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All Journal Math Educa Journal Tarbiyah Al-Awlad: Jurnal Kependidikan Islam Tingkat Dasar Indonesian Journal of Innovation Science and Knowledge
Resva Ingriza
UIN Imam Bonjol Padang
Agriculture, Biological Sciences & Forestry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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MEDIA GRAFIS KARTU DALAM PEMBELAJARAN IPS UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK Resva Ingriza
Tarbiyah al-Awlad Vol 12, No 2 (2022): Vol 12 Nomor 2 (2022)
Publisher : Universitas Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/alawlad.v12i2.5214

Abstract

Penelitian ini bertujuan untuk : 1) Untuk mendeskripsikan rancangan pembelajaran dengan menggunakan media grafis kartu di kelas V SDN 21 Kapuh Kecamatan Koto XI Tarusan Kabupaten Pesisir Selatan, 2) Untuk mendeskripsikan pelaksanaan pembelajaran IPS di kelas V SDN 21 Kapuh Kecamatan Koto XI Tarusan Kabupaten Pesisir Selatan, dan 3) Untuk mendeskripsikan hasil pembelajaran IPS di kelas V SDN 21 Kapuh Kecamatan Koto XI Tarusan Kabupaten Pesisir Selatan. Penelitian ini merupakan penelitian tindakan kelas menggunakan pendekatan kualitatif. Sumber data dalam penelitian ini yaitu peserta didik SDN 21 Kapuh kelas V dengan jumlah sampel sebanyak adalah 35 peserta didik. Alat pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Instrumen utama adalah peneliti dengan menggunakan alat bantu berupa pedoman observasi, wawancara, dan analisis dokumen. Teknik analisis data yang yang digunakan adalah perencanaan, pelaksanaan, pengamatan dan refleksi. Hasil penelitian menunjukkan bahwa dalam 2 total siklus yang dilaksanakan, siklus pertama peserta didik memperoleh rata rata hasil penilaian sebesar 7,4 untuk itulah harus ada siklus kedua dengan tujuan agar pembelajaran dapat dikuasai oleh peserta didik. Dan benar, pada siklus kedua didapatkan rata rata penilaian sebesar 8,4. 1 angka lebih besar dari siklus pertama. Dari sini dapat disimpulkan bahwa Pelaksanaan pembelajaran IPS dengan penggunaan media garfis kartu yang diawali dengan menyampaikan tujuan pembelajaran, menyajikan dan membentuk kelompok untuk menjelaskan jawaban dari soal yang ada pada kartu yang membuat peserta didik dapat mengingat materi yang telah di pelajari, menjelaskan, mengungkapkan ide-ide yang ada serta melatih peserta didik berani berbicara dan mengeluarkan pendapatnya.
A NEEDS ANALYSIS OF MATHEMATICS TEACHER LITERACY MENTORING TO ENHANCE STUDENTS' HIGHER-ORDER THINKING SKILLS (HOTS) Nita Putri Utami; Resva Ingriza; Nana Sepriyanti; Amania Khairul
Math Educa Journal Vol 10, No 1 (2026)
Publisher : UIN Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/mej.v10i1.13764

Abstract

The demands of the 21st century require teachers to possess mathematical literacy, information technology proficiency, and Higher-Order Thinking Skills (HOTS). This study aims to analyze the needs for mathematics teacher literacy mentoring in an effort to enhance students' HOTS within the Mathematics Teachers’ Working Group (MGMP) of Senior High Schools in Pesisir Selatan Regency. The study employed a descriptive quantitative research design. Data were collected using a questionnaire distributed to mathematics teachers, while percentage analysis was used to identify the distribution of responses and mentoring needs. The findings revealed that the aspect of mathematical literacy requiring the greatest mentoring support was conceptual understanding of mathematics, with a percentage of 76.7%. Furthermore, in supporting the improvement of students' HOTS, the learning component most in need of development assistance was HOTS-based teaching modules, with a percentage of 53.3%. These findings indicate that teachers still require capacity-building support in integrating mathematical literacy into HOTS-oriented learning. Therefore, appropriate strategies are needed to strengthen teachers' conceptual understanding and their ability to develop HOTS-based instructional materials, thereby making the learning process more effective in enhancing students' higher-order thinking skills.
Implementasi Nilai-Nilai Pendidikan Karakter dalam Kurikulum Merdeka pada Pembelajaran Madrasah Ibtidaiyah: Kajian Pustaka RESVA INGRIZA; WAHYULI LIUS ZEN
Indonesian Journal of Innovation Science and Knowledge Vol. 3 No. 2 (2026): IJISK 2026
Publisher : Fakultas Pendidikan Ilmu Keguruan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/ijisk.v3i2.315

Abstract

The shift from the 2013 Curriculum to the Merdeka Curriculum has brought a paradigmatic change toward student-centered learning, with strong emphasis on character strengthening beginning at the elementary madrasah (Madrasah Ibtidaiyah) level. Within madrasah settings, character formation carries a distinctive nature as it is intertwined with Islamic values, requiring teachers to design reflective and contextual learning while embodying exemplary conduct (qudwah) for their students. This study aims to examine the conceptual foundations, implementation strategies, and supporting and inhibiting factors in instilling character education values within the Merdeka Curriculum at the Madrasah Ibtidaiyah level. A qualitative library research approach was employed, tracing and reviewing indexed journal articles from Google Scholar, Garuda Kemdikbud, and Scopus published between 2021 and 2025, which were subsequently analyzed using a descriptive-thematic method. The findings indicate that character values within the Merdeka Curriculum are multidimensional, encompassing spiritual, social, and national dimensions reflected in the Pancasila Student Profile. Implementation is carried out through contextual and integrative-thematic approaches, religious habituation, project-based activities, and institutional reinforcement involving teachers, students, and parents. Nevertheless, the process still faces obstacles such as limited instructional time, teachers' insufficient grasp of the curriculum's essence, and underdeveloped character assessment instruments. In conclusion, the success of character strengthening at the Madrasah Ibtidaiyah level depends on synergy among teacher readiness, institutional support, and the sustained active involvement of families and communities.
Co-Authors Amania Khairul Nana Sepriyanti Nita Putri Utami Wahyuli Lius Zen