Article Per Year (5 Year)
p-Index From 2021 - 2026
4.187
P-Index
This Author published in this journals
All Journal Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) International Journal of Educational Dynamics (IJEDS) Jurnal Review Pendidikan dan Pengajaran (JRPP) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pengabdian kepada Masyarakat Nusantara Indonesian Journal of Innovation Studies JISOS: Jurnal ilmu sosial JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) JURNAL MUARA PENDIDIKAN JURNAL TUNAS PENDIDIKAN Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) JPNM : Jurnal Pustaka Nusantara Multidisiplin AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Master of Pedagogy and Elementary School Learning Cadika Journal. Master of Action Research in Mathematics Classroom Master Qualitative Research in Education Master Pengabdian dan Pemberdayaan Masyarakat Curricula: Journal of Curriculum Development
Nofrianni, Elvima
Universitas Muhammadiyah Muara Bungo
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Public Health Social Sciences Other

Published : 33 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 33 Documents
Search

 1   2   3   4 
MENINGKATKAN KETERAMPILAN BERBICARA MENGGUNAKAN SISTEM THERAPY DOLL (SPIDOL) PADA PESERTA DIDIK SEKOLAH DASAR Nofrianni, Elvima; Prahagia, Yelvia; Zunarti, Rita
Jurnal Muara Pendidikan Vol. 10 No. 1 (2025): Jurnal Muara Pendidikan, Vol 10 Issue 1, Juni 2025
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v10i1.2933

Abstract

Speaking skills are very controversial in the world of education. The technique for carrying out the speaking process at the elementary school level is still not in accordance with the rules, there are still many students in the speaking process who convey ideas that are not fluent and clear, and attitudes and focus on the conversation are not visible in the speaking process. This has an impact on students' speaking techniques towards speaking skills. This study concentrates on developing speaking skills through the correct technique through the therapy doll (marker) system in grade V students. The study was conducted at SDN 81/II Cadika Kec.Bungo, involving 18 students consisting of 12 males and 8 females who were registered in the 2024/2025 academic year. This study applies the type of classroom action research following the Arikunto model which consists of two cycles. Each cycle is carried out in two sessions in class and consists of four steps, namely planning, implementation, observation, and reflection. The research findings show that in cycle I, individual absorption reached 40.80%, while classical learning completion reached 24.01%. There was a significant increase in cycle II, individual abilities increased by 70.40% and classical learning completion reached 70.27%. Based on the results obtained, it was concluded that learning with the application of the Therapy Doll System (SPIDOL) method can improve the speaking ability of fifth grade elementary school students.
PENGARUH MODEL COOPERATIVE LEARNING TIPE TEAM GAMES TOURNAMENT BERBANTU ULAR TANGGA PADA PEMBELAJARAN MATEMATIKA KELAS IV SDN 131/II SKB Amanda Zafirah Ramadhani; Nurlev Avana; Elvima Nofrianni
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 4 No. 2 (2025): Juli
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/aljabar.v4i2.2469

Abstract

The results of initial observations show that students' learning outcomes, especially in mathematics learning, are still relatively low. One of the main causes is the learning approach that is still one-way and does not involve active student participation. Based on these problems, this study aims to determine the influence  of the cooperative learning model  of the Team Games Tournament (TGT) type assisted by snakes and ladders on students' mathematics learning outcomes. The method used was an experiment with a Quasi Experimental Design research design, using the form of Nonequivalent Control Group Design. The subjects of the study were grade IV students in one of the elementary schools, namely class IV B as an experimental class and class IV C as a control class. Data was obtained through multiple-choice tests in the form of pretest and posttest. The results showed that the average posttest of the experimental class was 59.03, higher than the control class which was only 53.22. The Paired Sample Test produced a significance value of 0.042 < 0.05, which shows the influence of the use of the TGT model on learning outcomes. Meanwhile, the results of the Independent Sample T-Test of 0.010 < 0.05 proved that there was a significant difference between the two classes. Thus, it can be concluded that the use of a snake-and-ladder-based TGT type Collaborative models can improve students' math results. This study recommends the application of this learning model, especially in flat building materials in mathematics subjects.
Student Engagement in Science and Social Studies Learning through Project-Based Learning and Poster Media: Keterlibatan Siswa dalam Pembelajaran Ilmu Pengetahuan Alam dan Sosial melalui Project-Based Learning dan Media Poster Aspita; Sundahry; Nofrianni, Elvima
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1671

