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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) JURNAL MUARA PENDIDIKAN JURNAL TUNAS PENDIDIKAN Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) Journal of Innovative and Creativity Educazione: Journal of Education and Learning Master of Pedagogy and Elementary School Learning Cadika Journal. Master of Action Research in Mathematics Classroom Master Pengabdian dan Pemberdayaan Masyarakat Inovasi Kurikulum
Reni Guswita
Universitas Muhammadiyah Muara Bungo
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Peningkatan proses dan hasil belajar bahasa indonesia menggunakan model cooperative integrated reading and composition (CIRC) di kelas II SDN 45/II Teluk Panjang Maya Handriana; Reni Guswita; Apdoludin Apdoludin
Master of Pedagogy and Elementary School Learning Vol. 2 No. 1 (2026): Maret
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/mapels.v21.181

Abstract

Hasil belajar yang buruk di kelas II menjadi pendorong dilakukannya penelitian ini. Penelitian ini bertujuan untuk mengkaji bagaimana model pembelajaran kooperatif terpadu membaca dan menulis di kelas II di SDN 45/II Teluk Panjang dapat meningkatkan proses belajar dan hasil belajar dalam mata pelajaran Bahasa Indonesia”. Penelitian tindakan kelas ini terdiri dari dua siklus pembelajaran, masing-masing siklus terdiri dari dua sesi dengan fase perencanaan, pelaksanaan, pengamatan, dan refleksi. Tujuh belas siswa kelas II menjadi subjek penelitian ini. Metode yang digunakan untuk mengumpulkan data meliputi penilaian hasil belajar, pencatatan, dan observasi. Soal ujian digunakan untuk mengukur kemajuan siswa, lembar observasi guru berfungsi sebagai panduan bagi guru dalam mengamati proses pembelajaran, dan lembar observasi siswa berfungsi sebagai panduan bagi siswa dalam mengamati proses pembelajaran. Hasil penelitian menunjukkan bahwa “penggunaan model pembelajaran membaca dan menulis kooperatif terpadu dapat meningkatkan pengalaman dan hasil belajar siswa dalam bahasa Indonesia. Pengamatan guru meningkat dari 87% pada siklus I dengan kategori sangat baik menjadi 92% pada siklus II dengan kategori sangat baik, menunjukkan hal ini. Selain itu, lembar pengamatan siswa pada siklus I memiliki kategori baik sebesar 71%, dan lembar pengamatan siswa pada siklus II memiliki kategori sangat baik sebesar 80% . Hasil tes menunjukkan bahwa skor siswa meningkat pada siklus I sebesar 72% dalam kategori baik dan pada siklus II sebesar 83% dalam kategori yang sama”. Dengan demikian, dapat disimpulkan bahwa siswa kelas dua di SDN 45/II Teluk Panjang dapat memperoleh manfaat dari penggunaan model pembelajaran membaca dan menulis terpadu kooperatif baik dalam proses pembelajaran maupun hasil belajar bahasa Indonesia.
WORKSHOP PENDAMPINGAN GURU MENGHADAPI ANAK BERKEBUTUHAN KHUSUS (ANAK INKLUSI) DI SEKOLAH FORMAL Sundahry Sundahry; Dhini Mufti; Reni Guswita; Ratih Juwita Novalia
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 3 No 2 (2022): Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Volume 3, No 2 Oktober 2022
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v3i2.862

Abstract

Workshop on Teacher Assistance in Facing Children with Special Needs (Inclusiv Children) in Formal Schools at UPT SDN 03 Simpang is located at Jl. Ampang Pulai, Kec. Koto XI Canal, Kab. South Coast Prov. West Sumatra aims to explore inclusive education, ABK, and filling out ABK assessments. This workshop presents materials: the concept of inclusive education, types of special needs children, and assessment of special needs children. The method of implementing PKM carried out in this activity is in the form of providing basic theories regarding the concept of inclusive education, ABK, and ABK assessment. Participants are asked to do exercises to understand filling out the ABK assessment that has been described previously. After the demonstration was completed, a question and answer session was held to enrich the socialization materials presented.The training program has been carried out for two days. This activity begins with a survey, preparation, implementation, and report generation. The output targets are: participants (elementary teachers) are able to face ABK and fill out ABK
MEMBANGUN TERAS IMPIAN MELALUI KULIAH KERJA NYATA DI DESA SAPTA MULIA Nur Habibah; Aldino Aldino; Reni Guswita; Gusril Ihza Saputra
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 4 No 2 (2023): Jurnal Pengabdian Pendidikan Masyarakat Vol 4 No 2 (2023)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v4i2.1183

