Garuda - Garba Rujukan Digital

PENGEMBANGAN MODEL PEMBELAJARAN MONTASE KREATIF DENGAN TEKNIK LIHAT, GUNTING, TEMPEL, DAN CERITAKAN (LGTC) UNTUK MENINGKATKAN KETERAMPILAN BERBICARA SISWA SEKOLAH DASAR Zaki Al Fuad; Helminsyah Helminsyah; Aprian Subhananto
Jurnal Visipena Vol 8 No 2 (2017)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Development of Creative Montage Learning Model with View, Scissor, Paste, and Tell Techniques to Improve Speaking Skills of Elementary School Students. The purpose of this study is to find out (1) whether the model of creative montage learning with LGTC techniques can facilitate teachers in improving the skills of elementary students. (2) the design of creative montage learning model with LGTC technique can improve the speaking skill of elementary school students. (3) description of success rate of creative montage learning model with LGTC technique toward students' speaking skill. This research was conducted in class III SDIT Al-Azhar Banda Aceh with population of 31 students. Research begins with early observation to school and discussion with teachers at the school. The next activity is an instrument test. Instruement used in the form of observation sheet of students' speaking skill, skill test sheet and implementation plan of learning model. Data collection techniques used are observations, tests, and interviews. Observations were made to the learning process which included teacher and student activities. While the test is used to measure the level of ability or speaking skills of students after learning by mengguanakan model creative montage with LGTC techniques. The result of the research shows that the improvement of students' speaking skill in grade IV. The test results show, the initial value obtained is 61.65 increased to 80.45 after extensive testing. The response from siswapun shows that this model is very popular with students, and also very helpful for teachers in teaching. Abstrak Pengembangan Model Pembelajaran Montase Kreatif dengan Teknik Lihat, Gunting, Tempel, dan Ceritakan untuk Meningkatkan Keterampilan Berbicara Siswa Sekolah Dasar. Tujuan dari penelitian ini ialah untuk mengetahui (1) apakahmodel pembelajaran montase kreatif dengan teknik LGTC dapat memudahkan guru dalam meningkatkan keterampilan siswa SD. (2) rancangan model pembelajaran montase kreatif dengan teknik LGTC dapat meningkatkan keterampilan berbicara siswa SD. (3) gambaran tingkat keberhasilan model pembelajaran montase kreatif dengan teknik LGTC terhadap keterampilan berbicara siswa SD.Penelitian ini dilakukan di kelas III SDIT Al-Azhar Banda Aceh dengan populasi 31 siswa. Penelitian dimulai dengan observasi awal ke sekolah dan diskusi dengan guru-guru di sekolah tersebut. Kegiatan selanjutnya ialah uji coba instrument. Instruement yang digunakan berupa lembar pengamatan keterampilan berbicara siswa, lembar tes keterampilan dan lembar keterlaksanaan rencana model pembelajaran. Teknik pengumpulan data yang digunakan yaitu observasi, tes, dan wawancara. Observasi dilakukan terhadap proses pembelajaran yang meliputi aktivitas guru dan siswa. Sedangkan tes digunakan untuk mengukur tingkat kemampuan atau keterampilan berbicara siswa setelah dilakukan pembelajaran dengan mengguanakan model montase kreatif dengan teknik LGTC. Hasil penelitian menunjukkan terjadinya peningkatan keterampilan berbicara siswa kelas IV. Hasil uji coba menunjukkan, nilai awal yang didapat yaitu 61,65 meningkat menjadi 80,45 setelah dilakukan uji coba secara luas. Respon dari siswapun menunjukkan bahwa model ini sangat digemari oleh siswa, dan juga sangat membantu guru dalam mengajar. Kata kunci: Montase Kreatif, Teknik LGTC

ANALYSIS OF THE NEEDS FOR DIGITAL-BASED DIGITAL-BASED TEACHING MODULES INTEGRATED HIGH LEVEL THINKING SKILLS Mardhatillah Mardhatillah; Zaki Al Fuad; Helminsyah Helminsyah; Musdiani Musdiani
Sensei International Journal of Education and Linguistic Vol. 2 No. 3 (2022): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v2i3.98

This study aims to analyze the development needs of the development of digitally integrated KBAT-based thematic elementary school teaching modules. The research was conducted using a survey method at 9 (nine) elementary schools in Aceh Besar and Banda Aceh districts. The research subjects were 18 classroom teachers who taught thematic learning. The objects studied were the responses of school principals and teachers to the development of KBAT integrated digital-based elementary thematic teaching module development, the tendency of teachers to apply thematic models in school learning, student reasoning, and student character. Data were collected by interviews, questionnaires, observations, and tests. Data were analyzed descriptively. The results of the analysis show that (1) school principals have not provided guidance on developing thematic models, so they support development efforts.

