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All Journal ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Mimbar Sekolah Dasar JMM (Jurnal Masyarakat Mandiri) Lectura : Jurnal Pendidikan Jurnal Ilmiah Sekolah Dasar International Journal of Educational Dynamics (IJEDS) EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pendidikan Lingkungan dan Pembangunan Berkelanjutan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Indo-MathEdu Intellectuals Journal Jurnal Pendidikan Transformatif Tsaqofah: Jurnal Penelitian Guru Indonesia Jurnal Elementaria Edukasia Bilangan: Jurnal Ilmiah Matematika, Kebumian dan Angkasa International Journal of Elementary School International Journal of Islamic Teaching and Learning Indonesian Journal on Learning and Advanced Education (IJOLAE)
Nana Fauzana Azima
UNIVERSITAS NEGERI PADANG
Religion Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Transformative Learning Media for Generation Z: Integrating Moral Values through Interactive E-Books in Islamic Education Yumna Yumna; Hambali Jaili; Preexcy B. Tupas; Nana Fauzana Azima; Minsih Minsih; Dina Dahliana; Nadia Fransiska
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 3, September 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i3.23814

Abstract

Recent developments in educational media have neglected certain key subjects, especially Akidah Akhlak, which is an essential part of the Madrasah Ibtidaiyah curriculum. The conventional learning resources, primarily textbooks, face several challenges that lead to a decline in students' interest in reading and engaging with the material. To address this issue, a focused initiative has been undertaken to create educational media that incorporates stories rich in moral lessons, with the goal of creating a more dynamic and engaging learning atmosphere. The advanced technological skills and information literacy of Generation Z children make a strong argument for the integration of digital textbooks, specifically e-books, into their education. This research seeks to lead the way in developing innovative learning tools that encourage children to actively engage with digital books powered by information technology. Utilizing a research and development methodology, the main goal is to explore the effectiveness of interactive e-books as powerful educational tools for children. These e-books are crafted to present information in a way that is easily understood and retained by young learners, thus positively impacting their cognitive and emotional development. The impressive effectiveness of Akidah Akhlak e-books designed for 2nd-grade students in Madrasah Ibtidaiyah highlights their success in improving educational outcomes. By weaving moral values into engaging stories, these e-books not only enhance knowledge retention but also promote the growth of key character traits and ethical values. This highlights the powerful impact of interactive e-books as essential tools in contemporary education, meeting the varied learning needs and preferences of today's digitally inclined students.
PENINGKATAN KEMAMPUAN MEMBACA INTENSIF MENGGUNAKAN MODEL COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) PADA KELAS V SDN 04 TALAOK KABUPATEN PESISIR SELATAN Asyaqiah Irsya Datillah; Elfia Sukma; Nana Fauzana Azima; Rahmatina
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6243

Abstract

Penelitian ini dilatarbelakangi oleh kurangnya kemampuan membaca intensif di kelas V SDN 04 Talaok Kabupaten Pesisir Selatan. Hal ini dikarenakan guru yang belum menggunakan model pembelajaran yang efektif dalam proses pembelajaran membaca intensif. Penelitian ini bertujuan untuk mendeskripsikan peningkatan keterampilan membaca intensif menggunakan model Membaca dan Komposisi Terpadu Kooperatif (CIRC) pada kelas V SDN 04 Talaok Kabupaten Pesisir Selatan. Penelitian ini merupakan penilitian tindakan kelas (PTK) dengan pendekatan kualitatif dan kuantitatif. Dilaksanakan dalam 2 siklus. Setiap siklus terdapat tahap perencanaan, pelaksanaan, pengamatan dan refleksi. Subjek penelitian ini adalah guru dan peserta didik di kelas V sebanyak 13 orang. Data penelitian diperoleh dari penilaian Modul Ajar, proses pelaksanaan dan hasil belajar. Teknik pengumpulan data yang digunakan yaitu observasi, tes dan non tes. Hasil penelitian menunjukkan adanya peningkatan pada siklus I aspek modul ajar memperoleh rata-rata 85,4% (B) kemudiameningkat pada siklus II 95,8% (SB). Pelaksanaan siklus I pada aspek aktivitas guru memperoleh rata-rata sebesar 89,06% (B) dan meningkat pada siklus II menjadi 96,87% (SB). Pelaksanaan siklus I pada aspek aktivitas peserta didik memperoleh rata-rata sebesar 89,06% (B) dan meningkat pada siklus II menjadi 96,87% (SB). Hasil belajar peserta didik siklus I memperoleh rata-rata 69,08 (D), meningkat pada siklus II menjadi 87,82 (B). Dapat disimpulkan bahwa model Cooperative Integrated Reading and Composition (CIRC) dapat meningkatkan keterampilan membaca intensif pada pembelajaran bahasa Indonesia.
Peningkatan Keterampilan Menulis Karangan Narasi Menggunakan Picture Word Inductive Model (PWIM) di Kelas IV D SDS IT Dar El Iman Monica Puspa Cahyani; Chandra; Adrias; Nana Fauzana Azima
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.7239

