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SNOWBALL THROWING MODEL FOR IMPROVING ISLAMIC RELIGIOUS EDUCATION LEARNING IN ELEMENTARY SCHOOLS Suleman, Muh. Asharif; Idayanti, Zulfi; Hulkin, M.; Fadhil, Muhammad; Basri
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 11 No. 4 (2024)
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v11i4.3932

Increasing student participation in the learning process and improving their involvement in learning activities are important steps to make students more active and involved in the teaching and learning process. This study aims to increase student participation in Islamic Religious Education (PAI) learning in elementary schools using the snowball throwing model. The classroom action research (CAR) method used consisted of two cycles with two meetings each. The subjects of the study were 25 fifth grade students at Talaga Raya Elementary School. The researcher also acted as a teacher who implemented this learning model, with subject teachers as collaborators. Data were collected through observation of student learning activities. The results showed an increase in student participation from 69% in cycle I to 89% in cycle II. The snowball throwing model has proven effective in increasing student learning participation in PAI subjects.

Kajian Morfologi Pada Buku Saku "Tujuh Hari Pertama di Indonesia" Edisi Sea Games 2018 Idayanti, Zulfi; Suleman, Muh. Asharif; Nugraheni, Aninditya Sri
Ranah: Jurnal Kajian Bahasa Vol 14, No 2 (2025): Ranah: jurnal Kajian Bahasa
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/rnh.v14i2.6891

The pocket book "The First Seven Days in Indonesia Your First-Seven Days In Indonesia" published by the Ministry of Education and Culture of the Republic of Indonesia in 2018 has an important position for students, apprentices or foreign nationals who are learning the Indonesian language and are going to Indonesia within the framework of the Sea Games 2018. This study aims to describe phonemic changes in word formation in the study of morphology that includes morphophonemic processes. The research was conducted using a qualitative descriptive approach. The source of data for this research is the pocket book "First Seven Days in Indonesia, Your First-Seven Days In Indonesia". The data contained in this book can be found in the form of vocabulary or conversation in 10 contents. The data is classified with the help of the MAXQDA 24 application to mark the morphophonemic vocabulary. The data was analyzed based on the morphophonemic process described in the Language Morphology Teaching Book compiled by Ahmad Nurefendi Fradana in the 2018 UMSIDA PRESS edition. The process involves the classification of words based on the process of adding phonems and phonem loss. The results of the study found 89 words that include morphophonemics based on the morphofonemic principles in Indonesian language described in the Language Morphology Teaching Book compiled by Ahmad Nurefendi Fradana. Abstrak Buku saku "Tujuh Hari Pertama di Indonesia/Your First-Seven Days in Indonesia" yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan Republik Indonesia pada tahun 2018 berperan penting sebagai referensi praktis bagi mahasiswa, pembelajar, dan warga negara asing yang mempelajari bahasa Indonesia, khususnya dalam rangka SEA Games 2018. Penelitian ini bertujuan untuk mendeskripsikan perubahan fonem dalam pembentukan kata berdasarkan kajian morfologi, khususnya proses morfofonemik. Peneliti menggunakan pendekatan deskriptif kualitatif dengan desain analisis dokumen. Sumber data berasal dari kosakata dan percakapan dalam sepuluh konten buku saku tersebut. Peneliti mengklasifikasikan data menggunakan perangkat lunak MAXQDA 24 untuk menandai kata-kata yang mengandung unsur morfofonemik. Selanjutnya, analisis dilakukan berdasarkan teori morfofonemik yang dikemukakan oleh Ahmad Nurefendi Fradana dalam Buku Ajar Morfologi Bahasa (UMSIDA Press, 2018). Hasil analisis menunjukkan bahwa terdapat 89 kosakata yang mengalami proses morfofonemik, baik berupa penambahan fonem (afiksasi) maupun pelesapan fonem (elisi). Temuan ini menunjukkan bahwa materi pembelajaran dalam buku tersebut telah merepresentasikan fenomena kebahasaan yang autentik dan relevan untuk pengajaran BIPA. Implikasi dari penelitian ini menegaskan pentingnya pemilihan dan penyusunan materi ajar berbasis pendekatan morfologis-fonologis untuk meningkatkan pemahaman pembelajar asing terhadap struktur dan dinamika bahasa Indonesia.

