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Farah Abidah Maryam
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ANALISIS MODEL PEMBELAJARAN KOOPERATIF: IMPLIKASI TERHADAP HASIL BELAJAR SISWA DI KELAS SEKOLAH DASAR Salma Kusuma Listiani; Farah Abidah Maryam; Alfaina Mafazah Musallamah; Nurlaila Ana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.50285

Abstract

This study is a literature review that examines cooperative learning models and their influence on learning outcomes and student engagement at the elementary school level. Based on a review of various literature concerning the principles, characteristics, and types of cooperative learning such as STAD, TGT, Jigsaw II, and NHT, along with relevant empirical evidence, it was found that cooperative learning can improve students’ cognitive, affective, and psychomotor abilities while also strengthening their behavioral, emotional, and cognitive engagement. The success of its implementation is influenced by task designs that are able to build positive interdependence and individual responsibility, teachers’ ability to manage groups, the support of facilities and infrastructure, as well as the application of process evaluation to avoid the emergence of the free-rider phenomenon. Several obstacles frequently encountered include the dominance of teacher-centered methods, limited instructional time, differences in students’ abilities, and the inadequate readiness of teachers and supporting facilities. Therefore, this study recommends teacher training related to cooperative learning techniques, the utilization of collaborative technology to monitor the contribution of each group member, the use of clear group process assessment rubrics, as well as further research in the form of quasi-experimental or mixed-method studies to measure the effect of cooperative learning on student engagement and learning outcomes within the context of elementary schools in Indonesia. The findings of the study indicate that cooperative learning, when implemented and managed properly, can become an effective strategic alternative for improving the quality of learning and student participation in elementary schools.
ANALISIS PERAN BIMBINGAN DAN KONSELING DALAM MENANGANI KESULITAN BELAJAR SISWA BERLATAR BELAKANG KELUARGA BROKEN HOME Akmal, Maulidina; Farah Abidah Maryam; Rahmi Anekasari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50971

Abstract

This study aims to analyze the role of Guidance and Counseling in addressing learning difficulties among students from broken home family backgrounds. The background of this research is based on the increasing number of students experiencing learning difficulties, and upon investigation, many of these students come from broken home families or families that are not intact, not harmonious, or in unfavorable conditions. This situation impacts the children, as they receive less attention from their families, resulting in a lack of learning motivation originating from their own family environment. This research employs a qualitative approach with a case study design. The focus of this study is the role of Guidance and Counseling carried out by teachers or counselors in assisting students who face family-related problems. Data collection techniques include literature review. The results of the study indicate that the role of Guidance and Counseling is highly important and significantly helps students in overcoming learning difficulties through both individual counseling and group guidance, as well as through the provision of learning motivation by counselors. An empathetic approach and emotional support are key factors in the success of students dealing with family issues. The conclusion of this study is that the role of Guidance and Counseling is highly significant in supporting students’ learning processes, particularly those from broken home backgrounds, both in academic and psychological aspects. Therefore, it is necessary to optimize Guidance and Counseling services in a more structured and sustainable manner. Penelitian ini memiliki tujuan yang penting yaitu agar dapat menganalisis peran Bimbingan dan Konseling dalam menangani kesulitan belajar siswa yang memiliki latar belakang keluarga broken home. Latar belakang dari penelitian ini yaitu melihat begitu banyaknya atau maraknya siswa yang kesulitan dalam belajar dan setelah diselidiki anak-anak tersebut berlatar belakang keluarga broken home atau keluarga yang tidak utuh, tidak harmonis ataupun memiliki kondisi yang tidak baik. Hal tersebut berdampak pada sang anak yang kurang perhatian dari keluarganya sehingga kurang motivasi belajar dari keluarganya sendiri. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Fokus pada penelitian ini yaitu peran bimbingan dan konseling yang akan dijalankan oleh guru atau pengampu bimbingan dan konseling terhadap anak-anak yang memiliki masalah dalam keluarganya. Teknik pengumpulan data dilakukan melalui studi pustaka. Dari hasil penelitian menunjukkan bahwa peran bimbingan dan konseling sangatlah penting dan sangat membantu siswa dalam menangani kesulitan belajar melalui konseling yang dilakukan individual maupun bimbingan kelompok dan pemberian motivasi belajar oleh pengampu bimbingan dan konseling. Pendekatan empatik dan dukungan emosional juga menjadi faktor utama dalam keberhasilan siswa-siswa yang memiliki masalah keluarga tersebut. Kesimpulan dari penelitian ini adalah peran bimbingan dan konseling sangat signifikan dalam mendukung proses belajar siswa khususnya siswa yang berlatar belakang broken home, baik dari aspek akademik maupun psikologis. Dari hal tesebut, diperlukan optimalisasi layanan bimbingan dan konseling yang lebih terarah dan berkelanjutan.
ANALISIS MODEL FLIPPED CLASSROOM SEBAGAI ALTERNATIF PENGUATAN KARAKTER ENTREPRENEURSHIP SISWA Arsya Ma’wa Ni’matul Izzati; Ferida Rahmawati; Siti Nur Azizah; Farah Abidah Maryam; Wildan Khairil Anam
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51134

