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All Journal JURNAL PENDIDIKAN DASAR TARBIYA : Journal Education in Muslim Society JPK (Jurnal Pancasila dan Kewarganegaraan) Pendas : Jurnah Ilmiah Pendidikan Dasar Misykat al-Anwar Jurnal Kajian Islam dan Masyarakat JURNAL PENDIDIKAN TAMBUSAI Journal on Education COLLASE (Creative of Learning Students Elementary Education) Jurnal Review Pendidikan dan Pengajaran (JRPP) Islamika: Jurnal Keislaman dan Ilmu Pendidikan International Journal of Educational Research and Social Sciences (IJERSC) SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) CENDEKIA : Jurnal Ilmu Pengetahuan Enggang: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya FARABI: Jurnal Matematika dan Pendidikan Matematika Journal of Social Responsibility Projects by Higher Education Forum MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan An-Nahdlah: Jurnal Pendidikan Islam Jurnal Riset Madrasah Ibtidaiyah (JURMIA) Journal Of Human And Education (JAHE) Journal Research in Islamic Education Journal Evidence Of Law PEDAGOGI: Jurnal Ilmiah Pendidikan Jurnal Cakrawala Pendas Jurnal Pendidikan Transformatif Tsaqofah: Jurnal Penelitian Guru Indonesia MASALIQ: Jurnal Pendidikan dan Sains Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Madako Elementary School Al-Irsyad: Journal of Education Science Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Jurnal Pengabdian Masyarakat Bangsa International Journal of Multidisciplinary Approach Research and Science Journal of Modern Islamic Studies and Civilization Journal of Progressive Law and Legal Studies Journal of Education Method and Learning Strategy Jurnal Riset Multidisiplin dan Inovasi Teknologi Enigma in Education kawanad Journal of Elementary School EDUTREND: Journal of Emerging Issues and Trends in Education EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
OKTA ROSFIANI
Universitas Muhammadiyah Jakarta, Indonesia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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PENGEMBANGAN MODEL PEMBELAJARAN MULTI METODE DALAM PENINGKATAN HASIL BELAJAR SISWA ROSFIANI, OKTA
JURNAL PENDIDIKAN DASAR Vol 3, No 6 (2012): JURNAL PENDIDIKAN DASAR
Publisher : PPs UNJ

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

Abstract

Education can be interpreted as a process with certain methods therefore man obtains knowledge, understanding, and way of behaviour matching with requirement. In election and usage of method must consider its(the evektifity aspect and its(the relevensi with the matter related. Skill uses various representing one of skill teachs which must be mastered by teacher. In process of study, not rarely rutinity which is performed by teacher like discourse, question and answer, then discuses with group makes bored and saturated student. In condition like this teacher must clever uses method teachs that is by changed style teachs, by using model multi method (Study Model of Interaktif Teacher-Centered, Study Model of Interaktif which Student-centered). Therefore student do not feel bored and can create more pleasant study situation. Through Multi this Metode, teacher creates the situation which pushs so that student feeling requiring each other. Relation requiring each other this can generate existence of positive interdependence which claims existence of possible interaction the neighbouring student giving each other motivation to gain result of optimal achievement.Keywords: Education, Study, Multi Method
DIFUSI INOVASI PEMBELAJARAN AQIDAH AKHLAK DI SEKOLAH DASAR Rosfiani, Okta
Misykat al-Anwar Jurnal Kajian Islam dan Masyarakat Vol 28, No 2 (2017)
Publisher : Faculty of Islamic Studies, University of Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (425.425 KB) | DOI: 10.24853/ma.28.2.%p

Abstract

Schools today face great challenges in the world at all levels of education ranging from elementary school to high school. In addition to providing basic academic knowledge and skills, and promote the development of character, lately the school is called to play a major role in helping solve social problems among youths. Objectives to be achieved in this study: 1) describe the behavior and characteristics of students MI which has been obtained character education through learning the character of the national curriculum, 2) describe, analyze, and interpret patterns of behavior of a group of public school (in this case of students) evolve over time. This study uses a mix design method (design method mix) for surveying and ethnography. The results showed that the students' behavior and characteristics of the MI which has been obtained through the character education moral subjects showed more character MI students and in being better, also better understand the rules and norms of each student's behavior is more directed to good moral based kisah- story morals taught in the lesson than students who did not get Akhlaq subjects.
Teacher Students’ Critical Literacy in the Academic Environment Okta Rosfiani; Tanti Sri Kuswiyanti; Mohamed Metwaly Abdultawab
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 8 NO. 2 2021
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v8i2.24095

