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All Journal Al Ishlah Jurnal Pendidikan Pendas mahakam : jurnal pendidikan dan pembelajaran Sekolah Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Basicedu EduReligia : Jurnal Pendidikan Agama Islam Jurnal Pendidikan dan Konseling Jurnal Ilmiah Edunomika (JIE) Borneo Educational Journal (Borju) Jurnal Kewarganegaraan Jurnal Basicedu Jurnal Pengabdian Ahmad Yani Jurnal Pengabdian Kreativitas Pendidikan Mahakam (JPKPM) Journal of Educational Management Research Jurnal Manajemen Pendidikan Islam El Midad: Jurnal Jurusan PGMI
Nur Agus Salim
Universitas Widya Gama Mahakam
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Improving Learning Outcomes on the Theme of My Dream by Using the Cooperative Learning Model Type Group Investigation in Fourth Grade Students of SD Negeri 027 Samarinda Ulu: Peningkatan Hasil Belajar Tema Cita-Citaku Dengan Menggunakan Model Cooperatif Learning Tipe Group Investigation Pada Siswa Kelas IV SD Negeri 027 Samarinda Ulu Nur Agus Salim; Siska Oktaviani; Sani Ati
Borneo Educational Journal (Borju) Vol. 5 No. 1 (2023): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v5i1.1486

Abstract

This study aims to reveal advance the learning outcomes of my aspirational themehow to develop the learning outcomes of my aspirational theme by using a cooperative group investigation cooperative model in class fourth grade 027 Samarinda Ulu. The formulation of the problem is how to improve the learning outcomes of my aspirational theme by using the cooperative learning group investigation model in fourth-grade students of SD Negeri 027 Samarinda Ulu. The group investigation model is one of the cooperative learning models that emphasizes the participation and activities. With this model, students attempted to find their own material or information to be learned through materials, for example, from books or the internet. Among the learning models created, group investigation is one of the learning models that is democratic because students become independence learner. Based on the results, the average value in round one 65.38 with a percentage of completeness 61.53% because in round I have not yet reached the greatest completeness criteria. The study continued in cycle II, in this cycle the average value obtained was 80 with a percentage of completeness of 84.61%. Based on the research results above, it can be concluded that the application of the cooperative learning group investigation model can improve the learning outcomes of my aspirational theme in fourth-grade students at SD Negeri 027 Samarinda Ulu.
Navigating Excellence: Optimizing Academic Risk Management through Strategic Planning in Private Universities Nur Agus Salim; Lisa Handayani; Eka Selvi Handayani; Ratna Khairunnisa; Siska Oktaviani
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol 9 No 1 (2024): Management of Islamic Education
Publisher : Program Studi Manajemen Pendidikan Islam Institut Pesantren KH Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndh.v9i1.4531

Abstract

Private universities face various challenges and risks in managing operations and achieving strategic goals. Therefore, strategic planning is crucial in risk management to enhance the quality of education. This study aims to analyze and implement strategic risk management plans at private universities. The research methods used include literature reviews to comprehend the fundamental concepts of risk management and strategic planning, along with case studies from several private universities that have successfully implemented strategic risk management planning. The results indicate that the integration of strategic planning and risk management plays a pivotal role in enhancing the resilience and performance of private universities. The implementation of strategic risk management plans in private universities involves specific steps such as risk identification, risk assessment, mitigation strategy development, and continuous monitoring. The participation of all stakeholders is also a crucial factor in the success of this implementation. This study presents a model for implementing strategic risk management plans that can be adopted by other private universities. The findings of this study are anticipated to offer practical guidance for educational institutions to enhance the effectiveness of risk management and better accomplish their strategic objectives.
ISLAMIC MORAL HABITUATION AND ITS EFFECT ON SELF-CONTROL AND MORAL RESPONSIBILITY AMONG PRIMARY STUDENTS Purniadi Putra; Nur Agus Salim; Rinovian Rais; Wati Karmila; Firmansyah Firmansyah
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.14636

