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All Journal Cakrawala Pedagogik International Journal of Engagement and Empowerment (IJE2) Jurnal Pendidikan dan Penelitian Serumpun Mendidik Journal of Education and Teaching Learning
Minhatul Ma’arif
Universitas Bina Bangsa
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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A Pendekatan Experiential Learning Berbasis Kajian Budaya untuk Meningkatkan Keterampilan Menulis dan Literasi Kritis Rizal Fauzi; Minhatul Ma’arif
Cakrawala Pedagogik Vol. 9 No. 3 (2025): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v9i3.831

Abstract

This study aims to analyze the effectiveness of Culture-Based Experiential Learning in improving writing skills and critical literacy among students of the English Language Education Study Program at Universitas Serang Raya. The background of this research stems from the low level of students’ academic writing abilities, which often fail to reflect critical awareness of social and cultural contexts. The Experiential Learning approach was chosen because it emphasizes direct experience, reflection, conceptualization, and active application components that align with the needs of culturally contextualized writing instruction. This research employs a mixed-methods approach with a sequential explanatory design, involving 15 students enrolled in the Basic Writing course for one semester. Quantitative data were obtained through pre- and post-tests to measure improvements in writing skills, while qualitative data were collected through observations, interviews, and students’ reflective journals. The results indicate an average improvement of 26% in writing skills, with the highest increases observed in critical reflection (34%) and cultural theory integration (29%). Qualitative analysis reveals that direct experiences in observing and writing about cultural phenomena strengthened students’ reflective, argumentative, and contextual thinking abilities. The study concludes that integrating cultural studies within the Experiential Learning cycle fosters a more meaningful, contextual, and critical writing process. These findings offer significant implications for the development of writing pedagogy in higher education, particularly within English language learning contexts that emphasize critical literacy and cultural awareness.
SYSTEMATIC LITERATUR RAVIEW TENTANG KONSEP MATEMATIS MENGGUNAKAN ALAT PERAGA KOTAK MATRIKS Ma’lumah; Usep Saepul Mustakim; Minhatul Ma’arif
Jurnal Pendidikan dan Penelitian Serumpun Mendidik Vol. 3 No. 1, Januari (2026): Jurnal Pendidikan dan Penelitian Serumpun Mendidik
Publisher : Jurnal Pendidikan dan Penelitian Serumpun Mendidik

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Abstract

Penelitian ini merupakan penelitian dengan tujuan untuk mengkaji dan memahami bagaimana kotak matriks dapat menjadi alat bantu yang efektif dalam pembelajaran matematika dan kontribusinya terhadap peningkatan pemahaman konsep matematis peserta didik. Dengan metode penelitian menggunakan pendekatan Systematic Literature Riview (SLR), penelitian ini meninjau berbagai studi terkait penerapan putaran kotak matriks dalam pengajaran matematika di berbagai jenjang pendidikan. Hasil penelitian menunjukkan bahwa efektif dalam memfasilitasi pemahaman konsep dasar matematika. Penerapan alat peraga kotak matriks membantu siswa dalam mengasah kotak matriks sosialisasikan konsep abstrak dengan representasi visual konkret, sehingga memperkuat pemahaman dan meningkatkan keterlibatan siswa dalam pembelajaran. Selain itu penggunaan kotak matriks juga dapat meningkatkan kemampuan berpikir secara rasional dan sistematis dalam menghadapi berbagai persoalan matematika. Secara keseluruhan dapat disimpulkan bahwa kotak matriks merupakan alat yang efektif dalam pembelajaran matematika dan dapat diintegrasikan secara optimal dalam pembelajaran matematika untuk meningkatkan kualitas pembelajaran.
Manajemen Inovasi Pembelajaran Berbasis Media Interaktif Pada Satuan PAUD Se-Kota Serang Siti Nur Amaliah; Rohayati; Eka Pidayasari; Hudaefah; Minhatul Ma’arif
Cakrawala Pedagogik Vol. 10 No. 1 (2026): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v10i1.847

Abstract

  The research employed a descriptive qualitative approach, supported by quantitative data in the form of percentage results obtained from field observations. Data were collected through direct observation of classroom learning processes, analysis of instructional planning documents, and the use of structured observation instruments. The findings indicate that the utilization of interactive media in early childhood learning falls within the moderate to good category, with the highest level of achievement observed in the application of media during core learning activities. However, the planning aspect of innovation and the availability of digital supporting facilities still require further improvement. Overall, the use of interactive media has a positive impact on children’s learning engagement, enthusiasm, and concentration. Nevertheless, its implementation has not yet reached an optimal level due to limitations in educators’ digital competencies and the absence of a strong and integrated innovation management system at the institutional level of early childhood education settings.
STRENGTHENING THE EARLY CHILDHOOD LEARNING ECOSYSTEM THROUGH THE ESTABLISHMENT OF THE RUANG MASA DEPAN: A COMMUNITY-BASED COLLABORATIVE PROGRAM Minhatul Ma’arif; Inayatul Izzati Diana Yusuf; Siti Aminatul Zahro; Vanessa Reva Amalia; Lailaturrohmah Aulia; Sevti Noviyant; Encep Saefullah
International Journal of Engagement and Empowerment (IJE2) Vol. 6 No. 2 (2026): International Journal of Engagement and Empowerment
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53067/ije2.v6i2.282

