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STEM Project : Membuat Sabun Cuci Tangan Alami Berbasis Lerak untuk Menumbuhkan Kesadaran Lingkungan Siswa SD Titis Angga Rini; Danang Fajrian; Ana Chayati Rohmatika; Aprinido Alfa Kusuma; Berliana Wibawati; Fairus Icha Tinaya; Fardatun Nafisa; Fika Jazilatul Zamzambillah; Parmamieta Syahdian Al Fitria; Rivandi Rama Candra Prayogi; Sekar Ajeng Pramesti
KREATIF: Jurnal Pengabdian Masyarakat Nusantara Vol. 6 No. 3 (2026): Jurnal Pengabdian Masyarakat Nusantara
Publisher : AMIK Veteran Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/kreatif.v6i3.13137

Abstract The implementation of Clean and Healthy Living Behavior (CHLB), particularly the habit of washing hands with soap, plays a crucial role in maintaining students' health in the school environment. Along with the implementation of Indonesia's Free Nutritious Meals Program (Makan Bergizi Gratis/MBG), the need to promote and habituate proper handwashing before and after meals has become increasingly important. At the same time, the utilization of local natural resources, such as soapberry (Sapindus rarak), offers an environmentally friendly alternative to synthetic cleaning agents while serving as a contextual learning medium. This community service program aimed to enhance elementary school students' knowledge, practical skills, and environmental awareness through a STEM Project focused on producing natural hand soap from soapberry. The implementation consisted of the planning, preparation, socialization, hands-on soap-making practice, reflection, and evaluation stages. Program effectiveness was evaluated using pretest–posttest assessments, participant response questionnaires, reflection sheets, and product evaluation. The results indicated an improvement in students' knowledge after participating in the program. Participants' responses were categorized as Very Good, while reflection results demonstrated that students understood the benefits of soapberry as a natural cleansing agent and recognized the importance of maintaining personal hygiene and environmental cleanliness. The hand soap products produced by the participants were categorized as Good based on evaluations of color, aroma, clarity, packaging, and foam quality. These findings indicate that a STEM-based approach utilizing local resources can effectively support the implementation of Clean and Healthy Living Behavior while fostering environmental awareness through project-based learning experiences.

Instrumen Asesmen Autentik Menulis Teks Faktual untuk Siswa Kelas IV Rini, Titis Angga; Harsiati, Titik; Basuki, Imam Agus
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 2, No. 9
Publisher : citeus

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

The assessment instruments have an important role to support process of authentic assessing student learning. The result of needs analysis show that there is a lack of writing assessment instruments used in primary school. The purpose of this research is to develop authentic original text writing assessment instruments for elementary school students. This research adapted the assessment development model from O'Malley & Pierce (1996). This development research produces factual writing assignments for students with assessment rubrics, and a grading guide for teachers. This product is eligible in terms of validity, reliability, legibility, and practicality as a means of writing assessment.

Analisis Penguasaan Sintaksis Siswa Kelas IV pada Karangan Deskriptif Realistis di SD Gugus VI Kecamatan Kepanjen Amilatus Nurul Dzikria; Titis Angga Rini; Amilatus Nurul Dzikria; Titis Angga Rini; Puri Selfi Cholifah
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 2 No. 2 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v2i22022p81-88

Abstract: Students' mastery of syntax is very diverse. This causes the teacher not to know clearly about the ownership of these assets in terms of phrase syntax and sentence syntax. This study aims to describe the syntactic description of the syntax of phrases and syntax of sentences. The approach used in this research is descriptive quantitative. The population in this study were all elementary school students in cluster 6 in Kepanjen District as many as 339 students, while the research sample was 54 students. Data collection techniques used are tests and documentation. The results showed that the students' syntax in terms of sentences and sentences was good. Suggestions given by researchers are school and teacher learning to carry out optimally, especially regarding syntax. Abstrak: Penguasaan siswa mengenai sintaksis sangat beragam. Hal ini menyebabkan guru tidak mengetahui secara jelas mengenai penguasaan sintaksis siswa dalam segi sintaksis frasa maupun sintaksis kalimat. Penelitian ini bertujuan untuk mendeskripsikan penguasaan sintaksis siswa dari segi sintaksis frasa dan sintaksis kalimat. Pendekatan yang digunakan dalam penelitian ini yaitu kuantitatif deskriptif. Populasi dalam penelitian ini yaitu seluruh siswa SD gugus 6 di Kecamatan Kepanjen sebanyak 339 siswa, sedangkan sampel penelitian sebanyak 54 siswa. Teknik pengumpulan data yang digunakan yaitu tes dan dokumentasi. Hasil penelitian menunjukkan bahwa penguasaan sintaksis siswa dari segi frasa dan kalimat sudah baik. Saran yang diberikan oleh peneliti yaitu hendaknya sekolah dan guru bekerjasama untuk melaksanakan pembelajaran secara optimal khususnya mengenai sintaksis.

