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All Journal Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran Al Ishlah Jurnal Pendidikan Jurnal Pendidikan UNIGA Pendekar : Jurnal Pendidikan Berkarakter Primary : Jurnal Keilmuan dan Kependidikan Dasar Jurnal Basicedu PrimaryEdu - Journal of Primary Education al-Aulad: Journal of Islamic Primary Education BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal ComunitA Servizio Jurnal Kajian Pendidikan IPA Jurnal Basicedu Jurnal PGSD Uniga Jurnal Pengabdian Masyarakat Eduscape: Journal of Education Insight Jurnal Pgmi Uniga Mutiara Pendidikan dan Olahraga
Ginanjar, Ani Yanti
Pendidikan Guru Madrasah Ibtidaiyah, Universitas Islam Negeri Sunan Gunung Djati
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Optimalisasi Keterampilan Berbicara Mahasiswa melalui Model Hypnoteaching: Inovasi Pembelajaran Abad 21 Yeti Heryati; Abdul Kosim; Ani Yanti Ginanjar; Muhammad Fanza Maulana
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia SPECIAL EDITION: LALONGET VI
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.vi.21460

Abstract

Speaking is a fundamental language skill that functions as a tool of communication. Therefore, in language learning, speaking skills require special attention to ensure that learning objectives can be effectively achieved. This study aims to examine the optimization of speaking skills through the hypnoteaching model as an innovative approach to 21st-century learning. The research employed a quantitative method with a Quasi-Experimental Design. The data consisted of students’ speaking skill scores before applying the hypnoteaching model, obtained through a pretest, and after applying the model, obtained through a posttest. The mean score of the pretest was 18.27, while the posttest mean score was 23.86. Based on the paired t-test estimation, the results indicated a significant difference between the pretest and posttest scores. This finding demonstrates that the hypnoteaching model can optimize speaking skills by 56%. Considering these results, it is recommended that the hypnoteaching model be implemented as one of the effective teaching models for developing speaking skills.
Studi Pengaruh Komunikasi Interpersonal Kepala Madrasah Terhadap Produktivitas Kerja Guru untuk Mewujudkan Efektivitas Program Pembelajaran Nenden Munawaroh; Ijudin; Ani Yanti Ginanjar; Salsa Suhailah Nurhakim; Imam Alawi Abdul Luthfi
JPM: Jurnal Pengabdian Masyarakat Vol 5 No 1 (2026): Jurnal Pengabdian Masyarakat
Publisher : Universitas Garut

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Abstract

pp
Learning Habits of Students in the PGMI Department, Faculty of Tarbiyah and Teacher Training, UIN Sunan Gunung Djati Bandung Mangkuwibawa, Hilman; Salahudin, Anas; Ginanjar, Ani Yanti
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 6 No. 3 (2024): Geographical Coverage: Indonesia
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v6i3.7965

Abstract

This study aims to analyze the learning habits of students of the Elementary Madrasah Teacher Education (PGMI) Study Program, Faculty of Tarbiyah and Teacher Training, UIN Sunan Gunung Djati Bandung, including: (1) the level of students' learning habits in general, (2) the lowest learning habit indicators, and (3) the highest learning habit indicators. This study uses a descriptive quantitative approach with an analytical descriptive method. The study population was all PGMI students of the 2015/2016 intake, totaling 75 people, who were also used as samples using a total sampling technique, because the population was less than 100. Data were collected through observation, a learning habit scale questionnaire, and documentation studies. The research instrument was compiled based on six main indicators of learning habits, namely accuracy in completing academic assignments, regularity in study time, task implementation, effective learning, work efficiency, and learning technique skills. Data were analyzed using descriptive statistics through the calculation of the average (mean) with the help of the SPSS program, as well as logical analysis to support its qualitative interpretation. The results of the study show that the learning habits of PGMI students are generally in the sufficient category. The lowest indicator of study habits was work efficiency, while the highest indicator was study technique skills, which were categorized as good. These findings indicate that although students possess adequate study skills, improvements in the efficiency of managing study time and energy are still needed to optimize academic achievement.
Penerapan Model Auditory, Intellectualy, Repetition (Air) untuk Meningkatkan Keterlibatan dan Hasil Belajar Siswa dalam Mata Pelajaran IPAS Ilma Rizka Ramadhanti; Nasihudin Nasihudin; Ani Yanti Ginanjar
Mutiara Pendidikan dan Olahraga Vol. 3 No. 2 (2026): Maret: Mutiara Pendidikan dan Olahraga
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/mupeno.v3i2.1050

