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All Journal Ambacang: Jurnal Inovasi Pengabdian Masyarakat Jurnal Pendidikan dan Humaniora Rumbio
Kholidah Nur
STAIN Mandailing Natal
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Outbond sebagai Sarana Pembelajaran Integratif di RA Tadika Adnani dalam Meningkatkan Aspek fisik dan Sosial Anak Devina Sari Siregar; Kholidah Nur; Seri Muslimah; Rofikoh; Nur Ainun; Irna Yanti
Ambacang: Jurnal Inovasi Pengabdian Masyarakat Vol. 1 No. 3 (2025): Edisi Maret
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Tujuan dari kegiatan pengabdian kepada masyarakat ini adalah untuk menggali manfaat kegiatan outbound sebagai sarana pembelajaran integratif yang dapat meningkatkan aspek fisik dan sosial anak di RA Tadika Adnani. Hasil dari kegiatan menunjukkan bahwa kegiatan outbound memberikan dampak positif terhadap peningkatan aspek fisik anak, seperti kelincahan, koordinasi, dan daya tahan tubuh. Selain itu, kegiatan ini juga berperan penting dalam mengembangkan keterampilan sosial anak, termasuk kemampuan untuk bekerja sama dalam tim, berkomunikasi secara efektif, serta meningkatkan empati dan solidaritas antar teman. Aktivitas ini memungkinkan anak-anak untuk belajar melalui pengalaman, memperkuat rasa percaya diri, dan menghadapi tantangan dalam kelompok. Secara keseluruhan, outbound terbukti menjadi metode pembelajaran yang efektif dan menyenangkan dalam mendukung perkembangan fisik dan sosial anak pada usia dini, serta menjadi sarana yang integratif untuk mendidik anak-anak dalam lingkungan yang penuh kebersamaan.
Penerapan Reward untuk Meningkatkan Motivasi Belajar Peserta Didik di Raudhatul Athfal Al-Khairat Kotanopan Imelda Zulfina Lubis; Kholidah Nur; Mukhlis
Jurnal Pendidikan dan Humaniora Rumbio Vol. 1 No. 1 (2024): Edisi Desember
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This study aims to determine: Children's learning motivation before the application of rewards in RA Al-khairat Kotanopan; the application of rewards in the learning process in RA Al-khairat Kotanopan; Children's learning motivation after the application of rewards in RA Al-khairat Kotanopan. This research uses the type of Classroom Action Research (PTK). PTK is an observation of learning activities in the form of an action, which is deliberately raised and occurs in a class together. The results showed that in Cycle 1 Meeting I, the observation results showed that motivation in asking questions reached 48.38%, doing tasks 58.06%, and learning independence 58.06%. After the implementation of the reward system in the form of praise and appreciation, there was a significant increase in Cycle 1 Meeting II, where the motivation to ask questions increased to 74.19%, do tasks 58.06%, and learning independence 70.96%. Furthermore, in Cycle 2 Meeting I, motivation in asking questions reached 74.19%, doing tasks 80.64%, and learning independence 70.96%. In Cycle 2 Meeting II, the score for motivation in asking questions reached 74.19%, doing tasks 80.64%, and learning independence 70.96%. These results show that the application of rewards is effective in increasing student learning motivation.
Peningkatan Kemampuan Mengenal Angka Melalui Permainan Blok Angka Bergambar di RA Al-Qur’an Dina Padang Matinggi Roma Diana; Kholidah Nur; Ali Masran Daulay
Jurnal Pendidikan dan Humaniora Rumbio Vol. 1 No. 1 (2024): Edisi Desember
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This study aims to improve the ability to recognize numbers in early childhood at RA Al-Qur “an Dina Padang Matinggi through the use of pictorial number block games. The formulation of the problem in this study includes three main aspects: improving children's number recognition skills using pictorial number block games. This research uses the Classroom Action Research (PTK) method with a cyclical approach involving several stages of intervention. The results of the research in the first cycle of 32 children who became research subjects, 12 children (37.5%) were in the category of developing very well, 7 children (21.87%) were in the category of developing as expected, 9 children (28.12%) began to develop, and 4 children (12.5%) had not developed. At the second meeting in the first cycle, there was a slight increase with 12 children (37.5%) in the category of developing very well, 8 children (25%) developing as expected, 8 children (25%) starting to develop, and 4 children (12.5%) still not developing. In the second cycle, the first meeting showed further improvement: 14 children (43.75%) were in the category of developing very well, 10 children (31.25%) were developing as expected, 6 children (18.75%) were starting to develop, and 2 children (6.25%) had not yet developed. The second meeting in the second cycle showed very significant results: 24 children (75%) are in the category of developing very well, 6 children (18.75%) are developing as expected, 1 child (3.12%) is starting to develop, and 1 child (3.12%) has not developed. These results indicate that the use of illustrated number block games gradually improves children's number recognition skills, especially after the second cycle.
