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All Journal Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika JINOP (Jurnal Inovasi Pembelajaran) Premiere Educandum REFLEKSI EDUKATIKA Jurnal Elemen Scholaria: Jurnal Pendidikan dan Kebudayaan Taman Cendekia : Jurnal Pendidikan Ke-SD-an Jurnal Bidang Pendidikan Dasar AL-ATHFAL : JURNAL PENDIDIKAN ANAK ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Indonesian Journal of Primary Education Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Basicedu Jurnal Ilmiah Sekolah Dasar Jurnal Eduscience (JES) Journal On Teacher Education (Jote) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Bakti Cendana: Jurnal Pengabdian Masyarakat Journal of Community Service and Empowerment G-Couns: Jurnal Bimbingan dan Konseling Al-Bidayah: Jurnal Pendidikan Dasar Islam Inteligensi : Jurnal Ilmu Pendidikan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Manajemen Pendidikan Dasar, Menengah dan Tinggi [JMP-DMT] Jurnal Simki Pedagogia JOURNAL OF COMMUNITY ENGAGEMENT AND EMPOWERMENT Jurnal Pengabdian Kepada Masyarakat Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of General Education and Humanities Jurnal Basicedu Jurnal Ilmu Pendidikan dan Sosial Research and Development in Education (RaDEn) Jurnal Pemberdayaan Masyarakat Indonesian Research Journal on Education Al-Bidayah : jurnal pendidikan dasar Islam Indonesian Journal of Primary Education Jurnal Pendidikan Progresif
Worowirastri E., Dyah
Department Of Primary Education, Faculty Of Teacher Training And Education, Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Veterinary Other

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Analisis Kemampuan Bahasa Arab Siswa dalam Pembelajaran Menggunakan Metode Sahta di Kelas XC Ma Al-Mu’min Muhammadiyah Tembarak Romadlon; Dyah Worowirastri Ekowati; Moh. Mahfud Effendy
Jurnal Ilmu Pendidikan dan Sosial Vol. 5 No. 2 (2026): Juli
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v5i2.1716

Abstract

Penguasaan kaidah gramatika (nahwu) sering kali menjadi tantangan dalam pembelajaran bahasa Arab, sehingga diperlukan pendekatan inovatif seperti metode SAHTA (Sahla wa Tafriha) yang mengintegrasikan kaidah melalui ritme dan melodi. Penelitian ini bertujuan untuk menganalisis kemampuan bahasa Arab siswa Kelas XC MA Al-Mu’min Muhammadiyah Tembarak setelah penerapan metode SAHTA, mengidentifikasi aspek kemampuan yang berkembang secara dominan, serta memetakan faktor pendukung dan penghambat dalam proses pembelajarannya. Fokus utama kajian ini adalah bagaimana penguatan memori auditori melalui nyanyian dapat memfasilitasi pemahaman struktur bahasa yang abstrak menjadi lebih konkret bagi siswa. Jenis penelitian ini adalah penelitian lapangan (field research) dengan menggunakan pendekatan kualitatif deskriptif.. Subjek penelitian melibatkan 24 siswa pada kelas tersebut. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Data dikumpulkan melalui observasi, wawancara mendalam dengan guru dan siswa, serta studi dokumentasi hasil Asesmen Sumatif Tengah Semester (ASTS). Analisis data dilakukan dengan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Penelitian ini bertujuan untuk menganalisis kemampuan bahasa Arab siswa kelas XC MA Al-Mu’min Muhammadiyah Tembarak melalui penerapan metode SAHTA (Sahla wa Tafriha). Metode SAHTA merupakan inovasi pembelajaran bahasa Arab berbasis teknik bernyanyi yang dirancang untuk menciptakan suasana belajar yang "Mudah dan Menyenangkan" (Sahla wa Tafriha), guna membantu siswa menghafal kaidah tata bahasa (Nahwu) dengan lebih efektif. Hasil penelitian menunjukkan bahwa penerapan metode SAHTA memberikan dampak positif terhadap kemampuan bahasa Arab siswa. Berdasarkan data kuantitatif pendukung, tingkat ketuntasan belajar siswa mencapai 79,17%. Secara kualitatif, metode ini terbukti mampu menurunkan tingkat kecemasan siswa dalam mempelajari tata bahasa Arab dan meningkatkan motivasi serta retensi memori siswa terhadap kaidah-kaidah bahasa. Meskipun demikian, terdapat hambatan berupa keterbatasan waktu pembelajaran dan variasi gaya belajar siswa yang memerlukan penyesuaian lebih lanjut. Penelitian ini menyimpulkan bahwa metode SAHTA efektif digunakan sebagai alternatif metode pembelajaran aktif untuk meningkatkan penguasaan bahasa Arab di tingkat madrasah aliyah.
Pendampingan pengembangan modul ajar matematika berbasis literasi lingkungan kawasan industri Agung Deddiliawan Ismail; Dyah Worowirastri Ekowati; Minatun Nadlifah
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 10, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v10i2.38085

