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All Journal Jurnal Pendidikan Humaniora QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Visipena Jurnal Biology Education Pendas : Jurnah Ilmiah Pendidikan Dasar Alignment: Journal of Administration and Educational Management Journal on Education JISAE (Journal of Indonesian Student Assesment and Evaluation) Jurnal Ilmiah Aquinas Jurnal Komunikasi Pendidikan Jurnal Eduscience (JES) Dinasti International Journal of Education Management and Social Science Indonesian Journal of Instructional Media and Model Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) jurnal dikdas bantara International Journal of Business, Law, and Education Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan Proceedings of International Conference on Multidiciplinary Research Indo-MathEdu Intellectuals Journal INTERNATIONAL JOURNAL OF CULTURAL AND SOCIAL SCIENCE Absorbent Mind Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Mudabbir: Journal Research and Education Studies Journal of Educational Sciences JGK (Jurnal Guru Kita) Jurnal Penelitian Pendidikan MIPA ICONESTH SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL) Jurnal Kolaborasi Akademika
Siti Mayang Sari
Universitas Bina Bangsa Getsempena
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Journal : ICONESTH

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UTILIZING CANVA-BASED LEARNING VIDEOS TO INCREASE STUDENTS' INTEREST IN LEARNING ON PRE HISTORIC MATERIALS AT SMPN 4 MEUKEK ACEH SELATAN DISTRICT Resijan; Siti Mayang Sari; Akmaluddin; Syarfuni
International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.99

Abstract

In increasing student interest in learning in the teaching and learning process,it can be done in various ways, one of which is by using and utilizing the resultsof technology. One of the results of technology that is interesting and effectiveand easy to use is to use learning videos through the Canva application. Theresearch method in writing this research uses an approach, namely a qualitativedescriptive approach. The purpose of the study is to determine the use oflearning videos using Canva to increase students' interest in prehistoricmaterial. Video learning is a strategy or learning method to deliver content ormaterial using video media in the teaching and learning process. Canva is anapplication that is present in the crowded world of technology. This applicationis an online design program that provides a variety of tools includingpresentations, resumes, posters, pamphlets, brochures, graphics, infographics,banners, and other types available in the Canva application. Student interest inpre-historic material can be increased by utilizing learning videos. A cleardisplay and attractive visuals in learning videos will overcome boredom anddislike for complex material. The use of Canva as a tool to create learningvideos has been effective in increasing student interest in learning. The app'sease of use, with a large selection of templates and attractive design elements,can help teachers create engaging and high-quality learning content.
COGNITIVE IMPROVEMENT OF STUDENTS IN WRITING DESCRIPTIVE TEXTS THROUGH THE PJBL MODEL Rahimah; Siti Mayang Sari; Akmaluddin; Lili Kasmini
International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.100

Abstract

This study explores students' cognitive improvement in writing descriptivetexts through PjBL. The research was conducted by involving 50 students asresearch subjects. Data were collected through written tests before and after theimplementation of PjBL and questionnaires on student perceptions of learningthrough PjBL. The results showed a significant increase in students' ability towrite descriptive texts after participating in PjBL learning. Through concreteprojects involving students in gathering information, analyzing data, andcommunicating their findings in descriptive texts, students develop cognitiveskills such as critical thinking, problem-solving, and better-organizinginformation. In addition, students also give positive perceptions of learningthrough PjBL. They feel engaged and motivated and enjoy interactive, projectbased learning experiences. This shows that PjBL can create a positive learningenvironment and increase student motivation and participation in learningactivities. This research has important implications for the development oflearning to write descriptive texts at SMPN 2 Peukan Bada. The PjBL modelcan be used as an effective alternative in improving student's writing skills andpromoting the cognitive skills needed in the writing process. Recommendationsfor further research are to involve a more comprehensive sample and conductcomparative studies with other learning methods to strengthen the findings ofthis study. Thus, this study makes a significant contribution. They understandthe importance of PjBL in improving students' cognitive writing in descriptivetexImplementing PjBL is expected to be an effective and innovative learningstrategy in improving students' writing skills, positively impacting the learningprocess at SMPN 2 Peukan Bada.
LEADERSHIP OF SCHOOL PRINCIPLES IN INCREASING STUDENTS' LEARNING MOTIVATION FOR ONLINE-BASED FINAL EXAMS AT SMP NEGERI 1 KOTA SIGLI Hartini; Siti Mayang Sari; Akmaluddin; Muhammad Kaulan Karima
International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.102

