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All Journal Mimbar PGSD Undiksha Jurnal Penelitian dan Pengembangan Pendidikan Orbital: Jurnal Pendidikan Kimia Jurnal Ulul Albab JMM (Jurnal Masyarakat Mandiri) Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan JCES (Journal of Character Education Society) Jurnal Ilmiah Telaah Jurnal Elementary : Kajian Teori dan Hasil Penelitian Pendidikan Sekolah Dasar SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Pendekar : Jurnal Pendidikan Berkarakter Biota JKPK (Jurnal Kimia dan Pendidikan Kimia) Jurnal Evaluasi dan Pembelajaran Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Journal of Research in Instructional BIOCHEPHY: Journal of Science Education Jurnal Warta Desa (JWD) PSEJ (Pancasakti Science Education Journal) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Indonesian Journal of Applied Accounting and Finance Abdimas Mandalika Journal of Community Empowerment
Rahman, Nanang
Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Mataram
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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KEEFEKTIFAN MODEL COOPERATIVE LEARNING TIPE INTEGRATE READING AND COOMPOSITION (CIRC) DALAM MENINGKATKAN KEMAMPUAN MEMAHAMI ISI CERITA PENDEK PADA KELAS 4 SD NEGERI 3 JEROWARU Sari, Nursina; Rahman, Nanang; Ratu, Tursina; Khaerunnisa, Khaerunnisa; Milandari, Baiq Desi
BIOCHEPHY: Journal of Science Education Vol. 4 No. 2 (2024)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/biochephy.v4i2.1344

Abstract

Penelitian ini bertujuan untuk menguji keefektifan penggunaan model pembelajaran Cooperative Learning Tipe Integrate Reading And Coomposition (CIRC) dalam pembelajaran kemampuan memahami isi cerita pendek siswa kelas IV SDN 3 Jerowaru. Jenis penelitian ini adalah penelitian eksperimen semu (quasi experimental) design dengan pretest dan postest. Variable penelitian yaitu (1) variabel bebas berupa penggunaan model pembelajaran CIRC dan (2) variabel terikat adalah kemampuan memahami isi cerita pendek. Sampel penelitian menggunakan kelas IV A sebagai kelas eksperimen dengan jumlah 15 orang siswa dan kelas IV B sebagai kelas control berjumlah 14 orang siswa. Teknik pengumpulan data yaitu menggunakan observasi, tes dan dokumentas. Data yang terkumpul kemudian di analisis dengan menggunakan uji instrumen, uji prasyaratan dan uji hipotesis untuk mengetahui perbadingan nilai pre-test dan pos-test antara kelas eksperimen dan kelas kontrol. Hasil penelitian keefektifan model pembelajaran CIRC dapat disimpulkan sebagai berikut, (1) kemampuan memahami isi cerita pendek siswa dengan menggunakan model pembelajaran CIRC memiliki nilai rata-rata pre-test  sebesar 42,67 dan nilai post-test sebesar 82,67 ; (2) kemampuan memahami isi cerita pendek dengan menggunakan metode konvensional memiliki nilai rata-rata pre-test sebesar 52,14 dan nilai rata-rata post-test sebesar 57,14 (3) penggunaan model CIRC lebih efektif dibandingkan metode konvensional dalam meningkatkan kemampuan memahami isi cerita pendek siswa berdasarkan nilai sig.2 tailled sebesar 0,002 lebih kecil dari taraf signifikasi 0,05 (5%). Dengan demikian, model CIRC lebih efektif digunakan dalam pembelajaran memahami isi cerita pendek karena dapat meningkatkan kemampuan memahami isi cerita pendek siswa dengan cukup signifikan.
Validity Of Project Based Learning Model Integrated Sasambo Local Wisdom To Improve Students' Entrepreneurial Science Thinking Rahman, Nanang; Nursina Sari; Liswijaya
Orbital: Jurnal Pendidikan Kimia Vol. 8 No. 2 (2024): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v8i2.24716

