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Febrina Dafit, Febrina

Universitas Islam Riau, Riau, Indonesia

Author-ID : 2420766

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PROGRAM LITERASI YANG ADA DI PEKANBARU MENYUSUN RENCANA PELAKSANAAN LITERASI(RPL) Lili Masrima Yanti Daulay; Indah Gustina; Helena Okti Marito Hutasoit; Nita Safitri Br Sitorus; Febrina Dafit
CENDEKIA: Jurnal Ilmu Sosial, Bahasa dan Pendidikan Vol. 3 No. 3 (2023): CENDEKIA: Jurnal Ilmu Sosial, Bahasa dan Pendidikan
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/cendikia.v3i3.1435

Penelitian ini bertujuan untuk menemukan model penerapan pendidikan karakter gemar membaca melalui program literasi. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Subjek penelitian terdiri dari kepala sekolah, dan guru. Data dikumpulkan dengan menggunakan instrumen pedoman wawancara, pedoman observasi, dan pedoman analisis dokumen. Teknik analisis data yang digunakan yaitu teknik analisis data model interaktif Miles dan Huberman yang terdiri dari reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukan bahwa pendidikan karakter gemar membaca melalui Program Literasi Sekolah di SDN 89 Pekanbaru, SDN 135 Pekanbaru, SDN 17 Pekanbaru, SDN 035 Taraibangun dilaksanakan melalui: 1) Fase pembiasaan yang meliputi pembiasaan membaca selama 10-15 menit dan kegiatan lain yang dapat membangun budaya literasi serta pengondisian lingkungan fisik ramah literasi; 2) Fase pengembangan yang meliputi pengembangan kemampuan literasi melalui berbagai kegiatan non akademis serta pengupayaan lingkungan sosial dan afektif sebagai model komunikasi dan interaksi literat; 3) Fase pembelajaran yang meliputi pelaksanaan pembelajaran menggunakan beragam strategi literasi dan pengupayaan sekolah sebagai lingkungan akademis yang literat melalui pengembangan keprofesian.

Gerakan Literasi Sekolah Di SDN 190 Pekanbaru Ningsih, Annisa Darma; Dafit, Febrina
Jurnal Ilmiah Wahana Pendidikan Vol 9 No 25 (2023): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10408773

GLS is a social movement that is planned and involves all components of education so that the love of reading is realized and the character of students is to get used to life by reading first. Literacy activities cannot be separated from schools, this is because schools have an important role in carrying out literacy activities. Literacy can be a good tool as a medium to get information which, when implemented properly, will also have a good impact on students. The purpose of this study is to describe how the GLS is implemented at SDN 190 Pekanbaru. This study uses a descriptive qualitative method where the data obtained will be translated into a sentence that behaves descriptively. Data collection techniques in this study were observation, interviews and documentation. Based on the data obtained, it can be seen that in general the implementation of the GLS has been going well which has been carried out through several stages, namely planning, implementation and evaluation. Some of the obstacles that hinder GLS at SDN 190 Pekanbaru are the lack of facilities such as books and libraries and there are still students who don't care about GLS activities.

Penerapan Program Literasi Dasar Di Sekolah Dasar 138 Dan 193 Negeri Pekanbaru Fitri Nabila; Anggi Rozma Yusmita; Aisyah Aulia Fajhriany; Febrina Dafit
Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Vol. 4 No. 3 (2023): Agustus : Jurnal Pendidikan dan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Yayasan Pendidikan Ilmu Qur'an Baubau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/tarim.v4i3.221

The purpose of this observation activity is to see the development and application of basic literacy in elementary schools. In compiling this article, a pedescriptive type of research was carried out using a qualitative approach, to obtain an overview of the implementation of basic literacy in elementary schools. Based on the results of interviews conducted by group 6 with school principals, teachers and students at SDN 138 and SDN 190 Pekanbaru, regarding how the implementation of basic literacy is implemented in elementary schools and how programs are implemented to improve basic literacy in two schools, namely Public Elementary School 138 and Public Elementary School 193 Pekanbaru, found similarities and differences in the implementation of basic literacy in these two schools. As for the explanation of the stages of the school literacy movement, the first is the habituation stage. At this stage it can be done by getting used to reading for approximately 15 minutes before learning. To support this activity, of course, schools are expected to be able to provide books other than textbooks and other reading materials so that students are interested in reading. Second, is the development stage, which is the next stage after reading habits begin to form, the development of students' literacy skills can be carried out through various literacy activities.