Abstract

General Background: Science and social studies learning in Indonesian elementary schools often relies on teacher-centered instruction, leading to low student motivation and outcomes. Specific Background: Many students in IPAS subjects have not reached the Learning Objectives Achievement Criteria due to limited innovative strategies. Knowledge Gap: Previous studies have shown the value of Project-Based Learning (PBL), yet few have integrated visual media such as posters in elementary IPAS classrooms. Aim: This study investigated how combining PBL with poster media supports active participation and improves student outcomes in grade IV. Results: Conducted as Classroom Action Research in two cycles with 26 students, the study revealed substantial progress. Teacher implementation rose from 72.72% to 90.91%, students in the “very good” activity category increased from 6 to 13, and average scores improved from 74.42 to 82.12, raising mastery from 57.69% to 80.77%. Novelty: Integrating poster media into PBL provided concrete visual support aligned with students’ developmental stage, enhancing engagement and comprehension. Implications: These findings suggest that combining project-based learning with visual aids offers a practical, effective strategy for elementary classrooms to foster motivation, critical thinking, and deeper understanding. Highlight Active student participation increased with project-based learning and poster use. Teacher performance and classroom interaction showed steady improvement. Student achievement in IPAS rose significantly across both research cycles. Keyword Project-Based Learning, Poster Media, Student Engagement, Elementary Education, Science Learning
PENINGKATAN PROSES DAN HASIL BELAJAR MATEMATIKAMENGGUNAKAN MODEL PROBLEM BASED LEARNING BERBASIS PAPAN PINTAR KELAS III SDN 064/II PERUMNAS I Trisniawati , Adinda Prasetya; Avana, Nurlev; Nofrianni, Elvima
Jurnal Review Pendidikan dan Pengajaran Vol. 8 No. 3 (2025): Volume 8 No. 3 Tahun 2025
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v8i3.50533

Abstract

Penelitian ini dilatar belakangi observasi awal yang menunjukkan rendahnya hasil belajar siswa dengan nilai rata-rata ujian semester ganjil pada mata pelajaran Matematika yaitu 47,5. Rata-rata nilai tersebut masih dibawah kriteria ketuntasan minimum (KKM) yang ditetapkan sekolah yaitu 70. Oleh karena itu model pembelajaran yang dapat meningkatkan hasil belajar siswa adalah model pembelajaran PBL. Tujuan penelitian ini adalah untuk mengetahui keterlaksanaan model PBL dalam meningkatkan hasil belajar siswa pada setiap siklus. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK). Pengumpulan data yang digunakan dalam penelitian ini adalah data kualitatif dan kuantitatif. Data kualitatif berupa lembar observasi keterlaksanaan model PBL. Sedangkan data kuantitatif berupa data yang diperoleh dari 1) Presentase keterlaksanaan model PBL yang diperoleh dari  jumlah jawaban Ya dan Tidak pada lembar observasi, 2) peningkatana hasil belajar yang diperoleh dari hasil proses belajar pendidik, proses belajar peserta didik dan hasil bealajar siswa dengan menggunakan model PBL. Hasil yang diperoleh dari penelitian ini antara lain: 1) keterlaksanaan model PBL pada mata pelajaran matematika berkatagori sangat baik, 2) hasil belajar siswa pada mata pelajaran matematika setiap siklus mengalami peningkatatan di atas nilai KKTP yaitu 85%, setelah diterapkan model PBL. Hasil belajar siswa pada siklus I adalah 33,33%, dan hasil belajar siswa pada siklus II sebesar 91,97%. Hal ini menunjukkan adanya peningkatan dari siklus I dan siklus II. Penerapan model PBL dapat meningkatkan dapat meningkatkan keaktifan siswa dalam belajar, dan dapat membantu siswa agar tetap fokus dalam berbagai situasi pembelajaran yang sedang terjadi sehingga terjadi peningkatan ketuntasan hasil belajar.
Peningkatan Proses Dan Hasil Belajar IPAS Menggunakan Model Pembelajaran Group Investigation Kelas V SD Negeri 097/II Muara Bungo Antika, Rindi; Sundahry, Sundahry; Nofrianni, Elvima
Master of Pedagogy and Elementary School Learning Vol. 1 No. 2 (2025): Juli
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/mapels.v12.41

