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Hatip, Ahmad

Dr. Soetomo University

Author-ID : 797369

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Digital snake-and-ladder game for promoting learning independence and critical thinking in Pancasila Education Nurhida Yaturrohma; Ahmad Hatip; Yuni Listiana
Bulletin of Educational Management and Innovation Vol. 4 No. 2 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i2.176

Background: Pancasila Education requires learning experiences that provide students with opportunities to participate actively, develop learning independence, and strengthen critical thinking. However, classroom practices that remain predominantly teacher-centered may limit students’ opportunities to learn independently and engage critically with Pancasila-related concepts.Purpose: This study aimed to examine the effect of a Game-Based Learning approach supported by a digital Snake-and-Ladder game on students’ learning independence and critical thinking skills in Pancasila Education.Method: A quantitative approach with a quasi-experimental pretest-posttest control group design was employed. The participants were 56 seventh-grade students at SMPN 2 Kamal, consisting of 28 students in the experimental group (VII-A) and 28 students in the control group (VII-B). Data were collected using a learning independence questionnaire and a critical thinking skills test. Data analysis included normality and homogeneity tests, followed by an independent-samples t-test to examine differences between the groups.Findings: The pretest results indicated no significant difference in the initial abilities of the two groups. Following the intervention, the experimental group obtained a higher mean learning independence score (50.50) than the control group (32.79), with p < 0.001. The experimental group also achieved a higher mean critical thinking score (89.32) than the control group (68.61), with p < 0.001. Implication: These findings indicate that the integration of Game-Based Learning with a digital Snake-and-Ladder game can effectively support the development of learning independence and critical thinking skills in Pancasila Education.

The Impact of Kahoot-Assisted Problem-Based Learning and Student Motivation on Critical Thinking Abilities Mohammad Muhtadi; Muhajir Muhajir; Ahmad Hatip
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v8i1.1306

This quasi-experimental study investigated the impact of a Kahoot-assisted Problem-Based Learning (PBL) model and student motivation on critical thinking skills in science. The study involved 85 Grade IX students at Al-Miftah Terpadu Junior High School, Pamekasan, comprising an experimental class (n = 42) and a control class (n = 43). Critical thinking skills were assessed using an essay-based instrument developed from Ennis’ critical thinking indicators, while learning motivation was measured using a five-point Likert-scale questionnaire. Data were analyzed using two-way ANOVA to examine the effects of instructional treatment, learning motivation, and their interaction on students’ critical thinking skills. The instructional treatment had a significant effect on critical thinking skills (F = 14.052, p < .001), whereas learning motivation did not show a significant main effect (F = 1.353, p = .248). The interaction between instructional treatment and learning motivation was also nonsignificant (F = 0.677, p = .413). The model explained 18.1% of the variance in critical thinking performance. This study extends research on technology-enhanced PBL by examining Kahoot-assisted PBL alongside student motivation and their interaction, rather than considering instructional strategy or motivation independently. The findings suggest that teachers can integrate Kahoot into PBL activities to support students’ critical thinking development across different levels of learning motivation. The study provides empirical evidence that instructional design may play a more prominent role than differences in student motivation in supporting critical thinking within the context examined, while also indicating that substantial variance remains attributable to factors beyond the present model.

The Effect of Poster-Assisted Collaborative Learning Model on Learning Interest and Learning Outcomes Nina Nurlinda; Muhajir Muhajir; Ahmad Hatip
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v8i1.1308

This study aimed to determine the effect of a collaborative learning model assisted by poster media on the learning interest and outcomes of fourth-grade students. A quasi-experimental design was employed with a pre-test-post-test control group. Participants were 40 students from SDN Larangan Luar 3, divided into experimental (n=20) and control (n=20) groups. Data were collected using validated tests and questionnaires and analyzed using paired sample t-tests and independent t-tests. The results showed a statistically significant increase in learning outcomes (t(19) = -8.890, p < .001) and a significant effect on learning interest in the experimental group compared to the control. The poster-assisted collaborative learning model effectively enhances learning interest and outcomes and can be recommended as an innovative teaching strategy. The novelty of this study lies in integrating collaborative learning with poster-based visual media as a unified instructional strategy to simultaneously address students’ affective engagement and academic learning outcomes in an elementary school context. The findings contribute to the literature by providing empirical evidence that combining collaborative interaction with visual learning support can enhance both students’ interest in learning and their academic achievement. Practically, the study provides teachers with an accessible and feasible instructional strategy for promoting active participation, collaborative interaction, and improved learning outcomes through the purposeful use of posters in classroom learning. These findings support the use of poster-assisted collaborative learning as an alternative instructional approach for creating more engaging and participatory elementary classroom environments.