PENGEMBANGAN MODUL AJAR TEMATIK SD BERBASIS DIGITAL DI PROVINSI ACEH Zaki Al Fuad; Helminsyah Helminsyah; Musdiani Musdiani
Jurnal Visipena Vol 14 No 2 (2023)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v14i2.2351

Penelitian ini memiliki tujuan jangka panjang yaitu: mendukung program pemerintahan Republik Indonesia dalam rangka mendukung program MBKM melalui inovasi yang dilakukan dalam pembelajaran di kelas berupa modul ajar tematik SD berbasis digital terintagrasi KBAT. Adapun target khusus yang ingin dicapai dalam penelitian ini yaitu (1) Merancang modul ajar tematik SD berbasis digital terintagrasi KBAT bagi siswa SD di Provinsi Aceh, (2) Merancang modul ajar tematik SD berbasis digital terintagrasi KBAT yang dapat membantu aktivitas siswa dan guru untuk mengimplementasikan pembelajaran tematik di SD, (3) Mengetahui efektifitas modul ajar tematik SD berbasis digital terintagrasi KBAT bagi siswa SD di Provinsi Aceh. Penelitian ini merupakan penelitian pengembangan Borg and Gall. Model pengembangan produk pembelajaran ini merupakan model yang disusun secara terprogram dengan urutan yang sistematis dan memenuhi karakreristik siswa dalam belajar. Berikutnya untuk menguji efektifitas dari modul yang dikembangkan menggunakan penelitian eksperimen. Data yang dihasilkan dalam penelitian ini yaitu data validitas, kepkraktisan dan efektifitas dari modul ajar tematik SD berbasis digital terintagrasi KBAT yang di kembangkan. Target keluaran yang ingin dicapai di pada penelitian ini yaitu (1) framework pendekatan tematik di jenjang SD, (2) Panduan pengembangan modul ajar tematik jenjang SD moda dalam jaringan, luar jaringan dan campuran, (3) Perangkat ajar tematik moda dalam jaringan di kelas awal, (4) Perangkat ajar tematik moda luar jaringan di kelas awal, (5) perangkat tematik moda campuran di kelas awal. Riset ini akan memberikan kontribusi yang sangat penting dalam Rencana Strategis riset unggulan Universitas Bina Bangsa Getsempena dalam bidang inovasi pendidikan, dan riset ini juga akan menyelesaikan permasalahan pada kualitas Pendidikan di Provinsi Aceh.AbstractThis research has a long-term goal, namely: to support the government program of the Republic of Indonesia in order to assist MBKM program through innovations that is implemented in the classroom learning in form of thematic teaching module of elementary school KBAT-integrated digital based. The specific targets to be achieved in this study are (1) Designing thematic module of elementary school KBAT-integrated digital based for elementary school students in Aceh Province, (2) Designing thematic learning of elementary school KBAT-integrated digital based that can help students and teacher to implement thematic learning in elementary schools, (3) Knowing the effectiveness of the thematic learning module of elementary school KBAT-integrated digital based for elementary school students in Aceh Province. This research is development research of Borg and Gall. This advancement research is arranged programmatically in a systematic order and meets the characteristics of students in learning. Further to test the effectiveness of the modules that is developed using experimental research. The data produced in this study are data on the validity, practicality and effectiveness of the thematic learning of elementary school KBAT-integrated digital based that is developed. The output targets to be achieved in this study are (1) thematic approach framework at the elementary level, (2) Guidelines for the development of thematic teaching modules at the elementary level in network, off-network and mixed modes, (3) Thematic teaching devices for online modes in the early grades, (4) Thematic teaching devices for off-network modes in the early grades, (5) mixed mode thematic devices in the early grades. This research will give vitally important contribution to the Strategic Plan for the feature research of Bina Bangsa Getsempena University in the field of educational innovation, and this research will also solve problems in term of education quality in Aceh Province.

