Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Aspirasi : Publikasi Hasil Pengabdian dan Kegiatan Masyarakat Aksi Nyata : Jurnal Pengabdian Sosial dan Kemanusiaan
Siti Nabilah Hasna
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Engineering Law, Crime, Criminology & Criminal Justice Public Health

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Penerapan Model Pembelajaran Differentiated Based Learning dalam Meningkatkan Kreativitas Siswa-Siswa di SD IT Darussalam Sunanih Sunanih; Afifah Avilani; Nabila Destiana; Siti Nabilah Hasna; Fauziah Tazkia Nur; Zahra Aulia Nugraha; Rizva Alvina; Gya Tri Lestari; Sri Purnama Sari; Devi Sri Agustin; Ayu Rahmawati; Fitri Pujiyanti; Chandra Rizky Noviandi
ASPIRASI : Publikasi Hasil Pengabdian dan Kegiatan Masyarakat Vol. 3 No. 1 (2025): ASPIRASI : Publikasi Hasil Pengabdian dan Kegiatan Masyarakat 
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/aspirasi.v3i1.1345

Abstract

This study aims to determine the application of Differentiated-Based Learning (DBL) learning model in improving students' creativity at IT Darussalam Elementary School. DBL is a learning approach that adapts the learning process to the needs, interests and ability levels of each student. This research uses a qualitative approach method with a combination of interviews and direct observation, interviews were conducted with the principal. The results showed that the application of Differentiated-Based Learning (DBL) model can improve students' creativity. Suggestions for the development of the Differentiated-Based Learning model can conduct teacher training, improve learning facilities and infrastructure. SD IT Darussalam is on the right track in developing a learning model that suits the needs of students. To face the challenges, strategic steps such as supervision, collaboration, innovation and the use of technology show the school's commitment to providing quality learning. With continuous support, learning models such as DBL or PBL can be applied more effectively, providing a positive impact on student development, both academically and non-academically
Persepsi Guru PJOK dan Guru Kelas terhadap Peran PJOK dalam meningkatkan Kesejahteraan Emosional Siswa Reja Firman Saputra; Diana Santi; Rizva Alvina; Siti Nabilah Hasna; Ayu Rahmawati; Rizky Nurul Melyani; Mutiara Harkit Kamilatul Pu’adah; Rahmat Permana
Aksi Nyata : Jurnal Pengabdian Sosial dan Kemanusiaan Vol. 2 No. 3 (2025): Aksi Nyata : Jurnal Pengabdian Sosial dan Kemanusiaan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/aksinyata.v2i3.1865

Abstract

The purpose of this article is to describe the perceptions of physical education teachers and class teachers towards the role of physical education in improving the emotional well-being of elementary school students. The main focus of the discussion is how PJOK lessons not only have an impact on physical development, but also support students' emotional growth, self-confidence, discipline, and social interaction. The methods used in this paper are observation and descriptive qualitative interviews with three resource persons, namely two physical education teachers, one class teacher at SDN 5 Imbanagara Raya. Data was collected through direct question and answer sessions that explore their experiences and views in observing changes in student behavior through PJOK activities. Based on the results of the interview, it was found that PJOK has an important role as a medium for student expression, especially for those who tend to be quiet or lack confidence. Physical activities and team games help students in forming self-confidence, discipline, and cooperation skills. In addition, collaboration between class teachers and physical education teachers is also an important key in adjusting teaching approaches that are responsive to students' emotional conditions. Thus, physical education contributes significantly to creating a learning environment that supports students' mental and emotional health.
Co-Authors Afifah Avilani Ayu Rahmawati Chandra Rizky Noviandi Devi Sri Agustin Diana Santi Fauziah Tazkia Nur Fitri Pujiyanti Gya Tri Lestari Mutiara Harkit Kamilatul Pu’adah Nabila Destiana Rahmat Permana Reja Firman Saputra Rizky Nurul Melyani Rizva Alvina Sri Purnama Sari Sunanih Zahra Aulia Nugraha