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All Journal DIMAR: Jurnal Pendidikan Islam Nusantara: Jurnal Pendidikan Indonesia
Hidayatulloh, Uzair Hasan
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Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Efektivitas Metode Discovery dan Problem Basic Learning dalam Meningkatkan Kualitas dan Output pembelajaran IPAS Kelas V Hidayatulloh, Uzair Hasan; Anshori, Isa
DIMAR: Jurnal Pendidikan Islam Vol. 6 No. 1 (2024): DIMAR: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al Mubarok Bandar Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58577/dimar.v6i1.269

Abstract

This study examines the effectiveness of Discovery Learning and Problem-Based Learning (PBL) methods in improving the quality and learning outcomes of grade V students in IPAS (Natural and Social Sciences) subjects. Using a quasi-experimental approach as well as a nonequivalent control group design, this study was conducted at MIN 4 Jombang with 64 students divided into experimental (n=34) and control (n=30) groups. Data collection can be done with pretest-posttest assessments, learning quality questionnaires, and observation sheets. The results of this study showed a very significant difference between the two methods, where the Discovery Learning class achieved a higher average posttest score (89.12) than the PBL group (85.33). In addition, the learning quality questionnaire showed that the Discovery Learning group had higher scores in the aspects of motivation, activeness, and participation than the PBL group. Statistical analysis using t-test proved a significant difference between the two groups (t=3.214, p=0.002). This study found that the greater effectiveness of Discovery Learning in encouraging independent exploration and creating a deeper understanding, which has a positive impact on the quality and learning outcomes of students in IPAS subjects.
Meningkatkan Penguasaan Kosa Kata dengan Metode Mimicry Memorization: Studi Kasus MIN 4 Jombang Hidayatulloh, Uzair Hasan; Afiffudin, Moch. Anang; Huda, Hisbullah
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 1 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i1-15

Abstract

Purpose – This study examines the effectiveness of the Mimicry Memorization (Mim-Mem) method in improving Arabic vocabulary (mufradat) mastery among fourth-grade students at MIN 4 Jombang. The research aims to address vocabulary acquisition challenges by exploring how repetition and imitation in Mim-Mem enhance mastery and student engagement.Method – This study employs a quantitative approach with a Nonequivalent Control Group Design. A total of 58 students were divided into experimental (28 students) and control (30 students) groups. Pre-test and post-test assessments measured oral performance in pronunciation, confidence, word choice, and response speed. Data were analyzed using Mann-Whitney and Student t-tests. Findings – The experimental group using Mim-Mem achieved an average score of 91.43, significantly higher than the control group’s 70.33 (p < 0.001). The method effectively improved pronunciation, confidence, word selection, and response speed, with a strong effect size (Cohen’s d = 4.755). These improvements indicate that Mim-Mem facilitates deeper retention and faster recall of vocabulary through structured repetition and active engagement. Additionally, students in the experimental group showed increased enthusiasm and participation in learning activities, suggesting that the method not only enhances cognitive retention but also fosters a more interactive and enjoyable learning environment. Research Implications – The study confirms the effectiveness of Mim-Mem in enhancing vocabulary mastery among elementary students. While limited to a specific context, the findings highlight the benefits of repetition-based learning with immediate feedback. Educators are encouraged to adopt and refine this method, while future research should explore its long-term impact and application in other languages and curricula.
Co-Authors Afiffudin, Moch. Anang Huda, Hisbullah Isa Anshori