Article Per Year (5 Year)
p-Index From 2021 - 2026
2.454
P-Index
This Author published in this journals
All Journal Jurnal Elementary : Kajian Teori dan Hasil Penelitian Pendidikan Sekolah Dasar Edukasi Islami: Jurnal Pendidikan Islam JURNAL PENDIDIKAN TAMBUSAI JMIE (Journal of Madrasah Ibtidaiyah Education) Jurnal Pemberdayaan Komunitas MH Thamrin Jurnal Pengabdian Masyarakat Indonesia Jurnal Kajian Ilmu Pendidikan (JKIP) AN-NAS: Jurnal Pengabdian Masyarakat Zona Education Indonesia RESLAJ: Religion Education Social Laa Roiba Journal Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Jurnal Pendidikan Dirgantara Jurnal Cakrawala Pendidikan dan Biologi (jucapenbi)
Dien Nurmarina Malik Fadjar
Universitas Muhammadiyah Jakarta
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Nursing Public Health Social Sciences Other

Published : 17 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 17 Documents
Search

 1   2 
ANALISIS KUALITAS INSTRUMEN ASESMEN SUMATIF MATEMATIKA KELAS V SEKOLAH DASAR DITINJAU DARI ASPEK MATERI, KONSTRUKSI, BAHASA, DAN KOGNITIF Rina Gustina; Sholehuddin Sholehuddin; Dien Nurmarina Malik Fadjar
Jurnal Elementary:Kajian Teori dan Hasil Penelitian Pendidikan Sekolah Dasar Vol 9, No 2: Juni 2026
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/elementary.v9i2.40308

Abstract

Kualitas instrumen asesmen sumatif menjadi aspek penting dalam pembelajaran Matematika sekolah dasar karena menentukan ketepatan informasi tentang capaian belajar peserta didik. Penelitian ini bertujuan untuk menganalisis kualitas instrumen asesmen sumatif Matematika kelas V sekolah dasar ditinjau dari aspek materi, konstruksi, bahasa, dan kognitif. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa dokumentasi soal, observasi, dan wawancara guru. Data dianalisis melalui telaah butir soal berdasarkan aspek materi, konstruksi, bahasa, dan tingkat kognitif. Hasil penelitian menunjukkan bahwa aspek materi telah sesuai dengan pokok bahasan pecahan dan bangun datar, aspek konstruksi secara umum jelas meskipun masih memerlukan perbaikan teknis, aspek bahasa tergolong komunikatif, sedangkan aspek kognitif didominasi level C3 dengan keterwakilan C4 yang masih terbatas. Penelitian ini menyimpulkan bahwa instrumen asesmen sumatif Matematika kelas V cukup layak digunakan, tetapi masih perlu diperkuat melalui penyusunan kisi-kisi, telaah butir soal, penyuntingan bahasa, dan pengembangan soal penalaran sederhana.
Strengthening Al-Islam Kemuhammadiyahan Character Education through the ‘Magic Fingers’ Media in Addition Learning among Elementary School Students: Penguatan Pendidikan Karakter Al-Islam Kemuhammadiyahan melalui Media Jari Ajaib pada Materi Penjumlahan Siswa Sekolah Dasar Nurul Nujum; Dien Nurmarina Malik Fadjar
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 3 No. 1 (2026): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v3i1.1006