Abstract

AbstractIn an academic setting, critical literacy necessitates that teacher-students be critical of every text message (textbooks, videos, films, and other electronic media) that they read from courses. This study aims to illustrate the critical literacy of teacher students in an academic college environment in Jakarta, Indonesia, describing how critical literacy becomes a habit, a need, and eventually becomes a teacher-student culture. This case study employs a qualitative technique with an ethnographic design. Purposive sampling is used in this study. The research participants were a group of 14 female and two male teacher-students from the Madrasah Ibtidaiyah Teacher Education study program. Observation and documentation are used to collect research data. Observer becoming an insider who participates in critical literacy exercises in the classroom. Portfolios, notes on critical literacy activities, assignments, midterm exam scores, and final exam scores are among the documents gathered. According to the findings of this study, we should first put up an online platform scaffolding for critical literacy. Second, it demands significant encouragement from lecturers at the start of students' teaching preparation program, as well as commitment from lecturers and teacher students. Third, teamwork among lecturers in the study program is required. Fourth, critical discussions must be constructed using multiple narratives from scholarly papers and social media texts.AbstrakDalam lingkungan akademik, literasi kritis mengharuskan guru-siswa bersikap kritis terhadap setiap pesan teks (buku teks, video, film, dan media elektronik lainnya) yang mereka baca dari kursus. Penelitian ini bertujuan untuk menggambarkan literasi kritis siswa guru di lingkungan akademik perguruan tinggi di Jakarta, Indonesia, menggambarkan bagaimana literasi kritis menjadi kebiasaan, kebutuhan, dan akhirnya menjadi budaya guru-siswa. Studi kasus ini menggunakan teknik kualitatif dengan desain etnografi. Purposive sampling digunakan dalam penelitian ini. Partisipan penelitian ini adalah sekelompok 14 orang guru-murid laki-laki dan perempuan dari program studi Pendidikan Guru Madrasah Ibtidaiyah. Observasi dan dokumentasi digunakan untuk mengumpulkan data penelitian. Observer menjadi orang dalam yang mengikuti latihan literasi kritis di kelas. Portofolio, catatan kegiatan literasi kritis, tugas, nilai ujian tengah semester, dan nilai ujian akhir termasuk di antara dokumen yang dikumpulkan. Menurut temuan penelitian ini, pertama-tama kita harus memasang perancah platform online untuk literasi kritis. Kedua, menuntut dorongan yang signifikan dari dosen di awal program persiapan mengajar mahasiswa, serta komitmen dosen dan mahasiswa guru. Ketiga, kerjasama antar dosen di prodi sangat diperlukan. Keempat, diskusi kritis harus dibangun dengan menggunakan narasi ganda dari karya ilmiah dan teks media sosial. How to Cite: Rosfiani, O., Kuswiyanti, T.S., Abdultawab, M. M. (2021). Teacher Students’ Critical Literacy in the Academic Environment. TARBIYA: Journal of Education in Muslim Society, 8(2), 179-189. doi:10.15408/tjems.v8i2.24095.
Assessing Student Social Studies Learning: Effects of Learning Environment, Inquiry, and Student Learning Interest Okta Rosfiani; Ma’ruf Akbar; Amos Neolaka
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 6 NO. 1 2019
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v6i1.11593

