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Febrina Dafit, Febrina

Universitas Islam Riau, Riau, Indonesia

Author-ID : 2420766

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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PENGEMBANGAN E-MODUL BERBASIS NILAI KARAKTER PADA PEMBELAJARAN TEMA 2 SUBTEMA 2 DI KELAS V SDN 177 PEKANBARU Nursa Indah; Febrina Dafit
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 11, No 6 (2022)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

E-modul sangat dibutuhkan pada sebuah pengembangan untuk siswa lebih memahami atas pemberian bahan ajar oleh guru. Tujuan penelitian ini ialah untuk mengembangkan e-modul berbasis nilai karakter serta mengetahui validitas e-modul berbasis nilai karakter. Penelitian ini adalah penelitian pengembangan (Research and Development) dengan model ADDIE yang dibatasi sampai tahap development. Validator penelitian ini adalah 2 orang pada aspek materi, 2 orang aspek desain dan 2 orang aspek bahasa. Metode pengumpulan data pada penelitian dengan cara wawancara, angket dan dokumentasi. Proses pengembangan e-modul berbasis nilai karakter diawali tahap analisis kebutuhan, kurikulum dan materi, perancangan produk, dan proses validitas kepada validator. Berdasarkan hasil validasi maka e-modul berbasis nilai karakter pada pembelajaran tema 2 sub tema 2 kelas V di SDN 177 Pekanbaru telah memenuhi kriteria dari segi aspek desain 88%, aspek materi 94% dan aspek bahasa 92% dan rerata nilai validitas keseluruhan 91% serta sangat valid digunakan. Saran penelitian diperlukannya penerapan E-modul agar mengetahui efektif serta praktis dalam penggunaan saat pembelajaran.

Pengenalan Olahraga Tenis Lapangan Pada Anak Sekolah Dasar Rices Jatra; Febrina Dafit; Chandra Wijaya; Yeni
Community Education Engagement Journal Vol. 4 No. 1 (2022): October
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ceej.v4i1.10537

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memberikan pengenalan olahraga tenis lapangan pada siswa sekolah dasar. Melalui pengenalan ini peserta didik tahu dengan cabang olahraga tenis lapangan sehingga dapat memberi pengalaman pada peserta didik untuk memiliki cabang olahraga yang diminati apalagi cabang olahraga tenis yang dulunya dikatakan olahraga orang orang kaya berbeda dengan saat ini dimana hamper disetiap kecamatan ada lapangan tenis dan jarang kita temui anak anak yang bermain tenis. Kegiatan pengabdianmasyarakat di SD Muhammadiyah 020 Kecamatan Kuok Kabupaten Kampar yang berjumlah 25 orang. Materi dalam kegiatan ini tentang pembekalan ilmu dengan kegiatan pelatihan dan pendampingan bermain tenis dengan aturan permainan tenis yang sesuai standar Pelti dan ITF serta gambaran kedepannya kalau kita memiliki skill bisa bermain tenis .

Kesulitan Membaca Permulaan Siswa Kelas I SDN 105 Pekanbaru Hana Fitria; Febrina Dafit
IJoIS: Indonesian Journal of Islamic Studies Vol. 3 No. 2 (2022): Indonesian Journal of Islamic Studies
Publisher : Civiliza Publishing

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

This study aims to determine the difficulty of reading the beginning of grade I students, the factors that influence the difficulty of reading the beginning of the students of class I, and how to overcome the difficulty of reading the beginning of the students of class I SDN 105 Pekanbaru. The type of research used is a case study with a qualitative approach. The subjects in this study were class ID students and class ID teachers at SDN 105 Pekanbaru. Data collection techniques were carried out by tests, observations, interviews, and documentation. The data collection instruments in this study were test sheets, observation sheets, interview guidelines, and document review. The results showed that 3 students had difficulty reading the beginning. The types of difficulties experienced by students are difficulties in recognizing and distinguishing letters, difficulties in spelling words that contain diphthongs, consonants, and affixes, reading haltingly, and pronouncing wrong words. Factors that influence students' initial reading difficulties are psychological factors and environmental factors. Psychological factors occur due to lack of motivation, namely students lack of motivation and parental attention and environmental factors occur because of the background of students at home, namely students do not take Kindergarten (TK) education and students do not repeat learning at home. The way or solution in overcoming students' initial reading difficulties is by using learning media, giving rewards (gifts), providing support and motivation, and including reading lessons.

