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All Journal FONDATIA AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Journal of Innovation and Research in Primary Education
Rizal, Syamsur
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Religion Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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Meningkatkan Minat Baca Siswa melalui Program Reading Classroom di SDN 2 Mamben Daya Rizal, Syamsur
AS-SABIQUN Vol 7 No 2 (2025): MARET
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v7i2.5632

Abstract

Comparatively speaking to other nations, Indonesian society has a low level of interest in reading.The absence of a reading habit is the main cause of this low level of interest in reading.The Reading Classroom Program is one way to foster reading habits at a young age, which is necessary to address this issue.The goal of the Reading Classroom Program is to improve elementary school pupils' reading comprehension and interest.This program consists of a number of elements, such as introducing books, generating learning activities with the classroom's existing reading materials, and coming up with reading exercises that encourage students' creativity.By implementing the Reading Classroom Program, this Classroom Action Research (CAR) seeks to increase the reading interest of the students at SDN 2 Mamben Daya.At SDN 2 Mamben Daya, 15 fifthgrade students served as subjects for the two cycles of the study.Observation and interviews were used as data gathering methods, and a descriptive quantitative approach was used for analysis.An increase in students' average reading interest as evaluated by observations and interviews done during each cycle until the predefined goals were met served as the study's success indicator.The study's findings showed that SDN 2 Mamben Daya pupils' enthusiasm in reading had improved.The average observation result in the original condition prior to the intervention was 20.62%. In first cycle, this rose to 69.19%, and in second cycle, it reached 87.71%. From 15.23% in the initial condition to 55.98% in first cycle and 87.19% in second cycle, the average interview results demonstrated an increase.The adoption of the Reading Classroom Program successfully raised the reading interest of pupils at SDN 2 Mamben Daya, according to the research findings.
Peran Guru dalam Menangani Konflik Sosial antar Siswa di SDN 2 Mamben Daya Rizal, Syamsur
FONDATIA Vol 9 No 4 (2025): DESEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v9i4.5988

Abstract

Social conflicts among students are a frequent phenomenon in primary school settings and have the potential to disrupt the teaching–learning process and students’ social development, thereby positioning teachers as central actors who play a crucial role in preventing and resolving conflicts through pedagogical and socio-emotional approaches. This study aims to describe the role of teachers in handling social conflicts among students at SDN 2 Mamben Daya. A descriptive qualitative approach was employed, using in-depth interviews, participatory observations, and document studies as data collection techniques, with classroom teachers and the school principal who were directly involved in managing student conflicts serving as the research subjects. The findings show that teachers act as mediators, character builders, and facilitators of empathic communication, actively identifying potential conflicts, integrating cultural and religious values into problem-solving, and establishing collaboration with students’ parents. These strategies have proven effective in creating an inclusive and harmonious learning environment. The study concludes that the role of teachers in addressing social conflicts among students is not only curative but also preventive and educative, thereby requiring institutional support that includes teacher training, the strengthening of character education curricula, and school–family partnerships. These findings are expected to serve as a reference for the development of policies and educational practices based on conflict resolution in primary schools.
The Effect of Academic Stress on Learning Concentration in Mathematics: Evidence from Fifth-Grade Elementary Students Rizal, Syamsur
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2555

Abstract

Academic stress is one of the psychological factors that may influence students’ ability to concentrate during the learning process, particularly in mathematics, which requires a high level of focus. Many elementary school students face academic pressure such as heavy assignments, grade expectations, and continuous evaluations, which negatively affect their learning concentration. This condition poses a serious problem since low concentration directly impacts students’ academic achievement, especially in subjects that demand logical and systematic understanding such as mathematics. This study employed a quantitative approach with a correlational design. The participants were 35 fifth-grade students of Madrasah Ibtidaiyah NW Aikmel, consisting of 19 boys and 16 girls. Data were collected using academic stress questionnaires and learning concentration scales, both of which had been tested for validity and reliability. The data were analyzed using simple linear regression with the assistance of SPSS software. The study was conducted over a six-month period, from July to December 2024. The results revealed a significant negative effect of academic stress on students’ learning concentration. The higher the level of academic stress experienced, the lower the students’ ability to concentrate in learning mathematics. These findings support the theory that psychological factors play an essential role in determining learning quality alongside cognitive ability. In conclusion, academic stress is proven to be an important variable that must be considered in efforts to improve elementary school students’ learning concentration. Therefore, teachers, schools, and parents are expected to manage academic pressure proportionally to ensure that students’ concentration remains optimal.
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