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M. Husin
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Pengaruh Model Pembelajaran Mind Mapping Terhadap Hasil Belajar Siswa Pada Keunikan Daerah Tempat Tinggalku Di Kelas lV SDN Lamsayuen Aceh Besar Dian Shalihatin; Israwati Israwati; M. Husin
Jurnal Ilmiah Mahasiswa Pendidikan Guru Sekolah Dasar Vol 8, No 1 (2023): FEBRUARI 2023
Publisher : Universitas Syiah Kuala

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This research is entitled The Effect of Mind Mapping Learning Model on student learning outcomes on the sub-theme of the uniqueness of the area where I live in class IV SDN Lamsayuen Aceh Besar. This study has a problem formulation, namely whether there is a significant effect of the Mind mapping learning model on student learning outcomes in the sub-theme of the uniqueness of the area where I live in class IV SDN Lamsayuen Aceh Besar. The aim of this study is to determine the effect of the mind mapping learning model on student learning outcomes in the sub-theme of the uniqueness of the area where I live in class IV SDN Lamsayuen Aceh Besar. The quantitative approach is the approach used. This study has a type of pre-experimental design and uses one form of one-group pretest and posttest design. The sample in this study were students of class IV SDN Lamsayuen Aceh Besar, totaling 20 students. The test is a data collection technique used. Data analysis technique using t test. The results are based on hypothesis testing of pretest and posttest data with Kolmogorov Smirnov getting the results of the data being normally distributed. Based on the calculation, it can be obtained tcount = 10.47 to compare tcount with ttable, the researcher must find the degrees of freedom, using the formula df=n-1=20-1=19. Then the distribution list t with a significant level = 0.05, then it is obtained that t(1-α)(N-1)= t(1.0,05)(20-1)= t(0.95) (19) is 1.73, so it can be concluded that the results obtained by researchers from the data processing t (table) is 1.73. so t(count)t(table) is 10.471.73 then Ho is rejected and H1 is accepted. So the conclusion is that there is a significant difference between the learning outcomes in the pretest and posttest. So from these results the mind mapping learning model can improve learning
Pengaruh Model Kooperatif Tipe Scramble Terhadap Hasil Belajar Peserta Didik Pada Tema 7 Indahnya Keragaman Di Negeriku Subtema 2 Di Kelas IV SDN 71 Banda Aceh Cut Rania Kirana; M. Husin; Alfiati Syafrina
Jurnal Ilmiah Mahasiswa Pendidikan Guru Sekolah Dasar Vol 7, No 4 (2022): NOVEMBER 2022
Publisher : Universitas Syiah Kuala

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This study aims to see the significant impact of using the scramble-type cooperative model on students’ learning achievement in Theme 7 The Beauty of Diversity in my Country, Sub-theme 2, especially in social studies subjects regarding the diversity of traditional houses and traditional clothing in Indonesia. The research method used is a quantitative approach of the Pre-Experimental type with the One Group Pretest-Posttest design. This research was carried out at the 71 Banda Aceh State Elementary School on Jalan Mesjid Al-Qurban, Mibo Village, Banda Raya District, Banda Aceh City. Sampling using saturated sampling technique, the sample used is all students in fourth grade totaling 26 people. The data collection technique used tests in the form of multiple choice pretest and posttest, totaling 20 questions. The data analysis technique used hypothesis testing with t-test statistics at a significant level α = 0.05. The results of the t-test hypothesis research obtained tcount of 15.04 table of 1.71 so that H0 is rejected and H1 is accepted. Thus, it can be concluded that there is a significant impact in the use of the scramble type cooperative model on student learning achievement in Theme 7 The Beauty of Diversity in My Country, Sub-theme 2 in grade IV SDN 71 Banda Aceh.
Meningkatkan Aktivitas dan Hasil Belajar Siswa Melalui Penerapan Model Pembelajaran Jigsaw Dalam Mata Pelajaran IPS di Kelas VI SD Negeri Siem Desy Ramazani; M. Husin; Sulaiman Sulaiaman
Elementary Education Research Vol 8, No 3 (2023): AGUSTUS 2023 IN PROGRESS
Publisher : Universitas Syiah Kuala

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The objective of this research is to enhance student engagement and evaluate academic achievement by implementing the Jigsaw learning approach in the context of social studies for sixth-grade students at SD Negeri Siem. The present study employs the Classroom Action Research methodology to investigate the effectiveness of the Jigsaw learning model. The investigation was conducted during the first semester of the academic year 2022/2023, comprising three distinct phases. The research comprised a sample of 29 female and 19 male sixth-grade students from SD Negeri Siem. Two common techniques for gathering data are testing and observation. The observation sheets and test questions serve as instruments for collecting data. The employed methodology for data analysis involves the utilization of descriptive qualitative analysis. The study's findings indicate a rise in social studies educational engagement and achievements among sixth-grade students at SD Negeri Siem. During Cycle I, the teacher's activity received a score of 72.5, while the student activity received an average score of 51.9 with satisfactory criteria. The average grade for student learning outcomes was 59.1. During Cycle II, the teacher demonstrated an activity score of 85, while the students exhibited an average activity score of 67, meeting the good criteria. As a result, the average grade for student learning outcomes was 77.5. During the third cycle, the teacher's activity was rated at 92.5, while the student activity received an average score of 75.8, which was deemed to be of high quality. As a result, the average class score for student learning outcomes was 84.1.  
Peranan Guru Dalam Membimbing Siswa Yang Melakukan Perilaku Bullying Di SD Negeri 3 Suak Lamatan Kabupaten Simeulue Lauhil Maulindah; Mislinawati Mislinawati; M. Husin
Elementary Education Research Vol 8, No 3 (2023): AGUSTUS 2023 IN PROGRESS
Publisher : Universitas Syiah Kuala

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The role of the teacher is as an organizer of the learning environment as well as a learning facilitator. This role requires that planning is always adapted to the conditions of the students, students' study habits, experience and knowledge of students, various learning methods and subject matter according to students' learning interests. The teacher does not only act as a provider of information to students but a complex action. Bullying behavior is caused by several factors, namely seniority, family, personality, school, social environment, television and print media, lack of self-confidence, wanting to be popular, and lack of empathy. The formulation of the problem in this research is "What is the teacher's role in guiding students who engage in bullying behavior at SD Negeri 3 Suak Latan, Simeulue Regency and what causes students to behave bullying at SD Negeri 3 Suak Latan, Simeulue Regency". This study aims to describe the teacher's role in guiding students who engage in bullying behavior at SD Negeri 3 Suak Latan, Simeulue Regency and what causes students to behave bullying at SD Negeri 3 Suak Latan, Simeulue Regency. The approach used in this research is a qualitative approach with a descriptive research type. This research was conducted at SD Negeri 3 Suak Lamatan, Simeulue Regency. with a subject of 25 students and 6 teachers. Data collection techniques in this study used observation and interviews. The data obtained was then analyzed based on student behavior, based on data analysis it can be interpreted that 2 people often engage in bullying behavior every week, 5 people behave moderately and 18 students behave well.
Co-Authors Alfiati Syafrina Cut Rania Kirana Desy Ramazani Dian Shalihatin Israwati Israwati Lauhil Maulindah Mislinawati Mislinawati Sulaiman Sulaiaman