Abstract

Education plays a vital role in shaping a young generation that is adaptable, creative, and innovative in facing the changing times. This study aims to explore and analyze the flipped classroom model as an alternative learning approach, with a focus on strengthening students’ entrepreneurial character. A descriptive approach was used to detail the concept, implementation, strengths and weaknesses, as well as the correlation between the flipped classroom model and the strengthening of entrepreneurial character. The data used in this study are secondary, obtained through literature reviews, documents, and other relevant sources by analyzing several scientific articles related to entrepreneurship character education methods. The results of the study indicate that the flipped classroom model provides a more interactive and meaningful learning experience for students in understanding and internalizing entrepreneurial values. Supporting factors include the teacher’s role as a facilitator, student autonomy, and the quality of learning activities. On the other hand, barriers include resistance to change and a lack of preparation.
PENGEMBANGAN INSTRUMEN TES DAN NON TES SEBAGAI ALAT EVALUASI HASIL BELAJAR DALAM MENINGKATKAN KUALITAS PEMBELAJARAN Abdan Syakuro; Sabrina Ais Zahra; Sofiatun Anisa; Farah Abidah Maryam; Siti Mutmainah; Nisrina Luthfiyah Azam; Ridho Riyadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63206

Abstract

Learning evaluation is an essential component of the educational process, as it measures students’ achievement of learning competencies and serves as a basis for improving the quality of instruction. This article aims to examine the concept of learning evaluation, the characteristics of test and non-test instruments, the principles of instrument development, their implementation in learning, and the challenges and innovations of educational assessment in the digital era. The study employs a library research method by reviewing relevant books and scholarly articles. The findings indicate that test instruments effectively assess students’ cognitive abilities based on the principles of validity, reliability, objectivity, and practicality. In contrast, non-test instruments are designed to evaluate affective and psychomotor domains through observation, interviews, questionnaires, portfolios, and performance assessments. The development of both types of instruments should adhere to the principles of validity, objectivity, accountability, and continuity. Furthermore, innovations such as authentic assessment, digital-based evaluation, Higher Order Thinking Skills (HOTS) assessment, e-portfolios, and learning analytics contribute to more comprehensive and effective learning evaluation. The integration of test and non-test instruments is expected to enhance the quality of learning and support continuous educational improvement.
Co-Authors Abdan Syakuro Akmal, Maulidina Alfaina Mafazah Musallamah Arsya Ma’wa Ni’matul Izzati Ferida Rahmawati Nisrina Luthfiyah Azam Nurlaila Ana Rahmi Anekasari Riyadi, Ridho Sabrina Ais Zahra Salma Kusuma Listiani Siti Mutmainah Siti Nur Azizah Sofiatun Anisa Wildan Khairil Anam