Primer Edukasi Journal

The Effect of the Deep Learning Approach on Students' Higher Level Critical Thinking Skills (HOTS) in the Subject of Moral Beliefs Class VII MTs Negeri 1 Gorontalo Regency

2026-06-29T05:18:08+00:00

This study aims to examine the effect of the Deep Learning learning approach on students’ critical thinking skills in Islamic Education (Akidah Akhlak) for Grade VII at MTs Negeri 1 Gorontalo Regency. The research used a quantitative approach with a pre-experimental design of One Group Pretest–Posttest. The sample consisted of 32 students selected using a saturated sampling technique. Data were collected through multiple-choice tests administered as pretest and posttest. The data were analyzed using descriptive statistics and paired sample t-test with SPSS. The results showed an increase in the mean score from 45.72 in the pretest to 49.66 in the posttest. The paired sample t-test revealed a significance value of 0.006 < 0.05, indicating a significant effect of the Deep Learning approach on students’ critical thinking skills. It can be concluded that Deep Learning effectively improves students’ HOTS in Islamic Education learning.

Application of the Snowball Throwing Method in Increasing Fiqh Learning Interest of Grade IX MTs Students Sabrun Jamil

2026-06-25T19:34:02+00:00

This study aims to improve students’ learning interest in Fiqh subject through the application of the Snowball Throwing learning model on slaughtering, qurban, and aqiqah materials. This research used Classroom Action Research (CAR) conducted in three cycles involving 16 students of class IX MTs Sabrun Jamil. The results show that the application of Snowball Throwing significantly improved student participation and learning outcomes. Teacher activity increased from 75.56% in Cycle I to 97.78% in Cycle III, while student activity increased from 68.89% to 100%. Learning completeness increased from 25% in pre-cycle to 100% in Cycle III. The findings indicate that Snowball Throwing is effective in creating an active, interactive, and enjoyable learning environment, thus improving students’ learning interest.

Development of Inquiry Learning-Based Student Worksheets on the Properties of Light to Improve the Understanding of Fifth Grade Elementary School Students

2026-06-24T03:24:07+00:00

This study aims to develop and determine the feasibility of an Inquiry Learning-based Student Worksheet (LKPD) on the topic of light properties for fifth-grade elementary school students. This study employed a Research and Development (R&D) method using the ADDIE development model, which was limited to the stages of Analysis, Design, Development, and Evaluation. The research subjects consisted of two material experts and two media experts as validators. Data were collected using validation questionnaires with a Likert scale. The data were analyzed using descriptive quantitative methods by calculating the feasibility score percentages. The results showed that the validation by material experts reached 84.71%, which was categorized as very feasible, while the validation by media experts reached 98.57%, also categorized as very feasible. The overall average feasibility score reached 91.64%, which was categorized as very feasible. Therefore, the Inquiry Learning-based LKPD on the topic of light properties is considered highly feasible as teaching material to support science learning for fifth-grade elementary school students.

The Jeopardy-Based PAIKEM Model to Increase MI Students' Interest in Learning Mathematics

2026-06-05T02:31:21+00:00

This study was motivated by the low interest in learning mathematics among students at MI Nurul Huda 1 Kayumanis, as indicated by observation results showing that only 40% of students achieved learning mastery. This research aims to determine the implementation of the Jeopardy-based PAIKEM learning model, measure students' learning interest before and after its implementation, and analyze its effect on students' interest in learning mathematics. The study employed a quantitative approach with an experimental design. The research sample consisted of 30 fourth-grade students. The research instruments included a learning interest questionnaire and a learning achievement test. The data were analyzed using normality, homogeneity, and t-test analyses. The results showed a significant increase in students' learning interest after the implementation of the Jeopardy-based PAIKEM learning model. The study concludes that the use of the Jeopardy game-based learning media in mathematics instruction can effectively improve students' learning interest.

Keywords: Jeopardy; Learning Interest; Mathematics; PAIKEM.

Problem-Based Learning Assisted by POPIKAR Media Based on Local Wisdom in Improving Mathematical Problem-Solving Skills

2026-07-04T12:28:24+00:00

Student’s low mathematical problem-solving ability in fraction operations is caused by
difficulties in understanding abstract concepts and the limited use of concrete learning media.
This study aimed to examine the effectiveness of the Problem-Based Learning (PBL) model
assisted by POPIKAR, a local wisdom-based learning medium, in improving student’s
mathematical problem-solving ability. This quantitative study employed a quasi-experimental
nonequivalent control group pretest–posttest design. The population consisted of all fifth-grade
students at SD Negeri 2 Gemiring Lor, with a sample of 40 students selected using saturated
sampling. The research instrument was a pretest and posttest of mathematical problem-solving
ability. Data were analyzed using normality, homogeneity, paired-sample t-test, independent
sample t-test, and N-Gain analysis. The results showed that PBL assisted by POPIKAR
effectively improved student’s mathematical problem-solving ability (Sig. = 0.000; N-Gain =
0.7785, high category). This model is recommended for teaching fractions because it promotes
contextual and meaningful learning.

