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Pengembangan Bahan Ajar Berbasis Majalah Dengan Pendekatan Model Problem Based Learning Untuk Meningkatkan Berpikir Kritis Siswa Kelas V DI MI Roudlotus Shibyan Beton Menganti Gresik Windah Dwi Komaroh; Rahmat Rudianto; Nuru Agustin
InsightEd Vol. 1 No. 1 (2025): Inovasi Pembelajaran
Publisher : Konsorsium Pengetahuan Innoscientia (KOPINNOS)

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This study aims to develop magazine-based teaching materials using the Problem Based Learning (PBL) approach to enhance critical thinking skills among fifth-grade students at MI Roudlotus Shibyan Beton Menganti Gresik. The background of the research stems from the lack of engaging and contextual teaching media and students' low critical thinking skills due to monotonous learning materials. This research adopts the ADDIE development model, which includes five stages: analysis, design, development, implementation, and evaluation. Data collection instruments include observation, interviews, questionnaires, and pretest–posttest assessments. Validation results showed that the teaching material was categorized as reasonably feasible to highly feasible, with average validator scores of 60% and 91%. Implementation results revealed positive student responses, with a practicality score of 83.5% and an increase in critical thinking from an average score of 35.75 to 84.25. These findings are supported by theories and prior studies emphasizing the effectiveness of PBL in fostering critical thinking skills. In conclusion, the magazine-based teaching materials integrated with the PBL approach are effective in enhancing student engagement and critical thinking in IPAS subjects.

Pengembangan Model Problem Based Learning Pada Penggunaan Game Kahoot Untuk Meningkatkan Berpikir Kreatif Siswa Kelas III SD Miftahul Ulum Menganti Gresik Nur Izzumaroh Septiana; Rahmat Rudianto; Nurul Agustin
InsightEd Vol. 1 No. 1 (2025): Inovasi Pembelajaran
Publisher : Konsorsium Pengetahuan Innoscientia (KOPINNOS)

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The low creative thinking skills of third-grade students at SD Miftahul Ulum Menganti Gresik serve as the background for this research. Observations and interviews with teachers revealed that learning was still conventional, lacked interactive media, and did not adequately stimulate student creativity. This study aims to develop a Problem Based Learning (PBL) model integrated with the Game Kahoot to enhance students’ creative thinking skills. This research is a development study using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data were collected through observation, questionnaires, pretest and posttest, and interviews. Validation results from experts indicate that the learning tools, including Kahoot media and teaching modules, are categorized as “Highly Feasible” with a feasibility percentage of 93%–95%. The trial results show a significant improvement in students’ creative thinking, with mastery learning increasing from 9% (pretest) to 100% (posttest), and the average score rising from 47.7 to 90. Students' responses to the media were also very positive, with an average practicality score of 94.6%. Thus, the PBL model based on Game Kahoot is proven to be feasible, practical, and effective for use in IPAS learning to enhance creative thinking in elementary students.

Penerapan Metode Mind Mapping Untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa Kelas III MI Tarbiyatul Ulum Pengampon Menganti Gresik Nur Hayya Romadhoni; Nurul Agustin; Ria Resti Fauziah; Rahmat Rudianto; Ainul Fithriyah
InsightEd Vol. 1 No. 2 (2026): Inovasi Pendidikan dan Pembelajaran
Publisher : Konsorsium Pengetahuan Innoscientia (KOPINNOS)

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This study aimed to improve the creative thinking ability of third-grade students at MI Tarbiyatul Ulum Pengampon Menganti Gresik through the implementation of the Mind Mapping method. The research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The participants were 20 third-grade students. Data were collected through observations of teacher and student activities, creative thinking tests, interviews, and documentation. Data analysis was carried out using qualitative descriptive and quantitative techniques. The results showed an improvement in teacher activity from 60.2% in Cycle I to 82.0% in Cycle II, and student activity increased from 52.7% to 82.3%. In addition, students’ creative thinking abilities—covering fluency, flexibility, originality, and elaboration—also improved significantly in Cycle II. These findings indicate that Mind Mapping effectively helps students organize information visually, understand conceptual relationships, and develop ideas more creatively. Therefore, the Mind Mapping method is appropriate as an innovative learning strategy to enhance creative thinking skills among lower-grade students in Islamic elementary schools.