THE DEVELOPING OF BUSY BOOK MEDIA FOR LEARNING PROCESS: IMPLEMENTING STUDY IN PRIMARY SCHOOL Helminsyah, Helminsyah; Kasmini, Lili; Mardhatillah, Mardhatillah; Musdiani, Musdiani; Marlini, Cut; Subhananto, Aprian; Fuad, Zaki Al
Jurnal Ilmiah Teunuleh Vol. 3 No. 4: Jurnal Ilmiah Teunuleh | December 2022
Publisher : Teunuleh Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51612/teunuleh.v3i4.127

Interviews with SD Negeri 16 Banda Aceh class teachers revealed that the learning media used in grade I primary schools were less varied, less interesting, and the use of busy book media had never been used for students' speaking skills, with the development of busy book media expected to produce instructional media that were interesting and fun as well as being a solution for various problems in the learning process. Based on this case, the Busy Book media can be said to be valid used in the learning process ss in the first grade of elementary school. This has led researchers to conduct research under the title "Development of Busy Book Learning Media on Speaking Skills of Class I Students in SD Negeri 16 Banda Aceh. The formulation of the problem in this study y is: how to develop a valid Busy Book learning. media used for learning speaking skills of first grade students of SD Negeri 16 Banda Aceh? This study aims to produce a valid busy book learning media used for learning the speaking skills of grade 1 student at SD Negeri 16 Banda Aceh. This research is included in research and development (R&D). This study adapted the development procedure from Thiagarajan, a 4D (four-D) device development model. Data collection techniques used by researchers are questionnai re questionnaires for media experts, namely from the aspect of content, graphics and depth of the media. Research data were analyzed using quantitative and qualitative analysis techniques. The results of the study in the form of validator 1 assessment results get an avera ge value of 3.9 validity and the assessment category is "Valid used". validator 2 assessment results get an average value of 3.6 and the assessment category is "Valid used". and validator 3 obtained an average value of 4.03 and the assessment category was "Valid used. Thus, the Busy Book media can be said to be valid to be used for learning the speaking skills of grade 1 students at SD Negeri 16 Banda Aceh.

Application of Numbered Head Together (NHT) Cooperative Learning Models in Improving Learning Outcomes on Social Problems In Grade IV of Elementary School Musdiani, Musdiani; Mardhatillah, Mardhatillah; Kasmini, Lili; Marlini, Cut; Fuad, Zaki Al; Helminsyah, Helminsyah; Subhananto, Aprian
Jurnal Ilmiah Teunuleh Vol. 4 No. 1 (2023): Jurnal Ilmiah Teunuleh
Publisher : Teunuleh Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51612/teunuleh.v4i1.130

Model cooperative learning Numbered Head Together (NHT) in teaching and learning activities in social studies with the subject matter of the social problems in the fourth grade Elementary School Superior Lampeuneurut. The formulation of this research through cooperative learning increases learning motivation, self-confidence. The purpose of this study is to determine learning motivation, self-confidence and improve student learning outcomes. Classroom Action Research (PTK) in grade IV SD Negeri Unggul Lampeuneurut students were carried out in two cycles. Each cycle consists of four stages, namely planning, implementing, acting, observing and reflecting. The results of this study obtained Activities teachers during the first cycle obtained an average score of 3, 61 (72.30%), including both categories and activities students gain an average score of 3.38 (67.5%) were included in both categories. Activities during the second cycle teachers earn an average score of 4, 54 (90.90%) and included in the excellent category. Activity of students during cooperative learning NHT in the second cycle obtain an average value of 4, 5 (90%) including category very well. Based on the results of the research and discussion, it can be concluded that learning social problems by applying the cooperative model type NHT increases the completeness of learning outcomes in grade IV students. SD Negeri Unggul Lampeuneurut. The increase in the average acquisition score of the first cycle of 65, 83 (54.16%), the second cycle of 75.83 (66.66%) increased by 12.5%.

