Articles
<![CDATA[KEPEMIMPINAN KEPALA SEKOLAH PEREMPUAN DI SEKOLAH DASAR ]]>
<![CDATA[Siti Habsari Pratiwi]]>;
<![CDATA[Anggili Pratama]]>;
<![CDATA[Dian Armanto]]>;
<![CDATA[Anita Yus]]>
<![CDATA[ SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol 13, No 2 (2023): SHOOL EDUCATION JOURNAL PGSD FIP UNIMED ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/sejpgsd.v13i2.46293
<![CDATA[This study aims to determine the leadership style of the principal of a female elementary school at Public Elementary School 1 Paya Bujok Tunong, Langsa City, Aceh. This research was conducted using phenomenological and qualitative methods. The result of this study is that female elementary school principals have the ability to improve the quality of education significantly. Principals of female primary schools usually focus on teacher morale, mastery of technical skills, and high responsibility for the school organization. Women also have a good sense of control because they are detailed. The success of a woman as a leader is influenced by several factors. Dominant factors that influence women`s leadership, namely: mother (mother), seductress (attention sucker), pet (beloved child), and iron maiden (strong woman).]]>
<![CDATA[PENERAPAN FILSAFAT PENDIDIKAN OLEH TENAGA PENDIDIK DI SEKOLAH DASAR ]]>
<![CDATA[Rahmi Hayati]]>;
<![CDATA[Marzuki Marzuki]]>;
<![CDATA[Fachrurazi Fachrurazi]]>;
<![CDATA[Asrul Karim]]>;
<![CDATA[Siti Habsari Pratiwi]]>;
<![CDATA[Rosmala Dewi]]>
<![CDATA[ Pedagogik : Jurnal Ilmiah Pendidikan dan Pembelajaran Fakultas Tarbiyah Universitas Muhammadiyah Aceh Vol 10, No 1, April (2023) ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Muhammadiyah Aceh ]]>
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DOI: 10.37598/pjpp.v10i1, April.1702
<![CDATA[Penelitian ini bertujuan untuk memberikan informasi kepada tenaga pendidik akan pentingnya memahami kajian filsafat pendidikan yang penting dalam proses pembelajaran. Penelitian ini menggunakan studi literature dengan serangkaian kegiatan yang berkenaan dengan metode pengumpulan data pustaka, membaca dan mencatat, serta mengelolah bahan penelitian. Hasil penelitian adalah guru dapat memperoleh informasi berharga untuk meningkatkan praktek mengajar mereka sendiri dari karya filsafat pendidikan atau "filsafat." Guru lebih mampu melakukan pekerjaan mereka dan merencanakan pelajaran dengan bantuan filosofi pendidikan. Filsafat berkaitan erat dengan segala sesuatu yang dapat dipikirkan manusia, bahkan tidak pernah habis karena mengandung dua kemungkinan, yaitu proses berpikir dan hasil berpikir. Filsafat pendidikan adalah filsafat yang digunakan dalam studi mengenai masalah-masalah pendidikan. Filsafat akan menentukan mau dibawa kemana siswa kita. Filsafat merupakan perangkat nilai-nilai yang melandasi dan membimbing ke arah pencapaian tujuan pendidikan. Filsafat dalam pendidikan bukan hanya menjelaskan apa yang ingin pendidik lakukan di dalam kelas dalam membantu pembelajaran, namun lebih menekankan kepada mengapa pendidik melakukannya dan bagaimana cara kerja proses pembelajarannya.]]>
<![CDATA[PERSEPSI GURU MADRASAH IBTIDAIYAH TERHADAP PENYELENGGARAAN PENDIDIKAN INKLUSI ]]>
<![CDATA[Siti Habsari Pratiwi]]>;
<![CDATA[Wahyuni, Wahyuni]]>
<![CDATA[ ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 8 No 1 (2024): FEBRUARI ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH SURABAYA ]]>
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DOI: 10.30651/else.v8i1.20972
<![CDATA[The implementation of inclusive education is the main highlight of the government's efforts to improve the quality of Indonesian education. His belief is that all students, without exception, should benefit from high-quality learning and enjoy full participation in the education system. This study aims to determine the perception of Madrasah Ibtidaiyah teachers towards the discourse on the implementation of inclusive education. This research is qualitative with an investigative approach. This study involved 13 existing Madrasah Ibtidaiyah teachers in one of Indonesia's westernmost provinces who were randomly selected. The results show that teachers are still confused with the definition of inclusive