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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Cakrawala: Journal of Religious Studies and Global Society
Deprizon
Universitas Muhammadiyah Riau
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Social Sciences

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Development of STEM E-Book Integrated with Religion Values in IPAS Subject Deprizon; Berry Kurnia Vilmala; Refika
Jurnal Penelitian Pendidikan IPA Vol 11 No 2 (2025): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i2.10085

Abstract

Education plays an important role in shaping the character and progress of a country. Technological developments should be used to make innovations in achieving educational goals. One of them is to use electronic books because of the flexibility of learning, interactivity, ease of searching, and ease of updating. The use of E-Books in digital education courses is highly correlated with the learning objectives of digital education courses, one of which is to develop skills in using various digital tools and platforms to support the learning and teaching process. PGMI students are expected to compete with current technological developments while maintaining the goals of national education, namely forming students who have faith and piety in God Almighty. This research type of research and development (R&D) uses the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). This research aims to create a STEM E-Book integrated with religious values in thematic courses (IPAS). In the validation level, the Learning media expert validator obtained a score of 94.16% with the category "very valid", the Material expert validator obtained a score of 95.55% with the category "very valid", the Integration expert validation obtained a score of 100% with the category "very valid", and Student response to E-Book media obtained a score of 86.31% with the category "very good"
Efektivitas Metode Iqra’ dalam Mengatasi Buta Aksara Al-Qur’an pada Siswa Kelas III SD Muhammadiyah 1 Zamzami Zulfa; Salman; Deprizon
Cakrawala: Journal of Religious Studies and Global Society Vol. 1 No. 1 (2024): Juni
Publisher : Yayasan Cendekia Gagayunan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Based on observations and interviews, researchers at the school stated that there were 27 active students in class III who could read the Koran, 3 students and 24 students who were still in the iqra' learning stage. This research aims to find out the application of the iqra' method in overcoming Al-Quran illiteracy. 'an in class III students at SD Muhammadiyah 1 Pekanbaru, and to find out supporting factors and barriers in implementing the iqra method. To find out the best steps in overcoming illiteracy of the Koran at SD Muhammadiyah 1 Pekanbaru. is qualitative research, which aims to explore field data related to problems that have been formulated, using descriptive analysis methods. This research aims to provide an accurate explanation of the application of the Iqra' method in learning the Al-Qur'an to third grade students at SD Muhammadiyah Pekanbaru. The subjects in this research were third grade students at SD Muhammadiyah Pekanbaru, while the object of the research was the Iqra' method which was used to improve the ability to read the Al-Qur'an in the learning process. It can be concluded that the application of the iqra' method in overcoming illiteracy of the Al-Qur'an in class III students at SD Muhammadiyah 1 Pekanbaru. Al-Qur'an learning planning has been carried out including individual tests, class teachers, facilities and infrastructure. For the implementation of Al-Qur'an learning -Qur'an iqra' method, namely opening, apperception, skills/exercise, evaluation and closing. Supporting factors and barriers in implementing the iqra' method in overcoming illiteracy of the Koran at SD Muhamammdiyah 1 Pekanbaru. In a learning process there are several Factors that influence the achievement of learning objectives are supporting and barrier factors. In terms of supporting factors, there is school support, infrastructure and parental cooperation. Barrier factors include the lack of teachers in teaching, the lack of children's ability to learn, the lack of the role of parents in carrying out activities at home.
ANALISIS PELAKSANAAN MODEL PROJECT BASED LEARNING PADA KURIKULUM MERDEKA BELAJAR DI KELAS 4 SD NEGERI 141 PEKANBARU Yova Murnika; Deprizon; Sakban
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.3063

Abstract

Tujuan penelitian ini untuk mendeskripsikan pelaksanaan dan kendala pada pelaksanaan model Project Based Learning pada Kurikulum Merdeka Belajar Dikelas 4 SD Negeri 141 Pekanbaru. Adapun metode yang digunakan pada penelitian ini yaitu Kualitatif Deskriptif dengan instrumen pengumpulan data berupa observasi, wawancara dan dokumentasi. Sumber data primer pada penelitian ini yaitu guru, kepala sekolah dan siswa. Sumber data sekunder pad peneltian ini yaitu modul ajar dan buku nilai siswa. Keabsahan data menggunakan triangulasi sumber, triangulasi teknik dan triangulasi waktu. Dengan teknik analisis data yaitu reduksi data, penyajian data dan penarikan kesimpulan. Diperoleh hasil pelaksanaan model Project Based Learning pada Kurikulum Merdeka Belajar Dikelas 4 SD Negeri 141 Pekanbaru. Diperoleh hasil pelaksanaan model Project Based Learning pada Kurikulum Merdeka Belajar Dikelas 4 SD Negeri 141 kesulitan guru membuat pertanyaan yang menarik, siswa yang sulit memahami pertanyaan mendasar, media yang terbatas, kurangnya keterlibatan siswa secara aktif, terbatasnya waktu dalam merancang proyek, mencari waktu yang fleksibel untuk melakukan praktek, pengawasan, penilaian berkala, keterlibatan orang tua dalam mendukung pelaksanaan proyek, pembuatan laporan hasil, membing siswa dalam mempersiapkan presentasi, umpan balik yang konstruktif, waktu penilaian yang singkat.
IMPLEMENTASI METODE TEAM QUIZ DALAM MENDORONG PEMAHAMAN KONSEP MATEMATIKA PESERTA DIDIK KELAS V SD MUHAMMADIYAH 1 PEKANBARU Muhammad Alif Al Aziz; Deprizon; Radhiyatul Fithri; Wismanto
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18901