Abstract

AbstractThis study aims to examine the effect of the learning environment, inquiry, and learning interest on student social studies learning assessment. The participants involved in this study are 130 students from public primary schools in South Jakarta. Data collection consists of social studies learning score, learning environment scale, inquiry scale, and learning interest scale. The results of the study show that the learning environment, inquiry, and learning interest directly influenced student social studies learning assessment in which inquiry and learning interest have a significant effect on student social studies learning assessment.AbstrakPenelitian ini bertujuan untuk menguji pengaruh lingkungan belajar, inkuiri, dan minat belajar terhadap penilaian belajar Ilmu Pendidikan Sosial (IPS) siswa. Peserta yang terlibat adalah 130 siswa dari sekolah dasar negeri di Jakarta Selatan. Pengumpulan data terdiri dari skor pembelajaran IPS, skala lingkungan belajar, skala inkuiri, dan skala minat belajar. Hasil penelitian menunjukkan bahwa lingkungan belajar, inkuiri, dan minat belajar secara langsung mempengaruhi penilaian belajar IPS siswa. Dimana inkuiri dan minat belajar memiliki pengaruh yang signifikan terhadap penilaian pembelajaran IPS.How to Cite : Rosfiani, O., Akbar, M., Neolaka, A. (2019).  Assessing Student Social Studies Learning: Effects of Learning Environment, Inquiry, and Student Learning Interest. TARBIYA: Journal of Education in Muslim Society, 6(1), 46-57. doi:10.15408/tjems.v6i1.11593.
PENERAPAN MODEL PEMBELAJARAN KONSTRUKTIVIS BERBASIS PROYEK UNTUK MENINGKATKAN KETERAMPILAN LITERASI SISWA KELAS V SEKOLAH DASAR Astri Sutisnawati; Okta Rosfiani; Cecep Rahman Hermawan; Muhammad Iqbal Fahrezi; Ibnu Azie; Sri Wahyuni; Aina Mardiyah; Assyifa Kamila
Jurnal Cakrawala Pendas Vol. 8 No. 4 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v8i4.3326

Abstract

Penelitian ini bertujuan untuk memaparkan proses pembelajaran menggunakan model pembelajaran Konstruktivis Berbasis Proyek serta mendeskripsikan peningkatan Keterampilan Literasi Siswa menggunakan model pembelajaran Konstruktivis Berbasis Proyek.  Metode   penelitian yang digunakan adalah Penelitian Tindakan kelas (PTK) dengan model Kurt Lewin yang dilaksanakan sebanyak dua siklus. Penelitian ini dilaksanakan dengan 4 tahapan yang terdiri dari perencanaan, Tindakan, observasi dan refleksi. Partisipan kelas V SDN Margawangi Kabupaten Sukabumi yang berjumlah 26 orang dengan 12 perempuan dan 14 orang Laki-laki. Teknik Pengumpulan data yang dilakukan dengan wawancara, observasi kelas dan tes tertulis berupa soal. Alat pengumpul data memggunakan lembar wawancara, lembar observasi dan soal tes tertulis. Teknis analisis data yang dilakukan secara kuantitatif deskriptif. Hasil dari penelitian yang sudah dilaksanakan menunjukan terjadinya peningkatan aktivitas guru maupun siswa selama dilakukan penelitian Tindakan kelas di sekolah. Hal tersebut sejalan dengan nilai rata-rata Keterampilan Literasi Siswa yang mengalami peningkatan setelah dilaksanakan pembelajaran dengan model Konstruktivis Berbasis Proyek. Dengan demikian dapat disimpulkan bahwa penerapan model pembelajara Konstruktivis Berbasis Proyek dapat  meningkatkan  Keterampilan Literasi Siswa sekolah dasar.
Improvement of Metacognitive Thinking Skills in Teacher-Student Scientific Assignments Through the Use of Online Platforms Cecep Maman Hermawan; Okta Rosfiani; Shahid Abrar-ul-Hassan; Tanti Sri Kuswiyanti; Mahmudin Sudin; Siti Roswati
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 9 NO. 2 2022
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v9i2.30818

