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All Journal RETEL Journal: Journal on Publication of The Research on Teaching and Language EDUJAVARE: International Journal of Educational Research
Misrodin
Universitas Nahdlatul Ulama Lampung
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENINGKATAN KEMAMPUAN GURU DALAM MENYUSUN PENELITIAN TINDAKAN KELAS (PTK) MELALUI PENGGUNAAN METODE DISKUSI DI SDN 3 TAMAN FAJAR KECAMATAN PURBOLINGGO Misrodin; Juwardi; Ari Setyo Gumelar
RETEL Journal (Journal on Publication of The Research on Teaching and Language) Vol. 3 No. 1 (2017): Journal on Publication of The Research on Teaching and Language
Publisher : Universitas Nahdlatul Ulama Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1127.569 KB)

Abstract

The purpose of this study is to describe the improvement of the ability of teachers in compiling classroom action research through the use of discussion methods at Taman Fajar State Elementary School 3. This type of research is School Action Research. The model used is a spiral model with research procedures consisting of action planning, action implementation, observation, and reflection. The study was conducted through two cycles of action. Data collection methods used were nontest, test, observation, which was conducted by researchers with colleagues. In analyzing the research data used a qualitative descriptive method which is assisted with the calculation of percentages. Based on the results of the study can be described that the activities of the first cycle after the discussion method used the ability of teachers in preparing Classroom Action Research is not satisfactory. Of the four teacher groups, two groups (50%) had good grades and the other two groups (50%) had poor grades. Cycle I was also unsatisfactory, from 9 teachers as many as 5 people (55.6%) had the ability to understand the preparation of Classroom Action Research individually was good, while 4 people (44.4%) had less ability. The results of the second cycle showed that the ability of teachers experienced a satisfactory increase. From 4 groups of teachers who have the ability to compile Classroom Action Research with a value of> 80 (good) totaling 3 groups (75%), while those with a value of 75 (enough) are 1 group (25%). Individually the teacher's ability to understand how to prepare Classroom Action Research has also been satisfactory. From 9 teachers as many as 7 people (77.8%) have the ability to understand the preparation of Classroom Action Research Classroom Action Research individually is good, while 2 people (22.2%) ability is still lacking. From the results of the above research it can be concluded that the ability of teachers in compiling classroom action research at Sekolag Dasar Negeri 3 Taman Fajar. can be improved through the use of discussion methods.
Fostering Student Discipline through School Culture at MI Miftahul Ulum Tulung Jaya Binti Khoiriyah; Misrodin; Siti Nur Karismawati
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1940

Abstract

This study aims to describe the forms of school culture implemented to foster student discipline, the process of cultivating this discipline through school culture, and the roles of the madrasa principal, teachers, students, educational staff, and parents in this endeavor at MI Miftahul Ulum Tulung Jaya. A qualitative approach utilizing a case study design was employed. The research was conducted at MI Miftahul Ulum Tulung Jaya during the current semester of the 2025/2026 academic year. Informants—comprising the madrasa principal, teachers, students, and parents—were selected using purposive sampling. Data were collected through observation, semi-structured interviews, and documentation. Qualitative data analysis was performed through processes of organization, reduction, presentation, and conclusion drawing. The results indicate that the school culture implemented to foster discipline includes punctuality, adherence to regulations, the habituation of religious activities, maintaining environmental cleanliness, modeling by teachers and the principal, and fostering responsibility through classroom duty rosters. The process of cultivating discipline involves the dissemination of rules, habituation, role modeling, supervision and guidance, and continuous evaluation. The madrasa principal acts as a leader, director, supervisor, and evaluator; teachers serve as role models, guides, motivators, and mentors; students act as implementers of the discipline culture; and parents play a role in reinforcing disciplined habits within the family environment. The findings demonstrate that consistent implementation of school culture and synergy among all members of the madrasa community are crucial factors in shaping student discipline.
Co-Authors Ari Setyo Gumelar Binti Khoiriyah Isti Romdiah Juwardi Khoililul Rohman Siti Nur Karismawati