JURNAL BIDIK

UTILIZATION OF MOBILE PHONE TECHNOLOGY IN IMPROVING MOTIVATION TO LEARN ABOUT THE INDONESIAN POLITICAL SYSTEM IN THE PPKN STUDY PROGRAM

Agus Anjar, Gomal Juni Yanris, Muda Pardamean Nasution — Wed, 28 Jan 2026 00:00:00 +0000

The purpose of this study is to examine how PPKn students utilize mobile phone technology as digital literacy to develop speaking skills and foster a culture of argumentation in the teaching and learning process in university classrooms. The problem in this study is the lack of enthusiasm for discussion in the teaching and learning process in the classroom. Therefore, the literature study method is used in this study using primary data, namely PPKn students themselves. The focus of the discussion includes how to foster a culture of argumentation in the classroom by utilizing mobile phone technology. The primary data source is 90 PPKn students who teach the Indonesian Political System course. The conclusion obtained from this study is that with the use of mobile phone technology, the culture of argumentation in the classroom increases slightly compared to the method without the use of mobile phones, so that the classroom atmosphere is more interesting.

THE EFFECT OF THE PROBLEM-BASED LEARNING MODEL ON STUDENTS' CONCEPTUAL UNDERSTANDING

Eva Julyanti, Rina — Sat, 31 Jan 2026 00:00:00 +0000

Conceptual understanding is fundamental to meaningful mathematics learning. Data on students' conceptual understanding at SMP Negeri 2 Rantau Utara indicates that many students still lack conceptual understanding in mathematical story problems. Therefore, effective learning is needed to address this lack of conceptual understanding, specifically the Problem-Based Learning model. The purpose of this study was to determine the effect of the Problem-Based Learning model on students' conceptual understanding in mathematical story problems involving systems of linear equations with two variables.
This study was a pre-experimental study using the One Group Pretest-Posttest Design. The population was all eighth-grade students at SMP Negeri 2 Rantau Utara, with a sample size of 24 students from classes VIII-4 of SMP Negeri 2 Rantau Utara. The research instrument used was a descriptive-based test of students' conceptual understanding. The data were analyzed using the Paired Sample T-Test. The results of descriptive analysis show that the average value of students' conceptual understanding of class VIII-4 SMP Negeri 2 Rantau Utara before being taught using the Problem Based Learning learning model is 17.17 with a standard deviation of 5.836 and after being taught using the Problem Based Learning learning model is 71.83 with a standard deviation of 6.404. The data obtained from the results of the t-test at a significance level of 0.05 is tcount> ttable, namely 36.513> 2.064, so Ha is accepted. This means that there is a significant influence after being given the Problem Based Learning learning model. From these results, it can be concluded that there is a significant influence by using the Problem Based Learning learning model on students' conceptual understanding in understanding mathematical story problems on the material of two-variable linear equation systems.

TEACHER EXPERIENCES IN IMPLEMENTING PROJECT-BASED LEARNING (PjBL) IN ELEMENTARY SCHOOLS

Dhia Asy Syafa, An Nisa Ayu Jayati, Rizky Dinda Sarmita Harahap — Sat, 31 Jan 2026 00:00:00 +0000

This study aims to uncover teachers' experiences implementing Project-Based Learning (PjBL) in elementary schools, including the obstacles encountered, adaptation strategies, and its impact on classroom dynamics, in order to develop recommendations for ongoing training. This research employed a qualitative phenomenological approach with a single case study design, conducted at MIS Daar Al Muhsinin, Batu Bara Regency. The study subjects consisted of two teachers (a lower-grade teacher and a higher-grade teacher) purposively selected based on the criterion of having at least three years of teaching experience. Data were collected through observation and in-depth interviews.
The results demonstrate a transformation in the teacher's role from information center to facilitator. Key findings revealed that the implementation of PjBL significantly increased students' active engagement and intrinsic motivation, as evidenced by the emergence of a sense of ownership in the project. In the lower-grade classes, teachers successfully overcame resource limitations through creative use of used materials (asset-based thinking). Meanwhile, in the higher-grade classes, teachers integrated simple technology such as WhatsApp for real-time project monitoring and shifted the assessment paradigm from solely based on test scores to a more holistic assessment of character and collaboration. However, teachers still face challenges in time management and the complexity of integration between subjects, so systemic support in the form of ongoing training and mentoring is a crucial factor for the success of PjBL implementation.