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All Journal AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI FONDATIA Jurnal Gentala Pendidikan Dasar
Nur Kalifah, Diah Rizki
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Big Book Media for Optimizing Reading Literacy in Grade III Students of Madrasah Ibtidaiyah Firmansah, Deri; Nur Kalifah, Diah Rizki
FONDATIA Vol 8 No 4 (2024): DESEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v8i4.5511

Abstract

In today's digital era, although technology brings various benefits, reading literacy among students, especially at the elementary level, has experienced an alarming decline. This condition also has an impact on elementary school students who are more interested in digital entertainment than reading books, which ultimately affects their motivation and literacy skills. This study aims to develop Big Book media and test its effectiveness in improving reading literacy of grade III students at Madrasah Ibtidaiyah. This study uses the Research and Development (R&D) method with the ADDIE development model which includes the stages of analysis, design, development, implementation, and evaluation. The subjects of the study were grade III students at Madrasah Ibtidaiyah Negeri 6 Bandar Lampung consisting of two classes, with a total of 60 students. Data were collected through observation, interviews, questionnaires, and documentation. The research instrument used a validation questionnaire by experts, teacher responses and student responses. To determine the score in the expert validation questionnaire and teacher and student responses, the data was analyzed using a Likert scale while to test the effectiveness of the product/product feasibility using a pretest and posttest with the N-gain test. The validation results showed that this media was very feasible to use, with a validation percentage of material experts of 91.5%, media experts of 84.75%, and language experts of 89%. Small and large-scale trials gave average results of 91% and 92% respectively, which were categorized as "Very Feasible". The results of the pretest and posttest analysis showed an increase in the N-Gain score in the "Medium" category for both classes. These findings indicate that the Big Book media is effective in increasing interest and reading literacy skills.
Application of Collaboration Model in Improving Students' Learning Outcomes in Indonesian Language Subjects in Grade IV of Elementary Schools Nur Kalifah, Diah Rizki; Agustina, Elisa; Qiftiyah, Maratul
FONDATIA Vol 8 No 4 (2024): DESEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v8i4.5513

Abstract

The purpose of the study was to determine the application of the collaboration model in improving student learning outcomes in Indonesian language subjects in Grade IV of Elementary School. The research method used was classroom action research (CAR). The research design adopted the Kemmis and Taggart model which consisted of two cycles, each cycle consisting of four stages, namely planning, implementation, observation and reflection. The subjects of the study were 26 grade IV elementary school students. Data collection through observation and interviews. Data analysis in this study used qualitative data analysis, namely with statistical models such as tables and diagrams from the results of observations and values ​​​​of each cycle and using quantitative data analysis by comparing data obtained from the implementation of cycle I and cycle II activities. The results of the study showed an increase in learning outcomes after the implementation of the collaboration model in Indonesian language subjects which was proven by the average value of cycle I obtained 70.77 with a percentage of 69.23% in cycle I students who completed 18 students while in cycle II obtained an average value of 82.69 with a percentage of 100% and students who completed 26 students. So it can be concluded that from cycle I and cycle II there was an increase in learning outcomes after the implementation of the collaboration model.
Implementation of Team Games Tournament Learning Model to Improve Science Learning Outcomes Yuliyanti; Nur Kalifah, Diah Rizki
Jurnal Gentala Pendidikan Dasar Vol. 10 No. 1 (2025): Jurnal Gentala Pendidikan Dasar
Publisher : Department of Primary School Teacher Education, Faculty of Teacher Training and Education, Jambi University

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Abstract

The study aims to determine the application of the Team Games Tournament (TGT) learning model to improve the learning outcomes of science subjects on the subject of me and my needs in fourth-grade elementary school students. This study uses a Classroom Action Research (CAR) approach using the Kemmis and Mc. Taggart research design which is carried out through two cycles covering four stages consisting of planning, implementation, observation, and reflection. The research subjects consisted of 18 fourth-grade elementary school students. Data collection techniques used through observation and written tests. Data analysis in this study uses qualitative data analysis, namely with statistical models such as tables and diagrams from the results of observations and values of each cycle and uses quantitative data analysis by comparing data obtained from the implementation of cycle I and cycle II activities. The results of the study indicate that the application of the TGT learning model can improve student learning outcomes in science subjects with an average value of 66.67 in cycle I and obtaining the highest score of 90 with a percentage of 11.1%. in cycle II the average value is 84.44 with the highest score of 100 and a percentage of 22.2%. It can be concluded that the TGT learning model can improve the science learning outcomes of fourth-grade elementary school students.
Analysis of learning implementation according to Jean Piaget's Theory in the context of elementary school children's cognitive development. Yanti, Yuli; Hidayah, Nurul; Nur Kalifah, Diah Rizki; El Fiah, Rifda; Mardiyah, Mardiyah; Zulaiha, Siti; Ninda Uminar, Ajeng
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 7 No. 1 (2024): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/00202472230200

Abstract

Background: Learning at the elementary school level plays an important role in forming children's cognitive foundations. One of the prominent theories in understanding children's cognitive development is Jean Piaget's theory. This theory emphasizes that learning must be adapted to the child's stage of cognitive development to achieve optimal results.Aim:  To analyze the implementation of learning according to Jean Piaget's theory in the context of cognitive development of elementary school children Method: Qualitative research method with library research type . The research objects are elementary school students, teaching and learning activities, and teaching materials. Data was collected via Google Scholar , Researchgate , Science Direct , and Semantics . Data analysis uses content analysis .Results: The cognitive abilities of elementary age children vary at each age level. Piaget in his theory that in elementary age children, children's cognitive development is divided into 2 stages, namely concrete operations which occur at the age of 7 years to 11 years, in this stage children are able to think about things that are logical, rational, scientific and objective at every thing that is real. The KBM process carried out must be contextualized in real life. The second is the formal operational stage, which occurs in children aged 11 to 12 years and over. In this stage, children begin to be able to think about things that will happen in the future and things that are imaginary or imagined. In the teaching and learning process, children can apply constructivist and inquiry learning models which in principle require high levels of reasoning and require students to actively think, think and draw meaning from empirical and abstract things.Conclusion: The application of Piaget's theory in elementary schools has a positive impact on children's cognitive development. Teachers who adapt learning methods according to students' cognitive development stages are able to help children understand the material better, improve critical thinking skills, and make the learning process more effective and enjoyable.
Co-Authors Agustina, Elisa Deri Firmansah Mardiyah Mardiyah Ninda Uminar, Ajeng NURUL HIDAYAH Qiftiyah, Maratul Rifda El Fiah Siti Zulaiha Yuli Yanti Yuliyanti