Jurnal Riset Guru Indonesia

IMPLEMENTATION OF IPS LEARNING ON STUDENT CHARACTER FORMATION IN ELEMENTARY SCHOOL

Indah Khairunnisa — 2026-07-30

Social Studies plays a vital role in developing students’ character and preparing them to participate responsibly in society. However, the integration of character formation into Social Studies learning at the elementary level remains insufficiently explored in local educational contexts. This study investigates how Social Studies learning contributes to character formation among elementary school students at UPT SPF SDN Gaddong II, Rokan Hulu Regency. Employing a descriptive qualitative design, data were collected through classroom observations, semi-structured interviews, and documentation involving elementary school teachers as key participants. The findings indicate that Social Studies learning contributes to character development by fostering critical, creative, logical, and socially responsive thinking. It also encourages students to understand social phenomena, develop initiative, and demonstrate positive attitudes and responsible behavior. The study contributes contextual evidence that Social Studies can function not only as a source of social knowledge but also as a strategic pedagogical means of strengthening students’ character and preparing them for constructive participation in society.

LEARNING TO LISTEN THROUGH MOVIES: EXPLORING THE IMPACT OF ENGLISH FILMS ON EFL STUDENTS

Awalia Azis — 2026-07-30

Listening comprehension remains a persistent challenge in EFL contexts, particularly where learners have limited exposure to authentic spoken English. This study revisits English movies as an accessible audiovisual resource for strengthening listening comprehension and learner engagement. Using a pre-experimental one-group pretest–posttest design, the study involved 20 students. Data were collected through a cloze-type listening test administered before and after seven instructional sessions and a ten-item attitude questionnaire. The reported mean score increased substantially from 3.80 in the pretest to 7.92 in the posttest, with a t value of 7.98 exceeding the critical value of 2.091 (df = 19). Students also demonstrated positive attitudes toward movie-based learning, reflected in a mean questionnaire score of 32.8. The study contributes to EFL pedagogy by demonstrating how structured pre-viewing, viewing, repeated-listening, and post-viewing activities can integrate authentic audiovisual input into listening instruction. However, causal claims are limited by the absence of a control group.

TRANSFORMING MATHEMATICS LEARNING: THE IMPACT OF QUIZIZZ ON GRADE VII STUDENTS’ ACHIEVEMENT

Fury Styo Siskawati — 2026-07-30

Enhancing students’ learning outcomes requires engaging instructional approaches that can sustain participation and provide immediate feedback. However, the use of interactive digital assessment media in teaching mathematical comparison concepts remains insufficiently documented at the junior secondary level. This classroom action research investigated the implementation of Quizizz to improve Grade VII students’ learning outcomes on comparison material at SMP 01 Islam Jember. The study involved 25 students and was conducted in two cycles, each consisting of two meetings and four stages: planning, implementation, observation, and reflection. The findings revealed a substantial improvement in students’ learning outcomes, with the proportion of students achieving the expected learning mastery increasing from 76% in Cycle I to 100% in Cycle II. These results indicate that Quizizz can effectively support learning improvement through interactive and technology-enhanced assessment. The study contributes practical evidence for integrating digital formative assessment into mathematics instruction to promote improved student achievement.

TRANSFORMING EDUCATION IN THE DIGITAL ERA: HOW TECHNOLOGY ENHANCES LEARNING QUALITY

Anita Candra Dewi — 2026-07-30

The rapid expansion of digital technology presents significant opportunities to improve the quality and accessibility of education in Indonesian schools. However, uneven infrastructure, limited teacher competence, and implementation costs continue to hinder effective technology integration. This study reviews existing literature to examine the contributions, challenges, and strategic requirements of digital technology implementation in Indonesian education. The findings indicate that educational technology can enhance interactive learning, expand access to information and learning resources, increase learner engagement, and support improvements in educational quality. Nevertheless, these benefits are constrained by inadequate technological infrastructure, financial limitations, and insufficient teacher competencies in selecting and integrating digital tools pedagogically. The study contributes a contextual synthesis demonstrating that successful digital transformation requires more than technology provision; it depends on coordinated investment in infrastructure, continuous teacher professional development, and supportive educational policies. These findings provide practical implications for schools and policymakers seeking sustainable and equitable technology integration.