Abstract

This study aims to develop a project based learning model integrated with Sasambo local wisdom to enhance entrepreneurial science thinking. The type of research conducted is developmental research. The subject of development research is the Sasambo integrated Project Based Learning (PjBL) model and its supporting devices, applied to students. The data collection method involved validating the model book and supporting instructional materials for model implementation. The validation was carried out by three science education experts who evaluated the model book, semester learning plans, lecture session plan, student activity sheets, and the assessment sheets for entrepreneurial science thinking. The research findings indicate that the project based learning model integrated with Sasambo local wisdom shows excellent relevance and consistency, with criteria that are highly valid and reliable. The project based learning model integrated with Sasambo local wisdom consists of six stages: (1) project orientation, (2) problem identification within groups, (3) information gathering, (4) project design, (5) project implementation, and (6) presentation and evaluation. The developed model can effectively train entrepreneurial science thinking, as the learning stages are already integrated with the indicators of entrepreneurial science thinking.
RADEC vs PjBL: Adding make-a-match media to enhance students' creative thinking skills khaerunnisa, Khaerunnisa; Rahman, Nanang; Haifaturrahmah, Haifaturrahmah; Nagy, Emese K.
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.514

Abstract

This study focuses on the comparative analysis of the effectiveness of the Read, Answer, Discuss, Explain, and Create (RADEC) and the Project-Based Learning (PjBL) models equipped with make-a-match media on the creative thinking skills of elementary school students. This study used a quasi-experimental research design with a pre-test and post-test group design. The research sample consisted of 52 fifth-grade students divided into two classes, each consisting of 26 students. Data were collected using a test. The paired t-test was used to calculate data, and N-gain calculations were used to measure the level of effectiveness. The results showed that both groups using the RADEC model (sig. = 0.001 <0.05) and PjBL (sig. 0.000 <0.05) demonstrated an effect on improving students' creative thinking skills before and after learning. However, the N-gain value indicates that RADEC reached 12.19% (ineffective category) with a mean post-test of 59.85, while PjBL reached 45.3% (less effective) with a mean post-test of 70.12. The findings indicate that PjBL with make-a-match media is more effective in improving students' creative thinking skills than RADEC with make-a-match media. Although the RADEC model also contributes to developing students' thinking skills, its impact on creativity is not as great as the PjBL model. This study provides valuable insights for educators and policymakers by highlighting the effectiveness of this learning approach. It suggests applying the PjBL model to develop students' creative potential further.
Increasing Science Entrepreneurial Thinking Through the PBEST Model: Integrating Sasambo Local Wisdom in Higher Education Rahman, Nanang; Haifaturahmah; Imam Sofian; Oktiani Pertiwi
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 9 No. 1 (2025): April
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v9i1.91927

Abstract

University graduates must have Entrepreneurial skills to adapt to an increasingly competitive job market. However, integrating entrepreneurship education in science learning is still a challenge. The Project-Based Entrepreneurial Science Thinking (PBEST) model, which combines the Project-Based Learning (PjBL) model integrated with Sasambo local wisdom, offers an innovative approach to overcoming this problem. This research aims to evaluate the practicality and effectiveness of the PBEST model in improving students' entrepreneurial science thinking. With a pre-test and post-test experimental design, the practicality test data collection uses a questionnaire, while the effectiveness test uses an entrepreneurial science thinking test. Sampling used a random sampling technique. The practicality test was carried out on 20 students, while the effectiveness test involved 72 students from the University. The research results show that PBEST is very practical and effective in increasing indicators of entrepreneurial science thinking, such as observation, new ideas, innovation, creativity, and values. PBEST offers an innovative approach to science education, connecting entrepreneurship with science through the integration of local culture. The implications show that developing a PBEST (Problem-Based, Entrepreneurship, Science, and Technology) based learning model integrated with Sasambo local wisdom has significant potential in shaping students' science entrepreneurial thinking.
Analisis Dampak Pergantian Kurikulum 2013 Ke Kurikulum Merdeka Terhadap Pembelajaran Di Sekolah Dasar Muhardini, Sintayana; Sari, Nursina; Amelia, Sherly Dwi; Rahman, Nanang; Muhdar, Syafruddin; Bilal, Arpan Islami; Handayani, Monika
Jurnal Ilmiah Telaah Vol 10, No 2: July 2025
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/telaah.v10i2.32675

