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Pengaruh LKPD berbasis Discovery Learning terhadap Kemampuan Literasi Sains Mahasiswa M. Misbachul Huda; Heri Miarto; Ahmad Rif'an Najih
Jurnal Pena Karakter : Jurnal Pendidikan Anak dan Karakter Vol. 6 No. 1 (2024): Jurnal Pena Karakter (Jurnal Pendidikan Anak dan Karakter)
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/jpk75

The aim of this research is to determine the effect of Discovery Learning-based Student Worksheets (LKPD) on students' scientific literacy abilities. The type of research used is a pre-experimental design with one group pretest-posttest. Data collection was carried out by testing students' literacy abilities. The test instrument was prepared by emphasizing three aspects of scientific literacy, namely concepts, processes, and scientific context. The research sample was students of PGSD STKIPAL Hikmah Surabaya. Hypothesis testing was carried out using a paired sample t-test assisted by the SPSS program. The swimmer test carried out was a normality test using the Shapiro-Wilk test. The research results show that Discovery Learning-based LKPD has an effect on students' scientific literacy abilities. The research results show that aspects of learning, such as learning models, learning resources, and the existence of LKPD, can influence students' scientific literacy abilities.

Kemampuan Membaca Pemahaman Mahasiswa Calon Guru Sekolah Dasar Ahmad Rif'an Najih; Azhar Syarifuddin
Jurnal Pena Karakter : Jurnal Pendidikan Anak dan Karakter Vol. 6 No. 2 (2024): Jurnal Pena Karakter (Jurnal Pendidikan Anak dan Karakter)
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/jpk287

Reading comprehension ability is the key to success in education. Good reading comprehension ability can help students deeply understand the contents of a reading so that students' knowledge can develop. Elementary school teachers have an important role in teaching students and instilling the foundation of this reading skill at an early level. However, before being able to pursue reading skills, as individuals, teachers must also have good reading skills. This study aims to describe the reading comprehension ability of prospective elementary school teachers. The study was conducted by providing a reading comprehension ability test consisting of 40 objective questions. The questions compiled revealed 3 levels of reading ability, namely factual, interpretive and applicable. The test result data were analyzed quantitatively using descriptive statistics. The results of the study showed that the reading comprehension ability of prospective elementary school teachers was included in the good category with a score of 77.5 (out of 100). Furthermore, factual and interpretive reading abilities were included in the good category with scores of 75 and 73.5 respectively. While the aspect of students' applicable reading ability was included in the very good category with a score of 88.

Pemecahan Masalah Matematis: Tinjauan pada Mahasiswa Calon Guru Sekolah Dasar Azhar Syarifuddin; Ahmad Rif'an Najih
Jurnal Pena Karakter : Jurnal Pendidikan Anak dan Karakter Vol. 7 No. 1 (2025): Jurnal Pena Karakter (Jurnal Pendidikan Anak dan Karakter)
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/jpk355

This study aims to describe the mathematical problem-solving abilities of prospective elementary school teachers. The study was conducted at STKIP AL Hikmah Surabaya with subjects consisting of 1 high-ability student, 2 medium-ability students and 1 low-ability student. Data collection was carried out by tests and interviews, the results of which were then analyzed based on Polya's problem-solving stages. The results of the tests and interviews showed differences in students' abilities in carrying out the problem-solving stages according to Polya. High-ability students were able to carry out almost all stages well, except for the final evaluation which had not been carried out independently. Medium-ability students understood the questions in general and were able to develop strategies, but often made procedural errors and still relied on feedback to evaluate answers. Meanwhile, low-ability students experienced difficulties from the early stages, from understanding the questions to developing strategies and performing calculations.