Abstract

Principal leadership has an important role in increasing student motivation toface online-based final exams, because it greatly influences the progress ofstudents and schools, because the lack of motivation of students to prepare foronline-based final exams makes the achievements achieved by students of SMPNegeri 1 Sigli City often decreased. The purpose of this study was to determinethe principal's leadership in increasing student learning motivation in facingonline-based final exams, the principal's leadership strategy in increasingstudent learning motivation in facing online-based final exams and theconstraints of students' learning motivation in facing online-based exams. Thistype of research is descriptive qualitative research. Observation data collectiontechniques, interviews, and documentation. The subjects of this study wereschool principals, teachers and students. The results showed that the principal'sleadership strategy in increasing students' learning motivation in facing onlinebased final exams was carried out by providing various learning facilities andinfrastructure, asking teachers to familiarize students with learning to answerprevious year's exam questions, providing special study hours online-basedexam methods and holding extra hours in the afternoon. Obstacles facingonline-based exams are the limited support facilities for online-based exams,the lack of student awareness and the lack of support from students' families
CHARACTERISTICS OF STUDENTS AT SMP NEGERI 1 LHOKNGA ACEH BESAR Indrawati; Siti Mayang Sari; Akmaluddin; Fitriani Manurung
International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.103

Abstract

This article made with objective give knowledge to readers aboutcharacteristics participant educate so you can maximizing learning, that is withunderstand each characteristic participant educate from intelligence and stylediverse learning. So that learning can walk with fluent that is with evenlyunderstanding diverse students characteristics. With so, understandingcharacteristics participant educate that alone is whole pattern do or capabilitiesparticipant educate as results from heredity and environment, so determineactivity in reach ambition or goal. Because of that characteristics participanteducate is one very important component in planning learning. Writing articlethis use method observation and study library, with see various source orreference like books and some reference other related about the same materialwith the article I made. With thus, goals learning can achieved without mustgive pressure to participant educate. On the side it, with exists teacher'sunderstanding of characteristics in self participant educate can grow feelingcomfortable for study at school.
APPLICATION OF THEMATIC LEARNING IN HANDLING BASIC EDUCATION PROBLEMS AT KB-TK ARRAHMAN ISLAMIC SCHOOL Jannati Abdullah; Siti Mayang Sari; fitria Manurung; Sariakin
International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.107

Abstract

Basic education plays a central role in forming character, knowledge andessential skills for children. KB-TK Arrahman Islamic School, as a primarylevel educational institution, is faced with various problems that demandinnovative solutions. The application of thematic learning has emerged as apromising alternative to overcome a number of challenges in the field of basiceducation. This approach, which integrates various subjects into a particulartheme, has the potential to provide holistic solutions to various complexproblems in the world of education. The implementation of thematic learningin this school not only has an impact on students' academic aspects but also onthe development of their character and spiritual values. The aim of this researchis to describe the application of thematics in dealing with basic educationproblems at KB-TK Arrahman Islamic School. This research uses descriptivequalitative methods. Based on the facts seen at the school, researchers observedthat the implementation of thematic learning at KB-TK Arrahman IslamicSchool brought positive contributions with a holistic, contextual and relevantapproach to students' lives. The integration of subjects in themes makes it easierto understand academic concepts and overcomes the weaknesses of thetraditional model. Students are encouraged to learn actively, creatively andcritically, while adapting to a diversity of characters and learning styles. Themeselection is based on academic relevance and Islamic values. The school isresponsive to changes in learning paradigms, utilizing technology withoutsacrificing Islamic values.
DIAGNOSTICS OF LEARNING DIFFICULTIES OF GRADE 4 STUDENTS AT STATE PRIMARY SCHOOL 61 BANDA ACEH Nola Fajria; Siti Mayang Sari; fitriani Manurung
International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.108

