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All Journal FONDATIA Islamika: Jurnal Keislaman dan Ilmu Pendidikan
Larassati, Larassati
Universitas Duta Bangsa, Surakarta, Indonesia
Religion Education Other

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Peningkatan Hasil Belajar Keterampilan Menyimak Dongeng melalui Media Boneka Jari Siswa Kelas II MI An-Najihah Babussalam Madiun Larassati, Larassati; Alifah, Pipiet
FONDATIA Vol 9 No 4 (2025): DESEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v9i4.5971

Abstract

Listening skills constitute an essential component of Indonesian language learning, contributing to the development of students’ overall language competence. However, students' limited comprehension of fables delivered by teachers highlights the need for innovative instructional media. This issue often stems from the use of monotonous and insufficiently interactive methods, which diminish students’ interest and focus. This study aims to improve learning outcomes in listening to fables through the application of finger puppet media among second-grade students at MI An-Najihah Babussalam Kebonsari Madiun in the 2024–2025 academic year. The research employed a Classroom Action Research (CAR) approach conducted in two cycles, each consisting of planning, implementation, observation, and reflection phases. The study involved 20 students. Data were collected through observation, tests, and documentation, and were analyzed both qualitatively and quantitatively. The findings show a significant improvement in both learning outcomes and student engagement. Mastery learning increased from 45% in the pre-cycle to 80% in Cycle I, and reached 95% in Cycle II. Learning activities also improved from 50% to 90%. These results indicate that finger puppet media are effective in enhancing listening skills for fables and in fostering a more engaging, active, and enjoyable learning environment. The implications of this study underscore the importance of incorporating visual-interactive media in the teaching of listening skills at the elementary school level.
Analysis of PGSD Students' Pedagogical Competence in Developing Innovative Learning Designs Larassati Larassati; Evi elisanti; Arista Faza Aulia
ISLAMIKA Vol 8 No 3 (2026): JULY
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i3.6172

Abstract

This study is motivated by the limited research examining PGSD students’ pedagogical competence in relation to their ability to develop innovative learning designs, despite its importance in 21st-century learning. This study aims to analyze the pedagogical competence of PGSD students in developing innovative learning designs and to identify aspects that require improvement. A qualitative-dominant mixed-methods design with exploratory quantitative elements was employed. The study involved 30 PGSD students selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation of lesson plans or teaching modules. The instrument used was a 1–4 scale assessment rubric, with quantitative data analyzed using descriptive statistics, including mean, standard deviation, and percentage, through SPSS and Excel, while qualitative data were analyzed thematically. The findings show that students’ pedagogical competence was in the fairly good category, with the highest score in learning planning (M = 3.25). However, technology use (M = 2.60) and learning evaluation (M = 2.50) remained relatively low. Thematic analysis revealed three main themes: basic systematicity (83%), limited TPACK integration (73%), and the dominance of conventional evaluation (80%). These findings indicate a gap between students’ theoretical understanding and practical implementation in designing innovative learning. The study concludes that PGSD students’ pedagogical competence has developed in learning planning but remains suboptimal in technology integration and authentic assessment. This study contributes to teacher education literature by providing empirical insight into pedagogical competence development and highlights the need to strengthen TPACK-based learning and authentic assessment in preparing prospective elementary school teachers.
Co-Authors Alifah, Pipiet Arista Faza Aulia Evi Elisanti