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Indonesian PENERAPAN PENDEKATAN KONSTRUKSIVISME DALAM MENGOPTIMALKAN KEMAMPUAN BERPIKIR KRITIS PADA PEMBELAJARAN IPAS SISWA MADRASAH IBTIDAIYAH Cahyaningsih, Esty; Maemonah
Jurnal Ilmiah Mahasiswa Raushan Fikr Vol 13 No 1 (2024): Jurnal Ilmiah Mahasiswa Raushan Fikr
Publisher : Lembaga Kajian dan Pemberdayaan Mahasiswa UIN Prof. KH. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/jimrf.v13i1.11560

This research investigates the application of the constructivist approach in enhancing critical thinking skills in science learning. The subjects of this study include the principal, the 5B class teacher, and 30 students from class 5B at MIN 2 Bantul. The researchers employed a constructivist philosophical approach with a case study design. Data sources consisted of interviews, observations, documentation, and analysis of additional supporting documents. After data collection and aggregation, the data were analyzed using the interactive model by Miles, Huberman, and Saldana, which includes data condensation, data display, and conclusion drawing or verification. To ensure data validity, data triangulation was employed. The findings of this research indicate that utilizing a constructivist approach in science education enhances student engagement, fosters enthusiasm, and optimizes critical thinking skills in addressing learning challenges

Fostering Literacy Culture: An In-depth Exploration of the Reading Corner Initiative at Madrasah Ibtidaiyah Nyatnyono 01 Semarang Regency Cahyaningsih, Esty; Khoiruddin Nasution
HEUTAGOGIA: Journal of Islamic Education Vol. 3 No. 2 (2023)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2023.32-04

This study delves into the enhancement of literacy culture at Madrasah Ibtidaiyah Nyatnyono 01, Semarang Regency, through Talcott Parsons' functional-structural theory, particularly the AGIL framework (Adaptation, Goal Attainment, Integration, and Latency), using a qualitative case study method. Structured interviews with key personnel like Mrs. AL, the head of the Madrasah, participatory observation, and documentation analysis formed the basis of data collection, which was analyzed through the Miles and Huberman model for structured and reliable insights. The research facilitated by the Reading Corner initiative highlights significant improvements in literacy among students. Adaptation was evident as students actively engaged in reading activities during breaks, while Goal Attainment was reflected in integrating literacy into various subjects, aiming for improved academic performance. Integration was achieved by blending literacy with diverse issues using innovative teaching models and motivational materials, and Latency was seen in the internalization of literacy habits within the school community. Despite its specific focus and the need for further research to explore long-term impacts in varied contexts, this study contributes to the broader discourse on literacy, emphasizing the need for culturally specific approaches in educational settings and providing a potential model for enhancing literacy culture in other institutions.

Utilization of Computer-Based Testing Technology to Optimize Cognitive-Based Assessment Literacy in the Learning of Islamic Elementary School Students Cahyaningsih, Esty; Shaleh, Shaleh; Fitriyanti, Ade
Journal of Integrated Elementary Education Vol. 4 No. 2 (2024): September 2024
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v4i2.21943

The focus of 21st-century learning is on developing students' critical thinking, real-world application of knowledge, mastery of information technology, communication, and collaboration skills. Therefore, it is important to integrate information technology into the learning process and assessment of learning outcomes. This research aims to explore how Computer-Based Testing (CBT) can enhance the quality of cognitive assessment procedures based on literacy and improve learning evaluations for students at Islamic Elementary School. This study adopted a qualitative case study design and was conducted at Islamic Elementary School Al Wathoniyah 10 East Jakarta in the second semester of the 2023/2024 academic year. The researcher used interviews, observations, and documentation as data collection methods. The findings of this research show that literacy-based cognitive assessment using CBT can optimize the quality of learning evaluation. Teachers and students are accustomed to using information and communication technology devices in learning activities. There are five stages of the procedure in literacy-based cognitive assessment using CBT to optimize the quality of learning evaluation, including the planning stage, item question development stage, validation stage, implementation stage, and evaluation stage. The investigative conducting procedure truly optimizes the quality of learning evaluation. Islamic Elementary School Al Wathoniyah 10 utilizes CBT, which has literacy-based characteristics. CBT used in learning evaluation is equipped with meaningful stimuli and various forms of questions. The questions in CBT are made as similar as possible to the national assessment questions. The educational report results in the 2023 national assessment, especially in the cognitive domain, have shown improvement. The literacy and numeracy skills of students at Islamic Elementary School Al Wathoniyah 10 have achieved good and moderate results. Both have obtained top rankings nationally.