Abstract

Character education is a fundamental pillar in shaping students’ personality, especially at the primary level where basic values are first internalized. This classroom action research aimed to describe the effectiveness of the “Jari Ajaib” (Magic Fingers) instructional media in strengthening character education based on Al-Islam and Kemuhammadiyahan (AIK) values through addition learning in Grade 1 students at SD Negeri 13 Kota Sorong. The study employed a qualitative–quantitative descriptive approach within a classroom action research framework. The participants were 21 students, and data were collected using character observation sheets, semi-structured interview guidelines for teachers and students, documentation of learning activities, and a simple addition test administered before and after the intervention. Data were analyzed using qualitative descriptive techniques for character development and simple descriptive statistics for students’ understanding of addition. The findings indicate improvement in students’ responsibility, cooperation, honesty, discipline, and empathy during learning activities using the Jari Ajaib media, accompanied by better accuracy and confidence in performing addition tasks. The explicit integration of AIK values also contributed to an engaging, joyful, and spiritually meaningful learning atmosphere. These results suggest that mathematics instruction can function not only to strengthen cognitive abilities but also as an effective vehicle to cultivate students’ religious character through contextual integration of AIK values in everyday classroom practice.
Strengthening Character Education Based on Al-Islam Kemuhammadiyahan Values through the ‘Ruang Hati Pagi’ Program in Elementary Schools: Penguatan Karakter Berbasis Nilai Al-Islam Kemuhammadiyahan melalui Program ‘Ruang Hati Pagi’ di Sekolah Dasar Fahria Syamsudin; Dien Nurmarina Malik Fadjar
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 3 No. 1 (2026): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v3i1.1007

Abstract

This study examines the implementation of the “Ruang Hati Pagi” program as a daily morning routine to strengthen elementary students’ character through Al‑Islam Kemuhammadiyahan (AIK) values in a public-school setting. Using a descriptive qualitative design, the study was conducted at SD Negeri 13 Kota Sorong from early April to the first week of June 2025. Data were gathered through repeated participatory observations, semi‑structured interviews with the homeroom teacher and selected first‑grade students, and documentation (teacher notes, activity records, and students’ works). Data were analyzed using Miles and Huberman’s interactive model (data reduction, data display, and conclusion drawing/verification) and strengthened through triangulation, member checking, peer debriefing, and an audit trail. The findings show that the program is implemented consistently in four phases: (1) warm greeting and emotional check‑in, (2) morning sharing, (3) circle of kindness, and (4) reflective closing. These phases facilitate character internalization indicated by observable behaviors such as gratitude, respect, empathy/helping, honesty, responsibility, and improved self‑regulation. Implementation challenges include limited time allocation, uneven student participation, the need for teachers’ facilitation skills, and the necessity of parent–school collaboration to sustain values beyond the classroom. The novelty of this study lies in offering an operational micro‑routine model that integrates AIK values with SEL‑oriented classroom practices, along with measurable indicators of character internalization for early grades.
Transformasi Kesadaran Pendidikan Anak Pesisir melalui Edukasi Religius: Studi Pengabdian Berbasis Al-Islam dan Kemuhammadiyahan Rina Gustina; Dien Nurmarina Malik Fadjar; Sholehuddin
AN-NAS: Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): AN-NAS: Jurnal Pengabdian Masyarakat
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/annas.6.1.23-30