Abstract

Penelitian ini dilatarbelakangi oleh permasalahan pembelajaran matematika di kelas V SD Muhammadiyah 1 Pekanbaru yang masih didominasi metode ceramah dan latihan soal secara berulang, sehingga peserta didik cenderung pasif dalam diskusi dan mengalami kesulitan ketika menghadapi soal aplikatif dengan pola berbeda. Penelitian ini bertujuan untuk mendeskripsikan implementasi metode Team Quiz dalam mendorong pemahaman konsep matematika peserta didik pada materi perkalian bilangan bulat serta mengidentifikasi faktor pendukung dan penghambat penerapannya. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif. Subjek penelitian terdiri atas 28 peserta didik kelas V, sedangkan informan penelitian meliputi kepala sekolah, guru kelas V, dan enam peserta didik yang dipilih secara purposive berdasarkan keberagaman kemampuan akademik. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui pengumpulan data, kondensasi data, penyajian data, serta penarikan kesimpulan dan verifikasi, dengan keabsahan data melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa implementasi Team Quiz dilaksanakan melalui delapan tahapan, yaitu penyampaian tujuan dan materi, pembagian kelompok heterogen, penjelasan aturan kuis, diskusi kelompok, pemberian soal, menjawab secara bergiliran, pemberian skor, serta penguatan dan penarikan kesimpulan. Penerapan metode ini mendorong keaktifan, keberanian berpartisipasi, kerja sama, dan pemahaman konsep peserta didik. Faktor pendukung meliputi kesiapan guru, antusiasme peserta didik, kerja sama kelompok, kesesuaian materi, sarana pembelajaran, dan dukungan sekolah, sedangkan faktor penghambat meliputi perbedaan kemampuan peserta didik, keterbatasan waktu, dan pengelolaan kelas.
PENGARUH PENERAPAN REWARD AND PUNISHMENT TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS V MI KHOIRU UMMAH PEKANBARU Nyai Ai Nurjanah; Deprizon; Yulia Septi Wahyuni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 4 (2026): Volume 12 No. 4, Desember 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i4.19890

Abstract

Mathematics learning outcomes of fifth-grade students at MI Khoiru Ummah Pekanbaru remained low: a preliminary review showed that 71.05% of the students scored below the minimum mastery criterion (KKM) of 75, with an average of 49.71, while rewards were given only spontaneously and punishment was applied inconsistently. This study aimed to describe how reward and punishment were implemented in mathematics learning and to examine their effect on students' learning outcomes on the Greatest Common Factor (GCF). A quantitative quasi-experiment with a Nonequivalent Control Group Design was conducted with 38 students selected through saturated sampling: class VA (18 students) as the experimental group and class VB (20 students) as the control group. Data were collected through a valid 20-item multiple-choice test (Cronbach's Alpha = 0.896), observation, and documentation, and analyzed with the Wilcoxon test, the Mann-Whitney U test, and N-Gain using SPSS 27. The mean score of the experimental class rose from 65.56 to 88.06 and its mastery rate from 44.4% to 94.4%, whereas the control class rose from 65.50 to 81.25. The Mann-Whitney U test produced U = 95.000 and Asymp. Sig. (2-tailed) = 0.011 < 0.05, so the alternative hypothesis was accepted. The mean N-Gain of the experimental class (0.52) exceeded that of the control class (0.41), both in the moderate category. Planned and consistent reward and punishment therefore had a positive and significant effect on mathematics learning outcomes, and the greatest benefit was felt by students with low initial ability.
Co-Authors Berry Kurnia Vilmala Muhammad Alif Al Aziz Nyai Ai Nurjanah Radhiyatul Fithri Refika Sakban Salman Wismanto Yova murnika Yulia Septi Wahyuni Zamzami Zulfa