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Pengembangan Media Kado Pecah pada Materi Pecahan Senilai di Sekolah Dasar Mufidah Mufidah; Yurni Lahinta; Akina Akina; Azizah Azizah; Nuraini Nuraini; Khairunnisa Khairunnisa
Jurnal Basicedu Vol 6, No 5 (2022): October Pages 7664-9236
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i5.1766

Ketidakpahaman peserta didik terhadap materi pecahan akan menyulitkan peserta didik memahami materi selanjutnya. Saat ini belum ada media pembelajaran berupa permaian yang menarik sehingga mendukung proses pembelajaran pecahan senilai, sebab waktu yang dibutuhkan untuk pembuatan media cukup lama. Tujuan dari penelitian ini adalah untuk mengembangkan Media KADO Pecah pada Materi Pecahan Senilai di Kelas IV SD dengan harapan dapat membuat siswa menjadi tertarik mempelajari materi Pecahan senilai dengan cara bermain. Penelitian yang digunakan adalah Research and Development (R&D) dengan Borg and Gall yang mencakup 7 tahapan, yaitu: 1) Potensi dan masalah; 2)mengumpulkan data; 3) desain produk; 4) validasi desain; 5) revisi desain ; 6) uji coba produk; dan 7) revisi produk. Penelitian ini dilakukan di SD IT AL-Qolam yang melibatkan 18 siswa kelas IV. Berdasarkan hasil validasi materi, respon pendidik dan uji coba lapangan utama terhadap para siswa, secara keseluruhan diperoleh rata-rata penilaian dengan kategori “sangat layak” yang menunjukkan pengembangan Media kado Pecah dinyatakan valid sehingga layak dan praktis untuk diterapkan pada materi pecahan senilai di sekolah dasar.

Pengembangan Media Kado Pecah pada Materi Pecahan Senilai di Sekolah Dasar Mufidah Mufidah; Yurni Lahinta; Akina Akina; Azizah Azizah; Nuraini Nuraini; Khairunnisa Khairunnisa
Jurnal Basicedu Vol 6, No 5 (2022): October Pages 7664-9236
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i5.1766

Ketidakpahaman peserta didik terhadap materi pecahan akan menyulitkan peserta didik memahami materi selanjutnya. Saat ini belum ada media pembelajaran berupa permaian yang menarik sehingga mendukung proses pembelajaran pecahan senilai, sebab waktu yang dibutuhkan untuk pembuatan media cukup lama. Tujuan dari penelitian ini adalah untuk mengembangkan Media KADO Pecah pada Materi Pecahan Senilai di Kelas IV SD dengan harapan dapat membuat siswa menjadi tertarik mempelajari materi Pecahan senilai dengan cara bermain. Penelitian yang digunakan adalah Research and Development (R&D) dengan Borg and Gall yang mencakup 7 tahapan, yaitu: 1) Potensi dan masalah; 2)mengumpulkan data; 3) desain produk; 4) validasi desain; 5) revisi desain ; 6) uji coba produk; dan 7) revisi produk. Penelitian ini dilakukan di SD IT AL-Qolam yang melibatkan 18 siswa kelas IV. Berdasarkan hasil validasi materi, respon pendidik dan uji coba lapangan utama terhadap para siswa, secara keseluruhan diperoleh rata-rata penilaian dengan kategori “sangat layak” yang menunjukkan pengembangan Media kado Pecah dinyatakan valid sehingga layak dan praktis untuk diterapkan pada materi pecahan senilai di sekolah dasar.

Hubungan Intensitas Belajar dengan Hasil Belajar Matematika Siswa Mufidah Mufidah; Akina Akina; Khairunnisa Khairunnisa; Nuraini Nuraini; Idris Idris
Jurnal Kreatif Online Vol. 9 No. 1 (2021): Jurnal Kreatif Online
Publisher : Universitas Tadulako

The purpose of this study was to determine the relationship between learning intensity and mathematics learning outcomes of students at SD Inpres 1 Donggulu. The method used in this research was experimental research, this type of research was a quantitative research that was correlated to fifth grade elementary school students, the sample in this study was 16 students. The research data were obtained in two ways; distributing questionnaires containing a number of statements to which the respondent's students responded, and obtaining midterm test scores on Mathematics from students who had been designated as respondents. The data obtained were analyzed quantitatively using the help of Statistical Package for the Social Sciences (SPSS) software version 23 for windows. The results of data analysis shown that the significance value (0.002) ≥ 0.05. It indicated that there was a relationship between learning intensity and student learning outcomes with the degree of strong correlation was 0.717.