STRATEGI GURU DALAM MENANAMKAN SIKAP TOLERANSI SISWA SEKOLAH DASAR Sarafina; Dafit, Febrina
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 8 No 2 (2024): AGUSTUS
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/else.v8i2.23610

The purpose of this study is to get an impartial and complete image of: a) What is the tolerance attitude of class IV students at SDN 21 Pekanbaru; b) What is the teacher's strategy to foster tolerance in class IV students at SDN 21 Pekanbaru. This researcher implemented qualitative research using a descriptive approach. Although this type of research is descriptive and aims for researchers to easily describe teachers' strategies for instilling students' attitudes of tolerance. In this research, interviews, observation and documentation are data collection techniques. The research instruments used were questionnaire sheets, interview guide sheets and documentation. The results of the research show that: The attitude of tolerance that students have is an attitude of mutual respect and respect, such as apologizing if they make a mistake, respecting friends' opinions, not making fun of friends of different religions and being harmonious in learning activities, while the teacher's strategy is to build tolerance in class IV elementary school students. 21 Pekanbaru namely 1) by providing an example or role model to always respect every human being 2) by heterogeneous group learning with the aim of being able to work together and exchange ideas in studying material regardless of differences 3) the last strategy carried out is through habituation activities such as respect other people's opinions, do not interrupt the conversation and raise your hand before asking

SIKAP PEDULI SISWA SEKOLAH DASAR TERHADAP LINGKUNGAN SEKOLAH Agustina, Diah; Dafit, Febrina
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 8 No 2 (2024): AGUSTUS
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/else.v8i2.23611

The environment is now an interesting topic to talk about in the field of education, particularly with regard to elementary school students. Several commonly available pieces of information, particularly those demonstrating the lack of concern for the environment, are what motivated this investigation. Because of this, it is imperative that children have an attitude of environmental stewardship from an early age in compliance with governmental standards. This research aims to find out how environmentally conscious the students of Class VA SD 025 Indrasakti, Kampar Regency, are. This kind of descriptive qualitative study uses observation, interviews, and documentation as data gathering methods. This study was carried out in. The findings of the study demonstrate that the students at SD 025 Indrasakti, Kampar Regency, have an environmentally conscious attitude that aligns with the five indicators of such attitudes. These indicators include the students' prompt removal of litter from the classroom, their conservation of electricity after class, and their constant maintenance of a clean classroom. Clean up after yourself, next engage in environmental participation by emptying trash cans, and lastly take part in preserving the cleanliness of the surrounding area.

Keterlaksanaan Program Literasi SD Mi Muhajirin Duri Fathur Risky; Putri Rahmayanti; Riska Molinda; Shintia Ramadani; Febrina Dafit
Jurnal Insan Pendidikan dan Sosial Humaniora Vol. 1 No. 3 (2023): Agustus : Jurnal Insan Pendidikan dan Sosial Humaniora
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59581/jipsoshum-widyakarya.v1i3.702

Reading is one of the most important functions in life. All learning processes are based on reading ability. With the ability to read that is entrenched in every child, the level of success in school and in community life will open up opportunities for success in a better life. The low reading literacy of our nation causes our Human Resources to be uncompetitive due to the lack of mastery of science and technology, as a result of the low interest and ability to read and write. Reading and writing have not become a necessity of life and have not become a national culture. After conducting various observations and interviews, we found that the GLS at Mi Muhajirin Elementary School is expected to create an educational ecosystem in SD that is literate. Implementation of the MI Muhajirin School Literacy Movement through the following activities: 1. Read a book every time before learning/beginning of learning begins at least 15 minutes. 2. Increased literacy at least 15 minutes before learning. 3. Singing folk songs. This means that students' interest in reading has increased after the implementation of the School Literacy Movement (GLS) this is proven in the learning process as in the learning process students are more active in class both in debriefing with the teacher and in discussions.

Menelaah Proses Pelaksanaan Program Literasi Pada SDN 024 Tarai Bangun, SDN 037 Karya Indah, SDN 017 Pandau Jaya Dan SDIT Azzuhra Kab. Kampar Annisa Rahma Aulia; Anzelina Putri; Nila Alfiatunnikmah; Tenesya Dara Saski; Febrina Dafit
Jurnal Insan Pendidikan dan Sosial Humaniora Vol. 1 No. 3 (2023): Agustus : Jurnal Insan Pendidikan dan Sosial Humaniora
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59581/jipsoshum-widyakarya.v1i3.831

Referring to the Big Indonesian Dictionary (KBBI), Literacy is the ability to write and read. And based on the Regulation of the Minister of Education and Culture number 23 of 2015, the School Literacy Movement (GLS) strengthens the moral development movement. The School Literacy Movement (GLS), which has been launched by the government, aims to increase interest in reading and familiarize students with reading routines. This research was conducted by the author in order to find out how the process and implementation of literacy programs in several elementary schools in Pekanbaru City and Kampar Regency. Regarding the elementary schools that were used as research objects, namely SDN 024 Tarai Bangun, SDN 037 Karya Indah, SDN 017 Pandau Jaya, and SDIT Az-zuhra. Which of the literacy implementation programs that we observed included Reading-Writing Literacy, Numeracy. Science Literacy, Cultural and Citizenship Literacy, Financial Literacy, and Digital Literacy. By conducting interviews and observations as the method used. The results of this study are intended to add insight regarding the successful implementation of literacy programs, challenges and suggestions.

