Article Per Year (5 Year)
p-Index From 2021 - 2026
1.99
P-Index
This Author published in this journals
All Journal Realita : Jurnal Bimbingan dan Konseling SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) Jurnal Dedikasi Madani : Jurnal Hasil Pengabdian Kepada Masyarakat Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal INTAN CENDEKIA: JURNAL PENGABDIAN MASYARAKAT
Najamuddin, M.
Unknown Affiliation
Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
Pengaruh Model Pembelajaran Take and Give dalam Meningkatkan Kemampuan Berhitung Siswa Sekolah Dasar Jaswandi, Lalu; Kartiani, Baiq sarlita; Najamuddin, M.
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 11 No. 1 (2025): Maret
Publisher : Program Studi Pendidikan Luar Sekolah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v11i1.16693

Abstract

Abstract: One of the causes of students' low arithmetic ability is the use of less varied and non-contextual learning models. Many teachers still use lecture methods or conventional approaches that make students tend to be passive and less actively involved in the learning process. Therefore, a learning model is needed that can enhance students' active participation and encourage them to share knowledge and understanding in a pleasant learning atmosphere. The purpose of this study is to determine the effect of using the Take and Give learning model to improve students' arithmetic skills at Hadi Sakti Baretais Elementary School. This study's design uses a One-Group Pretest Posttest Design. Data analysis uses the t-test, then the results of thitung will be compared with ttabel. Based on the data analysis results, it shows that thitung < ttabel, namely 0.039 < 0.05, which means, the use of the Take and Give model can improve students' counting skills.Key Words: Learning Model, Take and Give, Counting Ability.Abstrak: Salah satu penyebab rendahnya kemampuan berhitung siswa adalah karena penggunaan model pembelajaran yang kurang variatif dan tidak kontekstual. Banyak guru masih menggunakan metode ceramah atau pendekatan konvensional yang membuat siswa cenderung pasif dan kurang terlibat secara aktif dalam proses belajar. Oleh karena itu, diperlukan suatu model pembelajaran yang dapat meningkatkan partisipasi aktif siswa serta mendorong mereka untuk saling berbagi pengetahuan dan pemahaman dalam suasana belajar yang menyenangkan. Tujuan dalam penelitian ini adalah untuk mengetahui pengaruh penggunaan model pembelajaran Take and Give dalam meningkatkan kemampuan berhitung siswa di SD Hadi Sakti Baretais. Desain dalam penelitian ini menggunakan model One-Group Pretest Postest Desain. Analisis data menggunakan uji t, kemudian akan dibandingkan hasil thitung dengan ttabel. Berdasarkan hasil analisis data menunjukkan bahwa yaitu thitung < ttabel yaitu 0,039 < 0,05 artinya, penggunaan model Take and Give dapat meningkatkan kemampuan berhitung siswa.Kata Kunci: Model Pembelajaran, Take and Give, Kemampuan Berhitung.
Pembimbingan Kepribadian Klien Pemasyarakatan Mataram (Bentuk Pribadi yang Berjiwa Besar dan Peduli Terhadap Sesama) Mujiburrahman, Mujiburrahman; Najwa, Lu'luin; Ahzan, Moh. Zainul; Najamuddin, M.
Jurnal Dedikasi Madani Vol. 3 No. 1 (2024): July
Publisher : Fakultas Ilmu Pendidikan dan Psikologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jdm.v3i1.12245

Abstract

Community service was carried out at the Mataram Class II Correctional Center. The target of this activity is 40 correctional clients. In the implementation of this community service, training and mentoring methods are used which are followed by employees and inmates in correctional institutions. The training consists of two stages, where the first stage involves an explanation of cognitive guidance, while the next stage involves individual assistance to practice materials related to cognitive guidance. This training and mentoring runs in accordance with the goals and plans that have been set. This program received a positive response from Bapas and Mataram Class II correctional clients. This activity provides additional knowledge about positive behavior patterns, the development of potential to live independently, and motivation to live normally in society. In the process of guidance activities, correctional clients actively discuss and convey problems faced in community life
HUBUNGAN KESTABILAN EMOSI DENGAN PENGELOLAAN DIRI SISWA Satriadi, M.; Nuraeni, Nuraeni; Najamuddin, M.
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v4i4.9797

