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All Journal Publikasi Pendidikan Vidya Karya Jurnal Ilmiah Wahana Pendidikan Jurnal Jendela Pendidikan Kalam Cendekia: Jurnal Ilmiah Kependidikan International Journal of Elementary School Teacher (IJEST) GEMBIRA (Pengabdian Kepada Masyarakat) Jurnal Pendidikan Dasar dan Keguruan KARYA: Journal of Educational Community Service Pinisi Journal Pendidikan Guru Sekolah Dasar Jurnal Lempu Aksi Kita: Jurnal Pengabdian Kepada Masyarakat
Afdhal Fatawuri Syamsuddin
Unknown Affiliation
Religion Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Assessing Prospective Teachers' Readiness: An Integrative Study of Teaching Methods and the Achievement of 21st Century Competencies in the Primary Teacher Education Department Hardianto Rahman; Sayidiman; Muhammad Irfan; Afdhal Fatawuri Syamsuddin; Yusnadi
Jurnal Pendidikan Dasar dan Keguruan Vol 11 No 01 (2026): Volume 11 Nomor 1 2026
Publisher : Universitas Islam Ahmad dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jpdk.v11i01.4450

Abstract

The transformation of education in the 21st century requires prospective teachers to have competencies that are adaptive to the changing times, such as critical thinking, creativity, collaboration, communication, and digital literacy. This study aims to 1) analyze the relationship between the teaching methods applied in the primary teacher education Department at Universitas Negeri Makassar (UNM) and the achievement of prospective teacher students' competencies in 21st-century skills; 2) identify the dominant learning paradigm and its impact on 21st-century skills; 3) map the level of student competency achievement in 21st-century skills and identify the factors that support and hinder the achievement of 21st-century skills. The research method used was a combination of quantitative and qualitative research (mixed method), with data collection using surveys and interviews, selected and implemented with consistency and accuracy. Quantitative data were analyzed using statistical techniques, while qualitative data were analyzed using thematic analysis. The research sample consisted of 250 students and 35 lecturers. The results of this study reveal that: the majority of the students teacher are at an intermediate level of competence in 21st-century skills; only a small proportion have reached an advanced level, and almost none have reached an expert level; there are variations in achievement between indicators; teaching methods and learning paradigms play a significant role in supporting or limiting these achievements; emotional support, self-reflection, and technology integration are aspects that need to be strengthened.
Pengaruh Model Reciprocal Teaching Terhadap Kemampuan Membaca Pemahaman Siswa Kelas IV SD Sakauni Sakauni; Siti Raihan; Afdhal Fatawuri Syamsuddin
JURNAL JENDELA PENDIDIKAN Vol. 6 No. 02 (2026): Jurnal Jendela Pendidikan: Edisi Mei 2026
Publisher : CV. Jendela Edukasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57008/jjp.v6i02.2707

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Reciprocal Teaching terhadap kemampuan membaca pemahaman siswa kelas IV sekolah dasar. Pendekatan yang digunakan adalah kuantitatif dengan jenis pre-experimental design (One-Group Pretest-Posttest Design). Populasi sekaligus sampel berjumlah belas siswa yang ditentukan dengan teknik sampel jenuh. Instrumen pengumpulan data meliputi observasi, tes, angket, dan dokumentasi. Teknik analisis data menggunakan statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran Reciprocal Teaching mengalami peningkatan dari kategori cukup (60%) menjadi kategori sangat baik (93,3%). Kemampuan membaca pemahaman siswa meningkat dari kategori rendah (rata-rata 45,36) menjadi kategori sangat tinggi (rata-rata 88,57) setelah diberikan perlakuan. Seluruh 14 siswa (100%) berhasil melampaui Kriteria Ketuntasan Minimal (70). Hasil uji hipotesis menunjukkan bahwa terdapat perbedaan yang signifikan antara kemampuan awal dan kemampuan akhir siswa dengan nilai t hitung (10,420) > t tabel (2,160) dan signifikansi 0,000 < 0,05. Simpulan penelitian ini adalah terdapat pengaruh positif model pembelajaran Reciprocal Teaching terhadap kemampuan membaca pemahaman siswa kelas IV SD Negeri 299 Bonto Macinna Kabupaten Bulukumba.
Implementing School–University Partnerships through the Teaching Assistantship Program in Elementary Schools: A Phenomenological Study of PGSD UNM Students Afdhal Fatawuri Syamsuddin; Muhammad Irfan; Erma Suryani Sahabuddin
Publikasi Pendidikan Vol 16, No 1 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i1.83427

Abstract

The Teaching Assistantship in Elementary Schools (AMSD) program represents a strategic effort to strengthen school–university partnerships in preparing prospective primary school teachers. This study investigates how PGSD UNM students meaningfully interpret their AMSD experiences, and how the program contributes to the formation of pedagogical competence and professional identity. Employing a qualitative design with an Interpretative Phenomenological Analysis (IPA) approach, data were collected through in-depth interviews with two PGSD UNM students who had completed the program. Analysis proceeded through initial noting, emergent theme identification, and superordinate theme construction. Five superordinate themes emerged: (1) initial adaptation amid uncertainty; (2) the mentor teacher relationship as a primary learning source; (3) theory–practice integration in the real classroom; (4) the development of teaching competence and professional identity; and (5) personal transformation through field challenges. The findings underscore that AMSD is an effective yet context-dependent transformative experience whose success relies heavily on institutional coordination quality, mentor teacher readiness, and the relational dynamics students navigate in school settings. Recommendations are provided to strengthen AMSD implementation and school–university partnership models.
Co-Authors Ahmad Ardillah Rahman Asis Nojeng Atika Sahriyanti Bahar Bahar Bhakti Prima Findiga Hermuttaqien Erma Suryani Sahabuddin Faidah Yusuf Fauzan Hari Sudding Sally Hamzah Pagarra Hardianto Rahman Muh Faisal Muh. Faisal Muhalim Muhalim Muhammad Faisal Muhammad Irfan Noer Intan Novitasari Nur Inas Taqiyyah Nurfaizah A.P. Nurfitriani Nurfitriani Nurul Aulia Ahmad Rahmad Risan Sakauni Sakauni Sayidiman Sayidiman Sayidiman Siti Raihan Syawaluddin, Ahmad Yusnadi