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All Journal JURNAL ISTEK Jurnal Pendidikan Islam Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam POLYGLOT Ranah: Jurnal Kajian Bahasa Pendas : Jurnah Ilmiah Pendidikan Dasar Metalingua: Jurnal Penelitian Bahasa Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia PTK: Jurnal Tindakan Kelas Journal of General Education and Humanities Karimah Tauhid Jurnal Metrum TADIB: Jurnal Pendidikan Agama Islam Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah Ranah: Jurnal Kajian Bahasa
Yeti Heryati
UIN Sunan Gunung Djati Bandung, Bandung
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Social Sciences Other

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Pengembangan Metode Pembelajaran PAI: Integrasi Ceramah, Diskusi, Tanya Jawab, dan Demonstrasi Arif Rahman Hakim; Irwan Ruswandi; Ahmad Hilman; Mahmud Mahmud; Yeti Heryati
TA'DIB: Jurnal Pendidikan Agama Islam Vol 3 No 2 (2025): TADIB: Jurnal Pendidikan Agama Islam
Publisher : STAI Al-Mas'udiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69768/jt.v3i2.83

Abstract

This article discusses the development of teaching methods in Islamic Religious Education with a focus on four main methods: lecture, discussion, question-and-answer, and demonstration. These four methods are commonly used approaches in Islamic Religious Education learning; however, in practice, they are often applied partially, resulting in less-than-optimal effectiveness. Through a literature review, this article examines how these methods can be developed and integrated into a single adaptive, varied, and contextual learning model. The findings indicate that the lecture method is effective for delivering normative concepts, the discussion method fosters critical thinking and tolerance, the question-and-answer method enhances active participation and two-way interaction, while the demonstration method is highly suitable for teaching practical worship and religious skills. The integration of these four methods not only improves the cognitive aspects of learners but also balances the affective and psychomotor domains. Therefore, the development of the lecture, discussion, question-and-answer, and demonstration methods can serve as a relevant strategy for improving the quality of Islamic Religious Education in the modern era.
Meningkatkan Kemampuan Berbicara dengan Desain Student Active Learning Kombinasi Synchronous dan Asynchronous Yeti Heryati
Ranah: Jurnal Kajian Bahasa Vol 12, No 2 (2023): Ranah: Jurnal Kajian Bahasa
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/rnh.v12i2.4187

Abstract

The purpose of this research is to create an online learning design based on student active learning to improve students' speaking skills. The type of research used is Research & Development (R&D) method development research in the field of education. The stages carried out are limited to the stages of information gathering, planning, and making initial products. This learning is designed based on the foundational study and literature data about online learning, student active learning, and speaking. The result of the research is an online learning design. The online learning is done by combining synchronous and asynchronous with zoom meeting, google meeting, mentimeter, mindmup, and jamboard applications. The stages go through five stages, namely ICARE, namely Introduction, Connection, Application, Reflection, and Extention. Learning activities that support speaking skills include four activities, namely telling pictures, compiling concept maps, creating scenarios, and role playing. AbstrakTujuan penelitian ini membuat desain pembelajaran daring berbasis student active learning untuk meningkatkan kemampuan berbicara siswa. Jenis penelitian yang digunakan adalah penelitian pengembangan metode Research & Development (R&D) dalam bidang pendidikan. Tahap yang dilakukan dibatasi pada tahap pengumpulan informasi, perencanaan, dan pembuatan produk awal. Pembelajaran ini dirancang berdasarkan studi pendaluhuan dan data literatur tentang pembelajaran daring, student active learning, dan berbicara. Hasil penelitian didapatkan sebuah desain pembelajaran daring. Pembelajaran daring tersebut dilakukan dengan cara kombinasi synchronous dan asynchronous dengan aplikasi zoom meeting, google meeting, mentimeter, mindmup, dan jamboard. Tahapannya melalui lima tahap, yakni ICARE, yakni Introduction (mengenalkan), Connection (menghubungkan), Application (menerapkan), Reflection (merefleksikan), dan Extention (mengembangkan). Kegiatan pembelajaran yang mendukung keterampilan berbicara meliputi empat kegiatan yakni menceritakan gambar, menyusun peta konsep, membuat skenario, dan bermain peran.
Phonemic Error Analysis of a Tajikistan Student in Indonesian as a Foreign Language (BIPA) Learning at UIN Bandung Azizir Rohma Febriyani; Yeti Heryati; Bustomi Bustomi
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1150

