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Integrated Thematic Learning during COVID-19 Pandemic Suharman Suharman; Maya Agustina; Tengku Hafinda
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

The present study was driven by the conditions of students and teachers encountering challenges while implementing integrated thematic learning, notably during the online classroom activities. This study aimed at identifying the planning, implementation, and evaluation of integrated thematic learning. Mixed Methods were employed as the research design. The class teachers (thematic teachers) and headmaster of MIN Kota Banda Aceh were recruited as the investigative participants. Quantitatively, the data were collected through questionnaire administration based on Likert. Qualitatively, interviews were performed to gain more qualitative data. The participants were the thematic teachers and the headmasters of MIN 11 and 6 Banda Aceh. The findings reported that the thematic teachers of MIN 11 and 6 were able to design lesson plans effectively. Although the COVID 19 forced them to implement and evaluate integrated thematic learning online, they could perform them well. In particular, they argued that the activities were very good (55%) and good enough (44%). On the other hand, the teachers of MIN 6 and 11 faced challenges while actualizing thematic learning. Those challenges were encountered when the participants began their learning experiences of teaching in the post-pandemic.

KEMAMPUAN MENGAJAR CALON GURU: TPACK PADA MATA KULIAH PEMBELAJARAN MATEMATIKA MI/SD Tengku Hafinda
Bina Gogik : Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Vol 9, No 1 (2022): Bina Gogik: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar
Publisher : Bina Gogik: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstrak: Penelitian ini bertujuan untuk mengetahui gambaran kemampuan mengajar mahasiswa calon guru Madrasah Ibtidaiyah ditinjau dari Technological Pedagogical and Content Knowledge (TPACK) pada mata kuliah Pembelajaran Matematika MI/SD dengan fokus penelitian mahasiswa Pendidikan Guru Madrasah Ibtidaiyah STAIN Teungku Dirundeng Meulaboh yang mengikuti mata kuliah Pembelajaran Matematika MI/SD pada semester gasal tahun akademik 2021/2022. Metode yang digunakan pada penelitian ini adalah metode penelitian kualitatif dengan pendekatan deskriptif. Subjek penelitian ini adalah mahasiswa Pendidikan Guru Madrasah Ibtidaiyah STAIN Teungku Dirundeng Meulaboh yang mengikuti mata kuliah Pembelajaran Matematika MI/SD sebanyak 23 orang. Data penelitian dikumpulkan melalui hasil kuesioner dengan menggunakan skala Likert. Data penelitian memaparkan tentang komponen-komponen TPACK yang meliputi data-data: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) dan Technological Pedagogical Content and Knowledge (TPACK). Kesimpulan dari penelitian ini bahwa kemampuan mengajar mahasiswa calon guru ditinjau dari Technological Pedagogical and Content Knowledge (TPACK) pada mata kuliah Pembelajaran Matematika MI/SD berada pada kategori rendah dengan nilai rata-rata 2.94 dan persentase sebesar 58.8.Kata-kata kunci: kemampuan mengajar; calon guru Madrasah Ibtidaiyah; TPACK; pembelajaran matematika MI/SD.

KEMAMPUAN MENGAJAR CALON GURU: TPACK PADA MATA KULIAH PEMBELAJARAN MATEMATIKA MI/SD Tengku Hafinda
Jurnal Binagogik Vol. 9 No. 1 (2022): JURNAL BINAGOGIK
Publisher : LPPM STKIP Bina Bangsa Meulaboh

Penelitian ini bertujuan untuk mengetahui gambaran kemampuan mengajar mahasiswa calon guru Madrasah Ibtidaiyah ditinjau dari Technological Pedagogical and Content Knowledge (TPACK) pada mata kuliah Pembelajaran Matematika MI/SD dengan fokus penelitian mahasiswa Pendidikan Guru Madrasah Ibtidaiyah STAIN Teungku Dirundeng Meulaboh yang mengikuti mata kuliah Pembelajaran Matematika MI/SD pada semester gasal tahun akademik 2021/2022. Metode yang digunakan pada penelitian ini adalah metode penelitian kualitatif dengan pendekatan deskriptif. Subjek penelitian ini adalah mahasiswa Pendidikan Guru Madrasah Ibtidaiyah STAIN Teungku Dirundeng Meulaboh yang mengikuti mata kuliah Pembelajaran Matematika MI/SD sebanyak 23 orang. Data penelitian dikumpulkan melalui hasil kuesioner dengan menggunakan skala Likert. Data penelitian memaparkan tentang komponen-komponen TPACK yang meliputi data-data: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) dan Technological Pedagogical Content and Knowledge (TPACK). Kesimpulan dari penelitian ini bahwa kemampuan mengajar mahasiswa calon guru ditinjau dari Technological Pedagogical and Content Knowledge (TPACK) pada mata kuliah Pembelajaran Matematika MI/SD berada pada kategori rendah dengan nilai rata-rata 2.94 dan persentase sebesar 58.8.

