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All Journal JURNAL PENDIDIKAN TAMBUSAI Journal on Education Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Jurnal Bastra (Bahasa dan Sastra) Educate : Journal of Education and Learning Sustainable International Journal of Educational Narratives
Arifin Ahmad
Universitas Pasundan
Religion Agriculture, Biological Sciences & Forestry Chemistry Education Languange, Linguistic, Communication & Media Physics Social Sciences

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Kolaborasi Sekolah dan Masyarakat dalam Meningkatkan Keterampilan Membaca Ayu Anugerah; Arifin Ahmad; Yessika Ersa; Nandang Triana Rivaldi; Fadilah Ramadani; Azyra Fitria Amalika; Chitra Sry Rahayu
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.6182

Abstract

Para orang tua dan guru menghadapi tantangan besar dalam membangun budaya literasi membaca di kalangan siswa. Membaca buku sangat penting, namun minat membaca yang rendah pada siswa dapat berdampak negatif pada hasil belajar mereka. Oleh karena itu, kerjasama antara orang tua dan guru sangat diperlukan untuk meningkatkan minat membaca siswa. Penelitian ini bertujuan untuk mendeskripsikan kolaborasi antara orang tua dan guru dalam mengembangkan literasi membaca. Penelitian ini menggunakan metode kualitatif. Data dikumpulkan melalui analisis dari berbagai sumber. Hasil penelitian menunjukkan bahwa minat membaca yang rendah disebabkan oleh pengaruh gadget dan kurangnya bimbingan dari orang tua. Upaya yang dilakukan oleh orang tua dan guru untuk meningkatkan minat membaca siswa meliputi program majalah dinding, memberikan motivasi tentang pentingnya membaca, bimbingan dari orang tua, menghadirkan buku di perpustakaan, dan membuat pohon literasi di sekolah.
PEMANFAATAN MEDIA PEMBELAJARAN BIG BOOK DALAM MENINGKATKAN KETERAMPILAN MEMBACA PERMULAAN SISWA KELAS I SD Nabilah Khairani; Arifin Ahmad; Puspita Permata Sari; Evi Nur Apriliani; Ananda Nur Azizah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 1 (2024): Volume 10 No. 01 Maret 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i1.2504

Abstract

Membaca adalah kemampuan berbahasa, kemampuan membaca sangat penting bagi kehidupan manusia. Membaca adalah dasar bagi siswa untuk memahami teks. Sejak awal, pembelajaran membaca harus diperhatikan. Untuk menghindari situasi membaca yang tidak menyenangkan, kemampuan membaca permulaan siswa yang terbilang rendah harus segera diperbaiki. Penelitian ini bertujuan untuk memecahkan dua masalah: (1) bagaimana big book digunakan dalam pembelajaran membaca awal siswa kelas rendah, yaitu siswa kelas 1 SDN 1 Cibadak, dan (2) hasil belajar yang dicapai siswa setelah menggunakan big book pada awal pembelajaran. Penelitian ini menggunakan pendekatan kualitatif yang dengan penelitian deskriptif. Siswa SDN 1 Cibadak kelas 1 yang berjumlah 18 orang merupakan subjek penelitian ini. Observasi dan tes yang digunakan dalam metode pengumpulan data. Hasil penelitian menunjukkan bahwa menggunakan buku besar meningkatkan pembelajaran siswa di kelas rendah. Tahapan tes yang dilakukan peneliti menunjukkan peningkatan pemahaman siswa terhadap materi pembelajaran menggunakan big book. Karena itu, penggunaan big book sebagai media pembelajaran yang efektif dan cocok untuk meningkatkan kemampuan membaca siswa kelas rendah.
Pengaruh Model Paired Storytelling Berbantuan Aplikasi Riri Cerita Anak Interaktif Terhadap Peningkatan Keterampilan Menyimak Dongeng Pada Siswa Kelas II Sekolah Dasar Irfa Indraswari; Dheni Harmaen; Arifin Ahmad
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.7008