Analisis Penguasaan Sintaksis Siswa Kelas IV pada Karangan Deskriptif Realistis di SD Gugus VI Kecamatan Kepanjen Amilatus Nurul Dzikria; Titis Angga Rini; Amilatus Nurul Dzikria; Titis Angga Rini; Puri Selfi Cholifah
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 2 No. 2 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v2i22022p81-88

Abstract: Students' mastery of syntax is very diverse. This causes the teacher not to know clearly about the ownership of these assets in terms of phrase syntax and sentence syntax. This study aims to describe the syntactic description of the syntax of phrases and syntax of sentences. The approach used in this research is descriptive quantitative. The population in this study were all elementary school students in cluster 6 in Kepanjen District as many as 339 students, while the research sample was 54 students. Data collection techniques used are tests and documentation. The results showed that the students' syntax in terms of sentences and sentences was good. Suggestions given by researchers are school and teacher learning to carry out optimally, especially regarding syntax. Abstrak: Penguasaan siswa mengenai sintaksis sangat beragam. Hal ini menyebabkan guru tidak mengetahui secara jelas mengenai penguasaan sintaksis siswa dalam segi sintaksis frasa maupun sintaksis kalimat. Penelitian ini bertujuan untuk mendeskripsikan penguasaan sintaksis siswa dari segi sintaksis frasa dan sintaksis kalimat. Pendekatan yang digunakan dalam penelitian ini yaitu kuantitatif deskriptif. Populasi dalam penelitian ini yaitu seluruh siswa SD gugus 6 di Kecamatan Kepanjen sebanyak 339 siswa, sedangkan sampel penelitian sebanyak 54 siswa. Teknik pengumpulan data yang digunakan yaitu tes dan dokumentasi. Hasil penelitian menunjukkan bahwa penguasaan sintaksis siswa dari segi frasa dan kalimat sudah baik. Saran yang diberikan oleh peneliti yaitu hendaknya sekolah dan guru bekerjasama untuk melaksanakan pembelajaran secara optimal khususnya mengenai sintaksis.

Analisis Kemampuan Siswa dalam Penggunaan Huruf Kapital dan Tanda Baca pada Teks Narasi Bahasa Indonesia Kelas V SD Gugus 7 Kecamatan Sukun Kota Malang Mauryn Renata Roselin; Muh Arafik; Mauryn Renata Roselin; Muh Arafik; Titis Angga Rini
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 2 No. 2 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v2i22022p89-95

Abstract: This study aims to analyze the ability to use capital letters and punctuation in Indonesian narrative texts for fifth grade elementary schools in cluster 7, Sukun District. The type of research used is descriptive quantitative. Collecting data in this study using a writing test, namely students are given narrative texts that have not used capital letters and some punctuation marks are omitted, then rewritten according to the rules without looking at learning resource books or others, without asking others. Based on the results of the study . The lack of students' ability to write capital letters in the medium category, ie 1,825 capital letters were not present from the 4,484 capital letters that should have been present, or 40.70 percent. The lack of students' ability in writing 3 punctuation marks in the medium category, namely 314 punctuation marks that were not present from 1,064 punctuation marks that should have been present, or 29.51 percent. The factors that cause these problems are due to the limitations of students and lack of practice, besides the low motivation to learn. Abstrak: Penelitian ini bertujuan untuk menganalisis kemampuan penggunaan huruf kapital dan tanda baca pada teks narasi Bahasa Indonesia kelas V SD se-gugus 7 Kecamatan Sukun Jenis penelitian yang digunakan yaitu kuantitatif deskriptif. Pengumpulan data dalam penelitian ini menggunakan tes menulis yaitu siswa diberikan teks narasi yang belum menggunakan huruf kapital dan beberapa tanda baca dihilangkan, kemudian ditulis kembali sesuai kaidahnya tanpa melihat buku sumber belajar atau yang lainya, tanpa bertanya kepada orang lain. Berdasarkan hasil penelitian . Kurangnya kemampuan siswa dalam penulisan huruf kapital dalam kategori sedang, yaitu 1.825 huruf kapital tidak hadir dari 4.484 huruf kapital yang seharusnya hadir, atau 40,70 persen. Kurangnya kemampuan siswa dalam penulisan 3 tanda baca dalam kategori sedang, yaitu 314 tanda baca tidak hadir dari 1.064 tanda baca yang seharusnya hadir, atau 29,51 persen. Faktor penyebab permasalahan tersebut karena keterbatasan siswa dan kurang berlatih, selain itu rendahnya motivasi belajar.

