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All Journal SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Jendela Olahraga Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA PENJAGA : Pendidikan Jasmani dan Olahraga Indonesian Journal of Physical Education and Sport Science (IJPESS) Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Jurnal Pendidikan Indonesia (Japendi) EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar Jurnal Ilmu Pendidikan (JIP)
Fakhrur Rozy
Universitas Nahdlatul Ulama Sidoarjo
Religion Arts Humanities Computer Science & IT Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Meningkatkan Membaca dengan Media SIMABA (Simulasi Membaca Bahagia) Kelas II SD Negri Ketegan Chalimatus Sa’diyah; Fakhrur Rozy; Farida Hanum
Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar Vol. 2 No. 1 (2025): Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar
Publisher : LPPM UNUSIDA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55732/6c1h6n71

Abstract

Penelitian tindakan kelas ini bertujuan untuk meningkatkan kemampuan membaca siswa kelas II menggunakan SIMABA (Simulasi Membaca Bahagia). Penelitian ini muncul sebagai respon terhadap rendahnya kemampuan membaca yang ditunjukkan oleh siswa, termasuk keterbatasan pengenalan kata, kesulitan membaca suku kata, dan keterbatasan pemahaman kalimat sederhana. Subjek dalam penelitian ini berjumlah 15 siswa (7 laki-laki dan 8 perempuan). Proses penelitian terbagi menjadi dua siklus, yang memuat perencanaan, tindakan, observasi, dan refleksi. Data dikumpulkan melalui observasi, tes membaca, dan dokumentasi. Hasil penelitian menunjukkan peningkatan kemampuan membaca siswa yang signifikan. Penguasaan membaca meningkat dari 53% pada Siklus I menjadi 87% pada Siklus II. SIMABA membantu meningkatkan minat, keterlibatan, dan pemahaman siswa selama kegiatan membaca. Temuan ini menunjukkan bahwa SIMABA merupakan media yang efektif dan menyenangkan untuk mendukung pembelajaran membaca awal di kelas-kelas dasar. This classroom action research aims to improve the reading skills of second-grade students using SIMABA (Happy Reading Simulation). This research emerged as a response to the low reading skills demonstrated by students, including limited word recognition, difficulty reading syllables, and limited understanding of simple sentences. The subjects in this study were 15 students (7 boys and 8 girls). The research process was divided into two cycles, which included planning, action, observation, and reflection. Data were collected through observation, reading tests, and documentation. The results of the study showed a significant increase in students' reading skills. Reading mastery increased from 53% in Cycle I to 87% in Cycle II. SIMABA helped increase students' interest, engagement, and comprehension during reading activities. These findings indicate that SIMABA is an effective and enjoyable medium to support early reading learning in elementary grades.
Meningkatkan Kemampuan Membaca Intensif pada Siswa Kelas III SDN Ketegan melalui Cerita Bergambar pada Mata Pelajaran Bahasa Indonesia Eka Okta Ramadhani; Fakhrur Rozy; Lailatul Afidah
Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar Vol. 2 No. 1 (2025): Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar
Publisher : LPPM UNUSIDA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55732/pyz09x25