Abstract

Kemampuan siswa SD dalam menceritakan kembali dongeng masih rendah, terutama dalam keterampilan menyimak. Ini menyebabkan kesulitan dalam memahami pelajaran. Pembelajaran bahasa Indonesia penting di SD karena mencakup keterampilan menyimak, membaca, menulis, dan berbicara. Penelitian ini bertujuan untuk mengkaji pengaruh model Paired storytelling dengan bantuan aplikasi Riri Cerita Anak Interaktif terhadap keterampilan menyimak dongeng siswa kelas 2 SD di SDN Dayeuhkolot 02. Menggunakan desain quasi-eksperimen dengan sampel 44 siswa, data dikumpulkan melalui pretest, posttest, dan observasi, serta dianalisis menggunakan SPSS. Hasilnya, model Paired storytelling berpengaruh signifikan dalam meningkatkan keterampilan menyimak, dengan nilai signifikan 0,00 < 0,05, dan effect size 1,20 (sangat tinggi). Kelas eksperimen mengalami peningkatan N-Gain sebesar 54% (kategori sedang), sedangkan kelas kontrol hanya 12% (kategori rendah). Rata-rata nilai kelas eksperimen 83,39, lebih tinggi dibanding kelas kontrol 70,86. Kesimpulannya, model Paired storytelling dengan aplikasi Riri efektif meningkatkan keterampilan menyimak dongeng siswa.
Peran Lembaga Sosial Masyarakat Dalam Meningkatkan Mutu Pendidikan di Sekolah Dasar Utami, Rahayu Rizky; Ahmad, Arifin; Transit, Fladila Anastasya; Az-Zahra, Nasywa; Marhamah, Syifa; Ibrahim , Sarah Aulia; Tardiana, Silvia Padilah
Jurnal Pendidikan Tambusai Vol. 8 No. 2 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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

Abstract

Peningkatan mutu pendidikan di sekolah dasar memerlukan sinergi berbagai pihak, termasuk lembaga sosial masyarakat seperti organisasi kesehatan, agama, dan NGO. Penelitian ini mengkaji peran lembaga sosial dalam meningkatkan mutu pendidikan melalui program dan kegiatan kolaboratif. Metode penelitian meliputi studi literatur dan analisis dokumen terkait program kerjasama antara sekolah dan lembaga sosial. Hasil menunjukkan bahwa keterlibatan lembaga sosial memiliki dampak positif signifikan terhadap kualitas belajar siswa. Program kesehatan dari organisasi kesehatan meningkatkan kesejahteraan siswa, sementara program pendidikan karakter dari lembaga keagamaan mengembangkan nilai-nilai positif. Bantuan beasiswa dan pelatihan guru dari NGO membantu mengurangi beban ekonomi dan meningkatkan kapasitas pengajaran. Kerjasama yang efektif antara sekolah dan lembaga sosial terbukti meningkatkan kualitas pendidikan secara keseluruhan.
PENGARUH MODEL CIRC BERBANTUAN FLIPBOOK DIGITAL TERHADAP KEMAMPUAN MEMBACA KRITIS PESERTA DIDIK Syaila Nur Fatimah; Arifin Ahmad; Feby Inggriyani
Jurnal Bastra (Bahasa dan Sastra) Vol. 10 No. 4 (2025): JURNAL BASTRA EDISI OKTOBER 2025
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/bastra.v10i4.1804

Abstract

This study was motivated by the low critical reading skills of students at SDN 037 Sabang and the limited innovation in the learning process. The research aimed to examine the effect of the Cooperative Integrated Reading and Composition (CIRC) model assisted by digital flipbook media on students’ critical reading skills. A quantitative approach with a quasi-experimental method and nonequivalent control group design was applied. The sample consisted of 54 fourth-grade students selected through purposive sampling, with class IV C as the experimental group and class IV D as the control group. The learning process was carried out smoothly and effectively. During the planning stage, the researcher prepared instructional modules and critical reading assessment instruments. Throughout the learning activities, the classroom environment remained conducive, and students actively participated and responded well to the material. After implementing the CIRC model with digital flipbook assistance, the experimental class demonstrated improved critical reading skills. The average score increased from 50.33 (pretest) to 86.48 (posttest), while the control class improved from 48.41 to 76.89. The t-test showed a significance value of 0.046 (< 0.05), indicating a significant difference between the two classes. The experimental class also achieved an N-Gain score of 79.60 (high category) and an effect size of 1.90 (large category). These findings suggest that the CIRC model, when supported by digital flipbook media, has a significant and positive impact on enhancing students’ critical reading abilities, making it an effective strategy to foster deeper reading comprehension and analytical thinking in elementary education.
Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair Share Berbantuan Media Flashcard terhadap Peningkatan Kemampuan Menulis Deskripsi Peserta Didik Salma Zahida; Dini Riani; Arifin Ahmad
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2656

