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All Journal GUYUB: Journal of Community Engagement Awwaliyah
Widianto, Suheri
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Pendampingan Guru Madrasah Ibtidaiyah dalam Mengimplementasikan Pembelajaran dan Asesmen Kurikulum Merdeka Menuju Madrasah Mandiri Berprestasi Hakim, Nur; Widianto, Suheri; Hasan, Muhammad Nur
GUYUB: Journal of Community Engagement Vol 5, No 1 (2024)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/guyub.v5i1.8206

Abstract

The Merdeka Curriculum is a new curriculum aimed at improving the quality of education through a holistic approach, emphasizing the development of character, creativity, and multiple-intelligence of students. However, the implementation of the Merdeka Curriculum in Lamongan Regency faced several challenges, one of which was the limited understanding of teachers regarding the concepts and learning methodologies contained in the curriculum. To address these challenges, mentoring was provided to Madrasah IbtidaiyahI (Islamic Elementary School) teachers (a case study in Brondong Subdistrict, Lamongan). In this mentoring program, the subject of PKM (Community Service Program) was the teachers in 35 Madrasah Ibtidaiyah (MI) under the Working Group of Madrasah Ibtidaiyah (KKMI) in Brondong Subdistrict, Lamongan Regency. The assets (figuratively speaking) as the implementers of this program totaled 70 teachers, with two representatives from each madrasah. The mentoring method used the Asset Based Community Development (ABCD) approach, aiming to maximize the assets and potential of the madrasah, while involving active participation from all teachers. The mentoring results showed a significant increase in teachers' understanding of the Merdeka Curriculum, reaching 71.43%. Teachers were also able to develop lesson plans that align with the principles of flexibility and contextualization, and implement active learning methods through practical activities reinforcing the Pancasila Student Profile Project and the Rahmatan lil Alamin Student Profile (P5-PPRA). This mentoring provided benefits and positive outcomes for the madrasah and students. The madrasah became more independent and achieved better performance, while students obtained higher-quality and more meaningful learning experiences.
Strategi Kepala Madrasah dalam Meningkatkan Prestasi Siswa di Madrasah Ibtidaiyah Unggulan Sabilillah Lamongan Widianto, Suheri; Al-Kadhafi, Muhammad Jamaluddin
Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 6 No. 1 (2023): Awwaliyah: Jurnal PGMI
Publisher : rogram Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/awwaliyah.v6i1.1718

Abstract

Education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their own potential, personality, intelligence, noble character, and the skills needed by themselves, society, nation and state. Indonesian National Education based on Pancasila aims to develop the potential of students to become human beings who believe in and fear God Almighty, have noble character, are healthy, knowledgeable, capable, creative, independent, and become citizens of a democratic and responsible country.The success of a nation can be seen from the extent to which its people take education. The higher the education pursued by the community, the more advanced the nation will be. Quality education is the key to building competent human beings and producing graduates as expected. In realizing quality education, it is necessary to implement programs that focus on improving the quality and activities of education in schools.Quality Education is not only seen from the quality of its graduates, but includes the efforts made by the School to meet educational needs in accordance with applicable quality standards. In realizing quality education, a leader who has a strong mentality is needed, is able to overcome various problems and obstacles, and has the courage to make educational innovations.In school management, the school principal, according to his function, can understand the needs of the school he leads so that teacher competence is not only the competence he had before, but can increase and develop in a better direction so that teacher professionalism will be realized. And also the Principal as a leader or a good leader must be able to strive to increase student achievement.The increase in achievements that have been achieved as evidenced by the many achievements in the Sabilillah Lamongan Superior Madrasah Ibtidaiyah School, Sabilillah Lamongan Superior Madrasah Ibtidaiyah (MIUS) which stands under the auspices of the Sabilillah Lamongan Foundation. Accredited "A". MI Unggulan Sabilillah is located on Jl. Sumargo No. 1A Lamongan. This educational institution was founded in 2008. It was established as an alternative answer to the educational problems that developed in the community. who think Madrasah Ibtidaiyah cannot compete with State Institutions.
Faktor Pendukung dan Penghambat Penerapan Metode Jigsaw pada Mata Pelajaran IPS Kelas V di Sekolah Dasar Susanto, Hendi; Widianto, Suheri
Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 6 No. 2 (2023): Awwaliyah: Jurnal PGMI
Publisher : rogram Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/awwaliyah.v6i2.2058