Abstract

KKN is a form of Tridharma that is actually carried out. It is called devotion. These activities give the integration between college and society. Sapta Mulia village is located at Tebo. It is a large village that has eight hamlets. Based on the statistics, the last education of the society is elementary school and junior high school. It affects people's understanding of how important education is. Sapta Mulia has a lot of education facilities but they do not have study assistance that supports students’ learning. Teras Impian is built by some activities. They are socialization of the importance of education for children and study assistance. The result of Teras Impian is the society of Sapta Mulia village is more understanding about how important of education is for children and the children have more of a will to study more from elementary school to junior high school.
Peningkatan Proses dan Hasil Belajar IPAS Menggunakan Metode Outdoor Learning di Kelas V SDN 178/II Purwasari Tri Eka Suroja; Megawati; Reni Guswita
Jurnal Tunas Pendidikan Vol. 8 No. 1 (2025): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v8i1.3441

Abstract

This research is based on initial observations that show the low process and results of students' learning science, seen from the UTS IPAS score only reaching 56.6%. The purpose of the study was to determine the Outdoor learning method in improving the process and results of learning science. The research method used is Classroom Action Research. The research was carried out in two cycles, consisting of planning, implementation, action, observation, reflection. The research was conducted on 23 students of class V SDN 178/II Purwasari. The data collection instruments used were observation sheets and learning test questions, data analysis techniques using qualitative and quantitative approaches. The results obtained from this study were: the student learning process in cycle I meeting I 56.5%, meeting II 73.8%, cycle II meeting I 82.6%, meeting II 86.9%. teacher performance cycle I meeting I 86.9%, meeting II 95.6%, Cycle II meeting I 99.9%, meeting II 99.9%, Student learning outcomes in cycle I were 65.2% and in cycle II were 82.6%. From the results of the study it can be concluded that the application of the Outdoor learning method can improve the Process and Results of students' IPS learning.
Improving reading comprehension skills using Know-Want-Learn (KWL) strategy in grade V of SDN 196/II Taman Agung, Bungo Regency Ulya Desmawati; Reni Guswita
Inovasi Kurikulum Vol. 22 No. 4 (2025): Inovasi Kurikulum, November 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i4.157

Abstract

Indonesian language systematically from elementary to higher education has an important meaning not only in strengthening national identity, but also in encouraging the effectiveness of communication and supporting national development. This study aimed to enhance the reading comprehension skills of fifth-grade students at SDN 196/II Taman Agung, Bungo Regency, where initial observations indicated low performance. The research employed a Classroom Action Research (CAR) methodology conducted over two cycles, following the Kemmis and McTaggart model, which includes planning, acting, observing, and reflecting stages. The subjects were 15 fifth-grade students during the second semester of the 2024/2025 academic year. Data collection instruments consisted of observation sheets for teacher and student activities, reading comprehension tests, and documentation. The findings revealed significant improvements across each cycle. Teacher activity improved from the "High" category in cycle Ito "Very High" in cycle II. Student engagement also increased from "Fairly High" in cycle I to "High" in cycle II. The most notable enhancement was in student learning outcomes, with the percentage of students achieving reading comprehension mastery rising, surpassing the established performance indicator Therefore, it is concluded that the implementation of the Know, Want to Know, and Learned (KWL) strategy is effective in improving students' reading comprehension skills.   Abstrak Bahasa Indonesia secara sistematis sejak pendidikan dasar hingga pendidikan tinggi memiliki arti penting tidak hanya dalam memperkuat jati diri bangsa, tetapi juga dalam mendorong efektivitas komunikasi dan mendukung pembangunan nasional. Penelitian ini bertujuan untuk meningkatkan keterampilan membaca pemahaman peserta didik kelas V di SDN 196/II Taman Agung, Kabupaten Bungo, yang teridentifikasi masih rendah. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, mengacu pada model Kemmis dan McTaggart yang meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah 15 peserta didik kelas V pada semester genap tahun ajaran 2024/2025. Instrumen pengumpulan data mencakup lembar observasi aktivitas pendidik dan peserta didik, tes pemahaman membaca, serta dokumentasi. Hasil penelitian menunjukkan peningkatan signifikan pada setiap siklus. Aktivitas pendidik meningkat dari kategori "Tinggi" pada siklus I menjadi "Sangat Tinggi" pada siklus II. Keaktifan peserta didik juga naik dari "Cukup Tinggi" pada siklus I menjadi "Tinggi" pada siklus II. Peningkatan paling signifikan terlihat pada hasil belajar peserta didik, di mana persentase ketuntasan membaca pemahaman meningkat melampaui indikator kinerja yang ditetapkan. Dengan demikian, disimpulkan bahwa penerapan strategi Know, Want to Know, and Learned (KWL) terbukti efektif dalam meningkatkan keterampilan membaca pemahaman peserta didik. Kata Kunci: KWL; literasi; membaca; pemahaman membaca
Penerapan Teams Games Tournament Berbantuan Media Ular Tangga untuk Meningkatkan Hasil Belajar Matematika Siswa Sekolah Dasar Siska Wulandari; Zulqoidi R. Habibie; Reni Guswita
Master of Action Research in Mathematics Classroom Vol. 2 No. 1 (2026): Juli
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/math-action.v21.327