Religious Education for Non-Muslim Students in Aceh: An Evaluation of Inclusivity and Implementation Suharman Suharman; Tengku Hafinda; Nur Rohman; Rahmad Syah Putra; Khairuddin Hasan; Maya Agustina; Farah Sumaiyah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8599

The right to religious education for all students is guaranteed by Indonesian law. However, in Muslim-majority regions such as Aceh, the implementation of religious education for non-Muslim students remains inconsistent and under-explored. This study investigates how such education is implemented and evaluated in public schools, with a focus on inclusivity and compliance with legal standards. Using a qualitative phenomenological approach, the study explored the lived experiences of principals, religious teachers, non-Muslim students, and religious leaders across four regions in Aceh: Aceh Singkil, West Aceh, Sabang, and Lhokseumawe. Data were collected through semi-structured interviews, questionnaires, and document analysis, and analyzed using thematic triangulation. Findings reveal that due to the lack of non-Muslim religious teachers, schools rely on external religious leaders to provide instruction and conduct evaluations. Most learning takes place in houses of worship and is integrated into regular religious activities. While schools facilitate this process, the absence of standardized curricula and assessment rubrics has led to inconsistent learning outcomes and unequal educational experiences for minority students. The study identifies a hybrid model of religious education delivery that partially fulfills legal obligations but lacks integration with national educational standards. It concludes that while efforts to provide religious education for non-Muslim students exist, they are fragmented and depend heavily on local initiatives. A national policy framework is urgently needed to ensure equitable, inclusive, and accountable religious education for all students.

Microteaching Implementation and Student Readiness for Teaching Practice: A Preliminary Study TENGKU HAFINDA; Sari Diana; Maya Agustina; Masni
International Journal of Education, Language, and Social Science Vol. 3 No. 2 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i2.66

Microteaching plays a crucial role in preparing pre-service teachers, but its implementation is hindered by inconsistent rubrics, the absence of standardized procedures, and concerns about student readiness. This study aimed to explore the implementation of microteaching and student readiness for teaching practice through a preliminary investigation. A descriptive method was employed, combining document analysis and a survey. Document analysis was conducted on three microteaching rubrics used by lecturers and one academic guideline, while the survey involved 20 students who had completed their teaching practice, using five Likert-scale statements. The findings revealed variations in weighting across assessment aspects such as lesson planning, teaching skills, media usage, and reflection. The review also indicated the absence of a specific standardized operational procedure for microteaching. Furthermore, 65% of students reported that microteaching did not adequately prepare them, 55% perceived inconsistency among lecturers’ assessments, and 70% expressed the need for standardized rubrics and a formal microteaching unit. These preliminary results emphasize urgency of conducting a more systematic evaluation of professional practice curricula in teacher education programs.

Dampak Penggunanaan Smartphone Terhadap Hasil Belajar Siswa Sekolah Dasar Zalmanidar Zalmanidar; Tengku Hafinda; Rahmat Saputra
ISTIFHAM Vol 2 No 2 (2024): ISTIFHAM: Journal Of Islamic Studies
Publisher : Seutia Hukamaa Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71039/istifham.v2i2.63

