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All Journal Jurnal Pengabdian kepada Masyarakat Desa (JPMD) Salimiya : Jurnal Studi Ilmu Keagamaan Islam
Abu Zaeni
Institut Agama Islam Faqih Asy'ari Kediri, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Nursing Social Sciences Other

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PENERAPAN MEDIA PAPAN PERKALIAN DALAM MENGATASI KESULITAN BELAJAR BERHITUNG PERKALIAN KELAS 3 Eka Agustin Wulandari; Abu Zaeni
Salimiya: Jurnal Studi Ilmu Keagamaan Islam Vol. 5 No. 4 (2024): Salimiya
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian kepada Masyarakat (LP3M) IAIFA Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/salimiya.v5i4.1638

Abstract

The problem experienced by 3rd grade students of MI Islamiyah Banjaranyar during the learning process is difficulty in calculating multiplication. This study aims to find out the difficulties of multiplication counting and the explanation of the application of multiplication board media in overcoming students' difficulties in multiplication calculation and to find out the supporting factors for the use of multiplication board media for grade 3 students of MI Isalamiyah Banjaranyar. This researcher is designed using a qualitative approach. The data collection techniques in this study include observation, interviews, and documentation. The results of the findings found that there were 5 students who had difficulty calculating multiplication. Based on the results of the study, it can be concluded that (1) to overcome the difficulty of multiplication calculation, educators use multiplication board media. The implementation steps are to introduce the multiplication board media to the students, face the multiplication board media, the teacher explains KI, KD and the learning objectives, the teacher explains the multiplication material, the teacher explains how to use the multiplication board, then the teacher asks the students to try to calculate multiplication by using the multiplication board media. (2) The factors that support the existence of multiplication board media are clear visuals, interaction, teacher creativity, institutional support, interaction and can be manipulated. Another factor is the existence of a learning place, support from the principal to apply this multiplication board media and from the results of the application of this multiplication board media, the difficulty of calculating multiplication is resolved. (3) factors that affect the inhibition of multiplication board media in overcoming students' difficulties in learning to multiply are Limited Access, Teacher Readiness, Student Interest, Inconsistent Application. Lack of Interaction, Separation from Real Context.
Penguatan Kompetensi Guru dalam Pengelolaan Kelas melalui Pendampingan di TK Kusuma Mulia Dusun Gedangan Desa Klampisan Abu Zaeni; Andressa Muthi' Latansa; Muhammad Soni Amrulloh; Khoiruzzaim Kurniawan; Mega Dwi Susanti
Jurnal Pengabdian kepada Masyarakat Desa (JPMD) Vol. 7 No. 2 (2026): JPMD
Publisher : LP3M IAIFA Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/jpmd.v7i2.3391

Abstract

Limited teacher competence in classroom management can hinder children’s engagement and reduce the effectiveness of learning in early childhood education settings. This community service program aimed to strengthen the classroom management competence of teachers at TK Kusuma Mulia, Gedangan Hamlet, Klampisan Village, through participatory mentoring. The program employed a Participatory Action Research approach conducted in two cycles, each consisting of planning, action, observation, and reflection. Six teachers participated in the program, while changes in the engagement of 21 children were observed in aggregate. Data were collected through participatory observation, semi-structured interviews, focus group discussions, competency assessments, and documentation. The data were analyzed using interactive qualitative analysis and descriptive quantitative techniques. The mentoring activities included conceptual reinforcement, the collaborative development of classroom rules and routines, demonstrations, guided teaching practice, peer observation, feedback, and reflection. The findings indicated that the teachers’ average classroom management competency score increased from 66 at baseline to 76 in the first cycle and 83 in the second cycle. Five of the six teachers, or 83.3%, achieved the good competency category. This improvement was accompanied by a decrease in the proportion of children who were unable to maintain attention from 28.6% to 9.5%, passive participation from 28.6% to 14.3%, and leaving activities without instruction from 28.6% to 9.5%. By the end of the program, all teachers had also completed written reflections. These findings indicate that participatory, contextual, and practice-based mentoring can strengthen teacher competence, improve children’s classroom engagement, and foster a reflective culture that supports continuous improvement in early childhood learning.
Co-Authors Andressa Muthi' Latansa Eka Agustin Wulandari Khoiruzzaim Kurniawan Mega Dwi Susanti Muhammad Soni Amrulloh