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Nafan Tarihoran
Fakultas Tarbiyah dan Keguruan, UIN Sultan Maulana Hasanuddin Banten
Education Languange, Linguistic, Communication & Media Mathematics Other

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Pengembangan Bahan Ajar Tematik Berbasis Kearifan Lokal Masyarakat Banten Nana Sumarna; Nafan Tarihoran; Rhini Fatmasari
Ibtida'i Vol 13 No 1 (2026): Juni 2026
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ibtidai.v13i1.12742

Abstract

Thematic learning in elementary schools requires instructional materials that are contextual and relevant to students’ daily lives. However, the materials currently used are generally national in scope and do not optimally incorporate local wisdom, resulting in less meaningful learning experiences. This study aims to develop thematic teaching materials based on the local wisdom of the Banten community and to examine their validity, practicality, and effectiveness. This study employed a Research and Development (R&D) method using the ADDIE model. The subjects of this study were 75 fifth-grade elementary school students. Data were collected through interviews, questionnaires, observations, and learning outcome tests. The results showed that the developed teaching materials significantly improved in quality, with validation scores increasing from 61% to 93%, indicating high validity. In addition, the materials were considered practical and effective in enhancing student engagement and learning outcomes. The findings imply that integrating local wisdom can foster more contextually relevant and meaningful learning.
Pengaruh Gaya Mengajar dan Authentic Assessment terhadap Hasil Belajar IPS Siswa Cecep Sofyan; Nafan Tarihoran; Diki
Ibtida'i Vol 13 No 1 (2026): Juni 2026
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ibtidai.v13i1.12743

Abstract

Social Studies (IPS) learning in elementary schools requires active learning processes and assessment methods that comprehensively reflect students’ abilities. However, classroom practices are still dominated by classical teaching styles and conventional assessments, which are less effective in improving students’ learning outcomes. This study aims to analyze the effect of teaching styles and authentic assessment on students’ Social Studies learning outcomes. The study employed a quantitative approach using a 2×2 factorial design. This study included 100 sixth-grade students from public elementary schools located in Banjarsari District, Lebak Regency as the research participants. The results indicate that teaching style has a significant effect on learning outcomes; there is an interaction between teaching style and assessment method; and the combination of an interactional teaching style and authentic assessment produces the highest learning outcomes. These findings suggest that alignment between instructional strategies and assessment methods is important for improving students’ learning outcomes.
Pengaruh Pembelajaran Berbasis HOTS dan Gaya Belajar terhadap Hasil Belajar Matematika Siswa Sekolah Dasar Yeyen Wahyuni; Nafan Tarihoran; Diki
Ibtida'i Vol 13 No 1 (2026): Juni 2026
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ibtidai.v13i1.12744

Abstract

This study aims to analyze the effect of HOTS-based learning and learning styles on students’ mathematics learning outcomes. This study employed a quantitative, quasi-experimental design. The participant consisted of fifth-grade students from public elementary schools in Kalanganyar District, selected through purposive sampling. The results indicate that HOTS-based learning has a positive and significant effect on mathematics learning outcomes, learning styles also have a significant effect, and there is an interaction between HOTS-based learning and learning styles on students’ learning outcomes. The findings suggest that implementing HOTS-based learning aligned with students’ learning styles can enhance the effectiveness of mathematics instruction in elementary schools.
Co-Authors Cecep Sofyan Diki Nana Sumarna Rhini Fatmasari Yeyen Wahyuni