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All Journal Scholarly Journal of Elementary School MENTARI : Journal Of Islamic Primary School Jurnal DIKDAS AL-USTHURAH THE PRIME: Journal of Islamic Elementary School
Fatonah Salfadilah
Universitas Islam An Nur Lampung
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Implementasi Metode Pembiasaan dalam Pembelajaran IPS untuk Menumbuhkan Sikap Disiplin Siswa Sekolah Dasar Yusuf Rendi Wibowo; Fatonah Salfadilah
JURNAL DIKDAS Vol. 14 No. 1 (2026): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v14i1.6326

Abstract

This study aims to analyze the implementation of habituation methods in social studies (IPS) learning to foster student discipline in elementary schools. Conducted as a case study at SDN 1 Way Mili, this research employed qualitative methods involving observation, interviews, and documentation. The findings indicate that the systematic and consistent implementation of the habituation method, through phases such as preparation, initial application, habituation, and evaluation, significantly improves student discipline. The students demonstrated better adherence to class rules, punctuality in completing assignments, and overall organization. Reinforcement techniques, such as positive feedback and recognition, played a crucial role in strengthening disciplined behavior, making it a habit in students' daily lives both at school and beyond. The study concludes that the habituation method is effective in fostering discipline and recommends its broader application in other subjects, along with consistent collaboration among teachers and school programs to support character building.
METODE DRILL DALAM PEMBELAJARAN MUFRODAT BAHASA ARAB DI SD/MI: TELAAH PUSTAKA DAN TAWARAN KONSEPTUAL Yusuf Rendi Wibowo; Fatonah Salfadilah
Al-Usthurah Vol. 1 No. 02 (2026): Januari
Publisher : Study Program of Arabic Language Education (PBA)

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Abstract

Pembelajaran bahasa Arab di tingkat Sekolah Dasar/Madrasah Ibtidaiyah (SD/MI) menghadapi tantangan utama pada aspek penguasaan mufrodat yang berperan sebagai fondasi bagi keterampilan berbahasa lainnya. Rendahnya penguasaan mufrodat siswa menunjukkan perlunya strategi pembelajaran yang sesuai dengan karakteristik perkembangan peserta didik usia sekolah dasar. Metode drill merupakan salah satu metode yang relevan untuk tujuan tersebut, namun dalam praktiknya sering dipersepsikan secara sempit sebagai latihan mekanis tanpa landasan konseptual yang jelas. Penelitian ini bertujuan untuk menelaah secara sistematis konsep metode drill dalam pembelajaran mufrodat bahasa Arab di SD/MI serta merumuskan tawaran konseptual yang aplikatif dan pedagogis. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi pustaka, dengan sumber data berupa buku dan artikel jurnal ilmiah yang memiliki otoritas akademik. Analisis data dilakukan melalui analisis isi untuk mengidentifikasi tema-tema konseptual utama. Hasil penelitian menunjukkan bahwa metode drill efektif dalam penguatan mufrodat apabila diterapkan secara terstruktur, konsisten, bermakna, dan kontekstual, serta disesuaikan dengan karakteristik mufrodat dan tahap perkembangan siswa SD/MI. Penelitian ini menawarkan kerangka konseptual penerapan metode drill yang meliputi tahap pengenalan mufrodat, pembiasaan melalui latihan berulang yang bermakna, dan penguatan kontekstual melalui penggunaan kosakata dalam komunikasi sederhana. Kesimpulannya, metode drill dapat diposisikan sebagai strategi penguatan yang terintegrasi dalam pembelajaran mufrodat bahasa Arab di SD/MI apabila dirancang secara tepat dan tidak bersifat mekanis.
IMPLEMENTASI METODE ROLE PLAY UNTUK MENSTIMULASI KEBERANIAN BERKOMUNIKASI INTERPERSONAL SISWA DI SEKOLAH DASAR Yusuf Rendi Wibowo; Fatonah Salfadilah
Scholarly Journal of Elementary School Vol 6 No 1 (2026): Scholarly Journal of Elementary School
Publisher : PGSD STKIP PGRI Pacitan