Analisis Keterampilan Membaca Pemahaman dengan Model Pembelajaran Berdiferensiasi Berbasis Problem Based Learning di SD Inklusi Muhammad Hulkin; Aninditya Sri Nugraheni; Muh. Asharif Suleman; Via Haiyun Karimah
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 1 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i1.6212

Pendidikan inklusi adalah sistem yang memperhatikan semua siswa, termasuk dengan kebutuhan khusus, agar belajar bersama. Penelitian ini bertujuan untuk menganalisis keterampilan membaca pemahaman siswa melalui penerapan model pembelajaran berdiferensiasi berbasis Problem Based Learning (PBL) di sekolah dasar Inklusi. Penelitian menggunakan pendekatan kualitatif deskriptif. Teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Penelitian dilaksanakan di sekolah dasar Sorogenen 2. Hasil penelitian ini menunjukkan bahwa penerapan PBL dengan pendekatan berdiferensiasi efektif meningkatkan keterampilan membaca pemahaman siswa, termasuk motivasi, penguasaan kosakata, dan kepercayaan diri. Kendalanya meliputi keterbatasan waktu, kurangnya pelatihan guru, dan tantangan penggunaan alat bantu audio. Solusi yang disarankan adalah menyederhanakan metode, memanfaatkan teknologi, dan meningkatkan kolaborasi guru. Kesimpulan dari penelitian ini bahwa pembelajaran berdiferensiasi bermuatan PBL mampu meningkatkan keterampilan membaca pemahaman siswa apabila didukung dengan fasilitas yang memadai.

Implementation of Multicultural Learning as Effort to Build Technology-Based Tolerance Character Value in Elementary Schools Muh. Asharif Suleman; Zulfi Idayanti; Basri
JIP Jurnal Ilmiah PGMI Vol 10 No 1 (2024): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v10i1.21963

Multicultural learning has occupied a key position in modern education, serving as an important foundation for strengthening tolerance and deepening cross-cultural understanding among students. The aim of this research is to determine the application of multicultural learning as a step in cultivating technology-based values of tolerance. This research is quantitative. This research data was processed using the JASP (Jeffrey's Amazing Statistics Program) program. This research uses primary data, with a total of 60 respondents from schools in Indonesia. Various factors are considered to ensure a comprehensive understanding of the education systems across participating countries. The following are some of the main variants or criteria that are usually assessed for elementary schools consisting of 10 private schools and 50 public schools in the 2018 PISA sample: school resources, educational practices, learning environment, educational outcomes, and technology integration.The research results show that the technology variable T1 Number of digital devices shows significant positive results, T2 also has a significant impact on Teachers' pedagogical skills in integrating digital tools, and T3 Effective Online Learning Platform also shows significant results in improving multicultural learning. Meanwhile, the variable M1 Study the culture of various countries did not show significant results, but M2 M2: Study cultural differences had a significant positive effect, and M3 Organizing multicultural learning also had a significant positive effect on increasing multicultural learning because the probability value was below the significance value <0.05. The implications of this research can provide a deeper understanding of the role of multicultural learning in forming attitudes of tolerance, as well as the use of technology as a means to increase its effectiveness.

Integration Internet of Things (IoT) and ChatGpt in The Teaching of Photosynthesis and Water Quality at SDN 2 Lebo Aspin; Ikhlasul Ardi Nugroho; Abubakar; Muh Asharif Suleman
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.12156

This study aims to develop a learning model integrating the Internet of Things (IoT) and Chat Generative Pre-trained Transformer (ChatGPT) in teaching photosynthesis and water quality at SDN 2 Lebo. The research is grounded in the need to enhance early science and technology literacy, particularly in understanding abstract concepts such as photosynthesis and its environmental influences. IoT is used to monitor real-time environmental parameters—light intensity, temperature, pH, and water turbidity. ChatGPT functions as an AI-based virtual assistant providing interactive explanations of the data. The study adopts a Research and Development (R&D) method using the ADDIE model. IoT devices were developed with cloud-connected sensors, and the ChatGPT chatbot was tailored to the learning context of elementary students. Implementation involved 60 fourth- and fifth-grade students. Results showed a 32% increase in students’ understanding of photosynthesis and improved participation in scientific discussions. This research recommends the integration of IoT and AI as an innovative approach to foster critical thinking, digital literacy, and environmental awareness in primary education.

