian Jior, Mandailing Natal Regency. This research employed a quantitative approach with a quasi-experimental design, specifically the Pretest-Posttest Control Group Design. The study sample consisted of two groups: an experimental class (Class III B) and a control class (Class III A), each comprising 25 students. Data collection was conducted through written tests (pre-test and post-test) consisting of 5 multiple-choice questions designed to measure short story listening comprehension. The test instrument was piloted and met validity criteria (all items rcount > rtable = 0.396) and reliability (Cronbach's Alpha = 0.720 > 0.600), and demonstrated good difficulty levels, discriminative power, and effective distractor functions. Data analysis used the Independent Samples T-Test after fulfilling the normality and homogeneity assumptions. The results showed a significant improvement in short story listening comprehension in the experimental class compared to the control class. In the experimental class, which used audio media, the average post-test score for short story listening comprehension reached 80.8 (pre-test score 62.4), with a highest score of 96 and a lowest score of 64. Meanwhile, in the control class, which used conventional methods, the average post-test score was 65.6 (pre-test score 60.8), with a highest score of 76 and a lowest score of 48. The Independent Samples T-Test results showed a significance value (2-tailed) of 0.000. Since the Sig. (2-tailed) value was < 0.05, the Null Hypothesis (H0) was rejected and the Alternative Hypothesis (H1) was accepted. This research concludes that the use of audio media has a significant effect on improving short story listening comprehension in third-grade students of SD Negeri 105 Adian Jior, Mandailing Natal Regency, during the 2025-2026 Academic Year

Implementing Project-Based Learning With Communicative Approach To Enhance Communication Skills of 8th grade Students

Febriani Hutasuhut — 2026-04-15

This classroom action research aimed to examine the implementation of project-based learning with a communicative approach and the improvement of communication skills among eighth-grade students at MTs Pancasila Tanjung Beringin. The study was motivated by students' low communication abilities, characterized by difficulties in expressing ideas systematically, lack of self-confidence, and the dominance of conventional teaching methods that provided limited opportunities for communication practice. The research was conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection stages. The subjects were 35 eighth-grade students at MTs Pancasila Tanjung Beringin in the 2025-2026 academic year. Data collection techniques included observation, interviews, pre-test and post-test assessments, and documentation. Data analysis employed quantitative and qualitative descriptive techniques with t-tests to measure the improvement in students' communication skills. The results demonstrated that implementing project-based learning with a communicative approach significantly enhanced students' communication abilities. The class average score increased from 62.43 in the pre-cycle to 72.57 in Cycle I and 81.29 in Cycle II, representing a total improvement of 18.86 points (30.21%). Classical mastery learning increased dramatically from 11.43% (4 students) in the pre-cycle to 34.29% (12 students) in Cycle I and 80.00% (28 students) in Cycle II. All aspects of communication skills showed significant improvement, with self-confidence experiencing the highest increase of 35.70%, followed by idea coherence (33.36%), audience interaction (32.78%), clarity of delivery (28.69%), and language use (28.52%). Active student participation increased from 20% to 97.1%, and students' responses to learning were highly positive with a score of 4.43 on a scale of 5. The study concluded that project-based learning with a communicative approach successfully created a collaborative, communicative, and meaningful learning environment. This model provided extensive opportunities for students to practice communication in authentic contexts, enhanced self-confidence, developed skills in organizing ideas, and facilitated dynamic interactions.

The Influence of Project-Based Learning Model on Self-Efficacy in Speaking: A Quasi-Experimental Study in Indonesian Language Learning

Muhammad Akir — 2026-04-15

Speaking ability is one of the essential skills in learning the Indonesian language, particularly at the elementary school level. However, observations at SD Negeri 083 Pidoli revealed that sixth-grade students still have low self-efficacy in speaking. They tend to be passive, hesitant to express their opinions. This condition is exacerbated by the continued use of conventional teaching methods. Therefore, an instructional model that promotes active student participation and boosts their speaking confidence is necessary. One model considered effective in this context is Project Based Learning (PjBL). This study aims to examine the influence of the PjBL model on students’ speaking self-efficacy in the Indonesian language subject for sixth-grade students at SD Negeri 083 Pidoli, Mandailing Natal Regency, during the 2025–2026 academic year. The study employed a quantitative approach using a one-group pretest-posttest design. The research subjects consisted of 20 students. Instruments used included a self-efficacy questionnaire, observation sheets for student and teacher activities, and a speaking skills test. The results indicated a significant improvement in students’ self-efficacy after the implementation of the PjBL model. The average pretest score of 67.4 increased to 89.8 in the posttest. The percentage of students achieving mastery learning rose from 50% to 100%. The self-efficacy category also shifted, with 50% of students initially in the "Needs Guidance" category changing to 60% in the “Good” category and 40% in the “Excellent” category. Students’ learning activity was highly positive, with an average percentage of 85.5%. Teacher activity was also categorized as highly active, with an average of 88%, increasing from 70.6% in the first session to 97% in the third. The t-test results confirmed a significant effect of the PjBL model on enhancing students' speaking self-efficacy. Thus, the Project Based Learning model has been proven effective in significantly improving students' confidence and speaking ability.