Dampak Game Online terhadap Pembelajaran Siswa di Sekolah Dasar Aprianto, Irvandy; Dafit, Febrina
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol 4 No 2 (2022): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

In this digital era, it affects many aspects of life, especially developments related to online games. Starting from children, teenagers, and adults, almost everyone knows what an online game is. All of that certainly has a significant impact, especially for students still in the age of education and learning. This study aimed to determine the impact of online games on student learning at SDN 020 Langsat Hulu, Kuantan Singingi Regency. The method used in this research is the qualitative method. The research procedure is initial observation, problem formulation, research implementation, interviews and documentation, and data analysis. Data analysis using the concept of data analysis techniques Miles and Huberman. The results of this study are that online games have both positive and negative impacts. The negative impact is that children with high-intensity playing games impact lesson values at school. In conclusion, online games in today's era have developed very quickly. Many elementary school children play online games themselves, so children become addicted to playing online games, making their children's learning disrupted because they play online games too often.

The Role of the Teacher in Overcoming Students' Learning Difficulties During the Covid-19 Pandemic at Elementary School Rahmadani, Elda; Dafit, Febrina
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol 4 No 2 (2022): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

This study attempts to show how teachers helped Class IV students at 114 Pekanbaru State Elementary School overcome their academic challenges during the Covid-19 Pandemic. Qualitative descriptive research is the kind of study that this is. Three fourth-grade teachers and six fourth-graders served as the study's data sources. In this study, interview, observation, and documentation approaches were employed to collect data. The three stages of the Milles and Huberman approach for data analysis were data reduction, data presentation, and drawing conclusions. The findings demonstrated that students' learning challenges during the pandemic were mastering course material, students were less attentive in class, and students were easily bored in class. First and foremost, the teacher's job in helping students overcome their learning challenges is that of a motivator. Second, is the role of the instructor as a mentor. Third, is the managerial function of the teacher. Fourth, is the facilitatory function of the teacher. Fifth is the innovator's function as the instructor. Sixth, the educator's function as an assessor. According to the findings of this study, the fourth-grade teacher at Pekanbaru State Elementary School 114 plays a part in helping students who are struggling to learn during the Covid-19 Pandemic.

Strategi Guru dalam Membangun Kedisiplinan Belajar Siswa di Sekolah Dasar Yuni, Febri; Dafit, Febrina
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol 4 No 3 (2022): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v4i3.1877

This study aims to describe how the teacher's strategy in fostering student learning discipline as well as the factors that influence the learning discipline of third-grade students at State Elementary School 67 Pekanbaru. This type of research is descriptive qualitative research. Sources of data in this study are a third-grade guardian and all third-grade students. Data collection techniques in this study used interview, observation, and documentation techniques. Data analysis used the Milles and Huberman model with three stages, namely data reduction, data presentation, and conclusion drawing. The results showed that the strategies used by the teacher in building student learning discipline were guiding and directing student behavior in a positive direction, showing good disciplinary behavior in students, supervising all student behavior at school, controlling all student behavior at school, and giving appropriate punishments or rewards. constructive nature. Then, the factors that influence student learning discipline are internal factors and external factors. Internal factors are factors from within the students themselves and external factors, namely family environmental factors, school environmental factors, and community environmental factors.