Abstract

Modifications in the curriculum of education signify advancements in science and technology. The Merdeka curriculum is an initiative aimed at addressing contemporary demands and technological integration, affecting education across multiple levels. This study seeks to evaluate the transition to the independent curriculum from the 2013 curriculum in primary schools, focusing on its implementation, challenges, impacts, and potential solutions. This research employs a descriptive qualitative methodology. The findings of this study indicate that the independent curriculum is executed in phases in accordance with governmental directions. The process of transitioning the independent curriculum from the 2013 curriculum has three transitional stages: freedom to learn, share, and change. The main obstacle is teacher adaptation to a new, more flexible approach. In addition, limited facilities and infrastructure, such as the availability of learning books, digital devices, and technological literacy, are a challenge. The positive effects are that student participation in the learning process becomes more active, creative, and oriented in each task. In terms of administration, the workload becomes lighter. Solutions for Handling the Obstacles of the 2013 Curriculum Transition to the Independent Curriculum in Elementary Schools include providing intensive assistance to teachers, optimizing training, and conducting regular evaluations to see what still needs improvement. 
Think-Aloud Protocol as a Method for Exploring and Understanding the Argumentation Skills of Pre-Service Science Teachers Hendratmoko, Ahmad Fauzi; Puspitarini, Sapti; Budiyanto, Mohammad; Rahman, Nanang; Septaria, Kiki; Marpuah, Siti
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15214

Abstract

Argumentation is a core component of critical thinking, one of the essential 21st-century skills. However, exploring this skill remains a challenge, often due to limitations in the available assessment methods. This study aims to offer a solution by utilizing the think-aloud protocol to explore and better understand the argumentation skills of Pre-Service Science Teachers (PSTs). A total of 30 PSTs from a state university in Indonesia participated in the research. Data collection and analysis through the think-aloud protocol were conducted in several stages: procedural briefing, implementation, coding and video analysis, and data interpretation. The findings revealed that the think-aloud protocol was effective in providing deeper insights into argumentation skills and yielded more detailed and accurate data across five key components: claims, evidence, reasoning, counterarguments, and rebuttals. On average, the PSTs demonstrated beginner-level argumentation skills, with the strongest performance in the claim component and weaker results in supporting aspects. Specifically, 5 participants were categorized as proficient, 9 as advanced, 6 as intermediate, and 10 as beginners. These results highlight the need for more effective learning strategies that provide PSTs with greater opportunities to practice constructing and critiquing arguments.
STEM and CRT Learning: A Sasambo-Based Comparative Analysis of Students’ Critical Thinking and Creativity Zabillah JR, Saskia Syalsa; Rahman, Nanang; Muhdar, Syafruddin
MIMBAR PGSD Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i1.91192

Abstract

Proficiency in critical and creative thinking are fundamental skills that students must have to face the challenges of the 21st century. This study compared the effectiveness of STEM (science, technology, engineering and mathematics) education and CRT based on Sasambo education in improving students' critical and creative thinking skills in elementary schools. This study used a quantitative approach with a quasi-experimental design and a pre-test-post-test control group. A total of 31 students participated in this study and were divided into two experimental groups. The first experiment used the STEM approach, while the second experiment used CRT based on Sasambo culture. Data was collected through an essay test that evaluated students' critical thinking (10 questions) and creative thinking (4 questions). In addition, descriptive statistics, homogeneity, normality, paired sample t-test, and N-Gain scores were used to evaluate students' improvement. This study shows that different learning approaches can have diverse impacts on students' cognitive skill development. STEM education proved to be more effective in improving critical thinking, while culture-based CRT was superior in encouraging students' creativity. The findings showed that STEM-based education significantly improved students' critical thinking skills more than CRT-based education. Conversely, CRT was more effective in improving students' creative thinking skills. This highlights the importance of integrating educational innovations with local customs to support the growth of students' critical thinking and creativity.
Analisis Implementasi Nilai Nilai Islam dalam Pembelajaran di Sekolah Dasar Islam Terpadu Anak Sholeh 2 Mataram Rahman, Nanang; Hasanah, Uswatun; Jannah, Miftahul; Rahmadani, Fitrah; Anisahturahman, Anisahturahman; Hawah, Siti; Nurhayati, Nurhayati; Ningsi, Astria; Adam, Muhaimin Muhamad
Ulul Albab: Majalah Universitas Muhammadiyah Mataram Vol 29, No 2 (2025): Juli
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jua.v29i2.29905