Abstract

This classroom action research was conducted to improve narrative writing skills among fourth-grade students in Class IV D at SDS IT Dar El Iman. Initial observations indicated that students faced difficulties in generating ideas, had limited vocabulary, and struggled to produce engaging narrative texts. To address these issues, the Picture Word Inductive Model (PWIM) was implemented as an instructional strategy. The study employed both qualitative and quantitative approaches and was carried out over two cycles. Each cycle consisted of planning, implementation, observation, and reflection stages. Data were collected through tests and non-test instruments, with participants including the classroom teacher as an observer, the researcher as the instructor, and 26 fourth-grade students. The findings revealed a consistent improvement in students’ narrative writing skills from the first to the second cycle. The evaluation of the teaching module increased from 87.50% (Good) to 100% (Very Good). Teacher activity observations rose from 87.25% to 97.91%, while student engagement improved from 77.08% to 95.83%. These results demonstrate that the application of PWIM effectively enhances students' ability to write narrative texts.
PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN MENGGUNAKAN MODEL COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) DI KELAS IV SDN 03 GERAGAHAN KABUATEN AGAM Anggi Putri Relisa; Ari Suriani; elfia sukma; Nana Fauzana Azima; Aissy Putri Zulkarnain
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.8396

Abstract

This study was motivated by the low level of reading comprehension skills among students learning Indonesian. This is because teachers have not yet optimally utilized appropriate learning models in the learning process. This study aims to describe the improvement in students' reading comprehension skills using the Cooperative Integrated Reading and Composition (CIRC) model in grade IV at SDN 03 Geragahan, Agam Regency. This research is a classroom action research (CAR) using a qualitative and quantitative approach. The research was conducted in two cycles, each cycle consisting of planning, implementation, observation, and reflection. The subjects in this study were teachers and students in the fourth grade of SDN 03 Geragahan, totaling 24 people, consisting of 12 female students and 12 male students. The results of the study show an improvement in cycle I, starting with the results of the teaching module planning analysis: a) the teaching module showed an average of 89.58% (B) in cycle I, increasing to 95.83% (SB) in cycle II, b) the implementation of the teacher aspect in cycle I was 81.48% (B), increasing to 92.59% (SB) in cycle II, while the implementation of student aspects in cycle I was 77.77% (C) and increased to 92.59% (SB) in cycle II, c) the assessment of students' reading comprehension skills in cycle I obtained an average of 78.27 (C) and cycle II obtained an average score of 93.24 (B). It can be concluded that the Cooperative Integrated Reading and Composition model can improve students' reading comprehension skills in Indonesian language learning in fourth grade elementary school.
Penerapan Model Pembelajaran Cooperative Integrated Reading and Composition (CIRC) untuk Meningkatkan Kemampuan Membaca Pemahaman di Kelas IV SDN 01 Lubuak Batingkok Kabupaten 50 Kota Gayatry, Putry; Suriani, Ari; Azima, Nana Fauzana; Yenti, Yesni
TSAQOFAH Vol 5 No 3 (2025): MEI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i3.5925