Development of Student Worksheets Based on the SAVI Learning Model for Grade V Elementary School Students Al Fuad, Zaki; Mardhatillah, Mardhatillah; Musdiani, Musdiani; Helminsyah, Helminsyah; Marlini, Cut; Kasmini, Lili; Subhananto, Aprian; Lestari, Ayuni
Jurnal Ilmiah Teunuleh Vol. 4 No. 4 (2023): Jurnal Ilmiah Teunuleh
Publisher : Teunuleh Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51612/teunuleh.v4i4.134

During the learning activities, only teachers are active and still use lectures in the learning process, while students are still less active in engaging in learning activities. Besides, information was obtained that so far teachers only use student worksheets sold in the market, meaning that teachers have never developed worksheets that are suitable for topics and learning models that are suitable for student characteristics. Student worksheets that are sold freely are very general, not yet able to reach the characteristics of students in each region. The formulation of the problem in this study is what is the level of validity of the worksheets based on the SAVI learning model (somatic, auditory, visual, and intellectual) on the knowledge competencies of Grade V students of SD Negeri 19 Banda Aceh? and can worksheets based on the SAVI learning model (somatic, auditory, visual, and intellectual) improve the knowledge competence of grade V students of SD Negeri 19 Banda Aceh ?. The objectives of the study were to determine the validity level of student worksheets based on the SAVI learning model (somatic, auditory, visual, and intellectual) on the knowledge competencies of Class V students at SD Negeri 19 Banda Aceh and to find out whether the worksheets is based on the SAVI learning model (somatic, auditory, visual, and Intellectual) can improve the knowledge competence of fifth-grade students of SD Negeri 19 Banda Aceh. Data collection techniques using tests and checklists. Data analysis uses a scale to see whether the student worksheets are valid or not. As for the test results using statistical tests. The results showed that the worksheets based on the SAVI learning model was feasible to use to improve the knowledge competence of fifth-grade students of SD Negeri 19 Banda Aceh. This is reinforced by the test results which show there are differences in learning outcomes before and after students are taught using worksheets based on the SAVI learning model, where the results of student tests after being taught using worksheets based on the SAVI learning model are better than before.

Development Contextual Based Thematic Teaching Materials to Increase Students 'Learning Interests in Primary School Mardhatillah, Mardhatillah; Masliana, Ade; Kasmini, Lili; Marlini, Cut; Al Fuad, Zaki; Helminsyah, Helminsyah; Subhananto, Aprian; Musdiani, Musdiani
Jurnal Ilmiah Teunuleh Vol. 5 No. 1 (2024): Jurnal Ilmiah Teunuleh
Publisher : Teunuleh Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51612/teunuleh.v5i1.136

This study aims to describe: 1) To determine the validity of contextual-based thematic teaching materials to increase the learning interest of fourth-grade students of SD Negeri Ujong Tanjong; 2) To evaluate the effectiveness of contextual-based thematic teaching materials to improve the learning interest of fourth-grade students of SD Negeri Ujong Tanjong, and 3) To find out the student's response to contextual-based thematic teaching materials to increase the learning interest of fourth-grade students of SD Negeri Ujong Tanjong. This research is a research development or Research and Development (R&D). This study uses the 4D model (Four D Model). The development stage steps, namely the defining stage (Define), design (Design), development (Develop), and deployment (Disseminate). This research was conducted at SD Negeri Ujong Tanjong, with a total of 20 students. There 18 male students and ten female students. This research aims to contextual-based thematic teaching materials to increase the learning interest of fourth-grade students of SD Negeri Ujong Tanjong. Data collection techniques used were expert validation, questionnaires, interviews, observation, and documentation. The result of this development is a contextual-based thematic teaching material that is suitable for use. The feasibility of teaching materials produced from design expert validation, material expert validation, and linguist validation is ideal for teaching materials. Student responses to teaching materials obtained in field trials were very good, with an average score of 97%.