Misuse of smartphone devices can be detrimental to students, especially now that ownership is not limited by age, as even elementary school children have their smartphones, as do students at SD Negeri Tanjong Meulaboh, Kaway XVI District. This research aims to determine student learning achievement, the impact of smartphone device ownership on students, efforts by teachers to address the impact of smartphone ownership on student learning achievement, and the challenges teachers face in addressing the impact of smartphone ownership. This research uses a qualitative method with interview and documentation data collection techniques. The research data is analyzed using a qualitative descriptive method. The research results show that student learning achievement at SD Negeri Tanjong has decreased by an average percentage of 10.59%. Secondly, students' smartphone ownership significantly impacts student learning achievement and leads to moral degradation. Thirdly, teachers' efforts to address students' smartphone addiction include educating students about the dangers of excessive use, implementing specific school discipline related to smartphones by prohibiting students from bringing smartphones to school and confiscating them if found, and coordinating with parents. Lastly, the challenges faced by teachers in addressing the impact of smartphone ownership on student learning achievement include difficulties in managing students who use smartphone devices, as they tend to ignore teachers' instructions or advice, and challenges from parents who seem to allow their children to spend excessive time playing with their phones.

KEMAMPUAN MENGAJAR CALON GURU: TPACK PADA MATA KULIAH PEMBELAJARAN MATEMATIKA MI/SD Tengku Hafinda
Jurnal Binagogik Vol. 9 No. 1 (2022): JURNAL BINAGOGIK
Publisher : LPPM Universitas Cipta Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61290/pgsd.v9i1.52

Penelitian ini bertujuan untuk mengetahui gambaran kemampuan mengajar mahasiswa calon guru Madrasah Ibtidaiyah ditinjau dari Technological Pedagogical and Content Knowledge (TPACK) pada mata kuliah Pembelajaran Matematika MI/SD dengan fokus penelitian mahasiswa Pendidikan Guru Madrasah Ibtidaiyah STAIN Teungku Dirundeng Meulaboh yang mengikuti mata kuliah Pembelajaran Matematika MI/SD pada semester gasal tahun akademik 2021/2022. Metode yang digunakan pada penelitian ini adalah metode penelitian kualitatif dengan pendekatan deskriptif. Subjek penelitian ini adalah mahasiswa Pendidikan Guru Madrasah Ibtidaiyah STAIN Teungku Dirundeng Meulaboh yang mengikuti mata kuliah Pembelajaran Matematika MI/SD sebanyak 23 orang. Data penelitian dikumpulkan melalui hasil kuesioner dengan menggunakan skala Likert. Data penelitian memaparkan tentang komponen-komponen TPACK yang meliputi data-data: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) dan Technological Pedagogical Content and Knowledge (TPACK). Kesimpulan dari penelitian ini bahwa kemampuan mengajar mahasiswa calon guru ditinjau dari Technological Pedagogical and Content Knowledge (TPACK) pada mata kuliah Pembelajaran Matematika MI/SD berada pada kategori rendah dengan nilai rata-rata 2.94 dan persentase sebesar 58.8.

Penguatan Kompetensi Guru dalam Evaluasi Pembelajaran Digital melalui Pelatihan dan Pendampingan Penggunaan Quizizz di MIN 10 Aceh Barat M. Rezki Andhika; Suharman Suharman; Maya Agustina; Tengku Hafinda; Rina Rahmi; Refiza Chailia Nisah; Wilda Rahmina
Ibrah : Jurnal Pengabdian Kepada Masyarakat Vol 5 No 1 (2026): Ibrah: Jurnal Pengabdian kepada Masyarakat
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/ibrah.v5i1.6735

Digital transformation in education requires teachers to develop the ability to use technology for learning assessment. However, an initial needs assessment at MIN 10 Aceh Barat showed that most teachers were unfamiliar with Quizizz and had not yet optimally utilized digital technology for assessment. This community service program aimed to strengthen teachers’ ability to design, implement, and utilize Quizizz-based learning assessment. The program employed a Service Learning approach through a practice-based workshop and direct mentoring. The activities consisted of needs assessment, introduction and demonstration of Quizizz, independent practice, mentoring, simulation, evaluation, and reflection. A total of 23 teachers participated in the program. The outcomes were evaluated descriptively through pretest and posttest scores as well as participants’ products and practical performance. The results showed that the average score increased from 45.65% in the pretest to 82.83% in the posttest, representing an increase of 37.18 percentage points. In addition, each participant successfully developed 15 questions in seven different formats and presented the resulting Quizizz set through a simulation. These findings indicate that combining a practice-based workshop with direct mentoring can help teachers translate their understanding of Quizizz into digital assessment products. The involvement of students through Service Learning also strengthened reciprocal collaboration between the university and the madrasah and created opportunities for continued mentoring.

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