Pengalaman Guru dalam Menerapkan Metode Ceramah: Studi Fenomenologis Berbasis Wawancara Kholidah Nur; Fitti Nurhaliza; Putri Damayanti; Rizki Anggina; Febriyanti Damayanti; Muhammad Hatta
Jurnal Pendidikan dan Humaniora Rumbio Vol. 2 No. 1 (2025): Edisi Desember
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This study aims to describe educators’ experiences when using the lecture method through a phenomenological interview-based approach. The primary objective of this research is to explore teachers’ perspectives, strategies, challenges, and meanings behind their experiences in applying the lecture method during teaching activities. Data were collected through in‑depth interviews with several teachers representing diverse teaching backgrounds. The findings indicate that the lecture method is still considered effective for delivering certain learning materials that require direct explanation. However, teachers face several challenges such as students’ lack of attention, limited time, and pressure to diversify instructional methods. Nevertheless, teachers strive to optimize the lecture method by combining it with visual media, questioning techniques, and relevant examples to make learning more interactive. This study concludes that teachers’ experiences in using the lecture method are strongly influenced by classroom context, student characteristics, and teachers’ creativity in adjusting instructional strategies.
Metode Tanya Diskusi dalam Pembelajaran Al-Qur’an Hadist di MAN 3 Siabu Kholidah Nur; Muniroh Ainun Basaroh; Winda Anwari Siregar; Nasli Agusti Sikumbang; Uci Purnama; Meidi
Jurnal Pendidikan dan Humaniora Rumbio Vol. 2 No. 1 (2025): Edisi Desember
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This study aims to describe the implementation of the discussion method in learning Al-Qur’an Hadith at MAN 3 Siabu and to analyze its effectiveness in enhancing students’ activeness and comprehension. This research employed a qualitative approach with a field research design and descriptive method. Data were collected through observation, interviews, and documentation involving teachers and students. The findings indicate that the discussion method significantly improves student participation, conceptual understanding, and critical thinking skills. Various forms of discussion, including group discussions, class discussions, and debates, were utilized to create an interactive learning environment. Students responded positively to the application of this method, showing increased enthusiasm in asking questions, presenting arguments, and delivering group results. Supporting studies from previous research also confirm that the discussion method effectively enhances learning outcomes, motivation, and analytical skills in both Al-Qur’an Hadith learning and classical Islamic texts. Challenges such as passive students were addressed through proper classroom management and teacher facilitation. Overall, the discussion method proves to be highly relevant and effective in improving the quality of Al-Qur’an Hadith learning.
Metode Tanya Jawab dalam Pembelajaran Al-Qur’an Hadis di SMAN 1 Panyabungan Kholidah Nur; Laila Nur Sahwa; Muhammad Daswar; Wimra Sahara; Rizki Amanda; Panny Octaviani
Jurnal Pendidikan dan Humaniora Rumbio Vol. 2 No. 1 (2025): Edisi Desember
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This study aims to explain the use of the question and answer method in the Al-Qur'an Hadith learning process at SMAN 1 Panyabungan. This study adopts a qualitative approach, and data were obtained through direct interviews with teachers of these subjects. The results show that teachers begin learning activities by reading relevant verses to attract students' attention. The question and answer method is applied at the beginning, middle, and end of the learning session to gradually evaluate students' understanding. Teachers also provide media such as pictures, illustrations, and videos to increase student interest and design questions with a level of difficulty appropriate to their abilities. The students' response was quite positive, as seen from their increased participation and enthusiasm in answering and asking questions. One obstacle that arose was that some students felt less confident when participating. To overcome this problem, teachers provided encouragement, positive reinforcement, and additional rewards to boost students' courage. Overall, the question and answer method was considered effective in improving students' understanding and engagement in Al-Qur'an Hadith learning.
Implementasi Gaya Belajar Auditori dalam Pembelajaran Pendidikan Agama Islam di SDN 146 Kayu Laut Kholidah Nur; Fitria Zalzabila; Inda Royani; Miftahhul Jannah; Mhd Pangidoan; Suci Fitriani Nasution
Jurnal Pendidikan dan Humaniora Rumbio Vol. 2 No. 1 (2025): Edisi Desember
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This study aims to describe the application of auditory learning styles in Islamic Religious Education (PAI) at SDN 146 Kayu Laut. A descriptive qualitative method was employed, using interviews as the primary data collection technique. The findings indicate that the PAI teacher implemented auditory-oriented learning strategies such as lecturing, storytelling, question–answer sessions, group discussions, and memorization activities. Audio media, including religious songs, were also used to enhance student understanding. The implementation of the auditory learning style was found to support students in recalling and comprehending the material more easily, as well as improving their verbal communication skills. Nonetheless, several challenges were identified, including students’ difficulty maintaining focus, boredom with repetitive techniques, and occasional technical issues with audio devices. The teacher addressed these obstacles by increasing student engagement through verbal reflections and interactive discussions. Overall, auditory learning strategies were applied effectively, though additional method variations are still needed to accommodate diverse learning styles.
Co-Authors Ali Masran Daulay Devina Sari Siregar Febriyanti Damayanti Fitria Zalzabila Fitti Nurhaliza Imelda Zulfina Lubis Inda Royani Irna Yanti Laila Nur Sahwa Meidi Mhd Pangidoan Miftahhul Jannah Muhammad Daswar Muhammad Hatta Mukhlis Muniroh Ainun Basaroh Nasli Agusti Sikumbang Nur Ainun Panny Octaviani Putri Damayanti Rizki Amanda Rizki Anggina Rofikoh Roma Diana Seri Muslimah Suci Fitriani Nasution Uci Purnama Wimra Sahara Winda Anwari Siregar