Implementasi Pelaksanaan Program Gerakan Literasi Sekolah (GLS) Selama Pembelajaran Tatap Muka Terbatas SDN Polehan 2 Malang Dina Elistiana Permata Sari; Muh Arafik; Dina Elistiana Permata Sari; Muh Arafik; Titis Angga Rini
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 2 No. 6 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v2i62022p557-576

Abstract: This study aims to describe the implementation, infrastructure and facilities used, constraints, and solutions in the implementation of the GLS program during PTMT at SDN Polehan 2 Malang. The scope of this research is the implementation of GLS grades 2-5 at SDN Polehan 2 Malang which will be held in the even semester of the 2021/2022 academic year. This study uses a descriptive qualitative approach. Data collection techniques using observation, interviews, and documentation. The results of this study indicate that the implementation of the GLS program at SDN Polehan 2 Malang as long as PTMT has been regularly carried out every day according to the stages. Literacy activities begin with a 10-15 minute reading habituation stage or other activities and are accompanied by activities responding to reading either through question and answer activities regarding reading materials that have been read or others. The infrastructure and facilities at SDN Polehan 2 Malang is limited because the school is still under construction and there are several classes that are still in new condition so they do not have a reading corner. The implementation of offline literacy is still carried out in the classroom. There are several obstacles in implementing the GLS program offline and online. Although there are several obstacles in its implementation, there are also various solutions to overcome these obstacles.. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan, prasarana dan sarana yang digunakan, kendala, dan solusi dalam pelaksanaan program GLS selama PTMT di SDN Polehan 2 Malang. Ruang lingkup penelitian ini yaitu pelaksanaan GLS kelas 2-5 di SDN Polehan 2 Malang yang dilaksanakan pada semester genap tahun ajaran 2021/2022. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa Pelaksanaan program GLS di SDN Polehan 2 Malang selama PTMT sudah teratur dilakukan setiap hari sesuai tahapannya. Kegiatan literasi dimulai dengan adanya tahap pembiasaan membaca 10-15 menit ataupun kegiatan lain dan disertai adanya kegiatan menanggapi bacaan baik melalui kegiatan tanya jawab mengenai bahan bacaan yang telah dibaca maupun lainnya. Prasarana dan sarana di SDN Polehan 2 Malang ini terbatas karena sekolah masih dalam tahap pembangunan dan ada beberapa kelas yang masih dalam kondisi baru sehingga belum memiliki sudut baca. Pelaksanaan literasi secara offline masih dilaksanakan di dalam kelas saja. Terdapat beberapa kendala dalam pelaksanaan program GLS secara offline dan online. Meskipun terdapat beberapa kendala dalam pelaksanaannya, terdapat pula berbagai solusi dalam mengatasi kendala-kendala tersebut.

Analisis Penerapan TPACK dalam Rencana Pelaksanaan Pembelajaran di Sekolah Dasar Negeri Alifya Kusuma Wardani; Suhartono Suhartono; Alifya Kusuma Wardani; Suhartono Suhartono; Titis Angga Rini
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 2 No. 6 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v2i62022p577-592