Abstract

Abstrak Pembelajaran matematika Sekolah Menengah Atas dan sederajat di Kabupaten Gresik menunjukkan pada rendahnya keterlibatan siswa, literasi lingkungan, serta pemanfaatan data nyata dalam proses pembelajaran. Oleh karena itu, kegiatan pengabdian ini memiliki urgensi untuk mendampingi guru dalam menyusun modul ajar matematika berbasis literasi lingkungan sebagai upaya meningkatkan kualitas pembelajaran kontekstual. Tujuan kegiatan pengabdian ini adalah meningkatkan kapasitas guru MGMP Matematika dalam mengembangkan modul ajar yang mengintegrasikan konsep matematika dengan isu lingkungan lokal, serta menghasilkan perangkat pembelajaran yang aplikatif dan berkelanjutan. Metode pengabdian dilaksanakan melalui beberapa tahapan, yaitu sosialisasi program, pelatihan penyusunan modul ajar matematika berbasis literasi lingkungan, serta pendampingan lanjutan. Pelatihan difokuskan pada pengenalan literasi lingkungan, pemanfaatan data nyata dari Badan Pusat Statistik dan hasil penelitian terkait pencemaran lingkungan di Kabupaten Gresik, serta praktik penyusunan modul ajar. Pendampingan dilakukan secara daring untuk menyempurnakan draft modul yang telah disusun oleh guru. Hasil kegiatan pengabdian menunjukkan peningkatan keterampilan guru dalam mengembangkan pembelajaran matematika yang kontekstual berbasis literasi lingkungan. Kegiatan ini berkontribusi dalam meningkatkan kualitas pembelajaran matematika sekaligus menumbuhkan kesadaran lingkungan melalui pendekatan pembelajaran yang relevan dengan konteks lokal. Hasil analisis dari 30 data berpasangan menunjukkan adanya peningkatan skor rata-rata yang signifikan dari tahap pre-test ke post-test. Uji statistik menggunakan paired sample t-test menghasilkan nilai signifikansi sig=0,000 (p < 0,05), yang menegaskan bahwa kegiatan pengabdian memberikan dampak positif terhadap peningkatan keterampilan guru. Selain itu, perhitungan N-Gain=0,73 berada pada kategori tinggi, menunjukkan bahwa peningkatan yang terjadi bersifat efektif dan bermakna. Kata kunci: Model ajar; literasi; lingkungan; kawasan; industri Abstract The current condition of mathematics learning at senior high schools and equivalent levels in Gresik Regency is characterized by low student engagement, limited environmental literacy, and minimal use of real data in the learning process. Therefore, this community service program is considered urgent to support teachers in developing mathematics teaching modules based on environmental literacy as an effort to improve the quality of contextual learning. The objective of this community service activity is to enhance the capacity of Mathematics MGMP teachers in developing teaching modules that integrate mathematical concepts with local environmental issues, as well as to produce applicable and sustainable learning resources. The community service program was implemented through several stages, including program socialization, training on the development of mathematics teaching modules based on environmental literacy, and follow-up mentoring. The training focused on introducing environmental literacy, utilizing real data from the Central Bureau of Statistics and research findings related to environmental pollution in Gresik Regency, as well as hands-on practice in developing teaching modules. The mentoring was conducted online to refine the draft modules prepared by the teachers. The results of the community service activities indicate an improvement in teachers’ skills in developing contextual mathematics learning based on environmental literacy. This program contributes to enhancing the quality of mathematics instruction while simultaneously fostering environmental awareness through learning approaches that are relevant to the local context. The analysis of 30 paired data sets shows a significant increase in the mean scores from the pre-test to the post-test. Statistical analysis using a paired sample t-test yielded a significance value of sig = 0.000 (p < 0.05), confirming that the community service activities had a positive impact on improving teachers’ skills. Furthermore, the N-Gain value of 0.73 falls into the high category, indicating that the observed improvement was effective and meaningful. Keywords: teaching module; literacy; environment; area; industrial
Strategies for Enhancing Self-Confidence through Public Speaking in Elementary Education Diah Rahayu Ardiani; Dyah Worowirastri Ekowati; Mohammad Syahri
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1417