Utilization of Computer-Based Testing Technology to Optimize Cognitive-Based Assessment Literacy in the Learning of Islamic Elementary School Students Cahyaningsih, Esty; Shaleh, Shaleh; Fitriyanti, Ade
Journal of Integrated Elementary Education Vol. 4 No. 2 (2024): September 2024
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v4i2.21943

The focus of 21st-century learning is on developing students' critical thinking, real-world application of knowledge, mastery of information technology, communication, and collaboration skills. Therefore, it is important to integrate information technology into the learning process and assessment of learning outcomes. This research aims to explore how Computer-Based Testing (CBT) can enhance the quality of cognitive assessment procedures based on literacy and improve learning evaluations for students at Islamic Elementary School. This study adopted a qualitative case study design and was conducted at Islamic Elementary School Al Wathoniyah 10 East Jakarta in the second semester of the 2023/2024 academic year. The researcher used interviews, observations, and documentation as data collection methods. The findings of this research show that literacy-based cognitive assessment using CBT can optimize the quality of learning evaluation. Teachers and students are accustomed to using information and communication technology devices in learning activities. There are five stages of the procedure in literacy-based cognitive assessment using CBT to optimize the quality of learning evaluation, including the planning stage, item question development stage, validation stage, implementation stage, and evaluation stage. The investigative conducting procedure truly optimizes the quality of learning evaluation. Islamic Elementary School Al Wathoniyah 10 utilizes CBT, which has literacy-based characteristics. CBT used in learning evaluation is equipped with meaningful stimuli and various forms of questions. The questions in CBT are made as similar as possible to the national assessment questions. The educational report results in the 2023 national assessment, especially in the cognitive domain, have shown improvement. The literacy and numeracy skills of students at Islamic Elementary School Al Wathoniyah 10 have achieved good and moderate results. Both have obtained top rankings nationally.

The Implication of Piaget’s Cognitive Theory on Indonesian Learning through Bigbook Cahyaningsih, Esty; Santosa, Sedya
Pedagogi: Jurnal Ilmu Pendidikan Vol 24 No 1 (2024): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v24i1.2020

At the madrasah ibtidaiyah level, Indonesian language lessons are very important in enabling students to comprehend reading concepts, use and reflect on written reading. The research method employed a qualitative case study method. This research was carried out at the NU Tarbiyatuth Thullab madrasah ibtidaiyah, using data triangulation techniques (interviews, observation and documentation). The results of this research show that Indonesian language learning at MI NU Tarbiyatuth Thullab uses bigbook media to deepen students' comprehension. Additionally, teachers also apply the theory of student cognitive development through Jean Piaget's theory. The benefits of using bigbook and applying Piaget's theory help teachers in developing student’s reading abilities. Through the application of Piaget's theory, teachers could understand students' cognitive capabilities based on their developmental ages. Through bigbook learning media, students become more enthusiastic and interested as the materials contained interesting stories.

Konstruksi Sosial Mahasiswa Program Studi Pendidikan Fisika Dalam Mengintegrasikan Ilmu Sains dengan Ilmu Islam Kajian Teori Peter L Berger Cahyaningsih, Esty; Sabarudin, Sabarudin; Winarti, Winarti; Sari, Umu Salumita
Studi Multidisipliner: Jurnal Kajian Keislaman Vol 11, No 2 (2024)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padngsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/multidisipliner.v11i2.13864

This study aims to analyze how students in the Physics Education Study Program construct their understanding of integrating scientific and Islamic knowledge, based on Peter L. Berger's social construction theory. This study utilized a qualitative approach with a case study method. Data were collected through observations, interviews, and documentation. The data were then analyzed using the interactive model proposed by Miles, Huberman, and Saldana, which includes data condensation, data presentation, and conclusion drawing. The results indicate that the social construction among Physics Education students at UIN Sunan Kalijaga occurs through three processes: externalization, objectivation, and internalization. Externalization occurs when students express ideas, concepts, and opinions during academic discussions, particularly in courses focused on the integration of Islam and Science as well as in related religious studies within organizations. Objectivation happens when their ideas regarding the integration of Islamic knowledge and science gain acceptance during academic discussions, leading to a consensus that it is crucial for physics educators to integrate Islamic teachings with scientific knowledge. Internalization takes place when students develop a sense of awe, wonder, and gratitude for God's creation. They become accustomed to reading verses from the Quran and recognize that religious and Islamic knowledge are interconnected and complementary, rather than separate entities.

Fostering Literacy Culture: An In-depth Exploration of the Reading Corner Initiative at Madrasah Ibtidaiyah Nyatnyono 01 Semarang Regency Cahyaningsih, Esty; Nasution, Khoiruddin
HEUTAGOGIA: Journal of Islamic Education Vol. 3 No. 2 (2023)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2023.32-04

This study delves into the enhancement of literacy culture at Madrasah Ibtidaiyah Nyatnyono 01, Semarang Regency, through Talcott Parsons' functional-structural theory, particularly the AGIL framework (Adaptation, Goal Attainment, Integration, and Latency), using a qualitative case study method. Structured interviews with key personnel like Mrs. AL, the head of the Madrasah, participatory observation, and documentation analysis formed the basis of data collection, which was analyzed through the Miles and Huberman model for structured and reliable insights. The research facilitated by the Reading Corner initiative highlights significant improvements in literacy among students. Adaptation was evident as students actively engaged in reading activities during breaks, while Goal Attainment was reflected in integrating literacy into various subjects, aiming for improved academic performance. Integration was achieved by blending literacy with diverse issues using innovative teaching models and motivational materials, and Latency was seen in the internalization of literacy habits within the school community. Despite its specific focus and the need for further research to explore long-term impacts in varied contexts, this study contributes to the broader discourse on literacy, emphasizing the need for culturally specific approaches in educational settings and providing a potential model for enhancing literacy culture in other institutions.

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