Augmented reality-based stem learning to enhance elementary school students' higher-order thinking skills Chairan Zibar L. Parisu; Aspin Aspin; Asharif Suleman
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1184100

This study aims to assess the effectiveness of AR-assisted science learning with a STEM approach in improving students' HOTS compared to conventional learning. The method used was a quasi-experimental design with a Pretest–Posttest Control Group involving two classes: an experimental class (AR-STEM) and a control class (conventional). The instruments consisted of a HOTS test (domains C4–C6), an engagement observation sheet, and a student response questionnaire. The results showed an average HOTS posttest score of 82.23 for the experimental class compared to 67.09 for the control class; The average N-Gain value in the experimental class was 0.64 (medium-high category according to learning criteria), while the control class was 0.36 (medium-low category). The independent samples t-test showed a significant difference in the posttest score and N-Gain (p < 0.001). This quantitative finding is supported by very positive student responses (average > 3.50) in the aspects of media attractiveness, ease of use, learning engagement, and perception of HOTS improvement. Interpretation of the results: the increase in N-Gain from 0.36 to 0.64 in the experimental group indicates a meaningful learning change, namely an increase in higher-order thinking skills in a range of effects that are practically substantial, not just statistically significant. The highly significant difference (p < 0.001) strengthens the finding that the integration of AR with the STEM approach not only increases engagement, but also encourages the development of students' analytical, evaluation, and creative skills more effectively than conventional methods. These findings are consistent with the idea that AR provides visual representations and real interactions for exploring scientific phenomena, while the STEM approach structures activities that require critical thinking and integrated problem-solving—a complementary combination to build HOTS. In conclusion, AR-STEM learning is an effective and contextual strategic alternative to increase HOTS, engagement, and learning motivation in science learning, and is relevant to the demands of the Independent Curriculum.

TRANSFORMATION OF CURRICULUM PGMI S-1 UIN SUNAN KALIJAGA YOGYAKARTA INTO A MODEL CURRICULUM MERDEKA BELAJAR KAMPUS MERDEKA (MBKM) Muh. Asharif Suleman; Zulfi Idayanti; Basri Basri; Ahmad Hilmi
PIONIR: JURNAL PENDIDIKAN Vol. 13 No. 3 (2024): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v13i3.25343

This research aims to study the independent campus curriculum PGMI S-1 UIN Sunan Kalijaga Yogyakarta, which refers to KKNI, SNPT, Integration-Interconnection, and Merdeka Campus. This research includes descriptive and qualitative approaches, namely decrypting the MBKM curriculum on PGMI S-1 UIN Sunan Kalijaga Yogyakarta. The data used is a final curriculum document for Merdeka Campus PGMI S-1 UIN Sunan Kalijaga Yogyakarta for the year 2020, which is accessed on the official website https://pgmi.uin-suka.ac.id and supported by literature that is sourced from national and international indexed books and journals that contain topics on the development of the MBKM production PGMI curriculum. The results of the research show that the PGMI Prodi S-1 UN Sunan Kalijaga of Yogyakarta already has policies and guidelines for implementing structured MBKM activities. The activities adapt the characteristics of the PGMI product and are dissocialized offline and online.Keywords: Curriculum model, Education, MBKM, PGMI

Kajian Morfologi Pada Buku Saku "Tujuh Hari Pertama di Indonesia" Edisi Sea Games 2018 Zulfi Idayanti; Muh. Asharif Suleman; Aninditya Sri Nugraheni
Ranah: Jurnal Kajian Bahasa Vol 14, No 2 (2025): Ranah: jurnal Kajian Bahasa
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/rnh.v14i2.6891

