Articles
<![CDATA[Hubungan Orang Tua dan Guru dalam Mencegah Bullying ]]>
<![CDATA[Hakim, Nur]]>;
<![CDATA[Dewi, Ririn Nurlafika]]>;
<![CDATA[Herianingtyas, Nur Luthfi Rizqa]]>
<![CDATA[ Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 6 No. 2 (2023): Awwaliyah: Jurnal PGMI ]]>
Publisher : <![CDATA[rogram Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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DOI: 10.58518/awwaliyah.v6i2.1739
<![CDATA[This study aims to understand the perspectives of parents and teachers regarding their roles in preventing bullying, as well as to identify the strategies they use in collaboration. This research uses qualitative methods to explore the relationship between parents and teachers in preventing bullying cases in elementary schools. The role of parents and teachers is very important to prevent bullying. Therefore, parents and teachers should have a similar understanding of the importance of cooperation or collaboration in preventing bullying. Parents and teachers should also realize that the responsibility of preventing and overcoming bullying does not lie solely with one party, but requires close cooperation.]]>
<![CDATA[Strategi Peningkatan Kemampuan Berfikir Kritis Siswa Melalui Learning Community ]]>
<![CDATA[Mardliyah, Shibi Zuharoul]]>;
<![CDATA[Salsabilla, Adelia Putri]]>;
<![CDATA[Herianingtyas, Nur Luthfi Rizqa]]>
<![CDATA[ Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 6 No. 2 (2023): Awwaliyah: Jurnal PGMI ]]>
Publisher : <![CDATA[rogram Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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DOI: 10.58518/awwaliyah.v6i2.1747
<![CDATA[This study aims to describe the results of research on learning community strategies in improving students' critical thinking skills. The method used is a literature study that collects several previous studies to answer critical thinking, learning communities, and the influence of learning community methods in improving students' critical thinking skills. Critical thinking is a person's ability to reflect, re-examine, and modify existing thoughts. Learning community is interaction between students and students and students with teachers interactively. Previous research has mentioned that learning communities can make students interactive in learning. Based on the literature review conducted, it can be concluded that the learning community has a significant role in improving students' critical thinking skills.]]>
<![CDATA[EVALUATION OF THE IMPLEMENTATION OF SCIENCE LITERACY-BASED LEARNING IN MADRASAH IBTIDAIYAH ]]>
<![CDATA[Herianingtyas, Nur Luthfi Rizqa]]>;
<![CDATA[Wafiqni, Nafia]]>
<![CDATA[ Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 15 No. 1 (2023): Al-Bidayah : jurnal pendidikan dasar Islam ]]>
Publisher : <![CDATA[UIN Sunan Kalijaga Yogyakarta ]]>
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DOI: 10.14421/albidayah.v15i1.1001
<![CDATA[This study was conducted to evaluate the implementation of science literacy-based learning in primary schools. The evaluative quantitative investigation used Stake's Countenance Model to measure the implementation of authentic assessments, including three critical stages, namely (1) Antecedent, (2) Process, and (3) Outcomes. A purposive sampling technique was used to select 20 Islamic Elementary Schools (IES) in West Java that participated in the Indonesian Madrasah Competency Assessment (IMCA) result follow-up training programs. Furthermore, data collection methods included observation, interviews, and questionnaires, which were analyzed using a percentage-based analytical approach. This allowed direct understanding into the information disclosed and the identification of specific aspects of the studied problem. Observation and interview data were analyzed using an interactive model, including data collection, display, and conclusion. The results showed that several aspects did not achieve the 100% standard. Planning (Atencedents) in the “Not Good” category with a percentage of 61.40%, while Implementation (Transaction) and Results (Outcomes) stages obtained 70.17% and 52.36% in the “Enough” and the “Very Not Good” categories.]]>
