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All Journal Mimbar PGSD Undiksha JCES (Journal of Character Education Society) Jurnal Ilmiah Telaah SOSIO EDUKASI Jurnal Studi Masyarakat dan Pendidikan Journal of Community Empowerment
Muhdar, Syafruddin
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Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Social Sciences Other

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PELATIHAN PENYUSUNAN LESSON DESIGN BERBASIS LESSON STUDY Muhdar, Syafruddin; Fujiaturrahman, Sukron; Bilal, Arpan Islami; Winata, Aliahardi; Muttaqien, Zedi; Waluyan, Roby Mandalika; Sirajuddin, Sirajuddin
JCES (Journal of Character Education Society) Vol 6, No 1 (2023): Januari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jces.v6i1.13219

Abstract

Abstrak: Pembelajaran abad 21 diharapkan dapat membekali peserta didik dengan kemampuan 4Cs, yakni kemampuan: 1) berkomunikasi (communication), 2) berkolaborasi (collaboration), 3) berpikir kritis dan pemecahan masalah (critical thinking and problem solving), dan 4) kreativitas dan inovasi (creativity and innovation). Metode pelatihan melalui 3 tahapan. 1 Tahap perencanaan, 2. Tahap Pelaksanaan dan 3. Tahap Evaluasi. Pelatihan penyusunan Lesson Desain dilaksanakan melalui 3 tahapan. Tahap pertama perencanaan dilalui dengan koordinasi dengan observasi. Tahap kedua dilakukan dengan pemberian materi dan penyususnan lesson desain secara berkelompok. Tahap ketiga evaluasi dengan melakukan penilaian terhadap lesson desain yang dibuat. Jumlah peserta yang terlibat dalam pelatihan ini yaitu 5 orang. Hasil dari pelatihan menunjukkan peserta terlihat antusias dan tertarik membuat lesson desain. Ini terlihat dari hasil yang dibuat peserta sudah sesuai dengan format yang ditentukan.Abstract: 21st century learning is expected to equip students with 4Cs abilities, namely the ability to: 1) communicate, 2) collaborate (collaboration), 3) critical thinking and problem solving (critical thinking and problem solving), and 4) creativity and innovation (creativity and innovation). The training method goes through 3 stages. 1 Planning stage, 2. Implementation Phase and 3. Evaluation Stage. Training on the preparation of Design Lessons is carried out through 3 stages. The first stage of planning is passed in coordination with observation. The second stage is carried out by providing material and compiling design lessons in groups. The third stage of evaluation is by assessing the design lessons made. The number of participants involved in this training is 5 people. The results of the training showed that participants looked enthusiastic and interested in making design lessons. This can be seen from the results made by participants in accordance with the specified format.
ANALISIS FONOLOGI BAHASA SASAK DIALEK NGENO- NGENE DI DESA SESELA Muhdar, Syafruddin; Muhardini, Sintayana; Milandari, Baiq Desi; Mariyati, Yuni; Waluyan, Roby Mandalika
Jurnal Ilmiah Telaah Vol 10, No 1: January 2025
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/telaah.v10i1.28990

Abstract

Abstrak: Salah satu bidang kebahasaan yang menjadi objek kajian dalam penelitian ini adalah bidang fonologi. Sistem berbahasa dalam bidang fonologi pertama-tama dipandang dari penggunaan bahasa apakah secara lisan maupun tulisan. Permasalahan dalam penelitian ini adalah bagaimanakah sistem fonologi  bahasa  Sasak  dialek  Ngeno-ngene  di  Desa  Sesela  Kecamatan Gunungsari Kabupaten Lombok Barat. Metode pengumpulan data yang digunakan dalam penelitian ini adalah metode simak, metode wawancara, metode transkrifsi, dan metode dokumentasi. Data terkumpul selanjutnya dianalisis dengan   mengunakan   metode deskriftif kualitatif.Berdasarkan  hasil  analisis  data  yang telah  dilakukan  maka dapat disimpulkan bahwa, ruang lingkup sistem fonologi „dialek ngeno-ngene pada masyarakat Sesela antara lain: (1) sistem vokal (sistem vokal murni: a, i, e, u, o, ∂(2) sistem konsonan (sistem konsonan tuggal ada 19 meliputi b, p, m, w, d, t, n, ℓ, r, s, y, ñ, j, c, g, k, ŋ, h, dan q), dan (3) penyukuan terdiri atas 4 pola yaitu v, vk, kv, dan kvk. Abstract:  One of the linguistic fields examined in this study is phonology. The language system in phonology is primarily viewed from the perspective of whether the language is used orally or in written form. The research problem addressed in this study is: What is the phonological system of the Sasak language, Ngeno-ngene dialect, in Sesela Village, Gunungsari Subdistrict, West Lombok Regency?. The data collection methods used in this research include observation, interviews, transcription, and documentation. The collected data were then analyzed using a qualitative descriptive method. Based on the data analysis, it can be concluded that the scope of the phonological system of the Ngeno-ngene dialect among the people of Sesela includes the following: (1). Vowel system (pure vowels): a, i, e, u, o, ∂, (2).Consonant system (single consonants, totaling 19): b, p, m, w, d, t, n, ℓ, r, s, y, ñ, j, c, g, k, ŋ, h, and q, (3). Syllable structure, which consists of four patterns: V, VK, KV, and KVK. 
PELATIHAN GENDANG BELEQ UNTUK MENINGKATKAN CINTA BUDAYA DAERAH SASAK TERHADAP SISWA SDN 1 SUKARAJA Rahman, Nanang; Ikhwan, Zaenul; Muhdar, Syafruddin; Fujiaturrahmah, Sukron; Mariyati, Yuni; Muhardini, Sintayana; Sari, Nursina; Masyitah, Putri Maya
Journal of Community Empowerment Vol 3, No 2 (2024): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jce.v3i2.28418