Abstract

Penelitian tindakan kelas pada peserta didik kelas V SDN 097/II Muara Bungo yang dilatar belakangi observasi awal yang menunjukkan rendahnya hasil belajar peserta didik, dapat dilihat berdasarkan nilai rata-rata hasil ujian semester ganjil peserta didik pada mata pelajaran IPAS yaitu 70. Rata-rata nilai tersebut masih dibawah Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) yang diterapkan sekolah yaitu 75. Hal ini menunjukkan masih rendahnya hasil belajar peserta didik pada Mata pelajaran IPAS. Oleh karena itu, model pembelajaran yang dapat meningkatkan hasil belajar peserta didik adalah model pembelajaran Group Investigation (GI). Tujuan penelitian ini untuk mengetahui keterlaksanaaan model Group Investigation dalam mendeskripsikan proses belajar IPAS dan mendeskripsikan hasil belajar kognitif IPAS peserta didik pada setiap siklus, pada materi daerahku kebangganku. Metode penelitian yang digunakan adalah penelitian tindakan kelas (PTK). Penelitian dilaksanakan dalam dua siklus, tiap siklus terdiri dari perencanaan, pelaksanaan, observasi dan refleksi. Subjek penelitian ini dilakukan pada peserta didik kelas V SDN 097/II Muara Bungo yang berjumlah 17 peserta didik. Pengumpulan data yang digunakan penelitian ini adalah observasi, tes dan dokumentasi. Data observasi berupa lembar observasi berupa data yang di peroleh dari persentase keterlaksanaan model group investigation yang diperoleh dari jawaban terlaksana dan tidak terlaksana pada lembar observasi dan data tes berupa lembar tes hasil belajar. Hasil penelitian yang diperoleh dari penelitian ini antara lain: 1) keterlaksanaan model Group Investigation pada materi daerahku kebangganku berkategori sangat baik, 2) hasil belajar peserta didik pada materi daerahku kebangganku setiap siklus mengalami peningkatan di atas nilai KKTP yaitu 75, setelah diterapkan model pembelajaran Group Investigation. Hasil belajar peserta didik pada siklus I dengan persentase 58,82% kategori cukup, pada hasil belajar siklus II persentase nilai peserta didik yang di atas KKTP meningkat menjadi 88,23% kategori sangat baik. Hal ini menunjukkan adanya peningkatan dari siklus I dan II. Penerapan model  Group Investigation dapat keaktifan peserta didik dalam belajar, dan dapat membantu peserta didik agar tetap fokus dalam berbagai situasi pembelajaran yang sedang terjadi sehingga terjadi peningkatan ketuntasan hasil belajar.
Workshop Efektivitas Membaca Pemahaman Menggunakan Model Kooperatif Tipe Scramble di Sekolah Dasar Nofrianni, Elvima; Andriani, Opi; Prahagia, Yelvia
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 5 No. 4 (2024): Jurnal Pengabdian kepada Masyarakat Nusantara (JPkMN) Edisi September - Desembe
Publisher : Lembaga Dongan Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55338/jpkmn.v5i4.4483

Abstract

Membaca pemahaman merupakan suatu proses yang dilakukan oleh seorang pembaca untuk memperoleh pesan yang hendak disampaikan penulis melalui media kata atau bahan tulis. Dengan membaca pemahaman seseorang mampu menangkap isi bacaan dan mengetahui maksud pesan yang disampaikan pada bacaan tersebut. Agar dapat membaca pemahaman dengan baik dan meminimalisasi kesalahan, maka seseorang yang ingin membaca perlu melakukan sesuai ciri khusus dalam membaca pemahaman. Bukan saja kesalahan bunyi, tetapi kesalahan konsep dan gagasan dalam membaca pemahamam haruslah dihindarkan. Oleh karena itu, tim pengabdian Universitas Muhammadiyah Muara Bungo melakukan workshop efektifitas membaca pemahaman menggunakan model kooperatif tipe scramble di SDN 224/II Sijau. Kegiatan pengabdian pada masyarakat menggunakan model kooperatif tipe scramble dengan cara memberikan materi sesuai dengan langkah-langkah model ini dan pendampingan bagaimana efektivitas membaca pemahaman menggunakan model kooperatif tipe scramble di sekolah dasar. Kegiatan workshop disampaikan di ruang pertemuan yang disediakan sekolah. Semua guru di sekolah tempat pengabdian mengikuti kegiatan tersebut. Adapun Kegiatan yang dilaksanakan antara Lain: Penerapan model kooperatif tipe scramble, diskusi, dan simulasi. Hasil yang diperoleh dalam pelaksanaan kegiatan pengabdian masyarakat ini adalah guru mampu menerapkan efektivitas membaca pemahaman menggunakan model kooperatif tipe scramble di sekolah dasar yang menyenangkan kepada peserta didiknya.
ANALISIS KESIAPAN GURU DALAM PELAKSANAAN KURIKULUM MERDEKA BELAJAR DI SD Nofrianni, Elvima; Prahagia, Yelvia; Juwita Novalia, Ratih; Tri Susanti, Desi
Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) Vol. 5 No. 1 (2024): Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI)
Publisher : Information Technology Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jipti.v5i1.1909