Abstract

This study aimed to examine the effect of Islamic moral habituation programs on the development of self-control and moral responsibility among primary school students in Sambas Regency, West Kalimantan, Indonesia. This study employed a quantitative survey design. Data analysis used Structural Equation Modeling with Partial Least Squares (PLS-SEM) through SmartPLS 4. The study involved 200 students from Grades 4 and 5 across six Islamic primary schools. Three latent variables consisted of Islamic moral habituation (exogenous; 7 dimensions, 24 items), self-control (first endogenous; 5 dimensions, 20 items), and moral responsibility (second endogenous; 5 dimensions, 25 items). The structural model revealed that Islamic moral habituation had a significant positive effect on self-control (β = 0.469, t = 7.44, p < 0.001) and on moral responsibility (β = 0.542, t = 7.953, p < 0.001). The model demonstrated predictive relevance (Q² = 0.191 and 0.262) and explanatory power (R² = 0.22 and 0.294) with acceptable model fit (SRMR = 0.071). These findings confirmed that structured Islamic moral habituation served as a meaningful predictor of character development outcomes among primary school learners. The implication of this finding is that Islamic moral habits are effective in increasing students' self-control and responsibility, so they need to be implemented routinely by teachers as an important part of character education in Islamic primary schools.
Kesulitan Guru dalam Mengimplemetasikan Penilaian Autentik pada Kurikulum 2013 di SD Negeri 023 Samarinda Utara (Edisi Covid-19) Euis Kusumarini; Nur Agus Salim; Elysabet Hutiq Nyalon
Jurnal Kewarganegaraan Vol 6 No 1 (2022): 1 Januari - 30 Juni 2022 (In Press)
Publisher : UNIVERSITAS PGRI YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jk.v6i1.3834

Abstract

AbstrakDalam melakukan penilaian autentik, guru memerlukan waktu dan tenaga yang banyak untuk membuat instrumen penilaian. Guru juga mengalami kesulitan dalam mengolah nilai menjadi laporan akhir (rapor), guru juga belum mampu melaksanakan penilaian secara tuntas  hal ini terlihat saat proses pembelajaran, guru tidak bisa melaksanakan semua penilaian sesuai dengan alokasi waktu pembelajaran. Berdasarkan permasalahan tersebut, peneliti tertarik untuk mengkaji penyebab guru di SD Negeri 023 Samarinda Utara mengalami kesulitan dalam mengimplementasikan penilaian autentik pada kurikulum 2013. Tujuan penelitian ini adalah untuk mendeskripsikan penyebab guru mengalami kesulitan dalam mengimplementasikan penilaian autentik pada kurikulum 2013. Penelitian ini menggunakan metode kualitatif  dan teknik analisis data berupa pengumpulan data, reduksi data penyajian data lalu penarikan kesimpulan dan subjek penelitiannya adalah kepala sekolah, wakil kurikulum dan guru kelas 3B serta peserta didik kelas IIIB  SD Negeri 023 Samarinda Utara. Hasil penelitian diketahui kesulitan dalam implementasi penilaian autentik pada kurikulum adalah tidak adanya pelatihan dalam penilaian autentik terhadap guru dan waktu, waktu yang tidak cukup dalam melakukan penilaian secara maksimal peneliti mengidentifikasi permasalahan tersebut yaitu kurangnya pengetahaun atau keahlian giru dalam menggunakaan sarana teknologi berupa leptop ditambah lagi dengan mewabahnya virus corona atau covid-19 (Corona Virus Disease)  yang mengharus menggunkan media pembelajaran online atau secara daring.Kata Kunci: Implementasikan, Kurikulum 2013, Covid-19, Penilaian Autentik
PELATIHAN LITERASI DIGITAL KKG GUGUS 1 SAMBOJA Nur Agus Salim; Hani Subakti; Ambo Alang
Jurnal Pengabdian Kreativitas Pendidikan Mahakam (JPKPM) Vol. 5 No. 2 (2025): Desember
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Widya Gama Mahakam Samarinda

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

Abstract

Pengabdian kepada Masyarakat ini bertujuan meningkatkan literasi digital guru sekolah dasar melalui pelatihan pemanfaatan Generative Artificial Intelligence (Gen AI) untuk menyusun modul dan bahan ajar berstandar ISBN di Kelompok Kerja Guru (KKG) SDN Kecamatan Samboja pada 29–30 September 2025. Kegiatan dua hari melibatkan 60 guru SD dengan pendekatan partisipatif, mencakup materi teori tentang literasi digital, etika Gen AI, standar modul ISBN, teknik penulisan akademik, serta pencegahan plagiarisme; dilanjutkan praktik langsung menggunakan Gen AI untuk menyusun outline modul, pengembangan konten bab, penyusunan modul komprehensif (tujuan, materi, latihan, evaluasi, daftar pustaka), diskusi kelompok, serta klinik review dan rencana tindak lanjut pengajuan ISBN. Kegiatan ini memperkuat kompetensi guru dalam mengintegrasikan Gen AI secara etis dan efisien untuk mendukung Kurikulum Merdeka, menghasilkan draft modul siap penyempurnaan, serta mendorong pendampingan berkelanjutan guna pengembangan bahan ajar inovatif di tingkat kecamatan.
Sixth-Grade Students’ Behavior Toward School Discipline: A Case Study from an Educational Management Perspective Nur Agus Salim; Annisa Qomariah; Cindy Dyah Prihatiningsih
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1881

