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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Bidayah : jurnal pendidikan dasar Islam
Barokah, Sarah Mustika
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Humanities Education Social Sciences Other

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NON-VIOLENT ISLAMIC ELEMENTARY SCHOOL: CHILD-FRIENDLY SCHOOLS IN INCLUSIVE CLASSES DURING THE COVID PANDEMIC Barokah, Sarah Mustika; Wangid, Muhammad Nur
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 13 No. 1 (2021): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v13i1.606

Abstract

The rise of child abuse cases in Indonesia has demanded the school to implement an anti-violence policy. Thus, the inclusion school of MI Amanah has implemented an anti-violence policy as an implementation form of the Child-Friendly School program. The objective of this research was to describe the implementation of the anti-violence policy during the learning process in the inclusion class as an embodiment of a child-friendly school in MI Amanah, Malang District. This research exerted a qualitative approach; the research data were collected through interviews, observation, and documentation; the data were then analyzed qualitatively and descriptively. The research location was at MI Amanah, Turen Sub-district, Malang District. The research was conducted from August to December 2020 by employing the foundation's president, principal, and teachers as the research subjects. The research finding indicated that implementing an anti-violence policy in student learning was covered in planning, implementation, and assessment. The learning planning was conducted by designing and organizing the learning materials without ignoring the child specificity; also allocating play, time, and rest. The learning implementation was to use polite greetings, put forward a psychological approach and positive discipline, make study groups in the inclusion class, care for students when they got through learning difficulties, raise tolerance environment, and provide worship and sleeping time. The learning assessment was done objectively by featuring authentic assessment; the assessment should be employed without comparing; the assessment regards the student's potential and skill.
PENERAPAN PROYEK "SARKATA" BERBASIS PJBL UNTUK MENINGKATKAN KETERAMPILAN LITERASI BERMUATAN NUMERASI SISWA KELAS V SD Citra Wahyu Tiantoro; Barokah, Sarah Mustika; Nita, Cicilia Ika Rahayu
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.55430

Abstract

The low level of numeracy-integrated literacy skills among elementary school students remains a significant educational issue, particularly in understanding reading texts, interpreting data, and solving contextual problems. This condition is influenced by learning practices that tend to separate literacy and numeracy competencies and rely on less contextual teaching approaches. This study aimed to describe the implementation of the “SarKaTa” project based on Project-Based Learning (PjBL), analyze the improvement of numeracy-integrated literacy skills among fifth-grade elementary school students, and identify students’ engagement during the learning process. The study employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection stages. Data were collected through observation, tests, and documentation, while qualitative and quantitative descriptive analyses were used to interpret the findings. The results revealed that the implementation of the “SarKaTa” project through PjBL effectively improved students’ numeracy-integrated literacy skills. The average student score increased from 67.25 in the pre-action stage to 74.18 in Cycle I and 81.32 in Cycle II. Learning mastery also improved from 42.86% to 67.86% and reached 85.71% in Cycle II. Furthermore, students demonstrated increased engagement in discussions, information analysis, data processing, project presentations, and collaborative activities. Therefore, the “SarKaTa” project based on PjBL can be considered an effective instructional innovation for strengthening numeracy-integrated literacy skills among elementary school students.
Co-Authors Ali Mustadi Cicilia Ika Rahayu Nita Citra Wahyu Tiantoro Deze Say, Yosepha Kurniawati Muhammad Nur Wangid Suseno, Loviniantika Cahyaning