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Faila Sufa
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PERAN GURU DALAM MENGEMBANGKAN KETRAMPILAN COLLABORATION PESERTA DIDIK MELALUI PROJEK PENGUATAN PROFIL PELAJAR PANCASILA PADA MATA PELAJARAN MATEMATIKA KELAS l MI TARBIYATUL ATHFAL PATI TAHUN AJAR 2026/2027 Abdul Manaf, Zulfan; Faila Sufa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47939

Abstract

This study examines the role of teachers in developing students’ collaboration skills through the Pancasila Student Profile Strengthening Project (P5) in first-grade mathematics instruction at MI Tarbiyatul Athfal Pati during the 2026/2027 academic year. This study aims to examine how teachers facilitate collaboration skills and to identify the factors that support and hinder their implementation. This study employs a qualitative descriptive approach with a field research design. Data sources include primary data from the school principal, teachers, and students, as well as secondary data from relevant documents. Data collection techniques involved observation, interviews, and documentation, while data analysis utilized data reduction, data presentation, and drawing conclusions. The research results indicate that the role of teachers in developing collaboration skills through P5 activities is carried out in three stages: planning, implementation, and evaluation. During the planning stage, teachers develop instructional modules based on the Madrasah Operational Curriculum and design project activities that encourage student interaction and cooperation. During the evaluation phase, teachers assess the process and outcomes of group work, including participation, communication, and collaboration skills. Supporting factors include teacher professionalism and creativity, the role of the school principal in learning evaluation, and student enthusiasm and active participation. Hindering factors include limited facilities and infrastructure, as well as low student self-confidence.
ANALISIS KOMPETENSI GURU TAHFIDZ DALAM MEMBERIKAN MOTIVASI MUROJA’AH HAFALAN AL-QUR’AN PADA ANAK KELAS B DI TK ROUDLATUL MA’ARIF Faila Sufa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50101

Abstract

This study aims to describe the competence of tahfidz teachers in providing motivation for muroja’ah of Qur’anic memorization among class B children at TK Roudlatul Ma’arif. The research used a qualitative approach with a descriptive qualitative design. The subjects of this study consisted of tahfidz teachers, class B children, and the principal as key informants directly involved in muroja’ah activities. Data collection techniques included in-depth interviews and observations. Data analysis was conducted using the Miles and Huberman model through data reduction, data display, and conclusion drawing. The validity of the data was ensured through source and technique triangulation. The results showed that tahfidz teachers had implemented pedagogical, personality, social, and professional competencies effectively in motivating children during muroja’ah activities. Teachers created a pleasant learning atmosphere through singing methods, simple games, repetition, praise, and positive reinforcement adjusted to the characteristics of early childhood learners. Verbal and nonverbal motivation, such as praise, encouragement, smiles, and appreciation, were proven to increase children’s enthusiasm and confidence in repeating Qur’anic memorization. Therefore, teacher competence plays an important role in fostering children’s motivation and strengthening the habituation of Qur’anic muroja’ah from an early age.
DINAMIKA KEMANDIRIAN ANAK USIA 4-5 TAHUN DALAM KONTEKS PENDAMPINGAN ORANG TUA: STUDY KASUS DI RA ISLAMIYYAH TAMBAKROMO Siti Umi Khasanah; Faila Sufa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53524

Abstract

Penelitian ini bertujuan untuk mendeskripsikan dinamika kemandirian anak usia 4–5 tahun dalam konteks pendampingan orang tua di RA Islamiyyah Tambakromo, yang meliputi tahap perencanaan, pelaksanaan, dan evaluasi pembelajaran, serta faktor pendukung dan penghambat dalam pembentukan kemandirian anak. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan studi kasus. Sumber data primer diperoleh melalui wawancara dengan kepala sekolah, guru kelas A, dan wali murid. Data pendukung diperoleh melalui observasi kegiatan pembelajaran dan dokumentasi yang berkaitan dengan proses pengembangan kemandirian anak usia dini. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi, sedangkan analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pengembangan kemandirian anak dilaksanakan melalui tiga tahapan. Pada tahap perencanaan, guru menyusun pembelajaran berdasarkan Capaian Pembelajaran (CP) dan Alur Tujuan Pembelajaran (ATP) yang berorientasi pada pembiasaan dan praktik langsung. Pada tahap pelaksanaan, metode learning by doing diterapkan melalui berbagai aktivitas sehari-hari, seperti melepas sepatu, menata tas, makan sendiri, merapikan alat bermain, mencuci tangan, dan mengikuti kegiatan ibadah sederhana secara mandiri. Evaluasi dilakukan secara autentik melalui observasi, catatan anekdot, dan dokumentasi perkembangan anak. Hasil evaluasi menunjukkan adanya peningkatan rasa percaya diri, tanggung jawab, disiplin, serta kemampuan anak dalam melakukan aktivitas sehari-hari secara mandiri. Faktor pendukung meliputi profesionalisme guru, dukungan kepala sekolah, dan pembelajaran berbasis pembiasaan yang konsisten. Adapun faktor penghambat meliputi pola asuh orang tua yang terlalu protektif serta keterbatasan sarana dan prasarana sekolah. Meskipun demikian, sekolah terus berupaya mengoptimalkan perkembangan kemandirian anak melalui kerja sama yang baik dengan orang tua. Kata kunci: Kemandirian Anak, Pendampingan Orang Tua, Anak Usia Dini, Pembelajaran PAUD.
Strategi Guru dalam meningkatkan literasi membaca siswa kelas 2 melalui buku cerita bergambar di MI Terpadu Al-Madani Kaliampo Indahasya Ayunushofa; Faila Sufa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.55233