IMPLEMENTATION OF STUDENTS SOCIAL ATTITUDE IN THEMATIC LEARNING AT CLASS IVA OF ELEMENTARY SCHOOL Micko Yulandri; Febrina Dafit
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 11, No 6 (2022)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Social attitude refers to the becoming of students' social attitudes in order to make them honest, disciplined, responsible, and caring for others. The research described in this article is to describe the students’ becoming of social attitudes and obstacles found by teachers in applying social attitudes in thematic learning. The method used is descriptive research with a qualitative approach. The research involved students and homeroom teachers at class IVA. The data collection method is carried out by observation, interviews, and documentation. The results indicate that the circumstances in the research field teachers and students have already embedded social attitudes in the teaching and learning processes. The social attitudes that appeared in this research are tolerance, self-confidence, and mutual cooperation. The implementation of social attitudes is seen when group discussion and learning interactions in the classroom. Yet, the implementation of these social attitudes has not been applied optimally. It is due to several existing inhibition factors like students’ low self-awareness, uncontrolled associations, and children’s inner behavior. However, teachers should be tried to adapt themselves to students through socialization such as in school, family, and society. Various attempts are given by teachers in order to make students instill their social attitudes like maximizing the application of teaching and learning methods, linking the material with social attitudes, and providing guidance to apply learning methods in groups.

Problematika Guru Dalam Merancang Media Video Pembelajaran Tematik Di SDN 160 Pekanbaru Rika Anshari; Febrina Dafit
Jurnal Pendidikan Indonesia Vol. 3 No. 09 (2022): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Teachers are responsible for developing students' knowledge and developing skill values in students, teachers are also responsible for directing and training their students. In an effort to provide learning and education, teachers must be able to use learning tools in an effort to achieve learning objectives, teachers are also required to be able to develop skills in creating and using learning media that will be used in the learning process. This study aims to find out the problems or obstacles for teachers in designing a learning media type of video media. This study uses a qualitative method, where this research is observed by interacting directly or face to face at the research site. The problems experienced by teachers include the ability to use technological tools in designing learning video media, production equipment used in designing video media and making video improvements if they find errors after reviewing the video media that has been made. teachers have made efforts to overcome the problems experienced, including by studying with teachers who are already proficient in designing video media without having problems and learning independently by looking at the tutorials on the youtube application. From the results of the research above, it can be seen that there are problems that hinder teachers from designing a video media, and teachers at SD Negeri 160 Pekanbaru have the same problems

NEED ANALYSIS OF ETHNOPEDAGOGY-BASED THEMATIC LEARNING MODULES DEVELOPMENT FOR GRADE V ELEMENTARY SCHOOL STUDENTS IN PEKANBARU Febrina Dafit; Zaka Hadikusuma Ramadan; Nuramalina Nuramalina; Alfian Yogi
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 12, No 1 (2023)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i1.9359

The implementation of thematic learning in elementary schools is a new thing. One of the problems that occur in the implementation of thematic learning is the textbooks published by the Ministry of Education and Culture, which are compiled and used nationally, so it does not indicate the Ethno pedagogy of students' regions and students' knowledge about Indonesian culture, especially the culture in their regions that have still lack and educators do not have reference teaching materials that contain Ethno pedagogy-based thematic learning or instill local cultural values. Basically, thematic learning aims to introduce students to the environment that is closest to students. The purpose of the research is only to analyze and describe the need for the development of Ethno pedagogy-based thematic learning models for elementary school students in Pekanbaru so that the data used are qualitative data. The needs analysis of the development of Ethno pedagogy-based thematic learning modules includes curriculum analysis, student analysis, and teacher needs analysis. Various analyses were carried out to determine the need of developing a comprehensive Ethno pedagogy-based learning module based on the students’ conditions, curriculum, and teacher needs. A thorough and accurate needs analysis is expected to be developed for Ethnopedagogy-based thematic learning modules for grade V elementary school students in Pekanbaru that are based on the needs of the research field.

