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All Journal Bada'a: Jurnal Ilmiah Pendidikan Dasar International Journal of Multilingual Education and Applied Linguistics
Linda Rosydah
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Arts Computer Science & IT Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Babuta'an Traditional Games In Increasing Students' Learning Motivation Annisa Hasanah; Zain Ahmad Fauzi; Fahri Fajrul Falah; Norma Paulina; Asyfa Nabila; Linda Rosydah
International Journal of Multilingual Education and Applied Linguistics Vol. 1 No. 2 (2024): May: International Journal of Multilingual Education and Applied Linguistics
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijmeal.v1i2.54

Abstract

The researcher chose the traditional game Bubuta'an to overcome noise outside the classroom due to school renovations which resulted in students' lack of focus on learning. The traditional game Bubuta'an is also a traditional game in South Kalimantan which in Indonesian is known as the game Si Buta-Si Buta. The aim of the research is to analyze the role of traditional babuta'an games in increasing students' learning motivation. The type of research used is Classroom Action Research with a qualitative approach. The research results show that the percentage of students' classical learning motivation obtained at the first meeting was 75% with the criterion "Mostly Skilled", at the second meeting it had increased to and had increased at the second meeting to 92% with the criterion " Almost All Skilled" and at the third meeting it had increased to 96% with the criteria "Almost All are Skilled" . This was because at the first meeting several students had not achieved the assessment indicators. So these conditions are below standards set by researchers for developing students' learning motivation. To overcome these obstacles, educators make improvements motivating, providing reinforcement, paying attention and reminding students to be more interested in participating in the learning process. The conclusions obtained by traditional game Babuta'an can be used as a means of developing students' learning motivation.
Improving Critical Thinking Skills and Collaboration Skills Using Problem Based Learning Models, DNGM Models, Wordwall Media and Dragon Games Fahri Fajrul Falah; Zain Ahmad Fauzi; Annisa Hasanah; Norma Paulina; Asyfa Nabila; Linda Rosydah
International Journal of Multilingual Education and Applied Linguistics Vol. 1 No. 3 (2024): August : International Journal of Multilingual Education and Applied Linguistic
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijmeal.v1i3.73

Abstract

The problem of this research is that there is still a lack of student activity in participatory learning as well as interaction and collaboration between students in group learning activities. In this research, Classroom Action Research (PTK) was carried out in three meetings. The subjects of this research were 25 class V students of SDN Antasan Besar 7 Banjarmasin. The measure of research success with learning completeness is that 80% of students achieved a KKM score above 80. The results of this research show that at Meeting I to Meeting III there was an increase in the acquisition of learning activities in the application of the learning model, resulting in the "Very Active" criteria at Meeting I, II and III. At Meetings II and III, learning activities increased to almost all very active. Students' critical thinking skills increased to almost all highly skilled at Meetings II and III. At Meetings II and III, students' collaboration skills increased to Almost All Skilled. Meanwhile, completeness of learning outcomes increased again to 100% at Meeting III. From the results of this research, it can be concluded that educators' activities experienced a very significant increase when implementing the PBL model supported by DNGM using Wordwall media and the Dragon Snake game, as well as student activities, critical thinking skills, collaboration skills, and learning outcomes.
Implementasi Model PBL Di Kelas V SDN Teluk Tiram 6 Untuk Meningkatkan Keterampilan Kolaborasi Linda Rosydah
BADA'A: Jurnal Ilmiah Pendidikan Dasar Vol. 7 No. 1 (2025): Badaa: Jurnal Ilmiah Pendidikan Dasar
Publisher : Fakultas Tarbiah Institut Agama Islam (IAI) Hamzanwadi Pancor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37216/badaa.v7i1.1662

Abstract

This research used Classroom Action Research which was conducted in 3 meetings. The subjects of this study were class V students of Teluk Tiram 6 State Elementary School, class V, totalling 24 people. Qualitative data collection was obtained through observation of educator activities, learner activities and collaboration. As well as quantitative data includes the classical percentage collaboration obtained from group and individual tests. The results showed that the teacher's activity at meeting I obtained "Very Good" criteria with a score of 19 increasing to a score of 20. The activity of students at meeting I was 63%. at meeting III was 100%. Collaboration skills at meeting I obtained 54%, increased at meeting III by 88%. Learning outcomes in cognitive, affective and psychomotor aspects at the first meeting of students who were "Completed" by 71%, increasing at meeting III to 100%.
Implementasi Model PBL Di Kelas V SDN Teluk Tiram 6 Untuk Meningkatkan Keterampilan Kolaborasi Linda Rosydah
BADA'A: Jurnal Ilmiah Pendidikan Dasar Vol. 7 No. 1 (2025): Badaa: Jurnal Ilmiah Pendidikan Dasar
Publisher : Fakultas Tarbiah Institut Agama Islam (IAI) Hamzanwadi Pancor Lombok Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37216/badaa.v7i1.1662

Abstract

This research used Classroom Action Research which was conducted in 3 meetings. The subjects of this study were class V students of Teluk Tiram 6 State Elementary School, class V, totalling 24 people. Qualitative data collection was obtained through observation of educator activities, learner activities and collaboration. As well as quantitative data includes the classical percentage collaboration obtained from group and individual tests. The results showed that the teacher's activity at meeting I obtained "Very Good" criteria with a score of 19 increasing to a score of 20. The activity of students at meeting I was 63%. at meeting III was 100%. Collaboration skills at meeting I obtained 54%, increased at meeting III by 88%. Learning outcomes in cognitive, affective and psychomotor aspects at the first meeting of students who were "Completed" by 71%, increasing at meeting III to 100%.
Co-Authors Annisa Hasanah Asyfa Nabila Fahri Fajrul Falah Norma Paulina Zain Ahmad Fauzi