Al Banin : Jurnal Ilmiah Pendidikan Dasar

The low learning outcomes of mathematics in elementary school students can be influenced by the learning process that does not actively involve students and the use of learning models that are not in accordance with the characteristics of student development. This research aims to improve mathematics learning outcomes through the application of the Picture and Picture learning model in grade II students of SDN 2 Srimulyo. The research uses the Classroom Action Research (PTK) method which is carried out in two cycles, with each cycle including the stages of planning, implementation of actions, observation, and reflection. The subjects of the study were 20 grade II students of SDN 2 Srimulyo consisting of 7 male students and 13 female students. The research data was obtained through observation and learning outcome tests, then analyzed descriptively by comparing the percentage of completeness and the average score of learning outcomes at the preliminary stage, cycle I, and cycle II. The results of the study showed an increase in mathematics learning outcomes after the implementation of the Picture and Picture model. In the preliminary stage, as many as 7 students (35%) achieved completeness with an average score of 55. In the first cycle, the number of students who achieved completeness increased to 14 students (70%) with an average score of 70. Furthermore, in the second cycle, all students (100%) achieved completeness with an average score of 90. The improvement shows that the use of image media that is systematically compiled and analyzed can help students understand the concept of value where numbers are while increasing student involvement in the learning process. Thus, the use of the Picture and Picture learning model can improve the math learning outcomes of second grade students at SDN 2 Srimulyo.

This study aims to improve students’ learning interest and science learning outcomes through the application of the picture and picture learning model. The research employed a classroom action research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The subjects of this study were 23 fourth-grade students at SD Muhammadiyah Sang Surya Banjar Agung. This model utilizes sequential images as learning media to facilitate students’ conceptual understanding through visual representation, thereby encouraging active participation during the learning process. The results showed a significant improvement in students’ learning interest, which increased from the sufficient (78.26%) and low (21.74%) categories in Cycle I, to very good (65.22%) and good (26.09%) in Cycle II. In addition, students’ learning completeness improved from 34.78% in Cycle I to 86.96% in Cycle II. These improvements indicate that the use of visual media can create a more engaging and interactive learning environment. Therefore, the picture and picture learning model is proven to be effective in enhancing students’ learning interest and science learning outcomes at the elementary school level.

This study aims to improve students' reading literacy skills through the implementation of Game Based Learning strategies. The study used a Classroom Action Research (CAR) method conducted in two cycles, with each cycle involving the stages of planning, action implementation, observation, and reflection. The research data consisted of the class average scores and the percentage of students achieving mastery, analyzed descriptively. The results showed a gradual improvement in students' reading literacy skills. In the pre-cycle stage, the students' average score was 62.4 with a mastery percentage of 36%. After implementing Game Based Learning in Cycle I, the average score increased to 75.8 with a mastery of 64%. Then, in Cycle II, the average score reached 85.6 with a mastery percentage of 88%. The results show that implementing Game Based Learning is effective in improving the reading literacy skills of first-grade students at SD Negeri Tambaksumur 1. This strategy can also create a fun and interactive learning atmosphere, boost students' active participation, and encourage teamwork in reading activities.