Analisis Kesalahan Penggunaan Ejaan Dalam Menulis Karangan Narasi Pada Siswa Kelas IV SDN 163 Pekanbaru Cristina Cristina; Febrina Dafit
Innovative: Journal Of Social Science Research Vol. 1 No. 2 (2021): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Kurangnya kemampuan siswa dalam menggunakan ejaan dan masih tidak sesuai dengan Pedoman Umum Ejaan Bahasa Indonesia (PUEBI) dan masih banyak terjadi kesalahan yang siswa lakukan dalam menulis karangan narasi misalnya penulisan huruf kapital, penggunaan tanda baca, dan sebagainya. Maka dari itu peneltian ini bertujuan untuk (1) mendeskripsikan kesalahan penggunaan ejaan dalam karangan narasi siswa, (2) mendeskripsikan penyebab kesalahan penggunaan ejaan dalam karangan narasi siswa. Penelitian ini merupakan penelitian kepustakaan (library research) dengan pendekatan kualitatif, data yang diperoleh disajikan secara deskriptif. Teknik pengumpulan data yang digunakan dalam penelitian ini menggunakan teknik non-tes dengan metode wawancara dan dokumentasi. Hasil penelitian ini adalah sebagai berikut: Ditemukan kesalahan penulisan huruf kapital pada huruf pertama di awal kalimat dan di tengah kalimat, penggunaan huruf kecil, kesalahan pada penulisan judul karangan, penggunaan huruf kapital setelah pemakaian tanda titik, kata sapaan, nama tempat atau objek serta kesalahan tanda titik, tanda koma, dan tanda hubung dengan persentase kesalahan dibawah 10% kesalahan terjadi di sebabkan oleh dua faktor yaitu, faktor internal dan faktor eksternal. Dapat disimpulkan bahwa kesalahan penggunaanejaan yang dilakukan oleh siswa saat menuliskarangan narasi menunjukkan hasil yang baik dengan kategori kesalahan sangat rendah

IMPLEMENTASI MODEL MULTILITERASI PADA PROSES PEMBELAJARAN MEMBACA PEMAHAMAN SISWA KELAS IV SEKOLAH DASAR Febrina Dafit
JS (JURNAL SEKOLAH) Vol 1, No 2 (2017): Maret 2017
Publisher : Universitas Negeri Medan

Abstrak : Implementasi Model Mulitiliterasi Pada Proses Pembelajaran Membaca Pemahaman Siswa Kelas IV Sekolah Dasar. Tujuan penelitian ini untuk menelaah dan mendeskripsikan kemampuan membaca pemahaman siswa kelas IV SD setelah menggunakan model multiliterasi. Penelitian ini merupakan penelitian kuantitatif dengan subjek penelitian kelas IV SDN04 Andaleh Kecamatan Luhak, Kabupaten 50 Kota, Sumatera Barat. Hasil Penelitian menunjukkan bahwa pembelajaran multiliterasi mampu meningkatkan kemampuan siswa dalam memahami bacaan. Oleh karena itu, pembelajaran multiliterasi dapat dipertimbangkan sebagai salah satu model pembelajaran dalam upaya meningkatkan kemampuan membaca pemahaman siswa SD.Kata kunci: membaca pemahaman, model multiliterasi, siswa SD

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 : Universitas Katolik Widya Karya Malang

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.

