Articles
<![CDATA[Improving Learning Outcomes of Elementary School Students by Using Mind Mapping Models with Audio Visual Media: A Classroom Action Research ]]>
<![CDATA[Silvia, Irma]]>;
<![CDATA[Oviana, Wati]]>;
<![CDATA[Lubis, Azmil Hasan]]>
<![CDATA[ Jurnal Pendidikan Profesi Guru Vol. 1 No. 2 (2023): JULY 2023 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Profesi Guru Fakultas Tarbiyah dan Keguruan UIN Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/jppg.v1i2.3067
<![CDATA[This study aims to determine the increase in learning outcomes of elementary school students with the Mind Mapping model assisted by audio-visual media in thematic learning. This study used a Classroom Action Research (PTK) design with 25 class IVa students as subjects, consisting of 11 boys and 14 girls. This classroom action research procedure includes three cycles and each cycle consists of planning, implementing, observing, and reflecting. The results showed that in the first cycle, students who achieved KKM, namely obtaining a score equal to or more than 73 by 15 students (60%), in cycle II students who achieved KKM, namely obtaining a value equal to or more than 73 by 19 students (76%), whereas in cycle III students who achieved KKM, namely obtaining scores equal to or more than 73 as many as 22 students (88%) and were included in the very good category and had fulfilled classical completeness. Thus, it can be concluded that the application of the mind mapping model with audio visual media can increase teacher activity, student activity and learning outcomes in class IV MIN 26 Aceh Besar.]]>
<![CDATA[REALISTIC MATHEMATICS EDUCATION USING PAPAN TAKALINTAR MEDIA TO ENHANCE STUDENTS LEARNING OUTCOMES IN FOURTH GRADE OF ELEMENTARY SCHOOL ]]>
<![CDATA[Hayati, Zikra]]>;
<![CDATA[oviana, wati]]>;
<![CDATA[Jannah, Misbahul]]>;
<![CDATA[Sari, Novi Trina]]>;
<![CDATA[Ulya, Khairatul]]>;
<![CDATA[Zulfita, Dara]]>
<![CDATA[ Jurnal Ilmiah Didaktika Vol 25 No 2 (2025): Jurnal Ilmiah Didaktika February 2025 ]]>
Publisher : <![CDATA[Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry ]]>
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DOI: 10.22373/jid.v25i2.23081
<![CDATA[This research explores the implementation of the Realistic Mathematics Education (RME) approach assisted by papan takalintar media to enhance mathematics learning outcomes among fourth-grade students at MIN 8 Southwest Aceh. The study was motivated by students' difficulties in performing multiplication calculations, especially with large-digit numbers, and their lack of accuracy in solving problems. The research aimed to analyze teacher activities, student engagement, and student learning outcomes following the application of this approach. Using a Classroom Action Research (PTK) methodology, the study involved 31 students from class IVA. Data collection techniques included observations and tests, with results analyzed using percentage techniques. The findings showed a significant improvement in teacher activity, which increased from 57.64% in cycle I to 94.11% in cycle III. Similarly, student activity rose from 58.82% in cycle I to 91.76% in cycle III. Student learning outcomes also showed a steady increase, from 48.38% in cycle I to 83.87% in cycle III, meeting the criteria for classical completeness. These results suggest that the integration of the RME approach with papan takalintar media is an effective strategy for improving students' mathematical understanding and accuracy in multiplication operations. This study highlights the potential of contextual learning tools in enhancing student engagement and performance in mathematics education.]]>
<![CDATA[The Influence of Project Based Learning Model on Elementary School Students' Learning Outcomes and Creativity in Science Learning ]]>
<![CDATA[Mustika, Wilfa]]>;
<![CDATA[Oviana, Wati]]>;
<![CDATA[Nurdin, Syahidan]]>
<![CDATA[ Indonesian Journal of Education and Social Humanities Vol. 2 No. 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[MANDAILING GLOBAL EDUKASIA ]]>
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DOI: 10.62945/ijesh.v2i2.736
