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All Journal Jurnal Bahasa, Sastra, dan Budaya Primary: Jurnal Pendidikan Guru Sekolah Dasar Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Gema Metodik Didaktik INOVISH JOURNAL Pendas : Jurnah Ilmiah Pendidikan Dasar Lire journal (journal of linguistics and literature Jurnal Basicedu Journal on Education MIDA : Jurnal Pendidikan Dasar Islam EDUKATIF : JURNAL ILMU PENDIDIKAN British: Jurnal Bahasa dan Sastra Inggris JURNAL PENDIDIKAN MIPA Mitra PGMI: Jurnal Kependidikan MI Jurnal Pendidikan Dasar Perkhasa Jurnal Pengabdian kepada Masyarakat Nusantara Journal of Education and Teaching Learning Jurnal Pendidikan Paedagogie: Jurnal Pendidikan dan studi ISlam Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP) Journal of Language Education, Linguistics, and Culture Genderang Asa: Journal of Primary Education Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Basicedu Journal of Learning Improvement and Lesson Study Indonesian Research Journal on Education Action Research Journal Indonesia (ARJI) ALAINA: Jurnal Pengabdian Masyarakat Lire Journal (Journal of Linguistics and Literature) El Midad: Jurnal Jurusan PGMI
Aramudin
Universitas Islam Negeri Sultan Syarif Kasim Riau
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Empathic Approach in Classroom Activities to Support Gender-Responsive Education at the Sixth-Grade Elementary Students Vera Sardila; R. Hariyani Susanti; Muhammad Ilham Syarif; Aramudin
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 6 (2023): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i6.10228

Abstract

This paper examines the role of empathy in fostering a gender-sensitive atmosphere in elementary schools, especially among sixth-grade students. It seeks to address the issue of lack of empathy, which has been linked to the prevalence of sexism, misogyny, and sexual abuse in today’s society. The research objective is to assess the efficiency of incorporating an empathetic approach in classroom activities to enhance gender awareness among students. The research uses a qualitative experimental design and an empathetic approach by applying Gender Responsive Scorecard (GRS) and Empathy map as the foundation of activities design. The research result indicates and provides evidence of the effectiveness of the empathic approach in improving students' understanding of experiences that differ from their own, especially regarding gender. In addition, the results will guide educators and researchers on how to incorporate an empathetic approach in promoting gender responsiveness in the classroom.
PENGARUH MEDIA PEMBELAJARAN BERBASIS POWERPOINT INTERAKTIF TERHADAP MINAT BELAJAR SISWA DALAM PEMBELAJARAN PANCASILA KELAS IV SDN 125 PEKANBARU Marwan; Nunu Mahnun; Aramudin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35545

Abstract

This study aims to determine the effect of interactive PowerPoint-based learning media on students’ learning interest in Pancasila education among fourth-grade students at SDN 125 Pekanbaru. The research employed a quantitative approach with a quasi-experimental design, specifically the Pretest–Posttest Control Group Design. The population consisted of all fourth-grade students of SDN 125 Pekanbaru, with a total sample of 42 students 23 students from class IV-A as the experimental group and 21 students from class IV-B as the control group. The data were collected using a learning interest questionnaire based on a Likert scale, which had been tested for validity and reliability. Data analysis included normality, homogeneity, and independent sample t-tests with a significance level of 0.05. The findings revealed that the average learning interest score of the experimental group increased from 67.30 to 86.52, while the control group’s score rose from 66.95 to 74.43. The calculated t-value of 4.827 with a Sig. (2-tailed) value of 0.000 < 0.05 indicates a significant difference between the two groups. The N-Gain score of 0.59 in the experimental class (moderate to high category) demonstrates a greater improvement in learning interest compared to the control class (N-Gain = 0.22). Based on these results, it can be concluded that the use of interactive PowerPoint-based learning media has a significant positive effect on enhancing students’ learning interest in Pancasila education.
Pengembangan Modul IPAS Berbasis Problem Based Learning untuk Meningkatkan Hasil Belajar dan Motivasi Siswa Kelas IV SDN 001 Airtiris Vebrianto, Rian; Dani, Putri Rahma; Aramudin; Hariyani, Mimi; Yuliastri, Adisti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.37065

