Article Per Year (5 Year)
p-Index From 2021 - 2026
2.241
P-Index
This Author published in this journals
All Journal Jurnal Tematik Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Jendela Pendidikan SOCIAL : Jurnal Inovasi Pendidikan IPS Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Science and Education Journal Jurnal Edukasi Pengabdian Masyarakat: EDUABDIMAS JELEDUC
Ahmad Ipmawan Kharisma
Universitas Muhammadiyah Lamongan
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

Published : 16 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 16 Documents
Search

 1   2 
Pengembangan Media Science App Berbantuan Smart Apps Creator untuk Mendukung Atensi Siswa pada Pembelajaran IPAS di Sekolah Dasar Dwi Lailatul Khikmah; Mochammad Miftachul Huda; Ahmad Ipmawan Kharisma
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2269

Abstract

The use of technology in the learning process at elementary schools still faces several issues, such as the suboptimal use of digital media, limited variety of technology-based learning media, and the continued dominance of conventional teaching methods. This study aims to develop and validate the Science App learning media assisted by a smart apps creator in fostering student attention in science learning. The method used is Research and Development (R&D) with the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages, but is limited to the development stage. Research instruments include validation sheets from material experts, media experts, and language experts. Validation results carried out by two experts showed that the media received an average score of 3.91 (material expert), an average score of 3.79 (media expert), and an average score of 3.72 (language expert). The assessment covers several aspects, namely the suitability of the material, the ease of using the media, and the clarity of the language used. The results show that the developed media has met the criteria of being very valid and feasible to use in the learning process.
Model Pembelajaran Kooperatif Tipe Two Stay Two Stray untuk Meningkatkan Keterampilan Menyimak Kelas V di SDN 1 Mantup Afriska Anggi Putri Vianto; Mochammad Mifthacul Huda; Ahmad Ipmawan Kharisma
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2406

Abstract

Listening skills are one of the essential language skills that elementary school students need to master because they support the success of the learning process. Based on the preliminary observation conducted in Grade V of SDN 1 Mantup, students’ listening skills were still relatively low, indicating the need for improvement through the implementation of an instructional model that actively engages students in learning activities. This study aimed to improve the listening skills of Grade V students at SDN 1 Mantup through the implementation of the Two Stay Two Stray (TSTS) cooperative learning model. This research employed Classroom Action Research (CAR), which was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants of this study were 30 Grade V students of SDN 1 Mantup. Data were collected through observation, tests, and documentation. The findings revealed that the implementation of the Two Stay Two Stray cooperative learning model successfully improved students’ listening skills. Learning mastery increased from 53% in Cycle I to 93% in Cycle II. Teacher activity improved from 53% to 93%, while student activity increased from 61.25% to 91.25%. The improvement occurred because the Two Stay Two Stray model provided students with opportunities to discuss, exchange information, listen to the results of other groups’ discussions, and convey the information obtained to their original groups. Therefore, the Two Stay Two Stray cooperative learning model is considered effective in improving the listening skills of Grade V students at SDN 1 Mantup.
Penerapan Model Project Based Learning Berbasis Media E-Flashcard dalam Meningkatkan Pemahaman Kosakata Bahasa Indonesia pada Kelas II SDN 1 Mantup Dhea Nur Savira; Ahmad Ipmawan Kharisma; Humairah
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2544

Abstract

Limited vocabulary comprehension among second-grade students at SDN 1 Mantup was caused by the use of less varied teaching models and conventional learning media. This study aimed to improve students' Indonesian vocabulary comprehension through the implementation of the Project Based Learning model supported by E-Flashcard media. This study employed Classroom Action Research (CAR) based on the model of Suharsimi Arikunto, conducted in two cycles involving 15 second-grade students at SDN 1 Mantup. Data were collected through classroom observations of teacher and student activities, vocabulary comprehension tests, and documentation. The data were analyzed using descriptive quantitative and qualitative techniques. The findings revealed significant improvements in both the learning process and students' vocabulary comprehension. Teacher activity increased from 45% in Cycle I to 83% in Cycle II, while student activity improved from 54% to 76%. Furthermore, students' classical mastery of vocabulary comprehension increased from 40% in Cycle I to 86% in Cycle II, exceeding the predetermined success criterion. These findings indicate that the implementation of the Project Based Learning model supported by E-Flashcard media effectively enhances students' vocabulary comprehension. The study implies that this instructional approach can serve as an innovative alternative for Indonesian language learning in elementary schools by promoting active, engaging, and student-centered learning while improving vocabulary comprehension skills.
Analisis Persepsi Siswa terhadap Penerapan Deep Learning dalam Pembelajaran di Sekolah Dasar Artha Nurvia Fitri Rahayu; Mochammad Miftachul Huda; Ahmad Ipmawan Kharisma
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2697

