Vol. 2 No. 3 (2024): Indonesian Journal of Pedagogy and Teacher Education (December 2024)

This study aims to improve the learning outcomes of grade VI students in Science learning through the STAD (Student Teams Achievement Divisions) model at SD Negeri 37 Bengkulu City. This research is a Classroom Action Research (CAR) conducted in four stages: planning, implementation, observation, and reflection. The subjects of the study were 32 students in grade VI. Data collection techniques included observation, documentation, and tests. The improvement in cognitive learning outcomes of grade VI students at SD Negeri 37 Bengkulu City was observed from the pre-cycle activity, where only 13 out of 32 students achieved mastery with a percentage of 40.63%. The average learning outcome achievement in Cycle I increased to a mastery rate of 71.88%, which further increased to 90.63% in Cycle II. The study met the success criteria set by the researchers at 80%, with a final achievement in Cycle II of 90.63%. Therefore, the research process with the implementation of the STAD cooperative learning model was successful and followed the expected procedure.

This study aims to determine the significant impact of using the Magic Box media on the learning outcomes of fourth-grade students at SD Negeri 37 Bengkulu City. This research is a classroom action research conducted in two cycles. The subjects of this research were 28 fourth-grade students at SD Negeri 37 Bengkulu City. Data was collected through multiple-choice tests. The results of the study showed that the use of the Magic Box media improved learning outcomes in each cycle. The students' results increased from the pre-cycle, cycle I, and cycle II. In the pre-cycle, the student mastery percentage was 42.86%, or 12 students, in cycle I, it increased to 71.43%, or 20 students, and in cycle II, the mastery percentage significantly increased to 89.29%, or 25 students out of a total of 28 students. The research concluded that applying the Magic Box media could improve students' learning outcomes. Thus, the Magic Box media can enhance the learning outcomes of fourth-grade students at SD Negeri 37 Bengkulu City

This research aims to explain the impact of training or professional development for teachers during their service, and the extent to which this is permitted in developing human resources in the workplace. The teaching profession, like other professions, needs to develop and improve the skills of its members to increase the effectiveness of their performance and carry out their roles optimally. Vocational training is part of achieving the goals of the educational process. For example, teachers need to update their knowledge and skills to develop students' abilities. Therefore, the development of professional qualitative programs serves to provide modern knowledge and advanced skills, as well as ensuring their application and integration into classroom activities. In this context, individual differences between teachers are taken into account in several aspects according to their level of experience and professional qualifications. It also pays special attention to the psychological needs of some school members, represented in the desire to support their peers and give them feedback, and the need for some teachers to participate effectively in developing their school. Due to the nature of research, researchers use a descriptive approach to obtain scientific information and material related to the subject. The research results concluded that professional development programs and their types had a positive impact on teacher development performance during their service.

This study aims to evaluate how mining activities affect academic outcomes, the relationship between time spent on mining and academic performance, and the key influencing factors. In addition, it explores students' perceptions and offers strategies to mitigate negative impacts. A quantitative approach was used, with data collected from 197 students through an online questionnaire. The survey includes demographics, mining activities, learning habits, academic performance, and perceptions. The findings reveal a nuanced relationship: 48.7% of students admit some mining influence on their academics, while 51.8% disagree. The difference in discipline and time management is significant, as some students manage mining and academics well, while others struggle. Stress and time management issues are prevalent, with 39.6% reporting increased stress. In addition, 56.6% of students expressed a need for institutional support. Based on the results of this study, it can be concluded that the impact of cryptocurrency mining on academic performance varies based on individual factors and suggests various actions such as time management workshops, academic counseling, specialized learning environments, stress management programs, resource allocation, peer support groups, flexible learning options, performance monitoring, awareness campaigns, and collaboration with technology companies.

The aim of the research is to determine effective learning models in English subjects to improve motivation and learning outcomes.Methods research used is experiment quantitative with design factorial two, where the variables tied up is results learning English, while variable free is motivation learning and the learning model being tested (learning model based on simulation and projects). The population of this study was all grade X students of SMA Insan Kamil Bogor, and the sample used was selected randomly using the random cluster sampling technique.Two group chosen For taught with two different learning models (learning models) based on simulation and learning models based on project). Research results show existence improvement motivation and results Study participant educate in eye English lessons after taught use second method said. Besides that, there is interaction between the learning models used with motivation and results learn English participant educate. However, no found significant difference between results Study participant students who are taught using a learning model based on project with what is taught using a learning model based on simulation. In conclusion, use an appropriate learning model with eye lesson can increase results learning and motivation participant educate, so that experience Study they become more maximum.