Article Per Year (5 Year)
p-Index From 2020 - 2025
2.223
P-Index
This Author published in this journals
All Journal Mimbar PGSD Undiksha Tunas: Jurnal Pendidikan Guru Sekolah Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Jendela Pendidikan Edu Cendikia: Jurnal Ilmiah Kependidikan Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Penelitian Ilmu Pendidikan Indonesia Jurnal Pendidikan Sosial dan Konseling AMPLITUDO: Journal of Science & Technology Innovation Journal Educational Research and Development
Mubarok Mubarok
Universitas Lambung Mangkurat.
Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
Transformasi Pembelajaran IPA: Meningkatkan Partisipasi Siswa melalui Pendekatan Interaktif Yulandra, Rianty; Mubarok, Mubarok
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 4 No. 3 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v4i3.649

Abstract

Abstrak Ilmu Pengetahuan Alam (IPA) adalah mata pelajaran penting di jenjang pendidikan dasar dalam membantu siswa memahami dunia alam sekaligus melatih kemampuan berpikir kritis dan analitis. Namun, pembelajaran IPA di sekolah dasar masih sering menggunakan pendekatan konvensional satu arah, yang menyebabkan siswa menjadi pasif dan kurang terlibat dalam proses pembelajaran. Penelitian ini bertujuan untuk meningkatkan minat dan keterlibatan siswa dalam pembelajaran IPA, khususnya pada materi bagian-bagian tumbuhan, melalui penggunaan media pembelajaran yang interaktif. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam tiga siklus dan melibatkan 15 siswa kelas VI. Hasil penelitian menunjukkan bahwa penerapan metode pembelajaran interaktif dapat meningkatkan hasil belajar dan partisipasi siswa. Pada siklus pertama, rata-rata nilai siswa sebesar 62,5 dengan tingkat ketuntasan 53,3 %, yang menunjukkan rendahnya partisipasi siswa. Setelah dilakukan refleksi dan perbaikan pada siklus kedua melalui penerapan metode interaktif seperti diskusi kelompok dan permainan edukatif, rata-rata nilai meningkat menjadi 75 dan ketuntasan mencapai 80%. Siswa mulai menunjukkan partisipasi yang lebih aktif dan minat yang lebih tinggi dalam pembelajaran. Pada siklus ketiga, rata-rata nilai siswa meningkat menjadi 85 dengan ketuntasan 100%. Hasil ini menunjukkan bahwa penggunaan media pembelajaran interaktif secara konsisten dapat meningkatkan pemahaman konsep dan keterlibatan siswa dalam pembelajaran IPA. Pembelajaran yang mengintegrasikan aktivitas eksploratif seperti alat peraga, diskusi, dan permainan edukatif terbukti efektif dalam menciptakan pengalaman belajar yang bermakna.
School Rules Discipline: A Narrative Study on Elementary School Students in Martapura City Mubarok, Mubarok; Iskandar, Bagus Aulia; Zulparis, Zulparis; Nurdian, Novi
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 9 No. 1 (2023): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v9i1.6389

Abstract

This study aims to describe how elementary school children exercise discipline in holding temporary desires and himmah in realizing desires. In describing it, researchers use the basic theory of Good (1959) and supporting theories from Hartati (2010) and Haidar (2013) which define discipline as self-control in an effort to resist momentary desires and the use of desires and abilities. Researchers use a qualitative approach with narrative design. Participants were taken from grade 5 elementary school students with the condition that they met the predetermined participant criteria. In taking data, researchers use interview techniques with reference to interview guidelines that have been made.The results showed that: (1) Elementary school age children are still at a concrete operational stage which leads to a rudimentary state of thought and emotional stability. Children are only able to think logically about abstract objects around them. External influences are very easy to enter the mind and change its movements. The usual influences received by elementary-age children such as skipping school, smoking, and the habit of staying up late. (2) Desire and ability are two things that are interrelated and influence. Desire is related to the goals to be achieved when the child grows up. While ability is related to the facilities available. A child's goals are influenced by two things: personal experience and external encouragement. Meanwhile, ability is influenced by school policies that encourage school literacy.
The Effect of Collaborative Learning Model on Improving Science Concept Understanding among Prospective Elementary School Teachers at Lambung Mangkurat University Student Mubarok, Mubarok; Yulandra, Rianty; Iskandar, Bagus Aulia
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025)
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1716

Abstract

This study aims to describe the implementation of the collaborative learning model toward improving students’ conceptual understanding in science courses. This research employed a quasi-experimental design with a pretest–posttest control group. Data were analyzed using gain scores to determine the effectiveness of the model. The results showed that the collaborative learning model had a positive and significant effect on students’ conceptual understanding in the Advanced Science course. The average pretest score in the control class was 46.11, while in the experimental class it was 51.81. After the implementation of the collaborative learning model, the posttest scores increased to 68.56 in the control class and 80.11 in the experimental class. The gain score in the control class was 0.01, while in the experimental class it was 0.06, indicating a higher improvement in conceptual understanding among students taught using the collaborative learning model. These findings demonstrate that collaborative learning can effectively enhance students’ mastery of scientific concepts through peer interaction, discussion, and shared learning responsibility. The results imply that this model can be an effective alternative for improving science learning outcomes in teacher education programs.  
Co-Authors Ahmad Suriansyah Aliya Maulida Putri, Nor Arta Mulya Budi Harsono dessy dwitalia sari Diah Fitriani Diki Saputra, Muhammad Eka Cahya Sari Putra Iskandar, Bagus Aulia Kristesia, Elda Nor Azizah Nurdian, Novi Yulandra, Rianty Zulparis Zulparis Zulparis, Zulparis