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 — 2026-03-07

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: Mto analyze the application of the social emotional learning (SEL) model, the integration of local cultural values in social emotional learning (SEL), and the competence of teachers in implementing social emotional learning (SEL) in Madrasah Ibtidaiyah.

Methodology: This study uses the Systematic Literature Review (SLR) method, the literature used between 2021-2025 sourced from scientific databases in the form of Scopus, ERIC, DOAJ, and Google Scholar. This research utilizes the Publish or Perish 8 software.

Main Findings: The study found that the integration of Social Emotional Learning (SEL) in Madrasah Ibtidaiyah becomes effective when local cultural values are internalized through collaborative, reflective, and contextual learning such as storytelling, traditional games, the use of regional languages, and mutual cooperation activities. This approach improves self-awareness, empathy, social skills, and responsible decision-making. The success of implementation is also influenced by teachers' competence in understanding SEL, building relationships, managing emotions, applying holistic pedagogy, and having cultural sensitivity so that SEL is integrated into school culture inclusively.

Novelty/Originality of this study: The novelty of this study lies in the development of a learning model in Madrasah Ibtidaiyah that not only forms intellectual intelligence, but also balances the social-emotional and moral-spiritual aspects of students. This research is a guideline in designing learning based on the integration of local cultural values to foster empathy, social intelligence, and self-control.