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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Bada'a: Jurnal Ilmiah Pendidikan Dasar
Siti Zainab Muslimin
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Implementasi Madrasah Ramah Anak Dan Peran Orang Tua Dalam Mencegah Perkawinan Anak Di MI Jamaludin Bagik Nyaka Em. Thonthowi Jauhari; Siti Zainab Muslimin; Muslihan; Siti Soleha
BADA'A: Jurnal Ilmiah Pendidikan Dasar Vol. 6 No. 2 (2024): Badaa: Jurnal Ilmiah Pendidikan Dasar
Publisher : Fakultas Tarbiah Institut Agama Islam (IAI) Hamzanwadi Pancor Lombok Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37216/badaa.v6i2.1712

Abstract

Studi ini bertujuan untuk mengetahui bagaimana implementasi madrasah ramah anak dan peran orang tua dalam melakukan pencegahan terhadap perkawinan anak di MI Jamaludin Bagik Nyaka. Sementara manfaat dari studi ini ialaj (1) Mafaat Teoritis yaitu penelitian ini diharapkan bisa menjadi pengetahuan tambahan di bidang ilmu pendidikan terutama orang tua dan madrasah supaya menghindari adanya pernikahan anak usia dini dan dapat menciptakan lingkungan madarasah yang aman, nyaman dan tentram bagi anak., (2) Manfaat Praktis yaitu bagi madrasah, penelitian ini diharapkan dapat menjadi rujukan dalam meningkatkan lingkungan madrasah yang nyaman, tenang, bersih bagi anakn dan juga mampu membentuk karakter anak agar menjadi pribadi yang berakhlak mulia seta meniungkatkan kepercayaan diri bagi anak. Bagi orang tua, diharapkan penelitian ini dapat menjadi rujukan bagi para orang tua agar bertanggung jawab terhadap pembentukan karakter anak dan tidak lepas tanggungn jawab terhadap anak. Bagi pendidik, penelitian ini diharapkan dapat menjadi rujukan bagi para guru, agar setiap guru mampu memenuhi tanggung jawab sebagai pendidik, mampu menjadi pendidik yang professional, yang dapat memahami karakter setiap siswa, memilikim kesadaran yang tinggi betapa pentingnya menanamkan akhlak terpuji kepada siswa. Penelitian ini merupakan penelitian deskriptif kualitatif dengan pengumpulan data melalui observasi, wawancara, dan dokumentasi.Hasil penelitina menunjukan bahwa: (1) Implementasi madrasah ramah anak di MI Jamaludin Bagik Nyaka telah diterapkan dan madrasah telah memenuhi tanggung jawabnya dalam menciptakan lingkungan belajar yang aman dan kondusif bagi siswa. (2) Peran orang tua dalam mencegah perkawinan anak di MI Jamaludin Bagik Nyaka, berdasarkan hasil penelitan yang dilakukan, diketahui bahwa orang tua siswa menunjukann antusiasme yang tinggi terhadap terhadap pendidikan anak-anak mereka.
PENGEMBANGAN MEDIA BONEKA TANGAN UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN TEKS DAN MINAT BACA SISWA KELAS 2 MIS UF NW PAOK LOMBOK LEELY ROHMATI; DEWI ROHIANI; SITI ZAINAB MUSLIMIN
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34502

Abstract

Masalah utama dalam penelitian ini adalah rendahnya kemampuan pemahaman teks dan minat baca siswa kelas 2 MIS UF NW Paok Lombok, di mana hanya 31,25% siswa mampu memahami teks cerita dan hanya 37,5% siswa menunjukkan antusiasme dalam kegiatan membaca. Penelitian ini bertujuan untuk mengembangkan media boneka tangan untuk meningkatkan kemampuan pemahaman teks dan minat baca siswa kelas 2 MIS UF NW Paok Lombok. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model ADDIE yang terdiri dari tahap Analysis, Design, Development, Implementation, dan Evaluation. Subjek penelitian adalah 16 siswa kelas 2 MIS UF NW Paok Lombok. Instrumen penelitian berupa lembar validasi ahli media dan materi, lembar praktisi pendidikan, lembar observasi siswa, angket minat baca, dan tes kemampuan pemahaman teks. Teknik analisis data menggunakan analisis deskriptif dengan rumus persentase dan validitas Gregory. Hasil penelitian menunjukkan bahwa media boneka tangan yang dikembangkan memperoleh validitas sangat tinggi dari ahli media dan materi dengan skor 1.0 (kategori sangat tinggi). Penilaian praktisi pendidikan mencapai 95% (sangat praktis), dan observasi siswa menunjukkan skor 96,4% (sangat praktis). Setelah implementasi media, minat baca siswa meningkat dari 37,5% menjadi 87,67% (kategori sangat baik), dan kemampuan pemahaman teks meningkat dari 31,25% menjadi 85,42% (kategori sangat tinggi). Media boneka tangan berbasis tokoh buku cerita anak "Aku Bisa" terbukti valid, praktis, dan efektif untuk meningkatkan kemampuan pemahaman teks dan minat baca siswa kelas 2 MI.
ANALISIS IMPLEMENTASI PROGRAM SEKOLAH RAMAH ANAK DALAM MENGATASI KASUS BULLYING DI SDN 3 PANCOR Husnawati; Siti Zainab Muslimin; Halimatussa’diah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34827