Abstract

This study addresses the limited optimization of character-based approaches in fostering elementary students’ self-confidence, which often remains overshadowed by cognitive-oriented learning. It aims to analyze how structured Public Speaking extracurricular activities, combined with supportive social environments, contribute to the development of students’ self-confidence at MI Faradissal Jannah. A qualitative case study design was employed, involving interviews with the principal, extracurricular supervisors, and participating students, alongside direct observations and documentation analysis. The findings reveal that self-confidence develops through two key mechanisms: (1) strategic instructional practices, including gradual training, repeated performance, and constructive feedback, and (2) an enabling environment characterized by peer support and teacher facilitation. These factors collectively enhance students’ verbal clarity, public speaking courage, and non-verbal expressiveness. The study contributes to existing literature by highlighting an integrative model that combines experiential learning strategies with the internalization of religious values in a madrasah contextan aspect rarely explored in prior research. This model demonstrates that sustained and value-based Public Speaking programs can systematically strengthen students’ self-confidence.
Implementing Artificial Intelligence in Teaching Descriptive Text to Grade XI Students: A Qualitative Study at SMA Negeri 1 Dawarblandong Mojokerto Rifkatuzahro Rifkatuzahro; Dyah Worowirastri Ekowati; Mohammad Syahri
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1479

Abstract

This study aims to describe the implementation of Artificial Intelligence (AI) in teaching descriptive text to eleventh-grade students at SMA Negeri 1 Dawarblandong Mojokerto. The study employed a qualitative descriptive approach involving three English teachers and students who participated during classroom learning activities. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion-drawing techniques. The AI tools used in this study included ChatGPT and several AI-based learning support applications. The findings indicate that AI was implemented in the planning, teaching, and assessment stages. In the planning stage, AI-assisted teachers develop lesson modules, designing learning activities, and selecting appropriate instructional media. During the teaching process, AI-supported interactive learning activities increased student participation through the construction of descriptive text and prompt-based exercises. In the assessment stage, AI helped teachers provide faster feedback and analyze students’ progress more efficiently. Overall, the integration of AI supported teacher efficiency and creativity while also enhancing students’ engagement and learning processes in descriptive text instruction.
Artificial Intelligence and Teacher Creativity in Center-Based Early Childhood Learning: A Qualitative Study at PG-TKIT 2 Qurrota A’yun Ponorogo Harisma Fatihatul Hayyu; Dyah Worowirastri Ekowati; Mohammad Syahri
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1492

Abstract

This study examines early childhood teachers’ creativity in AI-supported center-based learning at PG-TKIT 2 Qurrota A’yun Ponorogo. It applies a descriptive qualitative approach within a constructivist paradigm. Data were collected through participatory observation, semi-structured interviews, and documentation involving six classroom teachers and one school leader. Data were analyzed using thematic analysis based on creativity indicators from J. P. Guilford and E. Paul Torrance, including fluency, flexibility, originality, elaboration, and evaluation. The findings indicate that integrating AI tools such as ChatGPT-4o and Google Gemini appears to enhance teachers’ creativity across the planning, implementation, and evaluation stages. In planning, AI supports rapid idea generation and variation. During implementation, it facilitates adaptive and multimodal learning aligned with children’s needs. In evaluation, AI contributes to more comprehensive and data-informed assessment practices. AI is also used to generate personalized learning content, including simple narrative adaptations based on children’s experiences, which strengthens engagement and contextual relevance. Overall, AI integration contributes to increased student participation, more diverse learning activities, and improved instructional efficiency. However, several challenges remain, including the risk of overdependence on AI, the need to verify content accuracy, and unequal parental digital literacy. These findings imply that AI should function as a supportive pedagogical tool rather than a substitute for teacher judgment. Strengthening teacher training and establishing ethical guidelines are essential to ensure responsible AI use in early childhood education.
The Effect of Mathematics Teachers’ Pedagogical Competence on Students’ Learning Outcomes in Mathematics for Grade XI at Muhammadiyah 3 Senior High School, Sidoarjo Mohammad Khoirrudin Aamsy; Mohamad Syahri; Dyah Worowirastri Ekowati
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1514