Abstract

Kemampuan membaca intensif merupakan keterampilan penting yang perlu di kuasai oleh siswa sekolah dasar. Namun, pada kenyataannya siswa kelas III SDN Ketegan masih mengalami kesulitan dalam memahami isi bacaan secara teliti dan mendalam. Penelitian tindakan kelas ini bertujuan untuk meningkatkan kemampuan tersebut melalui pemanfaatan media cerita bergambar. Subjek penelitihan terdiri dari 16 siswa, yaitu 11 siswa laki-laki dan 5 siswa perempuan Penelitian dilaksanakan dalam dua siklus yang mencakup tehap perencanaan, pelaksanaan, observasi, refleksi Hasil penelitian memperlihatkan adanya peningkatan kemampuan membaca intensif dari siklus I ke siklus II. Pada siklus I, nilai rata-rata membaca intensif siswa tercatat sebesar 50, sementara KKM yang berlaku adalah 75, sehingga pencapaian pada siklus I masih belum memenuhi standar ketuntasan. Kondisi ini menjadi dasar dilakukannya tindakan perbaikan pada siklus II karena sebagian besar siswa belum mencapai ketuntasan belajar. Setelah pembelajaran diperbaiki dengan menerapkan media cerita bergambar pada siklus II, nilai rata-rata kemampuan membaca intensif meningkat menjadi 90, yang berarti telah melampaui KKM. Dengan demikian, penggunaan media cerita bergambar terbukti efektif dalam meningkatkan kemampuan membaca intensif siswa kelas III SDN Ketegan. Intensive reading ability is an important skill that needs to be mastered by elementary school students. However, in reality, third-grade students of Ketegan Elementary School still have difficulty in understanding the contents of the reading carefully and deeply. This classroom action research aims to improve this ability through the use of picture story media. The research subjects consisted of 16 students, namely 11 male students and 5 female students. The research was conducted in two cycles covering the stages of planning, implementation, observation, and reflection. The results showed an increase in intensive reading ability from cycle I to cycle II. In cycle I, the average score of students' intensive reading was recorded at 50, while the applicable Minimum Competency Criteria (KKM) was 75, so that the achievement in cycle I still did not meet the completeness standard. This condition became the basis for corrective action in cycle II because most students had not achieved learning completeness. After learning was improved by applying picture story media in cycle II, the average score of intensive reading ability increased to 90, which means it had exceeded the Minimum Competency Criteria (KKM). Thus, the use of picture story media has proven effective in improving the intensive reading ability of third-grade students of Ketegan Elementary School.
Peningkatan Pemahaman Konsep Gaya Magnet Melalui Percobaan Sederhana pada Siswa Kelas IV SDN Ketegan Siti Khodijatul Maslikhah; Fakhrur Rozy; Linda Rizqi Budiyanti
Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar Vol. 2 No. 2 (2025): Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar
Publisher : LPPM UNUSIDA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55732/b8zj5q72

Abstract

Penelitian ini bertujuan untuk meningkatkan pemahaman konsep gaya magnet pada siswa kelas IV SDN Ketegan melalui penerapan percobaan sederhana dalam pembelajaran IPA. Penelitian menggunakan pendekatan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah 17 siswa kelas IV, dengan teknik pengumpulan data berupa observasi, tes hasil belajar, dan dokumentasi. Hasil penelitian menunjukkan adanya peningkatan pemahaman konsep siswa dari siklus I ke siklus II, ditandai dengan kenaikan nilai rata-rata dan persentase ketuntasan belajar. Kebaruan penelitian ini terletak pada pemanfaatan percobaan sederhana yang mudah, ekonomis, dan kontekstual untuk mengonkretkan konsep gaya magnet. Implikasi penelitian ini menunjukkan bahwa percobaan sederhana dapat menjadi alternatif strategi pembelajaran efektif bagi guru dalam meningkatkan kualitas pembelajaran IPA di sekolah dasar. This study aims to improve the understanding of the concept of magnetic force in fourth-grade students of Ketegan Elementary School through the implementation of simple experiments in science learning. The study used a Classroom Action Research (CAR) approach which was implemented in two cycles, including the planning stage, action implementation, observation, and reflection. The subjects of the study were 17 fourth-grade students, with data collection techniques in the form of observation, learning outcome tests, and documentation. The results of the study showed an increase in students' conceptual understanding from cycle I to cycle II, marked by an increase in average scores and percentage of learning completion. The novelty of this study lies in the use of simple experiments that are easy, economical, and contextual to concretize the concept of magnetic force. The implications of this study indicate that simple experiments can be an alternative effective learning strategy for teachers in improving the quality of science learning in elementary schools.
Meningkatkan Hasil Belajar Operasi Penjumlahan Siswa Kelas I SD Negeri Ketegan Dengan Menggunakan PAPINKA (Papan Pintar Matematika) Khilyatus Sholihah Rosyidatun Nisa; Fakhrur Rozy; Siti Widiawati
Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar Vol. 2 No. 2 (2025): Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar
Publisher : LPPM UNUSIDA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55732/z6bzj519

