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All Journal Jurnal Riset dan Inovasi Pembelajaran Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Dedi Sahputra Napitupulu
STIT Al-Ittihadiyah Labuhanbatu Utara, Sumatera Utara
Religion Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Other

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Permainan Engklek Inovatif: Meningkatkan Kemampuan Kognitif Anak TK dalam Pendidikan Islam Mursal Aziz; Dedi Sahputra Napitupulu; Masdawati Masdawati
Jurnal Riset dan Inovasi Pembelajaran Vol. 4 No. 1 (2024): Januari-April 2024
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrip.v4i1.1318

Abstract

Rendahnya kemampuan kognitif siswa perlu di tingkatkan melalui permainan tradisional engklek inovatif. Melalui penelitian tindakan kelas, penelitian melakukan tindakan konkrit untuk meningkatkan kemampuan kognitif pendidikan Islam anak usia dini melalui permainan tradisional inovatif engklek di Kelas Makkah TK IT Sahabat Al-Qur’an Labuhanbatu Utara. Subjek penelitian ini diambil dari 1 orang guru dan Peserta didik usia 5-6 tahun di TK IT Sahabat Al-Quran yang berjumlah 19 orang siswa. Data dikumpulkan melalui wawancara, catatan lapangan, lembar observasi, dan tes, dengan analisis data statistik deskriptif. Hasil penelitian menunjukkan bahwa terjadi peningkatan kemampuan siswa dari tahap Prasiklus, Siklus I, hingga Siklus II di TK IT Sahabat Al-Qur’an, khususnya pada kelompok B. Meskipun awalnya kemampuan siswa bervariasi, namun pada Siklus II, siswa kelompok B mengalami peningkatan yang sangat baik. Pada tahap Prasiklus, nilai siswa berkisar antara 50 hingga 75. Kemudian, pada Siklus I, nilai siswa berkisar antara 70 hingga 85. Selanjutnya, pada Siklus II, nilai siswa berkisar antara 70 hingga 90. Dengan demikian, dari data tersebut, dapat disimpulkan bahwa kemampuan kognitif siswa mengalami peningkatan yang baik, dengan 16 siswa mencapai kriteria pencapaian "BSB" (Berkembang Sangat Baik) pada Siklus II. Jadi, kesimpulannya adalah dengan permainan engklek inovatif dapat meningkatkan kemampuan kognitif siswa.
The Influence of Teacher Communication Patterns in Aqidah Akhlak Education on Students' Academic Achievement Mursal Aziz; Dedi Sahputra Napitupulu; Fadilani Azmi Parapat
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 1 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i1.840

Abstract

This study aimed to examine the effect of teacher communication patterns on student academic achievement in Aqidah Akhlak at MIS Islamiyah Londut, North Labuhanbatu. This quantitative correlational study involved 33 students who were selected through purposive sampling. Data were gathered through questionnaires, recordings, and classroom observations, with all instruments validated and tested for reliability. Data analysis employed simple linear regression, a t-test, and R² analysis to assess the relationship between teacher communication and student academic outcomes. The results revealed a significant impact of teacher communication patterns on student achievement. The t-count value (19.334) exceeded the t-table value (1.692), and the R-squared value (0.923) indicated that the communication patterns employed by teachers could explain 92.3% of the variance in student performance. These findings affirm that clear, engaging, and responsive communication in the classroom substantially enhances students' understanding and academic success. This study highlights the importance of effective teacher communication in promoting student learning, especially in values-based subjects like Aqidah Akhlak. It suggests that educators should adopt more interactive and student-centered communication strategies. Training programs and workshops focusing on pedagogical communication skills such as active listening, questioning techniques, and feedback strategies should be prioritized. Additionally, school leaders can incorporate communication quality as a key metric in evaluating teaching effectiveness. For teacher education institutions, these findings support the integration of communication-focused modules into pre-service and in-service teacher training to better equip educators for meaningful classroom interactions.
Co-Authors Fadilani Azmi Parapat Masdawati Masdawati Mursal Aziz