Abstract

Rendahnya keberlanjutan pendidikan anak di wilayah pesisir menjadi persoalan penting karena dipengaruhi oleh kondisi sosial ekonomi masyarakat yang didominasi oleh sektor informal, serta kuatnya pengaruh budaya dan lingkungan sosial dalam pengambilan keputusan keluarga terkait pendidikan. Kondisi ini menuntut adanya pendekatan pengabdian kepada masyarakat yang tidak hanya informatif, tetapi juga persuasif, kontekstual, dan selaras dengan nilai-nilai religius masyarakat. Kegiatan pengabdian ini bertujuan untuk meningkatkan kesadaran anak-anak pesisir dan masyarakat di Kelurahan Bintaro, Kecamatan Ampenan, Kota Mataram tentang pentingnya melanjutkan pendidikan melalui pendekatan berbasis Al-Islam dan Kemuhammadiyahan (AIK). Mitra pengabdian meliputi anak-anak pesisir dan ibu posyandu setempat yang berperan sebagai penguat nilai dalam keluarga sekaligus agen perubahan sosial di masyarakat. Metode pelaksanaan menggunakan pendekatan deskriptif kualitatif melalui sosialisasi dan ceramah interaktif, diskusi dan tanya jawab, motivational sharing, pendekatan keagamaan, serta bermain sambil belajar melalui aktivitas Papan Harapan Anak Pesisir (Gantungkan Cita-Cita). Hasil pengabdian menunjukkan adanya peningkatan pemahaman dan kesadaran peserta mengenai pendidikan sebagai investasi jangka panjang bagi masa depan anak. Integrasi nilai-nilai AIK terbukti memperkuat penerimaan masyarakat terhadap pesan edukatif, mendorong perubahan pola pikir secara lebih persuasif, serta membangun kesadaran kolektif untuk mendukung keberlanjutan pendidikan anak. Oleh karena itu, pendekatan religius berbasis AIK disarankan untuk terus dikembangkan sebagai strategi untuk memperkuat kesadaran pendidikan di masyarakat pesisir.
Implementasi Play-Based Learning Dalam Kurikulum Merdeka Untuk Meningkatkan Literasi Dan Numerasi Di Sekolah Dasar Nurul Nujum; Sri Imawati; Muhamad Sofian Hadi; Dien Nurmarina Malik Fadjar
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/9st3ep83

Abstract

Rendahnya kemampuan literasi dan numerasi siswa sekolah dasar, khususnya pada kelas rendah, masih menjadi tantangan serius dalam dunia pendidikan Indonesia. Kondisi ini semakin krusial pada masa transisi siswa dari pendidikan anak usia dini ke sekolah dasar yang menuntut pendekatan pembelajaran sesuai dengan karakteristik perkembangan anak. Kurikulum Merdeka hadir dengan penekanan pada penguatan literasi dan numerasi melalui pembelajaran yang fleksibel dan berpusat pada peserta didik, salah satunya melalui pendekatan Play-Based Learning (PBL). Penelitian ini bertujuan untuk mendeskripsikan implementasi Play-Based Learning dalam Kurikulum Merdeka serta menganalisis perannya dalam menguatkan kemampuan literasi dan numerasi siswa kelas I Sekolah Dasar. Penelitian ini menggunakan pendekatan kualitatif dengan desain deskriptif. Subjek penelitian meliputi guru kelas I, siswa kelas I, dan kepala sekolah di SD Negeri 13 Kota Sorong. Teknik pengumpulan data dilakukan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi. Analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, serta penarikan kesimpulan, dengan triangulasi sebagai upaya menjaga keabsahan data. Hasil penelitian menunjukkan bahwa implementasi Play-Based Learning dalam Kurikulum Merdeka dilaksanakan melalui perencanaan pembelajaran yang kontekstual, penggunaan aktivitas bermain yang terstruktur, serta peran guru sebagai fasilitator pembelajaran. Play-Based Learning terbukti mampu meningkatkan keterlibatan siswa secara aktif, menumbuhkan minat belajar, serta mendukung perkembangan literasi melalui aktivitas membaca, menulis, dan berkomunikasi, serta penguatan numerasi melalui pemahaman konsep angka dan operasi sederhana secara konkret. Faktor pendukung utama implementasi Play-Based Learning meliputi fleksibilitas kurikulum, kreativitas guru, dan lingkungan belajar yang kondusif, sementara keterbatasan waktu dan variasi kemampuan siswa menjadi faktor penghambat. Penelitian ini menyimpulkan bahwa Play-Based Learning merupakan pendekatan yang relevan dan efektif dalam mendukung penguatan literasi dan numerasi siswa kelas I SD dalam konteks Kurikulum Merdeka. Temuan penelitian ini memberikan implikasi praktis bagi guru dan sekolah dalam mengembangkan pembelajaran yang bermakna serta menjadi dasar bagi penelitian selanjutnya untuk mengkaji implementasi Play-Based Learning pada konteks dan jenjang pendidikan yang lebih luas.
Implementation of Community Empowerment through Experiment-Based Smart Schools on Ambalau Island Dewi Aisah; Dien Nurmarina Malik Fadjar; Putri Ratih Puspitasari; Sopiah
Jurnal Pemberdayaan Komunitas MH Thamrin Vol. 8 No. 1 (2026): Jurnal Pemberdayaan Komunitas MH Thamrin
Publisher : LPPM Universitas Mohammad Husni Thamrin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37012/jpkmht.v8i1.3332

