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<![CDATA[IMPLEMENTASI MEDIA FLASHCARD PADA PEMBELAJARAN TEMATIK DI MADRASAH IBTIDAIYAH ]]>
<![CDATA[Isni Susanti]]>;
<![CDATA[fitria Martanti]]>;
<![CDATA[Ummu Jauharin Farda]]>
<![CDATA[ MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol 12, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Wahid Hasyim Semarang ]]>
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DOI: 10.31942/mgs.v12i2.5581
<![CDATA[AbstractThe goal of this study was to determine student learning outcomes in thematic learning using Flashcard Media in sub-theme 2 forms of learning objects at Class III Madrasah Ibtidaiyah Annur Pedurungan Semarang. This study was carried out using Classroom Action Research (CAR). Data was gathered through the use of evaluation tests, interviews, documentation, and observations Based on the results of learning scores from the pre-cycle, the first cycle is the first meeting obtained an average of 60.5 percentage of 25 percent including unfeasible criteria, the first cycle of the second meeting obtained an average of 70.5 percentage of 55 percent including eligible criteria, and the second cycle of the first meeting obtained an average of 70.5 percentage of 55 percent including eligible criteria. The results of this study based on the results of learning scores from pre-cycle obtained an average of 59.5 percentage of 15% including very unfeasible criteria, the first cycle is the first meeting obtained an average of 60.5 percentage of 25% including unfeasible criteria, the first cycle of the second meeting obtained an average of 70.5 percentage of 55 percent including eligible criteria, and the second cycle of the first meeting obtained an average of Keywords: Learning Outcomes, Flashcard, Thematic Learning]]>
<![CDATA[PERAN FURU KELAS DALAM MEMBERIKAN LAYANAN BIMBINGAN DAN KONSELING DI SDN WATUAJI 01 KABUPATEN JEPARA ]]>
<![CDATA[fitria martanti]]>
<![CDATA[ MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol 6, No 2 (2015): MAGISTRA ]]>
Publisher : <![CDATA[Universitas Wahid Hasyim Semarang ]]>
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DOI: 10.31942/mgs.v6i2.1776
<![CDATA[AbstrakKegiatan Bimbingan dan Konseling di Sekolah Dasar tidak diberikan oleh Guru Pembimbing secara khusus, sehingga guru kelas harus juga memberikan layanan bimbingan konseling kepada semua siswa tanpa terkecuali. Guru Sekolah dasar tentunya harus mendapat pengetahuan yang cukup selain dalam melaksanakan tugas sebagai guru kelas, juga dalam memberikan layanan bimbingan konseling. Penelitian ini berupaya untuk melihat bagaimana peran guru kelas dalam pelaksanaan Bimbingan Konseling di SDN Watuaji 01 Kabupaten Jepara. Adapun hasil penelitian menunjukkan pemberian layanan bimbingan dan konseling secara menyeluruh belum dilkukan secara maksimal. Guru juga belum melakukan catatan secara tertulis tentang berbagai permasalahan yang terjadi, solusi maupun perkembangan masalah hingga masalah tersebut dapat terselesaikan dengan baik. Adapun upaya yang dapat dilakukan untuk meningkatkan peran guru kelas dalam memberikan layanan bimbingan dan konseling adalah melakukan pelatihan tentang pelaksanaan pemberian layanan bimbingan dan konseling oleh guru Sekolah Dasar, menyelenggarakan berbagai seminar tentang upaya pemberian layanan bimbingan dan konseling oleh guru Sekolah Dasar dan pengupayaan peran maksimal Kelompok Kerja Guru (KKG) dan Musyawarah Guru Mata Pelajaran (MGMP)Kata Kunci: Guru Kelas, Bimbingan dan KonselinAbstractGuidance and Counseling in elementary school are not provided by Teachers Advisors specifically, so classroom teachers should also provide counseling services to all students without exception. The elementary school teacher surely must have sufficient knowledge in addition to carrying out duties as a classroom teacher, also in providing counseling services. This study attempted to see how the class teacher's role in the implementation of Guidance and Counseling at SDN 01 Watuaji Jepara regency. The research results indicate the provision of guidance and counseling services as a whole has not dilkukan maximum. She also has not made a written note of the various issues involved, as well as the development of problem solutions until the issue can be resolved properly. The effort can be done to enhance the role of19Fitria Martanti Peran Guru Kelas Dalam Memberikan Layanan….MAGISTRA - Volume 6 Nomor 2 Oktober 2015classroom teachers in providing guidance and counseling services is to conduct training on the implementation of the provision of guidance and counseling services by elementary school teachers, organizes various seminars on efforts to provide guidance and counseling services by elementary school teachers and the insistence on maximum role group Teachers work (KKG) and Subject Teachers Council.Keywords: Master Class, Guidance and Counseling]]>
