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All Journal Al Ishlah Jurnal Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan JCES (Journal of Character Education Society) Jurnal Ilmiah Telaah SOSIO EDUKASI Jurnal Studi Masyarakat dan Pendidikan Jurnal Ilmiah Profesi Pendidikan Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Bima Journal of Elementary Education Al Ibtida: Jurnal Pendidikan Guru MI
Syafruddin Muhdar
Universitas Muhammadiyah Mataram
Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Comparison of Effectiveness of PjBL and PBL Models on Students’ Cognitive Learning Outcomes Anik Suryani; Irma Setiawan; Syafruddin Muhdar; Fatmala Sari Oktaviani
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i1.4094

Abstract

In the autonomous curriculum, problem-based and PjBL paradigms are given priority. In terms of cognitive learning outcomes, this study aimed to evaluate the efficacy of PjBL and PBL models. This study employs a nonequivalent control group design and quantitative methodologies. Two groups are used in this study design: the control group employs the PBL model, while the experiment group uses the PjBL model. Forty fifth-grade children from a state elementary school in Cakranegara served as the study sample. A multiple-choice exam with 20 items was employed as the data gathering method. The experiment group's average score on the pre-test was 65.75 and their post-test was 81.25, while the control group's average score on the pre-test was 65.75 and their post-test was 75.50. The normality test revealed that the two groups' pre-test scores were identical, at 0.222, and their post-test scores were 0.109 and 0.063, respectively. These data analysis techniques include descriptive analysis tests. In order to achieve the findings of the precondition test of data testing using the SPSS 25 for Windows program, the homogeneity test was derived from the results based on a mean of 1.000. The data was homogenous and had a normal distribution, according to the findings. A significant value (2-tailed) of 0.0370.05 was shown by the data. In order to achieve the findings of the precondition test of data testing using the SPSS 25 for Windows program, the homogeneity test was derived from the results based on a mean of 1.000. The data was homogenous and had a normal distribution, according to the findings. A significant value (2-tailed) of 0.0370.05 was shown by the data. The experiment group and control group showed different cognitive learning results. Following treatment, the experiment group's average value was 81.25 whereas the control group's was 75.50. The experiment group (PjBL) is, therefore, more effective than the control group (PBL), it may be inferred. It has been demonstrated that utilizing both learning models enhances learning results.
Dampak Integrasi Technological Pedagogical Content Knowledge dan Ice breaking dalam Pengajaran Literasi Baca dan Tulis di Sekolah Dasar Haifaturrahmah Haifaturrahmah; Syafruddin Muhdar; Arpan Islami Bilal
Bima Journal of Elementary Education Vol 2 No 2 (2024): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v2i2.2425

Abstract

This study aims to analyze the impact of integrating Technological Pedagogical Content Knowledge (TPACK) and ice breaking in teaching reading and writing literacy at the elementary school level. Employing a quantitative approach with a quasi-experimental design, the research involved fourth-grade students from SDN Mataram Regency, divided into experimental and control groups. Data collection instruments included literacy tests and observation sheets measuring student engagement. The results revealed that the experimental group receiving instruction with integrated TPACK and ice breaking showed a significant improvement in literacy scores, with an average increase of 31.2%, compared to only 11.7% in the control group. Furthermore, this integration enhanced student engagement during the learning process. In conclusion, the TPACK and ice breaking approach not only improved students' academic outcomes but also created a more interactive and enjoyable learning environment. This study recommends adopting this strategy as an innovative solution to enhance literacy quality in elementary schools, particularly in Indonesia.
PENERAPAN PEMBELAJARAN BERDIFERENSIASI PADA KELAS INKLUSIF UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR SISWA SD Julia Ayu Diski; Haifaturrahmah; Syafruddin Muhdar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.35079