<![CDATA[Integrasi Model RADEC - Literasi Sains dalam Modul Ajar Untuk Mengembangkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar ]]>
<![CDATA[Herianingtyas, Nur Luthfi Rizqa]]>;
<![CDATA[Muyassaroh, Izzah]]>;
<![CDATA[Kartini, Julita]]>
<![CDATA[ Elementar : Jurnal Pendidikan Dasar Vol 3, No 2 (2023): Elementar : Jurnal Pendidikan Dasar ]]>
Publisher : <![CDATA[Faculty of Educational Sciences,Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta ]]>
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DOI: 10.15408/elementar.v3i2.37848
<![CDATA[ Pendidikan di era saat ini menuntut adanya perubahan paradigma dalam metode pengajaran guna menciptakan pembelajaran yang berorientasi pada kemampuan berpikir kritis siswa. Penelitian ini bertujuan untuk mengintegrasikan model RADEC(Read, Answer, Discuss, Explain, and Create)-literasi sains dalam modul ajar guna mengembangkan kemampuan berpikir kritis siswa Madrasah Ibtidaiyah (MI). Penelitian ini menggunakan pendekatan kuantitatif dengan desain penelitian pra-eksperimental. Sampel penelitian ini melibatkan 60 siswa kelas V SD. Adapun instrumen yang digunakan berupa tes kemampuan berpikir kritis siswa. Data dikumpulkan melalui tes awal, perlakuan menggunakan modul ajar, dan tes akhir untuk mengukur perubahan kemampuan berpikir kritis siswa. Hasil uji N-gain menunjukkan bahwa Model RADEC-Literasi Sains dalam Modul Ajar (MALS) pada kelas eksperimen (0,78) lebih tinggi dibandingkan pada kelas kontrol (0,53). Hasil uji t menunjukkan nilai uji hipotesis kurang dari 0,05 (2-tailed). Oleh karena itu, dapat disimpulkan bahwa MALS dengan Model RADEC efektif dalam meningkatkan kemampuan berpikir kritis siswa.]]>
<![CDATA[MENGGERAKKAN BUDAYA LITERASI: STRATEGI DAN TANTANGAN DALAM MENINGKATKAN MINAT BACA DI SEKOLAH DASAR ]]>
<![CDATA[Diana, Anisa]]>;
<![CDATA[Wafiqni, Nafia]]>;
<![CDATA[Herianingtyas, Nur Luthfi Rizqa]]>
<![CDATA[ Elementar : Jurnal Pendidikan Dasar Vol 4, No 1 (2024): Elementar : Jurnal Pendidikan Dasar ]]>
Publisher : <![CDATA[Faculty of Educational Sciences,Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta ]]>
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DOI: 10.15408/elementar.v4i1.39845
<![CDATA[This research aims to describe the implementation and constraints of the literacy movement carried out by MI Al-Hidayah Cirendeu. This type of research is descriptive with a qualitative approach. The techniques used in data collection are: observation, interviews and documentation. Data analysis techniques include: data reduction, data presentation, and conclusion drawing. The selection of informants used purposive sampling. The results revealed that the implementation of the school literacy movement at MI Al-Hidayah Cirendeu has familiarized its school community with reading for ±15 minutes in each class. Literacy at MI Al-Hidayah Cirendeu has carried out up to the learning stage by organizing library visits, providing reading corners in each classroom, writing, telling, and procuring literacy-rich banner posters. The main supporting factor in the school literacy movement at MI Al-Hidayah Cirendeu is the involvement of parents in book procurement by presenting reading books that are in accordance with children's age development. While the obstacles found, namely low interest in reading due to lack of student focus, limited reading time can cut class hours, facilities and infrastructure for literacy activities are still limited, and library management is less than optimal.]]>
<![CDATA[MODEL TPACK DAN VIDEO ANIMASI INTERAKTIF UNTUK MENINGKATKAN HASIL BELAJAR AKHLAK PADA SISWA SEKOLAH DASAR ]]>
<![CDATA[Kosesa, Mala Deni]]>;
<![CDATA[Herianingtyas, Nur Luthfi Rizqa]]>;
<![CDATA[Dewi, Rosbanon]]>
<![CDATA[ Elementar : Jurnal Pendidikan Dasar Vol 4, No 2 (2024): Elementar : Jurnal Pendidikan Dasar ]]>
Publisher : <![CDATA[Faculty of Educational Sciences,Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta ]]>
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DOI: 10.15408/elementar.v4i2.43532