<![CDATA[PENANAMAN KONSEP GENDER PADA MATA PELAJARAN IPS SD ]]>
<![CDATA[Fitria Martanti]]>
<![CDATA[ MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol 8, No 1 (2017): MAGISTRA ]]>
Publisher : <![CDATA[Universitas Wahid Hasyim Semarang ]]>
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DOI: 10.31942/mgs.v8i1.1993
<![CDATA[Abstrak Konsep gender yang benar semestinya diajarkan pada anak mulai usia dini maupun usia sekolah dasar. Pemahaman gender akan memberikan gambaran tentang peran laki-laki dan perempuan yang benar bukan hanya sekedar stereotip masyarakat. Penanaman konsep gender yang tidak sesuai akan membentuk pemikiran anak tetang bagaimana peran laki-laki dan perempuan dan akan membentuk pemikiran anak yang bias gender. Adanya stereotip tentang gender pada dasarnya sangat nampak dalam pendidikan terutama nilai gender yang dianut oleh masyarakat terutama berkaitan dengan tempat pendidikan diabdikan, stereotip gender yang terdapat dalam kurikulum maupun buku ajar, dan nilai gender yang ditanamkan oleh guru. Menginggat begitu pentingnya penanaman konsep gender yang benar pada anak, maka dapat dilakukan melalui beberapa cara diantaranya penanaman konsep gender dalam mata pelajaran Ilmu Pengetahuan Sosial (IPS). Hal ini menginggat mata pelajaran IPS SD memiliki muatan materi untuk memahamkan anak tentang diri sendiri, keluarga dan masyarakat. Adapun konsep gender tentunya dapat diajarkan guru pada mata pelajaran IPS tema keluarga. Peran guru harus dapat memberikan contoh konkrit tentang peran laki-laki dan perempuan dalam keluarga, sekolah maupun masyarakat sehingga anak akan memahami konsep gender yang benar. Kata kunci: Konsep Gender; Pelajaran IPS Abstract The appropriate gender concept should be taught on children since early childhood or elementary school age. The understanding of gender will give description about the appropriate act on men and women, not only public stereotype. Unappropriate gender implementation will shape children’s mind about how men and women act and will shape children’s mind which gender refraction. The existance of stereotype about gender basically is visible in education, especially gender value attentived by public and related to implementation place, gender stereotype available in curriculum or teaching book, and gender value which applied by teacher. Considering the importance of appropriate gender implementation on children, it can be done by some ways, such as gender concept implementation in IPS lesson. Because it consider that IPS lesson on elementary school has material to understand student about themselves, family, and public. Gender concept can be taught by teacher on IPS lesson in theme about family. Teacher role should be give solid model about men and women act in family, school, and public so students can understand the appropriate gender concept.Keywords: gender concept; IPS lesson ]]>
<![CDATA[IMPLEMENTASI MEDIA FLASHCARD PADA PEMBELAJARAN TEMATIK DI MADRASAH IBTIDAIYAH ]]>
<![CDATA[Isni Susanti]]>;
<![CDATA[fitria Martanti]]>;
<![CDATA[Ummu Jauharin Farda]]>
<![CDATA[ MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol 12, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Wahid Hasyim Semarang ]]>
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DOI: 10.31942/mgs.v12i2.5581
<![CDATA[AbstractThe goal of this study was to determine student learning outcomes in thematic learning using Flashcard Media in sub-theme 2 forms of learning objects at Class III Madrasah Ibtidaiyah Annur Pedurungan Semarang. This study was carried out using Classroom Action Research (CAR). Data was gathered through the use of evaluation tests, interviews, documentation, and observations Based on the results of learning scores from the pre-cycle, the first cycle is the first meeting obtained an average of 60.5 percentage of 25 percent including unfeasible criteria, the first cycle of the second meeting obtained an average of 70.5 percentage of 55 percent including eligible criteria, and the second cycle of the first meeting obtained an average of 70.5 percentage of 55 percent including eligible criteria. The results of this study based on the results of learning scores from pre-cycle obtained an average of 59.5 percentage of 15% including very unfeasible criteria, the first cycle is the first meeting obtained an average of 60.5 percentage of 25% including unfeasible criteria, the first cycle of the second meeting obtained an average of 70.5 percentage of 55 percent including eligible criteria, and the second cycle of the first meeting obtained an average of Keywords: Learning Outcomes, Flashcard, Thematic Learning]]>