Abstract

Penelitian ini bertujuan untuk mengembangkan modul pembelajaran IPAS berbasis Problem Based Learning (PBL) dan mengkaji kelayakan serta efektivitasnya dalam meningkatkan hasil belajar dan motivasi siswa kelas IV SDN 001 Airtiris. Penelitian menggunakan model Research and Development (R&D) dengan tahapan Borg & Gall yang disederhanakan menjadi tujuh tahap. Hasil validasi dari ahli materi, ahli desain, dan guru menunjukkan bahwa modul sangat layak digunakan. Uji coba terbatas menunjukkan adanya peningkatan hasil belajar dan motivasi siswa. Dengan demikian, modul berbasis PBL ini dapat menjadi alternatif media pembelajaran yang efektif dalam pembelajaran IPAS.
READING AS AN ART OF THINKING IMPLEMENTING THE CONCEPT OF HOW TO READ A BOOK IN SOCIAL STUDIES LEARNING IN ELEMENTARY SCHOOLS Tiara Trirahmayati; Aramudin
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14649

Abstract

Reading literacy is a fundamental competence in elementary education, particularly in Integrated Social Studies learning, which requires students to understand not only textual information but also the social meanings embedded in texts. Reading should therefore be positioned as an art of thinking that involves comprehension, analysis, and reflection. This study aims to describe the implementation of the “How to Read a Book” concept as an art of thinking in Integrated Social Studies instruction for fifth-grade elementary students. The background of this study is the tendency in Social Studies learning to emphasize memorization, leading to Reading activities that do not optimally develop students’ analytical and reflective abilities. This research employed a descriptive, qualitative method with a field study approach, using classroom observation, semi-structured interviews, and documentation. The results indicate that Reading activities in Integrated Social Studies learning have been systematically integrated through guided Reading practices, including initial Reading, analytical Reading, and reflective discussion. Teachers guided students in identifying key ideas, interpreting social concepts, and relating Reading content to real-life contexts. Reading activities were not limited to understanding factual information; they also aimed to develop reasoning, critical thinking, and social awareness. The study concludes that the implementation of Reading as an art of thinking through the How to Read a Book concept contributes to meaningful literacy practices and supports the development of critical and reflective thinking skills in elementary school students.
IMPROVING THE QUALITY OF SOCIAL STUDIES LEARNING: THE IMPLEMENTATION OF PROBLEM-BASED LEARNING FOR THE INTELLECTUAL AND EMOTIONAL INTELLIGENCE OF ELEMENTARY SCHOOL STUDENTS Aisyah Elvina Sari; Aramudin
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14661

Abstract

This study is motivated by the issue of low learning motivation and the limited development of intellectual and emotional intelligence in Social Studies (IPS) learning at SDN 034 Tarai Bangun. The teaching of IPS, which is still dominated by passive lecture methods, causes students to be less cognitively and affectively engaged, thus hindering the development of critical thinking skills, collaboration abilities, and emotional regulation. This issue led the researcher to explore the implementation of the Problem-Based Learning (PBL) model as an innovative solution that can simultaneously integrate the development of learning motivation, intellectual intelligence (IQ), and emotional intelligence (EQ). The aim of this study is to analyze the implementation of the PBL model in IPS learning and to explain its impact on improving learning motivation, intellectual intelligence, and emotional intelligence of fourth-grade students at SDN 034 Tarai Bangun. The research method used is a qualitative approach with a case study design. Data collection techniques include participatory observation of the learning process, in-depth interviews with teachers and students, and documentation in the form of analysis of the Lesson Plan (RPP) and student work results. The results of the study indicate that
TEACHERS' INNOVATIVE STRATEGIES IN DEVELOPING CONTEXTUAL INTEGRATED SOCIAL STUDIES LEARNING IN MI/SD Putri Rahma Dani; Aramudin
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14671

