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HUBUNGAN ANTARA HIPERURISEMIA DENGAN KEJADIAN HIPERTENSI PADA LANSIA DI UPT PELAYANAN SOSIAL TRESNA WERDHA (PSTW) BONDOWOSO Faridha Puspitasari; Marwah
Jurnal Kesehatan dr. Soebandi Vol 6 No 1 (2018): Jurnal Kesehatan dr. Soebandi
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas dr. Soebandi

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Abstract

The increasing number of elderly causes problems, especially in terms of health and well-being of the elderly. The existence of the disease affects the condition of one's physical health which is one aspect that determines the quality of one's life. The disease that often affects the elderly is hyperuricemia and hypertension. The purpose of this study is to determine the close relationship between hyperuricemia and the incidence of hypertension in the elderly. The research design used was Observational Analytic with cross sectional approach. The sample amounted to 58 with sampling using random sampling techniques. Data collection method uses uris acid meter and sphygmomanometer then data is analyzed using Chi Square statistical test with Contingency Coefficient. The results of the analysis are the majority of respondents who have hyperuricemia with hypertension (73%), who have hyperuricemia but do not have hypertension (27%), who do not have hyperuricemia but have hypertension (23.8%), and who do not experience hyperuricemia and do not experience hypertension as much (76.2%) The results of the analysis of the two veriabels obtained p value = 0.001, cc = 0.529, and OR = 8.640. The conclusion in this study is that there is a fairly close relationship between hyperuricemia with the incidence of hypertension in the elderly at UPT PSTW Bondowoso. Suggestions for health workers should increase the intensity of providing health education to the elderly through counseling, as well as checking for uric acid and blood pressure regularly
STRATEGI GURU PKN DALAM MENANAMKAN NILAI ANTI BULLYING PADA SISWA KELAS VII C SMP NEGERI 3 PALAKKA Ulva; Marwah; Rasid Ridha
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.v11i02.48012

Abstract

This study aims to analyze the strategies employed by Civic Education (PKn) teachers in instilling anti-bullying values among seventh-grade students of class VII C at SMP Negeri 3 Palakka. Bullying remains a recurring issue in school environments and negatively affects students’ character development and psychological well-being; therefore, the role of Civic Education teachers is essential in fostering moral, social, and humanitarian values to create a safe and respectful learning atmosphere. This research applied a qualitative approach using a descriptive method. Data were collected through observation, interviews, and documentation involving teachers and students directly. Data analysis was conducted in depth to describe the instructional strategies implemented in promoting anti-bullying values. The findings indicate that Civic Education teachers applied contextual learning strategies by integrating anti-bullying content into relevant learning topics, utilizing discussion and case study methods to enhance students’ critical awareness, and building positive emotional relationships to establish an open and inclusive classroom climate. In addition, teachers demonstrated positive behavior as role models through daily interactions at school. These strategies were proven to improve students’ understanding, empathy, and social responsibility in preventing bullying behavior. The study concludes that Civic Education learning strategies contribute not only to students’ cognitive development but also to affective and psychomotor domains in shaping anti-bullying character.
Pengembangan Profesionalisme Guru Praktikan Melalui Program PPL: Studi Kasus Mahasiswa STAIN Madina di SMP Negeri 1 Panyabungan Dandi, Mhd.; Marwah; Agus Rahman; Nanda Auliadi; Rahmad Gunawan Rambe; Abbas Hambali; Asril Fauzi; Adinda Riskiyah Hasibuan; Wildanul Husna
HORIZON: Indonesian Journal of Multidisciplinary Vol. 4 No. 3 (2026): HORIZON: Indonesian Journal of Multidisciplinary (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/hijm.v4i3.5390

Abstract

This study aims to analyze the professional development of intern teachers through the Field Experience Practice Program (PPL) with a focus on STAIN Mandailing Natal (Madina) students at SMP Negeri 1 Panyabungan. Specifically, this study explores how practical field experience contributes to pedagogical and professional learner competencies. The research method used is a case study with a qualitative approach. Data were collected through participatory observation of student teaching activities, in-depth interviews with supervising teachers and student interns, and documentation of PPL reports. Data analysis was carried out through data reduction, data presentation, and conclusion drawing. The results show that the PPL program plays a significant role in improving the professionalism of intern teachers, especially in terms of classroom management skills and learning tool development. The close relationship between intensive guidance from mentor teachers (methods) and adaptation to the school environment has proven to be key factors in transforming students' identities from practitioners to prospective professional teachers. However, challenges arise in synchronizing academic theory with classroom realities, necessitating enhanced clinical supervision throughout the program. This study provides a theoretical contribution to the collaborative clinical mentoring model between state religious universities and public schools in creating an adaptive learning ecosystem in the era of digital disruption
PENGARUH LEMBAR KERJA PESERTA DIDIK BERBASIS PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN IPS KELAS IV Marwah; Munirah; Nur Aisyah Rivai, Immawati
JIPMI (Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah) Vol 8 No 2: AGUSTUS (2026)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/jipmi.v8i2.71345

