Article Per Year (5 Year)
p-Index From 2021 - 2026
3.414
P-Index
This Author published in this journals
All Journal Mimbar PGSD Undiksha Elementary: Islamic Teacher Journal Jurnal Pendidikan Usia Dini Pendas : Jurnah Ilmiah Pendidikan Dasar Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan JURNAL MathEdu (Mathematic Education Journal) JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian PAKAR Pendidikan Studies in Learning and Teaching Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Abimanyu: Journal of Community Engagement Journal of Innovation and Research in Primary Education Journal of Social Science and Education Research
Muhimmah, Hitta Alfi
Unknown Affiliation
Arts Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

Published : 25 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 25 Documents
Search

 1   2   3 
Profil Karakter Kedisiplinan Siswa Sebagai Penguatan Profil Pelajar Pancasila di Sekolah Dasar Wulandari, Riris Ika; Nursalim, Mochamad; Muhimmah, Hitta Alfi
JURNAL MANAJEMEN PENDIDIKAN DAN ILMU SOSIAL Vol. 6 No. 1 (2024): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Desember 2024 - Januari 2025)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v6i1.3387

Abstract

Kedisiplinan sangat penting untuk menumbuhkan siswa berbudi pekerti luhur, berkepribadian mandiri, tangguh dan cerdas. Disiplin juga bermanfaat bagi siswa untuk membuat kehidupan mereka lebih teratur dan tertib. Tanpa disiplin bisa menyebabkan siswa tidak dapat bertanggung jawab dan mengendalikan diri dari berbagai tindakan menyimpang. Hal ini bisa terlihat dari banyaknya kasus-kasus yang melibatkan anak sekolah sebagai pelaku pelanggaran seperti perkelahian, bolos sekolah hingga pelaku bulliying. Tujuan penelitian ini adalah mendeskripsikan bagaimana Profil Kedisiplinan Siswa di UPT SD Negeri 64 Gresik. Metode penelitian pada penelitian ini menggunakan deskriptif kuantitatif, Dimana data diambil menggunakan angket yang diberikan kepada siswa kelas 4 sampai dengan 6 sejumlah 62 siswa. Dari hasil penelitian ditemukan bahwa 13% siswa masih memiliki disiplin yang rendah, 19% pada disiplin sedang dan 68% pada disiplin tinggi. Sedangkan dalam kategori kedisiplinan, disiplin waktu menempati posisi cukup baik yakni 77%, disiplin berpakaian 85% dan disiplin bersikap ada pada posisi rendah yakni 70%. Dari hasil penelitian ini diharapkan bisa memberikan Gambaran kepada sekolah tentang profil kedisiplinan murid serta bisa memberikan masukan agar guru, kepala sekolah dan walimurid berkolaborasi untuk terus berinovasi bagaimana meningkatkan kedisiplinan siswa di semua kategori disiplin. Hal ini diperlukan untuk mendukung siswa meningkatkan prestasi dan mencegah siswa agar terhindah dari perilaku menyimpan.
PELATIHAN MODUL AJAR BERDIFERENSIASI DI SEKOLAH INKLUSIF : PELATIHAN MODUL AJAR BERDIFERENSIASI DI SEKOLAH INKLUSIF Wicaksono, Vicky Dwi; Muhimmah, Hitta Alfi; Sukartiningsih, Wahyu; Julianto; Mulyani; Dellarosa, Maretha
Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Vol 5 No 1 (2025): Volume 5, Nomor 1, Januari 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpm.v5n1.p24-31

Abstract

The differentiated instruction approach is one of the strategies aimed at creating inclusive learning. This training for creating differentiated teaching modules is designed for elementary school teachers as an effort to create innovative and relevant inclusive schools in the era of the Industrial Revolution 4.0. Differentiated teaching modules are collections of learning modules developed to accommodate students' diverse learning needs. Therefore, it is crucial for teachers to understand how to design these modules to achieve effective and enjoyable learning for students. This training explores the use of differentiated teaching modules as an effective teaching tool, enabling teachers to create engaging, interactive, and student-centered learning materials. The methods used in this training include lectures, Q&A sessions, discussions, assignments, and independent practice. The results of this training indicate that 98% of teachers feel supported by the training in creating differentiated teaching modules, which aids in the growth and development of students. Keywords:Teaching Modules, Differentiation, Inclusive School
Analysis of the Need for P3-Based BIPA Teaching Materials for KPDI Comprehension Reading Skills in Mindanao, Philippines Riski, Yunia Tiara; Istiq’faroh, Nurul; Sukartiningsih, Wahyu; Muhimmah, Hitta Alfi; Puspita, Ari Metalin Ika; Huda, Muhammad Nur
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1201