<![CDATA[Low learning outcomes and student creativity so that in science learning at SD Negeri 2 Gegerung Bener Meriah. This results in a lack of student scores, especially in science lessons. One solution to overcome this problem is to apply a learning model that supports student activity, using the Project Based Learning model in accordance with the syntax of the model. This study aims to determine the effect of the Project Based Learning learning model on student learning outcomes and creativity. This research is a one-group pretest-posttest-design research. The population in this study were all fifth grade students. The sample in this study was selected by Purpose Sampling. The instruments used in this study were Pre-Test and Post- Test test questions for learning outcomes and student creativity observation rubrics. In the data collection technique for student learning outcomes, students are given test questions in the form of initial tests and final tests, then the data is analyzed by the t test. while for data collection of student creativity in the form of an observation rubric filled in by the observer. The results of the statistical test showed that the significance value was 0.04 <0.05, so the Ho hypothesis was accepted, so it could be concluded that there was an effect of the Project Based Learning model on learning outcomes. While for classical student creativity reached 85.71%, it can be said that the level of student creativity in this study is very creative. So it can be concluded that there is an effect of the Project Based Learning model on student creativity compared to learning taught using conventional models.]]>
<![CDATA[Enhancing Pre-Service Teachers’ Science Process Skills Through Open-Ended and Guided Inquiry-Based Learning ]]>
<![CDATA[Jannah, Misbahul]]>;
<![CDATA[Oviana, Wati]]>;
<![CDATA[Hayati, Zikra]]>;
<![CDATA[Hidayat, Riyan]]>;
<![CDATA[Usman, Jarjani]]>;
<![CDATA[Noris, M.]]>
<![CDATA[ Jurnal Ilmiah Peuradeun Vol. 13 No. 2 (2025): Jurnal Ilmiah Peuradeun ]]>
Publisher : <![CDATA[SCAD Independent ]]>
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DOI: 10.26811/peuradeun.v13i2.1174
<![CDATA[This study investigates the effectiveness of open-ended and guided inquiry-based learning modules in enhancing Science Process Skills (SPS) among pre-service science teachers in Indonesia. The study responds to the limited research on SPS development under the implementation of the Independent Curriculum. A quasi-experimental non-equivalent pretest-posttest control group design was employed involving 204 pre-service teachers enrolled in Environmental Education courses, distributed across open-ended inquiry, guided inquiry, and conventional learning groups. Data were analyzed using two-way ANOVA and factorial MANOVA (3×2), considering gender and study program (Biology and Physics) as moderating variables. The results reveal statistically significant improvements in SPS for both inquiry-based groups compared to the conventional group (p < 0.001). Gender-based differences were also observed: female participants outperformed males in the guided inquiry group, while males performed better in the open-ended group. In addition, no significant differences were found between study programs. The findings underscore the potential of inquiry-based learning modules to foster key scientific competencies and suggest that gender-responsive strategies may further optimize SPS outcomes. This study contributes to international discussions on competency-based science teacher education and offers practical insights for curriculum design in national and global contexts.]]>
<![CDATA[The Development and Assesment Talent Mapping E-module for Elementary School ]]>
<![CDATA[Jannah, Misbahul]]>;
<![CDATA[Hayati, Zikra]]>;
<![CDATA[Oviana, Wati]]>
<![CDATA[ Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 7 No 2 (2022): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/tadris.v7i2.14014
<![CDATA[The development of students' creativity should be adjusted to their talents so that teachers at schools need to have guidelines for mapping children's talents. This study is conducted to develop and assess the E-module on mapping the talents of elementary students in Aceh. The Design Development Research (DDR) research uses the Alessi and Trolip instructional design model involving 3 experts, 9 PGMI lecturers, and 15 MI teachers in three PTKINs in Aceh. The research instrument is a questionnaire that is analyzed by alpha and beta testing using descriptive analysis. The results of the alpha and beta assessments show that the mean assessment of MI experts, lecturers, and teachers is at a high stage (more than 4.0). Thus, it can be concluded that the talent mapping E-module for elementary students is suitable to use in elementary schools. For further research, it should be able to develop a talent mapping E-module for the high school level and able to be developed using learning technology in the form of E-learning. ]]>
<![CDATA[The Implementation of an Ethno-Inquiry-Based Science Module to Enhance the Scientific Process Skills of Prospective Primary School Teachers ]]>