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar dan partisipasi aktif siswa kelas I SD Negeri Ketegan pada materi operasi penjumlahan melalui penerapan model pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) yang diintegrasikan dengan media konkret PAPINKA (Papan Pintar Matematika). Penelitian ini menggunakan pendekatan Penelitian Tindakan Kelas (PTK) dengan model DDAER (Diagnosis, Design, Action and Observation, Evaluation, Reflection) yang dilaksanakan dalam dua siklus terhadap 19 siswa. Hasil penelitian menunjukkan bahwa pada Siklus I, dengan penerapan Problem-Based Learning tanpa media PAPINKA, tingkat ketuntasan belajar siswa baru mencapai 68,42%. Setelah dilakukan perbaikan tindakan pada Siklus II melalui penerapan model STAD berbantuan media PAPINKA, ketuntasan klasikal meningkat secara signifikan menjadi 89,47% dengan nilai rata-rata evaluasi 86,32, disertai peningkatan partisipasi aktif siswa dalam kegiatan pembelajaran. This study aims to improve the learning outcomes and active participation of first-grade students of Ketegan State Elementary School on the material of addition operations through the application of the Student Teams Achievement Division (STAD) cooperative learning model integrated with the concrete media PAPINKA (Mathematics Smart Board). This study uses a Classroom Action Research (CAR) approach with the DDAER model (Diagnosis, Design, Action and Observation, Evaluation, Reflection) which is implemented in two cycles on 19 students. The results of the study show that in Cycle I, with the application of Problem-Based Learning without PAPINKA media, the level of student learning completeness only reached 68.42%. After corrective actions were carried out in Cycle II through the application of the STAD model assisted by PAPINKA media, classical completeness increased significantly to 89.47% with an average evaluation value of 86.32, accompanied by an increase in student active participation in learning activities.
EKSPLORASI KESULITAN SISWA KELAS III SEKOLAH DASAR DALAM MEMAHAMI DAN MENYELESAIKAN SOAL CERITA MATEMATIKA Alvina Elistya Rahmad; Muawwinatul Laili; Fakhrur Rozy; Arie Widya Murni
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.14020