Abstract

Community empowerment is a concrete manifestation of the contribution of higher education institutions in supporting sustainable development, especially in island regions and 3T (frontier, outermost, and disadvantaged) areas. Ambalau Island faces various challenges in human resource development, including limited access to education, low literacy culture, minimal facilities and infrastructure, and the suboptimal strengthening of religious values ​​integrated into the community's social life. This community service program aims to implement community empowerment, namely experiment-based Smart Schools as an effort to improve the quality of human resources holistically. The implementation method uses a community-based participatory approach through the stages of needs mapping, socialization, training, mentoring, and continuous evaluation by involving teachers, students, lokar volunteers, and community leaders. Core activities include simple experiment-based science learning, literacy strengthening, and the integration of Muhammadiyah Islamic values ​​into the learning process. The results of the activities show an increase in children's motivation and interest in learning, a growing interest in reading in the community, and a strengthening of religious and social character. This program is expected to become a model for sustainable integrated community empowerment in the island region.
Islamic Value-Based Literacy as an Effort to Develop Student Character at Bantar Gebang Nature School Vitri Dana Astari; Dien Nurmarina Malik Fadjar; Sholehuddin; Lilis Setyaningsih; Hamsiyati Faifiyana
Jurnal Pemberdayaan Komunitas MH Thamrin Vol. 8 No. 1 (2026): Jurnal Pemberdayaan Komunitas MH Thamrin
Publisher : LPPM Universitas Mohammad Husni Thamrin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37012/jpkmht.v8i1.3348

Abstract

Basic education is the main foundation in forming literacy skills and character of students. At this level, children not only learn to read, write, and count, but also begin to build values, attitudes, and behavioral patterns that will stick to adulthood. This Community Service is motivated by the results of observations of several educational units that show the need to improve basic literacy skills and systematic character development of students. This activity was carried out in the Bantargebang area of ​​Bekasi. The results of several research steps such as surveys, interviews, filling out questionnaires, training and discussions with policy makers, as well as training and mentoring for teachers. The main focus in educational units includes the need to develop the quality of basic literacy skills of students and mentoring-building of student character in schools. The community service program is implemented through four main stages, namely: 1) Survey, 2) Discussion with educational policy makers, 3) Discussion between implementing teachers, and 4) Workshop/Teacher Training by presenting qualified resource persons. The results of this program are innovative educators in student literacy development activities using flash cards to increase students' interest in reading and the preparation of standard operating procedures (SOPs) in character development and mentoring both inside and outside of school as a continuous effort to shape literate and moral students. The results of the activities show that this program is able to increase teachers' understanding and creativity in developing literacy activities in the classroom and strengthen the integration of character values ​​in the learning process.
Co-Authors Ahmad Subagyo Ahmad Zain Sarnoto Dewi Aisah Dzul’arfah, Dhita Sufi Fahria Syamsudin Fauzan Galih Maulana Hendrawan Hamsiyati Faifiyana Inayah Afifasani Lilis Setyaningsih Misriandi, Misriandi Muhamad Hasby Putroanto Muhamad Sofian Hadi Muhamad Sofian Hadi Muhammad Arie Zulfan Muhammad Arie Zulfan Nurul Nujum Nurul Nujum Putri Ratih Puspitasari Rina Gustina Salsabila Anita Firdaus Sholehuddin Sholehuddin Sholehuddin Sholehuddin Sholehuddin Sopiah Sri Imawati Vitri Dana Astari Yohana Sazlila Yuliawati, Ropiah