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All Journal MODELING: Jurnal Program Studi PGMI Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan TOFEDU: The Future of Education Journal EDUJAVARE: International Journal of Educational Research
Asmara Yumarni
UIN Fatmawati Sukarno Bengkulu
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Model Mind Mapping dalam Pembelajaran IPA Kelas V di SDIT Ummu Fathimah Risqi Melani Saputri; Padhilah Padhilah; Heny Friantary; Asmara Yumarni; Novita Angra
Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Vol. 7 No. 2 (2026)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/afeksi.v7i2.876

Abstract

Tujuan penelitian ini adalah untuk mengetahui proses pembelajaran ipa dengan menggunakan model mind mapping menggunakan media gambar kelas V SDIT Ummu Fathimah. Metode pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Dalam penelitian ini pendekatan yang digunakan yakni kualitatif. Penelitian kualitatif adalah penelitian yang menghasilkan prosedur analisis yang tidak menggunakan prosedur analisis statistik atau cara kuantifikasi lainnya. Hasil penelitian mengungkapkan bahwa, saat pembelajaran dengan model pembelajaran model mind mapping menggunakan media gambar dalam pembelajaran ilmu pengetahuan alam di kelas V SDIT Ummu Fathimah sudah sering dilakukan oleh guru IPA kelas V, dengan begitupun pembelajaran yang disampaikan oleh guru mudah diterima oleh siswa. Guru pun dengan mudah menjelaskannya kepada siswa. Model mind mapping dengan menggunakan media gambar ini sangat efektif ketika belajar di kelas apalagi dalam pembelajaran IPA, yang mana pembelajaran ini biasanya lebih dominan terhadap gambar. Mind mapping akan lebih memudahkan siswa serta guru dalam memberikan materi dan memahami materi yang diberikan. Kondisi itu semua kita juga harus menyesuaikan dengan kondisi lingkungan sekolah, sarana dan prasarana, serta media pembelajaran yang dibutuhkan untuk membantu tercapainya seluruh aspek perkembangan siswa.
Penerapan Model Pembelajaran Kooperatif Berbasis Teknologi terhadap Hasil Belajar Matematika Siswa Yessi Nur Esa Kurnida; Tri Deta Febriyanti; Andre Taulani Sandi; Asmara Yumarni; Novita Angra
Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Vol. 7 No. 2 (2026)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/afeksi.v7i2.868

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran kooperatif berbasis teknologi terhadap hasil belajar matematika siswa kelas IV Sekolah Dasar Negeri 66 Kota Bengkulu. Metode penelitian yang digunakan adalah kualitatif deskriptif. Subjek penelitian melibatkan guru dan siswa kelas IV di SDN 66 Kota Bengkulu. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan model kooperatif berbasis teknologi melalui media interaktif Wordwall dan penayangan video melalui infokus menciptakan suasana belajar yang dinamis. Siswa menunjukkan peningkatan keaktifan, antusiasme, dan kemampuan kerja sama kelompok yang berdampak positif pada pemahaman konsep matematika. Simpulan penelitian adalah integrasi teknologi dalam kerangka pembelajaran kooperatif membantu siswa mengatasi kesulitan memahami materi abstrak dan meningkatkan kualitas hasil belajar.
Analisis Faktor-Faktor Determinan terhadap Proses dan Capaian Prestasi Belajar Siswa Kelas II MI JA Al-Haq Kota Bengkulu Hikmatul Munawarah; Islamiah Istikharah; Ziyyah Ul Mu'izzah Zulta; Asmara Yumarni; Asniti Karni
MODELING: Jurnal Program Studi PGMI Vol. 11 No. 1 (2024): Maret
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v11i1.3105

Abstract

This study aims to describe the factors that influence the learning process and the learning achievement of students. This type of research is field research with a qualitative approach. The sample for this research is class IIA MI Plus Ja Al-Haq students in Bengkulu City. Data collection methods used are observation, interviews, and documentation. Data on the factors that influence the learning process and learning achievement is collected using observation sheets and interviews. The results of research in class IIA, MI Plus Ja Al-Haq Bengkulu City, show that the factors that influence the learning process and learning achievement in class IIA are individual student factors, environmental factors, teaching materials, and learning methods. While learning achievement is influenced by internal factors, which include intelligence, learning motivation, interests, and attitudes, as well as study habits, and external factors, including the physical environment, social environment, and family environment, With this research, researchers know that the factors that greatly influence the learning process and learning achievement of students in IIA MI Plus Ja Al-Haq are individuals and the environment.
Teacher Strategies for Managing Reading Instruction for Slow Learners in Inclusive Elementary School Classrooms Wiga Santri Rohinia; Asmara Yumarni; Meirita Sari
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1777

Abstract

This study aims to describe the strategies employed by teachers to manage reading instruction for slow-learning students in inclusive elementary school classrooms. A qualitative, descriptive research approach was adopted. The study was conducted at SD Alam Mahira in Bengkulu City, involving the principal, a fourth-grade teacher, a shadow teacher, and slow-learning students as subjects. Data were collected through observation, interviews, and documentation, and subsequently analyzed using the interactive analysis model developed by Miles, Huberman, and Saldaña, which encompasses data condensation, data display, and conclusion drawing and verification. Data validity was ensured through technique and source triangulation. The findings indicate that the teachers' strategies for managing reading instruction involved a series of interconnected stages: identifying students' initial abilities; formulating adaptive lesson plans; conducting instruction using the phonics method; utilizing concrete and visual learning media; implementing inclusive classroom management; providing individual support; fostering collaboration with shadow teachers; and carrying out continuous learning evaluations. These strategies enabled reading instruction to be tailored to the characteristics and learning needs of slow-learning students, thereby allowing them to participate actively alongside regular students. The study demonstrates that the success of reading instruction in inclusive classrooms depends on the teacher's ability to integrate various instructional strategies in an adaptive manner that centers on the students' needs.
Problem-Based Learning (PBL) in Grade V IPAS Under the Merdeka Curriculum at MI Terpadu Mutiara Assyifa, Bengkulu Jumi Rostiana; Eka Puspa Dewi; Asmara Yumarni; Dini Widiyanti
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1765

Abstract

This study aims to describe the implementation of Problem-Based Learning (PBL) in Science and Social Studies (IPAS) for Grade V at MI Terpadu Mutiara Assyifa, Bengkulu City. Methodology: This research employed a qualitative descriptive method, with the Grade V teacher and students as data sources. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing. Findings: The results indicate that the planning and implementation of Problem-Based Learning (PBL) in Grade V IPAS at MI Terpadu Mutiara Assyifa have been effectively executed in accordance with the principles of the Merdeka Curriculum. The teacher developed teaching modules encompassing learning objectives, problem-based activity steps, and relevant assessments by incorporating contextual issues familiar to the students' lives. During implementation, PBL fostered active student engagement through discussion, investigation, and presentation. This approach had a positive impact on student understanding, enabling them to better relate the material to real-world situations and demonstrating improvements in critical thinking and communication skills. However, the application of PBL also faced several challenges, such as limited instructional time, varying student abilities, and restricted learning resources. Not all students participated optimally, particularly those with lower academic abilities who required more intensive guidance.
Co-Authors Andre Taulani Sandi Asniti Karni Dini Widiyanti Eka Puspa Dewi Heny Friantary Hikmatul Munawarah Islamiah Istikharah Jumi Rostiana Meirita Sari Novita Angra Padhilah Padhilah Risqi Melani Saputri Tri Deta Febriyanti Wiga Santri Rohinia Yessi Nur Esa Kurnida Ziyyah Ul Mu'izzah Zulta