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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Pendidikan Dasar Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Aulia Fitriana Adrian
Universitas Jambi
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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STRATEGI MENGATASI KESULITAN SISWA DALAM MENJAWAB SOAL HOTS PADA PEMBELAJARAN BAHASA INDONESIA Kartika Meilani; Na’imahtul Zakiyah Dwi Wardhani; Aulia Fitriana Adrian; Geby Chrilda Putri Abdi; Silvina Noviyanti; Ahmad Syarif
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48046

Abstract

This study aims to analyze effective strategies to overcome students' difficulties in answering Higher Order Thinking Skills (HOTS) questions in Indonesian language learning. The main problem lies in students’ low ability in critical, analytical, and creative thinking when processing text-based information. This research employed a qualitative approach with a descriptive method. The subjects were junior high school students who experienced difficulties in answering HOTS questions. Data were collected through observation, interviews, and documentation. The results indicate that students' difficulties are caused by a lack of conceptual understanding, limited exposure to HOTS-based questions, and learning methods that still emphasize memorization. Effective strategies to address these issues include implementing problem-based learning, utilizing interactive learning media, and providing varied and contextual HOTS exercises. In addition, the teacher’s role in providing scaffolding and feedback is crucial in improving students' higher-order thinking skills. The implementation of appropriate strategies can significantly enhance students' ability to answer HOTS questions in Indonesian language learning.
The Role of Student Management in Developing Students' Potential and Character at SDN 111/1 Muara Bulian Aulia fitriana Adrian
MISOOL: Jurnal Pendidikan Dasar Vol. 8 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/misool.v8i1.2932

Abstract

Student management is a crucial aspect of elementary education because it helps students build character and optimize their abilities. This study aims to examine how student management at SDN 111/I Muara Bulian can improve their skills and character traits. Previous research serves as the foundation for this study, which examines elements such as parental involvement, support services, potential development, character development, and various differences among students in classroom management. This study involves students, the principal, and teachers as research subjects and focuses on student administrative management. It employs a descriptive approach with a qualitative methodology. Data were collected through observation, interviews, and documentation, and analyzed using data condensation, data display, and conclusion drawing.  The results indicate that there are several ways to support student learning, including academic and non-academic programs, individual development, active collaboration between students and the school, and character development. Character, talents, interests, and learning needs are key issues that require attention. According to the findings, students who are cooperative, adaptable, and well-organized can develop their potential and cultivate their character in the classroom.
PENERAPAN FEEDBACK BERBASIS ASSESMENT FOR LEARNING OLEH GURU UNTUK MENINGKATKAN KETERLIBATAN SISWA PADA PEMBELAJARAN IPAS DI SEKOLAH DASAR Aulia Fitriana Adrian; Kartika Meilani; Wulan Dari; Dwi Wardhani; Andi Gusmaulia Eka Putri
Jurnal Review Pendidikan dan Pengajaran Vol. 9 No. 2 (2026): Vol. 9 No. 2 Tahun 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v9i2.59038

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengalaman manajerial guru dalam mengelola feedback berbasis Assessment for Learning (AfL) pada pembelajaran IPAS di kelas III SDN 187/I Teratai. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian sebanyak 15 siswa dan seorang guru kelas. Pendekatan kualitatif deskriptif diterapkan dengan melibatkan satu guru kelas dan 15 siswa sebagai subjek penelitian. Pengumpulan data dilaksanakan melalui observasi terstruktur, wawancara semi-terstruktur, dan studi dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldana yang mencakup reduksi data, penyajian data, dan penarikan simpulan. Temuan mengungkap bahwa guru mengimplementasikan tiga bentuk strategi feedback, yaitu feedback lisan, tertulis, dan tindak lanjut. Feedback lisan menjadi strategi yang paling sering digunakan karena dianggap efektif dalam merespons kebutuhan siswa secara langsung. Namun, guru masih menghadapi kendala berupa keterbatasan waktu, heterogenitas kemampuan siswa, dan rendahnya keterlibatan siswa dalam memanfaatkan feedback. Penggunaan LKPD Interaktif Berbasis QR Code turut mendukung efektivitas pembelajaran dan membantu siswa lebih aktif memahami materi. Penerapan feedback berbasis AfL terbukti mampu meningkatkan keterlibatan siswa, pemahaman konsep, kemampuan berpikir kritis, dan kualitas pembelajaran IPAS secara keseluruhan.
Systematic Literature Review: Planning, Implementation, and Evaluation of Assessment for Learning-Based Feedback In Elementary School Mathematics Learning Aulia Fitriana Adrian; Ayatullah Muhammadin Al Fath; Erwin Efendi Hutagalung
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 2 (2026): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i2.12753

Abstract

Background: Mathematics learning at the elementary school level continues to face challenges in feedback management that has not been optimally integrated into the learning process. Although Assessment for Learning (AfL) has positioned feedback as a critical component, in practice its planning, implementation, and evaluation are often carried out separately and inconsistently, resulting in a lack of comprehensive understanding. Method: This study employed a Systematic Literature Review (SLR) methodology guided by the PRISMA framework to ensure a systematic and transparent article selection process. Literature searches were conducted across Google Scholar and Scopus databases spanning 2020–2025 using relevant keywords, progressing through stages of identification (100 articles), screening (60 articles), eligibility (40 articles), and final inclusion of 22 articles subjected to in-depth analysis. Result and Disussions: Findings indicate that feedback planning is increasingly oriented toward diagnostic assessment and varied instruments, yet remains dependent on teacher competence. Feedback implementation demonstrably improves student engagement and learning autonomy, despite constraints related to time and strategy variation. Feedback evaluation shows a positive impact on learning outcomes, though instrument quality and implementation sustainability require further strengthening. Overall, AfL-based feedback management requires more systematic integration to effectively support meaningful and effective mathematics learning.
Co-Authors Andi Gusmaulia Eka Putri Ayatullah Muhammadin Al Fath Dwi Wardhani Erwin Efendi Hutagalung Geby Chrilda Putri Abdi Kartika Meilani Na’imahtul Zakiyah Dwi Wardhani Silvina Noviyanti Wulan Dari