Abstract

This research focuses on the importance of the curriculum in the learning process, considering that the curriculum is designed according to the needs in the field. The curriculum is defined as a series of plans and rules regarding objectives, material content, and teaching methods that act as a guide for organizing teaching and learning activities. The main objective of this study is to evaluate the extent to which teachers in primary schools are ready to implement the Merdeka Belajar Curriculum. The method used in this research is descriptive qualitative. The research subjects include teachers, principals, and vice principals in elementary schools. Data were collected through observation, interviews, and documentation. The results showed that the teachers in this school were ready and understood the Merdeka Belajar Curriculum, in accordance with various readiness indicators determined by the researcher. These indicators include understanding the curriculum structure, lesson plan preparation, learning process, teaching modules, and learning assessment. The results of this study show that teachers have been able to implement an independent curriculum with good teaching modules and media.
MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN MENGGUNAKAN MODEL SCRAMBLE PADA PESERTA DIDIK FASE B SEKOLAH DASAR Nofrianni, Elvima; Prahagia, Yelvia
Jurnal Muara Pendidikan Vol. 9 No. 2 (2024): Jurnal Muara Pendidikan, Vol 9 No 2, Desember 2024
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v9i2.2451

Abstract

Reading comprehension is very much a polemic in the world of education. The technique for carrying out the reading comprehension process at the elementary school level is still not by the rules; there are still many students in the process of reading comprehension in a text with sound and pointing. This has an impact on students' understanding of reading. This research aims to improve reading comprehension skills through the Scramble model in grade 4 students. The research was conducted at SDN 224/II Sijau, Bungo District, involving 20 students, 15 boys and 5 girls, registered in the 2023 school year/ 2024. This research uses the Kemmis and Mc research design. Taggart, which consists of two cycles. In each cycle, there are two meetings in class, and each cycle consists of four stages: planning, implementation, observation, and reflection. The research results showed that in the first cycle of action, individual absorption capacity was 58.70%, and classical learning completion was 24.56%. There was an increase in cycle II with a classical absorption capacity of 78.40%, while classical learning completeness was 88.27%. Thus, it can be concluded that learning can improve students' ability to read and understand the Scramble model in grade 4 elementary school.
Peningkatan Kolaborasi Peserta Didik dengan Pembelajaran Berdiferensiasi Proses Berbasis Model Problem Based Learning Mata Pelajaran IPAS di Kelas 3 SD Negeri 128/ll Pasir Putih Sapitri, Regina; Subhanadri, Subhanadri; Nofrianni, Elvima
Master of Pedagogy and Elementary School Learning Vol. 1 No. 3 (2025): November
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/mapels.v13.92