Abstract

Abstrak: Penelitian ini bertujuan untuk menganalisis implementasi nilai nilai islam dalam pembelajaran di sd islam terpadu anak Sholeh 2 mataram. Pendidikan islam memiliki peran penting dalam membentuk karakter siswa yang berakhlak mulia dan taat beragama. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif, dengan pengumpulan data melalui observasi, wawancara, dan studi dokumen. Hasil penelitian ini menunjukan bahwa nilai nilai Islami di terapkan secara konsisten dalam kegiatan intrakurikuler, ekstrakurikuler serta dalam lingkungan sekolah yang mendukung. Keterlibatan orang tua juga berpwran penting dalam memperkuat hubungan Pendidikan anatara rumah dan sekolah. Penerapan nilai nilai Islami ini bersifat holistik, mencangkup aspek kognitif, efektif, dan psikomotorik siswa. Implementasi tersebut tidak hanya berdampak positif pada perkembangan spiritual siswa, tetapi juga meningkatkan kedisiplinan, tanggung jawab, dan kemempuan sosial mereka. Penelitian ini menyimpulkan bahwa keberhasilan implementasi nilai nilai Islami sangat bergantung pada dukungan penuh dari guru, orang tua, dan lingkungan sekiitar.Abstract: This study aims to analyze the implementation of Islamic values in learning at the integrated Islamic elementary school of Anak Sholeh 2 Mataram. Islamic education has an important role in shaping the character of students who are noble and religiously obedient. The method used in this research is descriptive qualitative, with data collection through observation, interviews, and document studies. The results of this study indicate that Islamic values are consistently applied in intracurricular, extracurricular activities and in a supportive school environment. Parental involvement is also important in strengthening the educational relationship between home and school. The application of Islamic values is holistic, covering the cognitive, effective and psychomotor aspects of students. The implementation not only has a positive impact on students' spiritual development, but also improves their discipline, responsibility and social skills. This study concludes that the successful implementation of Islamic values depends on the full support of teachers, parents, and the surrounding environment.
SCIENCE PROJECTS FOR INTROVERTED STUDENTS: HOW DO THEY IMPACT SELF-CONFIDENCE? Muhammad Nizaar; Haifaturrahmah; Rahman, Nanang; Nursina
MIMBAR PGSD Undiksha Vol. 13 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i2.90204

Abstract

Introverted students often face challenges in project-based learning, particularly in building self-confidence, which is crucial for academic success. This study aimed to improve the self-confidence of introverted elementary school students through specially designed science-based project activities. The project was tailored to encourage active participation among introverted students. A quasi-experimental one-group pretest-posttest design was applied, involving 22 elementary school students. Data collection methods included questionnaires, observation sheets, and documentation. Self-confidence was assessed based on six indicators: optimism, self-efficacy, rationality, objectivity, responsibility, and courage to undertake projects. Data analysis was conducted using a paired sample t-test. The results revealed that science-based project activities significantly enhanced students’ self-confidence (p-value = 0.015). Students showed improved confidence in trying new activities, collaborating in groups, and expressing emotions. These findings indicate that project-based learning can effectively support the emotional and social development of introverted students. Specific tasks included setting time limits, encouraging exploration of new activities, conducting group work, and expressing emotions after learning sessions. This study emphasizes the importance of inclusive learning designs that provide equal opportunities for introverted and extroverted students to collaborate. It recommends adapting traditional science-based projects to align with the unique characteristics of diverse classrooms. Such adjustments enable all students to actively participate and benefit from project-based learning. Overall, the findings highlight the role of project-based learning as an effective strategy to foster self-confidence and holistic development in introverted students, while ensuring equitable participation in collaborative learning environments.
Penggunaan Media Diorama 3D untuk Meningkatkan Hasil Belajar dan Keaktifan Pembelajaran Peserta didik SD Sholehah, Nur; Zulfiana, Desi; Tanjung, Widya Verina; Yuniarti, Yuniarti; Sanutra, Sabran; Rahman, Nanang; Syamsuri, Syamsuri; Sani, Syukri
Pendekar: Jurnal Pendidikan Berkarakter Vol 8, No 3 (2025): September
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v8i3.32097

