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The Role of the Traditional Game Congklak as a Medium for Character Education Based on Rahmatan lil ‘Alamin Values of Students in Madrasah Ibtidaiyah Nurul Hidayah Maulidah, Lida; Nida Fitriyani, Feny; Zubaidi, Zubaidi
AT-TURATS Vol 19, No 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/at-turats.v19i1.3503

Indonesia is facing a moral crisis that contrasts sharply with the rapid advancement of technology. One way to cultivate character values from an early age is by utilizing congkak as the traditional game. This study explores the role of congklak in shaping rahmatan lil ‘alamin character values among Madrasah Ibtidaiyah students. The research employs a qualitative descriptive approach with field-based study methods to examine the role of the traditional game congklak in character formation aligned with the rahmatan lil ‘alamin student profile at Madrasah Ibtidaiyah Nurul Hidayah, South Tangerang. The data were examined using the Miles, Huberman, and Saldana model combined with source triangulation techniques, resulting in a theoretical insight into the effectiveness of congklak as a tool for character education at Madrasah Ibtidaiyah Nurul Hidayah. The findings highlight that congklak holds a significant role in supporting character education in Madrasah Ibtidaiyah by fostering students' moral, cultural, and social attitudes. In addition to develop cognitive skills such as arithmetic and strategic thinking, this game also helps students cultivate fairness (i‘tidāl), proper manners (ta’addub), and innovative thinking dynamics (tatḥawwur wa ibtikār). The integration of congklak into school learning aligns with the Rahmatan Lil ‘Alamin values of the student profile, which balances intellectual, emotional, and social intelligence to shape a generation with noble character and cultural awareness.Indonesia menghadapi krisis akhlak yang berbanding terbalik dengan pesatnya kemajuan teknologi. Salah satu upaya menanamkan karakter sejak dini adalah dengan permainan tradisional congklak. Penelitian ini mengeksplorasi peran congklak pada pembentukan karakter rahmatan lil alamin pada siswa Madrasah Ibtidaiyah. Penelitian dilakukan dengan arah pendekatan kualitatif secara deskriptif berbasis penelitian lapangan untuk mengetahui peran permainan tradisional congklak dalam pembentukan karakter yang selaras dengan profil peserta didik rahmatan lil alamin di Madrasah Ibtidaiyah Nurul Hidayah Tangerang Selatan. Data dianalisis dengan model Miles, Huberman, Saldana serta teknik triangulasi sumber, sehingga menghasilkan pemahaman teoritis tentang efektivitas permainan congklak sebagai instrumen pendidikan karakter di Madrasah Ibtidaiyah Nurul Hidayah. Hasil penelitian menggarisbawahi bahwa permainan congklak memiliki posisi penting dalam menyokong pendidikan karakter di Madrasah Ibtidaiyah dengan menumbuhkan sikap moral, budaya, dan sosial dari peserta didik. Selain melatih keterampilan kognitif seperti berhitung dan berpikir strategis, permainan ini juga membantu siswa mengembangkan sikap adil (i’tidal), adab yang bagus (ta’addub), juga berpikir dengan dinamika yang inovatif (tathawwur wa ibtikar). Implementasi congklak dalam pembelajaran di madrasah selaras dengan konsep profil pelajar Rahmatan Lil Alamin, yang menyeimbangkan kecerdasan intelektual, emosional, dan sosial untuk membentuk generasi berakhlak mulia dan berwawasan budaya.

PENERAPAN NILAI KARAKTER BERSAHABAT TERHADAP PERILAKU BULLYING SISWA Annisa, Rachma; Fauzan Muttaqin, Muhammad; Nida Fitriyani, Feny
JISPE Journal of Islamic Primary Education Vol. 4 No. 2 (2023): JISPE Journal of Islamic Primary Education
Publisher : Institut Daarul Qur'an Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51875/jispe.v4i2.267

Penelitian ini bertujuan untuk menganalisis penerapan karakter bersahabat dan kondisi bullying di SD Negeri Pinang 04 Tangerang. Penelitian ini menggunakan metode penelitian kualitatif deskriptif. Subjek penelitian ini adalah kepala sekolah, guru kelas I dan peserta didik kelas I serta orang tua. Instrumen pengumpulan data dilakukan dengan beberapa cara yaitu wawancara, observasi dan dokumentasi. Teknik untuk menguji keabsahan data penelitian ini menggunakan triangulasi yang berarti memverifikasi informasi dari berbagai sumber dengan metode yang berbeda dan pada waktu yang berbeda. Teknik analisis yang digunakan dalam penelitian ini adalah model interaktif Miles dan Huberman yang terdiri dari pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan hasil observasi dan wawancara di SD Negeri Pinang 4 didapatkan bahwa pada penerapan karakter bersahabat di sekolah tersebut dengan sikap pembiasaan dan keteladanan dari guru dan orangtua melalui interaksi dan komunikasi antar warga sekolah dengan bahasa yang santun, saling menghargai dan menjaga kehormatan, cinta dan rela berkorban serta tidak saling membeda-bedakan. Kondisi bullying yang ditemukan di SD Negeri Pinang 04 Tangerang terdapat 3 bentuk yaitu verbal, fisik, mental. Adapun bentuknya yakni, verbal meliputi: mengancam, mengejek baik berkenaan dengan fisik ataupun orang tua, menjuluki mengolok-olok. Fisik meliputi: mendorong, menendang, menonjok. Dan mental meliputi: pandangan yang menunjukkan ketidaksenangan, kemarahan atau kebencian kepada korban. Penerapan karakter bersahabat di sekolah tersebut bertujuan untuk mengatasi perilaku bullying siswa di sekolah

