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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar International Journal of Education and Teaching Zone
Muhammad Soleh Hapudin
Universitas Esa Unggul
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENINGKATAN KETERAMPILAN MENULIS KARANGAN NARASI MELALUI MEDIA GAMBAR BERSERI PADA SISWA KELAS V SD NEGERI PASIR AWI KABUPATEN TANGERANG Siti Nurul Umayroh; Muhammad Soleh Hapudin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36176

Abstract

Picture series media is suitable for use at Pasir Awi Public Elementary School in Tangerang Regency because teachers still use the lecture method in teaching. As a result, students are less actively engaged and less interested in participating in Indonesian language lessons. Furthermore, student learning outcomes show that less than 50% have not achieved mastery based on the Minimum Completion Criteria (KKM). This research method is a classroom action research (Classroom Action Research) conducted in two cycles. Each cycle consists of four meetings. The purpose of this study is to determine the improvement of narrative writing skills through the use of picture series media. The research procedure includes the stages of planning, implementation, observation, and reflection. The research subjects were 34 fifth-grade students. Data collection techniques were carried out through observation, testing, and documentation. Data were analyzed quantitatively and qualitatively. The results of the study showed that in cycle I, the average value of student learning outcomes was 61.18. In cycle II, the value increased significantly to 75.82, which is classified as high category from the ideal value of 100. Learning completeness also increased, from only 3 students (8.82%) in cycle I to 30 students (88.24%) in cycle II. Classical learning completeness was achieved because more than 80% of students had met the KKM. Thus, learning using serial picture media was proven effective in improving narrative writing skills and the implementation of the action was stopped in cycle II because it had achieved the learning target. Evaluation of the results of this study indicates that image series media can increase student participation, stimulate writing interest, and help them express ideas coherently. However, for optimal results, teachers need to adjust the image selection to suit the theme and engage students in discussions before writing.
Transforming Student Evaluation Policy through the Student Satisfaction Index on Lecturer Performance: Strengthening Learning Governance Mujazi; Muhammad Soleh Hapudin; Ainur Rosyid
International Journal of Education and Teaching Zone Vol. 5 No. 2 (2026): June 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i2.807

Abstract

Student evaluation data are often underutilized in higher education despite their potential to support evidence-based academic decision-making. The Student Satisfaction Index on Lecturer Performance (IKMKD), which measures teaching quality from students’ perspectives, has received insufficient attention as a tool for study program governance and quality improvement. This study looks at how the IKMKD can be used not only as a tool for evaluation but also as a basis for policies to improve academic management in the Elementary School Teacher Education program at Universitas Esa Unggul, Indonesia. The study employed a convergent parallel mixed-methods design involving 399 students across five academic semesters. Data were collected through IKMKD questionnaires and semi-structured interviews using purposive sampling. Quantitative data were analyzed using descriptive statistics, and qualitative data were analyzed using thematic analysis to explore students' evaluation experiences and perceptions of teaching practices. The findings indicate that the average IKMKD score reached 3.51, which falls within the good category, indicating that students generally perceived lecturers’ teaching performance positively across key aspects of the learning process. Nevertheless, several recurring issues were identified, including unclear assignment instructions, limited transparency in grading criteria, delayed feedback, and inconsistent lecture schedules. The value of IKMKD as a data-informed feedback mechanism that can support pedagogical improvement, lecturer development, and continuous quality enhancement at the study program level. 
Co-Authors Hindra Panji Wibowo Mujazi Rosyid, Ainur Siti Nurul Umayroh