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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar MODELING: Jurnal Program Studi PGMI Jurnal Studi Guru dan Pembelajaran Tarbiyah Al-Awlad: Jurnal Kependidikan Islam Tingkat Dasar Cokroaminoto Journal of Primary Education Jurnal Pendidikan Islam Celebes Journal Of Elementary Education SEARCH: Science Education Research ARINI: Jurnal Ilmiah dan Karya Inovasi Guru TARBAWIYAT: Jurnal Kependidikan Jurnal Pendidikan Dasar Joyful Learning Journal Ta'lim Ta'lim : Jurnal Multidisiplin Ilmu Jurnal Bersama Ilmu Pendidikan Al-Ard: Journal of Education Comprehensive Journal of Islamic Studies International Journal of Educational Narratives
Riska Latifatul Husna
Institut Agama Islam Negeri Sorong
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Professional Ethics of Teachers in the Utilization of Educational Technology Rahma Dzakirah; Muhammad Abuyah Nur Muallif; Riska Latifatul Husna
Al-Ard: Journal of Education Vol. 2 No. 1 (2026)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/al-ard.v2i1.24

Abstract

This study aims to explain and understand (1) the concept of teacher professional ethics in the use of technology, (2) the principles of professional responsibility and the moral values of teachers, and (3) challenges and solutions in applying teacher professional ethics in the use of technology. This study uses a descriptive qualitative method with a literature study approach. Data was collected from secondary sources, specifically journals published within the last five years (2021-2025) and digital books (e-books). The results show that teacher professional ethics in the use of technology is a set of values, norms, and moral principles that guide teachers in using technology professionally, responsibly, and with a goal-oriented mindset. The professional responsibilities of teachers are based on honesty, integrity, accountability, fairness, and concern for students’ development. The challenges include teachers’ limited digital literacy, minimal understanding of digital ethics, potential misuse of social media, etc. It is concluded that teachers’ professional ethics play a fundamental role in the use of technology in the digital era and serve as an ethical framework that requires teachers to act professionally, responsibly, and in accordance with moral values. Therefore, mastery of technology must be accompanied by ethical awareness so that educational goals can be achieved optimally and meaningfully.
Narrative Inquiry into Teachers as Facilitators in Thematic Learning: Integrating Islamic Values in Elementary Education Ari Susetiyo; Riska Latifatul Husna; Abdul Muid; Yona Wahyuningsih; Zohaib Hassan Sain
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3501

Abstract

Background. Teachers play a crucial role as facilitators in creating meaningful learning experiences, particularly in thematic learning that integrates multiple subjects. However, previous studies on teacher facilitation tend to focus on general pedagogical practices and lack strong theoretical integration, especially within Islamic educational contexts. Purpose. This study aims to examine Grade 5 teachers’ understanding and implementation of their role as facilitators in thematic learning at an Islamic elementary school, as well as to explore its theoretical contribution to facilitation practices. Method. This research employed a qualitative case study approach conducted at Sabilul Huda Asy’ari Integrated Islamic Elementary School. Data were collected through classroom observations, in-depth interviews with teachers, students, parents, and the school principal, and documentation analysis. Data analysis involved coding, theme generation, and triangulation to ensure the credibility and validity of the findings. Results. The findings reveal that the teacher’s role as a facilitator is multidimensional, encompassing patience, respect, teacher–student relationships, humility, adaptive teaching strategies, structured lesson planning, motivational support, and collaborative learning facilitation. These dimensions operate as an integrated system that supports students’ cognitive, social, emotional, and moral development. The integration of Islamic values was also found to play a significant role in shaping meaningful learning interactions. Conclusion. This study proposes the Islamic Constructivist Facilitation Model, which conceptualizes teacher facilitation as a holistic process integrating constructivist learning, socio-cultural interaction, and value-based education. The findings highlight that effective facilitation extends beyond instructional practices to include relational, motivational, and moral dimensions, offering important implications for developing holistic teaching practices in elementary education.
Penggunaan Model Pembelajaran Make a Match Berbantuan Media Gambar dalam Meningkatkan Minat Belajar Siswa Fauziah Nur Fadila; Agus Yudiawan; Riska Latifatul Husna
Tarbiyah Al-Awlad: Jurnal Kependidikan Islam Tingkat Dasar Vol 16, No 1 (2026)
Publisher : Universitas Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/alawlad.v16i1.14744