Abstract

ABSTRAK                                                                            Pelestarian budaya lokal di tengah derasnya arus globalisasi menjadi tantangan utama, terutama dalam mempertahankan eksistensi gendang beleq sebagai warisan budaya Sasak. Generasi muda cenderung kurang mengenal dan mencintai budaya tradisional, sehingga diperlukan upaya sistematis untuk memperkenalkannya sejak usia dini. Tujuan dari kegiatan ini adalah meningkatkan kecintaan siswa SDN 1 Sukaraja terhadap budaya Sasak melalui pelatihan gendang beleq. Metode pelaksanaan meliputi sosialisasi dan praktik langsung. Kegiatan ini melibatkan siswa dari kelas 4 hingga 6 sebagai peserta dengan jumlah 24 siswa pada bulan Agustus dan 26 siswa pada bulan September, dengan bimbingan guru seni dan pelatih profesional dari komunitas seni lokal. Evaluasi dilakukan melalui pengamatan, wawancara, dan kuesioner sebelum dan sesudah pelatihan, mencakup aspek keterampilan teknis, pemahaman budaya, serta perubahan karakter siswa. Hasil pelatihan menunjukkan peningkatan signifikan dalam beberapa aspek: 70% siswa menjadi sangat tertarik terhadap budaya lokal (sebelumnya hanya 40%), 60% siswa menguasai teknik dasar gendang beleq, dan 50% memahami filosofi budaya Sasak. Selain itu, 85% siswa menunjukkan peningkatan kedisiplinan, kerja sama, dan kepercayaan diri. Program ini berhasil membangkitkan antusiasme siswa sekaligus menjadi langkah strategis dalam melestarikan warisan budaya Sasak. Kata kunci: Gendang beleq; budaya Sasak; pelestarian budaya. ABSTRACTPreservation of local culture amidst the strong currents of globalization poses a significant challenge, particularly in maintaining the existence of gendang beleq as a cultural heritage of the Sasak people. The younger generation tends to have limited knowledge and appreciation of traditional culture, necessitating systematic efforts to introduce it from an early age. This activity aims to enhance the appreciation of Sasak culture among students of SDN 1 Sukaraja through gendang beleq training. The implementation methods include socialization and hands-on practice. This activity involves students from grades 4 to 6 as participants with a total of 24 students in August and 26 students in September 2024, under the guidance of art teachers and professional trainers from the local art community. Evaluation was conducted through observations, interviews, and questionnaires administered before and after the training, covering aspects of technical skills, cultural understanding, and changes in students' character. The training results showed significant improvements in several aspects: 70% of students developed a strong interest in local culture (up from 40%), 60% mastered the basic techniques of gendang beleq, and 50% gained an understanding of Sasak cultural philosophy. Furthermore, 85% of students demonstrated increased discipline, teamwork, and self-confidence. This program successfully sparked students' enthusiasm and served as a strategic step toward preserving the cultural heritage of the Sasak people. Keywords: Gendang beleq Sasak culture; cultural preservation
Comparative Analysis: The Effects of Reciprocal Teaching Model and Problem Based Learning Assisted by Pictorial Riddles on Students’ Critical Thinking Putri, Iin Dwian; Fujiaturrahman, Sukron; Muhdar, Syafruddin; Jacob, Filgona
MIMBAR PGSD Undiksha Vol. 12 No. 2 (2024): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v12i2.75045