Abstract

This study looks into how different teaching methods are used in mixed-ability elementary school classrooms and how these methods affect how motivated students feel and how well they learn. Different teaching methods are seen as a great way to help students with different skills, especially in classrooms where students come from various backgrounds and have different needs. The research involved a Systematic Literature Review, using information from Google Scholar and Scopus, and focusing on articles published from 2017 to 2023. The findings show that using these different teaching methods can boost student motivation since it gives them learning experiences that fit their personal skills better. This personalized learning also leads to better learning results in mixed-ability classrooms. Still, there are some problems with using these methods, like not having enough time, resources, and teachers being ready to use this approach properly. This study highlights how important it is for teachers to get training and support from schools to make the use of different teaching methods in mixed-ability classrooms work better. This research is meant to help create more inclusive learning that meets the needs of students in Indonesia.
A PENINGKATAN KEMAMPUAN LITERASI MEMBACA SISWA SD MELALUI PENDEKATAN WHOLE LANGUAGE fitrianingsih fitri; Haifaturrahmah; Syafruddin Muhdar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35802

Abstract

Kemampuan literasi membaca menjadi dasar utama pengembangan keterampilan berbahasa dan berpikir kritis siswa sekolah dasar. Hasil asesmen nasional dan penelitian menunjukkan bahwa literasi membaca siswa Indonesia masih rendah, terutama dalam memahami makna tersurat maupun tersirat teks bacaan. Penelitian ini bertujuan menelaah penerapan Whole Language Approach (WLA) dalam meningkatkan literasi membaca siswa sekolah dasar. Metode yang digunakan adalah kualitatif deskriptif dengan pendekatan Systematic Literature Review (SLR), yang melibatkan literatur ilmiah relevan berupa artikel jurnal, laporan penelitian, dan karya ilmiah lain. Analisis dilakukan secara tematik untuk mengidentifikasi strategi WLA, dampak, dan implikasi pembelajaran. Hasil telaah literatur menunjukkan bahwa WLA menekankan pembelajaran bahasa secara holistik, mengintegrasikan membaca, menulis, berbicara, dan mendengar dalam konteks bermakna. Strategi inti WLA, seperti reading aloud, shared reading, guided reading, journal writing, dan independent reading/writing, terbukti meningkatkan pemahaman bacaan, keterlibatan aktif, motivasi, dan kemandirian siswa. Pendekatan ini menciptakan lingkungan belajar interaktif, di mana guru berperan sebagai fasilitator yang mendukung siswa membangun makna teks secara mandiri dan menafsirkan makna tersirat. Penerapan WLA juga berkontribusi pada pengembangan kompetensi abad ke-21, termasuk berpikir kritis, empati, komunikasi, dan keterampilan problem solving. Kesimpulannya, WLA efektif untuk meningkatkan literasi membaca secara menyeluruh, memotivasi partisipasi siswa, serta mengembangkan kemampuan berpikir kritis dan karakter peserta didik. Implikasi praktisnya adalah guru dapat merancang pembelajaran Bahasa Indonesia yang kontekstual, kolaboratif, dan bermakna, sehingga literasi membaca tidak hanya menjadi keterampilan akademik, tetapi juga sarana pengembangan kompetensi hidup siswa secara holistik.
Pengaruh Media Pembelajaran Interaktif Berbantuan Genially Terhadap Minat Belajar Siswa Sekolah Dasar Inang Irma Rezkillah; Yuni Mariyati; Syafruddin Muhdar
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.3960

Abstract

In today’s digital era, the use of interactive learning media has become increasingly important for improving the quality of teaching and learning processes in elementary schools. One widely adopted innovation is Genially; therefore, this study was conducted to investigate the effect of using Genially-based interactive learning media on students’ learning interest at MI NW Montong Selat. This research employed a quantitative approach with a quasi-experimental method, in which fourth-grade students served as the control group using picture-based learning media, while fifth-grade students served as the experimental group using Genially interactive learning media. Data collection techniques included learning interest questionnaires and observation of learning activities. The collected data were normally distributed, with significance values of 0.109 in the control class and 0.103 in the experimental class. Both classes were homogeneous, with a significance value of 0.806. The results of the independent t-test showed that the t-value (2.28) was less than the t-table (1.684), indicating a significant difference between the two classes. The findings concluded that the use of Genially-based interactive learning media had a positive and significant effect on students’ learning interest.
The Digital Era: Transformation of Elementary School Students' Character through Social Media Interaction Ainun Jariah; Sukron Fujiaturrahman; Syafruddin Muhdar
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.16992