Abstract

AbstractScientific problem-solving, starting with simple tasks and growing in difficulty until reaching the task with the climax level of difficulty, can be used as a training tool for developing metacognitive thinking abilities. Teachers and lecturers can make the most of scaffolding from online platforms by demonstrating how to complete a task in a systematic way. This study uses a participatory action research/PAR design with a class of students from the Islamic Religious Education study program at the University of Muhammadiyah Jakarta to examine how students learn metacognitive thinking abilities from completing scientific assignments in research methods courses employing interviews, documents, and observation to gather data. One of the study's most significant findings is that lecturers can use a number of strategies to help students develop their metacognitive thinking skills. These strategies are as follows: 1) Students can be trained in learning metacognitive thinking skills as early as the first semester through English resources introduced by lecturers from reputable online search engines; 2) Lecturers can offer a focus on research methodology assignments that require students to access various online platforms in their work; 3) It is recommended that research methodology courses be spread out in the early, middle, and final semesters; 4) Lecturers can improve the metacognitive thinking skills and self-efficacy of more advanced students by using various approaches, strategies and learning resources. If necessary, a reward and punishment system can be applied, especially to motivate male students and students who lack discipline.AbstrakPemecahan masalah ilmiah, mulai dari tugas-tugas sederhana dan berkembang dalam tingkat kesulitan hingga mencapai tugas dengan tingkat kesulitan klimaks, dapat digunakan sebagai sarana latihan untuk mengembangkan kemampuan berpikir metakognitif. Guru dan dosen dapat memanfaatkan scaffolding dari platform online dengan mendemonstrasikan cara menyelesaikan tugas secara sistematis. Penelitian ini menggunakan desain penelitian tindakan/PAR partisipatif dengan melibatkan sekelompok mahasiswa program studi Pendidikan Agama Islam Universitas Muhammadiyah Jakarta untuk mengkaji bagaimana mahasiswa mempelajari kemampuan berpikir metakognitif dari menyelesaikan tugas ilmiah dalam mata kuliah metode penelitian dengan menggunakan wawancara, dokumen, dan observasi untuk mengumpulkan data. Salah satu temuan studi yang paling signifikan adalah bahwa dosen dapat menggunakan sejumlah strategi untuk membantu mahasiswa mengembangkan kemampuan berpikir metakognitif mereka. Strategi-strategi tersebut adalah sebagai berikut: 1) Mahasiswa dapat dilatih untuk mempelajari keterampilan berpikir metakognitif sejak semester pertama melalui sumber bahasa Inggris yang diperkenalkan oleh dosen dari mesin pencari online; 2) Dosen menawarkan fokus pada tugas metodologi penelitian yang mengharuskan mahasiswa untuk mengakses berbagai platform online dalam pekerjaannya; 3) Disarankan mata kuliah metodologi penelitian disebarluaskan pada semester awal, tengah, dan akhir; 4) Dosen dapat meningkatkan kemampuan berpikir metakognitif dan efikasi diri mahasiswa yang lebih maju dengan menggunakan berbagai pendekatan, strategi dan sumber belajar. Jika perlu dapat diterapkan sistem reward and punishment terutama untuk memotivasi siswa laki-laki dan siswa yang kurang disiplin. How to Cite : Hermawan, C. M., Rosfiani, O., Hassan, S. A, Kuswiyanti, T. S., Sudin, M., Roswati, S. (2022). Improvement of Metacognitive Thinking Skills in Teacher-Student Scientific Assignments Through the Use of Online Platforms. TARBIYA: Journal of Education in Muslim Society, 9(2), 190-197. doi:10.15408/tjems.v9i2. 30818.
Improvement of Metacognitive Thinking Skills in Teacher-Student Scientific Assignments Through the Use of Online Platforms Cecep Maman Hermawan; Okta Rosfiani; Shahid Abrar-ul-Hassan; Tanti Sri Kuswiyanti; Mahmudin Sudin; Siti Roswati
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 9 NO. 2 2022
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v9i2.30818