Co-Authors Abi Rivaldi Adiputra, Rizqi Fajar Adny, Raudatul Adriansyah Afrida, Lystiya Agustin Agnes Afrillia Agustiani Agustiani Ain, Siti Quratul Aisya Rahma Aisyah Aulia Fajhriany Al Faseh, Anisa Belly Alfian Yogi Alfian Yogi Amalia, Via Amelia Ramadhani Fitri Amnestya, Prilla Andani Juwanda Andhini, Meisha Andini Carla Tantia Andriani, Detia Andriani, Meysa Andryan Vania Amanda Anggi Rozma Yusmita Anggi Sulistiawati Anggraeni, Nur Fitri Anggriani, Mitha Dwi Angguni Yasmin Angin, Marsalinda Aulia Br Perangin Anisyah, Putri Anjani, Naraya Fitri Annisa Amalia Rahmi Annisa Putri Bungsu Annisa Rahma Aulia Annisa Rahma Aulia Ansari, Sofia Anzelina Putri Anzelina Putri Aprianto, Irvandy Aprilia Santika Ardilla Dinova Asnawi Asnawi Astuti, Tiana Dian Ayuni, Nola Sri Azizah, Irsadul Beta Salsabilla Bungsu, Annisa Putri Chandra Wijaya Chaprilia Pati Rahma Chici Anshari Citra Devi, Mirda Citra Veronika Cristina Cristina Cristina Cristina Danda Alfitra Darmawan, Zikri Daulay, Dian Fitri Dea Miranda Dela Ade Ira Pratiwy Dela Septia Desri Elvia Yani Desri Elvia Yani Devi Yuliyati Dewi Anggraini Dewi, Nasuha Risma Diah Agustina, Diah Diah Anis Nafiah Diah Nur Azizah Diah Nur Azizah Diana Lestari Didik Wahyu Triono Dinda Adeliya Dinda Gustri Dinda Ira Ervina Dini Puspita Sari Dini Suciani Dinova, Ardilla Dira Putri Utami Dwi Rahayu Elfira Hadi, Adisya Ellahi, Nurnasyila Karania Etfita, Fauzul Evi Setiyawati Fadhilah, Ronaa Fadillah, Raisani Fameliana Amalia Sholehah Faridatul Hamdiah Faridatul Hamdiah Farrencia Ramadhani Fathur Risky Fathur Risky Fatmawati Fatmawati febliza, asyti Febria Indah Lestari Febria Indah Lestari Febrianti, Lestari Febrianti, Mala Febriyani, Febriyani Feby Yolanda Fillia Aswari Firdausia, Salsabila Fitra Adi Kusuma Fitra Adi Kusuma Fitri Nabila Fitri Ramadani Fitri, Renita Kurnia Fitriani Fitriani Fitriyani, Nofira Fitriyeni Fitriyeni Fitriyeni Fitriyeni, Fitriyeni Fitry Annisyah Gusnaida, Riva Hamidah, Atiah Hana Fitria Hasanah, Ghoniatul Ilmi Hasna, Hasna Hasriansyah, Ari Haviz Dazaqy Haviz Dazaqy Helena Okti Marito Hutasoit Hersi Nopita Hilda Andini Mandasari Hilda Andini Mandasari Husni Fita Akda Icha Nuraini Mendeita Iin Puspasari Iklima, Nur Ilham, Muhammad Ilham Abdul Azis Imelda, Dewi Indah Arianita Indah Ayu Lestari Indah Gustina Isra Syahputri Iswayani, Adelia Yoawa Jatra, Rices Jatra, Rices Jeni Silvia Joan Ruth Agatha Juliani Julita, Vita Junia Amalia Junia Amalia Kernelia, Selfi Khairunnas, Dimas Iqbal Khairunnisa Pulungan Kholida, Nur Kurnia Pebriniati Kurniati, Yusri Kurniawan, Ryen Kurniawati, Selpina Laili Rahmi Laili Rahmi, Laili Latif Latif Latif Liani, Ayu Lili Masrima Yanti Daulay Linda Mardiyana Lingga, Leny Julia Lita Aninda Mutiara Lubis, Bella Kartika Br Lusi Aprili Wahuni Maharani, Tika Annisa Mailana, Aldi Maini Irtiyah Maria Yaprianti Meisha Andhini Meisy Adhariani Meli Gustiani Melihayatri, Ningrum Melli Agustini Meysa Andriani Meyshi Ziya Dwi Putri Mia Audina, Mia Micko Yulandri Micko Yulandri Miftari Putri Destari Milda Amelia Putri Milennia Liza Putri Milka Sari Br Simarmata Mira Mira Mitra Rahma Muhammad Iqroq Kabari Muhammad Nukman Mukhlis, Muhammad Mulia, Indah Try Mutia Amanda Mutiara Nur Afifah Nacjmi Aulia Fadhilla Nadia Nadila Nadila Nadra, Resi Nasuha Risma Dewi Natasya Meisandi Putri Natasya Navira Elberni Niken Novita Ayu Nila