Implementasi Model Pembelajaran PBL (Problem Based Learning) Berbasis Fenomenologi Pada Pembelajaran IPAS Untuk Meningkatkan Berpikir Kritis Siswa Madrasah Ibtidaiyah Asmaul Fauziyah; Nurul Agustin; Ria Resti Fauziah; Rahmat Rudianto; Ainul Fithriyah; Muhammad Luthfi Efendi
InsightEd Vol. 1 No. 2 (2026): Inovasi Pendidikan dan Pembelajaran
Publisher : Konsorsium Pengetahuan Innoscientia (KOPINNOS)

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The main problem in science and social studies (IPAS) learning at elementary schools is the low level of student engagement and the lack of critical thinking skills due to the dominance of conventional teaching methods. This study aims to improve students’ learning activities and outcomes through the implementation of the Problem Based Learning (PBL) model. The research method used was Classroom Action Research (CAR) with the Kemmis & McTaggart model, carried out in two cycles, each consisting of planning, action, observation, and reflection. The subjects were 37 fourth-grade students of MI Miftahul Huda Gempol Kurung Menganti Gresik in the 2025/2026 academic year. Data were collected through observation, tests (pretest and posttest), and documentation, and analyzed both qualitatively and quantitatively. The results showed an improvement in teacher activity from 77.63% to 90.78%, and student activity from 75.52% to 88.15%. The average pretest score increased from 62.8% to 75.4%, while the posttest score rose from 71.3% to 82.2%. The percentage of students achieving mastery also improved significantly from 43.2% in cycle I to 83.7% in cycle II. Thus, the implementation of PBL proved effective in enhancing students’ learning activity, engagement, and critical thinking skills in IPAS learning at the elementary school level.

Penerapan Model Pembelajaran Kooperatif Tipe Make A Match Untuk Meningkatkan Hasil Belajar Siswa Kelas IV Di MI Miftahul Ulum Betiting Cerme Gresik Isnatil Fadhila; Ainul Fitriyah; Nurul Agustin; Ria Resti Fauziah; Muhammad Luthfi Efendi; Rahmat Rudianto
InsightEd Vol. 1 No. 2 (2026): Inovasi Pendidikan dan Pembelajaran
Publisher : Konsorsium Pengetahuan Innoscientia (KOPINNOS)

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The Make a Match cooperative learning model is an innovation of the cooperative learning model that emphasizes collaboratively finding pairs of question and answer cards to create an active and enjoyable learning atmosphere. The problem of this research is the low learning outcomes and activeness of fourth-grade students at MI Miftahul Ulum Betiting Cerme Gresik due to teacher-centered learning. This study aims to improve student learning outcomes through the application of the Make a Match model. The method used is Classroom Action Research (CAR) in two cycles which include the planning, implementation, observation, and reflection stages. The research subjects were 20 students in the 2024/2025 academic year. Data collection techniques used tests, observations, interviews, and documentation, then analyzed descriptively quantitatively and qualitatively. The results showed an increase in the average score from 60.5 in the pretest to 72.0 in cycle I and 82.4 in cycle II. The percentage of learning completeness increased from 10% to 50% and reached 85%. Thus, the Make a Match model is effective in improving student learning outcomes, participation, and interaction.

TEACHERS AS MORAL AGENTS: A CRITICAL REVIEW OF THE ROLE OF TEACHERS IN STRENGTHENING CHARACTER EDUCATION Nanang Abdillah; Suparno; Rahmat Rudianto
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
Publisher : Adisam Publisher

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Character education is one of the main focuses in developing human resources in the 21st century. Amid the challenges of globalization, moral degradation, and technological disruption, teachers are seen as key actors who play a role in transferring knowledge and internalizing ethical values to students. This study aims to review the literature related to the role of teachers in the development of character education in schools. The method used is a qualitative literature study that reviews scientific articles, books, and relevant policy documents, both national and international. Thematic analysis is used to identify the roles, strategies, challenges, and implications of the role of teachers in character education. The study results show that teachers' role in character education is divided into three main dimensions, namely as value educators, role models, and facilitators of the learning environment. The strategies used include the integration of character values in the curriculum, habituation of positive behavior, moral reflection, and creating a supportive school culture. The challenges include limited conceptual understanding of teachers, administrative burden, limited time, and lack of support from parents and the community. This literature review also emphasizes that successful teachers in developing character education consistently show examples, have pedagogical competence, and receive policy and institutional support. These findings align with various theories of moral education, which place teachers as the main role models in shaping students' character. Conceptually, this research strengthens teacher capacity through training, supervision, and collaboration with parents and the community. Practically, the study results can be a reference for schools, policymakers, and educational institutions in designing strategies to strengthen character education that are more effective and contextual. Thus, it can be concluded that the teachers' role is crucial in character education development. Systematic efforts through exemplary learning integration and support of the education ecosystem are key to producing a generation that is intellectually intelligent and has strong moral integrity.