Abstract

The process of learning, it is imperative to actively engage every student to achieve the learning objectives. However, many schools still employ lecture-based methods without incorporating engaging instructional models, thereby failing to capture students' attention. To address this issue, the implementation of appropriate teaching models and captivating learning media is essential to motivate students in the teaching and learning process. The aim of this research is to analyze the comparative impact of the reciprocal teaching model and the problem-based learning model assisted by pictorial riddle media on the critical thinking abilities of elementary school students. This study utilizes a quasi-experimental method with a quantitative approach, employing the Pre-test-Post-test Control Group Design. The research population comprises all fifth-grade students, totaling 52 students, involving two classes. From this population, a sample of 26 students from each class was selected. The results of the experiment 1 class indicate hypothesis testing with a two-tailed t-test yielding a significance value of 0.000, which is less than 0.05 (0.000 < 0.05). Meanwhile, in the experiment 2 class applying the problem-based learning model, a Sig. t value of 0.000 < probability 0.05 was obtained. Consequently, this difference confirms a significant influence of each model on the enhancement of critical thinking abilities. Based on these findings, it can be concluded that the problem-based learning model has a more pronounced effect on improving critical thinking abilities compared to the reciprocal teaching model.
MENINGKATKAN CAPAIAN LITERASI SISWA SD KELAS RENDAH DENGAN PENDEKATAN TEACHING AT THE RIGHT LEVEL (TaRL) Ashri, Shafira Ulil; Rahmaniah, Rima; Muhdar, Syafruddin; Haifaturrahmah, Haifaturrahmah; Fauzan, Fauzan; Sanisah, Siti
SOSIO EDUKASI Jurnal Studi Masyarakat dan Pendidikan Vol. 8 No. 2 (2025): SOSIO EDUKASI Jurnal Studi Masyarakat dan Pendidikan
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/sosedu.v8i2.30270

Abstract

Literacy achievement in low-grade students (I, II, and III) is still not optimal, students have not fully completed literacy achievement according to the standards of each class. This study aims to determine the improvement of literacy achievement of low-grade elementary school students by using the Teaching at the Right Level (TaRL) learning approach. The research was conducted using the Classroom Action Research (PTK) method in three cycles. Each cycle consisted of stages of planning, implementation, observation, and reflection. The research data were obtained from observation results, learning outcome tests, and documentation of 97 students. The results showed significant developments in the aspects of teacher activity in teaching from 64.23 to 91.00, student literacy skills in Class I increased from 50.16 to 88.88, Class II increased from 58.76 to 88.50, and Class III increased from 60.08 to 89.15, as well as student responses to the use of the TaRL approach in learning. It can be concluded that the use of the Teaching at the Right Level (TaRL) approach is effective in improving the literacy skills of low-grade elementary school students. It is recommended for educators to continue to innovate continuously in implementing the TaRL approach. This breakthrough can be a means to develop educators' creativity in improving their professionalism, which ultimately contributes to improving students' literacy skills.
Analisis Dampak Pergantian Kurikulum 2013 Ke Kurikulum Merdeka Terhadap Pembelajaran Di Sekolah Dasar Muhardini, Sintayana; Sari, Nursina; Amelia, Sherly Dwi; Rahman, Nanang; Muhdar, Syafruddin; Bilal, Arpan Islami; Handayani, Monika
Jurnal Ilmiah Telaah Vol 10, No 2: July 2025
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/telaah.v10i2.32675

Abstract

Modifications in the curriculum of education signify advancements in science and technology. The Merdeka curriculum is an initiative aimed at addressing contemporary demands and technological integration, affecting education across multiple levels. This study seeks to evaluate the transition to the independent curriculum from the 2013 curriculum in primary schools, focusing on its implementation, challenges, impacts, and potential solutions. This research employs a descriptive qualitative methodology. The findings of this study indicate that the independent curriculum is executed in phases in accordance with governmental directions. The process of transitioning the independent curriculum from the 2013 curriculum has three transitional stages: freedom to learn, share, and change. The main obstacle is teacher adaptation to a new, more flexible approach. In addition, limited facilities and infrastructure, such as the availability of learning books, digital devices, and technological literacy, are a challenge. The positive effects are that student participation in the learning process becomes more active, creative, and oriented in each task. In terms of administration, the workload becomes lighter. Solutions for Handling the Obstacles of the 2013 Curriculum Transition to the Independent Curriculum in Elementary Schools include providing intensive assistance to teachers, optimizing training, and conducting regular evaluations to see what still needs improvement. 
STEM and CRT Learning: A Sasambo-Based Comparative Analysis of Students’ Critical Thinking and Creativity Zabillah JR, Saskia Syalsa; Rahman, Nanang; Muhdar, Syafruddin
MIMBAR PGSD Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i1.91192