<![CDATA[This study aims to improve student learning achievement in Islamic Religious Education, specifically the moral lesson "Ayo Berperilaku Terpuji" (Let's Behave Nobly), through the implementation of the TPACK (Technological Pedagogical Content Knowledge) teaching model using interactive animated videos. The research was conducted with 2B grade students at SD Negeri 016 Tanjungpinang Timur during the first semester of the 2024/2025 academic year.The method used is Classroom Action Research (CAR), consisting of two cycles, each comprising four stages: planning, implementation, observation, and reflection. Data collection techniques were based on a quantitative approach, utilizing the results of summative tests administered after the lesson. The data analysis results show a significant improvement in student learning achievement. The percentage of students who reached the Minimum Completion Criteria (KKM) increased from 60% in the pre-cycle to 70% in cycle I, and reached 97% in cycle II Thus, the application of the TPACK teaching model with interactive animated videos was proven to be effective in improving student learning achievement, raising students' performance from below average to good and very good. ]]>
<![CDATA[STRATEGI PENINGKATAN LITERASI SAINS DI MADRASAH PADA ERA DIGITAL ]]>
<![CDATA[Rizqa Herianingtyas, Nur Luthfi]]>;
<![CDATA[Amarulloh, Reza Ruhbani]]>;
<![CDATA[Lubis, Azmil Hasan]]>
<![CDATA[ Journal of Religious Policy Vol. 1 No. 2 (2022): Juli-Desember 2022 ]]>
Publisher : <![CDATA[The Ministry of Religious Affairs, The Republic of Indonesia ]]>
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DOI: 10.31330/repo.v1i2.12
<![CDATA[Penelitian ini bertujuan untuk mengidentifikasi strategi peningkatan literasi sains di madrasah pada era digital. Penelitian ini menggunakan metode kualitatif dengan pendekatan kajian pustaka untuk menggali data terkait strategi peningkatan literasi sains di madrasah. Sumber data penelitian yang digunakan bersifat sekunder dengan menggunakan buku-buku dan artikel jurnal ilmiah sebagai sumber data dalam mendeskripsikan hasil dan pembahasan. Hasil dari penelitian ini yaitu bahwa strategi meningkatkan literasi sains madrasah di era digital dalam pembelajaran dapat dilakukan dengan (1) meningkatkan penguasaan guru terhadap elemen literasi sains mencakup konten, konteks, dan kompetensi; (2) menghadirkan iklim pembelajaran berbasis saintifik dan penyelidikan ilmiah; (3) memanfaatkan multimedia berbasis digital; (4) menyusun bahan ajar berbasis literasi sains; (5) monitoring dan evaluasi literasi sains siswa madrasah secara berkala.]]>
<![CDATA[ANALISIS LITERASI SAINS SISWA SEKOLAH DASAR MENGGUNAKAN RASCH ANALYSIS MODEL (RAM) ]]>
<![CDATA[Herianingtyas, Nur Luthfi Rizqa]]>;
<![CDATA[Edwita, Edwita]]>;
<![CDATA[Yarmi, Gusti]]>
<![CDATA[ JPGMI (Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Multazam) Vol 9, No 2 (2023): JPGMI (Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Multazam) ]]>
Publisher : <![CDATA[STIT AL MULTAZAM ]]>
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DOI: 10.54892/jpgmi.v9i2.236
<![CDATA[In the 21st century, a generation is needed that has the ability to be critical of scientific phenomena around them so that they are able to analyze, make decisions, and solve problems related to issues in their daily lives. Therefore, it is important for every citizen to have good scientific literacy, while the PISA results for Indonesian students' scientific literacy are still below the international average score. This research presents the results of a more comprehensive analysis of students' scientific literacy to identify students' strengths and weaknesses in each relationship between content, context and scientific literacy competency indicators. This type of research is descriptive quantitative research with data collection techniques through tests and data processing using the Rasch Analysis Model (RAM) assisted by Winstep software. From the Winstep output, it is known that the reliability of the instrument expressed in Cronbach's alpha is 0.64. This research was conducted on a sample of 50 elementary school students in Pacitan Regency. Based on the research results, it is known that question items that are difficult for students to work on are items that contain epistemic knowledge content with a local-national context and competence in interpreting data and evidence scientifically. Meanwhile, easy scientific literacy items contain factual knowledge content with personal context and competence in explaining phenomena scientifically. In the test results for eight scientific literacy indicators, it was found that male students' scientific literacy was higher than female students' scientific literacy indicators.]]>