<![CDATA[PERAN FURU KELAS DALAM MEMBERIKAN LAYANAN BIMBINGAN DAN KONSELING DI SDN WATUAJI 01 KABUPATEN JEPARA ]]>
<![CDATA[fitria martanti]]>
<![CDATA[ MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol 6, No 2 (2015): MAGISTRA ]]>
Publisher : <![CDATA[Universitas Wahid Hasyim Semarang ]]>
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DOI: 10.31942/mgs.v6i2.1776
<![CDATA[AbstrakKegiatan Bimbingan dan Konseling di Sekolah Dasar tidak diberikan oleh Guru Pembimbing secara khusus, sehingga guru kelas harus juga memberikan layanan bimbingan konseling kepada semua siswa tanpa terkecuali. Guru Sekolah dasar tentunya harus mendapat pengetahuan yang cukup selain dalam melaksanakan tugas sebagai guru kelas, juga dalam memberikan layanan bimbingan konseling. Penelitian ini berupaya untuk melihat bagaimana peran guru kelas dalam pelaksanaan Bimbingan Konseling di SDN Watuaji 01 Kabupaten Jepara. Adapun hasil penelitian menunjukkan pemberian layanan bimbingan dan konseling secara menyeluruh belum dilkukan secara maksimal. Guru juga belum melakukan catatan secara tertulis tentang berbagai permasalahan yang terjadi, solusi maupun perkembangan masalah hingga masalah tersebut dapat terselesaikan dengan baik. Adapun upaya yang dapat dilakukan untuk meningkatkan peran guru kelas dalam memberikan layanan bimbingan dan konseling adalah melakukan pelatihan tentang pelaksanaan pemberian layanan bimbingan dan konseling oleh guru Sekolah Dasar, menyelenggarakan berbagai seminar tentang upaya pemberian layanan bimbingan dan konseling oleh guru Sekolah Dasar dan pengupayaan peran maksimal Kelompok Kerja Guru (KKG) dan Musyawarah Guru Mata Pelajaran (MGMP)Kata Kunci: Guru Kelas, Bimbingan dan KonselinAbstractGuidance and Counseling in elementary school are not provided by Teachers Advisors specifically, so classroom teachers should also provide counseling services to all students without exception. The elementary school teacher surely must have sufficient knowledge in addition to carrying out duties as a classroom teacher, also in providing counseling services. This study attempted to see how the class teacher's role in the implementation of Guidance and Counseling at SDN 01 Watuaji Jepara regency. The research results indicate the provision of guidance and counseling services as a whole has not dilkukan maximum. She also has not made a written note of the various issues involved, as well as the development of problem solutions until the issue can be resolved properly. The effort can be done to enhance the role of19Fitria Martanti Peran Guru Kelas Dalam Memberikan Layanan….MAGISTRA - Volume 6 Nomor 2 Oktober 2015classroom teachers in providing guidance and counseling services is to conduct training on the implementation of the provision of guidance and counseling services by elementary school teachers, organizes various seminars on efforts to provide guidance and counseling services by elementary school teachers and the insistence on maximum role group Teachers work (KKG) and Subject Teachers Council.Keywords: Master Class, Guidance and Counseling]]>
<![CDATA[PENANAMAN KONSEP GENDER PADA MATA PELAJARAN IPS SD ]]>
<![CDATA[Fitria Martanti]]>
<![CDATA[ MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol 8, No 1 (2017): MAGISTRA ]]>
Publisher : <![CDATA[Universitas Wahid Hasyim Semarang ]]>
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DOI: 10.31942/mgs.v8i1.1993
<![CDATA[Abstrak Konsep gender yang benar semestinya diajarkan pada anak mulai usia dini maupun usia sekolah dasar. Pemahaman gender akan memberikan gambaran tentang peran laki-laki dan perempuan yang benar bukan hanya sekedar stereotip masyarakat. Penanaman konsep gender yang tidak sesuai akan membentuk pemikiran anak tetang bagaimana peran laki-laki dan perempuan dan akan membentuk pemikiran anak yang bias gender. Adanya stereotip tentang gender pada dasarnya sangat nampak dalam pendidikan terutama nilai gender yang dianut oleh masyarakat terutama berkaitan dengan tempat pendidikan diabdikan, stereotip gender yang terdapat dalam kurikulum maupun buku ajar, dan nilai gender yang ditanamkan oleh