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All Journal Jurnal Caksana: Pendidikan Anak Usia Dini Assyfa Learning Journal Journal of Teaching and Learning Mathematics (JTLM) Jurnal Global Ilmiah Istifkar: Media Transformasi Pendidikan
Siti Inganah
Universitas Muhammadiyah Malang, Indonesia
Religion Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Social Sciences Other

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Eksplorasi Rasa sebagai Media Stimulasi Kognitif pada Anak Usia Dini dalam Konteks Pembelajaran Sains Nur Ifyati; Siti Inganah
Jurnal Caksana : Pendidikan Anak Usia Dini Vol 8, No 1 (2025): Jurnal Caksana: Pendidikan Anak Usia Dini
Publisher : Prodi PG-PAUD, FKIP, Universitas Trilogi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31326/jcpaud.v8i1.2194

Abstract

Stimulasi kognitif pada Anak Usia Dini dapat dilakukan melalui berbagai aktivitas yang bersifat konkret dan menyenangkan. Salah satunya adalah dengan mengenalkan konsep sains melalui pengalaman langsung yang melibatkan indra. Eksplorasi rasa merupakan salah satu bentuk kegiatan multisensorik yang dapat mendukung perkembangan kognitif anak. Penelitian ini bertujuan untuk mendeskripsikan kegiatan eksplorasi rasa sebagai media stimulasi kognitif pada Anak Usia Dini dalam konteks pembelajaran sains. Eksplorasi rasa dilakukan melalui permainan Tebak Rasa dan Roda Rasa dengan bahan-bahan seperti buah, sayur, makanan, minuman, obat-obatan, dan bumbu dapur. Hasil kegiatan menunjujkkan bahwa eksplorasi rasa mampu meningkatkan kemampuan anak dalam membedakan rasa, mengelompokkan bahan berdasarkan karakteristinya, serta mengembangkan keterampilan berpikir ilmiah secara menyenangkan dan bermakna, karena kegiatan ini memberikan pengalaman langsung yang sesuai dengan karakteristik pembelajaran sains di PAUD, yaitu konkret, eksploratif dan kontekstual.
The Development of Project-Based Dakon-Assisted Teaching Modules to Improve Students' Cognitive Abilities and Collaboration Skills Razifa Syifqi Zulayfiyah; Mohammad Syaifuddin; Siti Inganah; Fahad Abdul Ghani
Journal of Teaching and Learning Mathematics Vol. 3 No. 2 (2026): Journal of Teaching and Learning Mathematics (January)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jtlm.v3i2.43488

Abstract

Initial observations indicate that the cognitive ability of mathematics in the material of number patterns is relatively low and students' collaboration skills have not been seen. So the purpose of this study is to produce a valid, practical, and effective project-based dakon-assisted teaching module; in order to determine students' cognitive abilities and collaboration skills. In its learning, this study raises the culture of traditional Javanese games, namely Dakon. The method used in this study is the Research and Development (R&D) method with the ADDIE model. Data were obtained using pre-test-post-test instruments, LKPD, collaboration skills assessment questionnaires, and practicality questionnaires for teaching modules. The results of the study showed that: (1) The validity results of the teaching module reached 3.68 (very valid); pre-test-post-test validation of 3.73 (very valid); LKPD validation of 3.55 (valid); questionnaire validation of 3.70 (very valid) so that the teaching module and its instruments are said to be suitable for use in learning; (2) The results of the practicality questionnaire for the teaching module reached 87% score, so the application of the teaching module is said to be very practical. In addition, the teaching module has been tested on small groups and large groups of 24 students; (3) the N-Gain results obtained were 82%, which means that the application of the teaching module in the implementation of large group tests is said to be effective in improving students' cognitive abilities; (4) Furthermore, the results of collaboration skills obtained from the questionnaire data obtained a figure of 3.70 (very effective) which means that the teaching module is said to be very effective in improving students' collaboration skills.
Leveraging Indigenous Architectural Patterns for Contextualized Learning: A Pedagogical Framework for Geometry in the Hena Puan Cultural Setting Asria Ratau; Dwi Priyo Utomo; Joko Widodo; Yus Mochamad Cholily; Moh. Mahfud Effendi; Siti Inganah
Assyfa Learning Journal Vol. 4 No. 1 (2026): Expertise and Innovative Instructional Design
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.946