Abstract

Abstract: Science learning in elementary schools requires innovative media that can improve learning outcomes and student activity. This study aims to analyze the effectiveness of using 3D Dioramas in improving learning outcomes and student activity at SD Negeri 1 Banyumulek. The research method uses a quantitative approach with the type of classroom action research (CAR), which is implemented in two cycles. The subjects of the study were 31 fifth grade students, with instruments in the form of multiple choice questions and activity observation sheets. Data collection techniques were test and non-test techniques. The data analysis technique was descriptive quantitative with the average and completeness of the value of the science learning outcomes of the material My Earth Loves My Earth Malang. The results showed an increase in the average score of learning outcomes from 67.74 to 80.65, and the average score of activity from 55.24 to 90.99. Correlation analysis showed that the increase was more influenced by the intervention of 3D Diorama’s media than the initial characteristics of the students. The conclusion of this study is that the use of 3D Diorama media is effective in increasing student activity and learning outcomes in science learning. The implications of this study's results recommend the use of 3D Diorama as an active learning strategy to strengthen conceptual understanding and student participation in elementary schools.Abstrak: Pembelajaran IPAS di sekolah dasar memerlukan media inovatif yang mampu meningkatkan hasil belajar dan keaktifan peserta didik. Penelitian ini bertujuan untuk menganalisis efektivitas penggunaan Diorama 3D dalam meningkatkan hasil belajar dan keaktifan peserta didik di SD Negeri 1 Banyumulek. Metode penelitian menggunakan pendekatan kuantitatif dengan jenis penelitian tindakan kelas (PTK), yang dilaksanakan dalam dua siklus. Subjek penelitian adalah 31 peserta didik kelas V, dengan instrumen berupa soal pilihan ganda dan lembar observasi keaktifan. Teknik pengumpulan data adalah teknik tes dan teknik non tes. Teknik analisis data yaitu secara deskriptif kuantitatif dengan rerata dan ketuntasan nilai hasil belajar IPAS materi Bumiku Sayang Bumiku Malang. Hasil penelitian menunjukkan adanya peningkatan rata-rata skor hasil belajar dari 67,74 menjadi 80,65, dan rata-rata skor keaktifan dari 55,24 menjadi 90,99. Analisis korelasi memperlihatkan bahwa peningkatan tersebut lebih dipengaruhi oleh intervensi media Diorama 3D daripada karakteristik awal peserta didik. Simpulan dari penelitian ini adalah penggunaan media Diorama 3D efektif dalam meningkatkan keaktifan dan hasil belajar peserta didik dalam pembelajaran IPAS. Implikasi hasil penelitian ini merekomendasikan penggunaan Diorama 3D sebagai strategi pembelajaran aktif untuk memperkuat pemahaman konseptual dan partisipasi peserta didik di sekolah dasar.
Co-Authors Abdul Sakban Abdul Sakban Adam, Muhaimin Muhamad Adiman Fariadin Agus Herianto Ahmad Fauzi Hendratmoko Amelia, Sherly Dwi Anisahturahman, Anisahturahman Ardyawin, Iwin Bilal, Arpan Islami Fajrian Noor, Muhammad Fujiaturrahmah, Sukron Fujiaturrahman, Sukron Haifaturahmah Haifaturrahmah, Haifaturrahmah Hawah, Siti Hidayatullah Hidayatullah Ikhwan, Zaenul Ilham Ilham Ilham Zitri Imam Sofian Inka Nusamuda Pratama Intan Dwi Hastuti Irma Setiawan, Irma Iskandar Iskandar Islahudin Isnaini Isnaini Khaerul Anam Khaerunnisa Khaerunnisa, Khaerunnisa Khairil Anwar KIKI SEPTARIA Linda Sekar Utami Liswijaya liswijaya, liswijaya M Taufik Rachman M. Isnaini M. Ulfatul Akbar Jafar Maemunah Maemunah Mahsup Mahsup Mahsup, Mahsup Mariyati, Yuni Maryati, Yuni Miftahul Jannah Milandari, Baiq Desi MOHAMMAD BUDIYANTO Monika Handayani, Monika Muhammad Nizaar Muhammad Nizar Muhammad Nizar Muhdar, Syafruddin Nagy, Emese K. Ningsi, Astria Nurhayati Nurhayati Nursina Oktiani Pertiwi Puspitarini, Sapti Putri Maya Masyitah Rahmad Hidayat Rahmadani, Fitrah Ratu, Tursina Rifaid Rifaid Sabaryati, Johri Saddam Saddam Sani, Syukri Sanutra, Sabran Sari, Nursina Sholehah, Nur Sintayana Muhardini Siti Marpuah, Siti Sofyar SRI ATUN Sri Rejeki Sudarta Sudarta Sudarwo, Raden Sudarwo, Raden Sukron Fujiaturahmah Syamsuri Tanjung, Widya Verina Uswatun Hasanah Yudhi Lestanata Yuni Maryati Yuniarti Yuniarti Zabillah JR, Saskia Syalsa Zedi Muttaqin Zulfiana, Desi Zulkarnain, Zulkarnain