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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal BELAINDIKA (Pembelajaran dan Inovasi Pendidikan) Jurnal Kiprah Pendidikan Jurnal Cakrawala Pendas JAMPARING: Jurnal Akuntansi Manajemen Pariwisata dan Pembelajaran Konseling Jurnal Pengabdian Masyarakat dan Riset Pendidikan Journal of Management Education Social Sciences Information and Religion Hikamatzu Journal of Multidisciplinary Research Jurnal kiprah pendidikan
Rinaldi Yusup
Universitas Nusa Putra
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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

Abstract

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

Abstract

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.
Co-Authors Abdali, Ahmad Achmad Faqihuddin Agung Asmaul Rizal Alfarizi, Agil Ario Alvi Febrianti Putri Utami Aqilah, Rifa Nurul Asti Fuji Astuti Astri Fitriyani Astuti, Asti Fuji Azalia, Rahma Tsani Budi Kurnia Desta Putri Awalia Dewi Susilawati Dini Haryanti Elina Nurni Ayu Ena Desta Sri M Ervin Amelia Hanafiah, Akhirotun Hasanah, Fauziyyah Nur Hasna Iftikhar S Herlinawati Herlinawati Ice Yosepina Yupi Indriani Fauziah Kailla Cahaya Islami Mauranissa, Malzia Nazma Mirna Aulia Sari Mona Julia Mutiara Sri Farhani Nurshofa, Salwa Putri Meisya Quini Utami Rahma Khairunnisa Rahmat Hidayat Rasid, Nor Syazwani Mohd Resti Meilani Risma Risma Rohima, Armila Aulia Romadhon, Fajar Sajidin Sally Pratiwi Salwa Putri Tsania Samsul Fahmi Santi Indriyani Sherly Anatasya Ruswandi Sheryl Mutiara Putri Siti Maesaroh Siti Mutmainah Siti Nabila Sumayah Musyarafah Syahra Ahta Pratiwi Syarah Syarah Tsani Nursakinah Ucu Agustini Ulimpa, Steven Utomo Yeblo, Federika Yesi indriani Yesnath, Vitakur Martha Zaenal Abidin