<![CDATA[Oviana, Wati]]>;
<![CDATA[Jannah, Misbahul]]>;
<![CDATA[Nurdin, Syahidan]]>;
<![CDATA[Rahmi, Putri]]>
<![CDATA[ Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 1 (2025): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/tadris.v10i1.26719
<![CDATA[This study examines the effectiveness of an ethno-inquiry-based science module in enhancing the scientific process skills of prospective primary school teachers. Science education at the tertiary level often lacks cultural context, which limits student engagement and skill development. Employing a quasi-experimental pretest-posttest control group design, 50 students from the Islamic Primary Education program at UIN Ar-Raniry were randomly assigned to control and experimental groups. The module integrated local cultural practices with inquiry-based learning, targeting six core scientific process skills: observing, inferring, measuring, classifying, predicting, and communicating. Data were collected through validated assessments and student response questionnaires. The results revealed that the experimental group achieved a moderate n-Gain of 0.36, compared to 0.06 in the control group. Students rated the module highly, with 86% finding it particularly relevant and engaging. These findings suggest that incorporating local knowledge into science instruction significantly enhances both cognitive and cultural learning outcomes. The study underscores the potential of ethno-inquiry-based approaches in fostering scientific skills while preserving cultural identity in teacher education.]]>
<![CDATA[Increasing Student Creativity in Science Learning Through Project Based Learning Models and Animated Videos ]]>
<![CDATA[Oviana, Wati]]>;
<![CDATA[Rahmi, Putri]]>;
<![CDATA[Jannah, Misbahul]]>;
<![CDATA[Taib, Eva Nauli]]>;
<![CDATA[Ariqa, Azza]]>
<![CDATA[ Biotik Vol 13 No 2 (2025): JURNAL BIOTIK ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry ]]>
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DOI: 10.22373/biotik.v13i2.31936
<![CDATA[proses pelaksanaan pembelajaran IPA di Madrasah lebih banyak terkonsentarsi pada peningkatan aspek pengetahuan sedangkan pengembangan kreativitas siswa lebih sering terabaikan. Dengan demikian sangat pentingmengembalikan pembelajaran IPA sesuai hakekatnya agar pengembnagan kreativitas siswa ikut terkembangkan. Salah satu cara yang dapat dilakukan adalah dengan memilih salah satu model dan media yang cocok untuk mengembangakan kreativitas siswa seperti model PBL dan media video animasi. Tujuan penelitian ini adalah untuk menganalisis aktivitas guru, aktivitas siswa, hasil belajar dan peningkatan kreativitas siswa melalui penerapan model project based learning berbantuan video animasi pada proses pembelajaran IPA kelas IV di MIN 29 Aceh Besar. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK). Data penelitian dikumpulkan melalui lembar observasi guru, lembar observasi siswa, lembar soal tes dan lembar observasi kreativitas siswa. Hasil penelitian menunjukkan bahwa (1) aktivitas guru pada siklus I dengan rata-rata 84% dan meningkat pada siklus II dengan rata-rata 95%. (2) Aktivitas siswa pada siklus I dengan rata-rata 79% meningkat pada siklus II dengan rata-rata 93%. (3) Hasil belajar siswa pada siklus I 52,17% meningkat pada siklus II 88,46%. (4) Kreativitas siswa pada siklus I dengan rata-rata 56,52% dan meningkat pada siklus II dengan rata-rata 88,46%. Dengan demikian dapat disimpulkan bahwa penerapan model project based learning berbantuan video animasi dapat meningkatkan kreativitas dan hasil belajar siswa kelas IV di MIN 29 Aceh Besar.]]>
<![CDATA[Pemanfaatan AI dalam Pembuatan Media dan Asessment Pembelajaran IPAS ]]>
<![CDATA[Suhelayanti]]>;
<![CDATA[Amna Emda]]>;
<![CDATA[Misbahul Jannah]]>;
<![CDATA[Wati Oviana]]>;
<![CDATA[Ridha Ilahi]]>;
<![CDATA[Rizki Julia Utama]]>
<![CDATA[ JKA Vol. 1 No. 1 (2024): JKA ]]>
Publisher : <![CDATA[Bansigom Na Publisher ]]>
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DOI: 10.26811/JKA.1.2.00012
<![CDATA[The use of artificial intelligence (AI) in media creation and learning assessment of Natural and Social Sciences (IPAS) has a significant impact on the quality of learning. Using AI, innovative and exciting content can be created to improve learning quality. AI can also be used to make IPAS learning more interesting, interactive, and effective, such as the application of Augmented Reality-based technology and automatic online issue correction and real-time feedback. This material was featured in the International Commitment to the Community (PKM) activities carried out by the academic sharing community (KABA) in Takengon Central Aceh, Indonesia. The exposure of this material is expected to help teachers create innovative and exciting learning media by using AI in IPAS learning, especially in media creation and assessment. Using AI in IPAS learning is also expected to make learning more interesting, interactive, and effective as well as strengthen student character education. With dedication to the community, it is expected that the use of AI in learning IPAS can help improve the quality of education at the local and national levels.]]>