Abstract

ABSTRACT Emotional stability is an important aspect of adolescent development that influences an individual’s ability to self-regulate in both academic and social contexts. At the junior high school level, adolescents often experience emotional instability that may affect their self-management abilities, such as behavior control, decision-making, and adaptation to environmental demands. This condition highlights the importance of examining the relationship between emotional stability and students’ self-management. This study aims to determine the relationship between emotional stability and self-management among Grade VIII students of SMPN 4 Lingsar in the 2020/2021 academic year. This study employed a quantitative approach with an ex post facto correlational design. The population consisted of all Grade VIII students of SMPN 4 Lingsar (N = 100 students), while the sample comprised 50 students selected using proportional random sampling. The instrument used was a Likert-scale questionnaire developed based on the dimensions of emotional stability (Azwar, 2010) and self-management (Goleman in Rinanda, 2006). Validity was tested using Pearson Product Moment correlation, and reliability was measured using Cronbach’s Alpha formula. Data were analyzed using Pearson Product Moment correlation analysis. The results showed that r-count = 0.567 > r-table = 0.281 at a 5% significance level with df = 49. The null hypothesis was rejected, indicating a positive and significant relationship between emotional stability and students’ self-management. It can be concluded that the higher the students’ emotional stability, the better their self-management ability. ABSTRAK Kestabilan emosi merupakan salah satu aspek penting dalam perkembangan remaja yang berpengaruh terhadap kemampuan individu dalam mengelola diri, baik dalam aspek akademik maupun sosial. Pada usia sekolah menengah pertama, remaja sering mengalami ketidakstabilan emosi yang dapat berdampak pada kurang optimalnya pengelolaan diri, seperti pengendalian perilaku, pengambilan keputusan, dan penyesuaian terhadap tuntutan lingkungan. Kondisi ini menunjukkan pentingnya kajian mengenai hubungan antara kestabilan emosi dan pengelolaan diri siswa. Penelitian ini bertujuan untuk mengetahui hubungan antara kestabilan emosi dengan pengelolaan diri siswa kelas VIII SMPN 4 Lingsar Tahun Pelajaran 2020/2021. Penelitian menggunakan pendekatan kuantitatif dengan desain ex post facto korelasional. Populasi penelitian adalah seluruh siswa kelas VIII SMPN 4 Lingsar (N = 100 siswa) dan sampel berjumlah 50 siswa yang dipilih menggunakan teknik proportional random sampling. Instrumen berupa angket skala Likert yang dikembangkan berdasarkan aspek kestabilan emosi (Azwar, 2010) dan aspek pengelolaan diri (Goleman dalam Rinanda, 2006). Validitas diuji dengan korelasi Product Moment Pearson dan reliabilitas dengan Alpha Cronbach. Teknik analisis data menggunakan korelasi Product Moment Pearson. Hasil analisis menunjukkan rxy hitung = 0,567 > rtabel = 0,281 pada taraf signifikansi 5% dengan df = 49. Hipotesis nol ditolak sehingga disimpulkan terdapat hubungan yang positif dan signifikan antara kestabilan emosi dengan pengelolaan diri siswa. Semakin tinggi kestabilan emosi siswa, semakin baik kemampuan pengelolaan dirinya.
Co-Authors Ahzan, Moh. Zainul Anam, M. Chairul Baiq Sarlita Kartiani, Baiq Sarlita Kartiani Edi, Maria Grace Putri Hadi, M. Samsul Hartati, Aluh I Ketut Sukarma Irfan, Ahmad Zainul Jaswandi, Lalu Jumrawati Jumrawati, Jumrawati Mujiburrahman Mujiburrahman Mustakim Mustakim Najwa, Lu'Luin Nuraeni Nuraeni Satriadi, M. Sutarto Sutarto Winata, Aliahardi