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Humairah Humairah
Universitas Muhammadiyah Lamongan
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Penerapan Media Digital Interaktif Berbasis Aplikasi Kahoot untuk Meningkatkan Pemahaman Konsep Siswa SDN Ngasemlemahbang Tusida Sherlina Dewi; Humairah Humairah; Arfian Mudayan
Jurnal Tematik Vol 14 No 2 (2025): Jurnal Tematik
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jt.v14i2.68127

Abstract

This study aims to improve students' conceptual understanding. This type of classroom action research implements interactive digital media based on the Kahoot application. The subjects of the study were all fourth-grade students at SDN Ngasemlemahbang, totaling 16 students. Each cycle consisted of the stages of planning, implementation, observation, and reflection. The data analysis techniques used were observation result analysis and conceptual understanding analysis. The results of the study can be concluded as follows: (1) Teacher activity observation in Cycle I obtained an average score of 62.5%, and in Cycle II, it increased to 88.67%, showing an improvement of 26.17%. (2) Student activity observation in Cycle I obtained an average score of 58.33%, and in Cycle II, it increased to 89.16%, indicating an improvement of 30.83%. (3) Students’ conceptual understanding in Cycle I reached 56.25%, and in Cycle II, it increased to 81.25%, showing an improvement of 25%. Therefore, it can be concluded that the use of the Kahoot application in learning activities can improve students’ conceptual understanding in the topic of two-dimensional shapes in the fourth grade at SDN Ngasemlemahbang.
Pengembangan Media Pembelajaran Video Berbasis Sparkol Videoscribe pada Materi IPA Tata Surya Kelas VI Sekolah Dasar Sekar Diah Ayu Dinuli; A.F. Suryaning Ati MZ; Humairah Humairah
Jurnal Tematik Vol. 15 No. 1 (2026): Jurnal Tematik
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jt.v15i1.68189

Abstract

This study aims to develop a valid and effective video-based learning media using Sparkol Videoscribe for teaching the Solar System topic in the sixth-grade science curriculum at SD Negeri 1 Lawak. The research employed a 4D development model (Define, Design, Develop, Disseminate). Data were collected using expert validation sheets, student response questionnaires, and student activity observation forms. The validation results showed that the developed media was highly valid, with media expert validation scoring 96%, design expert validation scoring 96%, and content expert validation scoring 96.5%. Furthermore, the student response instrument achieved a score of 94.5%, and the student activity instrument scored 95.5%. The media was also considered effective based on students’ active engagement and positive feedback during the learning process. Therefore, Sparkol Videoscribe-based learning media is deemed appropriate as an alternative instructional tool in science learning, particularly for abstract topics such as the Solar System.
PENINGKATAN PEMAHAMAN KONSEP PECAHAN MELALUI MEDIA PHET PUZZLE PADA SISWA SEKOLAH DASAR Tegar Putra Gemilang; Rizka Novi Irmaningrum; Humairah Humairah
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.12652

