http://repository.president.ac.id/xmlui/handle/123456789/23 Primary Teacher Education 2026-04-06T14:23:49Z http://repository.president.ac.id/xmlui/handle/123456789/13485 ANALYSIS OF 4TH GRADE TEACHER UNDERSTANDING AT SDN SUKARESMI 06 IN IMPLEMENTING THE MERDEKA MENGAJAR CURRICULUM AND ITS IMPACT ON 4TH GRADE STUDENT LEARNING OUTCOMES Akbar, Muhammad Kurnia In a teaching and learning process, a teacher must understand the rules, principles, and objectives of the curriculum. This process includes the procedures for planning, implementing, and assessing learning activities as a manifestation of their understanding of the curriculum. This study aims to determine the understanding of teachers at SDN Sukaresmi 06 in implementing learning activities using the Merdeka Mengajar Curriculum and to discuss student learning outcomes as an indicator of teacher understanding. In this study, teacher understanding of the Merdeka Mengajar Curriculum and teacher empowerment are key to the learning outcomes, which are reflected in students' final grades. This study was conducted with teachers and fourth-grade students at SDN Sukaresmi 06 to determine the level of teacher understanding and its impact on fourth-grade student learning outcomes. The study used a mixed-methods study, combining qualitative descriptive analysis and a sequential mixed-methods strategy with cluster random sampling. The teachers involved in this study were four homeroom teachers and four subject teachers. The total number of analyzed student learning outcomes was 226. Quantitative data analysis was conducted using IBM SPSS 26 software to determine validity and reliability coefficients. The findings of this study indicate that most teachers feel comfortable teaching using the Merdeka Mengajar Curriculum, although some teachers found the curriculum cumbersome and confusing. Meanwhile, the learning outcomes of fourth-grade students demonstrate that teachers' presentation methods play a significant role in producing positive learning outcomes. Another factor that helps support teacher understanding and student learning outcomes is the school's comprehensive facilities and infrastructure. Based on these findings, a recommendation that can be implemented is for the local education office to increase and improve the quality of teacher empowerment programs to provide inspiration, enhance creativity, and boost the effectiveness of classroom learning so that teaching activities can produce satisfactory results for student. 2025-01-01T00:00:00Z http://repository.president.ac.id/xmlui/handle/123456789/12631 STUDENT TEACHERS’ SELF-ASSESSMENT OF UNDERSTANDING AND IMPLEMENTATION OF CLIL: A CASE STUDY AT PRESIDENT UNIVERSITY Sutami, Nadia Content Language Integrated Learning (CLIL) has emerged as a significant methodology in bilingual education, integrating content instruction with foreign or second language learning. This study explores the implementation of CLIL in Indonesian primary education, focusing on the knowledge and understanding of pre-service and in-service teachers from the Study Program of Elementary Teacher Education at President University. Despite the increasing integration of English into early education, research on CLIL in Indonesia remains limited, particularly regarding teachers' perspectives and preparedness for CLIL. This qualitative case study, utilizing purposive sampling, aims to address this gap by examining teachers' familiarity with CLIL principles and their readiness to apply them in English-medium classrooms. Data were collected through a questionnaire adopted from Mcdougal’s (2015) study assessing teachers' knowledge and understanding of CLIL. Findings reveal a general lack of in-depth understanding among participants, with difficulties in balancing content and language instruction being prevalent. Teachers exhibited mixed attitudes towards CLIL, influenced by concerns over language proficiency, confidence, and the challenges of teaching content in English. The study underscores the need for targeted professional development to enhance teachers' competence in CLIL, which could, in turn, improve educational outcomes for students. The research can contribute valuable insights for educators, students, policymakers, and future researchers, suggesting further investigation into CLIL's effectiveness and broader application in Indonesia. 2024-01-01T00:00:00Z http://repository.president.ac.id/xmlui/handle/123456789/12152 TEACHERS’ PERCEPTION OF TOTAL PHYSICAL RESPONSE (TPR) METHOD IN TEACHING ENGLISH TO ELEMENTARY SCHOOL STUDENTS Amelia, Natasha This study investigates teachers' perceptions on the use of the Total Physical Response (TPR) method in teaching English to the elementary school students. The purpose of this study is to discuss the perceptions of teachers in teaching English to elementary school students and to explore possible contributions of TPR in facilitating TEYL. A mixture of methods, quantitative and qualitative, was implemented in this study. Data from this research were collected from questionnaires and Focus Group Discussion (FGD). Questionnaires were distributed to 51 Elementary English teachers and FGD data were obtained from 4 teacher representatives from the group. The results showed that the majority of elementary English teachers have some degrees of familiarity with the TPR method, particularly its "practice." For some teachers in the study, however, this method was considered new. Specifically based on their practices in the class, the teachers' recalled the implementation of TPR and concurred on perceptions that TPR contributed to students in facilitating TEYL. Furthermore, this study also discovered specific strategies of implementation in teaching English in both lower and higher classes in elementary schools. 2023-01-01T00:00:00Z http://repository.president.ac.id/xmlui/handle/123456789/12151 THE IMPACT OF THE USE OF CONTEXTUAL TEACHING AND LEARNING METHOD ON STUDENT PARTICIPATION AND MATH LEARNING OUTCOMES IN GRADE 5 OF SDN MEKAR MUKTI 05 Musa, Aryneka Toga The basis of this research is the problem of the poor quality of teaching methods for teachers after the Covid-19 pandemic. Low student learning outcomes and lack of activity caused by the Covid- 19 outbreak. The aim of this thesis is to increase student engagement in class and learning outcomes through contextual learning strategies. Classroom Action Research (CAR) with the Kemmis & Taggart model is a research methodology that has been used. Grade V students at SDN 05 Mekar Mukti in the field of Mathematics have become the focus of this research (36 students). Researchers have collected data using assessments to measure student learning outcomes and rubrics to measure student engagement. The data has been explained descriptively. The results of student activity were 94% ofstudents in cycle 2 which were included in the category of very active and active students. As for student learning outcomes, 22% of students in the pre-cycle, 78% of students in cycle 1, and as many as 91% of students in cycle 2 achieve full results. According to these findings, the targeted goals of 90% of students who met their learning goals were exceeded. The research findings support the notion that contextual teaching and learning techniques can enhance student engagement and academic performance. According to this study, teachers should use contextual teaching and learning strategies to increase engagement levels and academic outcomes. 2023-01-01T00:00:00Z