The pocket book "The First Seven Days in Indonesia Your First-Seven Days In Indonesia" published by the Ministry of Education and Culture of the Republic of Indonesia in 2018 has an important position for students, apprentices or foreign nationals who are learning the Indonesian language and are going to Indonesia within the framework of the Sea Games 2018. This study aims to describe phonemic changes in word formation in the study of morphology that includes morphophonemic processes. The research was conducted using a qualitative descriptive approach. The source of data for this research is the pocket book "First Seven Days in Indonesia, Your First-Seven Days In Indonesia". The data contained in this book can be found in the form of vocabulary or conversation in 10 contents. The data is classified with the help of the MAXQDA 24 application to mark the morphophonemic vocabulary. The data was analyzed based on the morphophonemic process described in the Language Morphology Teaching Book compiled by Ahmad Nurefendi Fradana in the 2018 UMSIDA PRESS edition. The process involves the classification of words based on the process of adding phonems and phonem loss. The results of the study found 89 words that include morphophonemics based on the morphofonemic principles in Indonesian language described in the Language Morphology Teaching Book compiled by Ahmad Nurefendi Fradana. Abstrak Buku saku "Tujuh Hari Pertama di Indonesia/Your First-Seven Days in Indonesia" yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan Republik Indonesia pada tahun 2018 berperan penting sebagai referensi praktis bagi mahasiswa, pembelajar, dan warga negara asing yang mempelajari bahasa Indonesia, khususnya dalam rangka SEA Games 2018. Penelitian ini bertujuan untuk mendeskripsikan perubahan fonem dalam pembentukan kata berdasarkan kajian morfologi, khususnya proses morfofonemik. Peneliti menggunakan pendekatan deskriptif kualitatif dengan desain analisis dokumen. Sumber data berasal dari kosakata dan percakapan dalam sepuluh konten buku saku tersebut. Peneliti mengklasifikasikan data menggunakan perangkat lunak MAXQDA 24 untuk menandai kata-kata yang mengandung unsur morfofonemik. Selanjutnya, analisis dilakukan berdasarkan teori morfofonemik yang dikemukakan oleh Ahmad Nurefendi Fradana dalam Buku Ajar Morfologi Bahasa (UMSIDA Press, 2018). Hasil analisis menunjukkan bahwa terdapat 89 kosakata yang mengalami proses morfofonemik, baik berupa penambahan fonem (afiksasi) maupun pelesapan fonem (elisi). Temuan ini menunjukkan bahwa materi pembelajaran dalam buku tersebut telah merepresentasikan fenomena kebahasaan yang autentik dan relevan untuk pengajaran BIPA. Implikasi dari penelitian ini menegaskan pentingnya pemilihan dan penyusunan materi ajar berbasis pendekatan morfologis-fonologis untuk meningkatkan pemahaman pembelajar asing terhadap struktur dan dinamika bahasa Indonesia.

Upaya Guru dalam Mengatasi Kesulitan Membaca dan Menulis Siswa Kelas I dan II Sekolah Dasar Zulfi Idayanti; Muh. Asharif Suleman; Muhammad Najib; Ani Khoirotun Nisa; Alfian Eko Widodo Adi Prasetyo
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 2 (2024): Edisi Mei 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i2.817

The ability to read and write plays a crucial role in the learning process. However, not all students have the same reading and writing skills at an early age, especially in grades I and II. The study aims to explore the efforts made by teachers in dealing with students who have difficulty reading at levels I and II. The research methodology used is field studies with data collection through observation. The results showed that teachers used different teaching strategies, including paying more attention to students who still have difficulty reading and writing, guiding students to write letters correctly, and giving extra hours before learning takes place. Furthermore, students were gathered in one place to learn to read and write using teaching materials such as reading books and alphabetic letters. Besides, there are internal and external factors that influence. The internal factors of the family environment are less encouraging students to be trained to learn to read, so the ability to read is still less, while the external factors are the influence of the playing environment, including their friends. Thus, this research is useful as an example of the efforts that educators, especially teachers, can make when faced with similar circumstances, namely, students who still have difficulty reading and writing.

Meningkatkan Keterampilan Komunikasi Siswa melalui Penerapan Experiential Learning Muh. Asharif Suleman
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 3 (2024): Edisi September 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i3.1101

In an increasingly complex and globally connected information era, students' communication skills are an important key to facing challenges and achieving success in the dynamic modern world. The development of technology and social media has changed the way we communicate, speeding up the exchange of information and increasing the importance of effective communication skills. Thus, improving students' communication skills is a top priority in education to prepare them for a connected and dynamic world. This research aims to identify the effectiveness of implementing experiential learning in improving students' communication skills. A qualitative approach with a case study design was used to explore the effectiveness of implementing experiential learning. data collection techniques in the form of in-depth interviews, observation, and document study. The research was conducted in an elementary school in the city of Yogyakarta. The research results show that the experiential learning approach is very effective in improving students' communication skills. With this research, it is hoped that teachers can use experiential learning methods, which can be a new alternative for improving students' communication skills in elementary schools.

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