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All Journal al-Afkar, Journal For Islamic Studies JPLED Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Edumaspul: Jurnal Pendidikan
Nasyariah Siregar
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Reflective Journal Implementation as a Form of Professionalism of Prospective Basic Education Teachers Nasyariah Siregar; Fia Alifah Putri; Vioni Saputri
Edumaspul: Jurnal Pendidikan Vol 7 No 1 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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

Abstract

Reflective journal writing is an underdeveloped platform in the professional teacher environment. Tanoto Foundation's efforts to become reflective practitioners, institutions must encourage professional teachers to use reflective journals as a way of evaluating and monitoring their teaching practice, so that teachers are more effective in the context of direct teaching in the 21st century era. With the aim of research on how to implement reflective journals, efforts to implement reflective journals, and obstacles in implementing reflective journals as a form of MI teacher professionalism. This research method uses a descriptive qualitative method with a population of PGMI students in semester VII of the 2022/2023 academic year, totaling 210 practicing students spread throughout the city and several Jambi districts. The sample used is a non-probability sample using a purposive sampling technique that uses a sample of students who teach in high grades, namely grades 4, 5 and 6, with 3 practicing students. The results of this study were that there was an increase from the first meeting in teaching and learning activities after implementing reflective journals, as seen from the second meeting. With observations at the first meeting before implementing reflective journals as a form of teacher professionalism it has a total score of 75% which is in the "enough" criterion. And the observation at the second meeting after implementing reflective journals as a form of teacher professionalism has a total score of 92% which is in the "very good" criteria
Implementing Reflection in In-Depth Learning in Social Studies in Elementary Schools: Analysis of the Process and Supporting Factors Wardatun Nariah; Nasyariah Siregar; Vioni Saputri
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.187

Abstract

This study aims to analyze the implementation of reflection in deep learning within the subject of Natural and Social Sciences (IPAS) at SD Negeri 206/IV Kota Jambi, Indonesia, focusing on the implementation process and supporting factors. The study employed a descriptive qualitative approach involving a teacher and fourth-grade students. Data were collected through observations, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings show that reflective practices were carried out through five stages: awareness of learning experiences, conceptual understanding, connecting materials to real-life contexts, awareness of learning strategies, and self-evaluation. The implementation of reflection was supported by active teacher involvement, the use of varied instructional methods, and a conducive learning environment. However, several challenges were identified, including limited instructional time, differences in students’ abilities, and students’ initial lack of understanding of reflective activities. The study concludes that reflection plays an important role in enhancing students’ understanding and engagement in deep learning and supports effective IPAS instruction at the elementary school level.
Efforts to Improve Students' Learning Motivation by Implementing the Problem-Based Learning Model in Elementary Schools Muhammad Nurul Huda; Nasyariah Siregar; Rusmanto Rusmanto
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.v9i3.3384

Abstract

The purpose of this study is to find out how effective  the Problem-Based Learning (PBL) learning model, or problem-based learning, is in improving students' motivational learning ability to learn in grade IV of Natural and Social Sciences subjects at SD IT Asy-Syifa Al-Inayah 6 Jambi City. Using the Kemmis and McTaggart models, Classroom Action Research (PTK) is used, which includes steps of planning, implementation of actions, observation, and reflection. There were 19 students involved, and the data collection technique was carried out by looking at the activities of teachers and students as well as learning motivation questionnaires. The results were analyzed using quantitative and qualitative approaches. The results of the study show that the application of the problem-based learning  model is effective in increasing students' motivation to learn. This is shown by the increase in student activity from 55% in the pre-cycle to 68.33% in the first cycle and 83.33% in the second cycle, as well as the increase in the results of the motivational questionnaire from 53.18% in the first cycle to 69.40% in the second cycle.
The Process of Developing Student Worksheets (LKPD) Model RADEC (Read, Answer, Discuss, Explain, and Create) As an Active Learning Tool for State Elementary School 041/VII Pulau-Pandan Yona Ayu Lesti; Nasyariah Siregar; Tika Sari
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.v9i3.3473

Abstract

This research was motivated by the lack of learning media capable of supporting active learning in science subjects in elementary schools. To address this problem, a learning medium was developed in the form of a worksheet (LKPD) using the RADEC (Read, Answer, Discuss, Explain, Create) model. This study used the Research and Development (R&D) method with a 4D development model, which includes the define, design, develop, and disseminate stages. The objectives of this study were: (1) to understand the process of developing a RADEC-based worksheet, (2) to assess the media's feasibility based on expert validation, and (3) to determine the media's level of practicality in supporting students' active learning. The results showed that the developed worksheet was considered feasible and very feasible. The language validation score was 75 (feasible), the material validation score was 82 (very feasible), and the media validation score was 85 (very feasible). Furthermore, the practicality test results showed that this media was very practical to use, with scores of 95 from teachers and 93.386 from students. Qualitatively, observations also show an increase in students' active learning, such as active participation in reading, discussions, explanations, and creative work. Therefore, the RADEC model student worksheets (LKPD) can be an effective learning medium for increasing student engagement and understanding in science learning.
Integration of the RADEC Learning Model in Developing Social Interaction Abilities of PGMI Students Fia Alifah Putri; Nasyariah Siregar; Wahyu Iskandar
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1167

Abstract

Social interaction skills are an important competency that students of the Elementary Madrasah Teacher Education Study Program (PGMI) must have, considering their role as prospective educators who are not only required to master cognitive aspects, but also social and collaborative skills. This study aims to analyze the integration of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model in developing the social interaction skills of PGMI students at UIN Sulthan Thaha Saifuddin Jambi. This study uses a qualitative and quantitative approach, namely a combination or mixed methods approach with the Concurrent Embedded model that combines qualitative and quantitative data simultaneously, but with different weights. The results of the study indicate that the RADEC (Read, Answer, Discuss, Explain, and Create) learning model in developing the social interaction skills of PGMI students at UIN Sulthan Thaha Saifuddin Jambi shows a number of important findings that illustrate the effectiveness of this model in the context of 21st-century learning. RADEC provides greater space for students to develop communication, collaboration, and social adaptation skills in the academic environment. This statement is supported by the average results of the RADEC learning model implementation questionnaire which is in the good category at 85%. The average score for the social interaction skills questionnaire was 86%, which is considered excellent, indicating that the RADEC learning model positively contributes to the development of students' social interactions.
Co-Authors Fia Alifah Putri Muhammad Nurul Huda Rusmanto Rusmanto Tika Sari Vioni Saputri Wahyu Iskandar Wardatun Nariah Yona Ayu Lesti