Abstract

Husnawati (NIM :2102604118) This study aims to analyze the implementation of the Child-Friendly School (CFS) program in addressing bullying cases at SDN 3 Pancor. This research employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The focus of the study includes three main aspects: (1) the system and procedures of implementing the Child-Friendly School program in addressing bullying, (2) the role of teachers in preventing and handling bullying, and (3) the supporting and inhibiting factors in the implementation of the Child-Friendly School program at the school. The results of the study indicate that the implementation of the Child-Friendly School program at SDN 3 Pancor has been carried out quite well through the application of values such as respect for children's rights, enjoyable learning, and the active involvement of students and parents in school activities. Teachers play an important role as role models, supervisors, and mediators in managing student conflicts and guiding them toward positive behavior. The supporting factors of the program include the principal’s support, collaboration between teachers and parents, and a conducive school environment. Meanwhile, the inhibiting factors include students’ difficult behavior, lack of parental awareness, and limited supporting facilities. Overall, the Child-Friendly School program has contributed positively to reducing bullying behavior and creating a safer, more comfortable, and enjoyable learning environment for all students at SDN 3 Pancor.
PENERAPAN MODEL PKR 222 TERHADAP EFEKTIVITAS BELAJAR SISWA KELAS 5 DAN 6 DI SDN4 MASBAGIK UTARA Rita Suria Perdana; Siti Nurul Fitriani; Siti Zainab Muslimin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35050

Abstract

This research describes the implementation of Multi-Grade Classroom Model 222 (PKR 222) and its impact on learning effectiveness for fifth and sixth-grade students at SDN 4 Masbagik Utara, Lombok Timur. The problem arises from limited classroom space over six years, compelling teachers to combine grades 5 and 6, resulting in unbalanced interactions, student distractions, and suboptimal outcomes. PKR 222 addresses this using two grades, two subjects, and two adjacent rooms connected by one door. A descriptive qualitative approach was employed, collecting data via participatory observation in three sessions (2 × 35 minutes each) and documentation (lesson plans, worksheets, reflections, photos, videos) from one teacher and 52 students (24 in grade 5, 28 in grade 6). Analysis followed Miles and Huberman’s model: reduction, display, and conclusion, validated by source/method triangulation and member checks. Results show progressive gains: teacher activity from 80% (good) to 95% (very high), student activity from 65% (fair) to 95% (very high), and learning effectiveness from 65% (moderate) to 95% (very high). The model fosters independence, active participation, peer tutoring, and responsibility, while enabling efficient teacher management and resource use per PKR principles. Thus, PKR 222 proves an effective strategy for resource-limited primary schools.
PERAN GURU DALAM PENCEGAHAN BULLYING DI LINGKUNGAN SEKOLAH MI NWDI 05 PANCOR Siti Solihah; Marudin; Siti Zainab Muslimin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35956

Abstract

Bullying is a serious problem in educational settings that disrupts students’ psychological development and the school learning climate. Teachers play a crucial role in preventing such aggressive behavior. This study aims to describe teachers’ roles in preventing bullying and to identify the forms of bullying occurring at MI NWDI 05 Pancor. Using a qualitative descriptive approach, data were collected from the principal, islamic teacher and homeroom teachers (grades 3A, 4A, and 6B) through interviews, observation, and documentation. The data were analyzed through reduction, presentation, and conclusion drawing. The findings indicate that the dominant forms of bullying include verbal bullying (mocking physical appearance and parents’ names), mild physical bullying (hitting and seizing belongings), and social bullying (exclusion). Teachers perform three main functions: (1) as educators and instructors who integrate anti-bullying values into lessons; (2) as guides and mediators who resolve student conflicts; and (3) as caregivers providing emotional support and counseling to victims. Although teachers have taken individual actions, the school lacks a formal anti-bullying program. Therefore, stronger collaboration among teachers, school leaders, and parents is needed to establish a safe, inclusive, and bullying-free school environment. Bullying is a serious problem in educational settings that disrupts students’ psychological development and the school learning climate. Teachers play a crucial role in preventing such aggressive behavior. This study aims to describe teachers’ roles in preventing bullying and to identify the forms of bullying occurring at MI NWDI 05 Pancor. Using a qualitative descriptive approach, data were collected from the principal, islamic teacher and homeroom teachers (grades 3A, 4A, and 6B) through interviews, observation, and documentation. The data were analyzed through reduction, presentation, and conclusion drawing. The findings indicate that the dominant forms of bullying include verbal bullying (mocking physical appearance and parents’ names), mild physical bullying (hitting and seizing belongings), and social bullying (exclusion). Teachers perform three main functions: (1) as educators and instructors who integrate anti-bullying values into lessons; (2) as guides and mediators who resolve student conflicts; and (3) as caregivers providing emotional support and counseling to victims. Although teachers have taken individual actions, the school lacks a formal anti-bullying program. Therefore, stronger collaboration among teachers, school leaders, and parents is needed to establish a safe, inclusive, and bullying-free school environment.
Co-Authors DEWI ROHIANI EM. Thonthowi Jauhari Fitriani, Siti Nurul Halimatussa’diah Husnawati LEELY ROHMATI Marudin Muslihan, Muslihan Rita Suria Perdana Siti Soleha Siti Solihah