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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) International Journal of Learning Reformation in Elementary Education Jurnal Pendidikan Sosial dan Konseling Walada: Journal of Primary Education
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Universitas lambung Mangkurat
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PENGGUNAAN MISTERI BOX SEBAGAI MEDIA PEMBELAJARAN IPS DI SEKOLAH DASAR Winda; Miftahur Rizki; Mutia; Ahmad Suriansyah; Maimunah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Progress
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9612

Abstract

The success of the learning process in education is greatly influenced by various aspects, one of which is the use of learning media. Learning media functions as a means used by teachers to convey material to students effectively through a combination of audio, visual, and audiovisual elements, so that information can be received more interestingly, clearly, and interactively. This research aims to design and develop Misteri Box learning media to increase students' interest in IPAS subjects at SDN Sungai Lumbah 1. This research is motivated by the low interest and understanding of students in learning IPAS, which is caused by learning methods that are still monotonous and do not involve students actively. The approach used is descriptive qualitative with a case study method. Limited trials were conducted on grade IV students at SDN Sungai Lumbah 1, and the results showed an increase in student interest in learning after using the Misteri Box media. This innovation is expected to be one of the alternative learning media solutions that are more fun, interactive, and make it easier for students to understand material about cultural diversity in Indonesia.
Meningkatkan Aktivitas Belajar dan Keterampilan Berpikir Kritis Melalui Implementasi Model Problem Based Learning Qur’ani Syifa; Maimunah
Jurnal Pendidikan Sosial Dan Konseling Vol. 1 No. 3 (2023): Oktober - Desember
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpdsk.v1i3.262

Abstract

Ditemukan masalah dari penelitian ini kurangnya aktivitas dan belum meningkatnya kemampuan berpikir kritis siswa. Tujuan dari penelitian ini untuk mendeskripsikan aktivitas guru dan menganalisis aktivitas siswa dan keterampilan berpikir kritis dengan model Problem Based Learning. Penelitian Tindakan Kelas (PTK) yang digunakan dalam penelitian ini berlangsung selama IV kali pertemuan. Siswa kelas IV SDN Pemurus Luar 1 Banjarmasin menjadi peserta penelitian yang berjumlah 24 siswa. Analisis informasi menggabungkan analisis kualitatif dan kuantitatif menjadi ketentuan jenis data yang digunakan. Data kualitatif ditemukan dari observasi aktivitas guru, siswa dan keterampilan berpikir kritis siswa. Data kuantitatif ditemukan dari hasil klasikal persentase aktivitas siswa dan keterampilan berpikir kritis siswa. Dari pertemuan I ke pertemuan IV ditemukan aktivitas guru dari 24 menjadi 31. Selain itu, pertemuan I sampai dengan IV, keterlibatan siswa meningkat dari 50% menjadi 92%. Kemudian pada pertemuan I sampai dengan IV, kemampuan berpikir kritis siswa berkisar di angka 46% sampai dengan 92%. Dapat disimpulkan hasil penelitian ini terjadi peningkatan aktivitas dan keterampilan berpikir kritis siswa.
Meningkatkan Aktivitas Belajar Dan Keterampilan Berpikir Kritis Menggunakan Kombinasi Model Problem Based Learning Dan Pendekatan Tpack Pada Muatan IPA Siswa Sekolah Dasar Dewi Normaya; Maimunah
Jurnal Pendidikan Sosial Dan Konseling Vol. 1 No. 3 (2023): Oktober - Desember
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpdsk.v1i3.306

Abstract

The problem in this research is the lack of science process skills, students do not work together, students' critical thinking skills are less developed, students do not understand the material, and learning has not integrated technology. The purpose of this study was to determine teacher activity, student activity, critical thinking skills and learning outcomes of fifth grade students at Kelayan Timur 8 Elementary School by applying the "Problem Based Learning and TPACK Approach" learning model. Classroom Action Research conducted during these 4 meetings is based on four stages, namely: (1) Planning (2) Action (3) Observing (4) Reflecting. The data in this study are the results of observations and written test results. The results of the study showed that the teacher's activities in 4 meetings were carried out very well. Student activity increases at each meeting, so that 100% of students are classically successful with active purification. Students' critical thinking skills improve at each meeting, so that 100% of students classically succeed in completing everything critically. Student learning outcomes increase at each meeting and 96% of students classically succeed in achieving the KKM.
Model Pembelajaran PROTAGET untuk Meningkatkan Motivasi Belajar dan Keterampilan Berpikir Kritis Siswa Kelas V pada Pembelajaran Matematika Mery Arrizqa Ulya; Maimunah
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2597