Upaya Meningkatkan Hasil Belajar Siswa Materi Energi dan Perubahannya melalui Metode Roleplaying Kelas III MI Nada, Kuhrotun; Amrina, Pebrisa; Nida Fitriyani, Feny
MODELING: Jurnal Program Studi PGMI Vol. 12 No. 2 (2025): Juni
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v12i2.2889

Tujuan penelitian ini untuk meningkatkan hasil belajar siswa dengan menerapkan metode roleplaying pada materi energi dan perubahannya di kelas III MI Islahuddiniyah. Dalam bentuk meningkatkan hasil belajar siswa, Peneliti menggunakan jenis Penelitian Tindakan Kelas (PTK). Dengan 4 tahapan yaitu pertama Perencanaan, kedua Pelaksanaan, ketiga Pengamatan, keempat Refleksi. Untuk menganalisis dan membandingkan dari Pra Siklus ke Siklus I hingga Siklus II, peneliti mengumpulkan data melalui observasi, lembar soal, dan dokumentasi yang melibatkan 26 orang siswa 18 laki-laki dan 8 perempuan. Dalam proses penelitian, penilaian ketuntasan siswa pada pra siklus mencapai 19,23% dengan nilai rata-rata 59, pada siklus I penilaian ketuntasan siswa mencapai 42,31% dengan nilai rata-rata 62 dan pada akhirnya siklus II penilaian ketuntasan siswa mencapai 84,62% dengan nilai rata-rata 74. Dari tahapan siklus penelitian tindakan kelas menyimpulkan bahwa menerapkan metode roleplaying pada materi energi dan perubahannya dapat meningkatkan hasil belajar siswa di kelas III MI Islahuddiniyah.

PERAN GURU DALAM MENANGANI SISWA HIPERAKTIF UNTUK MENINGKATKAN KONSENTRASI BELAJAR MATEMATIKA DI SEKOLAH INKLUSI SD NEGERI PORISGAGA 1 Aziza, Kaulan; Nida Fitriyani, Feny; Miftachudin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54626

Hyperactive children are children who experience attention deficit disorder with hyperactivity. Children with hyperactivity disorder often have difficulty concentrating for long periods of time, are less able to learn something in a structured way, and have difficulty managing schedules, so they often have difficulty understanding the material. This study aims to describe the role of teachers in dealing with hyperactive students to improve learning concentration at Porisgaga 1 Public Elementary School. This study uses a qualitative approach with descriptive methods. The research subjects included class teachers, hyperactive students, the principal, and assistant teachers involved in the learning process. Data collection techniques were carried out through observation, interviews, and documentation. The results of the study indicate that teachers play an important role in assisting students during the learning process. Having and implementing appropriate strategies has a positive impact on the learning behavior of hyperactive students. For example, implementing strategies that follow students' wishes so that hyperactive students feel more relaxed and less stressed during learning. Although not yet effective, as a result, students become more focused, more active participants in learning activities and are able to control their behavior.

PENGEMBANGAN BAHAN AJAR ETNOMATEMATIKA DIALEK KHAS TEGAL BERBASIS DIGITAL PADA SEKOLAH DASAR Ashila Yumna, Asma'; Setiyadi, Desi; Nida Fitriyani, Feny
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57228

Mathematics learning at the elementary school level still faces several challenges, particularly because the instructional materials used tend to be abstract and have not integrated the local cultural context close to students' lives. This condition has implications for students' low understanding of mathematical concepts and declining interest in learning. This study aimed to develop digital learning materials based on ethnomathematics that utilize the distinct Tegal dialect in elementary school mathematics learning to produce a valid and feasible product. The method applied was Research and Development (R&D) using the ADDIE model, which includes the phases of analysis, design, development, implementation, and evaluation. The study involved 22 first-grade students at KLS Elementary School in Tegal Regency as the research subjects. Data collection was conducted through observation, documentation, and expert validation questionnaires, while data analysis used descriptive quantitative techniques based on the percentage of product feasibility. The development results showed that the ethnomathematics-based mathematics e-module with the Tegal dialect, which integrates local number vocabulary such as siji, loro, and telu, achieved a highly feasible category. This was indicated by the validation results of 100% from the material expert, 96.88% from the language expert, and 96% from the media expert. Furthermore, the learning evaluation results showed a student average score of 94.32, with a highest score of 100 and a lowest score of 80, and a classical mastery rate reaching 100% of all students who took the evaluation. These findings indicate that the developed e-module is capable of supporting the understanding of addition and subtraction concepts while integrating local cultural elements into the mathematics learning process. Thus, the implementation of local culture-based ethnomathematics in digital learning materials has the potential to be an innovative alternative to improve the quality of mathematics learning while supporting efforts to preserve regional culture in elementary schools.

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