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All Journal Jurnal Elemen Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Tarbiya Islamica Journal of Innovative and Creativity KOPEMAS
Taufiqulloh Dahlan
Universitas Pasundan
Religion Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGARUH MODEL PROBLEM BASED LEARNING (PBL) BERBANTUAN APLIKASI CANVA TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS IV SD Tia Irawan; Taufiqulloh Dahlan; Moh, Nurhadi; Novalia Nur Asysyfa
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 3 (2024): Volume 10 No. 03 September 2024 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i3.3972

Abstract

Based on the results of the 2023 Program for International Student Assessment (PISA) study, Indonesia is ranked 68th out of 72 countries. This research aims to determine the effect of the Problem Based Learning (PBL) learning model on students' critical thinking abilities. This research method uses a quasi-experimental method using pretest-posttest only control design. The population, namely all students from one of the elementary schools in Lembang sub-district, is 350 people. The population was continued with sample selection using a purposive sampling technique, 44 people were obtained, namely class IV A and IV B. Class IV A as the experimental class used the Problem Based Learning (PBL) learning model and class IVB used the conventional learning model (Jigsaw). Data was collected by giving tests, namely multiple choice, and non-tests, namely observation. The data analysis technique uses the Independent Simple T-Test, Effect Size and Normalized N-gain tests. Based on the research results, it was concluded that there is an influence between the Problem Based Learning (PBL) learning model on critical thinking skills.
DIVERSIFIKASI PRODUK AKAR ALANG-ALANG, PAKCOY, DAUN STEVIA DAN MINT HASIL PERTANIAN DESA CIPUTRI Abdul Fatah; Sri Erina Damayanti; Dewi Shintya Pratiwi; Yusman Taufik; Rizal Maulana Ghaffar; Mia Nurkanti; Taufiqulloh Dahlan; Rosad Ma'ali El Hadi; Nur Hasanah
Konferensi Nasional Pengabdian Masyarakat (KOPEMAS) #5 2024 Konferensi Nasional Pengabdian Masyarakat (KOPEMAS) #5
Publisher : Konferensi Nasional Pengabdian Masyarakat (KOPEMAS) #5 2024

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Desa Ciputri terletak di bawah kaki Gunung Gede dengan potensi alam yang luar biasa. Akar alang-alang tumbuh dengan subur dan hasil pertanian pun melimpah, seperti sayuran pakcoy, daun stevia dan mint. Pakcoy hasil panen langsung dijual ke pasar. Daun stevia dan mint dijual dalam bentuk daun kering. Sedangkan akar alang-alang dijual dalam bentuk kering dan basah dengan ukuran yang disesuaikan. Diperlukan suatu strategi agar nilai dari suatu produk dapat meningkat, yaitu diversifikasi produk. Sayuran pakcoy dapat dibuat makanan nori, daun stevia dan mint dapat dibuat produk teh celup, dan akar alang-alang dapat dimanfaatkan untuk membuat produk minuman kesehatan sari alang-alang. Metode yang dilakukan adalah dengan memberikan sosialisasi, pelatihan dan pendampingan. Hasil dari kegiatan yang dilakukan, dimana Bumdes Ciputri dan ibu-ibu PKK yang menjadi mitra kegiatan dapat meningkatkan pengetahuan dan keterampilan bagaimana cara membuat nori pakcoy, teh daun stevia, teh daun mint, dan minuman sari alang-alang. Serta dapat meningkatkan pendapatan dan perekonomian masyarakat Desa Ciputri pada umumnya.
Penerapan Keterampilan 4C (Critical Thinking, Creativity, Collaboration, Communication) Dalam Pembelajaran Abad 21 di Sekolah Dasar Taufiqulloh Dahlan; Wanti Nurasiah; Intan Lestari Nur Inayah; Fadillah Azkia; Aulia Dwi Ardhiana; Aida Zahwa; Atiya Nashwa Raushani
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.5691

