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All Journal NUSRA: Jurnal Penelitian dan Ilmu Pendidikan JGK (Jurnal Guru Kita) Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Ayatullah Muhammadin Al Fath
Universitas Jambi
Arts Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Strategi Guru dalam Mengatasi Kekurangan Media Pembelajaran Pada Materi Siklus Air Di Kelas V SD Deva Merlin Claudia; Khusnul Qotimah; Arum Desta Widyawati; Erwin Efendi Hutagalung; Ayatullah Muhammadin Al Fath
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 2 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Mei 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i2.6159

Abstract

This study aims to describe the strategies employed by fifth-grade teachers in overcoming the lack of learning media for water cycle material in elementary schools located in remote areas. The research employed a qualitative descriptive approach with data collected through observation, semi-structured and unstructured interviews, and documentation techniques. Data sources consisted of fifth-grade teachers and school principals selected through purposive sampling. Data validity was ensured through source triangulation and technique triangulation. Data analysis followed the Miles and Huberman model comprising data reduction, data display, and conclusion drawing. The results revealed that teachers applied four adaptive strategies: (1) creating simple teaching aids from locally available materials, (2) utilizing the surrounding environment as an authentic learning resource, (3) applying discussion and demonstration methods, and (4) optimizing simple digital technology. Supporting factors included teacher creativity and principal support, while barriers encompassed budget constraints, limited professional training, and geographic isolation. This study concludes that teacher creativity and initiative serve as the primary determinants of successful learning amid facility limitations, functioning as practical 'prescriptions' to address the 'disease' of media scarcity.
Efektivitas Model Cooperative Learning Tipe STAD dan Contextual Teaching and Learning Terhadap Hasil Belajar IPAS Siswa Sekolah Dasar: Systematic Literatur Review Dea Ayu Angraini; Wesi Salsabela; Walhazwa; Ayatullah Muhammadin Al Fath; Erwin Efendi Hutagalung
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 2 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Mei 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i2.6171

Abstract

This study analyzes and compares the effectiveness of the Student Teams Achievement Divisions (STAD) model with Contextual Teaching and Learning (CTL) in improving elementary school students science learning outcomes. The research gap in this study arises from a lack of teaching innovation due to students low concentration and conceptual understanding of abstract science material, coupled with the need for a comprehensive literature synthesis to determine the advantages of these two models over conventional methods. This research focuses on elementary students cognitive learning outcomes, engagement, and collaboration skills. A Systematic Literature Review (SLR) was employed as the primary research method. Findings indicate that both STAD and CTL significantly. improve student learning outcomes, STAD excels in fostering group accountability through a team progress point system, while CTL strengthens memory retention by connecting content to real-life contexts. This study offers strategic implications for educators to choose STAD to stimulate healthy competitive motivation or CTL to deepen contextual understanding, thereby optimizing the quality of sustainable elementary science education
Desain Didaktis Berbasis Assessment for Learning dalam Manajemen Pembelajaran Matematika Sekolah Dasar pada Materi Bilangan Pecahan Ardya Syaqibilla Nadine; Ayatullah Muhammadin Al Fath; Erwin Efendi Hutagalung
JGK (Jurnal Guru Kita) Vol. 10 No. 3: Juni 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v10.i3.73685

Abstract

Penelitian ini dilatarbelakangi oleh tingginya hambatan belajar (learning obstacle) siswa pada materi bilangan pecahan dan dominasi evaluasi sumatif di sekolah dasar. Penelitian ini bertujuan untuk mengkaji implementasi desain didaktis berbasis Assessment for Learning (AfL) dalam manajemen pembelajaran matematika materi pecahan di kelas 5 SD. Metode penelitian yang digunakan adalah Systematic Literature Review (SLR) dengan menafsirkan riwayat riset terdahulu secara sistematis. Subjek penelitian atau unit analisis utama dalam kajian ini adalah 10 artikel ilmiah bereputasi rentang tahun 2020–2025 yang diperoleh dari basis data Google Scholar. Teknik pengumpulan data dilakukan melalui studi dokumentasi digital menggunakan kombinasi kata kunci spesifik serta penapisan ketat melalui diagram alir PRISMA. Selanjutnya, teknik analisis data menggunakan analisis isi (content analysis) dan analisis tematik secara kritis-reflektif. Hasil penelitian menunjukkan bahwa integrasi AfL seperti pertanyaan pemantik, kuis formatif di tengah jalan, dan performance assessment ke dalam desain didaktis berbasis lintasan belajar terbukti efektif mengatasi hambatan ontogeni, didaktis, dan epistemologis siswa. Kesimpulannya, sinkronisasi perencanaan berbasis hambatan, pelaksanaan kontekstual, dan evaluasi formatif berkelanjutan berhasil meningkatkan pemahaman konseptual matematika siswa secara signifikan.
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 Ardya Syaqibilla Nadine Arum Desta Widyawati Aulia Fitriana Adrian Dea Ayu Angraini Deva Merlin Claudia Erwin Efendi Hutagalung Khusnul Qotimah Walhazwa Wesi Salsabela