<![CDATA[Upaya Menumbuhkan Keterampilan Proses Sains Siswa Sekolah Dasar Melalui Implementasi ]]>
<![CDATA[Wati Oviana]]>;
<![CDATA[Raudhah Hayatillah]]>
<![CDATA[ JKA Vol. 2 No. 1 (2025): JKA ]]>
Publisher : <![CDATA[Bansigom Na Publisher ]]>
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DOI: 10.26811/hzv1t479
<![CDATA[Penelitian ini bertujuan untuk menganalisis efektivitas implementasi strategi pembelajaran dalam menumbuhkan keterampilan proses sains pada siswa sekolah dasar. Keterampilan proses sains mencakup kemampuan mengamati, mengklasifikasi, memprediksi, mengukur, menyimpulkan, dan mengkomunikasikan, yang merupakan dasar penting untuk membangun pemahaman ilmiah. Penelitian ini menggunakan metode penelitian tindakan kelas dengan pendekatan deskriptif kualitatif. Subjek penelitian adalah siswa kelas V di salah satu sekolah dasar. Data dikumpulkan melalui observasi, wawancara, dan analisis dokumen, serta dianalisis menggunakan teknik triangulasi. Hasil penelitian menunjukkan bahwa implementasi strategi pembelajaran berbasis eksperimen dan diskusi kelompok secara signifikan meningkatkan keterampilan proses sains siswa. Siswa menjadi lebih aktif dalam mengajukan pertanyaan, melakukan pengamatan, dan menarik kesimpulan berdasarkan data yang diperoleh. Temuan ini menunjukkan bahwa pendekatan pembelajaran yang interaktif dan kontekstual sangat efektif dalam membangun keterampilan proses sains di tingkat sekolah dasar. Dengan demikian, penelitian ini merekomendasikan penerapan strategi serupa secara lebih luas untuk mendukung pengembangan keterampilan sains siswa secara optimal.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN INKUIRI TERHADAP KETERAMPILAN GENERIK SAINS SISWA PADA PEMBELAJARAN BIOLOGI KELAS X IPA SMAN 1 BAKONGAN ACEH SELATAN ]]>
<![CDATA[Salma, Meri]]>;
<![CDATA[Oviana, Wati]]>;
<![CDATA[Dewi, Cut Ratna]]>
<![CDATA[ Prosiding Seminar Nasional Biologi, Teknologi dan Kependidikan Vol. 11 No. 1 (2023): PROSIDING SEMINAR NASIONAL BIOTIK XI 2023 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia. ]]>
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DOI: 10.22373/pbio.v11i1.19493
<![CDATA[Kegiatan Pembelajaran di sekolah saat ini masih kurang memperhatikan keterampilan generik sains siswa, padahal keterampilan generik sains merupakan salah satu kompetensi dasar siswa yang harus dikembangkan oleh peserta didik agar dapat digunakan untuk mempelajari berbagai jenis konsep serta menyelesaikan berbagai jenis masalah sains. Salah satu upaya untuk mengatasi permasalahan tersebut dengan menggunakan model pembelajaran yang sesuai, salah satunya model pembelajaran inkuiri. Tujuan penelitian ini untuk menganalisis dampak penggunaan model inkuiri terhadap keterampilan generik sains siswa kelas X IPA di SMAN 1 Bakongan Aceh Selatan. Penelitian ini menggunakan metode Quasi Experiment dengan desain Nonequivalent control group design. Sampel penelitian ini kelas X IPA 1 yang berjumlah 30 siswa. Instrument yang digunakan dalam penelitian ini yaitu lembar observasi, soal tes dan lembar angket. Analisis data observasi menggunakan rumus persentase, hasil belajar dilakukan dengan rumus N-Gain dan uji t sedangkan respon siswa dilakukan dengan rumus persentase. Hasil data keterampilan generik sains siswa menunjukkan yang dibelajarkan melalui model pembelajaran inkuiri memiliki persentase lebih tinggi yaitu sebesar 81,87% dengan kategori sangat terampil sedangkan siswa yang dibelajarkan tanpa model inkuiri memiliki persentase lebih rendah yaitu 11,23% dengan kategori sangat kurang terampil. Analisis hasil belajar siswa menunjukkan bahwa yang menggunakan model inkuiri lebih tinggi dari pada hasil belajar siswa tanpa menggunakan model inkuiri dengan hasil uji-t yaitu (6,568 1,67) dan respon siswa terhadap pembelajaran yaitu 83% dengan kategori sangat tinggi. Dapat disimpulkan bahwa pembelajaran menggunakan model inkuiri dapat meningkatkan keterampilan generik sains siswa dan hasil belajar siswa di kelas X IPA SMAN 1 Bakongan Aceh Selatan.Kata Kunci: Model Pembelajaran Inkuiri, Keterampilan Generik Sains,Sub materi Plantae]]>
