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All Journal Jurnal Simki Pedagogia Journal of English Language and Education Cakrawala: Jurnal Pendidikan Jurnal Simki Pedagogia
Nasuha, Munthoha
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Development of Problem-Based Learning History Learning Module to Improve Critical Thinking Ability and Learning Achievement Masfiyah, Masfiyah; Nasuha, Munthoha; Kusrina, Tity
Journal of English Language and Education Vol 10, No 2 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i2.723

Abstract

History learning tells the events that occurred in the past, present and future. In its delivery, the teacher uses lecture or conventional methods and the reference book used is less interesting. Researchers tried to develop a feasible problem-based learning-based history module, analyzing the critical thinking skills and learning achievement of students after using this learning module. The development of this learning module uses Research and Development (R D) with the ADD method (Analysis, Design and Development). Data collection techniques in this study used interviews, observations, questionnaires and tests. The population in this study were students of class X State High School in Brebes totaling 72 people with a sample of 36 students in the experimental class and 36 students in the control class. The research results of the problem-based learning module can improve students' critical thinking skills and learning achievement. The results of media expert validation showed 89.7% with very valid/acceptable criteria and material experts showed 93% with very valid/acceptable criteria. Teacher response to the history learning module was 93% with a very positive category and student response to the learning module was 81% with a very positive category. The test results of critical thinking skills and learning achievement of students have increased the use of problem-based learning modules in the history learning process themed development of Hindu Buddhist kingdoms in the archipelago is more effective than using the lecture model.
Peran Guru Penggerak dalam Penyelenggaraan Pendidikan Sekolah Dasar di kecamatan Petarukan kabupaten Pemalang Shahid, Sugeng Aliy; Nasuha, Munthoha; Suriswo, Suriswo
Cakrawala: Jurnal Pendidikan Vol. 19 No. 2 (2025): Education, Multiculturalism and Management
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/cakrawala.v19i2.508

Abstract

Penelitian ini bertujuan menganalisis dan mendeskripsikan peran Guru Penggerak (GP) terhadap  pengetahuan pendidik yang memadai, pemanfaatan sarana dan prasarana, serta penciptaan lingkungan belajar yang mendukung penyelenggaraan pendidikan Sekolah Dasar  (SD) di kecamatan Petarukan kabupaten Pemalang. Subyek penelitian ini adalah beberapa SD yaitu SDN 01, 05 Kendalsari, SDN 03 Serang, SDN 01 Panjunan, SDN 10 Petarukan, dan SDN 01 Panjunan yang didalmnya terdapat GP yang dibedakan menjadi dua kategori yaitu lulusan tahun 2023 dan 2024. Pemilihan subyek tersebut didasarkan pada pertimbangan tahun lulus dan letak geografis kecamatan Petarukan yang membentang dari arah utara ke selatan sehingga dipilih enam SD tersebut yang dapat merepresentasikan kedua kriteria di atas. Metode penelitian yang digunakan yaitu deskriptif kualitatif. Teknik pengumpulan data dilakukan dengan metode observasi, wawancara dan dokumentasi. Analisis dilakukan terhadap data kualitatiif menghasilkan simpulan bahwa GP berperan dalam penyelenggaraan pendidikan SD khususnya pada: 1) pengetahuan yang memadai (85,50%), 2) pemanfaatan sarana prasarana sekolah (91,75%) dan lingkungan yang mendukung (92,00%).
Studi Kuantitatif tentang Peran Guru dan Budaya Sekolah dalam Pembelajaran Matematika SMP Herniwati, Nani; Nasuha, Munthoha; Kusrina, Tity
Jurnal Simki Pedagogia Vol 9 No 1 (2026): Volume 9 Nomor 1 Tahun 2026
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v9i1.1355

Abstract

This study examines how teacher engagement and school culture contribute to the effectiveness of mathematics learning at the junior high school level. Using a quantitative survey research method, the study involved 260 students proportionally selected from a total population of 797 students at four public junior high schools in Bantarbolang District, Pemalang Regency. Data were collected through a structured questionnaire and analyzed using statistical techniques, including descriptive analysis and linear regression. The results indicate that teacher engagement and the character of the school culture have a rapid impact on student learning achievement in mathematics. Teachers' abilities to manage the classroom, deliver material clearly, and provide emotional support are important factors in improving student learning outcomes. Furthermore, a positive school culture, which emphasizes cooperation, discipline, and academic values, has been shown to foster enthusiasm and faster student learning outcomes in mathematics. These findings emphasize the important role of the educational environment and teacher presence in promoting successful mathematics learning at the junior high school level.
Studi Kuantitatif tentang Peran Guru dan Budaya Sekolah dalam Pembelajaran Matematika SMP Herniwati, Nani; Nasuha, Munthoha; Kusrina, Tity
Jurnal Simki Pedagogia Vol 9 No 1 (2026): Volume 9 Nomor 1 Tahun 2026
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v9i1.1355

Abstract

This study examines how teacher engagement and school culture contribute to the effectiveness of mathematics learning at the junior high school level. Using a quantitative survey research method, the study involved 260 students proportionally selected from a total population of 797 students at four public junior high schools in Bantarbolang District, Pemalang Regency. Data were collected through a structured questionnaire and analyzed using statistical techniques, including descriptive analysis and linear regression. The results indicate that teacher engagement and the character of the school culture have a rapid impact on student learning achievement in mathematics. Teachers' abilities to manage the classroom, deliver material clearly, and provide emotional support are important factors in improving student learning outcomes. Furthermore, a positive school culture, which emphasizes cooperation, discipline, and academic values, has been shown to foster enthusiasm and faster student learning outcomes in mathematics. These findings emphasize the important role of the educational environment and teacher presence in promoting successful mathematics learning at the junior high school level.
Co-Authors Herniwati, Nani Kusrina, Tity Masfiyah Masfiyah, Masfiyah Shahid, Sugeng Aliy Suriswo