Analysis of Conceptual, Factual, Principle, and Skill Errors Based on Students' Thinking Ability: How is it Connected to Science Learning? Mufidah Mufidah; Niluh Sadiani; Akina Akina; Nuraini Nuraini; Khairunnisa Khairunnisa
Jurnal Penelitian Pendidikan IPA Vol 9 No 5 (2023): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i5.3209

This study aims to describe misconceptions about concepts, facts, principles and skills based on thinking skills that were made by fifth grade students at SD Inpres 6 Lolu in solving multiplication fraction problems. This research is descriptive qualitative research which is based on the problem solving steps put forward by Polya. The research subjects were taken by 6 students based on the level of thinking skills determined using the Standard Deviation (SD) calculation. Data collection methods used are test and interview methods. The study's findings reveal that students make different types of errors based on their thinking ability in the process of solving mathematical problems. These errors can be categorized into four main areas namely: factual errors, conceptual errors, skill errors, principal errors. In summary, the study highlights that students' thinking ability is closely linked to the types of errors they make when solving mathematical problems. These errors primarily involve faulty facts, conceptual misunderstandings, skill-related issues, and principal errors. Understanding these patterns of errors can guide educators in developing targeted interventions to improve students' mathematical problem-solving skills

The Impact of Elementary School Number Learning Module Based on Team-Based Project on Critical Thinking Ability Mufidah Mufidah; Akina Akina; Nurul Kami Sani; Khairunnisa Khairunnisa
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 11, No 3: July 2023
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v11i3.6640

Critical thinking is needed to seek new ideas and discoveries to solve complex life problems in the 21st century. One effort to meet these needs is to use a supportive learning model based on a team-based project. The model is directed to be able to influence the way of thinking of students who are more critical. However, the implementation of this learning has not been supported by mature learning tools, the modules that are currently owned still have some limitations because they were made at the beginning of the program implementation period and of course during that period certain conditions were found in the field that required adjustments and refinements to fit the context. problems encountered in the field. This research is a Research and Development study that uses the development steps developed by Borg and Gall including: 1) Needs Analysis; 2) Teaching Material Development Planning; 3) Design validation; 4) Product trials in small groups; 5) Product revision; and 6) Product trials on large groups. The data and data sources used are: (1) expert assessment data, (2) trial results data on small groups and (3) test results data on large groups. The implementation of this research was in the Tadulako University PGSD study program and the test subjects were students of the 2019/2010 class. The results of the research that has been carried out are the Team-Based Project-Based SD Numbers Learning Module on the Critical Thinking Ability of PGSD Study Program Students based on the results of validation from material experts and media experts as well as from the results of initial field trials and the results of the main field trials it can be concluded that the numbers learning module SD based Team Based Project for PGSD students is said to be Valid and practical so that this module is feasible to use.

Improving Student Learning Outcomes in Social Studies Subjects Through Inquiry Model Mohamad Alfikri; Nashrullah Nashrullah; Zulnuraini Zulnuraini; Khairunnisa Khairunnisa
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 2 (2025): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v14i2.2169

This classroom action research aimed to improve fifth-grade students' social studies learning outcomes through the implementation of an inquiry learning model at SD Inpres 1 Talise. The study employed Kemmis and McTaggart's model involving 32 students across two cycles. Data were collected through learning outcome tests, observation sheets for teacher and student activities, interviews, and documentation. Quantitative data were analyzed using percentage calculations for individual absorption and classical completeness, while qualitative data followed Miles and Huberman's interactive model. Pre-action results showed only 25% of students achieved the minimum completion criteria (KKM) with a class average of 60.68%. Following inquiry learning implementation, Cycle I demonstrated improvement with 43.75% classical completeness and 68.15% class average. Cycle II showed significant enhancement with 90.63% classical completeness and 82.5% class average, meeting the success criteria of 85% student completion. Teacher activity quality improved from 62.4% (good) in Cycle I to 95.2% (very good) in Cycle II, while student activity increased from 60.76% to 90.76%. The inquiry learning model effectively enhanced students' critical thinking skills, active participation, and conceptual understanding of social studies material, demonstrating its effectiveness in student-centered learning approaches.

Implementation of Audio-Visual Assisted Problem-Based Learning (PBL) Model to Improve Critical Thinking Skills Andi Mustika; Nurul Fitriah Aras; Sinta Satria Dewi Pendit; Azizah Azizah; Khairunnisa Khairunnisa
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 2 (2025): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v14i2.2343

This study aims to improve the Critical Thinking Skills of Grade IV Students of SDN 2 Talise through Classroom Action Research (CAR). CAR is a research method deliberately conducted in classroom settings to enhance learning quality. The research follows Kemmis and McTaggart's model, comprising four stages: Planning, Action, Observation, and Reflection. Conducted at SDN 2 Talise during the 2024/2025 academic year, this study involved 17 grade IV students as research subjects. Data collection employed both non-test and test techniques. Non-test methods included interviews, observations, and documentation, while test data was gathered through essay assessments evaluating students' critical thinking skills in social studies material. The study implemented Problem-Based Learning (PBL) assisted by audio-visual media. Results demonstrated progressive improvement across cycles. In Pre-Action, classical learning completion achieved 25%. Cycle I showed improvement to 30.76%, representing a 5.76% increase. Most significantly, Cycle II demonstrated substantial progress with 89.41% classical learning completion, indicating a remarkable 58.65% improvement from Cycle I. These findings reveal that PBL implementation with audio-visual support effectively enhances students' critical thinking abilities. The dramatic improvement from 25% to 89.41% completion rates across the research cycles demonstrates the model's effectiveness. The progressive enhancement pattern confirms that structured problem-based approaches, when properly implemented with multimedia support, can significantly develop elementary students' critical thinking skills in social studies education. Therefore, the Problem-Based Learning model proves successful in improving Grade IV students' critical thinking skills at SDN 2 Talise.