Abstract

The gap between abstract mathematical concepts and local cultural realities often hinders the effectiveness of students' geometric comprehension. This study aims to integrate the architectural wisdom of the traditional Baeleo Hena Puan house as a contextual pedagogical framework to strengthen geometric literacy. Through a qualitative exploratory descriptive approach, an in-depth visual analysis of the architectural structure was conducted to identify geometric concepts such as two-dimensional shapes (rectangles, triangles, trapezoids) and three-dimensional solids (rectangular and triangular prisms). The findings demonstrate that these architectural elements not only represent physical forms but also embody patterns of repetition and reflectional symmetry, reflecting complex mathematical activities in accordance with D’Ambrosio’s ethnomathematics theory. This research concludes that transforming architectural values into instructional materials serves as a strategic bridge to enhance students' cognitive engagement in meaningful mathematics learning. The proposed pedagogical framework provides an integrated learning model that enables educators to transform ethnomathematical data into instructional media relevant to 21st-century competency requirements. By incorporating traditional building designs into the formal curriculum, geometry instruction becomes more applicable while simultaneously functioning as a tool for preserving cultural identity within a modern educational setting. Implementing this framework is expected to facilitate a paradigm shift from formula-based learning to context-based and experiential-based learning.
Efektivitas Sistem Penerimaan Siswa Baru Melalui Google Form di MI Muhammadiyah Romang Lompoa Saenal Saenal; Siti Inganah
Jurnal Global Ilmiah Vol. 3 No. 2 (2025): Jurnal Global Ilmiah
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/jgi.v3i2.305

Abstract

This study aims to analyze the effectiveness of the new student admission system through Google Form at MI Muhammadiyah Romang Lompoa as an effort to digitize the administration of basic education. The background of this research is the need for educational institutions to increase efficiency and transparency in the process of admitting new students by utilizing digital technology. The research method used is qualitative descriptive with data collection techniques through observation, interviews, and documentation of teachers and school administrative staff. The results of the study show that the implementation of Google Forms is able to improve the efficiency of registration time, data processing accuracy, and user satisfaction. However, several obstacles were found, such as limited digital literacy of some parents and internet network disruptions. Overall, the new student admission system based on Google Form is considered effective and feasible to be developed as a digital administration model that supports educational transformation in the madrasah environment.
Budaya Pendidikan Di Flores Timur: Integrasi Nilai Lokal Dalam Sistem Pendidikan Modern Valentinus Soge Hurint; Maulana Noreng; Siti Inganah
Istifkar: Media Transformasi Pendidikan Vol 6 No 1 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i1.347

Abstract

Educational culture is a fundamental element in shaping the character and identity of students. East Flores, as a region rich in traditional customs, religious values, and social solidarity, has a distinctive and contextual educational culture. However, the development of modern education, which tends to be uniform and oriented towards academic achievement, poses challenges in preserving local values. This study aims to examine the educational culture in East Flores and analyze the urgency of integrating local wisdom into the modern education system. The research method used is a literature study with a descriptive-qualitative approach to scientific literature, education policies, and relevant research results from the last five years. The results of the study show that the educational culture in East Flores emphasizes a balance between intellectual, moral, social, and spiritual aspects. Families, indigenous communities, religious leaders, and schools play an important role in the character education process. The integration of local wisdom into the curriculum and learning is considered capable of increasing the relevance of education and strengthening the identity of students amid the tide of globalization.
Co-Authors Dwi Priyo Utomo Fahad Abdul Ghani Joko Widodo Maulana Noreng Moh. Mahfud Effendi Mohammad Syaifuddin Nur Ifyati Ratau, Asria Razifa Syifqi Zulayfiyah Saenal Saenal Valentinus Soge Hurint Yus Mochamad Cholily