Abstract

This study aims to describe the condition of the teaching materials of the Indonesian Basic Education Course (KPDI) and the needs of BIPA (Indonesian for Foreign Speakers) teaching materials for KPDI students in Mindanao, Philippines. This research method is a descriptive research type in the initial stage of defining the 4D model development research. Data collection techniques include interviews, non-participant observations, and literature studies. Interviews were conducted with students, teachers of the Indonesian School of Davao (SID), and staff of the Consulate General of the Republic of Indonesia (KJRI) Davao City. The results of the study showed that the main obstacles were the limited availability of relevant teaching materials and the lack of tutors with a strong Indonesian background. Reading comprehension skills, especially vocabulary, need to be improved. Priority topics of teaching materials include introductions, home environment, transportation, and school activities. Teaching materials must be easily accessible, independently studied, and interesting, and integrate the values ​​of the Pancasila Student Profile (P3) to strengthen Indonesian values. This is important for students who will continue their education at the Indonesian School Abroad (SILN). These findings highlight the need for contextual, accessible BIPA materials relevant to students’ environments and integrated with Pancasila values to support language skills and global readiness.
Principal Management and Its Impact on Teacher Performance in Elementary School Learning: Systematic Literature Review Wulaningrum, Liring Puspita; Muhimmah, Hitta Alfi; Hariyati, Nunuk
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1409

Abstract

The leadership of school principals has a strategic role in improving teacher effectiveness, learning quality, and job satisfaction of educators. This study aims to systematically analyze the role of school principals in improving teacher effectiveness, learning quality, and job satisfaction of educators by conducting a Systematic Literature Review (SLR) of peer-reviewed journal articles published between 2021 and 2025. The methods used include identification, selection, analysis, and synthesis of relevant articles from various indexed journals. A total of 15 articles were selected from databases including Scopus, ERIC, and Google Scholar, using inclusion criteria such as publication year (2021–2025), focus on elementary education, and discussions on leadership models. Exclusion criteria included studies not focused on teacher performance or non-elementary levels. A total of 15 articles that discuss the leadership of school principals, both in instructional, transformational, and distributional contexts, were studied in depth. The results of the analysis showed that instructional and transformational leadership styles consistently demonstrated a positive impact on teacher motivation, job satisfaction, and instructional effectiveness, while transactional leadership often correlated with decreased teacher engagement and performance. In addition, supporting factors such as the work environment, teacher training, and strategic management of school principals contribute to improving the quality of education. However, challenges such as high workloads and stress in school leadership require more systematic solutions. Quantitatively, over 70% of the reviewed studies emphasized the importance of adaptive leadership approaches in overcoming teacher-related challenges. Thus, it is necessary to develop policies and leadership strategies that are more innovative, adaptive, and oriented towards the welfare of teachers to create a more quality and sustainable education system.
Integrating Ethnomathematics in Geometry Learning to Enhance Primary Students’ Numeracy Skills: A Systematic Literature Review Zainovi, Putri Sarah; Mariana, Neni; Istiq'faroh, Nurul; Wiryanto, Wiryanto; Muhimmah, Hitta Alfi
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1467

Abstract

This study presents a systematic literature review aiming to explore the integration of ethnomathematics in the teaching of plane geometry as a means to enhance numeracy skills among primary school students. Ethnomathematics, which connects mathematical concepts with local cultural practices, offers a contextual and meaningful learning experience that aligns with students’ everyday lives. The review was conducted by analyzing ten peer-reviewed studies published between 2021 and 2024, sourced from credible academic databases such as Google Scholar, DOAJ, ERIC, and Garuda. The findings indicate that embedding cultural elements into geometry instruction—such as traditional motifs, crafts, and architecture—not only improves students’ conceptual understanding but also promotes critical thinking, collaboration, and motivation to learn. Instructional tools developed using ethnomathematical approaches, including modules, multimedia, animated videos, and augmented reality, were reported to be valid, practical, and effective in classroom implementation. Moreover, this culturally responsive pedagogy supports the development of a more inclusive and identity-affirming mathematics education. The review highlights the pedagogical value of ethnomathematics and recommends its wider adoption in mathematics curricula, teacher training, and educational policy. Future research should focus on experimental designs and cross-cultural implementations to further validate the long-term impact of ethnomathematics on student learning outcomes.
Development of Religion-Based Digital Comic Media to Improve Environmental Literacy in Primary School Students Ruchana, Enik; Muhimmah, Hitta Alfi; Julianto, Julianto
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1511