Abstract

The low descriptive writing skills of elementary school students remain a significant challenge, as classroom instruction is often teacher-centered and lacks learning models and media that effectively stimulate students' idea development. This study aimed to examine the effect of the Think Pair Share cooperative learning model assisted by Flashcard media on the descriptive writing skills of fourth-grade students at SDN Cijeruk 02. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 56 fourth-grade students, divided into an experimental class and a control class, with 28 students in each group. Data were collected through tests, observations, and documentation, and analyzed using the Independent Sample t-test, N-Gain analysis, and effect size with IBM SPSS Statistics 29. The results revealed a significant effect of the Think Pair Share cooperative learning model assisted by Flashcard media on students' descriptive writing skills, indicated by a significance value of 0.001 (p < 0.05). The experimental group achieved an N-Gain score of 79.17%, categorized as effective, while the control group obtained an N-Gain score of 54%, categorized as less effective. Furthermore, the effect size was 0.9486, indicating a high level of practical effect. The novelty of this study lies in integrating the Think Pair Share cooperative learning model with Flashcard media to improve descriptive writing skills in elementary school students, providing a more effective instructional alternative than previous studies, which generally examined these two components separately. Therefore, the Think Pair Share cooperative learning model assisted by Flashcard media is proven to be effective in improving the descriptive writing skills of fourth-grade elementary school students.
Pengaruh Model Cooperative Integrated Reading and Composition (CIRC) Berbantuan Aplikasi Riri dalam Meningkatkan Keterampilan Membaca Pemahaman Siswa Kelas IV Sekolah Dasar Reygina Ekana Putri; Arifin Ahmad; Yuni Indriyani
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2735

Abstract

This study was motivated by the low reading comprehension skills of fourth-grade elementary school students. It aimed to: (1) describe the learning process using the Cooperative Integrated Reading and Composition (CIRC) model assisted by the Riri Interactive Children's Story application, (2) determine the differences in reading comprehension skills between students who learned through the CIRC model assisted by the Riri application and those who received conventional instruction, and (3) examine the effect of the CIRC model assisted by the Riri application on students' reading comprehension skills. This study employed a quantitative approach using a quasi-experimental method with a pretest–posttest control group design. The participants were fourth-grade students of SDN 009 Cikadut, consisting of an experimental class and a control class. Data were collected through tests, observations, and documentation and analyzed using descriptive and inferential statistics, including normality, homogeneity, Independent Samples t-test, N-Gain, and Effect Size analyses. The results showed that teacher and student activities in the experimental class improved consistently during four learning sessions. The average score increased from 68.39 on the pretest to 82.71 on the posttest in the experimental class, while the control class improved from 68.80 to 74.88. The Independent Samples t-test revealed a significant difference between the two groups (Sig. = 0.029 < 0.05). The experimental class also achieved a higher N-Gain score (0.41) than the control class (0.14). Furthermore, the Effect Size value of 0.598 indicated a large effect of the CIRC model assisted by the Riri application on students' reading comprehension skills. Therefore, the Cooperative Integrated Reading and Composition (CIRC) model assisted by the Riri Interactive Children's Story application is effective in improving elementary school students' reading comprehension skills.
PENGARUH MODEL KOOPERATIF TIPE THINK TALK WRITE BERBANTUAN MEDIA KOMIK DIGITAL TERHADAP KETERAMPILAN MENULIS KARANGAN NARASI PESERTA DIDIK DI SEKOLAH DASAR Fazlur Al Anshari; Feby Inggriyani; Arifin Ahmad
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 1 (2026): Vol. 6 No. 1 Edisi Februari 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i1.4124