Designing an E-Guidebook as an Educational and Promotional Media for Kenderan Tourism Village: Integrating Natural and Cultural Tourism Potential

Ni Made Ayuning Pramesti — 2026-04-17

This research focuses on designing an E-Guidebook as an educational and promotional digital media to optimize the potential of natural and cultural tourism in Kenderan Tourism Village which has not been maximally exposed due to limited promotional strategies, resources, and information management. This research aims to design an E-Guidebook as an educational and promotional media by listing several natural and cultural tourist attractions in Kenderan Tourism Village. This research uses a qualitative descriptive approach through observation, interviews, and documentation to design an E-Guidebook as an educational and promotional media for the tourism potential of Kenderan Village, with thematic data analysis and presentation of results in the form of descriptive narratives supported by visuals. The results of this study indicate that the design of the E-Guidebook for Kenderan Tourism Village successfully integrates the 4A dimensions as a solution to limited access to information while also functioning as a promotional and educational media based on local wisdom. The results of this study also confirm that the use of digital storytelling and the Multimedia Development Life Cycle approach is able to create interactive media that supports Community Based Tourism (CBT) and strengthens the role of the community in tourism management. The results of this study reveal that the integration of natural and cultural potential through holistic digital representation effectively increases the attractiveness of the destination, the quality of the tourist experience, and the sustainability of tourism in Kenderan Village.

Fostering Empathy and Innovation: Implementing Arts-Based Methods (ABMs) within Student-Centered Learning Frameworks in Higher Education

Eneng Martini — 2026-04-17

Empathy and innovation are increasingly recognized as core graduate attributes in higher education, yet conventional lecture-centered pedagogies often struggle to cultivate these complex capacities. This quantitative study investigates the effectiveness of integrating Arts-Based Methods (ABMs) within a student-centered learning framework to foster empathy and innovation among undergraduate students in a social sciences program. Drawing on prior research that demonstrates the potential of arts and humanities education to enhance empathic skills and perspective taking, the study employs a quasi-experimental pretest–posttest control group design in a compulsory semester-long course. A total of 182 students were assigned to either an ABM-integrated, student-centered condition or a conventional student-centered condition without arts integration. Standardized instruments were used to measure multidimensional empathy and self-reported innovative behavior. Descriptive statistics, independent samples t-tests, and multiple regression analyses were conducted. Results indicate that students in the ABM condition showed significantly greater gains in perspective taking, empathic concern, and self-reported innovation than peers in the comparison group, even after controlling for gender, prior artistic engagement, and baseline scores. Findings suggest that ABMs, when systematically embedded within student-centered learning, can create participatory, reflective, and emotionally rich learning environments that support the development of empathic and innovative dispositions in higher education

Enhancing Learning Interest in Indonesian Language Through Language Games: A Classroom Action Research Study Among First-Grade Elementary Students

Muhammad Ardani — 2026-04-18

This research was motivated by the low level of interest in learning Indonesian among first-grade students at SD Negeri 087 Panyabungan. Students tended to be passive, lacked enthusiasm, and were easily distracted during lessons. The conventional teaching methods used by the teacher did not align with the learning characteristics of young children, who typically enjoy play-based activities. Therefore, this study aimed to enhance students’ interest in learning Indonesian through the implementation of language game strategies. This research employed a qualitative approach in the form of Classroom Action Research (CAR) conducted in two cycles. The research subjects were 19 first-grade students at SD Negeri 087 Panyabungan. Data were collected through observation, interviews, and documentation, and then analyzed using both qualitative and quantitative techniques. The results showed a significant increase in students’ learning interest. Before the intervention, only 35.98% of students demonstrated learning interest, with an average score of 1.84. After implementing language games in Cycle I, this figure increased to 49.2% with an average score of 2.53. A further improvement was recorded in Cycle II, reaching 75.97% with an average score of 3.37. The percentage of students showing a positive learning attitude also rose from 52.63% (pre-action) to 84.21% in Cycle II. In addition, the learning success rate improved from 30% (pre-action) to 78.94% in Cycle II. Games such as “Name Hunt” and activities using modeling clay (plastisin) proved effective in enhancing student engagement, creativity, and self-expression. This strategy fostered a joyful and participatory learning atmosphere, well-suited to the imaginative and motor-active nature of early childhood learners.