Abstract

Phonemic accuracy is a crucial aspect of Indonesian as a Foreign Language (BIPA) learning, yet foreign learners often experience persistent phonemic errors due to differences between their first language and Indonesian phonological systems. This study addresses the problem of phonemic errors produced by a Tajik student during BIPA learning, which may hinder intelligibility and effective communication. The objective of this research is to identify and analyze the types of phonemic errors and their phonological characteristics as manifested in the learner’s spoken Indonesian. This study employs an applied qualitative case study approach focusing on a single Tajik learner enrolled in a BIPA program at UIN Bandung. Data were collected through classroom observation, teaching participation, interviews, and voice-note recordings via WhatsApp, which provided authentic speech data. The data were analyzed using phonemic and phonological analysis to identify systematic error patterns. The results reveal recurring phonemic errors, particularly vowel mispronunciation involving the phoneme /e/ and consonant epenthesis after velar nasals, such as /ŋg/. These errors indicate strong first-language phonological influence and incomplete phonemic acquisition in Indonesian. The findings highlight the importance of targeted phonological instruction in BIPA learning.
Peningkatan Motivasi Belajar Siswa pada Pembelajaran Teks Pidato Bahasa Indonesia melalui Penerapan Model Investigasi Kelompok Berbasis Multimodal Hani Apriliani; Hartin Rizky Sujono; Yeti Heryati
PTK: Jurnal Tindakan Kelas Vol. 6 No. 2 (2026): Mei 2026
Publisher : Cipta Media Harmoni

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53624/ptk.v6i2.726

Abstract

Latar Belakang: Penelitian ini dilatarbelakangi oleh rendahnya motivasi belajar siswa yang ditunjukkan melalui kurangnya minat membaca, rendahnya konsentrasi, dan rendahnya kepercayaan diri dalam berbicara di depan umum. Permasalahan ini penting dikaji karena pemilihan model dan media pembelajaran berpengaruh terhadap motivasi belajar. Tujuan: Penelitian ini bertujuan mendeskripsikan penerapan model investigasi kelompok berbasis multimodal dalam meningkatkan motivasi belajar siswa pada pembelajaran Bahasa Indonesia. Metode: Penelitian menggunakan pendekatan Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus, meliputi tahap perencanaan, pelaksanaan tindakan, dan evaluasi. Subjek penelitian adalah siswa kelas VIII sekolah menengah pertama. Hasil: Pada siklus pertama, peningkatan motivasi belajar belum optimal sehingga dilanjutkan ke siklus kedua. Hasil pada siklus kedua menunjukkan peningkatan signifikan dengan rata-rata ketuntasan mencapai 87%. Siswa juga menunjukkan kondisi belajar yang lebih positif, ditandai dengan meningkatnya rasa nyaman, aman, dan antusiasme selama pembelajaran. Kesimpulan: Model investigasi kelompok berbasis multimodal terbukti efektif dalam meningkatkan motivasi belajar siswa serta menciptakan suasana pembelajaran yang lebih positif dan kondusif.
Pengaruh Gadget terhadap Sikap Disiplin dan Minat Belajar pada Anak Sekolah Dasar Devi Yulianti; Nadia Sena Mushoffa; Yunika Dewi; Yeti Heryati; Dede Mardiah
Karimah Tauhid Vol. 5 No. 2 (2026): Karimah Tauhid
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/karimahtauhid.v5i2.22738

