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Muhammad Abdul Roziq Asrori
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Pengaruh Penggunaan Project Based Learning (PjBL) dan Self-Efficacy terhadap Hasil Belajar Peserta Didik pada Mata Pelajaran IPAS Kelas IV SDN 1 Tanggunggunung Kabupaten Tulungagung Septi Anggarini, Susan; Yepi Sedya Purwananti; Muhammad Abdul Roziq Asrori
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 3 September 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.30335

Abstract

  Penelitian ini bertujuan untuk mengetahui pengaruh model Project Based Learning (PjBL) dan self-efficacy terhadap hasil belajar peserta didik mata pelajaran IPAS kelas IV di SDN 1 Tanggunggunung. Latar belakang penelitian ini adalah rendahnya keaktifan dan hasil belajar peserta didik akibat dominasi metode ceramah dalam pembelajaran. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pra-eksperimental tipe one group pretest-posttest. Subjek penelitian adalah seluruh peserta didik kelas IV yang berjumlah 20 orang. Instrumen yang digunakan berupa tes hasil belajar dan angket self-efficacy, yang dianalisis menggunakan uji t dan regresi linear berganda dengan bantuan SPSS 26. Hasil penelitian menunjukkan bahwa: (1) Model PjBL berpengaruh positif dan signifikan terhadap hasil belajar (thitung = 5.486 > ttabel = 2.110, sig. = 0.000); (2) Self-efficacy berpengaruh positif dan signifikan terhadap hasil belajar (thitung = 4.140 > ttabel = 2.110, sig. = 0.000); dan (3) Secara simultan, PjBL dan self-efficacy berpengaruh signifikan terhadap hasil belajar peserta didik (Fhitung = 48.675 > Ftabel = 3.55, sig. = 0.000). Temuan ini menunjukkan bahwa integrasi model pembelajaran yang aktif dengan faktor psikologis internal peserta didik secara sinergis dapat meningkatkan hasil belajar secara optimal. Penelitian ini merekomendasikan penerapan PjBL dan penguatan efikasi diri sebagai strategi dalam pembelajaran IPAS.
KONTRIBUSI PESANTREN DALAM AKTUALISASI NILAI KEIMANAN, KETAQWAAN, DAN AKHLAK MULIA SELARAS DENGAN AMANAT PASAL 31 AYAT (3) UUD 1945 Siti Nur Kamila; Muhammad Abdul Roziq Asrori
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55701

Abstract

This research aims to describe the process of education in islamic boarding schools in actualizing the values of faith, piety, and noble character, as well as analyzing the contribution of learning practices and habitutation basad on yellow books, quranic memorization, binadzor, and varios islamic activites in forming noble character at Al Fattahiyyah islamic boarding school. This research is motivated by the importance of the role of islamic boarding school as islamic educations institutions to support national education goals as mandated in Article 31 paragraph (3) of the 1945 constution, which emphasizes the importance of faith, piety, and noble character. This research uses a qualitative approach with a case study method. Data were obtained through interviews, observation, and documentation involving several parties of the boarding school including the head of the boarding school, administration, teachers, student, alumni, and the community around the boarding school. Data analysis was conducted through data reduction, data presentation, and drawing conclusion, while the validity of the data was through triangulation of sources and techniques. The result of this study show that the actualization of what is contained in article 31 pharagraph (3) is carried out through the intregation of formal and non formal education supported by varios activites, ranging from congregation prayers, tahfidz Al Qur’an, binadzor, madrasah diniyah, regular recitation of yellow book. This learning system contributes to creating student character that is religious, disciplined, responsible, and possesses noble character. Thus, Al Fattahiyyah Islamic Boarding School plays an important role in implementing the mandate in Article 31 paragraph (3) through the formation of caracters who are faithful, pious, and have noble chracter.
REALITAS PEMBELAJARAN BERBASIS GAMIFIKASI UNTUK MENINGKATKAN PARTISIPASI BELAJAR SISWA DISMP ISLAM AL-FATTAHIYYAH Fitriani Wulandari; Muhammad Abdul Roziq Asrori
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57052

Abstract

This study was motivated by the low level of student participation in learning activities due to the implementation of conventional teaching methods that provide limited opportunities for active student involvement. The purpose of this study was to describe the reality of implementing gamification-based learning in improving students' learning participation and to identify the forms of student participation after the implementation of gamification at SMP Islam Al-Fattahiyyah. This research employed a descriptive qualitative approach involving the principal, a Pancasila Education teacher, and students as research subjects. Data were collected through observation, interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that gamification was implemented manually through a system of points, levels, quizzes, and group challenges without the use of digital applications. The implementation successfully created a more active, interactive, and enjoyable learning environment. Furthermore, students' learning participation increased, as reflected in their greater willingness to ask questions and express opinions, higher involvement in completing assignments, improved learning motivation, and stronger collaboration among students in group activities. Therefore, gamification-based learning was found to be effective in enhancing students' learning participation at SMP Islam Al-Fattahiyyah.
IMPLEMENTASI DISIPLIN POSITIF TANPA HUKUMAN FISIK DALAM MEMBENTUK KARAKTER SISWA DI MTs MAQWA TULUNGAGUNG Rahmad Hidayat; Ahmad Izzul Ito'; Muhammad Abdul Roziq Asrori
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The increasing awareness of the limitations of physical punishment in schools has encouraged the adoption of more humanistic disciplinary practices that emphasize character development. This study aimed to explore the implementation of positive discipline without physical punishment at MTs Maqwa Tulungagung, with particular attention to its contribution to students' character formation, the roles played by teachers, students' responses, and the factors influencing its implementation. A descriptive qualitative design was employed in this research. Data were obtained through observations, interviews, and documentation involving the principal, teachers, and students. The collected data were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings demonstrate that positive discipline is implemented through teachers' exemplary behavior, respectful and humanistic communication, the cultivation of positive habits, and the application of educational consequences instead of physical punishment. These practices contribute to the development of students' discipline, responsibility, independence, and respect for others. Teachers function not only as instructors but also as mentors and role models, while students generally respond positively because they feel valued, understood, and encouraged to comply with school regulations through self-awareness rather than fear. The implementation is supported by strong school leadership, teachers' commitment, a religious school culture, and parental involvement. However, differences in students' personalities, peer influence, and limited supervision outside school remain significant challenges. Overall, positive discipline without physical punishment provides an effective approach to promoting sustainable character development through the internalization of values and the growth of students' self-awareness.
Co-Authors Ahmad Izzul Ito' Fitriani Wulandari Septi Anggarini, Susan Siti Nur Kamila Yepi Sedya Purwananti