Analysis of the Impact of Full Day School on the Character Development of Grade V Students of Al-Hidayah Islamic Elementary School Besusu Farastiti Salsabila Amrin; Yusdin Gagaramusu; Khairunnisa Khairunnisa; Zulnuraini Zulnuraini; Ammar Abdullah Joni Guci
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3175

This study aims to analyze the impact of the Full Day School policy on the development of religious character among fifth-grade students at SD Islam Al-Hidayah Besusu. The implementation of Full Day School, which operates from 07.00 to 15.00, provides extended learning time that integrates academic activities with routine religious practices, including dhuha prayer, zuhur prayer in congregation, daily supplications, and Qur’an recitation. This qualitative descriptive research involved the principal, classroom teachers, parents, and seven fifth-grade students as informants. Data were collected through observation, in-depth interviews, and documentation, and analyzed using Miles and Huberman’s model consisting of data reduction, data display, and conclusion drawing. The findings reveal that Full Day School contributes positively to students’ religious character development. Students show increased discipline in performing worship, politeness, honesty, responsibility, and empathy toward peers. Daily routines and teacher modeling play a significant role in strengthening these values. Social activities such as class duties, teamwork, and maintaining cleanliness further enhance students’ sense of responsibility and cooperation. Although some challenges emerge, such as student fatigue due to long school hours, these do not diminish the overall positive impact when balanced with engaging learning methods and parental support at home. In conclusion, the Full Day School system effectively fosters religious character formation through structured routines, prolonged interaction with teachers, and consistent religious habituation, making it a strategic approach to strengthening student character in elementary education.

Fostering Environmental Awareness Through Poster Media: A Case Study at SD Inpres 3 Talise Gustina M Yusup; Azizah Azizah; Khairunnisa Khairunnisa; Abdul Rahman; Sukri Sukri
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3219

Environmental awareness among elementary students remains inadequate despite its critical importance for sustainable development. This qualitative case study investigated poster media implementation to foster environmental awareness at SD Inpres 3 Talise, examining implementation processes, behavioral changes, and obstacles encountered by educators. Twenty-four students from grades III, IV, and V, three homeroom teachers, and the school principal participated. Data were collected through systematic observations, semi-structured interviews, and documentary evidence, analyzed using the Miles and Huberman framework with triangulation for validity. Results revealed that strategically positioned posters combined with peer modeling effectively enhanced environmental awareness, with fifth-grade students demonstrating autonomous environmental behaviors, fourth-grade students showing consistent conduct requiring occasional reinforcement, and third-grade students displaying gradual improvements with substantial teacher guidance. Unexpected findings included spontaneous peer mentoring dynamics and location-dependent poster effectiveness. Seven implementation obstacles emerged: inconsistent student attention, attitude-behavior gaps, novelty effects, suboptimal placement, resource limitations, inadequate pedagogical integration, and limited teacher understanding of visual media pedagogy. Findings align with Mayer's Cognitive Theory of Multimedia Learning, Bandura's Social Learning Theory, and Ajzen's Theory of Planned Behavior, demonstrating that posters function optimally as pedagogically integrated tools requiring strategic placement, content refreshment, and instructional reinforcement rather than passive displays. This study contributes practical insights for implementing cost-effective visual media interventions in resource-constrained educational settings.

The Effect of Experiential Learning on Fourth-Grade Students' Learning Outcomes in Integrated Science and Social Studies Adelia Rizki Ananda; Zulnuraini Zulnuraini; Khairunnisa Khairunnisa; Rizal Rizal; Putriwanti Putriwanti; Surahman Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3237

This study examined the effect of the Experiential Learning model on students' learning outcomes in Integrated Science and Social Studies (IPAS) for fourth-grade students at Madrasah Ibtidaiyah Negeri Donggala. The research was motivated by low student engagement and achievement resulting from predominantly teacher-centered instructional practices. A quantitative quasi-experimental design with a nonequivalent control group was employed, involving 48 fourth-grade students divided into experimental and control groups. The experimental group received instruction using the Experiential Learning model emphasizing concrete experience, reflection, conceptualization, and application, while the control group received conventional lecture-based instruction. Data were collected using a validated and reliable 20-item multiple-choice test administered as pretest and posttest. Analysis included descriptive statistics, normality and homogeneity tests, independent samples t-test, and normalized gain (N-gain) calculations. Results revealed a statistically significant difference in posttest scores between groups (t = 9.941, p < 0.001). The experimental group demonstrated substantial improvement with a high mean N-gain score of 0.73, while the control group showed low learning gain (N-gain = 0.21). These findings indicate that Experiential Learning is significantly more effective than conventional teaching methods in improving students' IPAS learning outcomes, supporting its implementation as an instructional approach to enhance student engagement and academic achievement in elementary education.

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