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All Journal Jurnal Pengabdian kepada Masyarakat Desa (JPMD) Salimiya : Jurnal Studi Ilmu Keagamaan Islam
Mega Dwi Susanti
Institut Agama Islam Faqih Asy'ari Kediri, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Nursing Social Sciences Other

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Pemanfaatan Lingkungan Sekitar Sebagai Media Pembelajaran Pada Mata Pelajaran IPS untuk Meningkatkan Hasil Belajar Peserta Didik di MI Islamiyah 1 Surowono Badas Kediri Mega Dwi Susanti
Salimiya: Jurnal Studi Ilmu Keagamaan Islam Vol 2 No 1 (2021): Salimiya
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian kepada Masyarakat (LP3M) IAIFA Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (689.505 KB) | DOI: 10.2906/salimiya.v2i1.280

Abstract

problem in this research is the low teaching method used in MI Islamiyah 1 Surowono, Canggu, Badas, Kediri. Therefore, researchers strive to improve the activities and learning outcomes of learners by using the surrounding environment as a learning medium. Utilization of the surrounding environment as a learning medium for social sciences to improve the learning outcomes of learners in class V MI Islamiyah 1 Surowono, Canggu, Badas, Kediri has increased from cycles I, II and III by looking at the percentage. Data after the implementation of the utilization of the surrounding environment as a learning medium always shows a significant improvement. Classically, student learning outcomes increased from 61.11% to 88.88% in the second cycle. This means that the completeness of IPS learning by applying the utilization of the surrounding environment in cycle I, cycle II and cycle III has always increased and has reached the researcher's target of 85%.
ANALISIS KESIAPAN MADRASAH DALAM MENGHADAPI PELAKSANAAN ASESMEN KOMPETENSI MADRASAH INDONESIA (AKMI) Mega Dwi Susanti; Aida Rohmatin
Salimiya: Jurnal Studi Ilmu Keagamaan Islam Vol. 5 No. 4 (2024): Salimiya
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian kepada Masyarakat (LP3M) IAIFA Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/salimiya.v5i4.1756

Abstract

This research is motivated by government policy in changing National Examination activities to AKM. In this policy, the Ministry of Religion, as the institution that oversees religious education, added a program in the form of the Indonesian Madrasah Competency Assessment (AKMI). This research aims to determine the readiness of madrasas and find out the obstacles experienced by madrasas in facing the Indonesian Madrasah Competency Assessment (AKMI) at MI Al-Islahiyah Bobosan. This type of research is field research with a descriptive design with a qualitative approach. Data collection techniques were carried out using observation, interviews and documentation. The informants who have been determined are the Madrasah Principal, Class V Teacher and Class V Students. The data that has been obtained is analyzed descriptively by means of data reduction, data presentation and drawing conclusions. The results of this research found that teacher readiness in facing the Indonesian Madrasah Competency Assessment (AKMI), namely 1) Availability of supporting books in preparation for implementing AKMI, 2) Having a reading corner, 3) Providing additional study hours, 4) Implementing learning strategies and methods 5 ) Providing motivation and appreciation for students' abilities 6) Availability of Lab facilities. Computer. Students' readiness to face the Indonesian Madrasah Competency Assessment (AKMI), namely 1) Able to manage time, 2) Learn to be able to master the material well, feel capable, confident and ready, 3) Always remember Allah, by always praying before doing questions -about AKMI. The obstacles that madrasas experience are a) Damage to the computers that will be used in AKMI activities b) Preparation of teachers and students for learning c) Unstable internet network. d) Arouse students' enthusiasm for literacy.
Penguatan Kompetensi Guru dalam Pengelolaan Kelas melalui Pendampingan di TK Kusuma Mulia Dusun Gedangan Desa Klampisan Abu Zaeni; Andressa Muthi' Latansa; Muhammad Soni Amrulloh; Khoiruzzaim Kurniawan; Mega Dwi Susanti
Jurnal Pengabdian kepada Masyarakat Desa (JPMD) Vol. 7 No. 2 (2026): JPMD
Publisher : LP3M IAIFA Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/jpmd.v7i2.3391

Abstract

Limited teacher competence in classroom management can hinder children’s engagement and reduce the effectiveness of learning in early childhood education settings. This community service program aimed to strengthen the classroom management competence of teachers at TK Kusuma Mulia, Gedangan Hamlet, Klampisan Village, through participatory mentoring. The program employed a Participatory Action Research approach conducted in two cycles, each consisting of planning, action, observation, and reflection. Six teachers participated in the program, while changes in the engagement of 21 children were observed in aggregate. Data were collected through participatory observation, semi-structured interviews, focus group discussions, competency assessments, and documentation. The data were analyzed using interactive qualitative analysis and descriptive quantitative techniques. The mentoring activities included conceptual reinforcement, the collaborative development of classroom rules and routines, demonstrations, guided teaching practice, peer observation, feedback, and reflection. The findings indicated that the teachers’ average classroom management competency score increased from 66 at baseline to 76 in the first cycle and 83 in the second cycle. Five of the six teachers, or 83.3%, achieved the good competency category. This improvement was accompanied by a decrease in the proportion of children who were unable to maintain attention from 28.6% to 9.5%, passive participation from 28.6% to 14.3%, and leaving activities without instruction from 28.6% to 9.5%. By the end of the program, all teachers had also completed written reflections. These findings indicate that participatory, contextual, and practice-based mentoring can strengthen teacher competence, improve children’s classroom engagement, and foster a reflective culture that supports continuous improvement in early childhood learning.
Co-Authors Abu Zaeni Aida Rohmatin Andressa Muthi' Latansa Khoiruzzaim Kurniawan Muhammad Soni Amrulloh