Abstract: TPACK is a framework that integrates three main areas of knowledge, namely technological knowledge, pedagogical knowledge, and content knowledge. These three knowledge are important knowledge and are in accordance with current educational needs. Therefore, it is important for teachers to be able to apply the TPACK framework in their lesson plans. The purpose of this study was to analyze the application of TPACK in the implementation plan of learning at SDN 01 Ngadilangkung, Kepanjen District, Malang Regency. This research is a mixed methods research / mixed methods research type explanatory sequential. Techniques in data collection using documentation, questionnaires and interviews. The validity of the data in this study used triangulation with this type of triangulation technique. Based on the research that has been done, the results show that the implementation of TPACK in the learning implementation plan at SDN 01 Ngadilangkung is included in good criteria with an average score of 77.5 percent. Abstrak: TPACK merupakan kerangka yang mengintegrasikan tiga pengetahuan utama yakni pengetahuan teknologi, pengetahuan pedagogi, dan pengetahuan konten. Ketiga pengetahuan itu merupakan pengetahuan yang penting dan sesuai dengan kebutuhan pendidikan saat ini. Oleh sebab itu, penting untuk guru dapat menerapkan kerangka kerja TPACK dalam rencana pelaksanaan pembelajaran. Tujuan dari penelitian ini untuk menganalisis penerapan TPACK dalam rencana pelaksanaan pembelajaran di SDN 01 Ngadilangkung Kecamatan Kepanjen Kabupaten Malang. Penelitian ini merupakan penelitian mixed methods/ penelitian metode campuran jenis explanatory sequential. Teknik dalam pengumpulan data menggunakan dokumentasi, angket dan wawancara. Keabsahan data dalam penelitian ini menggunakan triangulasi dengan jenis triangulasi teknik. Berdasarkan penelitian yang sudah dilakukan, diperoleh hasil yang menunjukkan bahwa penerapan TPACK dalam rencana pelaksanaan pembelajaran di SDN 01 Ngadilangkung termasuk dalam kriteria baik dengan skor rata-rata sebesar 77,5 persen.

Analisis Kesulitan Siswa Kelas 1 Dalam Membaca Permulaan di SDN Lailatun Nuraniyah; Muh Arafik; Lailatun Nuraniyah; Muh Arafik; Titis Angga Rini
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 2 No. 8 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v2i82022p727-738

Abstract: This study aims to describe the difficulties experienced by grade 1 students in reading the beginning with the SAS method, which includes difficulties in pronouncing sound symbols into sentence forms, word forms, syllables and letter forms. Then, the students' difficulty in synthesizing letters into syllables, syllables into words and words into sentences. The approach used in this study is a qualitative approach with a descriptive type of research. There are 3 data collection techniques used, namely tests, interviews and documentation. Based on the results of the study, it showed that there were 5 students who were classified as having difficulty in reading the beginning. The characteristics of the initial reading difficulties experienced by students are that students are still spelling, stammering, doubting or not confident and mispronouncing a sentence form, word form and syllable form. Then, students have difficulty in distinguishing between one letter and another, so students still have difficulty in combining the arrangement of letters in a syllable, word or sentence. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kesulitan yang dialami siswa kelas 1 dalam membaca permulaan dengan metode SAS, yang mencakup kesulitan dalam pelafalan simbol bunyi menjadi bentuk kalimat, bentuk kata, suku kata dan bentuk huruf. Kemudian, kesulitan siswa dalam mensintesakan huruf menjadi suku kata, suku kata menjadi kata dan kata menjadi kalimat. Pendekatan yang digunakan dalam penelitian ini yaitu pendekatan kualitatif dengan jenis penelitian deskriptif. Terdapat 3 teknik pengumpulan data yang digunakan yaitu tes, wawancara dan dokumentasi. Berdasarkan hasil penelitian menunjukkan terdapat 5 siswa yang tergolong kesulitan dalam membaca permulaan. Karakteristik kesulitan membaca permulaan yang dialami siswa yaitu siswa masih mengeja, terbata-bata, ragu atau tidak percaya diri dan salah dalam melafalkan suatu bentuk kalimat, bentuk kata dan bentuk suku kata. Kemudian, siswa kesulitan dalam membedakan antar satu huruf dengan huruf lainnya, sehingga siswa masih kesulitan dalam menggabungkan susunan huruf dalam suatu suku kata, kata ataupun kalimat.