Abstract

This study aims to describe innovative strategies used by teachers in developing contextual integrated social studies learning in MI/SD, including the planning, implementation, and assessment stages, as well as the factors that support and hinder its implementation. The research used a descriptive qualitative approach with a case study design at SDN 001 Airtiris. The research subjects included classroom teachers, the principal, and students as supporting informants. Data were collected through observation, in-depth interviews, and documentation studies, and analyzed using data reduction, data presentation, and conclusion drawing techniques. The results showed that the teachers' strategies were realized through mapping the integration of social studies concepts based on the local context, implementing meaningful learning activities such as discussions and simple social problem solving, and using authentic assessments in the form of assignments, work demonstrations, and reflections. Supporting factors included the support of the principal and the use of the environment as a learning resource, while time and facility constraints were the main obstacles. This study provides practical recommendations for MI/SD teachers in developing contextual and meaningful integrated social studies learning.
BETWEEN LIKING AND DISLIKING STUDENTS: A TEACHER’S INNOVATION Nabila Muna Mufidah; Aramudin
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14673

Abstract

Social Studies (IPS) learning at the elementary school level often faces challenges related tolow student interest and engagement, leading to the phenomenon of “learning dislike.” This ismainly due to less innovative, monotonous teaching methods. This study aims to examinehow teachers apply innovative strategies to avoid this phenomenon and increase studentinterest in IPS lessons. Using a qualitative case-study Design, this study involved SSE teachersand students at SDIT Fadhilah. Data were collected through in-depth interviews, participatoryobservation, and documentation, which were then analyzed using thematic analysis. Theprimary focus of this study was on the application of project-based learning (PjBL) andproblem-based learning (PBL) methods, as well as the use of technology to support thelearning process. The findings of this study indicate that these methods can reduce students’disinterest in the subject and increase their engagement in social studies learning. However,challenges related to time constraints and access to technology need to be addressed in theimplementation of these innovative strategies. This study is expected to provide insights intodeveloping more engaging and relevant learning experiences for students at SDIT Fadhilahand other elementary schools.
BUILDING SMART CLASSROOMS: UTILIZING TECHNOLOGY TO ENHANCE SOCIAL STUDIES EDUCATION Fuji Rahayu; Aramudin
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14675

Abstract

In this digital era, technology plays a crucial role in education, particularly in the teaching of SocialStudies. This article aims to explore how the utilization of technology in building smart classrooms canenhance the quality of learning in Social Studies subjects. The research employs a descriptive qualitativemethodology, utilizing literature studies and interviews with educators and education experts. Thefindings indicate that the use of technology, such as advanced hardware, educational applications, andthe internet, can enhance student interactivity, broaden access to learning resources, and create moreengaging and compelling learning experiences. By optimally integrating technology, smart classroomscan help students better understand complex Social Studies concepts through more dynamic andinteractive media. This research concludes that technology can be a highly effective tool for enrichingSocial Studies education, and its proper application will positively impact education as a whole
Co-Authors Aisyah Elvina Sari Asyri, Derin Dani, Putri Rahma Didi Faris Susanto Dina Nopita Faris, Didi Fauziyyatun, Syifa Fuji Rahayu Hamdani, M Fikri Hamdani, M. Fikri Hazlim, Muhammad Herdila Herlinda Herlinda Herlinda Herlinda Herlinda Herlinda Herlinda Herlinda, Herlinda Jamilah, Ika Imroatul Khairul Saleh Lianda Sari H, Tetha Lin, Shu-Hui Listiawani, Zulfia M. Fikri Hamdani M. Fikri Hamdani Marlisa, Welli Marwan Marwan Marwan Maulana, Rindu Mery Berlian Mhmd. Habibi Mimi Hariyani Muhammad Amin Muhammad Ilham Syarif Mukarromah, Omah Nabila Muna Mufidah Nadia Adillah Harpizon Nadia Adillah Harpizon Niryan, Ade Nopita, Dina Nunu Mahnun Putri Rahma Dani Putri, Destari Dwi R. Hariyani Susanti Radeswandri Rahayu, Fuji Ririn Novelina Risnawati Risnawati Risnawati Sopia, Sopia Suhudi, Suhudi Sukmawati, Widia Tiara Trirahmayati Untung Vebrianto, Rian Vera Sardila Vera Sardila Wahyudi Saputra Welli Marlisa Welli Marlisa Welli Marlisa Yovita Yovita Yuliastri, Adisti