Abstract

This study is motivated by the suboptimal implementation of reading activities in classroom instruction, which has led to low reading comprehension skills among fourth-grade students at SDN 01 Lubuak Batingkok, Lima Puluh Kota Regency. The aim of this study is to describe the application of the Cooperative Integrated Reading and Composition (CIRC) learning model in improving students’ reading comprehension abilities. This research is a Classroom Action Research (Penelitian Tindakan Kelas, PTK) conducted in two cycles, each consisting of four stages: planning, implementation, observation, and reflection. The subjects of the study were the teacher and 20 fourth-grade students. A combined qualitative and quantitative approach was used, with data collected through observation, tests, and non-test techniques. The results show a significant improvement across all observed aspects. The average quality of teaching module preparation increased from 88.5% in Cycle I to 97% in Cycle II. The implementation of teaching by the teacher and student engagement rose from 87.42% to 96.42%. Students' reading comprehension skills also improved, with the average score rising from 76.85% (categorized as fair) in Cycle I to 92% (categorized as very good) in Cycle II. Based on these findings, it can be concluded that the implementation of the CIRC model is effective in enhancing students' reading comprehension. The implications of this study indicate that literacy-based cooperative learning strategies can serve as a viable alternative for developing foundational literacy skills in elementary education.
Peningkatan Keterampilan Membaca Pemahaman Peserta Didik Menggunakan Model KWL (Know, Want to Know, Learned) pada Siswa Kelas IV SDN 07 Padang Gelanggang Kabupaten Agam Azanni, Dinda; Azima, Nana Fauzana; Yenti, Yesni; Suriani, Ari
TSAQOFAH Vol 5 No 3 (2025): MEI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i3.6037

Abstract

The low level of students’ understanding of reading texts, particularly in drawing conclusions and retelling content in their own words, forms the background of this study. The purpose of the research is to describe the improvement of students’ reading comprehension skills through the implementation of the Know, Want to Know, Learned (KWL) learning model. This study employed a Classroom Action Research (Penelitian Tindakan Kelas) method consisting of four stages: planning, implementation, observation, and reflection, involving 15 fourth-grade students at SDN 07 Padang Gelanggang. A combination of qualitative and quantitative approaches was used. Data were obtained through observations and assessments of reading comprehension skills in each cycle. The results show a significant improvement, with the instructional module assessment increasing from 85% in Cycle I to 96% in Cycle II. Teacher implementation rose from 75% to 96%, while student engagement improved from 82% to 92%. The average reading comprehension score also increased from 67.70 to 83.25. These findings demonstrate that the KWL model is effective in enhancing elementary students’ reading comprehension skills by promoting active engagement and gradual understanding of reading content.
Literature Review: Implementasi Pendidikan Multikultural dalam Membangun Kesadaran Sosial Siswa Sekolah Dasar Nana Fauzana Azima; Maria Berliana Nogo Karangora; Melani Kurnia Putri; Lani Nabila Putri; Selfi Raudah; Zahra Fadillah; Selvia Wulandari
Jurnal Pendidikan Transformatif (JPT) Vol. 4 No. 3 (2025): Juni 2025
Publisher : Yayasan Aya Sophia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9000/jpt.v4i3.2136

Abstract

Pendidikan multikultural adalah pendekatan yang mengintegrasikan keberagaman budaya dalam proses pembelajaran untuk membangun kesadaran sosial siswa. Artikel ini memiliki tujuan untuk menganalisis implementasi pendidikan multikultural dalam membangun kesadaran sosial siswa sekolah dasar berdasarkan penelitian dan publikasi dalam lima tahun terakhir yang terindeks SINTA. Penelitian ini merupakan studi kualitatif dengan menggunakan tinjauan pustaka terhadap 21 artikel yang relevan. Analisis data dilakukan menggunakan aplikasi Publish or Perish untuk mengidentifikasi tren dan temuan utama. Isi muatan pendidikan multikultural pada sekolah dasar dirancang berdasarkan dengan perkembangan budaya dan cerimanan karakter bangsa, yang mana bertujuan guna memberikan pemahaman kepada peserta didik bahwa pentingnya memiliki sikap, pandangan, dan tingkah laku yang mencerminkan seseorang yang menghargai perbedaan budaya sehingga dapat menumbuhkan rasa toleransi antar sesamanya. Hasil tinjauan literatur menunjukkan bahwa terdapat beberapa cara dalam pengimplementasian pendidikan multicultural dalam meningkatkan kesadaran social siswa, seperti kegiatan ekstrakurikuler, peran orang tua, dukungan dari guru dan kepala sekolah, metode pembelajaran CTL, dll. Selain itu, dengan memperkenalkan keberagaman budaya tersebut oleh guru akan dapat memberikan gambaran kepada peserta didik bagaimana konsep multikultural dalam berbagai disiplin ilmu. Hasil analisis menunjukkan bahwa implementasi pendidikan multikultural dapat meningkatkan kesadaran social siswa melalui berbagai pendekatan.
Pendidikan Lingkungan Hidup untuk Siswa Sekolah Dasar NANA FAUZANA AZIMA
Jurnal Ilmiah Pendidikan Lingkungan dan Pembangunan Vol 22 No 02 (2021): PLPB: Jurnal Pendidikan Lingkungan dan Pembangunan Berkelanjutan, Volume 22 Nom
Publisher : Program Studi Pendidikan Kependudukan dan Lingkungan Hidup