Abstract

Penggunaan gadget pada anak sekolah dasar semakin umum seiring perkembangan teknologi masa kini. Kondisi tersebut memengaruhi berbagai aspek perkembangan anak, seperti kemampuan sosial, emosional, moral, dan terutama perilaku disiplin serta minat belajar. Penelitian ini bertujuan mengetahui bagaimana penggunaan gadget berdampak pada kedisiplinan dan ketertarikan belajar siswa, serta melihat sejauh mana frekuensi dan cara penggunaannya memengaruhi perilaku belajar mereka. Penelitian dilakukan dengan metode kualitatif melalui studi literatur, menggunakan 20 artikel yang diperoleh dari Google Scholar. Temuan penelitian mengungkapkan bahwa pemakaian gadget secara berlebihan berpotensi menimbulkan ketergantungan, mengurangi keterlibatan anak dalam aktivitas fisik, memengaruhi kestabilan emosi, serta menyebabkan berkurangnya kepatuhan terhadap aturan yang berlaku. Selain itu, tingginya intensitas bermain gadget berdampak pada menurunnya konsentrasi, berkurangnya minat belajar, dan penurunan prestasi akademik. Peran orang tua sangat penting untuk mengawasi dan membimbing anak dalam menggunakan gadget melalui pendampingan, pemberian batasan waktu, serta penggunaan gadget untuk kegiatan positif. Oleh karena itu, pengawasan yang tepat dari orang tua diperlukan agar anak dapat menggunakan gadget secara bijak dan tetap memiliki perilaku belajar yang baik dan disiplin.
Integration of Social Emotional Learning (SEL) in Elementary School Curriculum: Strategies, Implementation, and Impact on Learning Inggi Nurfauzia; Habibah Noor Fitriyah; Tri Wahyuni; Yeti Heryati; Dede Mardiah
Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah Vol. 2 No. 2 (2025): November, Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah, Jurusan Tarbiyah dan Keguruan, Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/passikola.v2i2.1981

Abstract

This study aims to examine the role of emotional approaches in learning, identify strategies that are effectively applied by teachers, and assess their influence on students' social-emotional development and academic achievement. The results show that the implementation of Social Emotional Learning (SEL) is effective when it is flexibly integrated through explicit and integrated approaches, with success strongly influenced by teacher training, parental involvement, and local cultural appropriateness. SEL has been shown to increase self-regulation, empathy, learning motivation, and indirectly support the improvement of academic achievement. This research offers novelty through a comprehensive SEL implementation model by emphasizing the importance of a combination of continuous teacher training, structured play methods, integration of psychological safety, and valid mixed evaluations. These findings contribute to the development of adaptive, contextual, and sustainable learning strategies for primary education.
Integration of a Humanistic Approach and Aqidah Akhlak Values in Teacher–Parent Collaboration for Bullying Prevention in Islamic Elementary Schools Ratih Fitri; Tasnim Ajali; Yogi Miftah Fauzan; Yeti Heryati; Dede Mardiah
Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah Vol. 3 No. 1 (2026): Mei, Passikola: Jurnal Pendidikan Dasar & Madrasah Ibtidaiyah
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah, Jurusan Tarbiyah dan Keguruan, Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/passikola.v3i1.1986

Abstract

This study aims to describe the roles of teachers and parents in bullying prevention, identify barriers to their collaboration, and analyze school-based efforts to address these challenges. The study employs a qualitative literature review using a conceptual case study approach. Data were drawn from scholarly journal articles, academic books, and research reports selected purposively based on their relevance to bullying prevention in elementary schools and Madrasah Ibtidaiyah. The data were analyzed using qualitative thematic analysis through the identification, categorization, and interpretation of themes, while the credibility of the findings was strengthened through source triangulation. The findings indicate that teachers serve as role models and mentors through a humanistic approach, whereas parents constitute the primary foundation for children’s character development. The main challenges include limited supervision of students’ behavior outside school, inappropriate parenting practices, students’ reluctance to report bullying incidents, and insufficient support from the broader school community. Prevention efforts can be strengthened through the establishment of anti-bullying teams, behavioral counseling, teacher–parent communication, and the internalization of Aqidah Akhlak values. The conceptual novelty of this study lies in integrating a humanistic approach with Aqidah Akhlak values within a teacher–parent collaboration framework. This integration offers a more holistic and context-sensitive strategy for bullying prevention in Madrasah Ibtidaiyah.
Co-Authors Aan Hasanah Ahmad Hilman Arif Rahman Hakim Azizir Rohma Febriyani Bustomi Bustomi Dede Mardiah Devi Yulianti Habibah Noor Fitriyah Hani Apriliani Hartin Rizky Sujono Hidayat Aji Permana Ibrahem Narongraksakhet Inggi Nurfauzia Irwan Ruswandi Laeli, Wardah Mahmud Mahmud Muhammad Rifqi Mahmud Nadia Sena Mushoffa Nurhasanah, Nina Zakia Nurinsani, Wafi Fathi Qiqi Yuliati Zaqiah, Qiqi Yuliati Ratih Fitri Ruswandi, Uus Syihabuddin Tasnim Ajali Tri Wahyuni Yogi Miftah Fauzan Yunika Dewi