Joyful Learning: Implementation and Its Impact on HOTS for Elementary School Students

Nurul Hidayati Zahro; Harun Joko Prayitno; Sarilan; Dhina Cahya Rohim

doi:10.23917/jdl.v2i1.11846

Authors

Nurul Hidayati Zahro Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia
Harun Joko Prayitno Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia
Sarilan Faculty of Science and Technology, Universitas Muhammadiyah Karanganyar
Indonesia
Dhina Cahya Rohim Faculty of Economics, Education and Law, Universitas Muhammadiyah Kudus
Indonesia

DOI:

https://doi.org/10.23917/jdl.v2i1.11846

Keywords:

contextual and interactive learning, deep learning, joyful learning, learning innovation, higher order thinking skills

Abstract

21st-century learning demands that students possess higher-order thinking skills (HOTS), yet practices in elementary schools still largely utilize conventional methods that do not support the development of these abilities. This study aims to describe the implementation of the joyful learning approach at State Elementary School 3 Banjarejo and analyze its impact on students' HOTS. The study used a mixed-methods approach with an embedded concurrent design, involving 15 fifth-grade students. Data were collected through observation, interviews, and HOTS tests before and after the treatment. The results showed that the joyful learning approach was implemented contextually through various participatory activities such as educational games, discussions, creative projects, and role-playing. This implementation created a fun, child-friendly learning atmosphere and encouraged active student engagement. Quantitative data analysis showed a significant increase in HOTS scores, with an average gain score of 0.44 and the highest increase in the creativity indicator. In conclusion, the joyful learning approach is effective in improving elementary school students' higher-order thinking skills, even in the context of rural schools with limited facilities.

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