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All Journal JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) Jurnal Orasi Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL EDUCATION AND DEVELOPMENT JURNAL PENDIDIKAN TAMBUSAI Jurnal PGSD SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Eduproxima : Jurnal Ilmiah Pendidikan IPA JURNAL ILMIAH GLOBAL EDUCATION Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Journal of Innovation and Research in Primary Education JURNAL TUNAS PENDIDIKAN Riwayat: Educational Journal of History and Humanities Cendikia: Jurnal Pendidikan dan Pengajaran Cendikia Pendidikan Jurnal Pendidikan Sains dan Teknologi Terapan Edutary Jurnal Ragam Pengabdian Jurnal Cendekia Ilmiah PESHUM Jurnal empower : jurnal pengembangan masyarakat Islam Orasi: Jurnal Dakwah dan Komunikasi DIMASEJATI:Jurnal Pengabdian Kepada Masyarakat
Putra, Nugraha Permana
Universitas Muhammadiyah Cirebon
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Physics Public Health Social Sciences Other

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PENGARUH MEDIA INTERAKTIF ANIMASI BOARD GAME TERHADAP HASIL BELAJAR PADA MATA PELAJARAN IPAS SISWA KELAS V SDN 1 KARANGKENDAL Syifaul Jannah; Nugraha Permana Putra; Eliya Rochmah
EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA Vol 8, No 1 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/.v8i1.9137

Abstract

Penelitian ini memiliki tujuan untuk menganalisis perbedaanhasil belajar siswa sebelum dan sesudah memnafaatkan media animasi interaktif serta untuk mengevaluasi dampak daripenggunaan media animasi interaktif board game pada hasil belaharmata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di kelas V SDN 1 Karangkendal. Metode yang digunakan dalam penelitian iniadalah pendekatan kuantitatif dengan desain eksperimen semu(quasi experiment), tepatnya one grup Pretest-Posttest design. Sample dalam Penelitian ini terdiri dari satu kelas eksperimen yang mendapat perlakuan berupa pembelajaran dengan media animasiinteraktif board game. Temuan dari penelitian ini menunnjukkanadanya perbedaan yang signifikan antara hasil Pretest dan posttest. Hasil uji t-test menunjukkan bahwa nilai Posttest secara statistiklebih tinggi dibandingkan dengan nilai pretest. Ini menunjukkanbahwa terdapat pengaruh positif dan signifikan dari penggunaanmedia animasi interaktif board game terhadap hasil belajar pesertadidik. Oleh karena itu, media ini terbukti efektif dalammeningkatkan pemahaman dan keterlibatan siswa dalampembelajaran IPAS.
Teachers' Strategies and Adaptation Efforts in Addressing the Problems of Implementing the Merdeka Curriculum: A Case Study of State Elementary School 3 Karangampel, Indramayu Fadilah, Fatin; Putra, Nugraha Permana; Nurkholis, Nurkholis
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/ybyq8y26

Abstract

Teachers implementing Indonesia's Merdeka Curriculum are expected to redesign instruction, assessment, and learning materials almost from scratch, yet little is known about how they actually cope when the necessary support is missing. This case study examines the strategies employed by teachers at State Elementary School 3 Karangampel, Indramayu, in addressing the challenges of curriculum implementation. Data were collected through semi-structured interviews with the principal and three classroom teachers, supplemented by classroom observation and document review, and analyzed using Miles, Huberman, and Saldaña's interactive model. The findings revealed a telling mismatch: the strategies teachers described when asked how they cope turned out to be little more than their everyday teaching methods, such as varying activities, running small group projects, and adjusting to student characteristics, none of which addressed the one problem that mattered most, the absence of any usable teaching module. At the school level, leadership had quietly shifted its support from providing facilities toward building teacher capacity through academic supervision, training, and teacher working-group (KKG) meetings, though whether teachers themselves find this helpful could not be directly confirmed by the study. Teachers' own hopes for the future closely aligned with the problems already identified: more sustained training on module writing, better technology, and a stronger KKG. The gap, then, is not that teachers fail to see what is needed, but that no one has yet turned that shared understanding into a concrete, structured plan of action. 
Analisis Strategi Guru dalam Mengelola Program Literasi Sekolah Berbasis Kelas untuk Meningkatkan Literasi Awal Siswa Hamzah, Amir; Nurkholis, Nurkholis; Putra, Nugraha Permana
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/b3ymkb28