education, which causes disorientation in the implementation of inclusive education. As a result of such disorientation, (1) teachers are embarrassed to mention that there are children in their schools or classes; (2) the teacher's excessive anxiety in the implementation of learning in the classroom, such as bullying; (3) the teacher's incorrect orientation of learning outcomes; and (4) discrimination against children. To avoid disorientation in the implementation of inclusive education, it is very important to provide special training for madrasah teachers on topics such as designing lessons, determining learning models, developing learning media, the assessment process in inclusive classes, and the governance and management of inclusive education.]]>
<![CDATA[The Evaluation Of Teacher Professional Education Program ]]>
<![CDATA[Pratiwi, Siti Habsari]]>;
<![CDATA[Rola, Fasti]]>;
<![CDATA[Rambe, Titin Rahmayanti]]>;
<![CDATA[Pratama, Anggili]]>;
<![CDATA[Sutopo, Adi]]>;
<![CDATA[Adisaputra, Abdurahman]]>;
<![CDATA[Murad, Abdul]]>
<![CDATA[ PIONIR: JURNAL PENDIDIKAN Vol 12, No 3 (2023): PIONIR: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[Prodi PGMI FTK UIN Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/pjp.v12i3.21034
<![CDATA[This article uses the Provus Evaluation Model (Discrepancy Model) developed by Malcolm Provus. The current article aims to analyze whether the program is worth continuing, improving, or stopping. This model emphasizes the formulation of (1) standards, (2) performance, and (3) discrepancy in detail and measurable. The results show some general weaknesses of the teacher professional program (PPG), namely the lack of practical application of the program, where teachers focus too much on theory and not enough on practical teaching skills. Teachers may not receive adequate financial support for self-direction during the program or after they complete it. Some programs may not reflect the latest research and developments in education. Balancing teaching and professional development can be challenging, and some programs may not offer flexible scheduling and equity of training time for pre-service and in-service teachers.K]]>
<![CDATA[PENERAPAN FILSAFAT PENDIDIKAN OLEH TENAGA PENDIDIK DI SEKOLAH DASAR ]]>
<![CDATA[Hayati, Rahmi]]>;
<![CDATA[Marzuki, Marzuki]]>;
<![CDATA[Fachrurazi, Fachrurazi]]>;
<![CDATA[Karim, Asrul]]>;
<![CDATA[Pratiwi, Siti Habsari]]>;
<![CDATA[Dewi, Rosmala]]>
<![CDATA[ Pedagogik : Jurnal Ilmiah Pendidikan dan Pembelajaran Fakultas Tarbiyah Universitas Muhammadiyah Aceh Vol 10, No 1, April (2023) ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Muhammadiyah Aceh ]]>
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DOI: 10.37598/pjpp.v10i1, April.1702
<![CDATA[Penelitian ini bertujuan untuk memberikan informasi kepada tenaga pendidik akan pentingnya memahami kajian filsafat pendidikan yang penting dalam proses pembelajaran. Penelitian ini menggunakan studi literature dengan serangkaian kegiatan yang berkenaan dengan metode pengumpulan data pustaka, membaca dan mencatat, serta mengelolah bahan penelitian. Hasil penelitian adalah guru dapat memperoleh informasi berharga untuk meningkatkan praktek mengajar mereka sendiri dari karya filsafat pendidikan atau "filsafat." Guru lebih mampu melakukan pekerjaan mereka dan merencanakan pelajaran dengan bantuan filosofi pendidikan. Filsafat berkaitan erat dengan segala sesuatu yang dapat dipikirkan manusia, bahkan tidak pernah habis karena mengandung dua kemungkinan, yaitu proses berpikir dan hasil berpikir. Filsafat pendidikan adalah filsafat yang digunakan dalam studi mengenai masalah-masalah pendidikan. Filsafat akan menentukan mau dibawa kemana siswa kita. Filsafat merupakan perangkat nilai-nilai yang melandasi dan membimbing ke arah pencapaian tujuan pendidikan. Filsafat dalam pendidikan bukan hanya menjelaskan apa yang ingin pendidik lakukan di dalam kelas dalam membantu pembelajaran, namun lebih menekankan kepada mengapa pendidik melakukannya dan bagaimana cara kerja proses pembelajarannya.]]>
<![CDATA[Module Development Based on Communicative Approach to Indonesian Language Learning to Improve Speaking Skills of Elementary School Students ]]>