Abstract

This study aims to analyze the implementation of the PROTAGET learning model in enhancing the learning motivation and critical thinking skills of fifth-grade students during mathematics lessons. The study employed a Classroom Action Research approach based on the Kemmis and McTaggart model, comprising four stages: planning, action implementation, observation, and reflection. The research was conducted over four sessions with 33 fifth-grade students at SDN Kuin Cerucuk 3, Banjarmasin. Data were collected through observations and tests covering teacher activity, student activity, learning motivation, critical thinking skills, collaboration skills, and learning outcomes. The data were analyzed using both qualitative and quantitative descriptive methods. The results indicate that all observed aspects showed gradual improvement. Teacher activity increased from 82.50% to 92.50%, student activity from 69.70% to 100%, learning motivation from 48.50% to 100%, critical thinking skills from 39.40% to 100%, and collaboration skills from 45.50% to 100%; additionally, the class mastery rate for learning outcomes rose from 57.58% to 100%. These findings demonstrate that the PROTAGET learning model fosters active, collaborative, and student-centered mathematics instruction, making it effective in boosting students' learning motivation and critical thinking skills. Consequently, the PROTAGET learning model serves as a viable alternative for innovative mathematics instruction in primary schools.
Model Procont Games: Inovasi Pembelajaran IPAS untuk Meningkatkan Keterampilan Berpikir Kritis dan Kolaborasi Murid Sekolah Dasar Nidaul Husna; Maimunah
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2478

Abstract

This study was motivated by the low levels of student engagement, critical thinking skills, collaboration skills, and student learning outcomes in the IPAS subject. This indicates that the learning model previously used has not been able to create an active learning process or effectively encourage students to think critically and collaborate. This study aims to describe teacher activities and analyze student activities, critical thinking skills, collaboration skills, and student learning outcomes using the Procont Games model. The Procont Games model is a combination of three learning approaches: Problem-Based Learning, Contextual Teaching and Learning, and Team Games Tournament. This study employed a qualitative approach using Classroom Action Research (CAR), conducted over four sessions. The research subjects were fourth-grade students at SDN Benua Anyar 8 in Banjarmasin during the 2025/2026 school year, consisting of 21 students 13 boys and 8 girls. Data collection techniques included observation sheets and written tests, while data analysis was conducted using percentages and classical success indicators. The results of the study show that teacher activity, student activity, critical thinking skills, collaboration skills, and overall learning outcomes reached 100%. It can be concluded that the use of the Procont Games model successfully improved teacher activity, student activity, critical thinking skills, collaboration skills, and learning outcomes in elementary school students’ IPAS (Integrated Natural Sciences) lessons.
Meningkatkan Keterampilan Sosial Pada Muatan PPKn Menggunakan Model Pembelajaran LENTERA Pada Siswa Kelas V Siti Nur Ainatul Firdausa; Maimunah
Jurnal Pendidikan Sosial Dan Konseling Vol. 2 No. 2 (2024): Juli - September
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpdsk.v2i2.1381

Abstract

The problem in this research is that social skills in PPKn content are still low. This research aims to describe social skills. This research uses qualitative research with the PTK type applied in 4 meetings with a total of 23 people in the VB class at SDN Kahakan Kalibaru in the 2023/2024 academic year. Researchers used data collection techniques by observation and learning tests. The results of the research showed that students' social skills at meeting 1 reached 39% with the criteria "quite skilled", increasing at meeting 4 to 78% with the criteria "very skilled". So it can be concluded that the use of the LENTERA model is able to improve students' social skills.
Implementasi Model Kompas Dalam Meningkatkan Motivasi, Keterampilan Berpikir Kritis Pendidikan Pancasila Di Sekolah Dasar AmeliaTheresia Sinulingga; Maimunah
Walada: Journal of Primary Education Vol. 5 No. 3 (2026): Walada : Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i3.886

Abstract

Pengembangan keterampilan berpikir kritis, motivasi belajar, dan kerja sama merupakan salah satu tujuan penting dalam pembelajaran Pendidikan Pancasila sejalan dengan implementasi Kurikulum Merdeka dan Profil Pelajar Pancasila. Namun, hasil observasi awal di kelas IV SDN Belitung Utara 3 Banjarmasin menggambarkan bahwasanya siswa masih cenderung pasif dalam pembelajaran, memiliki keterampilan berpikir kritis yang rendah, serta belum mampu bekerja sama secara optimal. Studi ini bertujuan guna meningkatkan keterampilan berpikir kritis serta motivasi belajar melalui penerapan model KOMPAS yang mengintegrasikan Problem Based Learning (PBL), Jigsaw, dan Make-A Match. Studi ini menggunakan Penelitian Tindakan Kelas (PTK) dengan pendekatan kualitatif didukung data kuantitatif. Subjek penelitian terdiri 12 siswa kelas IV SDN Belitung Utara 3 Banjarmasin. Data dikumpulkan melalui observasi terhadap keterampilan berpikir kritis serta motivasi belajar, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan adanya peningkatan pada setiap pertemuan. Keterampilan berpikir kritis siswa meningkat dari 42% menjadi 83% an motivasi belajar meningkat dari 42% menjadi 92%. Temuan penelitian menunjukkan bahwasanya model KOMPAS efektif dalam menciptakan pembelajaran yang aktif, kolaboratif, dan bermakna sehingga model KOMPAS dapat digunakan sebagai alternatif untuk inovasi pembelajaran Pendidikan Pancasila di sekolah dasar. Ini akan meningkatkan keterampilan berpikir kritis siswa, mendorong mereka untuk belajar, dan mendorong mereka untuk bekerja sama
Penerapan Model PITA untuk Meningkatkan Keterampilan Berpikir Kritis dan Komunikasi pada Pendidikan Pancasila di SD Eka Maulida Mailani; Maimunah
Walada: Journal of Primary Education Vol. 5 No. 3 (2026): Walada : Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i3.919