Abstract

This research was motivated by the low understanding of fraction concepts among fourth-grade students at SDN Sumberejo. The low mid-semester examination scores in the fractions topic indicate that the learning process has not been optimal, as teachers still predominantly use the lecture method, have not utilized instructional media effectively, and rarely employ innovative and engaging learning media. In addition, the lack of utilization of innovative and engaging learning media caused students to have difficulty understanding abstract fraction concepts, become less active in the learning process, and achieve low learning outcomes. Therefore, a learning medium that can increase student engagement and help make abstract concepts more concrete is needed, one of which is through the implementation of the PhET Puzzle media. The purpose of this study was to describe teacher activities, student activities, and the improvement of students' understanding of fraction concepts through the implementation of the PhET Puzzle media in fourth-grade students at SDN Sumberejo. The method used was Classroom Action Research (CAR), which was conducted in two cycles consisting of planning, implementation, observation, and reflection stages. The research subjects were 10 students. Data collection techniques included tests, observations, and documentation, while data analysis was carried out using descriptive quantitative methods to determine the improvement in students' learning outcomes. The results showed that the implementation of the PhET Puzzle media was able to improve both student activity and conceptual understanding. Teacher activity increased from 60% in Cycle I to 90% in Cycle II, while student activity increased from 58.75% to 90%. In addition, students' learning mastery improved from 20% in Cycle I to 80% in Cycle II. Therefore, it can be concluded that the use of the PhET Puzzle media is effective in improving the understanding of fraction concepts among fourth-grade students at SDN Sumberejo. ABSTRAK Penelitian ini dilatar belakangi oleh rendahnya pemahaman konsep pecahan pada siswa kelas IV SDN Sumberejo. Rendahnya nilai ulangan tengah semester pada materi pecahan menunjukkan bahwa pembelajaran masih kurang optimal karena guru masih dominan menggunakan metode ceramah, belum memanfaatkan media pembelajaran, dan jarang menggunakan media yang inovatif serta menarik. Akibatnya, siswa mengalami kesulitan dalam memahami konsep pecahan, kurang aktif dalam proses pembelajaran, dan hasil belajar yang diperoleh masih rendah. Oleh karena itu, diperlukan suatu media pembelajaran yang mampu meningkatkan keterlibatan siswa serta membantu memahami konsep abstrak menjadi lebih konkret, salah satunya melalui penerapan media PhET Puzzle. Tujuan penelitian ini adalah untuk mendeskripsikan aktivitas guru, aktivitas siswa, serta peningkatan pemahaman konsep pecahan melalui penerapan media PhET Puzzle pada siswa kelas IV SDN Sumberejo. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, dengan tahapan perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian berjumlah 10 siswa. Teknik pengumpulan data menggunakan tes, observasi, dan dokumentasi, sedangkan analisis data dilakukan secara deskriptif kuantitatif untuk mengetahui peningkatan hasil belajar siswa. Hasil penelitian menunjukkan bahwa penerapan media PhET Puzzle dapat meningkatkan aktivitas dan pemahaman konsep siswa. Aktivitas guru meningkat dari 60% pada siklus I menjadi 90% pada siklus II, sedangkan aktivitas siswa meningkat dari 58,75% menjadi 90%. Selain itu, ketuntasan belajar siswa juga mengalami peningkatan dari 20% pada siklus I menjadi 80% pada siklus II. Dengan demikian, dapat disimpulkan bahwa penerapan media PhET Puzzle efektif dalam meningkatkan pemahaman konsep pecahan pada siswa kelas IV SDN Sumberejo.
AN ANALYSIS OF MATHEMATICAL REASONING ABILITY IN PROBLEM SOLVING WORD PROBLEM BASED ON GENDER AT UNIVERSITAS MUHAMMADIYAH LAMONGAN Humairah Humairah
Jurnal Tunas Pendidikan Vol. 3 No. 2 (2021): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v3i2.444

Abstract

This study aims to describe and analyze the mathematical reasoning and problem solving abilities of PGSD students, Universitas Muhammadiyah Lamongan, based on the gender in resolving story problems. This research is a qualitative descriptive research. The research subjects were 6 PGSD students of Universitas Muhammadiyah Lamongan who were selected based on the criteria of academic abilities; students with high reasoning, moderate reasoning, and low reasoning. The data collection techniques were observation, test, and interview. The data analysis was based on the results of test, observation, and interview obtained by students and based on table rubrics. Data analysis was carried out by the researcher using 6 subjects as representatives consisting of 3 males and 3 females with criteria previously mentioned (high, moderate, low). The results of data analysis on mathematical reasoning and problem solving abilities based on gender were female students' mathematical reasoning abilities were superior than male students' mathematical reasoning abilities. Keywords: Mathematical Reasoning, Problem Solving, Gender
UPAYA GURU KELAS IV DALAM PEMBENTUKAN KARAKTER DISIPLIN DAN TANGGUNG JAWAB DI SEKOLAH DASAR Windah Septi Ashari; Humairah Humairah; Ahmad Ipmawan Kharisma
SOCIAL : Jurnal Inovasi Pendidikan IPS Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/social.v6i3.14144

Abstract

Fostering discipline and responsibility is fundamental to primary education, yet implementation still faces challenges such as low student compliance with school rules, poor time management, and underdeveloped responsibility in school life. This study aims to describe a fourth-grade teacher's efforts in fostering students' discipline and responsibility, and to identify the supporting and inhibiting factors involved at SD Muhammadiyah 1 Pucuk. A descriptive qualitative approach was used, with data collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model. The results show that the teacher fosters students' character through three main mechanisms: direct modeling, continuous habituation, and ongoing mentoring combined with positive reinforcement. Supporting factors include structured school routines and the teacher's active role as a model, while inhibiting factors include some students' inconsistency in attendance, task completion, and classroom responsibilities. These findings underscore the importance of sustained collaboration among teachers, schools, and parents to strengthen the equitable development of students' discipline and responsibility. ABSTRAK Pembentukan karakter disiplin dan tanggung jawab merupakan aspek fundamental pendidikan sekolah dasar, namun implementasinya masih menghadapi kendala seperti rendahnya kepatuhan terhadap tata tertib, lemahnya pengelolaan waktu, serta belum optimalnya penyelesaian tugas dan tanggung jawab siswa. Penelitian ini bertujuan mendeskripsikan upaya guru kelas IV dalam membentuk karakter disiplin dan tanggung jawab siswa, serta mengidentifikasi faktor pendukung dan penghambat pelaksanaannya di SD Muhammadiyah 1 Pucuk. Penelitian menggunakan pendekatan kualitatif deskriptif, dengan data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa guru membentuk karakter siswa melalui tiga mekanisme utama, yaitu keteladanan langsung, pembiasaan berkelanjutan, serta pendampingan dan penguatan positif. Faktor pendukung meliputi program rutin sekolah yang terstruktur dan keteladanan aktif guru, sedangkan faktor penghambat meliputi inkonsistensi sebagian siswa dalam kehadiran, penyelesaian tugas, dan pelaksanaan tanggung jawab kelas. Temuan ini menegaskan pentingnya kolaborasi berkelanjutan antara guru, sekolah, dan orang tua untuk memperkuat pembentukan karakter disiplin dan tanggung jawab siswa secara merata.
Development of a Local Wisdom Based Self-Esteem Scaffolding Model to Improve Elementary School Students' Social Skills Rizka Novi Irmaningrum; Oriza Zativalen; Ari Susandi; Humairah Humairah
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 1 (2025): 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.v11i1.11485