Abstract

Penelitian ini membahas Strategi guru dalam meningkatkan literasi membaca siswa kelas 2 melalui Buku Cerita Bergambar di MI Terpadu Al-Madani Kaliampo. Penelitian ini bertujuan untuk mendeskripsikan strategi guru dalam memanfaatkan buku cerita bergambar sebagai upaya meningkatkan literasi membaca siswa kelas 2 di MI Terpadu Al-Madani Kaliampo tahun ajaran 2025/2026. Selain itu, penelitian ini juga berupaya mengungkap faktor-faktor yang mendorong serta menghambat guru dalam melaksanakan strategi tersebut, beserta solusi yang diterapkan guna meningkatkan kemampuan literasi peserta didik melalui media visual. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian lapangan (field research). Sumber data terdiri atas data primer yang diperoleh dari informan utama, yaitu kepala madrasah, wali kelas 2, serta siswa kelas 2. Sementara itu, data sekunder diperoleh dari berbagai dokumen, hasil belajar siswa (LKPD), dan sumber tertulis yang relevan dengan fokus penelitian. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan atau verifikasi. Hasil penelitian menunjukkan bahwa: strategi guru dalam meningkatkan literasi membaca melalui buku cerita bergambar dilaksanakan melalui tiga tahap utama, yaitu perencanaan, pelaksanaan, dan evaluasi. Faktor Penghambat Strategi dalam Meningkatkan Literasi Membaca siswa kelas 2 melalui Buku cerita Bergambar meliputi Siswa yang kehilangan minat belajar dan sarana dan prasarana tidak mendukung. Faktor Pendorong Strategi Guru dalam Meningkatkan Literasi membaca Siswa kelas 2 meliputi Peneliti dan Guru Kelas yang Inovatif dan Kolaboratif, Kepala Madrasah yang Konsisten Melakukan Evaluasi Literasi, dan Antusiasme Tinggi dan Respons Aktif Siswa Berprestasi.
STRATEGI PEMBELAJARAN MINDFUL LEARNING DALAM MENINGKATKAN KONSENTRASI BELAJAR SISWA KELAS I DI SD ISLAM KAUMAN PATI Veni Nandayani; Faila Sufa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58865

Abstract

This study aimed to describe the implementation of the mindful learning strategy in improving first-grade students' learning concentration at SD Islam Kauman Pati and to identify the supporting and inhibiting factors influencing its implementation. This study employed a qualitative approach using a field research design. The participants consisted of the principal, the first-grade teacher, and first-grade students. Data were collected through observations, interviews, and documentation and were analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The trustworthiness of the data was established through source and technique triangulation. The findings revealed that the implementation of the mindful learning strategy involved three stages: planning, implementation, and evaluation. The strategy was implemented through mindfulness-based activities, including mindful breathing, relaxation music, the stop, breathe, and go technique, ice-breaking activities, stretching exercises, and the use of various instructional methods and learning media. The implementation of the strategy enabled students to become calmer, more comfortable, better prepared for learning, and more focused during classroom activities. The supporting factors included teachers' readiness and instructional competence, students' positive responses, the availability of learning facilities and instructional media, a conducive learning environment, and support from both the school and parents. The inhibiting factors included students' unstable physical and emotional conditions, hyperactive behavior among several students, environmental noise, and limited instructional time. Therefore, the implementation of the mindful learning strategy was found to contribute to improving first-grade students' learning concentration at SD Islam Kauman Pati.
POLA ASUH IBU PEKERJA TERHADAP PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA 4–5 TAHUN: STUDI FENOMENOLOGI DI RA NURUL ILMI KALIMULYO JAKENAN PATI Ishmah Nuriyah; Faila Sufa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60407

Abstract

This study aims to examine the parenting patterns of working mothers in relation to the social-emotional development of children aged 4-5 years, and to identify the supporting and inhibiting factors of these parenting patterns at RA Nurul Ilmi Kalimulyo Jakenan Pati. Working mothers face the challenge of balancing work and childcare, making it important to examine how their parenting practices continue to support children's social-emotional development. This research employed a qualitative method with a phenomenological case study approach. Primary data were obtained from the school principal, the class A teacher, and three parents (Ibu Erfin, Ibu Sri, and Ibu A'izzah) through observation, semi-structured interviews, and documentation, which were then analyzed using the Miles and Huberman interactive model consisting of data reduction, data display, and conclusion drawing. The findings show that the parenting patterns applied by the three informants generally reflect an authoritative (democratic) parenting style, as conceptualized by Baumrind, characterized by warmth, two-way communication, clear rules, and responsiveness to children's needs, although each mother's strategy differed according to her work conditions. Supporting factors consisted of internal factors, namely the mothers' motivation and self-awareness, and external factors including family support, school support, and work flexibility. Inhibiting factors included limited time with children, physical and emotional fatigue, difficulty understanding children's emotions, differences in parenting styles among family members, and unexpected situational constraints. The study concludes that the social-emotional development of children aged 4-5 years is not solely determined by the quantity of time mothers spend with them, but rather by the quality and consistency of the parenting applied, which is reinforced by a layered support system from family, school, and work flexibility, as illustrated in Bronfenbrenner's ecological theory of development.
Co-Authors Abdul Manaf, Zulfan Indahasya Ayunushofa Ishmah Nuriyah SITI UMI KHASANAH Veni Nandayani