Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI
Yenti Mala, Silfia
Unknown Affiliation
Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Analisis Pelaksanaan Standar Pembinaan dan Standar Proses di Sekolah Dasar Islam Terpadu Amanah Sungai Penuh Budiatmin, Bobpy; Yelliza, Merri; Yenti Mala, Silfia; Ricila, Selma
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.30387

Abstract

Penelitian ini bertujuan untuk menganalisis pelaksanaan standar pembinaan dan standar proses di Sekolah Dasar Islam Terpadu Amanah, Sungai Penuh. Standar pembinaan difokuskan pada upaya pembentukan karakter Islami melalui program-program keagamaan yang terstruktur, sedangkan standar proses menitikberatkan pada metode pembelajaran yang mengintegrasikan nilai-nilai Islam secara aktif dan partisipatif. Metode penelitian menggunakan observasi dan analisis kualitatif dengan mengambil data dari lembar observasi serta wawancara dengan guru dan pengelola sekolah. Hasil penelitian menunjukkan bahwa pelaksanaan standar pembinaan dan proses telah berjalan, namun masih terdapat kendala dalam konsistensi, kualitas pelaksanaan, serta pemanfaatan media pembelajaran Islami yang inovatif. Penelitian memberikan rekomendasi untuk meningkatkan monitoring, pengembangan metode pembelajaran tematik dan berbasis proyek, serta penguatan budaya sekolah Islami agar pelaksanaan standar dapat lebih optimal dan holistik. Temuan ini penting sebagai acuan pengembangan pendidikan Islam terpadu yang efektif dan berkarakter kuat di tingkat dasar.
PENGARUH PENGGUNAAN PETA DIGITAL TERHADAP PEMAHAMAN KONSEP RUANG PESERTA DIDIK SEKOLAH DASAR Hendri; Budiatmin, Bobpy; Ricilia, Selma; Yenti Mala, Silfia; Sumanti
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.v11i03.58771

Abstract

This study aims to examine the effect of using digital maps on the understanding of spatial concepts among elementary school students. The research was conducted using a quantitative approach with a quasi-experimental design (non-equivalent control group design). The subjects of this study were 16 fifth-grade students at SDN 35/III Tambak Tinggi, divided into experimental and control groups. The experimental group received learning using digital maps integrated into the IPS (Social Science) subject matter, while the control group received conventional learning using printed maps. Data were collected through pre-test and post-test instruments designed to measure students' understanding of spatial concepts, including the ability to read directions, identify symbols, determine scale, and understand spatial relationships. Data analysis employed paired t-test and independent t-test statistics. The results showed a significant difference in spatial concept understanding scores between the experimental and control groups (p < 0.05). The average N-Gain score of the experimental group (0.67) was higher than the control group (0.38), indicating that digital maps are more effective in improving spatial concept understanding. These findings suggest that the use of digital maps as a learning medium can significantly enhance students' spatial thinking ability. Practical implications include the recommendation for teachers to integrate digital map-based technology in IPS learning at the elementary school level to support the development of geographic and spatial literacy in the 21st century.
PENGARUH PEMBELAJARAN KONTEKSTUAL TERHADAP PEMAHAMAN KONSEP EKONOMI NASIONAL PADA PESERTA DIDIK SEKOLAH DASAR Hendri; Budiatmin, Bobpy; Ricilia, Selma; Yenti Mala, Silfia; Sumanti
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.v11i03.58775

Abstract

This study aims to examine the effect of contextual learning on elementary students' understanding of national economic concepts. Understanding economic concepts at the elementary level is fundamental for shaping students' financial literacy and economic awareness as they grow into adulthood. However, economics-related material in social studies is often taught abstractly and disconnected from students' everyday experiences, resulting in low conceptual understanding. Contextual Teaching and Learning (CTL) is an approach that connects subject matter with real-life situations experienced by students, encouraging them to construct knowledge through direct experience rather than memorization. This research employed a quantitative approach with a quasi-experimental design using a one-group pretest-posttest model. The research was conducted at SD Negeri 35/III Tambak Tinggi, involving a fifth-grade class consisting of 16 students as the research subject. Data were collected through a conceptual understanding test administered before and after the implementation of the contextual learning approach, then analyzed using a paired sample t-test with the assistance of statistical software. The results indicate that the average posttest score (82.19) was significantly higher than the average pretest score (61.56), with a significance value of p < 0.05, indicating that contextual learning has a significant effect on students' understanding of national economic concepts. These findings imply that linking economic material with students' daily life contexts, such as buying and selling activities, household needs, and local economic phenomena, can strengthen meaningful learning and long-term conceptual retention. This study recommends that elementary school teachers integrate contextual strategies more intensively in social studies and economics instruction to build a strong foundation of economic literacy from an early age.
Co-Authors Budiatmin, Bobpy ENDRI ENDRI Merri Yelliza Ricila, Selma Ricilia, Selma Sumanti