Abstract

AbstractScientific problem-solving, starting with simple tasks and growing in difficulty until reaching the task with the climax level of difficulty, can be used as a training tool for developing metacognitive thinking abilities. Teachers and lecturers can make the most of scaffolding from online platforms by demonstrating how to complete a task in a systematic way. This study uses a participatory action research/PAR design with a class of students from the Islamic Religious Education study program at the University of Muhammadiyah Jakarta to examine how students learn metacognitive thinking abilities from completing scientific assignments in research methods courses employing interviews, documents, and observation to gather data. One of the study's most significant findings is that lecturers can use a number of strategies to help students develop their metacognitive thinking skills. These strategies are as follows: 1) Students can be trained in learning metacognitive thinking skills as early as the first semester through English resources introduced by lecturers from reputable online search engines; 2) Lecturers can offer a focus on research methodology assignments that require students to access various online platforms in their work; 3) It is recommended that research methodology courses be spread out in the early, middle, and final semesters; 4) Lecturers can improve the metacognitive thinking skills and self-efficacy of more advanced students by using various approaches, strategies and learning resources. If necessary, a reward and punishment system can be applied, especially to motivate male students and students who lack discipline.AbstrakPemecahan masalah ilmiah, mulai dari tugas-tugas sederhana dan berkembang dalam tingkat kesulitan hingga mencapai tugas dengan tingkat kesulitan klimaks, dapat digunakan sebagai sarana latihan untuk mengembangkan kemampuan berpikir metakognitif. Guru dan dosen dapat memanfaatkan scaffolding dari platform online dengan mendemonstrasikan cara menyelesaikan tugas secara sistematis. Penelitian ini menggunakan desain penelitian tindakan/PAR partisipatif dengan melibatkan sekelompok mahasiswa program studi Pendidikan Agama Islam Universitas Muhammadiyah Jakarta untuk mengkaji bagaimana mahasiswa mempelajari kemampuan berpikir metakognitif dari menyelesaikan tugas ilmiah dalam mata kuliah metode penelitian dengan menggunakan wawancara, dokumen, dan observasi untuk mengumpulkan data. Salah satu temuan studi yang paling signifikan adalah bahwa dosen dapat menggunakan sejumlah strategi untuk membantu mahasiswa mengembangkan kemampuan berpikir metakognitif mereka. Strategi-strategi tersebut adalah sebagai berikut: 1) Mahasiswa dapat dilatih untuk mempelajari keterampilan berpikir metakognitif sejak semester pertama melalui sumber bahasa Inggris yang diperkenalkan oleh dosen dari mesin pencari online; 2) Dosen menawarkan fokus pada tugas metodologi penelitian yang mengharuskan mahasiswa untuk mengakses berbagai platform online dalam pekerjaannya; 3) Disarankan mata kuliah metodologi penelitian disebarluaskan pada semester awal, tengah, dan akhir; 4) Dosen dapat meningkatkan kemampuan berpikir metakognitif dan efikasi diri mahasiswa yang lebih maju dengan menggunakan berbagai pendekatan, strategi dan sumber belajar. Jika perlu dapat diterapkan sistem reward and punishment terutama untuk memotivasi siswa laki-laki dan siswa yang kurang disiplin. How to Cite : Hermawan, C. M., Rosfiani, O., Hassan, S. A, Kuswiyanti, T. S., Sudin, M., Roswati, S. (2022). Improvement of Metacognitive Thinking Skills in Teacher-Student Scientific Assignments Through the Use of Online Platforms. TARBIYA: Journal of Education in Muslim Society, 9(2), 190-197. doi:10.15408/tjems.v9i2. 30818.
Bimbingan Teknis Perancangan Modul Ajar Berbasis Merdeka Belajar dan Terpusat pada Murid Okta Rosfiani; M Cecep Maman Hermawan; Fauza Rizqiya; Danisa Amalia Sidqi
Kawanad : Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 2 (2022): October
Publisher : Yayasan Kawanad

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56347/kjpkm.v1i2.86

Abstract

Direct teaching is a teaching strategy in which new knowledge and skills are presented by the trainer and followed by the teacher-participant. His Three Principles of the Professional Learning Community (KBP). This means ensuring students are learning, collaborating, and focused on student achievement. These three principles focus on working together to achieve student achievement. Therefore, there is a need to build professional learning community partnerships between scholars (teachers) and teachers (class practitioners) through this service activity. Since the launch of the Education Module (RPP) adopted by the Ministry of Education and Culture last year. This service is conducted in a private school using direct instruction (demonstration). This technical instruction influences the development of teachers' professionalism in their professional competencies. Teachers will ultimately be able to understand new topics and guidelines for independent curricula and appropriately and accurately design self-study and student-centered teaching modules. Be ready to practice in a wider context and content. wide for each class.
Coaching untuk Guru Membuat Modul Ajar dan Melaksanakan Pembelajaran Proyek untuk Meningkatkan Keterampilan Abad Ke-21 dan Keterampilan Literasi Murid Cecep Maman Hermawan; Okta Rosfiani; Syamsudin; Yusup Zulfikar; Tajaufa Maulitaj Daffa
Kawanad : Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 2 (2022): October
Publisher : Yayasan Kawanad