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya keterampilan menulis karangan narasi peserta didik di SDN 127 Sekeloa, serta perlunya inovasi dalam proses pembelajaran. Tujuan penelitian ini adalah untuk mengetahui pengaruh model kooperatif tipe think talk write berbantuan media komik digital terhadap keterampilan menulis karangan narasi peserta didik di SDN 127 Sekeloa. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen, tepatnya quasi experimental design dengan bentuk non equivalent control group design. Subjek penelitiannya yaitu kelas V A sebagai kelas eksperimen dan kelas V B sebagai kelas kontrol. Pengumpulan data dilakukan melalui pretest posttest, serta lembar observasi. Data yang terkumpul dianalisis dengan uji Effect Size untuk melihat pengaruh antara kelas eksperimen dan kelas kontrol. Hal ini terlihat dari nilai nilai Effect Size sebesar 0,7 yang termasuk kategori besar.
Enhancing Pre-Service Teachers’ Literacy and Numeracy through Deep Learning Pedagogy: Evidence from a Quasi-Experimental Study Arifin Ahmad; Moh. Nurhadi; Dahlia Rineva Puspitasari
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3478

Abstract

Background. Literacy and numeracy are fundamental epistemic competencies required for professional teachers to analyze educational data and make evidence-based decisions. Despite their importance, many teacher education programs still rely on conventional instructional methods that promote surface learning rather than deep conceptual understanding. Purpose. This study examined the effectiveness of deep learning pedagogy in enhancing the literacy and numeracy competencies of pre-service teachers in the Teacher Professional Education (PPG) program. It further sought to identify the impact of this approach on students' analytical and reflective capacities compared to conventional methods. Method. A quantitative quasi-experimental design with a nonequivalent control group was employed. Participants were divided into an experimental group (deep learning pedagogy) and a control group (conventional methods). Data were gathered through pre-tests and post-tests and analyzed using independent sample t-tests and N-Gain analysis. Results. Baseline scores showed no significant differences between groups (p > 0.05). Post-intervention, the experimental group’s mean score rose to 87.50 (a 34.62% increase), significantly outperforming the control group’s 75.00 (a 15.38% increase). The t-test confirmed a significant difference (t = 3.678, p = 0.001, d = 0.92). Furthermore, N-Gain analysis revealed moderate improvement for the experimental group (g = 0.64) versus low improvement for the control group (g = 0.29). Conclusion. Deep learning pedagogy significantly enhances literacy and numeracy competencies within the Indonesian PPG context. Theoretically, these findings extend Fullan’s framework to professional teacher education. Practically, the study provides a replicable model for institutions aiming to foster data-informed teaching and metacognitive reflection among future educators.
Hoax-Verification Literacy among Elementary-School Children: A Narrative Review Arifin Ahmad
Educate : Journal of Education and Learning Vol. 3 No. 2 (2025): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v3i2.2377

Abstract

Generation Alpha children encounter digital misinformation from an early age, yet their cognitive readiness to critically verify such content remains underdeveloped. This study aims to map the hoax-verification capabilities of elementary school students and the contextual factors shaping them. A narrative literature review was conducted using Google Scholar for peer-reviewed publications from 2020 to 2025. The final corpus comprised 38 sources, including [insert number, e.g., 14] direct empirical studies on elementary students, alongside theoretical frameworks, policy reports, and indirect evidence from other populations. Thematic analysis indicates that students' verification competence is primarily assessed through self-report and conceptual inference, with a scarcity of performance-based tasks. Findings suggest that young learners predominantly rely on adult consultation and emotional-evaluative reasoning, while autonomous strategies like crossreferencing remain rare. Verification competence appears to be associated with cognitive maturity, parental mediation quality, and school-based instruction, though the certainty of these associations is limited by the heterogeneity of study designs, age groups, and national contexts. Preliminary evidence highlights the critical role of social scaffolding and active parental mediation in fostering verification skills. However, due to the reliance on a single database and the lack of longitudinal, performance-based studies, these findings represent an indicative mapping rather than definitive estimates of prevalence or intervention effectiveness. Future research should prioritize rigorous, context-specific empirical designs.
Co-Authors Ananda Nur Azizah Ayu Anugerah Az-Zahra, Nasywa Azyra Fitria Amalika Chitra Sry Rahayu Dahlia Rineva Puspitasari Dheni Harmaen Evi Nur Apriliani Fadilah Ramadani Fazlur Al Anshari Ibrahim , Sarah Aulia Indriyani, Yuni Inggriyani, Feby Irfa Indraswari Marhamah, Syifa Moh Nurhadi Nabilah Khairani Nandang Triana Rivaldi Puspita Permata Sari Reygina Ekana Putri Riani, Dini Salma Zahida Syaila Nur Fatimah Tardiana, Silvia Padilah Transit, Fladila Anastasya Utami, Rahayu Rizky Yessika Ersa