Abstract

Permasalahan yang dibahas dalam penelitian ini meliputi rendahnya keterampilan berpikir kritis dan komunikasi siswa yang belum optimal. Idealnya, proses pembelajaran yang diterapkan harus mampu memampukan siswa menganalisis solusi atas berbagai masalah serta mengemukakan pendapat dan argumen mereka. Masalah-masalah ini berakar pada kurangnya aktivitas yang dirancang untuk mengasah keterampilan berpikir kritis; proses pembelajaran cenderung terbatas pada menjawab pertanyaan dari buku teks, dan diskusi kelompok jarang dilakukan. Salah satu solusi potensial adalah penerapan model pembelajaran PITA, yang mengombinasikan *Problem-Based Learning*, *Group Investigation*, dan teknik "Talking Stick". Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kritis dan komunikasi siswa. Penelitian ini diklasifikasikan sebagai Penelitian Tindakan Kelas (PTK) karena berupaya memahami dinamika yang terlibat dalam proses perbaikan dan transformasi pembelajaran di kelas. Penelitian dilaksanakan dalam tiga sesi. Subjek penelitian adalah 14 siswa kelas lima (4 laki-laki dan 10 perempuan) di SDN Kuin Utara 5 Banjarmasin pada semester kedua tahun ajaran 2025/2026. Hasil penelitian menunjukkan bahwa terkait keterampilan berpikir kritis, persentase siswa yang dikategorikan "sangat terampil" adalah 31% pada sesi pertama dan meningkat menjadi 85% pada sesi terakhir. Terakhir, mengenai keterampilan komunikasi, persentase siswa yang dikategorikan "sangat terampil" adalah 31% pada sesi pertama dan meningkat menjadi 92% pada sesi terakhir.
Early Childhood Education Leadership Grounded in Wetland Ecology: A Contextual Environment-Based Approach Maimunah; Aslamiah
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 02 (2026): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001937

Abstract

Principals' adaptive leadership within local ecological contexts remains an underexplored area in early childhood education (ECE) literature, particularly in regions characterized by distinctive ecosystems such as wetlands. This study aims to examine adaptive leadership practices in an Islamic ECE institution situated within the wetland ecosystem of South Kalimantan, Indonesia. Employing a qualitative approach with a single case study design, data were collected through participatory observation, in-depth interviews with the school principal, teachers, and parents, and document analysis. Inductive thematic analysis was applied, with validation conducted through source triangulation and member checking. The findings reveal three principal dimensions of adaptive leadership: first, the formulation of an institutionally religious and contextually grounded vision aligned with the wetland ecosystem; second, curriculum integration through consistent habituation strategies embedding Islamic and ecological values within daily learning activities; and third, the development of participatory community partnerships among the school, parents, and surrounding community. These three dimensions are demonstrably mutually reinforcing, collectively shaping a school culture that is religious in character, ecologically sensitive, and adaptively responsive. Theoretically, these findings extend Heifetz's adaptive leadership framework by incorporating a spiritual-ecological dimension, and enrich place-based education theory within the context of Islamic educational institutions. Practically, this study underscores the importance of designing leadership capacity-building programs that are responsive to ecological contexts and locally grounded religious values.
Co-Authors Adelia Sofirin Agung Cahyo ramadhan Ahmad Khaliq Syamsalwa Ahmad Suriansyah Aidatin Nufus Alfina Dwi Saputri AmeliaTheresia Sinulingga Amisha Ramadhayanti Aslamiah Aulia Widi Astuti Cindy Syahita Azzahra Dewi Normaya Eka Maulida Mailani Fatimah Azzahra Hamidah Husnul Khotimah Intan Diya Pitaloka Intan Qurrota Aini Jubaidah Julaiha Julaiha Karunia lestari Khalida Nabila Agustin Khoirunisa Eka Ramadhani M. Hasbi Fadillah Maulana Rizqi Mery Arrizqa Ulya Miftahur Rizki Mina Zuyyina Ramadhani Muhammad Ihsan Haris Muhammad Ikhsan Fahruraji Muhammad Qolbi Munawarah Mutia Nayla Salsabila Nazella Putri Fadila Ni'matul Aufa Nida Adzkia Nidaul Husna Nor Alifa Khalida Noraziza Nur Ramadhanianti Nursyipa Nurul Erisa Putri Andini Qur’ani Syifa Risda Salsabela Ashlin Shaffira Rahmiati4 Shofiatun Najiah Sinta Puspa Ningrum Siti Nur Ainatul Firdausa Tiara Winda Zerdy Firnanda Ramadhan