Abstract

Background: Students' social competence tends to be lacking in the learning process. Students are lacking in communication, even do not appear to empathize, appreciate differences, and resolve conflicts positively. Teachers often use the lecture method and do not use a guided learning model related to self-esteem. Students lack local wisdom in instilling in the character of elementary school students. Aim: to develop a learning model related to student self-esteem, namely the Self Esteem Scaffolding model. This model will be developed with local wisdom that shows collaboration supported by local cultural values with teacher guidance. Method: a development model adapted from Plomp (1997). The development model adapted by Plomp has five main stages, namely: (1) Initial investigation or initial study; (2) Design, (3) Realization/Construction; (4) Expert validation test, trial, evaluation, and revision; and (5) Implementation. Based on the results of the initial study, a design of the Local Wisdom-Based Self Esteem Scaffolding model was prepared. The model design in this study includes: (1) model book design; (2) learning component design (student books, teaching modules, LKPD); and (3) instrument design to obtain data in the model development process. Results and Discussion: The development of the Local Wisdom-Based Self Esteem Scaffolding model has been tested for validity with a percentage result of 91% and a practicality result of 93%. The learning model design used, namely the local wisdom-based self-esteem scaffolding model on the topic of Lamongan City Cultural Values, proves that the learning model related to local wisdom is able to improve students' social skills as evidenced by an increase from cycle I of 47.3% and cycle II of 91.7%. Conclusion: the development of the Local Wisdom-Based Self Esteem Scaffolding Model is considered feasible and can improve students' social skills.
PERAN GURU DALAM MEMBENTUK KETERAMPILAN BERPIKIR KRITIS PADA SISWA KELAS III SD MUHAMMADIYAH 1 PUCUK Hanum Primananda; Humairah Humairah; Oriza Zativalen
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i3.13340

Abstract

Critical thinking skills are among the essential abilities that need to be developed in elementary school students to help them express arguments, make decisions, and solve problems. In the learning process, teachers play an important role in creating active, meaningful, and contextual learning conditions that support the development of students' critical thinking skills. This study aimed to describe the role of teachers in developing critical thinking skills among third-grade students at SD Muhammadiyah 1 Pucuk. This study employed a descriptive qualitative approach. The research subjects consisted of the principal, the third-grade teacher, and third-grade students of SD Muhammadiyah 1 Pucuk. Data were collected through observation, interviews, and documentation. Data analysis was carried out through data reduction, data display, and conclusion drawing, while data validity was ensured through source, time, and technique triangulation. The findings revealed that teachers played roles as facilitators, guides in the thinking process, providers of contextual learning situations, learning activity managers, learning models, assessors and feedback providers, reflection encouragers, learning strategy adjusters, motivators, and creators of a positive learning environment in developing students' critical thinking skills. These roles were implemented through discussions, question-and-answer activities, contextual problem-solving tasks, learning reflections, and feedback that encouraged students to think actively. Students' critical thinking skills were reflected in their ability to express arguments, make decisions, and solve problems during the learning process. The challenges identified included differences in students' abilities and the lack of self-confidence among some students in expressing their opinions. Based on the findings, it can be concluded that teachers play a significant role in developing students' critical thinking skills through active, contextual, and student-centered learning, thereby supporting the optimal development of students' critical thinking skills. ABSTRAK Keterampilan berpikir kritis merupakan salah satu kemampuan yang penting dikembangkan pada siswa sekolah dasar untuk membantu mereka dalam menyampaikan argumentasi, mengambil keputusan, dan menyelesaikan masalah. Dalam proses pembelajaran, guru memiliki peran yang penting dalam menciptakan kondisi belajar aktif, bermakna, dan kontekstual yang dapat mendukung berkembangnya keterampilan berpikir kritis siswa. Penelitian ini bertujuan untuk mendeskripsikan peran guru dalam membentuk keterampilan berpikir kritis pada siswa kelas III SD Muhammadiyah 1 Pucuk. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian terdiri atas kepala sekolah, guru kelas III, dan siswa kelas III SD Muhammadiyah 1 Pucuk. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperoleh melalui triangulasi sumber, waktu, dan teknik. Hasil penelitian menunjukkan bahwa guru berperan sebagai fasilitator, pembimbing proses berpikir, penyedia situasi kontekstual, pengelola kegiatan belajar, model pembelajaran, pemberi penilaian dan umpan balik, pendorong refleksi, penyesuai strategi belajar, motivator, serta pencipta suasana belajar positif dalam membentuk keterampilan berpikir kritis siswa. Peran tersebut dilaksanakan melalui kegiatan diskusi, tanya jawab, pemberian masalah kontekstual, refleksi pembelajaran, serta pemberian umpan balik yang mendorong siswa untuk berpikir secara aktif. Keterampilan berpikir kritis siswa terlihat dari kemampuan menyampaikan argumentasi, mengambil keputusan, dan menyelesaikan masalah dalam proses pembelajaran. Adapun kendala yang ditemukan meliputi perbedaan kemampuan siswa dan rendahnya kepercayaan diri sebagian siswa dalam mengemukakan pendapat. Berdasarkan hasil penelitian, dapat disimpulkan bahwa guru memiliki peran yang penting dalam membentuk keterampilan berpikir kritis siswa melalui pembelajaran yang aktif, kontekstual, dan berpusat pada siswa sehingga mendukung perkembangan keterampilan berpikir kritis siswa secara optimal.
Pengaruh Model Problem Based Learning Terhadap Kemampuan Berpikir Kritis Pada Mata Pelajaran Matematika Siswa Kelas V Di SD Muhammadiyah 1 Sugio Wiwin Novitasari; Humairah Humairah; A.F Suryaning Ati MZ
Science and Education Journal (SICEDU) Vol 5 No 3 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i3.1322

