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All Journal Motekar: Jurnal Pendidikan Islam Anak Usia Dini Educompassion: Jurnal Integrasi Pendidikan Islam Dan Global
Shufania, Isabella Putri
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Religion Education Languange, Linguistic, Communication & Media Other

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Meningkatkan Pemahaman Tentang Larangan Perundungan Melalui Media Ular Tangga: Perspektif Agama Islam Pada Siswa Kelas IV SDN 036 Ujung Berung Soleha, Nadya Zulfi; Nurjanah, Anggi Rostiani; Salsabila, Dian; Shufania, Isabella Putri; Fitri, Siti Hardianti; Nurjaman, Asep Rudi
Motekar: Jurnal Pendidikan Islam Anak Usia Dini Vol 1 No 2 (2024): Juli
Publisher : Program Studi Pendidikan Islam Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52496/motekar.v1i2.34

Abstract

In the view of the Islamic religion, bullying is an action that is inappropriate for every community to carry out because it has a negative impact on life. However, in reality, people still carry out these actions even though this prohibition has been explained in the Islamic religion. Bullying that is often encountered includes physical bullying, verbal bullying, relational bullying, and cyber bullying. Bullying in any form has a negative impact on both the victim and the perpetrator, the victim can experience mental problems such as anxiety disorders while the perpetrator can also experience emotional disorders. Therefore, this research was carried out to develop learning media in the form of "Snakes and Ladders" which aims to increase understanding of the prohibition of bullying from an Islamic religious perspective for class IV students at SDN 036 Ujung Berung. The research method used in this research is the mix method by adopting the ADDIE model. The results of the research show that the use of snakes and ladders media is effective in increasing students' understanding of the prohibition of bullying in Islam, as evidenced by the average score obtained from students is 86.94, with a minimum score of 77.78 and a maximum score of 100. A standard deviation of 6.60 indicates the level variation in student assessments, while the variance of 43.51 indicates how far the data is spread from the average.
Model Pengelolaan Kelas Rangkap pada Anak PMI di Sanggar Bimbingan PERMAI Penang Malaysia AlMaula, Hubba Lillah; Shufania, Isabella Putri; Soleha, Nadya Zulfi; Kalusa, Nisrina Nitakaini; Andini, Rahma Putri; Prihantini, Prihantini
Educompassion: Jurnal Integrasi Pendidikan Islam dan Global Vol. 2 No. 3 (2025): Agustus
Publisher : Yayasan Cendekia Gagayunan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63142/educompassion.v2i3.360

Abstract

Education plays a strategic role in improving the quality of human resources while ensuring equal access to learning opportunities. However, teacher shortages remain a significant challenge, particularly for marginalized communities such as the children of Indonesian Migrant Workers (PMI) in Malaysia. This condition has led to the adoption of multigrade teaching, in which a single teacher is responsible for two or more grade levels within one classroom. This study aims to describe the strategies for managing multigrade classes at Sanggar Bimbingan PERMAI, Penang, as an adaptive response to limited educational resources. The research employed a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with teachers and administrators, and documentation, then analyzed using Miles and Huberman’s interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that multigrade class management was carried out through a combination of flexibility and structured routines, utilizing strategies such as parallel teaching, independent learning activities, peer tutoring, and fair assessment. The main challenges include limited time, restricted classroom space, and heavy teacher workload. Nevertheless, multigrade practice was found to foster student independence, collaboration, and social responsibility. These findings highlight that multigrade teaching is not merely a response to teacher shortages but also holds potential as an inclusive pedagogical model relevant to both formal and non-formal education contexts.
Co-Authors AlMaula, Hubba Lillah Andini, Rahma Putri Fitri, Siti Hardianti Kalusa, Nisrina Nitakaini Nurjaman, Asep Rudi Nurjanah, Anggi Rostiani Prihantini Prihantini Salsabila, Dian Soleha, Nadya Zulfi