Alfiatunnikmah Nila Alfiatunnikmah Ninda Rahmawati Nindya, Monica Isma Surya Ningrum Melihayatri Ningsih, Annisa Darma Ningsih, Sri Wahyu Ningsih, Suci Wahyu Nisa Umami SY Nisaq, Khairun Nita Safitri Br Sitorus Nova Frianty Novi Astari Novi Sari Nur Azimah Nur Mellany Paizal Nuramalina Nuramalina Nuramalina nuramalina, nuramalina Nuraqmarina Ariyani Nurdahlia Rahmadani Nurhafizdah Fitri Nurhaliza Putri Sabila Nurhija, Andan Ela Nurkhodri, Muhammad Nurlaila Saharani Nurmayeni Nurnasyila Karania Ellahi Nursa Indah Nurul Amelia Nurul Fajri Nurul Fauziah Okta Kisti, Melqi Paluvi, Indriyani Pangaribuan, Naomi Kristina Patmawati Patmawati Paula, Shilvy Resti Pohan, Sarah Azhari Pratiwy, Dela Ade Ira Primanda, Egi Purba Andy Wijaya Puspasari, Iin Putra, Elpri Darta Putri Ade Rahma Yulis Putri Gayo Mahbengi Putri Octa Hadiyanti Putri Octa Hadiyanti Putri Rahmayanti Putri Rahmayanti Putri Siska Meilani Putri, Milennia Liza Putri, Natasya Meisandi Putri, Rike Puspa Herlita Radani Suslawati Rafif, Adika Rahilla, Ratu Rahma, Aisya Rahma, Chaprilia Pati Rahma, Mitra Rahmadani, Elda Rahmadini, Hanisa Rahmawati, Elsa Rahmayani Rahmi Murniyati Ramadan, Zaka Hadikusuma Ramadani, Suci Ramadhani, Farrencia Rani Ardianti Rani Oktaviani Ranisha Dian Insani Ratu Rahilla Raudatul Adny Rayke Azzami Reka Miftahul Hayati Renita Kurnia Fitri Resdayanti, Chantika Resi Nadra Resti Andini Dwi Hendriatmi Reza Amelia Putri Rezha Marlina Rhenalda Elpa Ria Ignasis Munthe, Anggun Ridia Syafitri Rifal Martin Rifal Martin Rika Anshari Rini Cahyani Ririza Maulina Rischa Arselya Dwi Pitri Riska Aktaviana Riska Molinda Riska Molinda Riva Gusnaida Rizka, Dhea Rizky Fitria Robi Santika Robi Santika Ronaa Fadhilah Ronadia Febrianti Gurning Rose Winda Safira Deswita safitri, melinia Safitri, Tri Rika Safitri, Vira Sakila, Nesa Salsabila, Rizka Sandika Wena Santika, Rani Sarafina Sarah Azhari Pohan Sashikirana, Kania Wisna Sella Melani Selly Rima Melati Selpina Kurniawati Septia Kamala Seri Winda Ningsih Sesmita Oktaria Sexcio, Exky Bima Shakila Nizaliana Shakila Nizaliana Shintia Ramadani Shintia Ramadani Silvia, Jeni Silvya Mitra Angraini Siti Alvia Siti Irva Gustina Siti Nuranisa Siti Nurhasanah Siti Nurhasanah Siti Quratul Ain Sri Mulyani, Hayyumda Sri Nurhidayati Sri Wahyu Ningsih Sri Wahyuni Sri Wahyuni Sukma Anggraini Sulistyaningsih, Wahyu Suryani, Nurrahmah Susilawati Ningsih Suslawati, Radani Suzianti, Dinda Syadidah Khansa Rafikin Syafira Syafira Syafira, Ananda Mai Syafitri, Ridia Syaherawati, Atika Syahira Nabila Syahira Nabila Syahputri, Isra Syahriadi, Syahriadi Syaidatil Akila Syarah Rama Syahfitri Syarah Rama Syahfitri Syarifadillah Putri T. Zekri Asril Tenesya Dara Saski Tenesya Dara Saski Tia Dratis Suryana Tiara Kusuma Tiara Syarunnisa Triani, Dila Utami, Nurul Cahya Vany Sinthya Vara, Fasera Utari Via Amalia Vina Yunita Violandari Violandari Viona Grace Hutapea Vira Safitri Vita Julita Wahidah, Miftahul Wahuni, Lusi Aprili Wanda Asizah Wanda Asizah Weny Agustin Widia Ningsih, Purwani Winda, Rose Windah Gema Sari Winingsi, Kartika Rama Wulan Dari, Asih Yeni Yoana, Adelia Yolanda, Feby Yolanda, Fitriana Yovanes Chaniago Yudiana, Meigita Yulianti Yulianti Yuliyati, Devi Yuni, Febri Yuyun Aulia Zahwa Lilatusyika Zaki Triadi Putra Zaki Triadi Putra Zidan Dika Dafara

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