Abstract

The ability to solve mathematical word problems is an important skill that students need to possess because it is closely related to conceptual understanding and problem-solving abilities. However, field observations indicate that many students still experience difficulties in solving mathematical word problems. This study aimed to describe students' difficulties in solving mathematical word problems and to identify the factors causing these difficulties among Grade III students of SDN Banjarbendo. This research employed a qualitative approach with a descriptive qualitative design. The research participants were 25 students of Grade III at SDN Banjarbendo. Data were collected through observation, interviews, and documentation, and were analyzed using the Miles and Huberman model. The analysis of students' difficulties was based on Newman's theory, which consists of five stages: reading, comprehension, transformation, process skills, and encoding. The findings revealed that students experienced difficulties at all stages of Newman's theory. The most dominant difficulties were found in the process skills and encoding stages, while the fewest difficulties were found in the reading stage. The factors causing these difficulties consisted of internal factors, including lack of understanding of word problems, low accuracy, lack of self-confidence, low learning interest, and limited study habits at home, as well as external factors, including an unconducive classroom environment, the dominant use of lecture-based teaching methods, and limited learning media. These findings indicate that students' difficulties in solving mathematical word problems are influenced by various interrelated factors. ABSTRAK Kemampuan menyelesaikan soal cerita matematika merupakan salah satu kemampuan penting yang perlu dimiliki siswa karena berkaitan dengan pemahaman konsep dan pemecahan masalah. Namun, fakta di lapangan menyatakan bahwa masih banyak siswa yang mengalami kesulitan dalam menyelesaikan soal cerita matematika. Penelitian ini bertujuan untuk mendeskripsikan kesulitan siswa dalam menyelesaikan soal cerita matematika serta mengidentifikasi faktor-faktor penyebabnya pada siswa kelas III SDN Banjarbendo. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif kualitatif. Subjek penelitian adalah siswa kelas III SDN Banjarbendo dengan jumlah 25 siswa. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman. Analisis kesulitan siswa mengacu pada teori Newman yang meliputi tahap membaca (reading), memahami masalah (comprehension), transformasi (transformation), keterampilan proses (process skills), dan penulisan jawaban akhir (encoding). Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan pada seluruh tahapan Newman. Kesulitan yang paling dominan ditemukan pada tahap keterampilan proses dan penulisan jawaban akhir, sedangkan kesulitan paling sedikit ditemukan pada tahap membaca. Faktor penyebab kesulitan tersebut terdiri dari faktor internal, yaitu kurangnya pemahaman terhadap soal, rendahnya ketelitian, kurangnya kepercayaan diri, rendahnya minat belajar siswa, dan kurangnya kebiasaan belajar di rumah, serta faktor eksternal berupa kondisi kelas yang kurang kondusif, penggunaan metode ceramah yang dominan, dan keterbatasan media pembelajaran. Hal ini menunjukkan bahwa kesulitan siswa dalam menyelesaikan soal cerita matematika dipengaruhi oleh berbagai faktor yang saling berkaitan.
Konsentrasi dan Persepsi Kinestetik sebagai Penentu Keterampilan Bermain Futsal Henri Gunawan Pratama; Ahmad Galum Fathur Rahman; Muhammad Muhyi; Suharti Suharti; Fakhrur Rozy
Indonesian Journal of Physical Education and Sport Science Vol 6 No 3 (2026): September: Artcicel in Progress
Publisher : Indonesian Journal of Physical Education and Sport Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52188/ijpess.v6i3.2158

Abstract

Study purpose. This study aims to examine the role of concentration and kinesthetic perception as determinants of futsal playing skills among extracurricular players. Materials and methods. This study employed a correlational research design with a survey approach. The participants consisted of 20 extracurricular futsal players selected through purposive sampling. Data were collected using the Concentration Grid Test (CGT) for concentration, the Vertical Linear Space Test for kinesthetic perception, and a standardized futsal playing skills test. Data were analyzed using multiple regression analysis with SPSS. Results. The results showed that concentration had a significant effect on futsal playing skills (t = -3.725, p = 0.002), indicating its important role as a cognitive factor in performance. In contrast, kinesthetic perception did not show a significant partial effect (t = 0.400, p = 0.694). However, the simultaneous test revealed that concentration and kinesthetic perception jointly had a significant effect on playing skills (F = 8.033, p = 0.003), suggesting a combined contribution of cognitive and sensorimotor aspects. Conclusions. Concentration plays a dominant role as a cognitive determinant of futsal performance, while kinesthetic perception acts as a complementary factor. These findings emphasize the importance of integrating psychological and sensorimotor training to improve futsal performance. However, given the relatively small sample size and the focus on a single extracurricular futsal setting, the findings should be interpreted with caution and may not be generalized to broader futsal populations.
PENGARUH MODEL PROBLEM BASED LEARNING DENGAN PENDEKATAN DEEP LEARNING TERHADAP PEMAHAMAN KONSEP SISWA PADA MATERI TEKS NARASI KELAS IV Bahtiar Fuadi; Fakhrur Rozy; M. Setyo Wardono
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.14579

