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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah JIP: Jurnal Ilmiah PGMI Al Ishlah Jurnal Pendidikan PEJ (PRIMARY EDUCATION JOURNAL) Edukasi Islami: Jurnal Pendidikan Islam JURNAL TARBIYAH Nizhamiyah Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah al-Aulad: Journal of Islamic Primary Education Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Pendidikan dan Konseling AR-RIAYAH : Jurnal Pendidikan Dasar Al-Ihtirafiah Indonesian Community Development Journal (ICODEV) Edumaspul: Jurnal Pendidikan Jurnal Pendidikan Dasar Islam
Nur Rohman
STAIN Teungku Dirundeng Meulaboh
Religion Arts Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENERAPAN MODEL PEMBELAJARAN COOPERATIV INTEGRATED READING AND COMPOSITION (CIRC) UNTUK MENINGKATKAN KEMAMPUAN MEMBACA SISWA KELAS III DI MIN 15 ACEH BARAT Anisah; Rina Rahmi; Nur Rohman
PEJ (PRIMARY EDUCATION JOURNAL) Vol. 9 No. 2 (2025): 2025.2
Publisher : Prodi Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan UIN Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/pej.v9i2.203

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui aktivitas siswa dalam implementasi model pembelajaran Cooperative Integrated Reading And Composition (CIRC) dan untuk mengetahui apakah melalui penerapan model pembelajaran CIRC dapat meningkatkan kemampuan membaca siswa kelas III di MIN 15 Aceh Barat. Jenis penilitan ini adalah quasi eksperimen melalui pendekatan kuantitatif. Subjek dalam penelitian ini adalah seluruh siswa kelas III MIN 15 Aceh Barat yang berjumlah 24 orang. Teknik pengumpulan data yang digunakan adalah observasi dan teknik tes. Teknik analisis data menggunakan t-test, yang terlebih dahulu ditentukan nilai N-gain dari kedua data pretes dan postes. Hasil penelitian ini menunjukkan bahwa hasil akhir rata-rata siswa, dimana nilai rata-rata N-Gain siswa dengan menggunakan penerapan model pembelajaran CIRC adalah 0,5 dalam kategori sedang. Hal tersebut juga menunjukkan bahwa penerapan model pembelajaran CIRC dapat meningkatkan kemampuan membaca siswa, hal ini terbukti dari hasil analisa data statistik “uji t test” diperoleh hasil ttabel = 2,069 dan dari hasil perhitungan t-test thitung = 14,099, jadi dibandingkan antara thitung dan ttabel maka thitung > ttabel sehingga Ho ditolak dan Ha diterima, sehingga pernyataan Ha yang menyatakan penerapan model pembelajaran CIRC dapat meningkatkan kemampuan membaca siswa kelas III di MIN 15 Aceh Barat, diterima.
The Implementation of Classroom-Based Assessment Using Instructional Coaching Model of Teacher Feedback Among Primary School English Teachers in West Aceh Erizar Erizar; Rena Juliana; Abdul Gafur Marzuki; Astri Yulia; Nur Rohman
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 1 (2026): Penulis pada Edisi ini Terdiri dari Enam (6) Negara: Indonesia, Malaysia, Chin
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v12i1.7877

Abstract

The research investigated challenges faced by English teachers in West Aceh, Indonesia, emphasizing the importance of effective professional development. The focus was on the impact of Classroom-Based Assessment (CBA) and instructional coaching on English teachers' performance in secondary schools. Employing a mixed-method approach with questionnaires and tests, the study targeted English teachers in secondary schools in West Aceh, with a sample of 50 teachers from 25 schools. Results revealed that instructional coaching significantly improved teachers' proficiency in providing feedback, covering aspects like classroom administration and student engagement. Notably, statistical analysis using the One Sample T-test showed a substantial enhancement in English instructors' feedback skills (P = 0.000 < 0.05) through instructional coaching. These findings had wide implications for the professional growth of English teachers in Aceh, with global relevance. The research contributes to the field of teacher professional development by providing empirical evidence on the effectiveness of integrating Classroom-Based Assessment with structured instructional coaching to strengthen feedback literacy among English teachers in secondary education. It also offers a contextualized model that can inform policy design, coaching frameworks, and sustainable professional learning programs in similar developing educational settings. The study suggested that instructional coaching was a powerful strategy to enhance teachers' feedback capabilities, positively impacting student outcomes. Teachers could draw valuable insights from this research to refine teaching methodologies and improve student learning experiences.
INTEGRATION OF THE "JAK BEUT" PROGRAM IN CHARACTER DEVELOPMENT OF ELEMENTARY SCHOOL STUDENTS: A CONTEXTUAL STUDY IN WEST ACEH Hendra SH; Nur Rohman; Uswatun Hasanah
NIZHAMIYAH Vol 15, No 1 (2025): NIZHAMIYAH
Publisher : Universitas Islam Negeri Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/niz.v15i1.4568

Abstract

This study examines the role and integration strategy of Jak Beut activities in fostering the character of Elementary school students in West Aceh. Jak Beut is a non-formal education tradition of the Acehnese people that focuses on the teaching of the Qur'an, moral values, and morals. Although not tied to the formal curriculum system, this activity still exists and significantly contributes to developing students' character. The research uses a qualitative approach of case studies with data collection techniques through in-depth interviews, participatory observation, and documentation. The informants included madrasah teachers, Jak Beut, students, parents, and local Ministry of Religion officials. The study results show that Jak Beut plays an active role in shaping the values of discipline, responsibility, good manners, social care, and teacher respect. This activity strengthens character learning that has been taught in madrasas. However, integration challenges arise due to the lack of formal regulations that accommodate the existence of Jak Beut in the national education system and the lack of collaboration between madrasah and madrasah institutions. Therefore, policymakers must strategically bridge the locality-based formal and traditional education. This study concludes that Jak Beut is a source of contextual character education that is relevant and worthy of being used as a strategic partner of madrasas in forming a generation with Islamic character and culture.
Co-Authors Abdul Gafur Marzuki Adiyatma Ahmad Tarmizi Hasibuan Ahmad Tarmizi Hasibuan Anisah Anni Waridatul Hasanah Aqida Sella Natasya Astri Yulia Cherlizar Mulia Dewi Erizar Erizar Farah Sumaiyah Hasan, Khairuddin Hendra SH Hermansyah Hermansyah Idris Siregar Ihlas, Ihlas Ilham Ilham Istiningsih Istiningsih Kuswati Lahmudin Lubis M Rezki Andhika Maya Agustina Mikyal Hardiyati Muhammad Hayyanul Damanik Muhammad Shaleh Assingkily Nura Azkia Oktavia Br Tarigan Rahmad Syah Putra Rena Juliana Rina Rahmi Rohadatul Aisyi Suharman Suharman Tengku Hafinda Uswatun Hasanah