Abstract

Diagnostics of learning difficulties is one way that can be used to study andunderstand the problems experienced by students in teaching and learningactivities. This research aims to determine students' learning difficulties inschool subjects and the factors causing them. This research is included in thedescriptive research type using a quantitative approach. The population of thisstudy were students at State Elementary School 61 Banda Aceh consisting of164 people. Meanwhile, the research sample was 29 class IV students. The datacollection technique used was a questionnaire and analyzed using descriptivepercentage techniques. The research results show that; (1) The “Very Difficult”subject is Mathematics with a percentage of 44.82% (2) Lessons in the"Difficult" category are Pancasila Education with a percentage of 41.37%Religious Education is a "Not Difficult" subject with a percentage of 96.55%and PJOK is also considered "Not Difficult" because the percentage is 89.65%.The conclusion of this research is that every fourth grade student at SD Negeri61 Banda Aceh experiences learning difficulties, this is caused by internalfactors such as low interest in learning something. And external factors, namelythe learning methods used by teachers do not match the characteristics ofstudents.
APPLYING LITERACY STRATEGIES IN LEARNING INTEGRATIVE THEMATIC IN STATE PRIMARY SCHOOL 14 BANDA ACEH Aulia Maharani; Nur Alifa Illa; Ildha; Siti Mayang Sari; Lili Kasmini
International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.110

Abstract

This research uses descriptive qualitative research methods, namelyresearch based on phenomena observed by researchers in accordance withevents that occurred at State Primary School 14 Banda Aceh. Based on existingphenomena, the researcher concluded that the learning carried out by teachersat State Primary School 14 Banda Aceh did not fully use the independentcurriculum due to inadequate facilities and physical conditions so that theindependent curriculum was only implemented in classes I and IV. From theresults of the researcher's observations, it was found that the special strategiesused by teachers in the learning process had an effect on student literacy.Regarding this, teachers apply literacy strategies which are carried out everyTuesday to get used to reading in the school field. In addition, students arerequired to take part in reading activities in class before learning begins. Aftercarrying out the reading activity, the student representative comes forward infront of the other students to tell what he has read. This activity provides anincrease in students' reading literacy by enjoying reading. Students will alsoobtain some information from the books they have read. Based on the resultsof an interview with one of the teachers, namely a grade 5 teacher, that in orderfor thematic learning to run well, the teacher makes lesson plans that areadapted to several themes in one lesson. Apart from lesson plans, things thatneed to be considered so that thematic learning runs well are teaching materials,learning media, LKPD and other learning tools.
THEMATIC LEARNING PROCESS BASED ON UPGRADE SCHOOL (UGS) IN SD NEGERI KUTA BAKMEE Tazkia; Quratul Thahirah; Zahraton syukriah; Miftah hulzanah; Ulfa khoirina; Danil Hamzah; Wahyuni; Siti Mayang Sari
International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.113

Abstract

This research uses qualitative research methods, namely researching based ondescriptive qualitative at SD Negeri Kuta Bakmee Based on the facts seen in the schoolthat teachers still use old/conventional methods in the thematic learning process .Researchers observed the learning carried out by teachers of SD Negeri Kuta Bakmeethat thematic learning provides opportunities for teacher creativity in the active learningprocess. Through this research method, it will be elaborated with a transcript to produceintegrative thematic learning changes. It is known that the curriculum used in the schoolis still partly in class using an independent learning curriculum so that the learningprocess carried out is quite different and insignificant with the results obtained bystudents in integrative thematic learning. In the ever-evolving world of education,upgrading schools is an important step to prepare students for an increasingly complexfuture. Changes that occurred at SD KUTA BAKMEE BANDA ACEH from the 2013curriculum with an independent curriculum to be creative by grouping themes in onelesson for example about zoos, in that theme there are already several subjects besidesIndonesian, namely Ipas, mathematics. Teachers also use media during the learningprocess to make students understand faster.
INCREASING STUDENT LEARNING ACTIVITIES THROUGH THEMATIC LEARNING IN GRADE 4 OF KUTA BAKMEE STATE ELEMENTARY SCHOOL Rahmat Alfandi; Humaini; Herda Mutiara; Irhamni; Siti Mayang Sari; Lili Kasmini
International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.114

