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All Journal Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Jurnal Pengabdian kepada Masyarakat Desa (JPMD) Salimiya : Jurnal Studi Ilmu Keagamaan Islam
Khoiruzzaim Kurniawan
Institut Agama Islam Faqih Asy'ari Kediri, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Nursing Social Sciences Other

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Pemanfaatan Media Sosial WhatsApp sebagai Media Pembelajaran Kelas VI A dan B di MI Miftahul Huda Jatisari Krenceng Kepung Kediri Tahun Pelajaran 2020/2021 Taqlisul Muttaqin; Khoiruzzaim Kurniawan
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 (976.994 KB) | DOI: 10.2906/salimiya.v2i1.284

Abstract

WhatsApp is an online media that is widely used by students and lecturers. WhatsApp application can provide convenience in interacting and communicating. Through this application can add more friends, making it easier for users to get to know each other and as a media to support learning activities. This research aims to determine the use of WhatsApp as a medium of communication between lecturers and students in supporting learning activities. The research method used is quantitative research. The data source is 41 students from MI Miftahul Huda Jatisari Krenceng Kepung Kediri. This research is a survey, through the Google form media. The results revealed that students feel that what makes it easier to communicate and support learning activities compared to other online media was obtained by 18 people (43.40%) choosing statements often, and as many as 12 people (30.20%) stated always. It can be interpreted that most of the students (73.60%) felt that it was easier for them to communicate and support learning activities compared to other online media. Furthermore, more than 70% of students stated that the application of WhatsApp had a positive impact on their learning activities and supported the improvement of their communication with lecturers. So, WhatsApp is one of the media that has benefits including facilitating communication and supporting learning activities. The ease in using WhatsApp makes students feel helped by this application and becomes one of the important and preferred means of communication for students
Pemanfaatan Sumber Belajar Perpustakaan dalam Meningkatkan Keterampilan Membaca pada Mata Pelajaran Bahasa Indonesia Peserta Didik Kelas IV MI Darussalam Pikatan Khoiruzzaim Kurniawan
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol 3 No 2 (2020): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/dirasah.v3i2.131

Abstract

Penelitian ini didorong oleh suatu fenomena bahwa ada beberapa kendalayang dihadapi dalam proses pembelajaran bahasa Indonesia, salah satunyaadalah kurangnya budaya bacaan pada siswa dalam proses belajar mengajar.Hal ini juga diperburuk oleh para guru yang masih menggunakan sumberbelajar konvensional saja, sehingga menyebabkan siswa terlihat kurangbersemangat dalam berpartisipasi dalam proses belajar mengajar, karenasiswa tidak berperan aktif dalam proses belajar mengajar.Penelitian inimenggunakan Class Action Research sebanyak dua siklus. Setiap siklus terdiridari empat tahap, yaitu perencanaan, pelaksanaan, pengamatan dan refleksi.Target dari penelitian ini adalah siswa kelas empat materi pelajaran bahasaIndonesia dalam kalimat utama. Hasil penelitian menunjukkan peningkatankemampuan membaca siswa di kelas IV MI Darussalam Pikatan melaluipenggunaan sumber daya belajar Perpustakaan dalam masalah pokok bahasanIndonesia dari kalimat utama. Hal ini dapat dilihat dari pengukurankemampuan membaca efektif (KEM) yang dilakukan oleh para peneliti, daripra-tes yang hanya memperoleh rata 67 kata per menit meningkat dalam sikluspertama pasca tes dengan 73 kata per menit dan meningkat secara signifikandalam siklus kedua pasca tes dengan 106 kata per menit. Nilai rerata dari hasilbelajar siswa juga meningkat dari pre Test yang mencapai 49, meningkat padasiklus pertama tes pasca yang 63 dan siklus kedua tes pasca meningkat secarasignifikan yaitu rata-rata 81. Kemudian dapat disimpulkan bahwa penggunaansumber daya belajar Perpustakaan dapat meningkatkan kemampuan membacadi kelas IV MI Pikatan Blitar siswa.
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 Andressa Muthi' Latansa Mega Dwi Susanti Muhammad Soni Amrulloh Taqlisul Muttaqin