guru. Menginggat begitu pentingnya penanaman konsep gender yang benar pada anak, maka dapat dilakukan melalui beberapa cara diantaranya penanaman konsep gender dalam mata pelajaran Ilmu Pengetahuan Sosial (IPS). Hal ini menginggat mata pelajaran IPS SD memiliki muatan materi untuk memahamkan anak tentang diri sendiri, keluarga dan masyarakat. Adapun konsep gender tentunya dapat diajarkan guru pada mata pelajaran IPS tema keluarga. Peran guru harus dapat memberikan contoh konkrit tentang peran laki-laki dan perempuan dalam keluarga, sekolah maupun masyarakat sehingga anak akan memahami konsep gender yang benar. Kata kunci: Konsep Gender; Pelajaran IPS Abstract The appropriate gender concept should be taught on children since early childhood or elementary school age. The understanding of gender will give description about the appropriate act on men and women, not only public stereotype. Unappropriate gender implementation will shape children’s mind about how men and women act and will shape children’s mind which gender refraction. The existance of stereotype about gender basically is visible in education, especially gender value attentived by public and related to implementation place, gender stereotype available in curriculum or teaching book, and gender value which applied by teacher. Considering the importance of appropriate gender implementation on children, it can be done by some ways, such as gender concept implementation in IPS lesson. Because it consider that IPS lesson on elementary school has material to understand student about themselves, family, and public. Gender concept can be taught by teacher on IPS lesson in theme about family. Teacher role should be give solid model about men and women act in family, school, and public so students can understand the appropriate gender concept.Keywords: gender concept; IPS lesson ]]>
<![CDATA[Pengembangan Media Permainan Monopoli Pembelajaran Fikih (Mojafi) Pada Materi Salat Jum’at Dan Salat Sunah Di Kelas IV MI ]]>
<![CDATA[Ersila Devy Rinjani Ersila]]>;
<![CDATA[Fitria Martanti]]>;
<![CDATA[Ashilah Khansa Habiba]]>
<![CDATA[ Jurnal Elementaria Edukasia Vol. 6 No. 3 (2023): september ]]>
Publisher : <![CDATA[Elementary Teacher Education Program, Majalengka University ]]>
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DOI: 10.31949/jee.v6i3.6621
<![CDATA[Learning media is very important for madrasah ibtidaiyah students who are still 7-12 years old on average, where the age vulnerable in the learning process students need learning media that can make it easier to think and understand lessons. This research was conducted with the aim of knowing the needs, validity, and effectiveness of fiqh learning media (mojafi) on the material of Friday prayers and sunnah prayers in class IV MI Permata Belia. The media development model uses ADDIE (Analysis, Design, Development, Implementation, Evaluation). The validity of the mojafi game material based on the results of the material expert validator assessment with a percentage of 96% or very valid. The validity of the mojafi game media based on the results of the assessment of media expert validators with a percentage of 84% or very valid. The effectiveness of getting the results of the average value of the pre-test 58.71 and post-test 89.63. Based on calculations using the normality test, the sample is normally distributed, t-test Sig. (2-tailed) 0.00 and the N-Gain Test obtained an average result of 0.76 with a percentage of 76% so that it entered the effective category and the response of students obtained a result of 88% in the very good category.]]>
<![CDATA[Pengembangan Media Permainan Monopoli Pembelajaran Fikih (Mojafi) Pada Materi Salat Jum’at Dan Salat Sunah Di Kelas IV MI ]]>
<![CDATA[Ersila, Ersila Devy Rinjani]]>;
<![CDATA[Fitria Martanti]]>;
<![CDATA[Ashilah Khansa Habiba]]>
<![CDATA[ Jurnal Elementaria Edukasia Vol. 6 No. 3 (2023): September ]]>
Publisher : <![CDATA[Elementary Teacher Education Program, Majalengka University ]]>
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DOI: 10.31949/jee.v6i3.6621
