Garuda - Garba Rujukan Digital

Peran Guru PAI dalam Mengatasi Brain Rot Pada Siswa Generasi Alpha di SDN 1 Singaraja Indramayu romadhon, fajar; Hanafiah, Akhirotun; Abdali, Ahmad; faqihuddin, achmad; yusup, rinaldi
Hikamatzu | Journal of Multidisciplinary Vol. 2 No. 2 (2025): Multidisciplinary Approach
Publisher : Hikamatzu | Journal of Multidisciplinary

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Tujuan penelitian mendeskripsikan peran dan strategi pembelajaran guru PAI dalam mengatasi brain rot pada siswa generasi alpha di SDN 1 Singaraja Indramayu, serta mengidentifikasi faktor pendukung dan penghambatnya. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui observasi, wawancara, dan studi dokumen, lalu dianalisis dengan model Miles dan Huberman melalui reduksi data, penyajian data, serta penarikan kesimpulan. asil penelitian menunjukkan guru PAI berperan sebagai pendidik sekaligus pembimbing moral digital untuk menekan gejala brain rot. Guru menjelaskan dampak negatif gawai, membiasakan penggunaan teknologi yang sehat, dan mengarahkan siswa pada aktivitas alternatif seperti membaca serta olahraga. Di kelas, guru menghidupkan pembelajaran dengan diskusi, demonstrasi, kerja kelompok, media visual, ice breaking, blended learning, dan proyek yang dikawal literasi kritis serta penguatan karakter-spiritual. Faktor pendukung meliputi kebijakan pembatasan gawai di sekolah, kolaborasi dengan orang tua, komitmen guru, dan ketersediaan sarana. Faktor penghambat berasal dari ketergantungan gawai, motivasi belajar menurun, distraksi tinggi, variasi karakter siswa, pengawasan keluarga yang tidak konsisten, keterbatasan internet, serta adaptasi terhadap model belajar baru. Temuan menegaskan perlunya sinergi sekolah dan keluarga, penguatan literasi digital, dan pendampingan bertahap secara konsisten agar perubahan perilaku dan fokus belajar terbentuk berkelanjutan.

Penerapan Model Pembelajaran Talking Stick Untuk Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran IPAS Kelas 3 SD Negeri Cimahi 02 Yesi indriani; Sally Pratiwi; Rinaldi Yusup
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6684

This research was prompted by the low learning outcomes in Natural and Social Sciences (IPAS) among third-grade students at SD Negeri Cimahi 02. The core problem was a conventional, teacher-centered learning process that resulted in student passivity and low concept comprehension, with only 40% of students achieving learning completeness. This study aimed to improve these IPAS learning outcomes by implementing the Talking Stick cooperative learning model to create a more active and student-centered environment. The research method employed was Classroom Action Research (CAR), conducted over two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The subjects were the third-grade students of the aforementioned school. Data were collected through learning outcome tests, classroom observation sheets, and documentation. The results showed a significant improvement. The students' average score increased from an initial 53.7 to 75.2 in the first cycle and further to 85.7 in the second cycle. Consequently, student learning completeness rose from 25% in the pre-test to 77% after Cycle I, ultimately reaching 100% at the end of Cycle II. This demonstrates that the Talking Stick model effectively enhances student learning outcomes in IPAS.

KAJIAN LITERATUR: PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP KEMAMPUAN SOSIAL DAN AKADEMIK PESERTA DIDIK Mutiara Sri Farhani; Rinaldi Yusup
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.8743

This study aims to systematically examine the effect of the Jigsaw cooperative learning model on the development of social and academic skills of elementary school students. This study uses a Systematic Literature Review (SLR) approach with the PRISMA protocol to search, filter, and analyze relevant scientific literature from 2020 to 2025 through the Google Scholar, Researchgate, DOAJ, and SINTA databases. Of the 25 articles identified, six articles met the inclusion criteria and were analyzed further. The results of the study show that the Jigsaw model consistently encourages improvements in social skills such as collaboration, responsibility, communication, and empathy, as well as strengthening academic achievement through increased learning motivation, understanding of material, and active participation. This model provides group-based learning experiences and positive interdependence, which are effective in shaping social interactions and improving student learning achievement. Therefore, the Jigsaw learning model is considered an appropriate approach to be implemented in elementary schools in order to address the challenges of learning that require active student involvement and character building. This study provides recommendations for teachers to adapt the Jigsaw model as a contextual and applicable learning strategy.

