Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang TEACHER : Jurnal Inovasi Karya Ilmiah Guru Al-Zayn: Jurnal Ilmu Sosial & Hukum
Muhammad Yahya Maulida Fahmi
Universitas Negeri Malang
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Startegi Guru dalam Menanamkan Sikap Gotong Royong pada Pembelajaran Pendidikan Pancasila di Sekolah Dasar Khairunisa Nur Haslinda; Mahmada Assyifa; Muhammad Yahya Maulida Fahmi; Nabila El Shafira Aghnia Kusumaningrum; Nadine Qothrunnada Dwihanti; Surayanah
Al-Zayn: Jurnal Ilmu Sosial, Hukum & Politik Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/alz.v4i3.6842

Abstract

Pendidikan Pancasila di sekolah dasar tidak hanya berperan dalam penyampaian materi pembelajaran, tetapi juga dalam pembentukan karakter peserta didik, salah satunya sikap gotong royong. Penanaman sikap gotong royong perlu dilakukan sejak dini karena peserta didik sekolah dasar berada pada tahap perkembangan sosial yang membutuhkan pembiasaan dan pengalaman belajar secara langsung dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk mendeskripsikan strategi guru dalam menanamkan sikap gotong royong pada pembelajaran Pendidikan Pancasila kelas V di SDN Kepanjenlor 1 Kota Blitar. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi dan wawancara dengan subjek penelitian yaitu guru kelas V SDN Kepanjenlor 1. Analisis data dilakukan menggunakan model Miles, Huberman, dan Saldana yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru menerapkan berbagai strategi dalam menanamkan sikap gotong royong melalui penerapan model Problem Based Learning (PBL), penggunaan LKPD dan diskusi kelompok, pembiasaan karakter, serta pemanfaatan media pembelajaran interaktif seperti PPT, video Youtube, ice breaking, dan Quizizz. Namun, terdapat beberapa kendala seperti perbedaan tingkat pemahaman peserta didik, kurangnya fokus belajar, dan keterbatasan waktu pembelajaran, maka guru berupaya mengatasinya melalui pengelolaan kelas yang baik, pemberian penguatan, serta pelaksanaan remedial dan pengayaan sesuai kebutuhan peserta didik. Dengan demikian, strategi yang diterapkan guru mampu mendukung terbentuknya sikap gotong royong dan partisipasi aktif peserta didik dalam pembelajaran Pendidikan Pancasila.
ANALISIS PERAN ORANGTUA DALAM PERKEMBANGAN EMOSI ANAK Mahmada Assyifa; Muhammad Yahya Maulida Fahmi; Nabilah Khoirrun Nisak; Nadia Dwi Insani; Najwa Salsabila Putri Purwagita; Surayanah Surayanah
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i2.10793

Abstract

Emotional development in children is a crucial aspect that determines their future social intelligence and psychological well-being. Nevertheless, emotional regulation issues in children are still frequently encountered due to a lack of parenting synergy between the family and school environments. This study aims to analyze the roles and forms of collaboration between teachers and parents in supporting children's emotional development. The research method used is descriptive qualitative with a case study approach. The research stages include data collection through participatory observation at school, in-depth interviews with teachers and parents, and documentation study, which are then analyzed through the stages of data reduction, data display, and conclusion drawing. The results show that parents play a foundational role in laying the groundwork for a sense of security, providing affection, and acting as the primary role models for emotional regulation at home. Meanwhile, teachers act as facilitators who manage and train children's socio-emotional skills within the context of structured group dynamics at school. The main conclusion of this study is that children's emotional development will reach an optimal level when there is consistent two-way communication and alignment of guidance strategies between the school and the family. ABSTRAK Perkembangan emosi pada anak merupakan aspek krusial yang menentukan kecerdasan sosial dan kesejahteraan psikologis mereka di masa depan. Meskipun demikian, masih sering ditemukan masalah regulasi emosi pada anak akibat kurangnya sinergi pola asuh antara lingkungan keluarga dan sekolah. Penelitian ini bertujuan untuk menganalisis peran serta bentuk kolaborasi antara guru dan orang tua dalam mendukung perkembangan emosi anak. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan pendekatan studi kasus. Tahapan penelitian meliputi pengumpulan data melalui observasi partisipatif di sekolah, wawancara mendalam terhadap guru dan orang tua murid, serta studi dokumentasi, yang kemudian dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa orang tua memegang peran fondasional sebagai peletak dasar rasa aman, pemberi afeksi, dan teladan utama regulasi emosi di rumah. Sementara itu, guru berperan sebagai fasilitator yang mengelola dan melatih keterampilan sosial-emosional anak dalam konteks dinamika kelompok yang terstruktur di sekolah. Simpulan utama dari penelitian ini adalah bahwa perkembangan emosi anak akan mencapai tingkat optimal ketika terdapat komunikasi dua arah yang konsisten serta keselarasan strategi pendampingan antara pihak sekolah dan keluarga.  
ANALISIS DINAMIKA INTERAKSI SOSIAL DAN PROBLEMATIKA PESERTA DIDIK DI SMAN 1 SRENGAT Keisya Dini Milan Sari; Muchammad Survy Nur Huda; Muhammad Yahya Maulida Fahmi; Surayanah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14376

Abstract

This study aims to analyze the dynamics of social interaction and the social problems experienced by students at SMAN 1 Srengat. This research employed a qualitative descriptive approach, utilizing data collection techniques that included interviews with homeroom teachers and the distribution of questionnaires to students. The results showed that students’ social interactions generally developed positively, as reflected in their ability to adapt, cooperate, and communicate within the school environment. The questionnaire results also indicated that most students felt comfortable interacting with peers and were able to establish positive social relationships. However, several social problems were still found, such as low self-confidence, peer pressure, the influence of social media, bullying, and emotional difficulties in social situations. Factors influencing students’ social interactions included family background, economic conditions, peer environment, and the use of gadgets and social media. In response to these issues, the school implemented various efforts such as character education, counseling guidance, extracurricular activities, literacy programs, and restrictions on gadget use during learning activities. Overall, collaboration between schools, teachers, parents, and the social environment is essential in supporting the optimal social development of students in the digital era.
Co-Authors Keisya Dini Milan Sari Khairunisa Nur Haslinda Mahmada Assyifa Muchammad Survy Nur Huda Nabila El Shafira Aghnia Kusumaningrum Nabilah Khoirrun Nisak Nadia Dwi Insani Nadine Qothrunnada Dwihanti Najwa Salsabila Putri Purwagita Surayanah SURAYANAH .