Abstract

Proficiency in critical and creative thinking are fundamental skills that students must have to face the challenges of the 21st century. This study compared the effectiveness of STEM (science, technology, engineering and mathematics) education and CRT based on Sasambo education in improving students' critical and creative thinking skills in elementary schools. This study used a quantitative approach with a quasi-experimental design and a pre-test-post-test control group. A total of 31 students participated in this study and were divided into two experimental groups. The first experiment used the STEM approach, while the second experiment used CRT based on Sasambo culture. Data was collected through an essay test that evaluated students' critical thinking (10 questions) and creative thinking (4 questions). In addition, descriptive statistics, homogeneity, normality, paired sample t-test, and N-Gain scores were used to evaluate students' improvement. This study shows that different learning approaches can have diverse impacts on students' cognitive skill development. STEM education proved to be more effective in improving critical thinking, while culture-based CRT was superior in encouraging students' creativity. The findings showed that STEM-based education significantly improved students' critical thinking skills more than CRT-based education. Conversely, CRT was more effective in improving students' creative thinking skills. This highlights the importance of integrating educational innovations with local customs to support the growth of students' critical thinking and creativity.
Peningkatan Hasil Belajar Peserta Didik Kelas 6 SDN 13 Ampenan pada Materi Titik Koordinat Menggunakan Media Interaktif Pakartus (Papan Koordinat Kartesius) Ismi, Rosiatul; Raodah, Zahratur; Astuti, Zulfa Tri; Jannah, Miftahul; Assyifa, St Hur’ien; Muhdar, Syafruddin; Yuniartri, Dian; Banun, Sri
Jurnal Ilmiah Telaah Vol 10, No 2: July 2025
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/telaah.v10i2.34323

Abstract

Abstrak: Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik kelas VI SDN 13 Ampenan pada materi titik koordinat melalui penerapan media interaktif Pakartus (papan koordinat kartesius). Metode yang digunakan adalah penelitian tindakan kelas (PTK) dengan pendekatan kuantitatif. Subjek dalam penelitian ini adalah 25 siswa kelas VI. Instrumen pengumpulan data berupa tes uraian sebanyak tiga soal, yang diberikan pada akhir setiap siklus. Penelitian dilaksanakan dalam dua siklus, masing-masing terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Hasil penelitian menunjukkan adanya peningkatan signifikan terhadap hasil belajar siswa, dengan ketuntasan klasikal meningkat dari 68% pada pra siklus menjadi 100% pada siklus I dan II. Rata-rata nilai siswa juga mengalami peningkatan dari 83,2 pada pra siklus menjadi 96,8 pada siklus I dan 97,6 pada siklus II. Temuan ini menunjukkan bahwa penggunaan media interaktif Pakartus secara efektif dapat meningkatkan pemahaman konsep titik koordinat. Hasil ini sejalan dengan teori konstruktivisme dan pembelajaran multimedia yang menekankan pentingnya keterlibatan aktif peserta didik dan penggunaan media visual dalam membangun pemahaman konseptual.Abstract:  This study aims to improve the learning outcomes of sixth-grade students at SDN 13 Ampenan on the topic of coordinate points through the use of an interactive learning medium called Pakartus (Cartesian coordinate board). The method employed is classroom action research (CAR) using a quantitative approach. The subjects of the study were 25 sixth-grade students. Data were collected using three open-ended test items administered at the end of each cycle. The study was conducted in two cycles, each consisting of the stages of planning, action implementation, observation, and reflection. The results indicated a significant improvement in student learning outcomes, with classical completeness increasing from 68% in the pre-cycle to 100% in both the first and second cycles. The students' average scores also increased from 83.2 in the pre-cycle to 96.8 in the first cycle and 97.6 in the second cycle. These findings demonstrate that the use of the interactive Pakartus medium effectively enhances students’ conceptual understanding of coordinate points. The results align with constructivist theory and multimedia learning principles, which emphasize the importance of active student engagement and the use of visual media in building conceptual understanding.
Co-Authors Aliahardi Winata Amelia, Sherly Dwi Ashri, Shafira Ulil Assyifa, St Hur’ien Astuti, Zulfa Tri Bilal, Arpan Islami Fauzan . Fujiaturrahmah, Sukron Fujiaturrahman, Sukron Haifaturrahmah, Haifaturrahmah Ikhwan, Zaenul Ismi, Rosiatul Jacob, Filgona Mariyati, Yuni Miftahul Jannah Milandari, Baiq Desi Monika Handayani, Monika Muttaqien, Zedi Putri Maya Masyitah Putri, Iin Dwian Rahman, Nanang Rahmaniah, Rima raodah, zahratur Sari, Nursina Sintayana Muhardini Sirajuddin Sirajuddin Siti Sanisah Sri Banun, Sri Waluyan, Roby Mandalika Yuniartri, Dian Zabillah JR, Saskia Syalsa