Abstract

Pembelajaran matematika di sekolah dasar idealnya berpusat pada siswa, namun metode konvensional yang masih dominan membuat siswa pasif dan menurunkan kemampuan berpikir kritis mereka. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Problem Based Learning (PBL) terhadap kemampuan berpikir kritis pada mata pelajaran matematika materi bangun ruang siswa kelas V di SD Muhammadiyah 1 Sugio.   Metode penelitian yang digunakan adalah kuantitatif dengan desain Pretest-Posttest Nonequivalent Control Group Design. Subjek penelitian terdiri dari 47 siswa, terbagi menjadi kelas eksperimen (VA, 23 siswa) menggunakan model PBL dan kelas kontrol (VB, 24 siswa) menggunakan pembelajaran konvensional. Pengumpulan data dilakukan melalui tes uraian kemampuan berpikir kritis yang telah valid dan reliabel (Cronbach's Alpha=0,823).   Hasil analisis data menunjukkan peningkatan nilai rata-rata posttest kelas eksperimen mencapai 82,17, sedangkan kelas kontrol sebesar 72,08. Uji prasyarat menunjukkan data berdistribusi normal dan memiliki varians yang homogen (nilai signifikansi = 0,851 > 0,05). Berdasarkan hasil pengujian hipotesis menggunakan Independent Sample T-Test, diperoleh nilai signifikansi sebesar 0,006. Karena nilai signifikansi lebih kecil dari standar (0,006<0,05), maka Ho ditolak dan Ha diterima. Kesimpulannya, penerapan model Problem Based Learning (PBL) memberikan pengaruh yang signifikan secara nyata dalam mendongkrak kemampuan berpikir kritis matematika siswa kelas V Sekolah Dasar.
Co-Authors A.F Suryaning Ati MZ A.F. Suryaning Ati MZ AF Suryaning Ati MZ Afika Fahmudita Ahmad Ipmawan Kharisma Ahmad Ipmawan Kharisma Ahmad Syifauddin Saud Arfian Mudayan Arfian Mudayan Ari Susandi Dianda Arbi Prameswari Eko Handoyo Eko Handoyo Hanum Primananda Linaria Arofatul Ilmi Uswatuh Khasanah Muhammad Shulhudin Mubarok Novi Verdiana Nisa Haryanti Nur Fahin Afifah Nurhasanah Nurhasanah Oriza Zativalen Retno Dwi Pratiwi Rizka Novi Irmaningrum Rizka Rismawanda Rizka Rismawanda Rosyidatul Mabruroh Sabbihisma Maydita Dewantari Sekar Diah Ayu Dinuli Syajar Tamarani Firdaus Syajar Tegar Putra Gemilang Tusida Sherlina Dewi Uswatun Chasanah Uswatun Chasanah Windah Septi Ashari Wiwin Novitasari Yuana Sovia Rini Yuana Sovia Rini Zahro Mamluatul Muwafidah Zahrotul Khamidah A