Abstract

The implementation of 4C skills (Critical Thinking, Creativity, Collaboration, and Communication) is the main key to realizing 21st-century learning that is relevant to global demands. This study aims to describe the strategy for implementing 4C in elementary schools and analyze its impact on student engagement and learning outcomes. The study used a qualitative descriptive approach with exploratory study techniques on various literature and implementation practices in elementary schools. The results of the study indicate that 4C skills can be developed effectively through active learning models such as Project Based Learning (PjBL), Problem Based Learning (PBL), and Collaborative Learning. Teachers play a crucial role as facilitators, innovators, and motivators who create contextual and meaningful learning experiences. A school environment that supports collaboration, creativity, and communication is an external factor determining success. The positive impact of 4C implementation is seen in improving students' critical thinking skills, creativity, cooperation, and self-confidence. However, teachers still face obstacles such as limited time, facilities, and pedagogical competence. Therefore, it is necessary to strengthen teacher capacity through training, support from school facilities, and collaboration with parents to create an adaptive and sustainable learning ecosystem. Overall, implementing the 4Cs is an essential strategy for developing a young generation that is critically thinker, creative, communicative, and able to collaborate in facing the dynamics of the 21st century.
Implementing Snack Food Composition Label Analysis for Numeracy Learning in Elementary School: A Study in Teacher Professional Education Siti Maryam Rohimah; Dadang Iskandar; Eggie Nugraha; Taufiqulloh Dahlan; Siti Maryam Rohimah; Dadang Iskandar; Eggie Nugraha; Taufiqulloh Dahlan; Yuni Indriyani
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i6.2026.8

Abstract

The use of authentic contexts in numeracy learning is important to help prospective elementary school teachers design meaningful and contextual mathematics instruction. However, a gap remains in the literature regarding how prospective teachers perceive the feasibility and potential of authentic context-based numeracy activities. This study aimed to explore how elementary student teachers in a Teacher Professional Education (TPE) program perceive the feasibility and potential of implementing the activity "Analysis of Composition Labels of Snack Foods" as a vehicle for promoting numeracy learning. A descriptive qualitative method was employed, involving 57 TPE students who completed a perception questionnaire following the learning activity. Data triangulation was conducted through semi-structured interviews and classroom observations. Quantitative data were analyzed using descriptive statistics, while open-ended responses were analyzed through content analysis using NVivo 12. Findings revealed that 92.98% of participants regarded the activity as feasible and relevant for initial numeracy assessment, recognizing its contextual nature, engaging quality, and ease of implementation. The activity was found to support the development of cognitive and practical skills, including proportional reasoning, unit conversion, critical thinking, and data interpretation. Furthermore, the activity demonstrated applicability across multiple elementary school subjects, reflecting its potential as a cross-curricular instructional approach. These findings suggest that snack food composition label analysis is a feasible and beneficial learning activity that can be meaningfully integrated into core elementary mathematics topics, including fractions, measurement, and data presentation.
Enhancing mathematical literacy among prospective teachers: Effectiveness of an RME-based learning design Taufiqulloh Dahlan; Dadang Iskandar; Siti Maryam Rohimah; Moh. Nurhadi; Acep Roni Hamdani
Jurnal Elemen Vol 11 No 4 (2025): October
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i4.31971