<![CDATA[Learning media is very important for madrasah ibtidaiyah students who are still 7-12 years old on average, where the age vulnerable in the learning process students need learning media that can make it easier to think and understand lessons. This research was conducted with the aim of knowing the needs, validity, and effectiveness of fiqh learning media (mojafi) on the material of Friday prayers and sunnah prayers in class IV MI Permata Belia. The media development model uses ADDIE (Analysis, Design, Development, Implementation, Evaluation). The validity of the mojafi game material based on the results of the material expert validator assessment with a percentage of 96% or very valid. The validity of the mojafi game media based on the results of the assessment of media expert validators with a percentage of 84% or very valid. The effectiveness of getting the results of the average value of the pre-test 58.71 and post-test 89.63. Based on calculations using the normality test, the sample is normally distributed, t-test Sig. (2-tailed) 0.00 and the N-Gain Test obtained an average result of 0.76 with a percentage of 76% so that it entered the effective category and the response of students obtained a result of 88% in the very good category.]]>
<![CDATA[Penyusunan Modul Ajar Bahasa Indonesia Berdiferensiasi dalam Implementasi Kurikulum Merdeka di Sekolah Indonesia Kota Kinabalu ]]>
<![CDATA[Ersila Devy Rinjani]]>;
<![CDATA[Fitria Martanti]]>;
<![CDATA[Ulya Himawati]]>;
<![CDATA[Nugroho Prima Indra Jaya]]>;
<![CDATA[Tahta Al Fina]]>
<![CDATA[ Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 2 (2025): Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Institut Agama Islam Sultan Muhammad Syafiuddin Sambas ]]>
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DOI: 10.37567/pkm.v5i2.3637
<![CDATA[The problem faced by the partner, Sekolah Indonesia Kota Kinabalu, is that most teachers are still not able to compile the Indonesian Teaching Module in a differentiated manner. The main purpose of this service is the preparation of differentiated teaching modules on Indonesian subjects for teachers in this school. The method used in this service is the participatory rural appraisal (PRA) model. This method allows the active involvement of partners involved in the implementation of this service. This method was chosen because it is based on the reason that the improvement can be made through the active participation of the partners involved. Based on the results of the community service that has been carried out, it can be seen that the results of the implementation of the activities obtained include the improvement of teachers' abilities in the preparation of differentiated Indonesian Teaching Modules. Another improvement is the ability of teachers to implement creative and innovative learning and differentiated learning. In addition, this service activity can also strengthen the collaboration network Community Learning Center (CLC) teachers in Kota Kinabalu.]]>
<![CDATA[Improving the Learning Outcomes of Natural and Social Science (IPAS) through Diorama Media: A Meaningful Learning Study at Madrasah Ibtidaiyah ]]>
<![CDATA[Farda, Ummu Jauharin]]>;
<![CDATA[Fitria Martanti]]>;
<![CDATA[Ana Quthratun Nada]]>;
<![CDATA[Dwi Pitriani]]>
<![CDATA[ Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 17 No. 2 (2025): Al-Bidayah : jurnal pendidikan dasar Islam ]]>
Publisher : <![CDATA[UIN Sunan Kalijaga Yogyakarta ]]>
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DOI: 10.14421/al-bidayah.v17i2.11965
<![CDATA[Diorama media is one of the learning facilities that can be used effectively in learning IPAS at the Madrasah Ibtidaiyah level. This medium has the advantage of presenting abstract concepts, such as the water cycle, in be more concrete and easier-to-understand way for students through three-dimensional visualization. The primary purpose of this study is to observe changes in students' understanding of water cycle aterials before and after the use of diorama media. This study uses a quantitative approach with an experimental method that applies to the One Group Pretest-Posttest Design. All students of class V MI, As Salam Karangawen, went through a total sampling technique. Data was collected using written tests in the form of pretests and posttests to measure the improvement of learning outcomes, observations to see the process and involvement of students in learning, and documentation as supporting data. The results of the study show two main findings. First, the use of diorama media has proven to be effective in improving student learning outcomes in science subjects. This is proven by the average N-Gain obtained, which is 0.6764 or the equivalent of 67. 64%. Based on the N-Gain score interpretation table, this value is in the range of 56-75% which is included in the ”fairly effective” category . Second, this media can create more meaningful learning, where students can relate the concepts learned to real phenomena in daily life.]]>