ANALYSIS OF THE NEEDS FOR DIGITAL-BASED DIGITAL-BASED TEACHING MODULES INTEGRATED HIGH LEVEL THINKING SKILLS Mardhatillah Mardhatillah; Zaki Al Fuad; Helminsyah Helminsyah; Musdiani Musdiani
Sensei International Journal of Education and Linguistic Vol. 2 No. 3 (2022): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v2i3.98

This study aims to analyze the development needs of the development of digitally integrated KBAT-based thematic elementary school teaching modules. The research was conducted using a survey method at 9 (nine) elementary schools in Aceh Besar and Banda Aceh districts. The research subjects were 18 classroom teachers who taught thematic learning. The objects studied were the responses of school principals and teachers to the development of KBAT integrated digital-based elementary thematic teaching module development, the tendency of teachers to apply thematic models in school learning, student reasoning, and student character. Data were collected by interviews, questionnaires, observations, and tests. Data were analyzed descriptively. The results of the analysis show that (1) school principals have not provided guidance on developing thematic models, so they support development efforts.

DIGITAL STORYTELLING IN ENGLISH LANGUAGE LEARNING: EFFECTS ON SPEAKING FLUENCY, NARRATIVE COMPETENCE, AND STUDENTS' ENGAGEMENT Zaki Al Fuad; Helminsyah Helminsyah
Sensei International Journal of Education and Linguistic Vol. 3 No. 2 (2023): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v3i2.189

Speaking instruction in English as a foreign language classrooms often provides insufficient opportunities for sustained oral production, narrative organization, rehearsal, and audience-oriented communication. Digital storytelling combines spoken narration with images, text, music, and video, potentially creating a meaningful environment for developing oral language and multimodal communication. This study examined the effects of digital storytelling on students' speaking fluency, narrative competence, and classroom engagement. A mixed-method quasi-experimental design involved 88 tenth-grade students assigned to an experimental group and a control group. The experimental group completed an eight-session digital storytelling project involving story mapping, script development, oral rehearsal, multimedia production, peer feedback, revision, and public presentation. The control group received conventional spoken-narrative instruction using textbook modelling, individual practice, and classroom presentation. Data were collected through speaking performance tests, narrative competence rubrics, engagement questionnaires, observations, interviews, reflective journals, and digital story artifacts. Quantitative data were analyzed using descriptive statistics, paired-sample and independent-sample t-tests, normalized gain, and effect size. Qualitative data were analyzed thematically. The experimental group significantly outperformed the control group in speaking performance, narrative competence, and engagement. Improvements were strongest in fluency, narrative sequencing, audience awareness, and social engagement. The study concludes that digital storytelling can strengthen oral English learning when multimedia production is integrated with explicit narrative instruction, repeated rehearsal, formative feedback, and equitable access to digital tools.

CODE-SWITCHING PRACTICES IN BILINGUAL CLASSROOM INTERACTION: A SOCIOLINGUISTIC ANALYSIS OF PEDAGOGICAL AND IDENTITY FUNCTIONS Fakhrul Rijal; Zaki Al Fuad
Sensei International Journal of Education and Linguistic Vol. 3 No. 4 (2023): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v3i4.205

Code-switching is a common communicative practice in bilingual classrooms, particularly in contexts where teachers and students share more than one linguistic repertoire. Although code-switching is sometimes viewed as a sign of linguistic deficiency or lack of target language exposure, sociolinguistic perspectives understand it as a meaningful interactional resource that can support explanation, classroom management, identity negotiation, and participation. This study aims to analyze code-switching practices in bilingual classroom interaction and to examine their pedagogical and sociolinguistic functions. A qualitative classroom discourse study was conducted in three bilingual secondary classrooms. Data were collected through classroom observations, audio-video recordings, teacher interviews, student focus group discussions, and field notes. The data were analyzed using interactional sociolinguistic analysis and thematic coding. The findings revealed that code-switching occurred in three major patterns: inter-sentential switching, intra-sentential switching, and tag switching. The functions of code-switching included clarifying academic content, managing classroom interaction, scaffolding students' comprehension, emphasizing key concepts, building interpersonal solidarity, and negotiating bilingual identity. The findings also showed that students perceived teacher code-switching positively when it helped them understand difficult concepts, but they were less supportive when switching reduced opportunities to use the target language. The study concludes that code-switching should not be treated as random language alternation but as a strategic sociolinguistic practice that requires pedagogical awareness, functional control, and balanced target language exposure.

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