Abstract

Teachers have a major role in achieving educational goals and studentsuccess, especially in the context of formal learning at school. In an effort todevelop students' potential, teachers are expected to be able to create aninteresting and enjoyable learning atmosphere, using methods, strategies ormethods that activate students to learn. One learning model that can be appliedis thematic learning. This research aims to determine the increase in learningactivities and student learning outcomes through thematic learning in class 4 ofthe Kuta Bakmee State Elementary School. This research uses a descriptivequalitative research method, namely research based on phenomena observed byresearchers in accordance with events that occurred in class 4 of the KutaBakmee State Elementary School. The subjects of this research were classteachers along with several staff and also students who were in grade 4 at theKuta Bakmee State Elementary School, totaling 13 people. This research usesdirect observation techniques, interviews and documentation techniques as datacollection tools. Based on the results of observations and interviews with classteachers, results showed that there was an increase in student activity andlearning outcomes by using thematic learning. So it can be concluded thatthrough thematic learning it can improve learning activities and learningoutcomes for grade 4 students at Kuta Bakmee State Elementary School.
IMPLEMENTATION OF INTEGRATIVE THEMATIC LEARNING IN THE 2013 CURRICULUM THE INDEPENDENT CURRICULUM WAS INTEGRATED AT SDN 61 JEULINGKE BANDA ACEH Mariana Hardianti; Moh. Yudi Nursyaid; Abdul Hakim; Siti Mayang Sari; Lili Kasmini
International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.116