Abstract

Penelitian ini berlatar belakang pada peningkatan kolaborasi belajar peserta didik pada mata pelajaran IPAS di kelas kelas 3 SD Negeri 128/II Pasir Putih masih rendah, dengan hasil observasi kemampuan kolaborasi belajar peserta didik sebesar 30,37%. Peserta didik merasa bosan saat pembelajaran berlangsung serta model pembelajaran yang diterapkan oleh guru kurang efektif berdampak pada materi yang dipelajari tidak tersampaikan dengan baik pada peserta didik. Penelitian Tindakan Kelas pada peserta didik kelas 3 SD Negeri 128/II Pasir Putih ini bertujuan untuk mengetahui peningkatan kemampuan kolaborasi belajar peserta didik melalui model pembelajaran Berdiferensiasi Proses berbasis Problem Based Learning pada mata pelajaran IPAS. Penelitian ini PTK terdiri dari dua siklus, dimana data yang diambil yaitu berupa data hasil observasi melalui lembar observasi pengamatan kemampuan kolaborasi belajar peserta didik dan observasi guru dalam implementasi model pembelajaran Berdiferensiasi Proses berbasis Problem Based Learning, serta dokumentasi. Penelitian ini dilakukan dengan 4 tahapan yaitu perencanaan, pelaksanaan, observasi dan refleksi. Hasil penelitian menunjukkan peningkatan kemampuan kolaborasi belajar peserta didik terlihat dari hasil observasi pada siklus I kemampuan kolaborasi belajar peserta didik 50,77%. Meningkat pada siklus II menjadi 83,16%. Berdasarkan hasil penelitian ini maka dapat disimpulkan peningkatan kolaborasi belajar peserta didik pada mata pelajaran IPAS di kelas kelas 3 SD Negeri 128/II Pasir Putih dapat meningkat setelah diterapkannya model pembelajaran Berdiferensiasi Proses berbasis Problem Based Learning. Penerapan pembelajaran berdiferensiasi proses berbasis Problem Based Learning dapat meningkatkan antusias peserta didik dalam belajar serta dapat memberikan lingkungan pembelajaran yang lebih interatif dan inklusif.
Peningkatan Proses dan Hasil Belajar IPAS Menggunakan Model  Somatic, Auditory, Visual, Intellectual (SAVI) dengan Media Puzzle di Kelas VI SDN 012/II Empelu Ovy Lestari; Sundahry Sundahry; Elvima Nofrianni
Master Journal of Future Education Vol. 1 No. 2 (2025): April
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/cadikajournal.v12.305

Abstract

This Classroom Action Research conducted in Grade VI of SDN 012/II Empelu was motivated by preliminary observations, which indicated the low quality of both the learning process and student outcomes. This could be seen from learning activities that were not yet aligned with the requirements of the Merdeka Curriculum and from the average scores of daily tests that were still below the Minimum Mastery Criteria (KKTP). To address this issue, the SAVI (Somatic, Auditory, Visual, Intellectual) learning model was implemented using “puzzle” media. The purpose of this study was to describe the improvement of the learning process and student outcomes through the application of the SAVI model on the topic How Our Body Moves.The research method used was Classroom Action Research (CAR), carried out in two cycles, with each cycle consisting of planning, implementation, observation, and reflection. The subjects of this study were 25 Grade VI students of SDN 012/II Empelu, while the object of the study was the implementation of the SAVI (Somatic, Auditory, Visual, Intellectual) model in IPAS learning. Data collection techniques included observation, learning outcome tests, and documentation. Data were analyzed using descriptive qualitative and quantitative methods. The results showed that the implementation of the SAVI model with puzzle media was categorized as very good. In terms of process, teacher and student engagement improved from the “good” category in Cycle I to “very good” in Cycle II. In terms of learning outcomes, the students’ average score increased from 70.4% in Cycle I to 86.3% in Cycle II, with the percentage of learning mastery rising from 28% to 80%. The application of the SAVI (Somatic, Auditory, Visual, Intellectual) model proved effective in enhancing student activeness and conceptual understanding of IPAS.
Co-Authors Abdulah Aldino Aldino Amanda Zafirah Ramadhani Andriani, Opi Antika, Rindi Aprizan Aprizan, Aprizan Arisman Sabir Aspita Astriana Pratiwi Cut Dara Nadia Ladiski Dian Listia Ningrum Elza April Lia Juwita Novalia, Ratih Nurlev Avana Opi Andriani Ovy Lestari Prahagia, Yelvia Pratiwi , Astriana Reni Guswita Rita Zunarti Sapitri, Regina Sri Utami SUBHANADRI, SUBHANADRI Suci ridhatul safitri Sundahry, Sundahry Surya Widyasari Susanti, Desi Tri Syahniar Syahniar Syahniar Syahniar Syahniar Syahniar Tri Wiyoko Trisniawati , Adinda Prasetya Zulqoidi R. Habibie