Program Literasi Di Sekolah Dasar Pekanbaru Dan Kampar Kiri Melli Agustini; Niken Novita Ayu; Siti Nuranisa; Fameliana Amalia Sholehah; Febrina Dafit
Innovative: Journal Of Social Science Research Vol. 3 No. 2 (2023): Innovative: Journal Of Social Science Research (Special Issue)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v3i2.2213

Kemampuan literasi yang baik dapat membantu siswa dalam memahami informasi baik lisan maupun tulisan. Pelaksanaan pembiasaan Program Literasi Sekolah merupakan salah satu kegiatan literasi dan bentuk kesadaran pemerintah terhadap pentingnya membangun budaya literasi dalam dunia pendidikan. Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembiasaan Program Literasi Sekolah. Jenis penelitian ini adalah deskriptif kualitatif. Subjek penelitian ini adalah 1 orang kepala sekolah dan 6 wali kelas. Instrument penelitian berupa wawancara, observasi, dan dokumentasi. Teknik analisis data dalam penelitian ini adalah dengan penyajian data dan penarikan kesimpulan. Berdasarkan hasil penelitian menunjukkan bahwa pembiasaan Program Literasi Sekolah belum terlaksana dengan baik. Hal ini terlihat dari hasil wawancara yaitu belum terlaksananya membaca 15 menit sebelum pelajaran dimulai, sarana dan lingkungan sekolah belum kaya akan literasi, belum kaya akan teks, tidak bisa memilih bahan bacaan di sekolah, dan belum melibatkan publik.

