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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Basicedu Jurnal Basicedu Journal of Innovation and Research in Primary Education Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Khairunnisa Khairunnisa
Universitas Tadulako
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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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

Abstract

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

Abstract

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.
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

Abstract

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
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

Abstract

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.
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

Abstract

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.
Exploring Contextual Teaching Effects on Student Motivation in Elementary Language Learning Alma Safira; Yusdin B M Gagaramusu; Khairunnisa Khairunnisa; Muhammad Fasli; Nurul Fitria Fitria Aras; 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.v5i1.3278

Abstract

Low student motivation in Indonesian language learning at the elementary level remains a persistent pedagogical challenge, often stemming from conventional teaching approaches that fail to connect academic content with students' lived experiences. This study examined the effect of Contextual Teaching and Learning (CTL) on fourth-grade students' learning motivation in Indonesian language instruction. A quasi-experimental one-group pretest-posttest design was employed with 28 fourth-grade students at Al-Khairaat Tondo Elementary School, Palu City, Indonesia. Data were collected through learning motivation questionnaires, classroom observations, semi-structured interviews, and documentation. Analysis included descriptive statistics, Shapiro-Wilk normality test, and paired-samples t-test. Observational data revealed high student engagement (80-100% participation), with most students categorized as having Good (n=13) or Very Good (n=6) motivation levels post-intervention. Descriptive statistics showed an increase in mean scores from 64.27 (pretest) to 69.12 (posttest). However, inferential analysis indicated this difference was not statistically significant, t(24) = -0.716, p = 0.481. While CTL implementation was associated with enhanced classroom engagement and positive motivational responses, the intervention did not produce statistically significant changes in self-reported motivation. The findings suggest CTL holds pedagogical value for fostering participatory learning environments but requires extended duration and complementary autonomy-supporting strategies to generate measurable motivational shifts. Future research should employ control-group designs with longer intervention periods.
Meningkatkan Hasil Belajar Matematika Siswa Melalui Model Pembelajaran Make A Match Berbantuan Barang Bekas Salsa Bhila; Sarintan N.Kaharu; Nuraini Nuraini; Azizah Azizah; Khairunnisa Khairunnisa
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 1 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i1.882

Abstract

This study aims to improve students mathematatics learning outcomes by using the make a match learining model assisted by concrete media made from used goods in class 3 of SD Negeri Watusampu. The research method used in this study is classroom action research (CAR) which is carried out cyclically. The subjects in this study were 23 students of class 3 of SD Negeri Watusampu. The instruments used by researchers in collecting data were observation  sheets, evaluation test questions, interviews and documentation. The data analysis techniques used in this study were quantitative data analysis and qualitative data analysis. The result of the study showed that using the make a match learning model assisted by concrete media made from used goods can improve the mathematics learning outcomes of class 3 students of SD Negeri Watusampu. The average value of classical learning completeness in cycle I was 52,17% then in cycle II there was an increase of 34,78% to 86,95%. The number of students who completed cycle I was 12 people, then in cycle II it increased to 20 students. The number of students who did not complete cycle I was 11 people, then in cycle II it decreased to 3 people. Based on the results and discussions that have been described above, it was obtained that by implementing the make a match learing model assisted by concrete media made from used goods, it can improve students’ mathematics learning outcomes in grade 3 of SD Negeri Watusampu. This is indicated by the classical learning completion achieved in cycle I of 52.17% rhen in cycle II it increased to 86,95%.
Co-Authors Adelia Rizki Ananda Akina, Akina Alma Safira Ammar Abdullah Joni Guci Azizah Azizah Farastiti Salsabila Amrin Mufidah Mufidah Mufidah Mufidah Muhammad Fasli Niluh Sadiani Nuraini Nuraini Nurul Fitria Fitria Aras Putriwanti Putriwanti Rizal, Rizal Salsa Bhila Sarintan N.Kaharu Surahman Wilade Yurni Lahinta Yusdin B M Gagaramusu Yusdin Gagaramusu Zulnuraini