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pendidikan perduli lingkungan adalah salah satu pendidikan karakter yang dirumuskan berdasarkan UU Republik Indonesia Nomor 20 yang dikeluarkan oleh Kementrian Pendidikan dan Kebudayaan tahun 2003. Karakter ini diajarkan pada siswa terutama siswa sekolah dasar. Pengayaan karakter lingkungan dilakukan melalui pendidikan lingkungan yang diintegrasikan dalam kurikulum pendidikan dan dapat dilakukan saat jam pelajaran ataupun di luar jam pelajaraan dalam proses belajar dan mengajar. Peningkatan karakter perduli lingkungan dibina melalui isu-isu lingkungan yang terjadi saat sekarang maupun pada masa yang akan datang, dikenalkan serta diajarkan kepada siswa tentang bagaimana mengatur lingkungan. Metode umum untuk pengembangan dan implemantasi pendidikan lingkungan telah dilakukan oleh pendidik dan peserta didik. Hasilnya, diperoleh informasi bahwa ada separuh siswa sekolah dasar yang mampu mencapai pencapaian pembelajaran dalam pendidikan lingkungan. Environmental care character is one of the character education formulations based on UU Republic of Indonesia No. 20 released by Ministry of Education and Culture in 2003. This character is educated for students, espescially for elementary school students. The enrichiment of environmental character is carried out through environmental education which is integrated in the educational curriculum and could be carried out during class or out of class in the learning and teaching process. The fostering environmental care character is based on environmental issues occur today and the future that to be introduced and taught to students about how to manage the environment. Several methods for developing and implementing environmental education have been complesed by teachers and students. As a result, by providing implementation standards and indicators, it is obtained the information, there are only the half of elementary school students are able to achieve educational attainment in environmental education.
Co-Authors Adrias Ahmad Zikri Aissy Putri Zulkarnain Algifari, Arif Anggi Putri Relisa Ari Suriani Ari Suriani Arif Algifari AS, Fadly Asyaqiah Irsya Datillah Az Zahra, Fathia Azanni, Dinda Cahyatul, Azizah Chandra Chandra Chandra Chandra Chandra Chandra Dahliana, Dina Elfia Sukma Elfia Sukma, Elfia Elis Ratna Wulan Fadly AS Fransiska, Nadia Gayatry, Putry Gilang Kurniawan Hambali Jaili Hardian Muhammad Intan Putri Lusita Intan Yumeriza Iraqi, Hana Shilfia Jaili, Hambali Kartila Pri Malti Kurniawan, Gilang Lani Nabila Putri Leni Zahara M. Habibi Maria Berliana Nogo Karangora Meiliana Fitria Ningrum Melani Kurnia Putri Meri Handayani, Meri Minsih Monica Puspa Cahyani Muhammadi, Muhammadi Nadia Fransiska Nafizah, Khairiatun Nelfira Anjani Nellitawati Nellitawati Nur, Farid Muhammad Nurhayati Pratiwi, Dinda Dwi Preexcy B. Tupas Putri, Ellsy Rahmadani Rafhi Febryan Putera Rafika Indra Julia Rahmatina Rahmia Tulljanah Ratih, Maistika Salmaini Safitri Syami Salsabila Zorin Sarah Ibrahim Selfi Raudah Selvia Wulandari Suriani, Ari Sustarman, Sustarman Syaflinar, Syaflinar Trinindi Eriswan Fitri Tulljannah, Rahmia Tupas, Preexcy B. Yelni, Setria Yesni Yenti Yetti, Puji Mustika Yumna Yumna Yumna Yundari, Zakia Zahra Fadillah Zahra, Lailatul