Co-Authors Adiputra, Rizqi Fajar Adriansyah Agustiani Agustiani Agustiani Agustiani Ain, Siti Quratul Aisyah Aulia Fajhriany Al Faseh, Anisa Belly Alfian Yogi Amelia Ramadhani Fitri 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 Anjani, Naraya Fitri Annisa Amalia Rahmi Annisa Putri Bungsu Annisa Rahma Aulia Annisa Rahma Aulia Anzelina Putri Anzelina Putri Aprianto, Irvandy Aprilia Santika Ardilla Dinova Asnawi Asnawi Asnawi, Asnawi Atika Syaherawati Ayu Liani Beta Salsabilla Bungsu, Annisa Putri Chandra Wijaya Chaprilia Pati Rahma Chici Anshari Citra Veronika Cristina Cristina Cristina Cristina Danda Alfitra Darmawan, Zikri 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 Dian Fitri Daulay Diana Lestari Didik Wahyu Triono Dila Triani Dimas Iqbal Khairunnas Dinda Adeliya Dinda Gustri Dinda Ira Ervina Dini Puspita Sari Dira Putri Utami Dwi Rahayu Elfira Hadi, Adisya Elsa Rahmawati Evi Setiyawati Fadhilah, Ronaa Fameliana Amalia Sholehah Faridatul Hamdiah Faridatul Hamdiah Fathur Risky Fathur Risky Fatmawati Fatmawati Fauzul Etfita Febria Indah Lestari Febria Indah Lestari Febrianti, Mala Febriyani, Febriyani Feby Yolanda Fillia Aswari Firdausia, Salsabila Fitra Adi Kusuma Fitra Adi Kusuma Fitri Nabila Fitri Ramadani Fitri, Renita Kurnia Fitriana Yolanda Fitriyeni Fitriyeni Fitriyeni, Fitriyeni Fitry Annisyah Gusnaida, Riva Hamidah, Atiah Hana Fitria Hanisa Rahmadini Hasanah, Ghoniatul Ilmi 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 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 Kartika Rama Winingsi Khairunnisa Pulungan Kurnia Pebriniati Kurniati, Yusri Kurniawan, Ryen Kurniawati, Selpina Laili Rahmi Laili Rahmi, Laili Latif Latif Latif Latif, Latif Leny Julia Lingga Lestari Febrianti Lili Masrima Yanti Daulay Linda Mardiyana Lingga, Leny Julia Lubis, Bella Kartika Br Lusi Aprili Wahuni Lystiya Agustin Afrida Maini Irtiyah Maria Yaprianti Meisy Adhariani Meli Gustiani Melihayatri, Ningrum Melinia Safitri Melli Agustini Meysa Andriani Meyshi Ziya Dwi Putri Mia Audina, Mia Micko Yulandri Miftari Putri Destari Milda Amelia Putri Milennia Liza Putri Milka Sari Br Simarmata Mira Mira Mirda Citra Devi Mitha Dwi Anggriani Mitha Dwi Anggriani Mitra Rahma Muhammad Iqroq Kabari Muhammad Nukman Mukhlis, Muhammad Mulia, Indah Try Mutia Amanda Mutiara Nur Afifah Nabila, Syahira Nacjmi Aulia Fadhilla Nadia Nadila Nadila Natasya Navira Elberni Niken Novita Ayu Nila Alfiatunnikmah Nila Alfiatunnikmah Ninda Rahmawati Nindya, Monica Isma Surya Ningrum Melihayatri Ningsih, Annisa Darma Ningsih, Sri Wahyu Nisa Umami SY Nita Safitri Br Sitorus Nova Frianty Novi Astari Novi Sari Nur Azimah Nur kholida Nur Mellany Paizal Nuramalina Nuramalina nuramalina, nuramalina Nuraqmarina Ariyani Nurdahlia Rahmadani Nurhafizdah Fitri 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 Patmawati Patmawati Pohan, Sarah Azhari Pratiwy, Dela Ade Ira Puspasari, Iin Putra, Elpri Darta Putri Ade Rahma Yulis Putri Anisyah Putri Gayo Mahbengi Putri Octa Hadiyanti Putri Octa Hadiyanti Putri Rahmayanti Putri Rahmayanti Putri Siska Meilani Putri, Milennia Liza Putri, Natasya Meisandi Radani Suslawati Rafif, Adika Rahilla, Ratu Rahma, Aisya Rahma, Chaprilia Pati Rahmadani, Elda Rahmayani Rahmi Murniyati Ramadan, Zaka Hadikusuma Ramadani, Suci Ramadhani, Farrencia Rani Ardianti Rani Oktaviani Rani Oktaviani Rani Santika Ranisha Dian Insani Raudatul Adny Reka Miftahul Hayati Renita Kurnia Fitri Resi Nadra Resti Andini Dwi Hendriatmi Reza Amelia Putri Rezha Marlina Rezha Marlina Rhenalda Elpa Rifal Martin Rifal Martin Rika Anshari Ririza Maulina Ririza Maulina Rischa Arselya Dwi Pitri Riska Aktaviana Riska Aktaviana Riska Molinda Riska Molinda Rizky Fitria Robi Santika Robi Santika Ronaa Fadhilah Ronadia Febrianti Gurning Rose Winda Safira Deswita Safitri, Tri Rika Safitri, Vira Sakila, Nesa Salsabila, Rizka Sandika Wena Sandika Wena Sarafina Sarah Azhari Pohan Sashikirana, Kania Wisna Sella Melani Selly Rima Melati Selpina Kurniawati Septia Kamala Septia Kamala Seri Winda Ningsih Seri Winda Ningsih Sesmita Oktaria Sexcio, Exky Bima Shakila Nizaliana Shilvy Resti Paula Shintia Ramadani Shintia Ramadani Silvia, Jeni Silvya Mitra Angraini Siti Alvia Siti Irva Gustina Siti Nuranisa Siti Nurhasanah Siti Quratul Ain Sri Nurhidayati Sri Wahyu Ningsih Sri Wahyuni Sri Wahyuni Sukma Anggraini Suryani, Nurrahmah Suzianti, Dinda Syadidah Khansa Rafikin Syadidah Khansa Rafikin Syafira Syafira Syafira, Ananda Mai Syafitri, Ridia Syahira Nabila Syahriadi Syahriadi Syahriadi Syaidatil Akila Syarah Rama Syahfitri Syarah Rama Syahfitri Syarifadillah Putri T. Zekri Asril Tenesya Dara Saski Tenesya Dara Saski Tia Dratis Suryana Tiana Dian Astuti Tiara Kusuma Tiara Syarunnisa Utami, Nurul Cahya Vany Sinthya Vara, Fasera Utari Via Amalia Vina Yunita Violandari Violandari Viona Grace Hutapea Vira Safitri Vita Julita Wahidah, Miftahul Wanda Asizah Wanda Asizah Weny Agustin Widia Ningsih, Purwani Winda, Rose Windah Gema Sari Wulan Dari, Asih Yeni Yolanda, Feby Yovanes Chaniago Yudiana, Meigita Yulianti Yulianti Yuni, Febri Zahwa Lilatusyika Zaki Triadi Putra Zaki Triadi Putra Zidan Dika Dafara

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