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All Journal An Nafi’; Multidisciplinary Science
Muh. Waskito Ardhi
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DINAMIKA DISKUSI (TALK) DALAM METODE TTW UNTUK MEMANTIK IDE MENULIS CERITA FANTASI: STUDI KASUS DI KELAS VII SMP N 6 MADIUN Eriana Widya R; Jeffry Handhika; Muh. Waskito Ardhi
An Nafi': Multidisciplinary Science Vol. 3 No. 01 (2026): An Nafi’
Publisher : CV Edujavare Publishing

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The Talk phase in the TTW (Think-Talk-Write) method is a critical bridge between individual idea incubation and text production. This study aims to describe the dynamics of student discussions in the Talk phase to spark ideas for writing fantasy stories in class VII of SMP Negeri 6 Madiun. This research uses a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with students and teachers, and analysis of student discussion notes and fantasy story drafts. Thematic data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawing. The findings show that the dynamics of discussion in the Talk phase are characterized by (1) collaborative idea exploration, where students build on each other's initial ideas, (2) negotiation of fantasy elements to maintain narrative logic, and (3) the emergence of peer validation that boosts confidence in developing unconventional ideas. Effective dialogue facilitators, both teachers and peers, play a key role in creating a safe and productive discursive space. This study concludes that the Talk phase is not just an idea-sharing session, but a collaborative cognitive process that enriches imagination, tests idea plausibility, and provides the social support needed for students to dare to write fantasy.
SINEKTIK TERPIMPIN BERWAWASAN LINGKUNGAN: SOLUSI INOVATIF UNTUK MENGASAH KREATIVITAS PUISI DAN KEPEDULIAN LINGKUNGAN SISWA KELAS V SDN MANISREJO 01 MADIUN Dian Widiyawati; Jeffry Handhika; Muh. Waskito Ardhi
An Nafi': Multidisciplinary Science Vol. 3 No. 01 (2026): An Nafi’
Publisher : CV Edujavare Publishing

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The integration of environmental awareness into creative writing learning is a relevant effort to respond to global ecological issues. This study aims to describe the implementation of the Guided Synectic model based on the local environment as an innovative solution to simultaneously enhance poetry writing skills and environmental care attitudes among fifth-grade students. This qualitative classroom action research was conducted in two cycles at SDN Manisrejo 01 Madiun. Data were collected through participatory observation, poetry writing tests, attitude scale questionnaires, interviews, and analysis of student work. The results indicate that the environment-based Guided Synectic model successfully created a meaningful learning context. The stages of synectic (creating analogies between environmental objects and poetic elements) guided students to produce more imaginative and concrete poetry. Furthermore, direct interaction with the environment and discussions about local ecological issues significantly increased students' awareness and positive attitudes toward environmental sustainability. This study concludes that the Guided Synectic model, when integrated with environmental content, can function as an effective dual-purpose pedagogical strategy: honing literary creativity and cultivating environmental character from an early age.
BELAJAR MENULIS DENGAN BERCERITA DAN GAMBAR: PENGALAMAN SISWA TUNAGRAHITA DALAM MENYUSUN KALIMAT MELALUI DISKUSI DAN GAMBAR BERSERI Siti Zulaihah; Jeffry Handhika; Muh. Waskito Ardhi
An Nafi': Multidisciplinary Science Vol. 3 No. 01 (2026): An Nafi’
Publisher : CV Edujavare Publishing

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Writing simple sentences is a fundamental skill that supports the independence of students with intellectual disabilities. This study aims to explore the learning experiences of students with intellectual disabilities in composing sentences through the combination of the Think Pair Share method and picture series media. This qualitative research uses a phenomenological approach to understand students' personal experiences in learning. The research was conducted at SMPLB Negeri Karangrejo, Madiun Regency, involving students with mild to moderate intellectual disabilities. Data were collected through participatory observation, simple guided interviews, and analysis of students' work. Data were analyzed thematically to identify patterns in learning experiences. The findings show that picture series help students visualize ideas and determine the sequence of stories, while discussions with friends provide opportunities to practice arranging words into sentences verbally before writing. Students feel more confident and motivated when learning involves interactive and visual activities. This study concludes that a combination of cooperative methods and visual media creates a meaningful learning experience for students with intellectual disabilities in developing writing skills.
ESENSI PENGALAMAN BELAJAR MENYIMAK YANG INTERAKTIF: INTERPRETASI FENOMENOLOGIS ATAS PENERAPAN TPS DAN PODCAST DI SEKOLAH DASAR Alkusnatun; Jeffry Handhika; Muh. Waskito Ardhi
An Nafi': Multidisciplinary Science Vol. 3 No. 01 (2026): An Nafi’
Publisher : CV Edujavare Publishing

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The development of listening skills in elementary school requires innovative and interactive strategies to overcome students' passivity. This study aims to interpret the essence of students' lived experiences in interactive listening learning through the implementation of the Think Pair Share (TPS) method and podcast media. This research uses a qualitative approach with a phenomenological design. Data were collected through in-depth interviews with six fifth-grade students and one teacher at SDN Nglandung 03, as well as participatory observation of the learning process. Data analysis followed the Stevick-Colaizzi-Keen method, involving horizontalization, thematization, and textural-structural description. The findings reveal three essential themes of the learning experience: (1) Podcast as an auditory stimulus that builds imagination and deep focus, (2) The "Pair" and "Share" stages as spaces for social validation and collaborative meaning construction, and (3) The transformation of the listening process from a passive-receptive activity to an active-interpretive one. This study concludes that the integration of TPS and podcasts creates a holistic learning experience that involves cognitive, affective, and social dimensions simultaneously, making listening a more meaningful and contextual activity for students.
Co-Authors Alkusnatun Dian Widiyawati Eriana Widya R Jeffry Handhika Siti Zulaihah