Journal of Basic Education Research

Improving Bhinneka Tunggal Ika Learning Outcomes Through Team Games Tournament in Fourth Grade at State Elementary School 03 Binuang

Zhafirah Rafianda — 2026-03-08

Purpose of the study: This study aims to improve students’ learning outcomes in Bhinneka Tunggal Ika learning by implementing the Team Games Tournament (TGT) learning model in Grade IV of SDN 03 Binuang Kampung Dalam

Methodology: This research employed Classroom Action Research with qualitative and quantitative approaches. The research was conducted in two cycles consisting of planning, action, observation, and reflection. The subjects were 20 fourth-grade students. Data were collected through tests and non-test techniques such as observation sheets for lesson plans, teacher activities, student activities, and learning outcomes. Data were analyzed using descriptive qualitative and quantitative analysis.

Main Findings: The results showed an improvement in learning outcomes from Cycle I to Cycle II. Lesson plan quality increased from 92.96% to 98.43%. Teacher activity improved from 85.71% to 96.42%, and student activity increased from 82.14% to 96.42%. Students’ learning outcomes also improved in attitude (77.65 to 86.25), knowledge (75.25 to 87), and skills (80.40 to 89.99).

Novelty/Originality of this study: This study integrates the TGT model into Bhinneka Tunggal Ika learning in elementary education, emphasizing collaborative games to enhance attitudes, knowledge, and skills simultaneously, which strengthens student engagement and learning effectiveness.

Improving Students’ Learning Outcomes in Pancasila Education through Problem-Based Learning: A Classroom Action Research in Grade IV of SDN 011 Bukit Pedusunan

Desti Maharani — 2026-03-08

Purpose of the study: This study aims to improve students’ learning outcomes in Pancasila Education through the implementation of the Problem Based Learning (PBL) model, which is aligned with the principles of the Merdeka Curriculum in classroom instruction.

Methodology: This study employed a Classroom Action Research (CAR) method conducted in two cycles, consisting of the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 18 students. Data collection techniques included learning outcome tests, observation sheets (non-test), and documentation of the instructional implementation as well as the quality of the teaching modules.

Main Findings: The results of the study showed that prior to the intervention, only 11.1% of students achieved learning mastery. After the implementation of PBL, the quality of the teaching modules improved from 89.55% to 100%, the implementation of instruction increased from 91% to 96.4%, and the average student learning outcomes rose from 81.2 in Cycle I to 91.3 in Cycle II.

Novelty/Originality of this study: This study presents the implementation of the Problem Based Learning model through Classroom Action Research in Pancasila Education within the Merdeka Curriculum. The novelty of this research lies in the integrated improvement of teaching module quality, instructional implementation, and learning outcomes simultaneously within the context of value-based Pancasila learning.

Implementation of the Competency Certification Program as Effort to Improve the Quality of Vocational School Graduates

Septiana Anggraini — 2026-03-08

Purpose of the study: This study aims to describe the implementation of the competency certification program in vocational high schools as a strategy to improve the quality of vocational education and strengthen alignment with industry demands.

Methodology: The study uses a qualitative descriptive method supported by grandtour interviews with the Vice Principal for Curriculum as the key informant, along with documentation of LSP-P1 activities and institutional records analyzed through data reduction, data display, and conclusion drawing.

Main Findings: The findings show that competency certification implementation includes program planning aligned with policies and industry needs, assessments conducted through LSP-P1, collaboration with business and industry partners, and strategies to address challenges related to assessor availability, facility limitations, and student readiness. The results indicate that certification enhances students’ employability, professionalism, and competitiveness.

Novelty/Originality of this study: The novelty of this study lies in positioning LSP-P1 certification not merely as an administrative procedure but as a transformative instrument for strengthening the quality culture in vocational

Analysis Model Social Emotional Learning (SEL) with Local Cultural Integration in Madrasah Ibtidaiyah

Chaesa Nur Chofifah — 2026-03-15

Purpose of the study:Menganalisis penerapan model social emotional learning (SEL), integrasi nilai budaya lokal dalam social emotional learning (SEL), kompetensi guru dalam mengimplementasikan pembelajaran social emotional learning (SEL) di Madrasah Ibtidaiyah.

Methodology: Penelitian ini menggunakan metode Systematic Literature Review (SLR), literatur yang digunakan antara tahun 2021-2025 yang bersumber dari database ilmiah berupa Scopus, ERIC, DOAJ, dan Google Scholar. Penelitian ini memanfaatkan perangkat lunak Publish or Perish 8.

Main Findings: Penelitian menemukan bahwa integrasi Social Emotional Learning (SEL) di Madrasah Ibtidaiyah menjadi efektif ketika nilai budaya lokal diinternalisasikan melalui pembelajaran kolaboratif, reflektif, dan kontekstual seperti bercerita, permainan tradisional, penggunaan bahasa daerah, serta aktivitas gotong royong. Pendekatan ini meningkatkan kesadaran diri, empati, keterampilan sosial, dan pengambilan keputusan bertanggung jawab. Keberhasilan implementasi juga dipengaruhi kompetensi guru dalam memahami SEL, membangun relasi, mengelola emosi, menerapkan pedagogi holistik, dan memiliki kepekaan budaya sehingga SEL terintegrasi dalam budaya sekolah secara inklusif.

Novelty/Originality of this study: Keterbaruan penelitian ini terletak pada pengembangan model pembelajaran di Madrasah Ibtidaiyah yang tidak hanya membentuk kecerdasan intelektual, tetapi juga menyeimbangkan aspek sosial-emosional dan moral-spiritual peserta didik. Penelitian ini menjadi pedoman dalam merancang pembelajaran berbasis integrasi nilai budaya lokal untuk menumbuhkan empati, kecerdasan sosial, dan pengendalian diri. Selain itu, hasil penelitian dapat dijadikan dasar bagi lembaga pendidikan dalam mengembangkan kurikulum serta kebijakan pembelajaran yang selaras antara aspek kognitif dan sosial-emosional peserta didik.