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All Journal JMM (Jurnal Masyarakat Mandiri) International Journal of Multidisciplinary Research of Higher Education (IJMURHICA)
Gilang Kurniawan
PGMI, STAI Solok Nan Indah
Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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PELATIHAN MENDONGENG UNTUK SISWA SEKOLAH DASAR Dina Dahliana; Nana Fauzana Azima; Gilang Kurniawan; Fadly AS
JMM (Jurnal Masyarakat Mandiri) Vol 5, No 4 (2021): Agustus
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (319.506 KB) | DOI: 10.31764/jmm.v5i4.5046

Abstract

Abstrak: Target capaian dari kegiatan ini adalah siswa Sekolah Dasar mampu untuk mendongeng dengan percaya diri. Sebab, siswa sekolah dasar ada ditemukan yang tidak percaya diri untuk maju ke depan kelas dan apalagi untuk bercerita/mendongeng. Oleh sebab itu, pelatihan ini dilakukan di sekolah dasar dengan tujuan di atas. Dengan mendongeng pembelajaran akan lebih menarik dan juga dapat melatih kecerdasan emosional anak. Pemateri memberikan materi tentang cara mendongeng yang baik, lalu memberikan contoh, kemudian peserta akan diminta untuk mempraktikkan sendiri. Secara umum terdiri dari dua metode yaitu : 1) Persiapan; 2) Pelaksanaan. Adapun hasil dari pelatihan ini diperoleh 6 siswa yang mampu mendongeng dengan percaya diri dari keseluruhan peserta yang mengikuti kegiatan tersebut.Abstract: The achievement target of this activity is that elementary school students are able to tell stories with confidence. Because, there are elementary school students who are not confident enough to come to the front of the class and especially to tell stories. Therefore, this training was conducted in elementary schools with the above objectives. With storytelling learning will be more interesting and can also train children's emotional intelligence. The results of this training obtained 6 students who were able to tell stories with confidence from all the participants who took part in the activity.
Effect of Problem-Based Learning Assisted by Wordwall on Science Learning in Elementary Schools Gilang Kurniawan; Darwati Darwati; Fadly AS; Puja Prima Andesda
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 1 (2026): (January) Theme Education, Religion Studies, Social Sciences, STEM and Economic D
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i1.572

Abstract

Science learning in elementary schools plays a crucial role in fostering students’ critical thinking skills. This study investigates the effect of implementing the Problem-Based Learning (PBL) model assisted by Wordwall in science education at an elementary school. A quasi-experimental design with a one-group pretest–posttest approach was employed, involving 14 students (N = 14). Research instruments included a validated and reliable multiple-choice achievement test, observation sheets of learning activities, and student response questionnaires. Data were analyzed using normality tests, N-gain, and paired t-tests with SPSS 21. The findings revealed a significant improvement in student learning outcomes, with mastery increasing from 35.71% (5 students) to 92.85% (13 students). The paired t-test produced a t-value of 9.165 with a significance level of p = 0.00006 (< 0.05), indicating a highly significant difference before and after the intervention. These results suggest that the Problem-Based Learning model assisted by Wordwall is effective in enhancing science learning achievement and holds potential for application across other subjects and learning contexts.
Effect of Numbered Heads Together Model on Student Motivation in Mathematics Darwati Darwati; Fadly AS; Gilang Kurniawan; Laila Marhayati
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 1 (2026): (January) Theme Education, Religion Studies, Social Sciences, STEM and Economic D
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i1.573

Abstract

This study examines the effect of the Numbered Heads Together cooperative learning model on student motivation in mathematics. A quantitative approach with a quasi-experimental design was employed, involving 61 students divided into two groups: 33 in the experimental class taught using Numbered Heads Together and 28 in the control class taught with conventional methods. The sample was determined through cluster sampling. A mathematics learning motivation questionnaire served as the research instrument, tested for validity and reliability with Cronbach’s alpha of 0.915. Questionnaire scores were converted into interval scales using the Method of Successive Interval. Prerequisite analysis confirmed no significant differences in population data, with the Kruskal–Wallis test yielding p = 0.997 (> 0.05). Hypothesis testing using the independent t-test revealed a significant difference in learning motivation between the two groups (p = 0.002 < 0.05). The findings demonstrate that students taught with the Numbered Heads Together model exhibited higher motivation in mathematics compared to those taught conventionally. The strength of this model lies in fostering individual responsibility while promoting positive peer interaction, which directly enhances student motivation in mathematics.
Co-Authors Darwati Darwati Fadly AS Laila Marhayati Nana Fauzana Azima Puja Prima Andesda