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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar LISANAN ARABIYA: Jurnal Pendidikan Bahasa Arab
Hindun Farhisiyati, Rufa
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Religion Education Environmental Science Languange, Linguistic, Communication & Media Other

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Desain Modul Ajar Berbasis Integrasi Bahasa Arab Dan Inggris Di Lembaga Bahasa STAI Pati Jawa Tengah Hindun Farhisiyati, Rufa; Rois, Ahmad; El Qorny, Ashief
Lisanan Arabiya: Jurnal Pendidikan Bahasa Arab Vol 8 No 1 (2024): June 2024
Publisher : Pusat Studi Kependidikan (PSKp) Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Sains Al-Qur'an

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/liar.v8i1.7115

Abstract

This research aims to create a learning module design that will be applied to Arabic and English language learning at the STAI Pati Language Institute. Due to development research, the RnD method is used. The implementation is to design a module that is validated by experts and then tested on a limited scale. After revision, it will then be implemented on a wide scale. The results of this research produce products that can be used for dual language learning and can improve students' abilities in learning activities at the STAI Pati language institute.
PERSEPSI GURU TENTANG KURIKULUM DEEP LEARNING PADA MATA PELAJARAN ILMU PENGETAHUAN ALAM DI MI HIDAYATUL ISLAM Mandasari, Dewi; Hindun Farhisiyati, Rufa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 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.v11i02.45018

Abstract

Science learning at MI Hidayatul Islam Gembong is still largely teacher-centered and reflects differences in teachers’ understanding of deep learning concepts. This condition affects student engagement, which has not yet been optimal in developing a deeper understanding of the material. This study aims to explore teachers’ perceptions of the implementation of the Deep Learning Curriculum in science learning. A descriptive qualitative approach with a field research design was employed. The participants consisted of principal , science teachers from grades IV, V, and VI. Data were collected through observation, interviews, and documentation, and then analyzed through data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the Deep Learning Curriculum has brought changes to classroom practices. Students became more active in discussions, questioning, and problem-solving activities. In addition, they showed a better understanding of scientific concepts and were able to relate them to everyday life. The learning process also became more meaningful and contributed to the improvement of students’ critical thinking skills and learning motivation. However, several challenges were still encountered, including differences in teachers’ understanding, limited instructional time, inadequate facilities, and diverse student characteristics. Therefore, efforts to improve teacher competence and provide adequate learning support are needed to ensure that the implementation of the Deep Learning Curriculum can run more effectively and in line with the intended learning objectives.
STRATEGI PEMBELAJARAN BERBASISGAME EDUCAPLAY PADA MATA PELAJARAN BAHASA INDONESIA KELAS 2 SD N DURENSAWIT 01 KAYEN PATI TAHUN PELAJARAN 2025/2026 Fu'adah, Anis; Hindun Farhisiyati, Rufa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59521

Abstract

This qualitative descriptive field research examines an Educaplay-based game learning strategy in the Indonesian Language subject for second-grade students at SDN Durensawit 01, Kayen, Pati, in the 2025/2026 academic year. It aims to describe (1) the implementation process of the strategy, (2) the perceptions of the teacher and students toward the use of Educaplay, and (3) the barriers encountered along with the mitigation strategies applied. Data were collected through participatory observation, in-depth interviews, and documentation, involving the school principal, the class teacher, and two second-grade students as key informants, and were analyzed using source and technique triangulation. The findings show that the teacher applied three interactive Educaplay games, namely Quiz Maker, Word Search Puzzle, and Crossword Puzzle, for ten to fifteen minutes per session to teach vocabulary related to occupations, implemented systematically through planning, execution, and evaluation stages within a cooperative learning model. The principal, teacher, and students expressed strongly positive perceptions, reporting increased motivation, more even participation, and faster vocabulary mastery among students. The main barriers identified were unstable internet connectivity due to the school’s mountainous location, a limited number of digital devices, and students’ difficulty with lengthy sentences and unfamiliar device operation. These barriers were mitigated through group rotation, peer tutoring, direct teacher scaffolding, and plans to expand Educaplay to other grades and subjects. The study concludes that Educaplay-based game learning can effectively increase student engagement and basic literacy in Indonesian Language, provided that content difficulty and device access are adapted to the developmental needs of lower-grade students.
Co-Authors Ahmad Rois El Qorny, Ashief Fu'adah, Anis Mandasari, Dewi