Abstract

This research aims to describe the implementation of integrativethematic learning in the 2013 independent curriculum at SDN 6 JeulingkeBanda Aceh. The method in this research is descriptive qualitative whichdescribes the real conditions at the time of the research. The subjects of thisresearch were the principal, class I and IV teachers, as well as administrativestaff. Data collection techniques include interviews and documentation withseveral of these subjects. Researchers want to know the curriculumimplemented at SDN 61 Jeulingke Banda Aceh with integrative thematiclearning, what obstacles were found during implementation, as well as the roleof the school in making the independent curriculum a success. The researchresults show that the implementation of integrative thematic learning in the2013 curriculum has gone well in accordance with government policy. The newindependent curriculum has been implemented at SDN 61 Jeulingke BandaAceh for the last 3 months in grades I and IV. While implementing integrativethematic learning in the 2013 curriculum so far there have been no problemsbecause the teachers refer to guidelines in the form of books and syllabi.However, in this independent curriculum, SDN 61 Jeulingke Banda Aceh doesnot use integrative thematics because the learning is separated according to thetextbook the teacher receives, unlike the 2013 curriculum which combinesseveral materials into one theme.
Co-Authors . Jalaluddin Abdul Hakim Abdullah Abdullah, Jannati Ahmad Hamzah Ainal Mardhiah Akmaluddin Akmaluddin Akmaluddin Akmaluddin Alya, Mughni Aminan Aminan Ana Mujriyanti Anhar Anisa Agustanti Anita Yus, Anita Annisa Fitri, Annisa Arista, Risna Artati, Artati Asmawati Asmawati Aulia Maharani AY, Sulaiman Ayu, Al Fajri Kamal Azadin Anhar Azfiana, Vina Azwir Azwir Baili, Muhas Bin Zubairi, Muhammad Zulhairi Binti Norhazaruddin, Nurul Fatehah Bornok Sinaga Boyzami, Boyzami Budiati, Kartiningsing Chairul Fauzi Citra Rifdah Zainiyah Danil Hamzah Daulai, Nurmayani Dedi Sahputra Dian Erlita Diana Sartika Dianatami, Vola Dieni, Asmira Eka Yulianti Emilia Dahlan Erika Erika Erika Erika Erika Erika Erlita, Dian Ernawati Erniati Fadillah, Putri Fajria, Nola Famila, Emi Fauzi, Chairul Fidawati, Fidawati Fijria, Nola fitria Manurung Fitriani Manurung Fitriyani, Nellia Hamdani Hamdani Hardini, Hardini Hartini Hasanah, Ummu Khalifatul Hasbi, Ajharuddin Hasratuddin Hasratuddin Herawati Herawati Herda Mutiara Hermalinda Hermalinda Hermalinda, Hermalinda Humaini Huriana, Dian Husni, Aidi Ibrahim Gultom Ildha Indrawati Irhamni Isfaniari, Isfaniari Ita purnamasari, Ita Ivan Suhendra Jalaluddin Jalaluddin Jalaluddin Jalaluddin Jalaluddin Jannati Abdullah Jasimah, Jasimah Jonni Sitorus Juli Asmida Rambe Juwita Juwita Juwita, Juwita Katrunnada Katrunnada, Katrunnada L. Lisnawati Lili Handayani Lili Kasmini Lubis, M.Syukri Azwar Mahlia, Yamnur Mahrini, Mahrini Mahyuni, Fitri Manurung, Farida Win Sari Marantika, Laura Oktaviany Mardhatillah, Mardhatillah Mardhatillah, Mardhatillah Mardiana Mardiana Mariana Hardianti Mariani, Rika Marlina, Cut Leni Masfurah, Rizka Maulida, Putri Lara Mhd Syafii Mhd. Syafii Mhd. Syafii Miftah hulzanah Miftahul Janah Moh. Yudi Nursyaid Muadi, Faisal Mughni 'Alya, Mughni Mughni ‘Alya MUHAMMAD HARIS Muhammad Iqbal Muhammad Iqbal Muhammad Kaulan Karima Muhammad Syah, Muhammad Mukhlisuddin Ilyas Mukhlisuddin, Mukhlisuddin Mulia Putra Muna, Raudhatul Muna, Udrikal Munawar Musdiani Musdiani Muthmainnah Muthmainnah Mutia Notha Nabila, Wulan Nada, Katrunnada Neni Malia Nola Fajria Nola Fijria Norhazaruddin, Nurul Fatehah Binti Notha, Mutia Nur Alifa Illa Nurahmi, Fatia Nurjannah Nurjannah Nurliah Nurmayani Daulai Nurmiati Nurul Zikri Filina Oktanalisa, Cut Pipit Agustri Rahayu Putri Lara Maulida Quratul Thahirah Rahayu, Sry Rahimah Rahmaniah Rahmat Alfandi Rahmattullah, Rahmattullah Rahmatullah Rahmatullah Rahmatullah Rahmatullah Rahmatullah Rahmatullah Raihan, Alifa Raudhatul Muna Resijan Retno Dwi Suyanti Ria Agustina Ridhayanie, Ridhayanie Riechie, Yulia Rini Fadhillah Putri Rita Novita Rita Novita Rizki, Atika Ayu Rosmaniar Rosnawati, siti Rusmaini S. Sugiharto Safhunna, Mutia Safitri, Wirda Safrida Safrida Sandita, Lora Saputra, Januar Saragi, Lambok Pamancar Sari, Intan Novita Sari, Winning Amintas Kartika Waruwu Sariakin Sariakin Sariakin Shima, Nurzatul Siregar, Marlina Siti Nurbaiti siti Rosnawati Siti Rosnawati sittinurbani ubbg Sri Hartati Sri Wahyuni Suarni Suarni Sufriadi Sukarman Purba Sukma, Rasvia Surya Darma Bakti Suryani Suryani Suryati Suryati Susi Susi Suyanti Suwardi Syafii, Mhd. Syaifani syarfuni Syarfuni Syarfuni Taufik Hidayatullah, Taufik Tazkia Tihazanah Tihazanah, Tihazanah Totok Bintoro Ulfa khoirina Ummu Kholifatul Khasanah Vetta Darmi Yetti Wahyuni Warni, Agusna Waruwu Sari, Winning Amintas Kartika Waruwu, Winning Amintas Kartika WIDIASTUTI - Winning Amintas Kartika Waruwu Wirda Safitri Yamnur Nurmalia Yani, Efrida Yusari, Rita Yusni Yusni Zaera, Sonia Putri Zahraini Zahraini Zahraton syukriah Zahria Amalina Zulfianis, Zulfianis