Abstract

This study aims to improve student engagement and learning outcomes in the subject of Natural and Social Sciences (Ilmu Pengetahuan Alam dan Sosial / IPAS) through the implementation of the Auditory, Intellectually, Repetition (AIR) learning model in a fourth-grade elementary school class. The initial problem indicated that student engagement in learning was still low, at 37.5%, with learning mastery reaching only 33.3% and an average class score of 68.0, which did not meet the Minimum Mastery Criteria (KKM) of 75. Therefore, improvement efforts were needed through the implementation of a more active and student-centered learning model. This study employed a Classroom Action Research (CAR) approach conducted in two cycles, where each cycle consisted of planning, action, observation, and reflection stages. The research subjects were 24 fourth-grade students. Data collection techniques included observation of student engagement, learning outcome evaluation tests, field notes, and documentation. Student engagement data were analyzed using percentages, while learning outcomes were analyzed through mean scores and the percentage of classical learning mastery. The results showed a significant improvement in each cycle. In Cycle I, student engagement increased to 62.5%, with learning mastery reaching 54.17% and an average score of 74.29, although it had not yet achieved classical completeness. In Cycle II, student engagement increased to 87.5%, with learning mastery reaching 100% and an average score of 85.42. These improvements indicate that the implementation of the AIR model was able to gradually and sustainably enhance both the learning process and outcomes. Based on these findings, it can be concluded that the Auditory, Intellectually, Repetition (AIR) learning model is effective in improving student engagement and learning outcomes in IPAS. This model can serve as an alternative learning strategy to create a more active, systematic, and student-centered learning environment.
Penerapan Model Pembelajaran Kooperatip Tipe Visualization Auditory Kinestetik untuk Meningkatkan Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran IPAS Firda Siti Hasanah; Anas Salahudin; Ani Yanti Ginanjar
Pendekar: Jurnal Pendidikan Berkarakter Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v9i1.38745

Abstract

Abstract: This research is motivated by the low critical thinking skills of students in Social Studies (IPS) in grade IV. Initial observations showed that out of 27 students, 17 students had not reached the Learning Mastery Criteria (KKTP). This study aims to improve students' critical thinking skills through the implementation of the Visualization, Auditory, Kinesthetic (VAK) learning model. The research method used is Classroom Action Research (CAR), conducted in two cycles. Data collection was carried out through critical thinking skills test instruments to measure cognitive aspects and student activity observation sheets to monitor student engagement during the learning process. Data analysis techniques were performed quantitatively to calculate the average score and the percentage of classical mastery, and qualitatively through descriptive analysis for observation data. The results showed a significant increase in students' critical thinking skills. In the pre-cycle, the average student score was 65 with a mastery rate of 37%, increasing in Cycle I to 73.33 with 67% mastery, and peaking in Cycle II with an average of 75.18 and 81% mastery. With the achievement of the 80% success indicator, it can be concluded that the VAK learning model is effective in improving students' critical thinking skills in Social Studies.Abstrak: Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis siswa pada mata pelajaran IPS di kelas IV. Hasil observasi awal menunjukkan dari 27 siswa terdapat 17 siswa yang belum mencapai Kriteria Ketuntasan Pembelajaran (KKTP). Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis siswa melalui penerapan model pembelajaran Visualization, Auditory, Kinesthetic (VAK). Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Pengumpulan data dilakukan melalui instrumen tes kemampuan berpikir kritis untuk mengukur aspek kognitif dan lembar observasi aktivitas siswa untuk memantau keterlibatan siswa selama proses pembelajaran. Teknik analisis data dilakukan secara kuantitatif untuk menghitung rata-rata nilai dan persentase ketuntasan klasikal, serta secara kualitatif melalui analisis deskriptif untuk data hasil observasi. Hasil penelitian menunjukkan adanya peningkatan kemampuan berpikir kritis siswa secara signifikan. Pada pra-siklus, rata-rata nilai siswa sebesar 65 dengan ketuntasan 37%, meningkat pada siklus I menjadi 73,33 dengan ketuntasan 67%, dan mencapai puncaknya pada siklus II dengan rata-rata 75,18 serta ketuntasan 81%. Dengan tercapainya indikator keberhasilan sebesar 80%, dapat disimpulkan bahwa model pembelajaran VAK efektif dalam meningkatkan kemampuan berpikir kritis siswa pada mata pelajaran IPS. 
Co-Authors Abdul Kosim Akmal, Rudi Anas Salahudin Ani Siti Anisah Ani Siti Anisah, Ani Siti Annisa Fitria Carlian, Yayan Cici Lestari Dadan Hermawan Dewi, Tria Ratna Fajar Nugraha Farid, Iip Miptah Faturohmah, Rodiah Firda Siti Hasanah Iis Komariah Ijudin Ilma Rizka Ramadhanti Imam Alawi Abdul Luthfi Jafar Amirudin Latifah, Hanny Mahdeyeni Mahdeyeni Mangkuwibawa, Hilman Maulina, Rizki Megawati Putri Meiliani, Endang Melati Pratama Muhammad Fanza Maulana Muhammad Hikam Munggaran, Silvi Wulan Nasihudin Nasihudin Nasrullah, Izyan Nenden Munawaroh Nissa, Risma Khoiru Nurhasanah Nurhasanah Nurul Fatonah Putri Ayu Lestari Rika Kartika Rina Marlina Riska Arnas Risna Aditya Rudi Akmal Salahudin, Anas Salma, Alma Sakinatu Salsa Suhailah Nurhakim Shanjika, Ayu Purwa Shintawati, Euis Sukatin, Sukatin Syahrani, Aina Nurlaila Wita Widayanti Yeti Heryati