<![CDATA[Pratiwi, Siti Habsari]]>;
<![CDATA[Faridah, Eva]]>;
<![CDATA[Bukit, Nurdin]]>;
<![CDATA[Surya, Edy]]>
<![CDATA[ Pedagogik Journal of Islamic Elementary School VOL 6 NO 2 OCTOBER 2023 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/pijies.v6i2.4291
<![CDATA[This research aims to improve students' speaking skills. This research is research and development, using the Four D development model, which consists of the define, design, develop, disseminate stages. This research has reached the development stage. The research was carried out at MIN 3 Langsa. The subjects in the research were 25 class III students consisting of 13 female students and 12 male students. The object in the research ismodule based on a communicative approach to Indonesian language lessons. The collection techniques used are observation, tests and questionnaires. Based on the results of validation by experts carried out on modules based on communicative approaches in Indonesian language lessons, the results of validation by language experts are in percentages 94.10% is categorized as very feasible, material expert validation with a percentage of 80.00% is categorized as feasible, and media expert validation results with a percentage 90.70% categorized as very feasible, and validated by media experts with percentages 93.45% categorized as very feasible. Based on this description, it is concluded thata module based on a communicative approach to Indonesian language lessons is suitable for use at MIN 3 Langsa. The results of the pretest were 4 students who completed and 21 students who did not complete with a percentage of 46%. Meanwhile, 23 students completed the posttest and 2 students did not complete the test with a percentage of 70%. Based on this explanation, it was concluded that using a communicative approach based module in Indonesian language lessons was said to be effective for class III students at MIN 3 Langsa. Based on the results and discussion in this research, it is known that the communicative approach based module in Indonesian language lessons is said to be very feasible and effective for use with class III students at MIN 3 Langsa.]]>
<![CDATA[Stimulasi Kemampuan Siswa dalam Mengarang melalui Mind Mapping ]]>
<![CDATA[Zuhra, Fatimah]]>;
<![CDATA[Zulfitri, Zulfitri]]>;
<![CDATA[Pratiwi, Siti Habsari]]>
<![CDATA[ At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol 9 No 1 (2022): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan ]]>
Publisher : <![CDATA[the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa ]]>
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DOI: 10.32505/tarbawi.v9i1.4154
<![CDATA[Writing stories requires writing competencies that have existed and started since elementary school / MI, because by writing, students can express their feelings, ideas, and ideas to others. This type of research is Classroom Action Research. The data collection technique used is a test. The results of the study revealed that theuse of the mind mapping method in writing student narrative essays is more active, easy to understand learning materials and easier to express ideas and thoughts in writing form, namely narrative essays. Increased use of mind mapping methods in writing narrative essays. Based on the first cycle data with a complete score of 18 students and the incomplete 15 students, with a percentage of 55%. While the average value amounts to 70. In cycle II, the incomplete grades were 3 students and the completed 30 students, with a percentage of 91% where an increase occurred]]>
<![CDATA[STUDENTS’ TRANSLATION COMPETENCE THROUGH IDIOMATIC TRANSLATION AT SMA NEGERI 1 LANGSA ]]>
<![CDATA[Rasid Ritonga, Mhd.]]>;
<![CDATA[Ely Shinta, Marda]]>;
<![CDATA[Habsari Pratiwi, Siti]]>
<![CDATA[ JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 2 No 2 (2016): Volume II No 2 Tahun 2016 ]]>
Publisher : <![CDATA[UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa ]]>
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DOI: 10.32505/jl3t.v2i2.13