Abstract

Indonesian language learning at the elementary school level, particularly in narrative text instruction, requires innovative teaching methods to enable students to actively construct their understanding. Conventional teacher-centered instructional practices tend to limit students' opportunities to explore learning materials comprehensively, resulting in low levels of conceptual understanding. To address this issue, student-centered instructional strategies that provide meaningful learning experiences are needed. This study aimed to examine the effect of the Problem-Based Learning (PBL) model integrated with a deep learning approach on students' conceptual understanding of narrative texts among fourth-grade students at SDN Banjarbendo. This research employed a quantitative approach using a one-group pretest-posttest design. The sample consisted of 25 fourth-grade students selected through purposive sampling. Data were collected using a conceptual understanding test that had been validated and proven reliable. The collected data were analyzed using the normality test and the paired sample t-test. The findings indicated an improvement in the mean score from 64.16 on the pretest to 73.04 on the posttest. Furthermore, hypothesis testing yielded a significance value of 0.002 (p < 0.05), indicating a statistically significant difference between students' conceptual understanding before and after the implementation of the intervention. The study concludes that integrating the Problem-Based Learning (PBL) model with a deep learning approach is effective in improving elementary students' conceptual understanding of narrative texts. Therefore, this instructional approach is recommended as an effective alternative for creating a dynamic, meaningful, and student-centered learning environment in elementary schools. ABSTRAK Pembelajaran Bahasa Indonesia tingkat dasar, terkhusus pada topik teks narasi, menuntut adanya pembaruan metode agar anak didik sanggup berpartisipasi secara optimal dalam membentuk pemahamannya. Sejauh ini, praktik mengajar yang masih didominasi oleh guru cenderung membatasi ruang bagi peserta didik guna menelaah materi secara menyeluruh, yang kemudian memicu rendahnya tingkat penguasaan konsep. Guna meredam kendala tersebut, dibutuhkan strategi instruksional yang berfokus pada siswa serta mampu menyajikan pengalaman edukasi yang penuh arti. Riset ini dimaksudkan untuk menguji seberapa besar dampak pengaruh penggunaan model Problem-Based Learning (PBL) yang dikombinasikan dengan kerangka deep learning terhadap kemampuan memahami materi teks narasi pada siswa kelas IV SDN Banjarbendo. Studi ini mengadopsi pendekatan kuantitatif dengan desain one-group pretest-posttest, serta menggunakan purposive sampling dengan melibatkan 25 anak kelas IV sebagai sampel penelitian. Pengumpulan informasi memanfaatkan tes pemahaman konsep yang telah teruji keabsahan dan keandalannya, yang kemudian diuji melalui uji normalitas dan paired sample t-test. Temuan pengolahan data menunjukkan terjadinya peningkatan nilai rata-rata kelas dari semula 64,16 sewaktu pretest menjadi 73,04 tatkala posttest. Di samping itu, pengujian hipotesis membuahkan angka signifikansi di titik 0,002 (di bawah ambang batas 0,05), yang secara empiris mengonfirmasi adanya selisih nyata antara kompetensi siswa sebelum dan sesudah intervensi. Kesimpulan dari ini menyatakan bahwa integrasi model Problem-Based Learning berbasis deep learning dengan pendekatan deep learning sangat manjur dalam mengatrol pemahaman konsep narasi anak didik. Dengan demikian, pendekatan ini sangat direkomendasikan sebagai opsi alternatif yang ampuh guna menciptakan iklim kelas yang dinamis, bermakna, dan berpusat pada siswa di lingkungan sekolah dasar.
Co-Authors Ahmad Galum Fathur Rahman Alvina Elistya Rahmad Ani Hidayati Anlianna Anlianna Arie Widya Murni Bahtiar Fuadi Chalimatus Sa’diyah Dio Alif Airlangga Daulay Eka Okta Ramadhani Farida Hanum Ganal Arief Rahmawan Gosy Endra Vigriawan Henri Gunawan Pratama Herman Herman Jihan Salsabila Maulidil Rohma Khilyatus Sholihah Rosyidatun Nisa Khilyatus Sholihah Rosyidatun Nisa Lailatul Afidah Liizza Diana Linda Rizqi Budiyanti M. Setyo Wardono Moch Mafud Danni Ramadhan Mohammad Setyo Wardono Muawwinatul Laili Muhammad Assegaf Baalwi Muhammad Muhyi Nabila Khairina Maskuri Novalia Sela Siti Fatimah Siti Khodijatul Maslikhah Siti Ma&#039;rufa Siti Widiawati Siti Widiawati suhartik Sunanto Sunanto