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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JAIM (Jurnal Abdi Masyarakat) JURNAL PENDIDIKAN IPS Jurnal Abdi Medika Journal of Multidisciplinary Science: MIKAILALSYS Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Jurnal Hukum Keluarga Islam Global Ten Public Health and Nursing Journal Cendekia: Jurnal Pengabdian Masyarakat
Siti Maimuna
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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PENERAPAN MODEL PEMBELAJARAN GUIDED INQUIRY BASED VIDEO UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATERI ENERGI Siti Maimuna; Mohammad Zaky Tatsar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 3 September 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.34093

Abstract

Students’ understanding of renewable energy concepts is often limited due to the abstract nature of the topic and the use of conventional instructional methods. This study aims to evaluate the effect of implementing a guided inquiry-based video learning model on the conceptual understanding of renewable energy among Grade X students. The research employed a quasi-experimental method with a one-group pretest-posttest design. The participants were Grade X students at MA Putri Al-Islahiyyah Tumpuk, Sambisirah Wonorejo Pasuruan. Instruments included lesson implementation observation sheets, pretest and posttest items, and student response questionnaires. Data were analyzed using validity and reliability testing, normality and homogeneity tests, and hypothesis testing through statistical analysis. The findings reveal a significant improvement in conceptual understanding following the implementation of the guided inquiry video-based learning model. Posttest scores were substantially higher than pretest scores, with t-test results indicating significance at the 5% level. This learning model was found to be effective and feasible, offering ease of use, affordability, and meaningful contributions in visualizing abstract concepts and fostering active student engagement. The study recommends the integration of video media and guided inquiry approaches in physics education curricula to support meaningful and innovative learning experiences
Facilitating Basic Arabic Learning Using the Duolingo Arabic App at RA al-Husna Krejingan Kraksaan Yayah Robiatul Adawiyah; Zahrotul Nur Aini; Azizah Lailatuzzahrah; Siti Maimuna; Nadia Zulfa Hidayah
CENDEKIA: Jurnal Pengabdian Masyarakat Vol. 2 No. 1 (2025): Desember 2025
Publisher : Simfoni Ilmu Cindekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65430/jpm.v2i1.28

Abstract

Advancements in information technology over the past two decades have brought significant changes across various fields, including foreign language education. One of the rapidly developing innovations is the emergence of application-based learning platforms, which enable users to study languages in a flexible, interactive, and autonomous manner. In the context of Arabic language learning, digital applications offer a practical alternative solution for learners from diverse backgrounds, especially those with limited access to formal educational institutions. The partner in this community service activity is Raudlatul Athfal (RA) Al-Husna, which faces challenges in teaching basic Arabic, particularly due to the lack of interactive and engaging learning media for early childhood students. Based on initial observations, the learning process remains conventional, resulting in suboptimal interest and understanding of Arabic vocabulary among children. This service activity involves mentoring and training on the use of the Duolingo Arabic application for teachers and students at RA Al-Husna as an alternative digital learning medium that is both engaging and accessible. The proposed solutions include technical training on the application's usage, direct assistance during learning sessions, and the development of a user guide tailored to the students’ characteristics. The results show an increase in students’ enthusiasm and teachers’ effectiveness in utilizing technology as a learning tool. This service demonstrates that digital application utilization can serve as an innovative solution in enhancing basic Arabic language skills in early childhood education institutions.
مشكلات رغبة الطلاب في تعلم اللغة العربية بالمرحلة الابتدائية: دراسة حالة سياقية لتفاعل العوامل النفس‌لغوية والبيداغوجية Siti Maimuna; Yayah Robiatul Adawiyah
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.10710

Abstract

The problem lies in the low interest of fifth-grade students at Al-Zainiyyah Elementary School in learning Arabic. The research gap appears in the limited attention of previous studies to addressing this problem from a local contextual perspective that integrates psychological and pedagogical factors within a specific institution. The methodology adopted a qualitative approach as a case study, in which data were collected through participant observation, semi-structured interviews with the teacher, principal, and students, and documents, and were analyzed according to the interactive model of Miles, Huberman, and Saldaña. The findings reveal that weak learning interest results from a negative intersection between internal psycholinguistic obstacles, such as language anxiety and difficulty memorizing vocabulary, and a monotonous external teaching style based on lecturing; nevertheless, the findings showed surprising behavioral variation and an immediate shift toward active participation when language games were introduced. The conclusion indicates that learning interest is not a static variable, but rather a dynamic response governed by the quality of external instructional stimuli capable of dismantling students’ mental barriers. The implications are reflected in the need to reconstruct a differentiated curriculum matrix and institutionalize game-based learning and gamification strategies as a sustainable environment that meets the cognitive needs of elementary school children.
Co-Authors Alfi Maziyah Astria Putri Wahyu Sutrisno Azizah Lailatuzzahrah Binti Yunariyah, Binti Dony Sulystiono Heri Susanto Herry Porda Nugroho Putro Leo Yosdimyati Romli Moch. Bahrudin Moch. Bahrudin Mohammad Zaky Tatsar Nadia Zulfa Hidayah Nafisa Dwi Kartika Hamzah Nugraheni, Wahyuningsih Triana Puspita Dewi, Teresia Retna Rohmatus Sholihah Roudlotul Jannah SU'UDI Sutomo Sutomo Tanty Wulan Dari Titi Tuffahati Titik Sumiatin Wahyu Tri Ningsih Yasin Wahyuriyanto Yayah Robiatul Adawiyah Yayah Robiatul Adawiyah Zahrotul Nur Aini Zulfa Afidah Fitri Ana