Pengembangan Media Big Book untuk Pembelajaran Membaca Permulaan di Kelas I SD Negeri Anila Sitalawati; Titis Angga Rini; Anila Sitalawati; Titis Angga Rini; Sukamti Sukamti
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 2 No. 8 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v2i82022p770-781

Abstract: Big book media for early reading learning was created because students still have obstacles in learning to read early. These obstacles come from some students who are not fluent in reading. In addition, the media used in students' initial reading learning is only in the form of a large black and white book that is less interesting and small writing so that students have difficulty in reading from a distance. This big book for early reading learning is to train students' early reading skills. This study aims to develop a big book media for valid early reading learning according to media experts, material expert and user, and also interesting for students. The research and development model used is ADDIE model whose stages include analysis, design, development, implementation, and evaluation. This study obtained the result of media expert validation of 98.4 percent, material expert validation of 91.6 percent, and user validation of 93.1 percent, so that it is included in the category of media is very valid and can be used in early reading learning. Based on the explanation above, it can be concluded that the big book media for early reading learning is very valid to use so that it can train students in reading early. Abstrak: Media big book untuk pembelajaran membaca permulaan dibuat karena siswa masih ada kendala dalam pembelajaran membaca permulaan. Kendala tersebut berasal dari sebagian siswa yang belum lancar membaca. Media yang digunakan dalam pembelajaran membaca permulaan siswa hanya berupa buku besar hitam putih yang kurang menarik dan tulisan yang kecil sehingga siswa kesulitan dalam membaca dari kejauhan. Media big book untuk pembelajaran membaca permulaan ini untuk melatih keterampilan membaca permulaan siswa. Penelitian ini bertujuan untuk mengembangkan media big book untuk pembelajaran membaca permulaan yang valid menurut ahli media, materi dan pengguna yaitu guru juga menarik untuk siswa. Model penelitian dan pengembangan yang digunakan yaitu model ADDIE yang tahapannya meliputi analisis, perancangan, pengembangan, implementasi, dan evaluasi. Penelitian ini memperoleh hasil validasi ahli media 98,4 persen, validasi ahli materi 91,6 persen, dan validasi pengguna 93,1 persen, sehingga termasuk dalam kategori media sangat valid dan dapat digunakan dalam pembelajaran membaca permulaan. Berdasarkan pemaparan diatas dapat disimpulkan bahwa media big book untuk pembelajaran membaca permulaan sangat valid digunakan sehingga dapat melatih siswa dalam membaca permulaan.

Pengembangan Media Big Book untuk Pembelajaran Membaca Permulaan di Kelas I SD Negeri Anila Sitalawati; Titis Angga Rini; Anila Sitalawati; Titis Angga Rini; Sukamti Sukamti
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 2 No. 8 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v2i82022p770-781

Abstract: Big book media for early reading learning was created because students still have obstacles in learning to read early. These obstacles come from some students who are not fluent in reading. In addition, the media used in students' initial reading learning is only in the form of a large black and white book that is less interesting and small writing so that students have difficulty in reading from a distance. This big book for early reading learning is to train students' early reading skills. This study aims to develop a big book media for valid early reading learning according to media experts, material expert and user, and also interesting for students. The research and development model used is ADDIE model whose stages include analysis, design, development, implementation, and evaluation. This study obtained the result of media expert validation of 98.4 percent, material expert validation of 91.6 percent, and user validation of 93.1 percent, so that it is included in the category of media is very valid and can be used in early reading learning. Based on the explanation above, it can be concluded that the big book media for early reading learning is very valid to use so that it can train students in reading early. Abstrak: Media big book untuk pembelajaran membaca permulaan dibuat karena siswa masih ada kendala dalam pembelajaran membaca permulaan. Kendala tersebut berasal dari sebagian siswa yang belum lancar membaca. Media yang digunakan dalam pembelajaran membaca permulaan siswa hanya berupa buku besar hitam putih yang kurang menarik dan tulisan yang kecil sehingga siswa kesulitan dalam membaca dari kejauhan. Media big book untuk pembelajaran membaca permulaan ini untuk melatih keterampilan membaca permulaan siswa. Penelitian ini bertujuan untuk mengembangkan media big book untuk pembelajaran membaca permulaan yang valid menurut ahli media, materi dan pengguna yaitu guru juga menarik untuk siswa. Model penelitian dan pengembangan yang digunakan yaitu model ADDIE yang tahapannya meliputi analisis, perancangan, pengembangan, implementasi, dan evaluasi. Penelitian ini memperoleh hasil validasi ahli media 98,4 persen, validasi ahli materi 91,6 persen, dan validasi pengguna 93,1 persen, sehingga termasuk dalam kategori media sangat valid dan dapat digunakan dalam pembelajaran membaca permulaan. Berdasarkan pemaparan diatas dapat disimpulkan bahwa media big book untuk pembelajaran membaca permulaan sangat valid digunakan sehingga dapat melatih siswa dalam membaca permulaan.

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