BREAKING THE SILENCE: USING STAD TO BOOST GRADE V STUDENTS’ ENGLISH SPEAKING SKILLS”

kayla anindya zahra — 2026-07-30

Developing English speaking skills at the elementary level remains challenging, particularly when conventional instruction provides limited opportunities for meaningful interaction and independent language use. This study investigated the effectiveness of the Student Teams Achievement Division (STAD) cooperative learning model in improving fifth-grade students’ English speaking skills at SDIT Al-Hikmah. A quantitative quasi-experimental approach using a nonequivalent control group design was employed with 49 students during the 2024/2025 academic year. The findings revealed a significant difference in speaking performance between the experimental and control groups. The experimental group achieved a higher mean improvement, with an N-Gain score of 0.46 compared with 0.37 for the control group. The t-test results further demonstrated significant differences between groups, exceeding the critical value of 2.01. These findings indicate that STAD provides a more effective collaborative framework for developing students’ speaking skills than conventional instruction. The study contributes empirical evidence supporting cooperative learning as an interactive approach to elementary EFL speaking instruction.

STUDENTS’ LANGUAGE ATTITUDES TOWARD INDONESIAN, ENGLISH, AND LOCAL LANGUAGES ON CAMPUS: LANGUAGE CHOICE, PRESTIGE, AND MAINTENANCE IN A MULTILINGUAL UNIVERSITY CONTEXT

Ika Sastrawati — 2026-07-30

Indonesia’s multilingual higher education context requires students to navigate Indonesian, English, and local languages across diverse communicative domains. Yet, positive attitudes toward multilingualism may not translate into sustained language practices. This study investigates undergraduate students’ attitudes toward these languages, focusing on language identity, choice, perceived prestige, and local language maintenance. A descriptive mixed-methods design involved ten students in the English Education Study Program at Universitas Muhammadiyah Makassar. Data were collected through a 20-item five-point Likert-scale questionnaire and five open-ended questions, analyzed using descriptive statistics and thematic analysis. Findings reveal positive attitudes across all dimensions, with language identity receiving the highest mean (4.44), followed by maintenance (4.06), choice (3.84), and prestige (3.36). Indonesian dominated cross-regional interaction, English served academic and professional purposes, while local languages were largely confined to same-region peers. The study reveals an attitude–practice gap and contributes evidence for multilingual policies that create meaningful domains for sustained language use.

SHORT VIDEO PLATFORMS TO LEVERAGE SENIOR HIGH SCHOOL STUDENTS’ ENGLISH VOCABULARY MASTERY: A SYSTEMATIC LITERATURE REVIEW

Ilmiah — 2026-07-30

Short video platforms have emerged as promising tools for English vocabulary learning, yet evidence regarding their effectiveness in secondary-school EFL contexts remains fragmented. This systematic literature review synthesizes recent evidence on TikTok, YouTube Shorts, and Instagram Reels, with particular attention to vocabulary achievement, retention, engagement, learner autonomy, and implementation challenges. Guided by a PRISMA 2020-informed procedure, the review thematically synthesized empirical studies and recent systematic reviews published during the past decade. Findings indicate that short-form video learning generally supports vocabulary development, motivation, attention, and learner autonomy through multimodal input, authentic contexts, subtitles, replicability, and concise presentation. However, evidence remains heterogeneous, with limitations involving small samples, brief interventions, perception-based measures, and weak comparison designs. Notably, research directly targeting senior high school students and comparing major short-video platforms remains scarce. This review contributes a focused research agenda emphasizing rigorous comparative designs, validated vocabulary measures, delayed post-tests, and longitudinal follow-up.