Efektivitas Joyful Learning Berbantuan Video Animasi dalam menstimulasi Literasi Sains Anak Usia 5-6 Tahun Fitria Rosita; Ahmad Hatip; Nuril Huda
Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 9 No. 1 (2026): Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/tunascendekia.v9i1.12569

Literasi sains penting distimulasi sejak usia dini karena berkaitan dengan kemampuan mengamati fenomena, hubungan sebab-akibat, dan menginformasikan hasil pengamatannya. Pembelajaran yang didominasi penjelasan guru, hafalan, dan lembar kerja membatasi kesempatan anak mengamati dan mencoba secara langsung. Hasil observasi 17 anak Kelompok B TK Darul Hikam menunjukkan pada kategori Belum Berkembang dan Mulai Berkembang dalam kemampuan literasi sains. Penelitian ini bertujuan menguji efektivitas Joyful Learning berbantuan video animasi dibandingkan pembelajaran bermedia gambar terhadap literasi sains anak Kelompok B usia 5–6 tahun. Penelitian menggunakan pendekatan kuantitatif dengan eksperimen semu berdesain non-equivalent control group pretest–posttest, melibatkan 21 anak yang dibagi menjadi kelompok eksperimen (11 anak) dan kelompok kontrol (10 anak) melalui teknik total sampling. Kelompok eksperimen mengikuti Joyful Learning berbantuan video animasi selama enam kali pertemuan, sedangkan kelompok kontrol mempelajari materi yang sama menggunakan media gambar. Literasi sains diukur melalui observasi dan unjuk kerja pada lima indikator: mengamati, menyebutkan ciri, mengelompokkan, memahami sebab-akibat, dan mengomunikasikan hasil pengamatan. Data dianalisis secara deskriptif dan inferensial menggunakan Welch's t-test, Mann–Whitney U, N-gain, dan Hedges' g. Hasil menunjukkan bahwa skor literasi sains kelompok eksperimen meningkat rata-rata 13,73 poin, jauh lebih tinggi daripada kelompok kontrol yang hanya meningkat 2,10 poin, dengan perbedaan yang signifikan dan ukuran efek sangat besar, t(18,83) = 7,70, p < 0,001; Hedges' g = 3,23, serta hasil yang konsisten pada uji Mann–Whitney U (p < 0,001). Peningkatan terjadi pada seluruh indikator, dengan kemajuan terbesar pada kemampuan memahami sebab-akibat dan mengomunikasikan hasil pengamatan, sedangkan kemampuan mengelompokkan meningkat paling kecil. Kebaruan penelitian ini terletak pada penggunaan video animasi sebagai pemantik diskusi dan eksplorasi benda nyata, bukan sekadar tontonan, sehingga kelima indikator literasi sains distimulasi secara terpadu. Temuan ini mendukung efektivitas Joyful Learning berbantuan video animasi dalam konteks penelitian ini, sekaligus menegaskan pentingnya pendampingan guru dalam mengoptimalkan penggunaan media digital pada pembelajaran sains anak usia dini.

A Pengaruh Model Project Based Learning Terhadap Sikap Gotong Royong Siswa Sekolah Dasar Endang Sulastri; Ardianik Ardianik; Ahmad Hatip
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Vol 11 No 2 (2023)
Publisher : Universitas Dr. Soetomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25139/smj.v11i2.6553