Abstract

This research describes the supporting and obstacle factors in implementing the Jigsaw method in social studies learning for grade V elementary schools. The type of research used is a case study with a descriptive qualitative approach. Data collection techniques are interviews, observation and documentation. The Miles and Huberman model data analysis technique which includes data reduction, data presentation, and data verification. The results of the research show that the supporting factors are the fulfillment of school facilities and infrastructure, as well as the active role of the school, both by teachers and school principals through programs that are able to increase teacher competence in relation to learning at school and the inhibiting factor is the Jigsaw method which requires time old and smart students tend not to want to be put together. The application of the Jigsaw method in class V social studies learning in elementary schools begins with the preparation of learning tools such as lesson plans. The implementation process carried out by the teacher in learning includes initial or opening activities, core activities and final activities. The initial activities were carried out by the teacher by providing motivation and apperception. In the core activity, the teacher implements the Jigsaw method through the steps that have been prepared. In the final activity, the teacher provides a conclusion. The evaluation process is carried out through written tests. The results show effectiveness in the learning process and are able to improve learning outcomes for students.
Implementasi Metode Jigsaw pada Mata Pelajaran IPS Kelas 4 di Sekolah Dasar Susanto, Hendi; Widianto, Suheri
Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 7 No. 2 (2024): Awwaliyah: Jurnal PGMI
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/awwaliyah.v7i2.1682

Abstract

This research describes the implementation of the jigsaw method in social studies learning for grade IV elementary schools, the supporting and inhibiting factors in implementing the jigsaw method in social studies learning for grade IV elementary schools. The type of research used is a case study with a qualitative approach. Data collection techniques are interviews, observation and documentation. The Miles and Huberman model data analysis technique which includes data reduction, data presentation, and data verification. The results of the research show that the implementation of the jigsaw method in social studies learning in grade IV elementary school. Starting with the preparation of learning tools such as lesson plans. The teacher carries out the implementation process in learning, including initial or opening activities, core activities and final activities. The initial activities were carried out by the teacher by providing motivation and apperception. In the core activity, the teacher implements the Jigsaw method through the steps that have been prepared. In the final activity, the teacher provides a conclusion. The evaluation process is carried out through written tests. The results show effectiveness in the learning process and are able to improve learning outcomes for students.
Upaya Guru dalam Menumbuhkan Literasi Membaca Siswa di MIM 11 TPAY Blimbing Asriyah, Lina; Widianto, Suheri
Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 1 (2025): Awwaliyah: Jurnal PGMI
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/awwaliyah.v8i1.3494

Abstract

This research aims to describe the efforts made to foster reading literacy among students at MIM 11 TPAY Blimbing, identify the supporting factors for the implementation of the reading literacy program at MIM 11 TPAY, and examine the inhibiting factors in its execution. This study employs a qualitative descriptive method, with the research site located at MIM 11 TPAY Blimbing, Paciran, Lamongan. The subjects of this research were identified through interviews and observations. The findings indicate that the implementation of the literacy movement at MIM 11 TPAY Lamongan progresses through phases of habituation, development, and learning. Supporting factors at MIM 11 TPAY Blimbing, Paciran, Lamongan include the library, reading books, magazines, reading corners, and active reading posters. Conversely, the inhibiting factor identified is the library's suboptimal functionality due to students' poor reading habits.
Penerapan Model Pembelajaran Problem Based Learning untuk Meningkatkan Hasil Belajar Siswa Kelas IV Mata Pelajaran IPS Sumber Daya Alam dan Pemanfaatannya di MI Malihatul Hikam Widianto, Suheri; Danayanti, Fitri Dwi
Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 7 No. 1 (2024): Awwaliyah: Jurnal PGMI
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/awwaliyah.v7i1.2053

Abstract

One way to foster students' enthusiasm and interest in learning is to use learning methods. The learning method that can be applied is the Problem Based Learning method. This type of research data is qualitative and quantitative research. The location in this research is MI Malihatul Hikam. The subjects of this research were class IV B MI Malihatul Hikam for the 2022/2023 academic year, totaling 18 students. The techniques used in data collection are observation, interviews, documentation and tests.Based on the conclusion that the use of the Problem Based Learning model can improve learning outcomes in social studies learning. This can be proven by an increase in learning outcomes in each cycle. In cycle I the average score of the student learning outcomes test was 72.77, the lowest score was 30.00 and the highest score was 85.00. This is known by comparing the pre-cycle value with the first cycle value, the test results show that the first cycle value is greater than the pre-cycle average value, namely 72.77 > 68.88. Meanwhile in cycle II the average value was 74.66, the lowest value was 70.00 and the highest value was 85.00. This is known by comparing the first cycle scores with the second cycle scores, the test results where the second cycle scores are greater than the first cycle scores, the average score is 74.66 > 72.77. And in cycle III the average test result score was 79.16, while the lowest score was 75.00 and the highest score was 85.00. Keywords: Learning Outcomes, Problem Based Learning Models.
Co-Authors Al-Kadhafi, Muhammad Jamaluddin Asriyah, Lina Danayanti, Fitri Dwi Hakim, Nur Muhammad Nur Hasan, Muhammad Nur Susanto, Hendi