Abstract

AbstractThe digital age presents significant challenges and roles in molding the character of elementary school students through social media. Today's youth are exposed to diverse information and interactions via online platforms, presenting new challenges in instilling positive values, attitudes, and behaviors. This study aims to explore how social media influences the character formation of elementary school students in the digital age. Employing a qualitative method with a phenomenological approach, the research involves 27 sixth-grade elementary students, along with teachers and parents as informants. Research tools include observation sheets illustrating social media's influence on character formation and interviews with teachers and parents. The research findings indicate that social media plays a significant role in shaping students' character. Most students demonstrate positive attitudes toward character values potentially influenced by social media, including time discipline, creativity, independence, responsibility, environmental awareness, a strong social spirit, and a high curiosity for new experiences. Keywords: digital age, social media, student’s character. AbstrakEra digital menimbulkan tantangan dan peran yang besar dalam membentuk karakter siswa sekolah dasar melalui media sosial. Anak-anak saat ini terpapar berbagai informasi dan interaksi melalui platform online, yang menciptakan tantangan baru dalam menanamkan nilai-nilai, sikap, dan perilaku positif. Penelitian ini bertujuan untuk mengeksplorasi bagaimana media sosial memengaruhi pembentukan karakter siswa sekolah dasar di era digital. Dengan menggunakan metode kualitatif dan pendekatan fenomenologis, penelitian melibatkan 27 siswa sekolah dasar kelas enam, serta guru dan orang tua sebagai informan. Instrumen penelitian meliputi lembar observasi yang menggambarkan pengaruh media sosial pada pembentukan karakter dan wawancara dengan guru dan orang tua. Hasil penelitian menunjukkan bahwa media sosial memiliki peran signifikan dalam membentuk karakter siswa, dengan sebagian besar menunjukkan sikap positif terhadap nilai-nilai karakter yang mungkin terpengaruh oleh penggunaan media sosial meliputi: religiusitas, toleransi, moral yang baik, disiplin waktu, kreativitas, kemandirian, tanggung jawab, kepedulian terhadap lingkungan, semangat sosial yang kuat, dan rasa ingin tahu yang tinggi terhadap hal-hal baru.Kata kunci: era digital, media sosial, karakter siswa.
Implementasi Program Pencari Soal Pintar untuk Penguatan Literasi Numerasi Siswa Sekolah Dasar Almaidah Purnamasari Arif; Amanda Ihza Putri; Desvina Sastrawati; Dimas; Aditia Suhendra; Syafruddin Muhdar
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1956

Abstract

This study aims to analyze the implementation of the Smart Problem Finder Program in strengthening the numeracy literacy of elementary school students. The background of this study is based on the low level of students’ numeracy literacy, which is still influenced by conventional teaching practices and a lack of contextual approaches in the mathematics learning process. This study employs a descriptive qualitative approach, involving elementary school students and teachers as research subjects. Data collection techniques include observation, interviews, and documentation to obtain comprehensive data regarding the program’s implementation. The results indicate that the Smart Problem Finder Program effectively enhances students’ numeracy skills, particularly in understanding and solving addition and subtraction problems more accurately, systematically, and in a structured manner. This program also has a positive impact on students’ learning motivation and active participation through the implementation of game-based learning conducted in the school garden environment, thereby creating a more enjoyable and contextual learning atmosphere. Furthermore, the teacher’s role as a facilitator supported the program’s success through effective lesson planning and classroom management. Thus, the Smart Problem Finder Program can serve as an effective, contextual, and enjoyable learning innovation to enhance elementary students’ numeracy literacy.
Efektivitas Program Serbu sebagai Upaya Peningkatan Literasi di Sekolah Dasar Dian Fadillah; Baiq Hariyana; Ayatun Nufus; Dahlia; Alfin Tulhidayah; Syafruddin Muhdar
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.1957