Analisis Relevansi Isi Buku Teks Bahasa Indonesia Kawan Seiring Kelas III terhadap Capaian Pembelajaran Fase B Tahun 2025 Bambang Bambang; Anwar Anwar; Adhy Putri Rilianti; Ahmad Rif'an Najih
Jurnal Pena Karakter : Jurnal Pendidikan Anak dan Karakter Vol. 8 No. 1 (2026): Jurnal Pena Karakter (Jurnal Pendidikan Anak dan Karakter)
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/jpk360

The revision of the 2025 Phase B Indonesian Language Learning Outcomes has created a need to re-evaluate the relevance of textbooks currently used in the implementation of the Merdeka Curriculum. This study aims to analyze the content relevance of the Kawan Seiring Grade III Indonesian language textbook to the 2025 Phase B Learning Outcomes. A qualitative evaluative approach employing deductive content analysis was adopted. The data sources consisted of the Kawan Seiring Student Book, Teacher's Guide, and the Decree of the Head of the Agency for Standards, Curriculum, and Educational Assessment No. 046/H/KR/2025. All eight chapters were analyzed based on the four Learning Outcomes elements: listening, reading and viewing, speaking and presenting, and writing. The findings indicate that all Learning Outcomes elements are represented in the textbook, although with varying degrees of coverage. The strongest alignment was found in reading and viewing, speaking and presenting, and writing, while listening activities remain largely dependent on teacher narration and are not consistently supported by standardized audio resources. The textbook also demonstrates coherence among learning objectives, learning activities, assessments, and multimodal texts, although improvements are needed in structured presentation tasks, independent writing activities, and digital learning resources. Overall, the findings suggest that Kawan Seiring remains relevant as a primary learning resource for the early stage of Phase B, provided that teachers adapt its implementation to learners' needs and current curriculum requirements.

Persepsi Mahasiswa PGSD terhadap Mata Kuliah Olahraga Anak dalam Mempersiapkan Kompetensi Mengajar di Sekolah Dasar Ahmad Rif'an Najih; Azhar Syarifuddin; Wulida Arina Najwa
Jurnal Pena Karakter : Jurnal Pendidikan Anak dan Karakter Vol. 8 No. 1 (2026): Jurnal Pena Karakter (Jurnal Pendidikan Anak dan Karakter)
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/jpk362

The Children's Physical Education Course is one of the core courses designed to equip students of the Primary School Teacher Education Program (PGSD) with the competencies required to plan and implement physical education learning in elementary schools. This study aimed to describe PGSD students' perceptions of the Children's Physical Education Course in preparing their teaching competencies for elementary schools. A descriptive quantitative approach was employed involving PGSD students who had completed the course. Data were collected using a four-point Likert-scale questionnaire and analyzed descriptively using the mean score, Ideal Mean (Mi), and Ideal Standard Deviation (SDi). Interviews were conducted as supporting data to enrich the interpretation of the quantitative findings. The results revealed that students' perceptions of the course were categorized as good, with an average score of 80.67. The highest scores were obtained for the indicators of course benefits and content relevance, whereas teaching self-confidence and course relevance to the teaching profession received relatively lower scores. These findings indicate that the Children's Physical Education Course has positively contributed to preparing students' teaching competencies. However, strengthening practical teaching experiences and enhancing the relevance of course content to the professional demands of elementary school teachers remain necessary.

Model Integrasi Nilai Islam Dalam Pembelajaran oleh Mahasiswa Calon Guru SD: Studi Analisis Modul Ajar Azhar Syarifuddin; Ahmad Rif'an Najih; Rizky Dzawata Afnani
Jurnal Pena Karakter : Jurnal Pendidikan Anak dan Karakter Vol. 7 No. 2 (2025): Jurnal Pena Karakter (Jurnal Pendidikan Anak dan Karakter)
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/jpk416

The integration of Islamic values in learning is an essential requirement for prospective elementary school teachers in promoting value-based education. This study aims to analyze the level and models of Islamic value integration in teaching modules developed by prospective elementary school teachers. The study employed a qualitative approach using content analysis of five student-developed teaching modules. Data were analyzed using an Islamic value integration rubric encompassing four aspects: learning objectives, learning materials, learning activities, and learning assessment, which were further classified into implicit, explicit, and contextual integration models. The findings indicate that all teaching modules contained elements of Islamic value integration; however, the integration was not implemented comprehensively or systematically. Islamic values were most dominantly integrated into learning activities, while learning objectives and assessment components demonstrated a low level of integration. The implicit integration model was the most frequently used, followed by explicit and contextual models, suggesting that Islamic values tend to be positioned as supporting elements rather than as core pedagogical foundations. These findings reveal a gap between students’ normative understanding of the importance of Islamic values and their ability to translate these values into coherent instructional planning. This study recommends strengthening pedagogical training in teacher education institutions to enable prospective teachers to design holistic and meaningful Islamic value-based learning in elementary education.

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