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EFFORTS IN 1ST GRADE OF MADRASAH IBTIDAIYAH NURUL IKHSAN PILANGSARI TO INCREASE THE ABILITY TO RECOGNIZE LETTERS THROUGH KARSUN (ARRANGEMENT-BASED CARTOON) Moh. Mas’ud Arifin; Wiena Safitri; Syakillah Fi Ismi; Annisa Soleha Al-rasyid; Diva Anisa Awalul Anaba
International Journal of Education and Literature Vol. 1 No. 2 (2022): August : Journals International Journal of Education and Literature
Publisher : Pusat Riset dan Inovasi Nasional

This research is based on the many types of student writing errors and the inability to distinguish letters in 1st grade at Madrasah Ibtidaiyah Nurul Ikhsan in Baleraja Village, Pilangsari Kasun. The purpose of this research was to improve children's ability to recognize letters of the alphabet by employing the use of media. This study is a Classroom Action Research (CAR) involving 13 students from Madrasah Ibtaaiyah Nurul Ikhsan, Class I. This study's instrument is an observation guide, and its technique is a descriptive quantitative approach. Using the KARSUN (arrangement-based cartoon) medium appears to improve the capacity to recognize alphabetic letters, as demonstrated by the study's findings. The results of the observation activity (pre-cycle) yielded a percentage of 7.7%, the results of the first cycle (pretest) yielded a percentage of 23.1%, and the results of the second cycle (posttest) yielded a larger percentage that met the criteria for developing as expected and exceedingly well, namely 53.8%. The ability of grade I (one) students of Madrasah Ibtaiyah Nurul Ikhsan to recognize the letters of the alphabet can thus be enhanced by employing KARSUN (arrangement-based cartoon) media.

PERAN KOMUNIKASI GURU DALAM MENUMBUHKAN MOTIVASI BELAJAR SISWA PADA MATA PELAJARAN IPA KELAS V MADRASAH IBTIDAIYAH MA’HAD AL-ZAYTUN Titan Nurul Amalia; Moh. Mas’ud Arifin; Dadan Mardani
Trigonometri: Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 1 No. 3 (2024): Trigonometri: Jurnal Matematika dan Ilmu Pengetahuan Alam
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.3483/trigonometri.v1i3.2603

Komunikasi mempunyai peran yang sangat penting dalam interaksi antara peserta dengan fasilitator karena interaksi ini berarti penyampaian atau penerima pesan dari satu orang kepada orang lain. Guru melaksanakan peranya sebagai sumber informasi dan harus mampu mengkomunikasikan ide, gagasan, nasihat sehingga pada akhirnya akan meningkatkan motivasi belajar. Metode penelitian yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif. Teknik pengumpulan menggunakan observasi, dokumentasi dan wawancara. Pengecekan keabsahan data dilakukan dengan menggunakan triangulasi, triangulasi yang digunakan adalah triangulasi sumber. Hasil penelitian menunjukkan bahwa komunikasi guru yang efektif pada mata pelajaran IPA kelas V MI Ma'had Al-Zaytun sangat penting untuk meningkatkan motivasi belajar siswa. Faktor-faktor yang mempengaruhi komunikasi guru dalam membantu siswa belajar adalah dari interaksi komunikatif guru dengan siswa. Beberapa faktor ini termasuk guru yang terlalu sibuk saat mengajar, penyampaian materi pembelajaran yang tidak tegas oleh guru, kurangnya keterbukaan guru dengan siswa, dan terkadang tulisan guru belum dipahami siswa. Siswa juga dapat dimotivasi oleh berbagai strategi belajar, seperti manajemen waktu dan lingkungan yang mendukung. Guru juga menggunakan berbagai bentuk komunikasi untuk mendorong siswa mereka untuk belajar. Dalam tindakan guru menggunakan berbagai bentuk komunikasi diantaranya komunikasi intrapersonal, interpersonal, dan kelompok dalam setiap pembelajaran IPA.

Problematika Pembelajaran Bahasa Arab pada Siswa Kelas VIII Madrasah Tsanawiyah Mahsya Agniya Hanifa; Moch. Hasyim Fanirin; Moh. Mas’ud Arifin
INCARE, International Journal of Educational Resources Vol 5 No 4 (2024): December 2024
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/incare.v5i4.1056

This article aims to explain the problems faced by students in learning Arabic and the efforts made to overcome the problems of learning Arabic at Madrasah Tsanawiyah Ma'had Al-Zaytun. This article uses a qualitative method with interview techniques to the head of the madrasah, class VIII language teachers, and 54 class VIII students, conducting observations, distributing questionnaires, and documentation. The results of the study showed that the problems of learning Arabic: Problems of interest in learning, with the lowest percentage of interest indicators being feelings of pleasure (46%). Problems of language environment, with the lowest percentage of environmental indicators being auditory and visual environments (44%). Problems of support for learning Arabic, with the lowest percentage of support indicators being emotional support and appreciation (51%). And the efforts made by teachers in increasing interest in learning Arabic are using the quantum method, creating a comfortable and effective teaching and learning atmosphere, efforts to create an Arabic language environment: creating a zoning program in the Arabic language laboratory and the use of Arabic language labels, the school creates a hijaiyah literacy free program, makes policies in creating a language environment and efforts to increase support: teachers provide support and encouragement by encouraging students, and directing students to participate in extracurricular activities.