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56347/kjpkm.v1i2.87

Abstract

21st century skills are important for students to develop self-efficacy through problem-solving, critical thinking, collaboration, communication and creativity. A high level of 21st century skill self-efficacy is literacy. An empirical observation related to found literacy is the low literacy of teachers at a private madrasah in Bogor, West Java. For this reason, teachers are coached to create lesson her modules and conduct project learning to improve 21st century skills and student literacy. Direct instruction is a teaching strategy in which a coach (instructor) presents new knowledge or skills that can be followed by a coachee (teacher). This coaching influences the reading comprehension of teachers so that teachers acquire the skills to design, implement and assess reading comprehension in four primary reading comprehension subjects namely Science, Social Studies, Indonesian and PKN. can do. Because teachers teach reading and writing skills to students in the context of the lesson.
Pengaruh Manajemen Kelas Make Every Minute Count Terhadap Keaktifan Belajar Siswa Kelas IV di Madrasah Ibtidaiyah Taufiqurrahman 2 Kukusan Cecep Maman Hermawan Hermawan; Siti Nur Elizah; Okta Rosfiani
Tarunateach: Journal of Elementary School Vol. 2 No. 1 (2024): March
Publisher : Sekolah Tinggi Agama Islam Taruna Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54298/tarunateach.v2i1.164