It can be concluded that the use of language games is an effective strategy for increasing interest in learning Indonesian among first-grade elementary students.

The Correlation Between Classroom Management and Writing Learning Outcomes in Indonesian Language Subject for 5th Grade Elementary Students

Muhammad Saiful — 2026-04-18

This study was motivated by the low writing achievement of Grade V students at SD Negeri 010 Hutapuli, Mandailing Natal Regency, which is suspected to be influenced by the suboptimal classroom management implemented by teachers. An unconducive learning atmosphere, ineffective student interaction, and inadequate classroom arrangement were found to negatively affect student motivation and participation in writing activities. Therefore, this research aims to examine the correlation between classroom management and students’ writing learning outcomes in Indonesian language subject. This study employed a quantitative method with a correlational approach. The population consisted of all Grade V students of SD Negeri 010 Hutapuli, totaling 40 students. The instrument used to measure classroom management was a questionnaire, while the students’ writing achievement was assessed through documentation of writing task scores. Data were analyzed using Pearson’s Product Moment correlation technique. The results showed that the correlation coefficient (r) was 0.724, which falls into the "high" category based on the interpretation guideline by Sugiyono (2007). Furthermore, the obtained value of rcount 0.724 exceeded the critical value of rtable 0.316 at the 5% significance level and 0.408 at the 1% level. Thus, the hypothesis is accepted. This indicates a significant and positive correlation between classroom management and students’ writing outcomes.The coefficient of determination analysis revealed that classroom management contributed 52% to students’ writing performance, while the remaining 48% was influenced by other factors such as learning interest, instructional media, classroom conditions, and teaching approaches. Hence, effective classroom management which includes organizing the learning environment, managing student behavior, and fostering a conducive classroom atmosphere plays a crucial role in enhancing students’ writing skills

The Effectiveness of Problem-Based Learning in Improving Fable Text Comprehension Among 5th Grade Elementary Students: A Classroom Action Research

Paujan Amris — 2026-04-22

The background of this study is the low learning outcomes of students, primarily caused by conventional teaching methods that fail to actively engage learners. The Problem-Based Learning (PBL) model was chosen because it emphasizes collaborative, contextual, and independent problem-solving. The results revealed an improvement in student learning outcomes from cycle I to cycle II. In cycle I, the average pre-test score was 69.16, which increased to 73.33 in the post-test. The mastery level rose from 41.66% (8 students meeting the Minimum Mastery Criteria or KKM) to 66.6% (13 students achieving mastery). However, these results still fell short of the KKM benchmark of 75%. Therefore, revisions were made in cycle II. In this cycle, the average pre-test score rose to 81.6, and the post-test average reached 85.83. The mastery level increased to 83.3% (17 students), with certain indicators showing that 90% of students had reached or exceeded the KKM. This indicates a significant improvement in their understanding of content, moral messages, and the structure of fable texts. Moreover, students’ engagement also improved positively, particularly in aspects such as teamwork, the courage to express opinions, and discipline during group discussions. The implementation of the PBL model also enhanced teachers’ creativity in designing meaningful and engaging learning activities. Teachers acted as facilitators, while students took an active role in the learning process. This created a classroom atmosphere that was enjoyable, intellectually stimulating, and supportive of critical thinking development. Based on these findings, it can be concluded that the Problem-Based Learning model is effective in improving students’ comprehension of fable texts and is highly relevant for implementation within the Kurikulum Merdeka, which emphasizes differentiated, student-centered learning

The Effect of Outdoor Learning Method on Indonesian Language Learning Outcomes in Descriptive Text Material Among Fifth-Grade Elementary Students

