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All Journal al-Afkar, Journal For Islamic Studies Edumaspul: Jurnal Pendidikan
Ahmad Sayuti Nainggolan
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Social Sciences Other

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Development of Learning Scenarios as Implementation of 21st Century Mathematic Skills in Madrasah Ibtidaiyah Ikhtiati Ikhtiati; Nisa Aulia; Ahmad Sayuti Nainggolan; Hedia Milfa Rizki; Adzkya Milfa Laensadi
Edumaspul: Jurnal Pendidikan Vol 7 No 1 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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Abstract

This study aims to describe the implementation of 21st century mathematical skills in Madrasah Ibtidaiyah. The research was conducted in the form of qualitative research to describe the implementation of 21st century mathematical skills using a learning scenario. The research was carried out at one of the MI schools in Jambi City which was conducted on teachers and students with a total of 102 students. Data collection was carried out through questionnaires, observation and interviews. The sample used is a non-probability sample with a purposive sampling technique which is a sampling technique with certain considerations. The research sample consisted of 6 teachers in class I-VI and 12 students in class I-VI. Interviews were conducted with MI teachers and students regarding the implementation of 21st century mathematical skills, then observations were carried out during the learning process and questionnaires were distributed to teachers to find out the implementation of 21st century mathematical skills. Furthermore, the data were analyzed using qualitative descriptive techniques through the Miless research design which consisted of collecting, presenting, reducing data and drawing conclusions. The results of the implementation of mathematical skills have gone well in MI Jambi City which are described in 3 stages (1) The teacher designs a learning scenario which contains 5 types of mathematical skills which will be laid out in detail in the lesson plan before learning is carried out (2) The learning implementation is adjusted to the scenario design and lesson plan that has been made by the teacher where each learning implementation raises 5 types of mathematical skills. (3) The implementation of the 5 types of mathematical skills found that students can reason well, communicate well, represent lessons well, and have good mathematical connections and have good problem solving
The Influence of the Teams Games Tournament Learning Model on the Learning Outcomes of Students at Quhas Primary School Nur Analisa Ramadani; Shalahudin Shalahudin; Ahmad Sayuti Nainggolan
al-Afkar, Journal For Islamic Studies Vol. 9 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i3.3440

Abstract

This study aims to examine the extent to which the implementation of the Team Game Tournament (TGT) learning Model, supported by Wordwall, infIuences students’ cognitive learning outcomes in the IPAS subject. This study employs a quantitative approach using a quasiexperimental method with a non-equivalent control group design. The population in this study consists of all fourth-grade students at MI QUHAS Primary School, with a sample size of 40 students divid into an experimental class and a control class. Data collection was conducted through tests, including a pre-test and a pos-test. The results of the study indicate that the averagge postest score in the experimental class was 75.25, high than that of the control class, which achieved an average of 62.00. This average difference of 13.25 points indicates a greater improvement in learning outcomes in the class that used the TGT Model assisted by Wordwall. Furthermore, based on the results of the Independent Sample t-Test, a significans value of 0.030 (< 0.05) was obtain, indicating a significans diference between the two classes. Thos, it can be concluded that the implementation of the TGT learning Model supported by the Wordwall platform significantly improves the cognitive learning outcomes in science for fourth-grade students.
Co-Authors Adzkya Milfa Laensadi Hedia Milfa Rizki Ikhtiati Ikhtiati Nisa Aulia Nur Analisa Ramadani Shalahudin Shalahudin