Abstract

Textbooks exert minimal influence on learning outcomes, underscoring the urgent need to develop high-quality, context-responsive teaching materials for prospective educators. This study designed, validated, and evaluated Realistic Mathematics Education (RME)-based instructional materials using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) framework. Participants included 60 prospective teachers from Pasundan University, randomly assigned to experimental (RME-based materials) and control (conventional textbook) groups. Data were collected through observations, questionnaires, and achievement tests, with ANOVA used for analysis. Expert validation scores were high: material experts (91.86%), learning model experts (92.58%), and peers (92.40%), confirming strong validity. Practicality was similarly high, with small-group and large-group student assessments scoring 92.40% and 92.03%, respectively. Post-intervention, the experimental group outperformed the control group significantly (mean scores: 91.8 vs. 69.5; Δ = 22.3), supported by robust statistical evidence: F(1,47) = 45.07, p < 0.001, η² = 0.49, Cohen’s d = 1.39—indicating a large effect size. Findings confirm the RME-based materials are valid, practical, and highly effective in improving prospective teachers’ learning outcomes. Broader implementation and adaptation to other mathematics topics are strongly recommended.
PERAN GURU SEKOLAH DASAR DALAM MENERAPKAN PEMBELAJARAN ABAD 21 BERBABASIS DIGITAL LEARNING Taufiqulloh Dahlan; Putri Selly K; Siti Maryati; Natasya Ajeng S; Aulia Saputri; Elvina Fauziyyah
Tarbiya Islamica Vol. 13 No. 2 (2025): juli-desember
Publisher : Fakutas Tarbiyah Institut Agama Islam Sultan Muhammaad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ti.v13i2.4514

Abstract

This study aims to describe the understanding, readiness, and obstacles faced by prospective elementary school teachers in implementing digital-based learning methods in the 21st century. The method used in this study was qualitative with semi-structured interviews and observations during PPL activities, aimed at uncovering prospective teachers' experiences in utilizing technology for learning. The study shows that prospective teachers recognize the importance of digital innovation in supporting 4C skills and creating interactive learning experiences. They see technology as a tool that facilitates students' learning in more flexible and creative ways. However, implementation still faces obstacles such as a lack of digital skills, nervousness when using new applications, and inadequate school facilities, including internet access and necessary devices. This study concludes that to achieve success in digital learning, continuous training, intensive mentoring, and appropriate infrastructure support are needed so that prospective teachers can integrate technology well into the learning process in elementary schools. Keywords: 21st century learning, digital learning, implementation challenges, students Penelitian ini bertujuan untuk menggambarkan pemahaman, kesiapan, dan kendala yang dihadapi oleh calon guru sekolah dasar dalam menerapkan metode pembelajaran berbasis digital di abad ke-21. Metode yang digunakan dalam penelitian ini adalah kualitatif dengan wawancara semi-terstruktur serta observasi selama kegiatan PPL, bertujuan untuk mengungkap pengalaman calon guru dalam memanfaatkan teknologi untuk pembelajaran. Penelitian menunjukkan bahwa calon guru menyadari pentingnya inovasi digital dalam mendukung keterampilan 4C dan menciptakan pengalaman belajar yang interaktif. Mereka melihat teknologi sebagai alat yang memfasilitasi siswa untuk belajar dengan cara yang lebih fleksibel dan kreatif. Namun, pelaksanaannya masih menghadapi hambatan seperti kurangnya keterampilan digital, rasa gugup ketika menggunakan aplikasi baru, serta kondisi fasilitas sekolah yang belum memadai, termasuk akses internet dan perangkat yang diperlukan. Penelitian ini menarik kesimpulan bahwa untuk mencapai keberhasilan dalam pembelajaran digital, dibutuhkan pelatihan yang terus-menerus, pendampingan yang intensif, serta dukungan infrastruktur yang tepat agar calon guru dapat mengintegrasikan teknologi dengan baik dalam proses belajar di sekolah dasar Kata Kunci: Pembelajaran abad ke-21, Pembelajaran digital, Tantangan implementasi, Mahasiswa
Co-Authors Abdul Fatah Aida Zahwa Atiya Nashwa Raushani Aulia Dwi Ardhiana Aulia Saputri Dadang Iskandar, Dadang Dewi Shintya Pratiwi Eggie Nugraha Elvina Fauziyyah Fadillah Azkia Hamdani, Acep Roni Indriyani, Yuni Intan Lestari Nur Inayah Mia Nurkanti Moh Nurhadi Natasya Ajeng S Novalia Nur Asysyfa Nur Hasanah Putri Selly K Rizal Maulana Ghaffar Rohimah, Siti Maryam Rosad Ma'ali El Hadi Siti Maryati Sri Erina Damayanti Tia Irawan Wanti Nurasiah Yusman Taufik, Yusman