Implementasi Integrasi Twin Towers Dalam Materi Model Kurikulum Pendidikan Inklusif Pada Mata Kuliah Pendidikan Inklusif Prodi S1 PGMI Universitas Islam Negeri Sunan Ampel Surabaya Rahmat Rudianto
Jurnal Penelitian dan Pengabdian Masyarakat Vol. 4 No. 1 (2026): February 2026
Publisher : Yayasan Pondok Pesantren Sunan Bonang Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61231/hh11nn35

This community service program aimed to implement the Twin Towers Integration paradigm in the inclusive education curriculum model within the Inclusive Education course of the PGMI undergraduate program at UIN Sunan Ampel Surabaya. The program was conducted by doctoral students (S3 PGMI) through academic mentoring for third-semester undergraduate students as a form of community service in the academic context. A participatory-educative approach integrated with classroom instruction was employed, including needs analysis, concept socialization, curriculum development training, and evaluation. The results indicate a significant improvement in students’ conceptual understanding of inclusive education integrated with Islamic values such as compassion, justice, and respect for diversity. Students also demonstrated more open and reflective attitudes toward learner diversity. In terms of practical skills, they were able to design inclusive curricula by applying adaptation models of duplication, modification, substitution, and omission based on the context of Islamic elementary schools. These findings confirm that the Twin Towers Integration paradigm is effective in strengthening prospective teachers’ competencies theoretically, affectively, and practically.

Penggunaan Model Project Based Learning Melalui Pendekatan Fenomenologi Terhadap Kemampuan Berpikir Kritis Pada Pembelajaran IPA Kelas VI di MI Riyadlatul Athfal Hulaan Menganti Gresik Fara Difa Nur Aini; Rahmat Rudianto; Nurul Agustin
InsightEd Vol. 1 No. 1 (2025): Inovasi Pembelajaran
Publisher : Konsorsium Pengetahuan Innoscientia (KOPINNOS)

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This study aims to determine the effect of implementing the Project Based Learning (PJBL) learning model on improving students' critical thinking skills in learning Natural Sciences (IPA) in class VI MI Riyadlatul Athfal Hulaan Menganti Gresik. The method used is Classroom Action Research (CAR) which is carried out in two cycles. Data were collected through observation, tests, interviews, and documentation, then analyzed qualitatively and quantitatively. The results showed that the implementation of PJBL was able to increase teacher activity from 77.5% in cycle I to 100% in cycle II. Student activity also increased from 77.08% to 93.75%. The average value of student learning outcomes increased from 75 in cycle I to 93 in cycle II, with the percentage of learning completion increasing from 64% to 89%. These findings indicate that PJBL is effective in improving students' learning outcomes and critical thinking skills. PJBL allows students to be actively involved in completing projects, thinking scientifically, and applying concepts in real contexts. Thus, this model is worthy of being used as an innovative learning strategy in learning science in elementary schools.

Application of Case-Based Wordwall Media to Improve Primary School Students' Critical Thinking Abilities: Penerapan Media Wordwall Berbasis Kasus Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar Nurul Agustin; Rahmat Rudianto; Ria Resti Fauziah
Madrosatuna: Journal of Islamic Elementary School Vol. 8 No. 2 (2024): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/madrosatuna.v8i2.1622

Learning at SDN Jatikalang II Krian-Sidoarjo class V on the subject of energy transfer between living things, student learning outcomes are very low, low learning outcomes are influenced by sources of teaching materials that do not attract students' attention and the teacher's lack of creativity in developing teaching materials. Lack of knowledge regarding the use of learning media, especially website-based learning media, to improve student learning outcomes, what needs to be improved is how the teacher's role is in processing the class, how students respond in participating in learning activities in completing assignments with the type of problem solving presented in wordwall media. With the background of the problem above, the aim is to improve students' critical thinking through the application of case-based wordwall media. This research is a type of classroom action research (PTK) that goes through four stages, namely planning, action, observation and reflection, with data collection techniques of observation, interviews, tests and questionnaires. The results of research on student activities in cycle I obtained a percentage of 79% and increased in cycle II by 90%, the results of student activities obtained a percentage of 80% and increased in cycle II by 95%. These results greatly influenced student learning outcomes with the achievement in cycle I of 80% increasing in cycle II to 95%, while the results of the questionnaire in the form of student responses in applying wordwall media to learning activities were obtained at 92.5%. From these results it can be concluded that the application of wordwall media can be applied for problem solving and improving students' critical thinking.

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