Abstract

This study aims to analyze the effectiveness of the “Serbu Literasi” Program in improving elementary school students’ literacy skills. The research employed a quantitative approach using a quasi-experimental design in the form of a one-group pre-test and post-test. The subjects were 23 third-grade students of SDN 2 Labuapi. The research instruments consisted of a literacy test and an observation sheet. The data were analyzed using descriptive statistics and a normality test as supporting analysis. The results showed an increase in the students’ average score from 66.30 in the pre-test to 85.65 in the post-test. The statistical test also indicated a significant difference between students’ abilities before and after the treatment. Thus, the Serbu Literasi Program is proven to be effective in improving elementary school students’ literacy skills. The program also enhances student engagement, reading interest, and critical thinking skills in understanding information.
MENINGKATKAN CAPAIAN LITERASI SISWA SD KELAS RENDAH DENGAN PENDEKATAN TEACHING AT THE RIGHT LEVEL (TaRL) Shafira Ulil Ashri; Rima Rahmaniah; Syafruddin Muhdar; Haifaturrahmah Haifaturrahmah; Fauzan Fauzan; Siti Sanisah
SOSIO EDUKASI Jurnal Studi Masyarakat dan Pendidikan Vol. 8 No. 2 (2025): SOSIO EDUKASI Jurnal Studi Masyarakat dan Pendidikan
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/sosedu.v8i2.30270

Abstract

Literacy achievement in low-grade students (I, II, and III) is still not optimal, students have not fully completed literacy achievement according to the standards of each class. This study aims to determine the improvement of literacy achievement of low-grade elementary school students by using the Teaching at the Right Level (TaRL) learning approach. The research was conducted using the Classroom Action Research (PTK) method in three cycles. Each cycle consisted of stages of planning, implementation, observation, and reflection. The research data were obtained from observation results, learning outcome tests, and documentation of 97 students. The results showed significant developments in the aspects of teacher activity in teaching from 64.23 to 91.00, student literacy skills in Class I increased from 50.16 to 88.88, Class II increased from 58.76 to 88.50, and Class III increased from 60.08 to 89.15, as well as student responses to the use of the TaRL approach in learning. It can be concluded that the use of the Teaching at the Right Level (TaRL) approach is effective in improving the literacy skills of low-grade elementary school students. It is recommended for educators to continue to innovate continuously in implementing the TaRL approach. This breakthrough can be a means to develop educators' creativity in improving their professionalism, which ultimately contributes to improving students' literacy skills.
IMPLEMENTASI MEDIA PEMBELAJARAN INTERAKTIF "RODA LITERASI" DALAM MENINGKATKAN KETERAMPILAN LITERASI SISWA SDN 48 AMPENAN Fitri Indah Rahmawati; Elly Nurfitriani; Maysa Ayu; Hidayatullah; Irma Auli; Syafruddin Muhdar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48845

Abstract

This study aimed to describe the implementation of the interactive learning media Roda Literasi in improving students’ literacy skills at SDN 48 Ampenan. This study employed a descriptive qualitative method involving 24 fifth-grade students as the research subjects. Data were collected through observation and documentation techniques. The data were analyzed using the Miles and Huberman model, including data collection, data reduction, data display, and conclusion drawing. The results showed that the implementation of Roda Literasi through reading, storytelling, speaking, and playing activities was able to increase students’ participation in the learning process. Students became more active, confident in reading and speaking in front of the class, and more enthusiastic during learning activities. In addition, the use of interactive media created a more enjoyable and engaging learning atmosphere. Therefore, Roda Literasi can be used as an innovative learning medium to improve elementary school students’ literacy skills.
Co-Authors Aditia Suhendra Ahyati Kurniamala Niswariyana Ainun Jariah Akhmad Akhmad Akhmad H Mus Akhmad H. Mus Alfin Tulhidayah Alihardi Winata Almaidah Purnamasari Arif Amanda Ihza Putri Anik Suryani Arpan Islami Bilal Ayatun Nufus Baiq Hariyana Baiq Yuliatin Ihsani Dahlia Desvina Sastrawati Dian Fadillah Dimas Elly Nurfitriani Fatmala Sari Oktaviani Fauzan Fauzan Fitri Indah Rahmawati fitrianingsih fitri Fujiaturrahman, Sukron Haifaturrahmah, Haifaturrahmah Halus Mandala Hidayatullah I Made Suyasa Irma Auli Irma Setiawan, Irma Julia Ayu Diski Mariyati, Yuni Maysa Ayu Milandari, Baiq Desi Nurmiwati, Nurmiwati Rezkillah, Inang Irma Rima Rahmaniah Roby Mandalika Waluyan Sari, Nursina Shafira Ulil Ashri Siti Sanisah Titin Untari