Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah
Nurhafizah Lubis
Universitas Islam Negeri Sultan Syarif Kasim Riau
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Fostering an Understanding of Students' Rights and Obligations to Form an Attitude of Responsibility in Elementary School Afifah Dwi Ramadhani; Abdullah Taufik Ritonga; Herdila Herdila; Nurhafizah Lubis; Zulhidah Zulhidah
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Vol. 10, No. 3, July - September 2026
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v10i3.5997

Abstract

This study aims to describe how the understanding of rights and obligations can be used as a basis for instilling an attitude of responsibility in elementary school students. An understanding of rights, such as the right to learn and feel safe, as well as obligations, such as obeying the rules and respecting teachers, are key to the formation of students' character from an early age. This research uses a literature study method by collecting data from various sources such as books, scientific journals, articles, and relevant thesis. The data were analyzed descriptively to illustrate how the concept of rights and obligations is integrated in the educational process, especially through learning Pancasila Education and habituation in the school environment. The results showed that the instillation of responsibility attitudes in students was greatly influenced by the extent to which they understood the reciprocal relationship between rights and obligations. Teachers have a central role as a mentor, role model, and facilitator in helping students carry out their obligations consistently. Habituation through routine tasks such as class picketing, tidiness of study, and adherence to rules has been proven to be effective in increasing students' awareness of responsibility. In addition to the school factor, parental support and a conducive environment are also an important part in strengthening character formation. However, several factors such as low self-awareness, excessive use of mobile phones, and lack of parental attention are still obstacles that need to be overcome through collaboration between schools and families. Overall, the understanding of rights and obligations is an important foundation in forming a sustainable attitude of responsibility among elementary school students.
Comparison of The Effectiveness of Portfolio Assessment and Description Tests in Improving the Learning Outcomes of Grade IV Students of SDN 009 Sendayan Nadilla Resti Amanda; Wini Ihwana; Herdila Herdila; Nurhafizah Lubis; Mas'ud Zain
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Vol. 10, No. 3, July - September 2026
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v10i3.5996

Abstract

This study aims to compare the effectiveness of portfolio assessment and essay tests in improving the learning outcomes of fourth-grade students at SDN 009 Sendayan. The research employed a quasi-experimental method with a pretest-posttest non-equivalent control group design. The sample consisted of two classes; one class received treatment using portfolio assessment, while the other class used essay tests. Data were collected through pretests, posttests, and observations of students' motivation, engagement, and responsibility during the learning process. Quantitative data analysis was conducted by calculating mean scores, mastery levels, and gain scores to measure students' learning improvement. The results indicated that portfolio assessment was more effective than essay tests. The average posttest score of students in the portfolio group reached 83.7, with a mastery level of 95% and a gain score of 0.63 (medium–high category), whereas the essay test group only achieved an average posttest score of 72.9, a mastery level of 35%, and a gain score of 0.29 (low–medium category). In addition to improving learning outcomes, portfolio assessment enhanced students' motivation, responsibility, and engagement, while allowing teachers to monitor learning progress over time. Essay tests were effective for assessing deep conceptual understanding but were less capable of capturing long-term learning processes. These findings suggest that implementing portfolio assessment better supports the improvement of learning outcomes and student engagement in primary school learning.
Co-Authors Abdullah Taufik Ritonga Afifah Dwi Ramadhani Herdila Herdila Mas'ud Zain Nadilla Resti Amanda Wini Ihwana Zulhidah Zulhidah