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All Journal JMIE (Journal of Madrasah Ibtidaiyah Education) Qathrun Jurnal Keilmuan dan Pendidikan Islam Elementar : Jurnal Pendidikan Dasar
Ridwanudin, Dindin
Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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THE PRODUCTIVE-APPRECIATIVE LITERARY LEARNING MODEL: MITIGATING LANGUAGE TEACHERS' MISCONCEPTIONS IN ELEMENTARY SCHOOLS Ridwanudin, Dindin
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 9, No 2 (2025): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v9i2.849

Abstract

Literature is an integral component of the Indonesian Language curriculum in elementary schools (SD/MI), playing a strategic role in developing students’ linguistic competence, creativity, and character. However, preliminary field observations and teacher interviews indicate that literary learning is predominantly oriented toward cognitive and theoretical aspects, while affective and productive dimensions remain underemphasized. This condition results in literary instruction that is less meaningful and fails to foster students’ appreciation and creative expression. This study aims to analyze the urgency of positioning literature as a foundation for language learning in elementary education and to propose a Productive–Appreciative Literary Learning Model tailored to students’ developmental characteristics. Employing a qualitative descriptive approach, data were collected through classroom observations, semi-structured interviews with elementary school teachers, and document analysis. The findings reveal that literature-based learning effectively integrates language skills and supports character development when implemented through balanced appreciative and productive activities. The proposed model emphasizes dialogic literary appreciation and creative production through prose, poetry, and drama, with adaptive strategies suitable for elementary learners. This model offers a conceptual contribution to strengthening meaningful, student-centered literary learning in primary education.
EVALUASI EFEKTIVITAS PROGRAM PENDIDIKAN PROFESI GURU (PPG) DALAM MENINGKATKAN KOMPETENSI PROFESIONAL GURU MI Ridwanudin, Dindin; Takiddin, Takiddin
Elementar : Jurnal Pendidikan Dasar Vol. 5 No. 2 (2025): Elementar : Jurnal Pendidikan Dasar
Publisher : Faculty of Educational Sciences,Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/sbxy3e15

Abstract

This study evaluates the effectiveness of the Teacher Professional Education (PPG) program in improving teachers’ professional competence, focusing on pedagogical, professional, social, and personality aspects. The research employed a quantitative approach using an evaluative survey design. A total of 250 teachers participating in the 2024 PPG program in the Greater Jakarta area were selected through stratified random sampling. Data were collected using a closed-ended questionnaire with a 5-point Likert scale, which demonstrated strong validity and reliability (Cronbach’s alpha = 0.89). The results show that the PPG program contributed significantly to teachers’ competence development. Pedagogical competence experienced the highest improvement (87%), followed by professional competence (82%), social competence (78%), and personality competence (74%). In addition, 71% of respondents reported that the instructional methods implemented in the PPG program were highly relevant to classroom practice, while 68% indicated increased confidence in classroom management after completing the program. Overall, the findings confirm that the PPG program has a positive impact on teachers’ professional development. However, challenges remain in curriculum implementation and post-program mentoring. These results suggest that PPG should function not only as a certification program but also as a strategic instrument for improving the quality of teaching and learning. Strengthening curriculum design, mentoring systems, and collaboration between LPTKs and partner schools is therefore essential for sustainable teacher professional development.Keywords: Teacher Professional Education, Program Evaluation, Teacher Competence, Professionalism
Co-Authors Aryanti, Widya Safitri Ayu Ristia Farhani, Putri Aulia Fauzan . Nasiha Syaqina Laily Putri, Nadya Prameski Shandra Puspasari Takiddin Takiddin