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All Journal Metodik Didaktik Muallimuna : Jurnal Madrasah Ibtidaiyah Journal AL-MUDARRIS JMIE (Journal of Madrasah Ibtidaiyah Education) Madrosatuna: Journal of Islamic Elementary School al-Aulad: Journal of Islamic Primary Education Edunesia : jurnal Ilmiah Pendidikan These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Toga Jurnal Keguruan dan Ilmu Pendidikan Journal of Education and Learning Innovation
Rohmah, Siti Khozanatu
Universitas Sunan Gunung Djati Bandung
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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The Influence of Extending Concept Through Language Activities (ECOLA) Method in Students’ Reading Comprehension Ability in Bahasa Indonesia Subject Class V Deka, N Reino Putri; Fatimah, Titim; Rohmah, Siti Khozanatu
Al-Aulad: Journal of Islamic Primary Education Vol. 7 No. 2 (2024): Al-Aulad: Journal of Islamic Primary Education
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/al-aulad.v7i2.38764

Abstract

The purpose of this study was to measure the difference in the average increase in reading comprehension ability of fifth grade students in Indonesian language subjects who studied using the Extending Concept Through Language Activities (ECOLA) method with students who studied using the scientific approach. This study was a quasi-experimental study with the Nonequivalent Pretest-Posttest Control Group Design. The sample of this study was students of grades V-A and V-B of Madrasah Ibtidaiyah Al-Misbah, Bandung City. The data collection technique used was a reading comprehension ability test. The data analysis technique used an independent t-test with a significance level of 0.05. The results showed that students' reading comprehension ability before and after applying the ECOLA method increased by 79.90% with the interpretation category "effective". Students' reading comprehension ability before and after applying the scientific approach increased by 68.91% with the interpretation category "quite effective". The researcher concluded that there was a significant difference in the average increase in reading comprehension ability of fifth grade students who used the Extending Concept Through Language Activities (ECOLA) method and the scientific approach.
Pembelajaran Matematika Aktif dan Menyenangkan: Implementasi Media Kartu Domino untuk Meningkatkan Hasil Belajar Siswa Anggraeni, Fitri; Salahudin, Anas; Rohmah, Siti Khozanatu
Journal of Education and Learning Innovation Vol. 2 No. 2 (2025): Education and Learning Innovation: September 2025
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/jelin.v2i2.117

Abstract

Mathematics learning in Madrasah Ibtidaiyah, particularly on fraction topics, is often perceived as difficult by students, which negatively affects cognitive learning outcomes and active participation in the learning process. This condition indicates the need for an instructional approach that encourages student engagement while facilitating concrete conceptual understanding. This study aims to examine the effectiveness of an active learning approach using domino card media in teaching fractions to fourth-grade students at Madrasah Ibtidaiyah. The study employed a quantitative approach with a quasi-experimental Design involving two groups: an experimental class implementing active learning supported by domino cards and a control class applying conventional instruction without learning media. Data were collected through pretests and posttests to measure students’ cognitive learning outcomes, as well as observation sheets to assess the implementation of the learning process. Data analysis was conducted using the Wilcoxon test and the independent-samples t-test with SPSS version 22. The results show that the active learning approach using domino cards was implemented effectively and significantly increased student engagement during mathematics learning. In addition, students in the experimental class demonstrated substantial improvement in cognitive learning outcomes and achieved higher posttest scores than those in the control class. These findings confirm that integrating active learning with domino card media is efficacious in improving students’ understanding of fractions and contributes positively to the quality of mathematics instruction in Madrasah Ibtidaiyah.
Co-Authors Asis Saefudin Carlian, Yayan Dadan F Ramdhan Deka, N Reino Putri Fatimah, Titim Fitri Anggraeni Hidayat, Syaeful Ikhlasul Amal Johar Permana Luthfiyah, Fakkah Muhsinah Mangkuwibawa, Hilman Permatasari, Hana Riana Salahudin, Anas Sandi Amirulloh Siti Sabaniah Ulpiah Ulpiah Widiawati, Silvia Yusi Salma, Yusi Salma