Muliadi Muliadi — 2026-04-24

Abstract

The learning process was still dominated by lecture-based methods, causing students to become passive and less engaged in classroom activities. The Outdoor Learning method was selected as an alternative instructional approach that utilizes the surrounding environment to enhance student involvement and comprehension. This study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The sample consisted of two classes: class VA as the experimental group (20 students) who received instruction using the Outdoor Learning method, and class VB as the control group (18 students) who were taught using the lecture method. Data were collected through pretests and posttests, as well as through observations of student activity. The pretest results showed that both the experimental and control groups had the same average score of 81. The experimental group had a highest score of 97 and a lowest of 65, while the control group ranged from 94 to 61. This indicated that both groups had comparable initial abilities. After the intervention, the average posttest score of the experimental group increased to 88 (with scores ranging from 74 to 100), while the control group increased to 82 (ranging from 65 to 94). A t-test on the posttest data yielded a significance value (Sig. 2-tailed) of 0.039 < 0.05, indicating a statistically significant difference in student learning outcomes between the two groups. The findings suggest that the Outdoor Learning method had a positive and significant effect on improving student learning outcomes. In addition to the increase in scores, classroom observations also revealed an improvement in students’ learning activities in the experimental group, particularly in cooperation, responsibility, and the confidence to express opinions. The Outdoor Learning method is a viable alternative for implementing active and meaningful learning strategies, especially in developing descriptive text skills at the elementary level

The Implementation of Outdoor Learning Method on Speaking Skills in Expressing Opinions Through Simple Argumentative Texts by Students

Musliadi Sitompul — 2026-04-24

The speaking skills of elementary school students in expressing opinions are often less than optimal. This condition was evident among Grade V students at SD Negeri 354 Batahan III, where pretest results showed that 13 out of 19 students (68.4%) fell into the "very low" category, and none (0%) reached the "very high" category. This study aimed to examine the impact of implementing the outdoor learning method on students’ speaking skills, particularly in expressing opinions through simple argumentative texts. After the outdoor learning method was implemented, the posttest results indicated significant improvement: 68% of students achieved the “very high” category, 15.8% “high,” 10.5% “moderate,” and only 5.3% remained in the “very low” category. No student was in the “low” category (0%). The average normalized gain score reached 0.90, placing all students (100%) in the “high” improvement category (g ≥ 0.70). In terms of learning motivation, prior to the intervention, most students showed concerning results: 16% were unmotivated, 58% were poorly motivated, and only 5% were already motivated, with an average score of 59.5. However, following the implementation of the method, there was a significant increase: 53% became motivated, 42% sufficiently motivated, and only 5% remained poorly motivated. The average motivation score rose to 98.7. Meanwhile, observational data on student activity also confirmed the success of this method. The average student activity level during learning reached 83.875%, with indicators such as listening to instructions (100%), forming groups (86.8%), completing tasks (86.8%), and engaging in orderly discussion (89.5%). In conclusion, the implementation of the outdoor learning method proved effective in improving speaking skills, learning motivation, and student engagement. This approach offers a promising alternative for teachers to create a more meaningful and contextual learning environment, particularly in teaching argumentative texts in Bahasa Indonesia

The Influence of Literacy Skills on Improving Students Reading Interest in Indonesia Language Learning: A Quantitative Studi of 5th Grade Elementary Students

Nirwansyah Nasution — 2026-04-27

This study examines the influence of literacy skills on the improvement of reading interest among fifth-grade students in Indonesian language learning at SD Negeri 135 Barbaran. The background indicates that students' literacy skills still need improvement. Initial observations and interviews with fifth-grade teachers confirmed low student reading interest due to a lack of reading habits outside lessons, exposure to monotonous reading materials, and limited facilities. Therefore, this research aims to provide concrete solutions through curriculum-integrated literacy development. A quantitative approach with an ex post facto method was employed. The study population comprised all 34 fifth-grade students of SD Negeri 135 Barbaran, who were included as a full sample using purposive sampling. Data were collected through questionnaires (reading interest) and tests (literacy skills). The instruments were validated (r-count > 0.3494) and reliable (Cronbach's Alpha 0.952). Data analysis included descriptive statistics, classical assumption tests (normality Sig. 0.200 ≥ 0.05; linearity Sig. 0.367 ≥ 0.05), and simple linear regression hypothesis testing. Descriptive data showed that students' literacy skills were predominantly in the "Very High" category (41%), followed by "Moderate" (32%) and "High" (27%). Students' reading interest was predominantly in the "Very High" category (59%), followed by "High" (35%) and "Moderate" (6%). The simple linear regression equation Y=58.694+0.194X indicated a positive influence: an increase in literacy skills would lead to an increase in reading interest. Although the regression's significance value was 0.457 (not significant at the 0.05 level), theoretically and based on consistent previous research findings, a positive influence between literacy skills and reading interest persists. Literacy skills contributed 1.7% to students' reading interest, while the remaining 98.3% was influenced by other factors such as individual interest, motivation, and environment. In conclusion, there is an influence of literacy skills on the improvement of reading interest among fifth-grade students of SD Negeri 135 Barbaran.