Abstract

Current educational reforms have increasingly highlighted the importance of implementing deep learning to foster meaningful learning, higher-order thinking skills, and the ability to apply knowledge in authentic situations. Although numerous studies have investigated the effectiveness of deep learning in enhancing students’ learning outcomes, research examining students’ perceptions of its implementation, particularly in elementary education, remains limited. The novelty of this study lies in exploring students’ perceptions of deep learning implementation through four interconnected dimensions: cognitive, affective, social-collaborative, and reflective-applicative within the elementary school learning context. This study aimed to investigate students’ perceptions of the implementation of deep learning in classroom instruction at MIM 05 Tegalrejo. A descriptive qualitative approach was adopted, involving one Grade V teacher and Grade V and Grade VI students selected through purposive sampling. Data were gathered through classroom observations, semi-structured interviews, questionnaires, and documentation. The trustworthiness of the data was established using source, technique, and time triangulation, while data were analyzed through the processes of data reduction, data presentation, and conclusion drawing. The results showed that students generally held positive perceptions of the implementation of deep learning across the four dimensions examined. They demonstrated the ability to understand concepts, think logically, collaborate with peers, and relate classroom learning to real-life experiences. In addition, students exhibited strong learning motivation, active participation, reflective thinking, and a willingness to apply acquired knowledge in everyday contexts. Questionnaire findings further indicated that the cognitive, affective, social-collaborative, and reflective-applicative dimensions were predominantly rated within the good and very good categories. However, perceptions related to evaluation and assessment were relatively less favorable, with only 60% of students reporting satisfaction with the fairness of assessment, while 40% indicated that the feedback provided by teachers still required improvement. These findings suggest that deep learning has the potential to promote meaningful learning experiences in elementary education. Therefore, teachers are encouraged to enhance student-centered instructional practices, implement fair and transparent assessment procedures, and provide ongoing constructive feedback to maximize the effectiveness of deep learning in primary school classrooms.
PELATIHAN PEMBUATAN MEDIA INTERAKTIF BERBASIS MODEL PROJECT BASED LEARNING PENDIDIK DI SEKOLAH DASAR Ari Susandi; Oriza Zativalen; Ahmad Ipmawan Kharisma; Rizka Novi Irmaningrum; Mochammad Miftachul Huda; Delora Jantung Amelia; Nurul Istiq’faroh
Jurnal Edukasi Pengabdian Masyarakat Vol 5 No 1 (2026): JANUARI 2026
Publisher : FIP UNIRA MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36636/eduabdimas.v5i1.8897

Abstract

The community service program that we carried out aims to train the creativity of elementary school educators in the Babat Lamongan elementary and secondary education environment through the creation of interactive media. The methods used are the planning stage, the implementation stage and the evaluation stage. Based on the results of the activity, it shows that all educators can follow and create interactive media based on the project-based learning model in community service activities with full creativity and enthusiasm. Interactive media based on project-based learning can be one of the media for educators to tell and explain their ideas in the learning process in elementary schools according to child development. Through this interactive media, students can develop writing and speaking skills through interactive media. The success and creativity of educators in the Babat Lamongan elementary and secondary education environment in creating unique and interactive interactive media as a whole, this activity can be a valuable media to support the writing and speaking skills of students at the elementary school level to the maximum.
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.
Co-Authors Afriska Anggi Putri Vianto Amanah Mardika Megi Sya’adah Ari Susandi Artha Nurvia Fitri Rahayu Avicarizta Zunia Avinda Delora Jantung Amelia Dhea Nur Savira Dwi Lailatul Khikmah Faza Ida Nurul Jannah Haikam Mawazir Halimatus Sa'diyah Huda, Mochammad Miftachul Humairah Humairah Humairah Khasanah, Linaria Arofatul Ilmi Uswatun Miftakhul Khasanah Mochammad Mifthacul Huda Nur Diana Mega Putri Nur Fathin Afifah Nurul Istiq’faroh Oktavia Trisiya Oriza Zativalen Rizka Novi Irmaningrum Shinta Shinta Viviana Nisful Laili Windah Septi Ashari