Article Per Year (5 Year)
p-Index From 2021 - 2026
0.835
P-Index
This Author published in this journals
All Journal Examinations: Jurnal Pendidikan Guru Sekolah Dasar Madrasah Al-Wathoniyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Euis Latipah
Sekolah Tinggi Agama Islam Al Azhary Cianjur

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Learning Methods in the Teaching and Learning Process Nadila Nadila; Euis Latipah; Silviyawati Silviyawati
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 1 No. 1 (2025)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v1i1.2

Abstract

This article explores various teaching methods used in the learning process and their impact on the effectiveness and quality of education. Teaching methods are strategies applied by educators to achieve optimal learning outcomes. A range of approaches—such as cooperative learning, project-based learning, problem-based learning, lectures, group discussions, and technology-assisted instruction—are examined in terms of their strengths, weaknesses, and classroom applications. By understanding the characteristics of each method, teachers can select approaches that align with students’ needs and learning potentials. The discussion indicates that using diverse and adaptive teaching methods can significantly enhance student motivation, engagement, and learning outcomes. Therefore, a deep understanding of instructional methods is an essential competency for professional educators
Teacher Teaching Style Strategies to Improve Student Competency Muhammad Fachri Fachrezi; M Naufal Rafitaqiyuddin; Euis Latipah
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 1 No. 1 (2025)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v1i1.3

Abstract

This study aims to analyze the strategy of teacher teaching style in improving students' competency style in the school environment. The teaching style applied by teachers plays an important role in creating an effective learning atmosphere and arousing students' learning motivation. This study uses a qualitative approach with a case study method conducted in one of the junior high schools. Data collection techniques are carried out through observation, in-depth interviews, and documentation. The results of the study indicate that the application of various teaching styles such as lecture style, jigsaw, and group discussion can increase students' active involvement in learning, encourage creativity, and strengthen conceptual understanding. In addition, strategies that are adaptive to students' needs and characteristics contribute significantly to improving their cognitive, affective, and psychomotor competencies. These findings emphasize the importance of the role of teachers in adjusting their teaching style in order to be able to create meaningful learning and empower students optimally.
Application of the Snowball Throwing Learning Model in Improving the Results and Learning Interest of Students at Pasirkuntul Elementary School Euis Latipah; Lisda Aulia Apriani; Silvi Sofiatul Alawiyah; Tri Fatmah Nurhalizah
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 1 No. 1 (2025)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v1i1.4

Abstract

This study aims to describe in detail the application of the Snowball Throwing learning model by researchers directly in improving learning outcomes and learning interests of students at SDN Pasirkuntul. This learning model was chosen because it has active, fun characteristics, and encourages direct student involvement in the learning process. Snowball Throwing provides space for students to be actively involved in conveying and receiving information dynamically through throwing "snowballs" containing questions and answers that they create themselves. This study uses a descriptive qualitative approach, where researchers play a direct role as teachers who design, implement, and reflect on the learning process by applying the model. The subjects of the study were approximately 30 grade VI students. Data collection techniques include participatory observation, field notes, teaching reflections, and documentation of student learning outcomes obtained during the learning process. The results of the study indicate that the direct application of the Snowball Throwing model can increase student activity in learning activities in the classroom. In addition, there was an increase in enthusiasm, enthusiasm, and interest in learning for students as seen from their active involvement in discussions, answering questions, and group collaboration. The application of this model also creates a more lively and communicative learning atmosphere. Thus, Snowball Throwing can be an alternative effective, innovative, and fun learning strategy to improve students' learning outcomes and interests at elementary school level, especially in presenting student-centered learning.
The Role of Microteaching in Preparing Prospective Teachers to Face Field Experience Practices Ramdan Nafilah; M. Azhar Busaeri Putra; Fredy Ismail; Euis Latipah
Madrasah Al-Wathoniyah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 1 No. 1 (2025)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/wathoniyah.v1i1.4

Abstract

Microteaching is one of the effective assessment methods in preparing prospective teachers before implementing field experience practice (PPL). This technique provides an opportunity for education students to master basic teaching skills in a controlled environment, with a short duration and focus on specific aspects such as classroom management, use of learning media, and evaluation techniques. Through microteaching, prospective teachers can identify their strengths and weaknesses, as well as obtain constructive feedback from lecturers and peers. Research shows that the microteaching experience significantly increases the confidence, creativity and pedagogical competence of prospective teachers, making it easier for them to adapt to real situations in schools during PPL. Thus, microteaching acts as a bridge between educational theory in higher education and teaching practice in the field, making it a critical component in the teacher education curriculum.
Learning Using Discussion Methods: An Effective Approach in Increasing Student Activity and Understanding Euis Latipah; Fadia Salsabila; Mayangsari Mayangsari; Nyimas Dinar Misik
Madrasah Al-Wathoniyah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 1 No. 1 (2025)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/wathoniyah.v1i1.5

Abstract

The discussion method is a learning strategy that encourages active involvement of students in exchanging ideas, engaging in dialogue, and collectively solving problems. This approach is proven effective in developing critical thinking skills, communication abilities, and broadening students’ knowledge. In the context of Islamic Religious Education (PAI) as well as other subjects, the discussion method plays a crucial role in character building, moral value instillation, and boosting students’ self-confidence. The implementation process includes selecting topics, dividing groups, group discussions, presenting results, and joint reflection. Although it has many advantages, this method also faces challenges such as domination by certain participants, limited time, and the need for teachers to possess special facilitation skills. To optimize its effectiveness, strategies such as role assignment within groups, thorough material preparation, effective time management, and teacher training are necessary. Therefore, the discussion method is a highly effective learning approach to enhance the quality of the learning process and holistic character development, especially in the context of PAI learning.
Co-Authors Fadia Salsabila Fredy Ismail Lisda Aulia Apriani M Naufal Rafitaqiyuddin M. Azhar Busaeri Putra Mayangsari Mayangsari Muhammad Fachri Fachrezi Nadila Nadila Nyimas Dinar Misik Ramdan Nafilah Silvi Sofiatul Alawiyah Silviyawati Silviyawati Tri Fatmah Nurhalizah