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ANALISIS KESIAPAN GURU IPA DALAM IMPLEMENTASI KURIKULUM 2013 DI SMP NEGERI SE- KECAMATAN STABAT Layil Safitri
DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Vol 1, No 2 (2018): SEPTEMBER
Publisher : STKIP Andi Matappa Pangkep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/dikdas.v1i2.254

The study of Science Teacher Readiness Analysis in 2013 Curriculum Implementation in this Public Middle School aims to find out: the readiness of Junior High School science teachers in preparing learning by implementing the 2013 curriculum and the readiness of junior high school science teachers in preparing learning tools by implementing the 2013 curriculum. The subjects in this study were 2 teachers Stabat 1 state junior high school, 4 Stabat state 2 junior high school teachers, and 5 Stabat state 5 junior high school teachers. This type of research is quantitative descriptive analysis research. The results showed that: State Junior High School Teachers in Stabat Subdistrict were declared ready in preparing the 2013 curriculum learning, this can be seen from the average percentage of 79% with the ready category; State Junior High School Teachers in Stabat Subdistrict are in the ready category in preparing the 2013 curriculum learning tools, this can be seen from the following data: Average percentage of readiness of Stabat 1 Public Middle School teachers is 79% with ready category. The average percentage of readiness of Stabat 2 state junior high school teachers is 70% in the ready category.

Komponen Keterampilan Proses Sains Dan Analisisnya Pada Buku Ajar Ilmu Pengetahuan Alam Layil Safitri
Sinar Dunia: Jurnal Riset Sosial Humaniora dan Ilmu Pendidikan Vol. 1 No. 4 (2022): Desember : Jurnal Riset Sosial Humaniora dan Ilmu Pendidikan
Publisher : Universitas Maritim AMNI Semarang

Pendekatan saintifik (mengamati, menanya, menganalisis, menyimpulkan, mengkomunikasikan, dan mencipta) merupakan bagian dari Keterampilan Proses Sains (KPS). KPS terdiri dari Keterampilan Proses Sains Dasar (KPSD) dan Keterampilan Proses Sains Terintegrasi (KPST). Dalam melatihkan KPSD dan KPST pada siswa harus didukung oleh salah satunya adalah buku ajar. Tujuan penelitian ini adalah untuk menganalisis komponen KPS pada buku ajar IPA yang disusun oleh tim MGMP IPA dan diterbitkan tahun 2021. Tahapan dalam penelitian ini yaitu memilih buku ajar, pengambilan dan penetapan sampel, menganalisis komponen KPS dalam buku, dan menarik kesimpulan. Hasil dari penelitian ini adalah komponen keterampilan porses sains pada buku ajar IPA siswa yang paling banyak ditemukan adalah KPSD mengamati dan melakukan komunikasi dan KPST merencanakan dan melakukan eksperimen. Sementara komponen KPS yang tidak ditemukan dalam buku tersebut adalah komponen KPST definisi operasional variabel

ANALISIS NILAI PENDIDIKAN MORAL PADA BUKU TEMATIK TERHADAP PERKEMBANGAN KARAKTER SISWA SD NEGERI 101744 DESA KLAMBIR Dinda Syahfitri; Nuri Ramadhan; Layil Safitri
REKOGNISI : Jurnal Pendidikan dan Kependidikan Vol 8 No 1 (2023)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Universitas Nahdlatul Ulama Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar

The form of this research is qualitative research. The research method used is descriptive qualitative. The data of this study are the values of Moral Education and Student Character Development in the 2013 curriculum thematic books. The data sources used in this study are thematic books with themes 1 (one) and 2 (two). Data collection techniques with interviews and documentation. The results of this study reveal several things from the thematic learning book where the values of moral education and character development in the thematic learning book produce 42 data, with 2 data divisions, and 3 sub themes on themes 1 and 2. In theme 1 there are 21 data with division 3 sub themes, and in theme 2 there are 21 data divided into 3 sub themes. The research subjects were teachers of SD Negeri 101744 Klambir Village, totaling 3 (three) teachers. With the results of teacher interviews, namely: 1) In thematic learning there is moral education and character development and concepts in the material so that the knowledge acquired by students can be implemented in the form of practice outside of school. 2) The teaching materials used are expected to be in accordance with the KD and the indicators developed are also in accordance with the curriculum used. 3) The learning process is not just giving a description of the material, but educators must also deliver material simultaneously to strengthen knowledge about material related to moral education and the development of students' character.

Penerapan Alat Peraga Torso untuk Meningkatkan Hasil Belajar Siswa pada Pembelajaran Organ Tubuh Manusia di Kelas V Sekolah Dasar Negeri 105386 Tanjung Siporkis Shafira Aulia Rahmah; Layil Safitri; Astria Ayu Ramadianti
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i2.1906

This study was conducted in response to the limited use of instructional teaching aids in elementary science classrooms, which has contributed to low student engagement and unsatisfactory learning outcomes in the topic of human body organs. The study aimed to investigate whether the application of torso teaching aids could improve students’ learning outcomes in learning human organ systems. Employing a classroom action research design, data were collected through classroom observations, learning achievement tests, and documentation. The research was implemented in two instructional cycles involving fifth-grade students at Sekolah Dasar Negeri 105386 Tanjung Siporkis. Data were analyzed using descriptive quantitative techniques to examine changes in students’ learning achievement across cycles. The findings revealed a substantial improvement in students’ learning outcomes, with classical mastery increasing from 33.33% in the pre-cycle stage to 86.67% by the end of the second cycle following the use of torso teaching aids. These results demonstrate that torso-based instructional media effectively enhance students’ conceptual understanding and learning performance in human body organ lessons. The study concludes that the integration of concrete teaching aids is a pedagogically effective strategy for improving science learning outcomes at the elementary school level.