The Effect of The Imaginative Suggestion Method on Narrative Writing Skills of 6th Grade Students at Mandailing Natal

Yusnaleli Yusnaleli — 2026-04-27

This research was motivated by the low narrative writing skills of sixth-grade students at SD Negeri 012 Simangambat, which was indicated by a lack of creativity, completeness of content, and narrative structure in their writing. The conventional method, which mostly involved lecturing, proved insufficient to stimulate students’ imagination and interest in writing. This study used a quantitative approach with a quasi-experimental method. The sample consisted of two classes: the experimental class taught using the Imaginative Suggestion Method and the control class taught using conventional methods, each comprising 25 students (totaling 50 students). The primary instrument used was a narrative writing test based on indicators such as plot, content, organization, sentence structure, spelling, and punctuation. The data were analyzed using an independent samples t-test. The results showed that the average post-test score of students in the experimental class was 79.8, while the control class averaged 68.8. In the experimental class, 36% of students were in the "very good" category, 52% in the "good" category, and 12% in the "fair" category. Conversely, in the control class, only 12% were categorized as "very good," 52% as "good," and 36% as "fair." Hypothesis testing indicated that the calculated t-value (tₕ = 5.04) was greater than the critical t-value (tₜ = 2.01) at the 5% significance level, meaning H₀ was rejected and Hₐ was accepted. This implies a significant difference in the writing abilities of students taught using the Imaginative Suggestion Method compared to those taught conventionally. The strength of this method lies in its use of music to stimulate students’ emotional atmosphere and imagination, enabling them to express ideas and emotions more creatively in writing. Thus, it can be concluded that the Imaginative Suggestion Method has a positive and significant effect on improving the narrative writing skills of elementary school students.

The Effectiveness of Scientific Approach in Enhancing Short Story Writing Skills: A Quasi-Experimental Study at an Islamic Boarding School

Muhammad Jalaluddin — 2026-04-29

This study aims to analyze the effectiveness of the scientific approach in improving the short story writing ability of grade IX students at MTs Pondok Pesantren Mawaridussalam, Deli Serdang Regency. The scientific approach consists of five main stages, namely observing, asking, collecting information, reasoning, and communicating. The main problem raised in this study is the low short story writing skills of students due to less interactive learning methods and less opportunities for exploration for students. The research method used is a quasi-experimental with a pretest-posttest control group design. The research sample consisted of 72 students divided into two classes, namely the experimental class that applies a scientific approach and the control class that uses the Contextual Teaching and Learning (CTL) approach. Data were collected through short story writing tests before and after treatment, and analyzed using a t-test to test differences in learning outcomes for the two groups. The results showed that there was a significant increase in short story writing skills in the experimental class compared to the control class. The average posttest score of students in the experimental class was 84.91 with a variance of 31.33, while in the control class it only reached 73.03 with a variance of 18.54. The results of the t-test showed that t count 2.03> t table 1.99, which means that the use of a scientific approach has a significant effect on improving students' short story writing skills. The conclusion of this study is that the scientific approach is more effective than the CTL approach in improving students' short story writing skills. Therefore, it is recommended that teachers apply the scientific approach in learning to write short stories in order to improve students' creativity and understanding of the structure and techniques of writing short stories

Improving Narrative Paragraph Writing Abilities Through Inquiry Method: A Classroom Action Research Study

Ali Amran Btr — 2026-04-29

This study aims to obtain data on improving the ability to write narrative paragraphs using the inquiry method of class X students of SMK Negeri 1 Siabu. By implementing this study, it is hoped that it will be known whether by applying the inquiry method in Indonesian language learning, students' writing abilities can be improved. This study uses a classroom action research method with the aim of improving and enhancing the quality of learning. Data collection tools were taken through tests aimed at class X students of SMK Negeri 1 Siabu in the 2025-2026 academic year. The sample for this study was aimed at classes X-2 and X-4 with a total of 49 students consisting of two classes. Based on the results of classroom action research that has been carried out in two cycles with the use of legend stories in Indonesian language learning for class X students of SMK Negeri 1 Siabu in the 2025-2026 academic year, it can be concluded that there is an increase in the ability to write narrative paragraphs in class X students of SMK Negeri 1 Siabu in the 2025-2026 academic year. After implementing learning with the inquiry method in Indonesian language learning. This can be seen from the average value of students' ability to write narrative paragraphs which continues to increase in cycle I, the average value of students' writing ability is 62.59 with student learning completeness of 28.57% while in cycle II the average value of students' ability increases to 86.42 with learning completeness of 95.91%, when compared to the KKM whichset at 75 with learning completion of 80%.