Abstract

This study aims to find out: (1) Population variance of the two groups is the same or homogeneous, (2) Differences in average student learning outcomes, (3) The influence of class management Make Every Minute Count on student learning activity. This research is quantitative research using experimental methods and quasi-experimental design. The research population is the entire student at MI Taufiqurrahman 2 Kukusan which totaled 457 students. The sample technique used is purposive sampling. Research sample of 42 students consisting of class IV A 21 students (experimental) and IV B 21 students (kontrol). The data collection technique uses the lift as the primary instrument. From the test results the instrument obtained a Table R of 0.396 and Cronbach's Alpha of 0.836. The results analysis technique uses the t-test, which compares the two groups' mean. The research findings indicate that: (1) Based on the information available, the significance level (Sig.) is less than 0.198 > 0.05, indicating a similar or homogenous population variation. (2) Based on results showing that the average learning time for the Afterwards Experiment (Make Every Minute Count) was 86,00 and the average deviation was 5,167, as well as the Average Learning Time for the Afterwards Control (Classroom Meeting) was 82,29 and the average deviation was 6,133. It may be observed that there are differences in student learning activity between the "Make Every Minute Count" and "Classroom Meeting" lesson plans. (3) Based on the Uji Wilcoxon results, Asymp.Sig. (2-Tailed) 0,000 < 0,05 or Ha is found. Thus, it is shown that there is a difference in the Make Every Minute Count staff's learning activity among fourth-grade students.
Co-Authors AA Sudharmawan, AA Abdullah, Ayatullah Said Abdultawab, Mohamed Metwaly Abidzar Algifari Achie, Nisbun Achmad Abdur Rozaq Adlan Fauzi Lubis Aeni , Syafrina Zahratul Afandy Muharrom Agil, Pujoseno Ahmad Fauzan Ahmad Harlan Fahrurozi Ahmad Miftahfarid Aina Mardiyah Aini, Mutia Nur Aini, Zahratul Aisyah Nuraini Akbar, Ma’ruf Al-Fajry, Moh Faiz Al-Fikri, M. Abdu Al-Ghifari, Abizar Al-Iklatussolehah, Dwi Putri Al-Kafi, Muhammad Caesar Alamsyah, Najwa Aqiylah Putri Alfarisi, Usman Alfian, Nabil Alif, Muhammad Fikram Amelia Fitri Aminah, Nur Amos Neolaka Amraini , Iqra Ananda, M. Rizqi Angellika, Putri Angkasa Putra Mandala Guna Anisa Anggraeni, Anisa Aprilliano, M. Ravito Atmajaya Ardiyanti, Heni Ariel, Muhammad Aripin, Bustamil Assyifa Kamila Astri Sutisnawati Atmaja, Julia Vikri Dwi Aulia, Hasanah Aulia, Muhammad Hanif Aulia, Suci Syakila Azaly, Intan Azka Putra Prawira Azkiya Maulana Azzahra, Nesya Bakry, M. Haikal Basyarahil, Ammar Muhzim Cahya Lestari Agustin Cecep Rahman Hermawan Chaerani, Hana Chairil Raddin Cika Auliya Nurrohmah Danisa Amalia Sidqi Dasyani , Anita Daulay, Raju Gusti Denia Agustina Putri Denis Ramadhan Devanita Novia Ardana Dzakira, Abidah Elfia Zahra Elfirza Elfirza, Elfirza Ernawan, Reyhan Fachrezy Fadhilah, Sahra Fadhillah, Muhammad Rizky Fadil, Labib Faizhikam Arham Fajar, Muhamad Fajriani, Nurul Fakhrurazi Fakhrurazi, Fakhrurazi Fardhan Zahid Musyaffa Farida, Zulpa Fashila, Shifa Annazwa Fatayaturrohmah, Naila Syafa Fatimah Azzahra Faturrahman, Radja Fauza Rizqiya Fauzi, Muhammad Akmal Fauziah, Iven Nabila Febriansyah, Malika Febriansyah, Vicky Feliana Pramesdita Amelia Fikriyah, Nur Firliansyah, Farhan Fitrha Ramadhan Furqon, Sayyid Ali Ghufron Syakaril Gula, Rajiv Nazry Faizullah Sina Gunawan Santoso Gunawan Santoso Habib, Izzul Habibi, Ilyas Hafnida, Tri Widya Haidir, Narulita Kinandhani Hakim, Muhammad Roby Hasan, Nailah Najwa Hasbi Ramadhan Hawari, Sulthan Hermawan, Cecep Maman Heryana, Rafi