Abstract

Minat belajar merupakan salah satu aspek afektif yang berperan penting dalam menunjang keberhasilan proses pembelajaran. Siswa yang memiliki minat belajar tinggi cenderung menunjukkan perhatian, antusiasme, dan keterlibatan yang lebih baik dalam kegiatan pembelajaran. Berdasarkan kondisi awal di kelas IV SD Muhammadiyah 2 Kota Sorong, minat belajar siswa pada mata pelajaran Seni Budaya dan Keterampilan masih tergolong rendah. Kondisi tersebut menunjukkan perlunya penerapan model pembelajaran yang lebih aktif, menarik, dan berpusat pada siswa. Penelitian ini bertujuan untuk mengetahui peningkatan minat belajar siswa setelah penerapan model pembelajaran Make a Match berbantuan media gambar. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-experimental tipe one-group pretest-posttest design. Subjek penelitian berjumlah 22 siswa kelas IV SD Muhammadiyah 2 Kota Sorong yang dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan menggunakan angket minat belajar yang telah melalui proses validasi oleh ahli expert judgment. Analisis data meliputi uji normalitas, paired sample t-test, dan perhitungan N-Gain. Hasil penelitian menunjukkan bahwa rata-rata skor minat belajar siswa meningkat dari 63,45 pada saat pretest menjadi 82,18 pada saat posttest. Hasil paired sample t-test menunjukkan nilai signifikansi sebesar 0,000 p < 0,05, yang mengindikasikan adanya perbedaan yang signifikan antara skor pretest dan posttest. Nilai N-Gain sebesar 0,51 berada pada kategori sedang. Temuan penelitian menunjukkan adanya peningkatan minat belajar siswa setelah penerapan model pembelajaran Make a Match berbantuan media gambar pada mata pelajaran Seni Budaya dan Keterampilan. Model pembelajaran ini dapat dijadikan sebagai salah satu alternatif pembelajaran yang mampu menciptakan suasana belajar yang lebih aktif, menarik, kolaboratif, dan mendorong keterlibatan siswa dalam proses pembelajaran.
How Teachers Connect Elementary School Science Material with Students' Local Papuan Experiences: Cara Guru Menghubungkan Materi Sains Sekolah Dasar Dengan Pengalaman Lokal Kepapuaan Yang dimiliki Oleh Siswa Zurruyah Nur Hanida; Riska Latifatul Husna
SEARCH: Science Education Research Journal Vol. 2 No. 1 (2023): SEARCH: Oktober 2023
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v2i1.1467

Abstract

This research seeks to describe information about how teachers connect elementary school science material with students' local Papuan experiences. The type of research used was descriptive qualitative with data sources namely 7 class teachers in various elementary schools in Papua. The data collection method in this research is through interviews. Meanwhile, data analysis techniques go through the stages of data presentation and data verification. The results of the research show that in connecting science material with students' local Papuan experiences, the teacher invites students directly to observe the process of chopping sago and then relates this to the material. Apart from that, teachers teach science material related to students' local Papuan experiences such as natural resources in Papua and the daily lives of Papuan people who depend on nature
TEACHING TO THE AVERAGE? A QUALITATIVE STUDY ON DIFFERENTIATED INSTRUCTION AND NUMERACY INEQUALITY IN PAPUAN PRIMARY SCHOOLS Santi Ekawati; Rabiudin; Riska Latifatul Husna
Joyful Learning Journal Vol. 15 No. 2 (2026): Joyful Learning Journal: Juni 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v15i2.53769

Abstract

This study addresses inequalities in numeracy skills at the elementary school level, a fundamental problem that affects the quality of mathematics instruction especially for low-achieving students. It aims to explore in depth how mathematics teaching is conducted in a classroom with diverse numeracy abilities and to analyze its impact on low-achieving students at SD An-Nur Yapis, Kota Sorong. A qualitative approach with a single-case study design was used. Participants were two classroom teachers (MD and RH) and three third-grade students with low numeracy skills (AF, NR, and DW), selected through purposive sampling. Data were collected via semi-structured in-depth interviews, classroom observations, and document analysis. Data analysis followed Braun and Clarke’s thematic approach, with source and method triangulation to ensure validity. The findings produced four main themes: (1) numeracy ability in class 3A was fairly varied, with about 30% of students struggling with word problems that require mathematical modeling; (2) both teachers implemented elements of differentiation through diagnostic assessment and adjustments to teaching strategies, although they faced constraints such as a packed curriculum and the demands of standardized exams; (3) the Merdeka Curriculum was seen to provide substantial space for differentiation, but uneven peer support affected its sustainability; and (4) the three low-achieving students exhibited signs of math anxiety and low self-confidence, which hindered their active participation. The study concludes that teaching practices remain largely average-centered and contribute to systemic numeracy inequalities. A pedagogical transformation is needed, including strengthening differentiation based on the Zone of Proximal Development (ZPD), reforming assessment systems, and building an emotionally safe classroom climate as prerequisites for effective numeracy interventions
Co-Authors Abdul Muid Agus Yudiawan Aida Rumaratu Darnanengsih Darnanengsih Eka Ningtyas Putri Lestari Erwinestri Hanidar Nur Afifi Fadila, Fauziah Nur Fauziah Nur Fadila Fuad Rahmatullah Hasanah, Alif Jam’iyati, Siti Jasman Komariyah Komariyah Leha Arya Arvianti M. Ali Masrukin Masrukin, M. Ali Maya Agisty Muhamad Ramli Muhammad Abuyah Nur Muallif Muhammad Rusdi Rasyid Nazwa Nur Fatimah Niken Utami Ayumai Firnanda Nur Hakim Olivia Wulandari Tehupuring Rabiudin, Rabiudin Rahma Dzakirah Randi Dabamona Rezza Khoirrunisa Rista Farida Rosmawati Wotheysen Santi Ekawati Shinta Wijaya siti jamiyati Susetiyo, Ari Wotheysen, Rosmawati Yona Wahyuningsih, Yona Yuyut Ratmila Zalia Azhara Paputungan Zohaib Hassan Sain Zurruyah Nur Hanida