Abstract

This study aims to describe sixth-grade students’ behavior toward school discipline and to identify factors influencing disciplinary behavior from an educational management perspective. A qualitative approach with a case study design was employed. Data were collected through classroom observations, semi-structured interviews, and document analysis involving sixth-grade students, classroom teachers, and the school principal. The findings reveal that students’ disciplinary behavior can be classified into three levels: high, moderate, and low. While some students demonstrate consistent discipline, such as punctual attendance and compliance with school regulations, others exhibit indiscipline, including tardiness and neglect of cleanliness rules. Factors influencing disciplinary behavior include self-awareness, motivation, mindset, peer influence, family environment, and the effectiveness of school management practices, particularly leadership, rule enforcement, and school culture. The study implies that fostering student discipline cannot rely solely on punitive sanctions but requires systematic educational management strategies, including positive habituation, role modeling by teachers and school leaders, and collaborative partnerships between schools and parents. Strengthening managerial planning and supervision is essential to support sustainable disciplinary development in elementary education.
FROM READING TO CREATING: INTEGRATING RADEC FOR DEEPER LEARNING IN PRIMARY SCHOOLS Nur Agus Salim; Muhammad Zainuddin; Jimmy Malintang; Rinovian Rais; Susintowati Susintowati
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14721

Abstract

Deep learning has become an important orientation in primary education because it emphasizes conceptual understanding, critical thinking, collaboration, communication, and the ability to transfer knowledge. However, primary school learning practices still tend to be procedural and do not fully support deep learning. The RADEC learning model (Read–Answer–Discuss–Explain–Create) has the potential to address this challenge through systematic learning stages centered on students’ active engagement. This study aims to analyze the implementation of the RADEC model to support deep learning in primary education through a Systematic Literature Review (SLR). This review was conducted in accordance with PRISMA principles by examining scientific articles published during the 2019–2025 period and sourced from Google Scholar, DOAJ, and Garuda. A total of 25 articles that met the inclusion criteria were thematically analyzed to map the implementation patterns of each RADEC stage and their relationship with the dimensions of deep learning. The synthesis results indicate that the Read and Answer stages contribute to conceptual understanding and critical thinking; the Discuss and Explain stages support collaboration and academic communication; and the Create stage encourages knowledge transfer and creativity. Nevertheless, the Create stage still needs strengthening in task design and product-based assessment. These findings affirm that RADEC is a relevant learning model for operationalizing deep learning in primary education.
Co-Authors Abdul Rohman Afdal Alfionita Damayanti Alim Hardiansyah Almaysar Hidayat Saputra Ambo Alang Annisa Qomariah Cakranegara, Pandu Adi Cindy Dyah Prihatiningsih Damaris Y Koli Deisye Supit Eka Selvi Handayani Elysabet Hutiq Nyalon Euis Kusumarini Firmansyah Firmansyah Fitri Maya Sari Gamar Al Haddar Hartini Hety Diana Septika Jafar Haruna Jimmy Malintang Karunia Lestari Kiftian Hady Prasetya Lisa Handayani Maria Goretti Woga Ngole Muhammad Zaibi Muhammad Zainuddin NARBITO, RONNY SURYO Natalia Gita Intan Trinovia Nyi Dewi Puspitasari Purniadi Putra Qurrotul A’yuni Ratna Khairunnisa Rinovian Rais Rizqi Syafrina Sani Ati Saraka Saraka Siska Oktaviani Siska Oktaviani subakti, hani Sukriadi Sukriadi Susintowati Susintowati Taufik Hidayat Tria Yuliani Wahyu Setyaningsih Wati Karmila Yoppi Indriani Yulvina Khairunnisa Yunita Mayasari Zulvia Trinova