Problematika Pembelajaran Bahasa Arab pada Siswa Kelas VIII Madrasah Tsanawiyah Mahsya Agniya Hanifa; Moch. Hasyim Fanirin; Moh. Mas’ud Arifin
INCARE, International Journal of Educational Resources Vol. 5 No. 4 (2024): December 2024
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/incare.v5i4.1056

This article aims to explain the problems faced by students in learning Arabic and the efforts made to overcome the problems of learning Arabic at Madrasah Tsanawiyah Ma'had Al-Zaytun. This article uses a qualitative method with interview techniques to the head of the madrasah, class VIII language teachers, and 54 class VIII students, conducting observations, distributing questionnaires, and documentation. The results of the study showed that the problems of learning Arabic: Problems of interest in learning, with the lowest percentage of interest indicators being feelings of pleasure (46%). Problems of language environment, with the lowest percentage of environmental indicators being auditory and visual environments (44%). Problems of support for learning Arabic, with the lowest percentage of support indicators being emotional support and appreciation (51%). And the efforts made by teachers in increasing interest in learning Arabic are using the quantum method, creating a comfortable and effective teaching and learning atmosphere, efforts to create an Arabic language environment: creating a zoning program in the Arabic language laboratory and the use of Arabic language labels, the school creates a hijaiyah literacy free program, makes policies in creating a language environment and efforts to increase support: teachers provide support and encouragement by encouraging students, and directing students to participate in extracurricular activities.

Strategi Guru Bahasa Arab dalam Pembelajaran di Kelas Heterogen : (Studi Kasus Di Kelas Vii Madrasah Tsanawiyah Ma’had Al-Zaytun) Rizky Ardiansyah Sarah Aulia; Moh. Mas’ud Arifin; Iis Susiawati
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 4 No. 4 (2024): Desember: Jurnal Pendidikan dan Sosial Humaniora
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v4i4.8705

The teaching and learning process of Arabic in the madrasah environment plays a very important role. However, in practice, the diversity of students’ backgrounds, academic abilities, and learning styles poses unique challenges for teachers, especially in Grade VII of Madrasah Tsanawiyah Ma’had Al-Zaytun, which consists of heterogeneous classes. This study aims to describe the strategies employed by Arabic language teachers in managing heterogeneous classrooms and to identify supporting and inhibiting factors in implementing these strategies. This study employs a descriptive qualitative approach, with data collection techniques including observation, interviews, and documentation. The results reveal that teachers apply various adaptive strategies such as interactive lectures, repetitive drills, the use of visual and audio media, grouping students based on ability, and emotional approaches through songs and stories. Supporting factors include teacher commitment, availability of learning media, and student enthusiasm, while inhibiting factors consist of limited preparation time, lack of training, and unequal foundational Arabic proficiency. These varied and inclusive strategies prove effective in helping students of different abilities engage optimally in the learning process.

PENGGUNAAN METODE MIMICRY MEMORIZATION DALAM PENGUASAAN MUFRADAT SISWA KELAS VIII B SMP MUHAMMADIYAH HAURGEULIS Hifni Mevin Miavara; Wiena Safitri; Moh. Mas’ud Arifin
PUSTAKA: Jurnal Bahasa dan Pendidikan Vol. 2 No. 4 (2022): Oktober : Jurnal Bahasa dan Pendidikan
Publisher : BADAN PENERBIT STIEPARI PRESS

Tujuan yang ingin dicapai dari penelitian ini adalah untuk mengetahui bagaimana penggunaan metode mimicry-memorization dalam penguasaan mufradat pada pembelajaran bahasa Arab di kelas VIII B SMP Muhammadiyah Haurgeulis, dan faktor-faktor yang mempengaruhi penggunaan metode mimicry-memorization dalam penguasaan mufradat pada pembelajaran bahasa Arab di kelas VIII B SMP Muhammadiyah Haurgeulis. Penelitian ini menggunakan jenis penelitian deskriptif kualitatif dengan teknik observasi, wawancara dan dokumentasi. Hasil penelitian ini dapat disimpulkan bahwa penggunaan metode mim-mem dalam penguasaan mufradat pada pembelajaran bahasa Arab di kelas VIII B SMP Muhammadiyah Haurgeulis sudah sesuai dengan langkah-langkah kegiatan pembelajaran, terdapat faktor pendukung berupa sarana dan faktor penghambatnya berupa faktor guru, terdiri dari latar belakang pendidikan guru dan pengalaman mengajar guru; dan faktor siswa, yaitu minat siswa, perhatian siswa dan aktivitas siswa.

PENERAPAN METODE ROLE PLAYING PADA PELAJARAN IPAS DALAM MENINGKATKAN INTERAKSI SOSIAL SISWA KELAS V MADRASAH IBTIDAIYAH MA’HAD AL-ZAYTUN Iqlima Firdaus; Dewi Utami; Moh. Mas’ud Arifin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36020

Basic education plays an important role in the formation of character, knowledge, and social skills of students. However, the learning of Natural and Social Sciences (IPAS) is often still conventional through lecture methods, making students passive in learning and less interactive with each other. This study aims to describe the applications of the Role Playing method in IPAS learning and to determine its impact on improving social interactions of fifth grade grade stundents of Madrasah Ibtidaiyah Ma’had Al-Zaytun. This study uses a descriptive qualitative approach with data collection techniques through observation , interviews, and documentation. Data analysis is carried out interactively through reduction, data presentation and drawing conclusions with triangulation of technical sources and time to ensure the validity of the data. The result of the study indicate that the application of the Role Playing method has strategic steps that are u seful for creating a fun learning process and are able to create an active and collaborative learning atmosphere. Student become more courageous in expressing opinions, working together, and showing empathy and social responsibility. The positive impact of the applications of the Role Playing method is seen in the establishment of cooperation, assimilation, accommodation and acculturation. Meanwhile on the other hand, negative impacts can be seen from the emergence of controversional competition and conflicts that do not lead to violence. This fosters social dynamics that color differences and learning to respect each other.

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