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All Journal Riau Journal of Computer Science Jurnal Ilmiah Universitas Batanghari Jambi PEJ (PRIMARY EDUCATION JOURNAL) Muallimuna : Jurnal Madrasah Ibtidaiyah Pendas : Jurnah Ilmiah Pendidikan Dasar Tarbawi: Jurnal Keilmuan Manajemen Pendidikan JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Permas: Jurnal Ilmiah STIKES Kendal At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah JURNAL CERDAS PROKLAMATOR Al-Mujahidah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Sidoluhur Genderang Asa: Journal of Primary Education Edu Research : Jurnal Penelitian Pendidikan JURNAL TUNAS PENDIDIKAN JPLED Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Social Science Academic JEBD Al-Bidayah : jurnal pendidikan dasar Islam MUDARRISA: Jurnal Kajian Pendidikan Islam
Fatmawati, Kiki
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Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Veterinary Other

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Pengembangan LKPD Berbasis Teaching at The Right Level (TaRL) pada Materi Transformasi Energi di Sekitar Kita Kelas IV Sekolah Dasar Yusrita Agustina; Syefrinando, Boby; Fatmawati, Kiki
Social Science Academic Vol. 4 No. 1 (2026)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

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Abstract

Penelitian ini dilatarbelakangi oleh masih terbatasnya penggunaan Lembar Kerja Peserta Didik (LKPD) yang mampu mengakomodasi perbedaan kemampuan belajar peserta didik di sekolah dasar. LKPD yang digunakan cenderung bersifat umum dan belum disesuaikan dengan kebutuhan belajar peserta didik yang heterogen. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan LKPD berbasis Teaching at The Right Level (TaRL) pada materi Transformasi Energi di Sekitar Kita kelas IV Sekolah Dasar yang valid, praktis, dan efektif. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan ADDIE yang terdiri atas lima tahap, yaitu analysis, design, development, implementation, dan evaluation. Subjek penelitian adalah 16 peserta didik kelas IV SD Negeri 24/I Sungai Puar. Instrumen pengumpulan data meliputi angket validasi ahli materi, media, dan bahasa, angket respon guru dan peserta didik, serta tes hasil belajar berupa pretest dan posttest. Hasil penelitian menunjukkan bahwa LKPD yang dikembangkan memperoleh kategori sangat valid dengan skor ahli materi 4,8, ahli media 4,8, dan ahli bahasa 4,7. Kepraktisan LKPD berada pada kategori sangat praktis berdasarkan penilaian guru dengan skor rata-rata 4,7 dan respon peserta didik sebesar 96,4%. Efektivitas LKPD ditunjukkan melalui peningkatan hasil belajar peserta didik, dimana ketuntasan belajar mencapai 100% pada posttest dengan nilai rata-rata N-Gain sebesar 0,62 dalam kategori sedang. Berdasarkan hasil tersebut, dapat disimpulkan bahwa LKPD berbasis TaRL pada materi Transformasi Energi di Sekitar Kita layak digunakan sebagai bahan ajar karena memenuhi kriteria sangat valid, sangat praktis, dan efektif untuk meningkatkan hasil belajar peserta didik kelas IV sekolah dasar.
Implementation of Black and Wiliam’s Formative Assessment Framework in The Merdeka Curriculum: Enabling Factors and Challenges in Elementary Education Fatmawati, Kiki; Muhsinin, Umil
Muallimuna : Jurnal Madrasah Ibtidaiyah Vol 11, No 2 (2026): APRIL 2026
Publisher : Fakultas Studi Islam UNISKA MAB Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/muallimuna.v11i2.22385

Abstract

Formative assessment is positioned as a core component of learner-centred instruction in the Merdeka Curriculum, however, its implementation in elementary schools/madrasah ibtidaiyah (SD/MI) remains constrained. This study analyzes the implementation of formative assessment based on Black & Wiliam (2009) framework, with a focus on the enabling and contraining factors shaping its practice in SD/MI. A qualitative approach with a collective case study design was employed across five schools implementing the Merdeka Curriculum. Data were generated through non-participant observation, semi-structured interviews, and document analysis and analyzed thematically across cases. The findings show that formative assessment practices are enabled by teachers’ assessment experience and literacy, principals’ academic supervision, student engagement, and the availability of supportive curriculum resources. Conversely, implementation remains limited by restricted instructional time, large class sizes, the dominance of summative assessment, and weak mastery of reflective assessment strategies, particularly self-assessment. These findings suggest that formative assessment in SD/MI remains developmental in nature and tends to operate more as assessment for learning than as assessment as learning
PENERAPAN MODEL PROBING PROMPTING LEARNING UNTUK MENINGKATKAN PEMAHAMAN KONSEP PEMBELAJARAN IPAS BAGI SISWA KELAS IV SDN 219/IV KOTA JAMBI Ayuni, Fayza; Fatmawati, Kiki; Oktarina, Yulia
Jurnal Tunas Pendidikan Vol. 7 No. 2 (2025): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v7i2.2829

Abstract

This research was motivated by the low learning process and results in science and science learning in class IV SDN 219/IV Jambi City. The aim of this research is to improve the science learning process and outcomes using the probing prompting learning model in class IV of SDN 219/IV Jambi City. This research is a classroom action research consisting of two cycles. This research was carried out in the second semester of the 2024/2025 academic year at SDN 219/IV Jambi City. The results of research data analysis show that the use of the probing prompting learning model can improve the process and learning outcomes of class IV science at SDN 219/IV Jambi City. Details of the results of observations by educators in cycle I with an average of 83.9% and in cycle II it was 91.1% in the very good category. The results of student observations in cycle I were 67.7% and in cycle II were 85.3%. Meanwhile, classical completeness in cycle I obtained an average value of student learning outcomes of 64.7%, increasing to 82.4% in cycle II. It was concluded that the use of the probing prompting learning model can improve the science AS learning process and outcomes.
Co-Authors Ahmad Maghfur Astrid, Astrid Ayuni, Fayza Bheta Adi Laelia Boby Syefrinando Dimas Ilham Nur Rois Dini Apriani, Dini Elvina Endang Masithoh Fadlilah Fahira Firdayani Munawaroh FITRIYAH Futriani, Elfira Sri Hasrijal Ismiyanto Jati, Mlathi Anggayuh Julita, Ria Laelia, Bheta Adi M. Yogi Riyantama Isjoni Magfirah Indah R Minnah El Widdah Mita Cahya Saputri Muhaiminah Jalal Muhardi Muhsinin, Umil Nancy Oktyajati Nanda Nanda Nirmala Nourma Dewi Nurpaizah oktarina, yulia Puspa Cantika Riana Raisa Aribatul Hamidah Rinja Efendi Sabna, Eka Sahar, Marsanda Sapar Srie Juli Rachmawatie Suharno Suraidah Suraidah, Suraidah Umil Muhsinin Umil Muhsinin Yarisandi, Devi Yuda Irawan Yusri , Nurul Yusrita Agustina