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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pengabdian Masyarakat Waradin Educational Dynamics: International Journal of Education and Social Sciences
Ika Panggih Wahyuningtyas
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Meningkatkan Kreativitas dan Kolaborasi: Hasil Program Seni Pertunjukan PGMI Tahun 2025 Salsabilla; Dinda Hardianti; Nur Asiyah; Gustiorini; Nurul Suhadah; Rhesti Laila Ulfa; Ika Panggih Wahyuningtyas; Firtsly Mardhatillah
Jurnal Pengabdian Masyarakat Waradin Vol. 5 No. 3 (2025): September : Jurnal Pengabdian Masyarakat Waradin
Publisher : Sekolah Tinggi Ilmu Ekonomi Pariwisata Indonesia Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/wrd.v5i3.754

Abstract

This community service activity aims to empower students and elementary school children through a collaborative performing arts program themed "Earth, Our Home. " The activity is organized by the Study Program of Madrasah Ibtidaiyah Teacher Education (PGMI) at UIN Sulthan Thaha Saifuddin Jambi and the Mamba’ul Ulum Islamic Institute Jambi. The methods of activity include participatory planning, direct assistance in the arts, and cultural performances such as traditional dance, educational drama, musical poetry presentations, and an environmentally friendly fashion show. The results of the activity demonstrate a significant improvement in the students' leadership, collaboration, and communication skills. Meanwhile, elementary school students demonstrate an increased sense of self-confidence and appreciation for local culture as well as environmental issues. This activity successfully strengthened the relationships between institutions and reinforced character education through a culturally relevant approach.
Implementation of the Discovery Learning Model to Enhance Student Learning Independence in IPAS at MIS Nurul Yaqin Yoga Erdi Saputra; Ika Panggih Wahyuningtyas
Educational Dynamics: International Journal of Education and Social Sciences Vol. 2 No. 3 (2025): Educational Dynamics: International Journal of Education and Social Sciences
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/educationaldynamics.v1i3.225

Abstract

This study investigates the implementation of the discovery learning model to enhance the learning independence of Grade V students in the IPAS subject at MIS Nurul Yaqin. The problem arises from limited learning facilities, which reduce opportunities for activities that stimulate creativity, as well as students’ limited ability to recognize and describe shapes and colors in detail. This Classroom Action Research applied the Kemmis and McTaggart model with Grade V students as the research subjects. Data were collected through observation, questionnaires, interviews, and documentation, and analyzed descriptively in both quantitative and qualitative forms. The results show that Discovery Learning effectively improved students’ independence in learning. Through its exploratory approach, students actively engaged in questioning, observing, experimenting, and drawing conclusions in meaningful activities. Improvements were noted in self-confidence, task discipline, initiative in managing learning, motivation to understand material, and responsibility for outcomes. Active participation at each stage—from problem formulation to reflection—enhanced mastery of the properties of light and their applications, while also fostering critical, creative, and responsible learning behavior. Furthermore, the study found that the implementation of Discovery Learning encouraged collaborative interaction among students, allowing them to share ideas, test hypotheses, and provide peer feedback. This created a more student-centered learning atmosphere, shifting the focus from teacher instruction to student exploration. Quantitative results showed that student independence increased significantly, with success rates rising from 47.80% in Cycle I, when learning was still teacher-centered, to 84.76% in Cycle II, as students became more actively engaged both physically and mentally. These findings highlight the importance of using student-centered approaches such as Discovery Learning to develop independence, critical thinking, and motivation. The model not only supported better academic outcomes but also prepared students with essential lifelong learning skills that can be applied across subjects and in real-life problem solving.
ANALISIS KESULITAN KETERAMPILAN MENULIS KARANGAN NARASI SISWA KELAS IV SDN 28/IV KOTA JAMBI Astuti, Widia; Ika Panggih Wahyuningtyas; Sri Yulia Sari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 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.v11i01.42079

Abstract

Research findings show that students still face several difficulties in writing narrative essays. These difficulties include the inability to choose a title that matches the content of the writing, difficulty in finding and developing main ideas in sequence, the use of sentences with structures that are not yet appropriate according to the SPOK pattern, and errors in spelling and punctuation. Difficulties in writing narrative essays can be caused by internal and external factors. Internal factors include how students view the learning process, their enthusiasm for learning, and their study habits at home. Meanwhile, external factors include teachers' conventional teaching methods and a lack of support from families and the surrounding community. Therefore, more diverse writing learning efforts that focus on the process are needed so that students' story writing skills can improve. This study aims to examine the difficulties experienced by fourth-grade students at SDN 28/IV Kota Jambi when writing narrative stories. Writing is a useful language skill that requires the ability to convey thoughts clearly, use correct sentences, and apply writing rules and punctuation appropriately. This study takes a qualitative approach and uses a descriptive method. The subjects of this study consisted of 28 fourth-grade students in the 2026 academic year. Data collection techniques included story writing tests, interviews with teachers and students, observations, and document collection. The data were analyzed using descriptive qualitative analysis by looking at the students' writing from various aspects, namely title determination, idea development and paragraph formation, sentence structure, and the use of spelling and punctuation.
Co-Authors Dinda Hardianti Firtsly Mardhatillah Gustiorini Nur Asiyah Nurul Suhadah Rhesti Laila Ulfa Salsabilla Sri Yulia Sari Widia Astuti Yoga Erdi Saputra