Abstract

Penelitian Tindakan Kelas ini dilatarbelakangi oleh rendahnya hasil belajar siswa kelas V SDN 60/II Muara Bungo yang ditunjukkan dari nilai ulangan harian yang masih rendah. Rendahnya hasil belajar tersebut disebabkan oleh kurangnya penggunaan model pembelajaran yang inovatif dan belum sesuai dengan karakteristik siswa sehingga siswa kurang aktif dalam proses pembelajaran. Salah satu alternatif yang dapat digunakan adalah model pembelajaran kooperatif tipe Teams Games Tournament (TGT), yang mampu mendorong partisipasi aktif siswa melalui kegiatan belajar sambil bermain dan kompetisi akademik. Tujuan penelitian ini adalah untuk mengetahui keterlaksanaan model TGT dalam meningkatkan proses dan hasil belajar siswa. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi, dengan subjek penelitian sebanyak 19 siswa. Teknik pengumpulan data meliputi data kualitatif berupa lembar observasi keterlaksanaan model TGT serta data kuantitatif berupa persentase keterlaksanaan dan hasil belajar siswa. proses belajar siswa melalui penerapan model teams games tournament pada  pada materi luas bangun datar dengan nilai rata-rata persentase proses pembelajaran pendidik mencapai 90,47% pada siklus pertama dan meningkat menjadi 100% pada siklus kedua dan presentase pembelajaran peserta didik mencapai 68,42% selanjutnya meningkat menjadi 89,47% di siklus kedua dengan kategori sangat baik.  Penerapan model teams games tournament dapat meningkatkan keaktifan siswa dalam proses belajar. 2) hasil belajar siswa pada materi luas bangun datar setiap siklus mengalami peningkatan di atas nilai KKM yaitu 75%, setelah diterapkan model teams games tournament. Hasil belajar siswa  pada siklus I adalah 57,89%. Hasil belajar siswa pada siklus II adalah 89,47% . Hal ini menunjukkan adanya peningkatan dari siklus I ke siklus  II
Scaffolding Oral Competence Through Storytelling: A Qualitative Study of Speaking Skill Development in a Rural Primary Classroom Edo Romanda; Reni Guswita; Aldino
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i2.3075

Abstract

Speaking is the language skill through which primary learners make their thinking audible, yet many Indonesian classrooms still allocate little room for sustained oral practice. This study describes how the storytelling method was implemented to develop the speaking skills of fifth-grade students at SD Negeri 41/II Laman Panjang. A descriptive qualitative design was employed with sixteen students and their class teacher as participants. Data were generated through participant observation, semi-structured interviews, and documentation, and were analysed using the interactive model of Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing. Credibility was established through source and technique triangulation together with member checking. The analysis produced five themes: emerging speaking confidence, increasing oral fluency, an expanding lexical repertoire, improved delivery and expression, and a learner-centred classroom climate. Students who initially declined to speak began volunteering to present, relied less on the written text, reused story vocabulary in their own retelling, and sequenced events more coherently. These changes were mediated by a scaffolding sequence in which teacher modelling gave way to guided practice and then to independent retelling. The study contributes a classroom-level account of how graduated support, rather than storytelling as such, appears to drive oral development, and it identifies lesson time and heterogeneous entry ability as the principal constraints on implementation.
Co-Authors Aldino Aldino Aldino Aprinaldo Aprinaldo Astriana Pratiwi Dhini Mufti Dian Listia Ningrum Edo Romanda Gusril Ihza Saputra Jeni Mardina Juwairiah Juwairiah Maya Handriana Megawati Nofrianni, Elvima Novalia, Ratih Juwita Nur Habibah Nurlev Avana Putra, Randi Eka Septia Eliza Putri Siska Wulandari Sundahry Sundahry Tri Eka Suroja Tri Wiyoko Ulya Desmawati Zahratul Aulia Zulqoidi R. Habibie