Abstract

This study aims to develop digital comic media based on religious values to improve environmental literacy among sixth-grade students. This study uses a research and development (R&D) approach with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) instructional design model. Each ADDIE stage is adapted to ensure the resulting media are valid, practical, and pedagogically effective. A needs analysis revealed that existing learning media were contextually irrelevant and failed to integrate Islamic values. During the design phase, learning objectives were formulated based on the 2013 curriculum and integrated the values of Khalīfah, Ṭahārah, and Amanah into the digital comic narrative developed using Canva and Krita. Validation by subject matter, media, and language experts showed a very high level of validity (85–90%). Implementation at SDN Simogirang 1 involved 25 students using a single-group pretest-posttest design. Practicality test results showed positive responses from 89.3% of teachers and 85.2% of students. Effectiveness testing using N-Gain and paired-sample t-tests revealed a significant increase in environmental literacy among students (N-Gain = 0.61, p < 0.05). This religion-based digital comic medium has proven to be highly valid, practical, and effective in enhancing environmental literacy in Islamic religious education at the primary school level.
The Effectiveness of the 'Stop Pesan Sensi' Program in Reducing Bullying in Indonesian Elementary Schools: A Collaborative Approach Among Teachers, Parents, and Students Puspitasari, Wiwin; Muhimmah, Hitta Alfi; Nursalim, Mochamad
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1527

Abstract

Bullying in elementary schools remains a significant challenge that affects students' psychological well-being and academic performance. This study examines the implementation and effectiveness of the "Stop Pesan Sensi" program at SDN Wonokusumo VI/45, focusing on the collaborative roles of teachers, parents, and students in fostering a safe and inclusive school environment. Utilizing qualitative methods such as observations, interviews, and focus group discussions, this research investigates how active participation from all stakeholders contributes to reducing bullying incidents. Teachers served as facilitators, employing interactive strategies such as storytelling, role-playing, and class discussions to enhance students' understanding of bullying and its consequences. Parents participated in workshops designed to equip them with skills to identify bullying signs and reinforce anti-bullying values at home. Students engaged in creative activities, including drama performances, poster campaigns, and open forums, which promoted empathy and positive behavioral changes. Quantitative data showed a significant decrease in bullying incidents over three months, from 120 cases before the program to 20 cases after. The findings highlight the importance of a holistic and participatory approach in bullying prevention programs. Collaboration among educators, families, and students creates a supportive environment that not only reduces bullying but also fosters tolerance and social-emotional learning. This study recommends expanding such integrated programs across schools to strengthen character development and promote a positive school culture. The results contribute valuable insights into effective strategies for bullying prevention in primary education contexts, particularly within Indonesian schools.
Exploring Students’ Self-Confidence Through Problem Identification: A Case Study of Fourth-Grade Learners at SD Negeri 1 Kepanjen, Malang Rahmawati, Rina; Muhimmah, Hitta Alfi; Puspita, Ari Metalin Ika
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1532

Abstract

This study explores the self-confidence of fourth-grade students through the lens of problem identification in a primary school learning environment. The research was conducted at SD Negeri 1 Kepanjen, located in Malang Regency, East Java, Indonesia. The purpose of the study was to analyze the factors that affect students' self-confidence and to identify potential strategies to improve it within classroom settings. Using a qualitative descriptive method, data were collected through interviews, observations, and document analysis. Participants included students, teachers, and school staff who provided insight into the emotional and behavioral patterns observed in daily learning activities. The findings revealed four main themes influencing students’ self-confidence: fear of making mistakes, teacher-student interaction, peer influence, and the presence of a supportive learning environment. Students who experienced emotional security, constructive feedback, and empathetic relationships with both teachers and peers demonstrated higher levels of self-confidence. In contrast, those exposed to criticism, neglect, or social pressure exhibited avoidance behavior and reluctance to engage. The study also confirmed that mentoring-based learning approaches and inclusive classroom cultures are effective in enhancing students’ confidence and readiness to participate. This research highlights the importance of addressing emotional and social dynamics in elementary education. Self-confidence is not only a psychological trait but a socially constructed behavior influenced by relationships and environmental factors. Educators should focus on building supportive ecosystems that encourage risk-taking, emotional resilience, and academic engagement. Ultimately, this study suggests that fostering self-confidence requires coordinated efforts between teachers, peers, and parents to create a positive, responsive, and empowering learning experience for every student.
Penerapan Culturally Responsive Teaching untuk Mengeksplorasi Karakter Bermasyarakat pada Siswa Sekolah Dasar Herlina, Siti; Puspita, Ari Metalin Ika; Muhimmah, Hitta Alfi
PAKAR Pendidikan Vol 23 No 2 (2025): Published in July 2025
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pakar.v23i2.806