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Abstract

Interview learning in elementary schools requires interpersonal communication skills supported by students’ courage and self-confidence. However, instructional practices still tend to limit students’ opportunities to engage in authentic communication. This study aims to describe the implementation of the Role-Play method in stimulating the interpersonal communication confidence of fourth-grade students in Indonesian language interview learning. The research employed a qualitative descriptive approach conducted at SDN 1 Way Mili during the even semester of the 2024/2025 academic year. Data were collected through classroom observations, interviews with teachers and students, and documentation, and were analyzed qualitatively. The findings indicate that the Role-Play method enhances students’ confidence in expressing opinions, asking questions, maintaining eye contact, speaking more clearly, and responding to interlocutors. It can be concluded that Role Play is effective in creating communicative and contextual interview learning while supporting the development of elementary school students’ interpersonal communication confidence.
The Role of Classroom Management in the Learning Effectiveness of Madrasah Ibtidaiyah Students Yusuf Rendi Wibowo; Fatonah Salfadilah
Mentari : Journal of Islamic Primary School Vol. 4 No. 1 (2026): March 2026
Publisher : PGMI, STAI Miftahul Ula Nganjuk

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Abstract

This study aims to describe the implementation and specific steps of classroom management in fostering learning effectiveness among fourth-grade students at Madrasah Ibtidaiyah Negeri 6 Bandar Lampung. The study employs a qualitative approach with a descriptive research design. Data were collected through interviews, observations, and documentation, with research subjects including classroom teachers and other relevant stakeholders. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The findings indicate that classroom management is implemented in a planned and comprehensive manner, encompassing classroom layout arrangement, seating organization, preparedness of instructional materials, selection of teaching methods, and the application of educative student discipline. Furthermore, the classroom management practices employed by teachers to enhance learning effectiveness include providing motivation prior to instruction, actively engaging students throughout the learning process, demonstrating strong mastery of subject matter, managing instructional time effectively, and applying discipline consistently and proportionately. These findings demonstrate that classroom management not only functions to maintain order but also plays a significant role in creating a conducive learning environment, increasing student engagement, and supporting character development. This study reinforces classroom management theory that positions teachers as managers of the learning environment and offers contextual contributions to classroom management practices in Madrasah Ibtidaiyah.
Analisis Peran Guru sebagai Fasilitator untuk Menumbuhkan Karakter Kolaboratif Peserta Didik Sekolah Dasar Fatonah Salfadilah; Yusuf Rendi Wibowo
The Prime Vol. 2 No. 1 (2026): Juni
Publisher : The Prime is under the provision of the Study Program of Islamic Elementary School Teacher Training (PGMI) of Sekolah Tinggi Ilmu Tarbiyah Aqidah Usymuni Sumenep Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37459/theprime.v2i1.446

Abstract

Penelitian ini mengkaji peran guru sebagai fasilitator dalam menumbuhkan karakter kolaboratif peserta didik di SDN 2 Braja Indah, dengan menyoroti permasalahan kurang optimalnya pengembangan karakter kolaboratif melalui pembelajaran tradisional. Penelitian ini bertujuan untuk mengidentifikasi serta mendeskripsikan strategi fasilitasi yang diterapkan guru dalam rangka meningkatkan keterampilan komunikasi, kerja sama, dan empati peserta didik. Metode yang digunakan adalah pendekatan kualitatif dengan desain studi kasus deskriptif, dengan subjek penelitian terdiri atas dua guru kelas 3 dan tiga peserta didik kelas 3. Pengumpulan data dilakukan melalui observasi, wawancara mendalam, serta dokumentasi kegiatan pembelajaran. Hasil penelitian menunjukkan bahwa penerapan strategi seperti rotasi kelompok dan pembagian peran yang jelas, didukung oleh lingkungan belajar yang fleksibel serta dukungan manajemen sekolah dan orang tua, secara signifikan meningkatkan karakter kolaboratif peserta didik. Simpulan penelitian menegaskan efektivitas peran guru sebagai fasilitator dalam mengembangkan keterampilan kolaboratif dan nilai empati pada siswa, serta memberikan rekomendasi untuk penerapan strategi pembelajaran kolaboratif yang lebih luas di lingkungan pendidikan dasar.
Co-Authors Yusuf Rendi Wibowo Yusuf Rendi Wibowo