Analisis Kemampuan Gerak Motorik Anak dalam Permainan Tradisional Bola Kasti di Kelas V Sekolah Dasar Negeri 105283 Klambir V Kampung Dewi Anggraini; Layil Safitri; Syarifah Ainun Harahap
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2055

Motor skill development constitutes a fundamental aspect of children's physical growth and plays a crucial role in supporting their participation in various physical activities. This study aimed to analyze the motor skill abilities of fifth-grade students through their participation in the traditional game of kasti at State Elementary School 105283 Klambir Lima Kampung during the 2024/2025 academic year. A qualitative research design employing a case study approach was utilized to explore students’ motor performance in a natural learning context. Data were collected through direct observations of students’ movements during gameplay and interviews with teachers and students to obtain complementary information regarding motor development. The findings revealed variations in students’ motor abilities, particularly in running, throwing, catching, and hitting the ball. Several students demonstrated well-developed coordination, balance, agility, and movement control, whereas others encountered difficulties in hand–eye coordination and maintaining balance during dynamic activities. Age, previous physical activity experiences, and environmental stimulation emerged as influential factors affecting students’ motor performance. The study concludes that the traditional game of kasti serves as an effective, engaging, and contextually relevant medium for fostering children’s gross motor development and can be integrated into elementary physical education practices to enhance students’ motor competencies.

Pengaruh Media Diorama terhadap Motivasi Belajar Siswa pada Tema Ekosistem Kelas IV di Sekolah Dasar Negeri 105336 Rantau Panjang Anggrayni Wibowo Pohan; Nizmi Putri; Layil Safitri
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2058

This study was motivated by the need for concrete instructional media to facilitate elementary students' understanding of abstract concepts related to ecosystem learning, particularly food chains. It investigates how the use of diorama media influences students' learning motivation and examines the differences in motivation before and after its implementation. The study employed a descriptive qualitative approach by exploring students' and teachers' experiences through classroom observations, semi-structured interviews, and learning achievement tests as supporting data. The findings indicate that diorama media substantially enhanced students' learning motivation, with 80% of students demonstrating high levels of enthusiasm, active participation, and greater willingness to ask questions during the learning process. These qualitative findings were reinforced by quantitative evidence, including an increase in the average learning score from 54.5 to 83.5, an N-Gain score of 0.64 (moderate category), and 100% learning mastery. The study concludes that diorama media serves as an effective concrete instructional tool for strengthening students' learning motivation while fostering a deeper conceptual understanding of ecosystem topics in elementary education.

Eksplorasi Penggunaan Metode Pembelajaran Berbasis Proyek dalam Meningkatkan Hasil Belajar Ilmu Pengetahuan Alam Siswa Sekolah Dasar Negeri 101930 Perbaungan Sri Delima; Thessa Herdyana; Layil Safitri
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2070

Project-Based Learning has emerged as an effective instructional approach for promoting meaningful learning by actively engaging students in authentic, collaborative, and problem-oriented activities. This study investigates how the Project-Based Learning method was implemented in science instruction for fifth-grade students at Elementary School Negeri 101930 Perbaungan and examines its influence on learning outcomes and the perceptions of students and teachers regarding its application. The research employed a descriptive qualitative design involving 14 fifth-grade students as the unit of analysis. Data were collected through classroom observations during a project involving the construction of a simple periscope, semi-structured interviews with the classroom teacher and school principal, and documentation of learning activities and students' academic records. The findings demonstrate that Project-Based Learning substantially improved student learning outcomes, as reflected by an increase in classical learning mastery from 7.1% before implementation to 100% at the final stage, while the class average score improved from 56.5 to 85.7. The method also strengthened students' intrinsic motivation, collaborative learning, and critical thinking through authentic and hands-on learning experiences. The study concludes that Project-Based Learning is an effective pedagogical strategy for enhancing science learning achievement while fostering essential twenty-first-century competencies in elementary school students.

Implementasi Model Pembelajaran Inkuiri dalam Meningkatkan Pemahaman Konsep Sains pada Siswa Sekolah Dasar Negeri 101930 Perbaungan Yeshi Anggreini Hutabarat; Layil Safitri; Thessa Herdyana
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2071

This study was conducted in response to the need for more student-centered instructional approaches to improve elementary school students' understanding of science concepts. It investigates how the inquiry learning model was implemented in science instruction and examines its impact on fourth-grade students' conceptual understanding at SD Negeri 101930 Perbaungan. This research employed a descriptive qualitative approach involving 14 fourth-grade students as the unit of analysis. Data were collected through classroom observations supported by pre-test and post-test assessments, in-depth interviews with the classroom teacher, and documentation of learning activities and relevant written records. The findings demonstrate that the inquiry learning model was implemented effectively and significantly enhanced students' understanding of science concepts by promoting active exploration, questioning, investigation, and evidence-based reasoning. Students showed greater engagement throughout the learning process, which was reflected in the improvement of the class average score from 58.57 before the intervention to 84.71 after the implementation, with classical learning mastery increasing to 100%. These findings indicate that the inquiry learning model constitutes an effective instructional strategy for strengthening science concept understanding and fostering meaningful learning experiences among elementary school students.

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