Muzaki Heryawan, Zaidan Nur Hesti Hibrizi Adzin Hizrian Nugraha Husain, Fajar Nur Husni Mubarok Husnul Hanifah Kamawi Putri Ibnu Azie Ida Ayu Putu Sri Widnyani Ida Farida Ikbal Story, Khairunisa Ikhwan, Rafi Ilham Asyam Fajariyanto Wisnu Intan Aprillia Iqbal, Ros Muhammad Irfan Abdul Gani Irma Saraswati Irma Srirantika Itsnaini, Muhammad Fahmi Iven Nabila Fauziah Jalalludin, Imam Kamil, Moh Nizham Kartika, Rini Fatma Kevin Dilly Junior Khaerani, Najwa Putri Khairunnisa, Hafidzah Khamdi Iskandar Khiyarannahari, David Kirana, Andi Ade Diandra Komala, Vivi Kuswiyanti, Tanti Sri Lalita Shafa Anjani Lestari, Lisa Puji Lestari, Selvia Lukman Effendy, Lukman Lutfiyanti, Azizah M. Abdul Halim M. Ardiansyah M. Ashar M. Azzami, Andi M. Fadhlurrahman M. Mu’thasim Billah Mahmudin Sudin Manal, Muhammad Sahlul Mansyuroh, Lailatul Mardiyah Mardiyah Marshinta, Adlia Marthazilla Febby Ahmad Maryatih, Maryatih Maulana, Rijal Ma’ruf Akbar Miftah Farid Miko Dwi Irawan Mohamed Metwaly Abdultawab Mubarak, M. Abdul Muchtar, Ahmad Dedi Muhammad Adhib Ubaidillah Muhammad Andriyansyah Muhammad Fachri Muhammad Farhan Muhammad Iqbal Fahrezi Muhammad Randy Islami Muhammad Ridho Muhammad Ridwan Muhammad Rozaktana Muhayyar, Matlaul Mustofa, Miftakhul Ilmi Nabil Alfian Nabila, Putri Syifa Nabilla, Raysha Nadia Nadia Nadiah Rohadatul Aisy Shabri Nadillah, Lulu Nisa, Nur Azka Aulia Ni’mah Fauziah Novi Roismiati Nur Elizah, Siti Nuraini, Aisyah Nuraini, Tri Nurannisa Rahmadani Amiruddin Nurcahyati, Ai Panduwardana, Syahputra Pohan, Fela Dewita Prasetya, Johan Ade Pratama, Ruchlan Putra Purnama, Muhammad Anjas Lapiatul Putra, Putra Putri Ratu Bilqis El Amini Putri Ratu Bilqis El-Amini Putri, Alviana Putri, Nayaka Zahrani Rachman , Muhammad Rafly Nur Rachmawati, Anida Radja Faturrahman Rahayu, Ade Ratna Putri Rahayu, Lisda Rahmah, Aqila Azizah Rahman, Putri Aulia Rahman, Ridwan Nur Rajab, Farazy Ramadhan, Agiel Ramadhan, M. Rizki Ramadhanti, Elsa Rani Sheilla Ray, M. Hapis Razaq, Fidi Rifaldi, Rafly Purnama Rifqi Garibaldi Khamaini Rihadatu Alifia Riki Rinaldi Riswandi, Fajar Rizky Mulya Ananda Rizky Ramadhan, Rizky Rizky, Marsyah Qoriatul Robbi, Abdan Sabili Romlah Sabila, Salsa Sabili, Kholil Ahmad Sabina Nur Ghofiya Saddam, Anargya Safitri, Dhea Safitri, Farah Sani Sahara, Allma Saidah, Rafika Kauna Saiidah, Rihlah Salsabiila, Syifa Salsabila, Ratih Salsabila Salsabila, Rizka Putri Sani Syafitri, Farah Sapitri, Intan Saputra, Levi Elo Saskia Rachman Satrio Anugrah, Satrio Sayyida nafisa Selfiani Selvita, Amanda Sendi, Rama Putra Arya Shafa Faizani Nurhaliza Shahid Abrar-ul-Hassan Shaputra, Rizki Sheilla, Rani Silvia Fitriani Sinta Bella Siti Fatimah Tu Zahroh Siti Nur Elizah Siti Nur Elizah Siti Qurrotul Ain Siti Roswati Sofiyah Sofiyah Solly Aryza Sri Mulyani Maisaroh Sri Wahyuni Sri Wahyuni Story, Siti Asmarwah Abd Sulthan Hawari Suparjo, Kemal Fauzan Syafi, Muhammad Syahputra, Muhammad Faizal Ilham Ryannico Syahro, Alfiansyah Syaikhoni, Muhammad Aril Syamsudin Syamsudin Abdullah Syamsudin Abdullah, Syamsudin Syarifah, Nanda Zakiyah Syifa Fitri Fuadah Fuadah Tajaufa Maulitaj Daffa Tanjung Essa Tanti Sri Kuswiyanti Tanti Sri Kuswiyanti Thoharroh, Ridho Nur Tu Zahroh, Siti Fatimah Turiskia, Fitra Ubaidillah, Muhammad Adhib Umaliah, Hiffatul Universitas Muhammadiyah Jakarta Viallo, Wa Ode Adelia Citra Wafa, Nurul Wafi, Muhammad Zaim Wahyu Nurdianto Wardoyo, Verrel Attarik Wawan Setiawan Windu Syaeful Ridwan Wulan, Dewi Yanti Oktaviani Yelviani, Desya Asyifa Yoga, Aldian Yusup Zulfikar Zahraningtyas, Firda Zahraningtyas, Firdha Zahratul Aini Zaky, Fauzan Zalsa Amalia Putri Zaqyatul Fitri Zidni, Zahwa Zihni, Kayla Yusrina Zulfikar, Ahmad Farhan ‘Azzah Amirah, Liza