Abstract

Teachers’ pedagogical competence is considered one of the key factors influencing the effectiveness of the learning process and students’ academic achievement. However, differences in pedagogical competence among mathematics teachers, particularly in adapting instructional strategies and technology integration, may contribute to variations in student learning outcomes. Therefore, this study aimed to analyze the effect of mathematics teachers’ pedagogical competence on the learning outcomes of Grade XI students at Muhammadiyah 3 Senior High School, Sidoarjo. This study employed a quantitative approach using an ex post facto research design. The population consisted of teachers and students of Muhammadiyah 3 Senior High School Sidoarjo, in the 2025/2026 academic year. The sample comprised two mathematics teachers and 34 Grade XI students selected through purposive sampling. Data were collected using questionnaires, documentation, observations, and interviews. Data analysis included descriptive statistics, normality and homogeneity tests, Pearson correlation analysis, simple linear regression, F-test, and t-test. The findings revealed that teachers’ pedagogical competence was generally categorized as good, particularly in explaining learning materials, understanding students’ learning needs, selecting appropriate teaching methods, and providing feedback. Students’ mathematics learning outcomes achieved an average score of 79.47, indicating a fairly good level of achievement. Pearson correlation analysis demonstrated a very strong positive relationship between pedagogical competence and learning outcomes (r = 0.987, p < 0.05). Furthermore, the results of the regression analysis, F-test, and t-test confirmed that teachers’ pedagogical competence had a significant positive effect on students’ mathematics learning outcomes.
Co-Authors Abdulkadir Rahardjanto Adityo Adityo, Adityo Aftikah Aftikah Aftikah, Aftikah Agung Deddiliawan I. Agung Deddiliawan Ismail Agung Deddiliawan Ismail Agung Dediliawan Ismail Ahmad Muzari Alfiani Athma Putri Rosyadi Ardian Agustin Pramesti Ari Dwi Haryono Arif Wicaksono Arina Restian Arina Restian Artadana, Ida Bagus Made astuti, Yuni puji Astutik, Pipit Pudji Aulina Nur Azizah Avalentina, Kardiana Zendha Ayu Nur Fadillah Belinda Dewi Regina Beti Istanti Suwandayani Bukhari, Lalu Ahmad Deddy Febrianshari Dena Ade Primasari Dewantari, Arinta Agnie Diah Rahayu Ardiani Dian Fitri Nur Aini Dian Ika K. Dian Ika Kusumaningtyas Dwi Agus Sudjimat Eka Wahyuningtyas Eko Anis Setyorini Endang Poerwanti Erna Yayuk Erna Yayuk Erna Yayuk Evelin Rodenayana Fadillah, Ayu Nur Fardila Nugraheni Fardila Nugraheni Farhatul Hakiki Febrianshari, Deddy Febriyanti, Fitria Figa Zulfi Azzahra Fitria Febriyanti Fitria Febriyanti GITA PRATIWI Gumilar Wahyuning Illahi Hakiki, Farhatul Harisma Fatihatul Hayyu Haryono, Ari Dwi Hastati Surini Husamah Husamah Ika K., Dian Ima Wahyu P.U Ima Wahyu Putri Utami In’am, Akhsanul Iva Prastica Juliastuti Juliastuti, Iva Prastica Juni Sulistyawati Kamariah Kamariah Komariah Komariah Kuncahyono Kuncahyono Lailiyah, Ummi Badriyatul Lesy Luzyawati Ludvi Novisatul Chusna Makbul Muksar Marhan Taufik Mawaddah, Khusnatul Miftachul Amri Minatun Nadlifah Minatun Nadlifah Minatun Nadlifah Miza Nina Adlini Moh. Mahfud Effendi Moh. Mahfud Effendy Mohamad Syahri Mohammad Khoirrudin Aamsy Mohammad Syahri Nawang Sulistyani Nimmanarati, Rakyan Novalia Nidya Permata Nugraheni, Fardila Nuzla Aimmatu Rasyida Olga Putriana Wati Pipit Pudji Astutik Pramesti, Ardian Agustin Puji Sumarsono Putri, Adelya Dwi Cendani Rakyan Nimmanarati Retno Septi Arini Rifkatuzahro Rifkatuzahro Rina Wahyu Setyaningrum Riza Rahman Hakim Rizki Juni Sulistyawati Rizky, Indah Permata Romadlon Rosidah, Vivin Khoirir Safitri, Fifit Santoso, Wisnu Puguh Sari, Nanda Febriana Setiya Yunus Saputra Shalehoddin Siti Ainur Rachmatullah Siti Inganah siti Rukoyah Soni Andriawan Sony Darmawan Sony Darmawan, Sony Sri Wahyuni Sulistyawati, Rizki Juni Supratman, Edy Surini, Hastati Susintowati, Wiwik Sutrisno Sutrisno Suwandayani, Beti Istanti Syahri, Mohammad Toto Nusantara Tyas Deviana Umi Hanifah Vivin Khoirir Rosidah Wahyu P.U, Ima Wisnu Puguh Santoso Wiwik Susintowati Yayik, Erna Yuliati Yuliati Yus Mochamad Cholily Zulkifli Zulkifli