Abstract

Penelitian ini bertujuan untuk mengetahui hasil belajar IPS peserta didik yang diajar tidak menggunakan LKPD berbasis Problem Based Learning (PBL), untuk mengetahui hasil belajar IPS peserta didik yang diajar menggunakan LKPD berbasis Problem Based Learning (PBL), serta pengaruh penggunaan LKPD berbasis PBL terhadap hasil belajar IPS peserta didik kelas IV SD Inpres Kasambang Kabupaten Mamuju. Penelitian ini menggunakan metode Quasi Experimental dengan desain Pretest-Posttest Nonequivalent Control Group Design. Populasi penelitian berjumlah 30 peserta didik kelas IV yang sekaligus dijadikan sampel melalui teknik sampling jenuh. Sampel terdiri atas 15 peserta didik kelas kontrol dan 15 peserta didik kelas eksperimen. Instrumen penelitian berupa tes pilihan ganda sebanyak 20 butir soal. Hasil penelitian menunjukkan bahwa nilai rata-rata posttest kelas kontrol sebesar 73,3, sedangkan kelas eksperimen sebesar 84,3. Hasil uji Mann-Whitney U menunjukkan nilai signifikansi 0,000 < 0,05. Selain itu, rata-rata N-Gain kelas eksperimen sebesar 66,7% (cukup efektif) dan kelas kontrol sebesar 49,7% (kurang efektif). Dengan demikian, penggunaan LKPD berbasis PBL berpengaruh positif terhadap peningkatan hasil belajar IPS peserta didik
STIMULASI PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA 4-6 TAHUN DI TK NEGERI PEMBINA BAUBAU Andina Kabakoran; Rachman Saleh; Marwah
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.v11i02.50004

Abstract

This study aims to describe the process of stimulating social-emotional development in children aged 4–6 years through five educational games at TK Negeri Pembina Baubau, as well as to measure children's social-emotional developmental achievements across five key indicators following the structured implementation of those games. The study employed a Participatory Action Research (PAR) approach, conducted collaboratively between the researcher and the classroom teacher through four cyclical stages: planning, action, observation, and reflection. The research subjects consisted of 21 children from Group A aged 4–6 years. Data were collected through observation, interviews, and documentation, with data validity ensured through source and technique triangulation. The findings reveal that the implementation of five educational games, marble maze, snakes and ladders, colorful balls, block stacking, and animal puzzle, facilitated actively and reflectively by the teacher, proved effective in stimulating children's social-emotional development. Children's achievements across all indicators showed significant improvement, shifting from the category of Not Yet Developed to Developing as Expected and Developing Very Well. These findings contribute to the attainment of SDGs Goal 4 on Quality Education through the strengthening of inclusive and meaningful early childhood developmental stimulation.
PERAN KOMUNITAS BELAJAR DALAM PENGEMBANGAN KOMPETENSI GURU PAUD (SISTEMATIC LITERATURE REVIEW) Wa Ode Siti Nurkotima; Asma Kurniati; Marwah
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.v11i02.50008

Abstract

This study aims to map the role of learning communities in developing the competence of Early Childhood Education (ECE) teachers based on research published in SINTA 1, 2, and 3 indexed journals. The method employed is a Systematic Literature Review (SLR) guided by the PRISMA protocol, conducted through four selection stages: identification, screening, eligibility assessment, and inclusion. From 459 initially identified articles, 10 final articles meeting all inclusion criteria were selected for in-depth thematic analysis. The findings reveal that learning communities play seven key roles in developing ECE teacher competence, namely as a platform for sharing best practices, a space for professional reflection, an ecosystem for learning innovation, a forum for peer collaboration, a means of empowering self-efficacy, a bridge between theory and practice, and a space for resolving professional value conflicts. These seven roles operate simultaneously across four dimensions of teacher competence, encompassing pedagogical, professional, social, and personality competence. These findings directly contribute to the achievement of SDGs Goal 4 on Quality Education and Goal 10 on Reduced Inequalities, through strengthening ECE teacher capacity as the foundation of sustainable human resource development.
Co-Authors Abbas Hambali Adinda Riskiyah Hasibuan Agus Rahman Andina Kabakoran Anwar Arbi Arafatul Soraya Asma Kurniati Asril Fauzi Aulina Adamy Dandi, Mhd. Delvi Eka Fitriyah Ladjiru Eka Fitriyawati Ladjiru Elisa Sesa Emi Eliya Astutik Erawan, Tiar Faridha Puspitasari Hafiza Adlina HARTATI Hasbiah Henny Hustam Husain Ismail Alrip Kahar Lahae La Jeti Latang M. Tahir M. Y. Khaerul Umam Mayasari Muin, Audyna Muhammad Aswar Limi Muhammad Faisal Munirah Murni Mahmud Musakkir Nanda Auliadi Nasution, Fadhilah Syam Ningsih, Devi Widya Noneng Nurhayani Nur Aisyah Rivai, Immawati Pulungan, Novria Rachman Saleh Rahmad Gunawan Rambe Rahmat Nugraha Rasid Ridha Risman, Kadar Rosmawaty Siregar, Onan Marakali Siti Khodijah Siti Misra Susanti Sitoru, Nadrah Sri Gunda Fahriana Fahruddin Sri Sumarni Sudaryanto TENRI FAMAURI, ANDI Ulva USWATUN HASANAH Wa Ode Siti Nurkotima Wildanul Husna Yutdam Mudin