Abstract

Early literacy is a fundamental foundation for students’ subsequent learning development. However, classroom-based school literacy programs still face challenges, particularly differences in students’ early literacy abilities. This study aims to analyze teachers’ strategies in managing classroom-based school literacy programs to support the development of early literacy among elementary school students. This study employed a descriptive qualitative approach using a case study method at MI Unggulan Muhammadiyah Indramayu. The research subjects consisted of classroom teachers and students involved in literacy activities. Data were collected through observation, in-depth interviews, and documentation, and analyzed through data reduction, data display, and conclusion drawing. The findings show that teachers implement literacy strategies through activity planning based on students’ abilities, reading routines before learning, classroom reading corners, appropriate reading materials, individual guidance, motivation, and integration of literacy activities into classroom learning. Teachers also conduct continuous evaluations to identify students’ literacy development and determine appropriate follow-up. Supporting factors include teacher commitment, literacy facilities, school support, and parental involvement, while challenges include differences in students’ abilities, limited learning time, and the need for intensive assistance. Adaptive and systematic literacy strategies contribute to students’ early literacy development, particularly letter recognition, word and sentence reading, basic comprehension, and reading habits.
Analysis of Teacher Time Management and Its Impact on Learning Effectiveness at SDIT Al Irsyad Al Islamiyyah Lemahabang Suhandinda, Suhandinda; Nurkholis, Nurkholis; Putra, Nugraha Permana
Jurnal Ragam Pengabdian Vol. 3 No. 3 (2026): September-Desember In Progress
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/4ywvtg93

Abstract

This study aims to describe teachers' time management in the learning process, examine its implications for student engagement, and identify factors influencing teachers' ability to manage instructional time. This study employed a qualitative descriptive approach. Data were collected through classroom observations, semi-structured interviews, and documentation involving teachers, the principal, and students. The data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that teachers' time management is implemented through instructional time planning, allocation of time for each learning stage, classroom time control, prioritization of activities, and adjustment of learning activities when unexpected conditions occur. Effective time management contributes to a more orderly and well-directed learning process, appropriate transitions between activities, and reduced instructional time loss. Furthermore, teachers' time management has implications for student engagement by providing opportunities for students to ask questions, respond to teachers, participate in discussions, complete learning tasks, and maintain concentration during learning activities. The study also identifies classroom conditions, student disruptions, the school environment, and school activities as factors that may affect the use of instructional time. Teachers respond to these factors through flexible and situational time-management strategies. The study concludes that teachers' time management is an important pedagogical competence that connects instructional planning, classroom management, student engagement, and the achievement of learning objectives.
Co-Authors Aiman Faiz Akdila Praka Utami Amir Hamzah Aprilianti, Lesi Budiyatna, Ivan Dwi Cahyani, Mutiara Dwi Fadilah, Fatin Fajar Nugraha Farhansyah, Fickry Nur Firdausa, Bayu Fitriyatun Nisa, Fitriyatun Hanikah, Hanikah Hema Widiawati Hendi Suhendi Huda, Muhamad Khozinul Jaudi, Fauziyah E. Khasanah, Mar'atul Lala Qodrayani Marfuah, Siti Furusin Mimin Darmini Mulyati, Jaeni Mustiranda Ginting Musyfiah Nabilah Adwa Nada, Qothrun Nadyya Salsabila Niken Ayu Choirunnisa Nikken Dwi Retno Sari Nila Novi Marliana Nugraha, Ferry Ichsan Nurkholis Nurkholis Nurwanti Fatnah Prabawati Nurhabibah Prabawati Nurhabibah Priatna, Dzela Putri Putri, Nurintan Hanika Qothrun Nada Rahmadilla, Indah Safira Ramadhan, Wisnu Rea Dwi Andini Revina Mayang Sari Robiatul Adawiyah Rochmah, Eliya Rohmah, Eliyah Siti Aisah Siti Ardiyatunnur Suhandinda, Suhandinda Syalsabila Syalsabila Fahda Putri Syifaul Jannah Ulfa Wahyuni Uripah, Siti Wahyuningsih, Asih Wahyuningsih, Asih Widiawati, Hema Wulan Sari Yogaswara, Yudhi Zakiyyah, Zakiyyah