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Nurmalah
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Journal : DEEP LEARNING: Journal of Educational Research

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The Use of Domino Card Media to Improve Student Learning Outcomes in Natural Science Learning at MIS Mawu Nurmalah; Juhraeni
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 1 (2025): JANUARY 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i1.209

Abstract

The results of students' science learning are still very low when viewed from the results of daily tests that have been held four times, namely the average is 6.45, this means that it has not met the KKM for science subjects, which is 6.7. The factors causing low student learning outcomes are the teaching methods applied by teachers tend not to activate students, teachers never use media during learning so that students are not interested and not motivated to participate in learning. To solve the above problems, researchers use domino card media in learning. This study aims to determine the impact of using domino card media on improving the science learning outcomes of class III students of MIS Mawu, Ambalawi District, Bima Regency in the 2022/2023 academic year. The method used in this study is classroom action research. PTK is action research carried out with the aim of improving the quality of learning practices in the classroom. The subjects in this study were 39 class III students of MIS Mawu. The type of data used in this study is quantitative data. Where quantitative data is data obtained from student learning outcome data for each evaluation. Data was collected using a learning outcome test. The results of the study showed that the average student learning outcomes in cycle I were 65.00 and had not met the KKM for science subjects and in cycle II the average student learning outcomes increased to 75.12 and had met the KKM for science subjects. Thus, it can be concluded that the use of domino card media can improve the science learning outcomes of class III students of MIS Mawu, Ambalawi District, Bima Regency in the 2022/2023 academic year.
Teacher Professionalism and Its Relationship with Student Learning Achievement in Fiqh Subject at MAS Nurul Haq Rite Hafid, Abdul; Nurmalah
DEEP LEARNING: Journal of Educational Research Vol. 1 No. 1 (2025): JANUARY 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/deeplearning.v1i1.210

Abstract

This study investigates the relationship between Fiqh teacher professionalism and student learning achievement at MAS Nurul Haq Rite, Ambalawi District, Bima Regency. Teacher professionalism is defined as the expertise, authority, and quality of a Fiqh teacher's work, encompassing their competence in planning, subject matter mastery, teaching implementation, and assessment skills. Student learning achievement is measured by academic outcomes reflected in grades. Employing a mixed-methods approach combining library research and field research, data was collected through questionnaires administered to randomly selected 10th and 11th-grade students, as well as through observation, interviews, and documentation studies. The collected data was analyzed using the product moment formula and the coefficient of determination to assess the correlation and contribution of teacher professionalism to student learning outcomes. The research findings demonstrate a positive and significant relationship between Fiqh teacher professionalism and student learning achievement at the studied institution. Statistical analysis reveals that teacher professionalism accounts for 50% of the variance in student learning achievement in Fiqh. This indicates that the level of a Fiqh teacher's professionalism is a substantial determinant of student academic success in this subject, while the remaining 50% of the variance is influenced by other factors not explored in this study. These results underscore the critical role of teacher professionalism in fostering improved learning outcomes in Islamic jurisprudence.
Co-Authors Abdul Hafid Juhraeni