<![CDATA[The Influence of the Problem Posing Approach on the Creative Thinking Ability of Class V Students on Geometry Material at Elementary School ]]>
<![CDATA[Suryaningsih, Tri]]>;
<![CDATA[Sabila, Aulia Ida]]>;
<![CDATA[Widiyanto, Rohmat]]>;
<![CDATA[Herianingtyas, Nur Luthfi Rizqa]]>;
<![CDATA[Siron, Yubaedi]]>
<![CDATA[ Journal of Elementary Educational Research Vol 5 No 1 (2025): 2025 Volume 5 No 1 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Ilmu Keguruan IAIN Manado ]]>
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DOI: 10.30984/jeer.v5i1.1373
<![CDATA[The 21st century require students to have the ability to think creatively, i.e. come up with original ideas and innovative solutions in various situations. However, the creative thinking skills of Indonesian students are still low, shown through the lack of variety of ideas and the tendency to think linearly in solving problems. This study aims to determine the influence of the problem posing method on the mathematical creative thinking ability of fifth grade elementary school students regarding fifth grade geometry. The research method used in this study is a quasi-experimental method with a Randomized Control Group Post Test Only. This research was conducted at SDN Tanah Baru 02. Sampling was carried out using the Simple Random Sampling technique which amounted to 30 people. The research instrument used in this study is a test instrument that measures students' mathematical creative thinking skills on spatial building materials. The test consisted of 9 questions in the form of descriptions. Each question represents an indicator of creative thinking according to Munandar, which is taught using the problem posing method. The average result of the creative thinking ability obtained using the problem posing method of the experimental class was 72.70, and the mathematical creative thinking ability of the control class students was 51.73. The results of the calculation of the T-test using the Independent Sample T-test method in the post-test results of the second class obtained a significance value of 0.000 < 0.05, so that H0 was rejected and H1 was accepted, which means that the Problem Posing approach affects students' mathematical creative thinking skills. This research shows that the problem posing method can be used as an alternative learning strategy to foster students creative thinking skills, thereby supporting the achievement of 21st century competencies in the elementary school curriculum.]]>
<![CDATA[Implementasi Digital Game Play Learning (DGPL) di Sekolah Dasar ]]>
<![CDATA[Septian Mukhlis]]>;
<![CDATA[Nur Luthfi Rizqa Herianingtyas]]>
<![CDATA[ Pucuk Rebung: Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 1 (2021): May ]]>
Publisher : <![CDATA[Jurusan Ilmu Pendidikan Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau ]]>
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DOI: 10.33578/pure.v1i1.p17-29
<![CDATA[This study aims to describe and interpret the implementation of Digital Game Play Learning (DGPL) in elementary schools. This study used a qualitative approach. The data were collected by using in-depth interviews, participant observation, field notes, and documentation. The data validity was determined through sources and techniques triangulation. The subjects were elementary school teachers in SD IT Nurul A’raaf. The data were analyzed by using Interactive Analysis Model from Miles and Huberman. The results show: 1) the planning of Digital Game Play Learning (DGPL) program has been coordinated by the board of DGPL team. This team was to be responsible for planning, implementing, and evaluating DGPL program; 2) DGPL has been implemented in online class in three phases, namely planning, doing, and reflecting. Besides, DGPL is oriented to build fun learning based digital game play for teachers and students in the pandemic of covid-19. and 3) the evaluation of DGPL implementation has been conducted by the team who has implemented online class of DGPL thoroughly in intensive discussion of reflection.]]>