Abstract

This study was motivated by a government programme called the 7 Great Habits of Indonesian Children in Primary Schools, one of which is social skills. One way for students to understand the character values inherent in social skills is through a culturally responsive teaching approach. The concept of culturally responsive teaching can accommodate and nurture the character values of a social system. The purpose of this study is to describe the application of culturally responsive teaching in exploring community values and implementing them in elementary school students. The approach used in this study is a descriptive qualitative one, involving interviews with four teachers and observations conducted with students at SD Negeri Mulyoagung, which were analysed using a thematic approach. The results of this study indicate that the application of culturally responsive teaching in primary school learning enables both teachers and students to explore their surrounding culture and incorporate it into social values such as mutual assistance, mutual respect, tolerance, justice, equality, environmental responsibility, and joy. This is because, in its implementation, learning integrated with culturally responsive teaching enables students to interact more with their peers and environment and integrate various diversities into a harmonious whole.
Supporting Factors of Student Exchange Programs: An Analysis of Students’ Perceptions Supriyanto, S; Hisham, Ts. Syariffanor binti; Roesminingsih, Erny; Nuphanudin, N; Wulandari, Ayu; Muhimmah, Hitta Alfi; Wibowo, Amiruddin Hadi; Sabariah, S
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.671

Abstract

This study describes the perceptions of outbound and inbound students about various supporting factors of the student exchange program at Universitas Negeri Surabaya. This study used an evaluation research design with a descriptive quantitative approach. Data were collected through a questionnaire and analyzed using descriptive statistics. The results show that most respondents said pre-departure communication and support from the university were good or very good. Students also felt ready to join the program, helped by their own motivation and support from their families. They thought it was good that they could take different courses and get cross-credit. However, there were still some problems with adjusting the curriculum. The collaborative learning process and active participation in seminars and workshops strengthen the student learning experience. In addition, the level of tolerance and social acceptance between exchange program students and regular students is very high. This study provides a comprehensive empirical picture of the implementation of the student exchange program and can be a reference for developing more inclusive and adaptive policies in higher education.
Co-Authors Abdillah, Moh. Irfan Anggara, Onny Fransinata Ayu Wulandari Azis, Moch Qitfirul Beny, Acep Ovel Novari Budiyanto Budiyanto Dellarosa, Maretha Djumiastin, Parlin Dodik Arwin Dermawan ERNY ROESMININGSIH Hadi, Hafid Kholidi Harini, Rochmimah HENDRATNO Herlina, Siti HERU SUBRATA Hisham, Ts. Syariffanor binti Hs, Atika Maulidina Huda, Muhammad Nur Indrawati, Mamik Istiq'faroh, Nurul Istiq’faroh, Nurul JULIANTO Julianto Julianto Kiettikunwong, Narong Mochamad Nursalim MULYANI Mulyani Mulyani NASUTION Neni Mariana Noerdiana, Azizah Firdha Novia Restu Windayani, Novia Restu Nunuk Hariyati Nuphanudin, N Puspita, Ari Metalin Ika Puspitasari, Wiwin Putri, Arizkylia Yoka Ricky Setiawan Rina Rahmawati, Rina Riski, Yunia Tiara Ruchana, Enik S Supriyanto Sabariah, S Saeful Mizan, Saeful Safirah, Adita Dwi Supriyanto Supriyanto Syarofah, Syarofah Usman, Aulia Vicky Dwi Wicaksono WAHYU SUKARTININGSIH Wibowo, Amiruddin Hadi Wiryanto Wiryanto Wiryanto Wulandari, Riris Ika Wulaningrum, Liring Puspita Zaenal Abidin Zainovi, Putri Sarah