Exploring Read-Aloud Practices to Cultivate Reading Interest in Elementary School Students

2026-05-06T08:14:30+00:00

This study aims to explore in-depth the practice of reading aloud at the elementary school level, reviewing theoretical aspects, implementation in schools, and its impact on increasing students' interest in reading. The focus of this study was second-grade students at SDN Gunung Picung 1, Bogor Regency. This study used a descriptive qualitative approach, allowing researchers to understand the phenomenon contextually and comprehensively, reflecting the realities on the ground. Data collection was conducted through in-depth interviews involving the principal, second-grade teachers, and the students participating in the reading aloud activities. The results of this exploration revealed that reading aloud is seen as a strategic initial step in fostering a culture of literacy. Implementing the reading aloud activity is considered simple and does not require complex equipment, yet it is effective in enriching vocabulary, training concentration, and improving students' listening skills. Furthermore, students responded enthusiastically to this activity because it is fun, interactive, and meaningful, and it encourages them to start reading independently. Thus, reading aloud can build sustainable habits in elementary schools.

Study of Understanding Set Concepts Through a Project-Based Learning Approach

2026-06-28T14:40:53+00:00

Set theory plays a crucial role as the fundamental basis of mathematics, which is essential for understanding more complex concepts such as relations, functions, algebra, and statistics. However, in practice, the reality is that students’ conceptual understanding remains inadequate, as evidenced by a very high prevalence of misconceptions as high as 78%. The main problem students face lies in mathematical representation, particularly difficulties in presenting problems as Venn diagrams and serious errors in the use of the intersection (∩) and union (∪) symbols. In addition, students often struggle to transform the story in a problem into an appropriate mathematical model due to a lack of attention to detail and insufficient logical thinking skills. This study aims to analyze how effective the Project-Based Learning (PjBL) approach is as a teaching method that can help students better understand these concepts. By analyzing 19 scientific journals using a descriptive qualitative literature review method, it was found that PjBL successfully transformed a rote-learning approach into a learning approach that actively seeks and constructs knowledge through systematically organized learning stages. This process consists of four modeling stages: situational (real-world context), referential (emergence of consensus within the group), generalization (general notation), and formal (standard symbols). The results of the data analysis show that the integration of Project-Based Learning (PjBL) with Problem-Based Learning (PBL) as a starting point significantly improved learning outcomes, even reaching 100% in some cycles. In addition to fostering cognitive development, the implementation of real-world projects also successfully increased students’ creativity by up to 88% and fostered independence and a sense of responsibility in learning. This study demonstrates that Project-Based Learning (PjBL) is an effective method for addressing students’ difficulties in learning set theory, as it creates a more active, meaningful, and student-centered learning environment.

The Effect of the Problem-Based Learning (PBL) Model Combined with Laboratory Experiments on Students’ Level of Understanding of the Topic of Changes in the State of Matter in Elementary School

2026-06-27T15:30:58+00:00

This study aims to determine the effect of implementing a Problem-Based Learning (PBL) model integrated with a hands-on laboratory method on students’ understanding of the topic of changes in the states of matter in Class 4B at SDIT Gondang Wonopringgo. This study employed a quantitative method using a pre-experimental one-group pretest-posttest design. The sample size for this study was 28 students. Data were collected through a written multiple-choice test. The results showed that the average pretest score was 81.4 and the average posttest score was 83.2. This indicates an increase of 1.8 points. Based on the assessment results, this increase was not strong enough to indicate a significant effect. This is because the PBL model, when integrated with the laboratory method, has not yet been able to demonstrate a change in students’ understanding of the topic of changes in the state of matter, even though there was some assessment of their performance.

Keywords: Changes in the State of Matter, Conceptual Understanding, Elementary School, Laboratory Method, Problem-Based Learning.

The Impact of the Multicultural Inclusive Curriculum on the Moral Identity of Students at MI Bakalrejo

2026-06-22T16:37:29+00:00

This study aims to explore the assimilation of a multicultural inclusive curriculum toward the formation of students' moral identity at MI Bakalrejo, Susukan District, Semarang Regency. The approach used in this field study is descriptive qualitative. The data analysis process applies an interactive model referencing the framework of Creswell and Miles-Huberman. The research results show that the assimilation process of the inclusive curriculum successfully crystallizes students' tasâmuh values through mutual cooperation activities. Teachers still face real obstacles in the form of limited literacy facilities and high administrative burdens in the madrasah. The synergy of religious rural sociological cultural values serves as the main supporting factor in strengthening student character. These findings imply the urgency of formulating more concise local curriculum guidelines to reduce the workload of teachers.

The Relationship Between Reading Interest and Narrative Writing Skills in Public Elementary School Students in the Ciampea Udik Cluster, Bogor Regency

2026-05-07T13:14:27+00:00

This study aims to analyze the relationship between reading interest and narrative writing skills in fifth-grade elementary school students. The study used a quantitative approach with a correlational design. The study population was 150 fifth-grade students in the Ciampea Udik Cluster, Bogor Regency, with a sample of 84 students determined using cluster sampling techniques and the G*Power calculation. The research instruments consisted of a reading interest questionnaire and a narrative writing test. Data were analyzed using descriptive and inferential statistics, including normality tests, linearity tests, and product-moment correlation tests. The results showed a positive and significant relationship between reading interest and narrative writing skills (r = 0.617; p < 0.05). This finding indicates that the higher a student's reading interest, the better their narrative writing skills. The implications of this study emphasize the importance of strengthening a reading culture as a strategy to improve elementary school students' writing skills.