<![CDATA[The aim of this research is to find out the effect of students’ translation competence through the techique of idiomatic translation at SMA Negeri 1 Langsa with class XI IPA 6 as experimental group and XI IPA 7 as control group. The study was carried out by quasy experimental design. The data was collected through translation test. The study reveals that idiomatic translation improves students’ translation competence. The statistical analysis shows a significant difference between the two groups. The statistical analysis shows that t observed is higher than t table at the significant level of 5%. Therefore, the Ho is rejected and Ha is accepted. The study suggests that this technique be applied in teaching translation in EFL classes.]]>
<![CDATA[KELAS SENTRA: PEMBELAJARAN MEMBACA, MENULIS, DAN BERHITUNG (CALISTUNG) PADA SENTRA PERSIAPAN RA AL-AZHAR KOTA LANGSA ]]>
<![CDATA[Pratiwi, Siti Habsari]]>
<![CDATA[ JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 3 No 1 (2017): Volume III No 1 Tahun 2017 ]]>
Publisher : <![CDATA[UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa ]]>
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DOI: 10.32505/jl3t.v3i1.337
<![CDATA[RA Al- Azhar Kota Langsa menerapkan kelas sentra untuk proses pembelajarannya. Penelitian ini bertujuan untuk mengetahui bagaimana sentra persiapan menyajikan proses pembelajaran untuk mengenalkan pembelajaran membaca, menulis, dan berhitung. Penelitian ini menggunakan pendekatan kualitatif. Pengumpulan data dilakukan dengan indepth – interview, observasi dan studi dokumen. Pembelajaran membaca dimulai dengan strategi pengenalan huruf dan angka terlebih dahulu. Proses pengenalan huruf dan angka dilakukan dengan menggunakan media lagu. Pembelajaran membaca juga disajikan dengan menggunakan kartu acak. Pembelajaran menulis dilakukan dengan tahapan, merangkai huruf yang telah ditulis dengan garis putus-putus, menebalkan huruf, hingga menulis tingkat lanjutan berupa menulis kata-kata sederhana. Begitu juga pembelajaran berhitung dilakukan secara bertahap. Dimulai dari pengenalan angka, pemahaman konsep dituangkan ke dalam penulisan lambang angka, kemudian pada tahap lebih lanjut anak dikenalkan dengan operasi berhitung. Seluruh aktivitas pembelajaran dilakukan dengan bantuan alat dan media yang dapat meningkatkan minat dan kreativitas siswa. Selain itu, aktivitas pembelajaran disajikan dalam bentuk permainan.]]>
<![CDATA[THE USE OF LITERATURE IN DEVELOPING STUDENTS’ CHARACTERS THROUGH AUTHENTIC ASSESSMENT ]]>
<![CDATA[Wiandari, Fadhillah]]>;
<![CDATA[Pratiwi, Siti Habsari]]>
<![CDATA[ JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 4 No 2 (2018): Volume IV No 2 Tahun 2018 ]]>
Publisher : <![CDATA[UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa ]]>
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DOI: 10.32505/jl3t.v4i2.758
<![CDATA[Students’ character can be developed in the learning process. Literature at schools in Indonesia is always considered complimentary and unimportant, even though literature is very influential in developing students’ skill in language. Literature is an important source that can influence the development of students’ character. This paper argues that the authentic assessment of the literary sources being taughtat schools helpsteachers to deal with ways of developingstudents’ character. Thus, this paper is to demonstrate the authentic assessment of literary sources taught atthe third grade of elementary schools at MIN 2 Aceh Tamiang in developing students’ character. The study used a mixed method; the use of experimental and qualitative methods. Experimental method was used to assess cognitive domains while qualitative descriptive was used to show affective and psychomotor domains. The findings show that in the cognitive domain, the assessment of poetry and drama are best carried through written, oral, and assignment tests. The affective domain is best performed through observation and journals while the psychomotor domain is done effectively through portfolios and performance appraisals. The paper shows that the literature teaching through authentic assessment at schools develops students’ responsibility, hard work, creativity, friendliness, and discipline. The finding also reveals that the scores obtained by students have reached the minimum scores of passing after the use of authentic assessment.]]>