The Effect of Realistic Mathematics Education Models using Fraction Cards on Improving Elementary School Students' Learning Outcomes in Fraction Multiplication Fauziyyah, Hana; Yusup, Rinaldi; Pahmi, Samsul
Jurnal Kiprah Pendidikan Vol. 5 No. 1 (2026): Jurnal Kiprah Pendidikan | January 2026
Publisher : Program Studi Pendididikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/kpd.v5i1.p98-105

This research is motivated by the low learning outcomes of students in multiplication material. This study aims to determine the effect of the application of the Realistic Mathematics Education model assisted by fraction cards media on student learning outcomes in fraction multiplication material. The RME model was chosen because of the emphasis on contextual and meaningful learning through the connection of mathematical material with everyday life. The study used the Pre-Experiment method with a One Group Pretest-Posttest Design and involved 26 fourth-grade students of SDN Leuwiliang as samples. Data collection techniques used learning outcome tests and observations of student activities. The results showed an increase in student learning outcomes after the application of the RME model assisted by fraction cards, indicated by an average pretest score of 64.62 and a posttest score of 82.88. The results of the Paired Sample t-Test obtained a significance value of 0.001 <0.05, so there was a significant difference between learning outcomes before and after treatment. This finding is proven effective in improving student learning outcomes in fraction multiplication material in elementary schools

The Effect of Realistic Mathematics Education Models using Fraction Cards on Improving Elementary School Students' Learning Outcomes in Fraction Multiplication Fauziyyah, Hana; Yusup, Rinaldi; Pahmi, Samsul
Jurnal Kiprah Pendidikan Vol. 5 No. 1 (2026): Jurnal Kiprah Pendidikan | January 2026
Publisher : Program Studi Pendididikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/kpd.v5i1.p98-105

This research is motivated by the low learning outcomes of students in multiplication material. This study aims to determine the effect of the application of the Realistic Mathematics Education model assisted by fraction cards media on student learning outcomes in fraction multiplication material. The RME model was chosen because of the emphasis on contextual and meaningful learning through the connection of mathematical material with everyday life. The study used the Pre-Experiment method with a One Group Pretest-Posttest Design and involved 26 fourth-grade students of SDN Leuwiliang as samples. Data collection techniques used learning outcome tests and observations of student activities. The results showed an increase in student learning outcomes after the application of the RME model assisted by fraction cards, indicated by an average pretest score of 64.62 and a posttest score of 82.88. The results of the Paired Sample t-Test obtained a significance value of 0.001 <0.05, so there was a significant difference between learning outcomes before and after treatment. This finding is proven effective in improving student learning outcomes in fraction multiplication material in elementary schools

PENGIMPLEMENTASIAN MODEL PEMBELAJARAN PjBL UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA Anggun Dwi Arianti; Rinaldi Yusup
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48087

This research is motivated by the low learning motivation of elementary school students caused by teacher-centered learning and the lack of innovation in the use of learning models. This study aims to determine the increase in student learning motivation through the implementation of the Project Based Learning (PjBL) model. The study used a quantitative approach with an experimental method and a pre-experimental design of the one-group pretest-posttest type. The subjects of the study were all third-grade students of Karadenan State Elementary School in the 2025/2026 academic year, totaling 26 students with a saturated sampling technique. Data collection techniques used questionnaires and tests. Data analysis was carried out through descriptive tests, normality tests, paired sample t-tests, and N-Gain tests. The results showed that there was a significant increase in student learning motivation, indicated by an average pretest score of 45.42 increasing to 89.88 in the posttest with a significance value of 0.000 <0.05. The N-Gain value of 81.83% is included in the high category. In addition, students' cognitive learning outcomes also increased from 50.73 to 87.12 with a significance value of 0.000 < 0.05 and an N-Gain of 75.7% in the high category. Thus, the implementation of the Project Based Learning (PjBL) model is effective in improving the motivation and learning outcomes of elementary school students.

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