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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Siti Noor Halisa
Universitas Lambung Mangkurat
Agriculture, Biological Sciences & Forestry Chemistry Education Physics

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IMPLEMENTASI ENGLISH LANGUAGE HABITUATION DALAM PENGEMBANGAN 4 KETERAMPILAN BERBAHASA INGGRIS SISWA SEKOLAH DASAR Siti Noor Halisa; Ahmad Suriansyah; Arta Mulya Budi Harsono
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9710

Abstract

Penguasaan Bahasa Inggris di Sekolah Dasar krusial untuk daya saing global, namun implementasinya dihadapkan pada tantangan struktural berupa alokasi waktu Kurikulum Merdeka yang terbatas yaitu 70 menit per minggu. Menganalisis secara mendalam mekanisme implementasi program English Language Habituation (ELH) dan kontribusinya terhadap pengembangan empat keterampilan berbahasa siswa yaitu, speaking, listening, reading, dan writing menjadi tujuan utama studi ini. Studi ini mengadopsi metodologi kualitatif dengan pendekatan Studi Kasus Tunggal di MI Muhammadiyah 3 Al-Furqan Banjarmasin sebagai unit analisis. Data diperoleh menggunakan triangulasi dari wawancara menyeluruh partisipan kunci, observasi langsung kegiatan vocabulary dan frasa wajib harian, serta studi dokumen guru dan siswa, kemudian dianalisis menggunakan Analisis Tematik. Hasil menunjukkan ELH berhasil menciptakan lingkungan belajar yang menyenangkan dan sangat memotivasi, efektif menurunkan Affective Filter siswa, yang berdampak positif pada peningkatan signifikan keterampilan Berbicara dan Mendengar melalui rutinitas harian. Keberhasilan program didukung oleh konsistensi guru, lingkungan belajar yang mendukung, serta penggunaan media yang variatif. Studi ini memperkuat validitas Affective Filter Hypothesis di konteks EFL dengan alokasi waktu minimal dan mengimplikasikan perlunya perluasan ELH menjadi kebijakan quasi-immersion di seluruh lingkungan sekolah serta integrasi Extensive Reading sebagai panduan praktis menghadapi kebijakan wajib Bahasa Inggris yang baru dan peningkatan pelatihan guru, penyediaan media pembelajaran yang menarik, serta kolaborasi dengan orang tua untuk memperkuat pembiasaan di luar sekolah.
Meningkatkan Keterampilan Pemecahan Masalah, Berpikir Kritis, dan Memberikan Pendapat, Menggunakan Model Pena pada Muatan Pendidikan Pancasila Kelas V SDN Kuin Utara Siti Noor Halisa; Ari Hidayat
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2667

Abstract

The low mastery of problem solving, critical thinking, and opinion-expressing skills among Grade V students at SDN Kuin Utara 1 was evident from baseline data showing that 65% of students tended to be passive, 75% struggled to turn a problem into a question, 70% found it difficult to draw logical conclusions, and 82% were not yet confident in expressing their opinions. This study aimed to describe teacher and student activities and to analyze the improvement of these three skills through the implementation of the PENA model in Pancasila Education. The novelty of this study lies in the integration of Problem-Based Learning (PBL), Example Non-Example (ENE), and Numbered Head Together (NHT) into a single learning model, PENA, designed to develop these three 21st-century skills simultaneously. This study used a Classroom Action Research (CAR) design carried out in four meetings, involving 22 fifth grade students of the 2025/2026 academic year at SDN Kuin Utara 1 Banjarmasin. Qualitative data were obtained through observation of teacher activity, student activity, and the three target skills, while quantitative data were obtained from individual cognitive learning tests. The results showed consistent improvement at every meeting: teacher activity increased from a score of 27 to 32 (very good criterion), and classical student activity increased from 18% to 91% (very active criterion). Students' problem-solving, critical thinking, and opinion-expressing skills increased from 23%, 18%, and 18% respectively to 91% (very skilled criterion) by the fourth meeting, while classical mastery of cognitive, affective, and psychomotor learning outcomes rose from 59% to 100%, exceeding the minimum success indicator of ≥76%. It can therefore be concluded that the implementation of the PENA model is effective in improving learning activity as well as problem-solving skills, critical thinking, and the ability to express opinions among fifth-grade students in Pancasila Education.
Co-Authors Ahmad Suriansyah Ari Hidayat Arta Mulya Budi Harsono