Abstract The attitude of cooperation is very important to be instilled in students so that students can easily socialize wherever they are. The attitude of cooperation is a self-aware attitude from each individual to help ease the burden on other individuals. The cooperation attitude has the characteristics of mutual care, cooperation, democracy, discussion, mutual help, habituation of consensus deliberation, empathy, solidarity, loyal friends, and volunteerism. In group learning after the Covid-19 pandemic, the students' cooperation attitude began to weaken. Several indicators of a weakened cooperation attitude were collaboration, caring, and sharing. According to the teacher, the weakening of this cooperation attitude is because students are used to learning independently at home, so students feel they can do their work without the help of their friends. Thus, this research aims to show the difference in the attitude of cooperation between those who use the project-based learning model and the conventional learning model of elementary school students. The data in this study were obtained from the results of the students' post-response which were analyzed using an independent sample t-test. The results of the post-response show that there is a very significant difference in the attitude of cooperation between those who use the project-based learning model and those who use conventional learning models of elementary school students. This difference can be seen from the post-response results of the experimental class which applies the project-based learning model which is higher than the control class which applies the conventional learning model. Keywords: project based learning model, mutual cooperation attitude, elementary school Abstrak Sikap gotong royong sangat penting ditanamkan didalam diri siswa agar siswa dapat mudah bersosialisasi dimanapun mereka berada. Sikap gotong royong adalah sebuah sikap sadar diri dari masing-masing individu untuk membantu meringankan beban individu lain. Sikap gotong royong memiliki karakteristik saling peduli, bekerja sama, demokratis, diskusi, saling membantu, pembiasaan musyawarah mufakat, empati, solidaritas, setia kawan, dan kerelawanan. Dalam pembelajaran berkelompok setelah masa pandemi covid-19 saat ini sikap gotong royong siswa mulai melemah, Beberapa indikator sikap gotong royong yang melemah adalah kolaborasi, kepedulian, dan berbagi. menurut guru melemahnya sikap gotong royong ini dikarenakan siswa terbiasa belajar secara mandiri dirumah, sehingga siswa merasa dapat mengerjakan tugasnya sendiri tanpa dibantu oleh temannya. Dengan demikian, tujuan dari penelitian ini adalah untuk menunjukan perbedaan sikap gotong royong antara yang menggunakan model project-based learning dan model pembelajaran konvensional siswa sekolah dasar. Data pada penelitian ini didapatkan dari hasil post-response siswa yang dianalisis menggunakan uji independent sampel t test. Hasil dari post-response menunjukan terdapat perbedaan yang sangat signifikan sikap gotong royong antara yang menggunakan model project-based learning dengan yang menggunakan model pembelajaran konvensional siswa sekolah dasar. Perbedaan ini terlihat dari hasil post-response kelas eksperimen yang menerapkan model project-based learning lebih tinggi dibandingkan kelas kontrol yang menerapkan model pembelajaran konvensional. Kata Kunci: model project based learning, sikap gotong royong, sekolah dasar

Co-Authors A.A. Ketut Agung Cahyawan W Afina Afina Agazi, Muhammad Gali Ahmad Ghozali Ahmad Gozali Ahmad Gozali Anggraini, Vidia Dwi Anindita Nurizza Masquitasari Yusuf Anindita Nurizza Masquitasari Yusuf Anisa Nuraini Anisah Anggraini Anna Wawiyah Ardianik Ardianik Ardianik Ardianik Arumtyas Puspitaning Padmasari Arumtyas Puspitaning Padmasari Atul Kumar Ayu Masfiatul Fuad Cahyani, Yeni Indah Wahyu Darmawan, Chandra Dedi Rahman Siolimbona2 Devito Andahru Dwi Iriyani Edy Widayat Edy Widayat Ellen Wijaya Endang Sulastri Ernawati Ernawati Ervandi, Akhmad Joice Fathimatuzzahro, Iffah Fitria Rosita Florensia Lusita H Reme Fransiska Marta Sari Haerussaleh Haerussaleh Haerussaleh Haerussaleh Haerussaleh, Haerussaleh Hetty Purnamasari Hoirunnisak Hoirunnisak Iffah Fathimatuzzahro Ilmiya Imron Amrullah Inosensia Geo Konik Astutik KUSMIYATI KUSMIYATI L Tobing, Victor Maruli Tua Listiana, Yuni Lusiana Prastiwi Lusiana Prastiwi Mardiana, Ninik Mardiana, Ninik Martono, Boedi Melania Oktaviani Madu Minarto, Agus Mohammad Muhtadi Muhajir MUHAJIR Muhajir Muhajir Muhajir Muhajir Muhajir Muhajir Muhajir Muhajir, Muhajir Muhajir, M Muhammad Mahfud Nensy Megawati Simanjuntak Nina Nurlinda Nisa, Ikmatul Nurhida Yaturrohma Nuril Huda Nuril Huda NURIL HUDA Nuril Huda Nuril Huda Nuril Huda Mohammad Nurisul Ubbat Prastiwi, Lusiana Purnamasari, Hetty Putri, Nabilla Callista Ra Sidan Amin As Rina Rizqiyah Salman Alfarizi Pradana Andikaputra Sari Restu Noor Syafi’i, Intannia Shofiyatuzzahrah Putri Salshabila Simanjuntak, Nensy Megawati Siti Amina Siti Hamiyah Siti Zulfa Sodiq Anshori, Sodiq Soesiana Tri Eka S Soesiana Tri Eka Silver Sri Kusuma Dewi Alfiah Sri Utami Sri Wahyuni Sucipto Sucipto Sucipto Sucipto Sucipto Suharti Kadar Sulis Janu Hartati Sulis Janu Hartati Sulis Janu Hartati Taufik Taufik Viktor Sagala Widia Beljeur WINDI SETIAWAN Windi Setiawan Windi Setiawan Windi Setiawan Windi Setiawan Windi Setiawan, Windi Yahya, Amrina Rosyada Nurdi Yuni Listiana

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