Abstract

The limited availability of community-based learning spaces that integrate character education, creativity, environmental awareness, and digital literacy remains a challenge in supporting sustainable early childhood learning. This community service program aimed to strengthen the early childhood learning ecosystem through the establishment of the ”ruang masa depan”, a collaborative learning environment involving schools, families, and the local community. The program was implemented on 25 July 2026 in Pasuluhan Village, Walantaka District, Serang City, Banten Province, using a Participatory Action Research (PAR) approach. Participants included 41 children, 20 university students, 2 lecturers, 8 village youth volunteers, early childhood education teachers, village officials, and community members. The implementation consisted of four stages: needs identification, establishment of the ruang masa depan, program implementation, and monitoring and evaluation. The ruang masa depan was developed into four learning zones: the mini cinema for environmental character education, the creativity zone for artistic and creative activities, the hope tree for strengthening children's motivation and aspirations, and the digital literacy zone for introducing age-appropriate digital reading and writing activities. The program successfully established a community-based learning centre that increased children's participation in contextual learning while strengthening collaboration among schools, families, universities, and the community. The ruang masa depan demonstrates the potential to serve as a sustainable community empowerment model that supports holistic early childhood development and can be replicated in other communities with similar characteristics.
The Effect of Principal Competence and Educational Facilities on Education Quality Mediated by Teacher Job Satisfaction in State Elementary Schools in Pandeglang Regency Minarti Agustina; Bambang Herawan Hayadi; Minhatul Ma’arif
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.387

Abstract

This study aims to analyze the direct and indirect effects of principal managerial competence and educational facilities on the quality of education in public elementary schools (SDN) in Pandeglang Regency, with teacher job satisfaction serving as a mediating variable. Research Method: A quantitative approach with an explanatory survey design was employed in this research. Data were gathered from 125 teachers at A-accredited public elementary schools in Pandeglang Regency, Banten Province, using a closed-ended questionnaire with a 1–5 Likert scale that passed validity and reliability tests. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS software version 4, alongside Microsoft Excel for initial data processing. Results: All seven hypothesized paths were proven significant at . Principal managerial competence and educational facilities each had a strong effect on teacher job satisfaction ( and , respectively), while their direct effects on education quality were more moderate ( and ). Teacher job satisfaction positively affected education quality () and was proven to partially mediate the effects of both exogenous variables ( and ). Overall, the model explained 90.1% of the variance in teacher job satisfaction and 88.3% of the variance in education quality. Conclusion: The quality of education in public elementary schools in Pandeglang Regency is influenced more indirectly through the enhancement of teacher job satisfaction than purely through structural-administrative measures. Therefore, quality improvement policies should be holistic, taking into account the psychological well-being of teachers. Limitations: This study is limited to teachers in A-accredited schools within a single regency using a cross-sectional design; thus, generalizations to other education levels or different regional contexts should be made with caution. Contribution: These findings enrich the literature on elementary education management by emphasizing teacher job satisfaction as a crucial bridge between managerial leadership, facility availability, and education quality. This study serves as a valuable reference for local education departments, school principals, and educational researchers.This study aims to analyze the direct and indirect effects of principal managerial competence and educational facilities on the quality of education in public elementary schools (SDN) in Pandeglang Regency, with teacher job satisfaction serving as a mediating variable. Research Method: A quantitative approach with an explanatory survey design was employed in this research. Data were gathered from 125 teachers at A-accredited public elementary schools in Pandeglang Regency, Banten Province, using a closed-ended questionnaire with a 1–5 Likert scale that passed validity and reliability tests. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS software version 4, alongside Microsoft Excel for initial data processing. Results: All seven hypothesized paths were proven significant at . Principal managerial competence and educational facilities each had a strong effect on teacher job satisfaction ( and , respectively), while their direct effects on education quality were more moderate ( and ). Teacher job satisfaction positively affected education quality () and was proven to partially mediate the effects of both exogenous variables ( and ). Overall, the model explained 90.1% of the variance in teacher job satisfaction and 88.3% of the variance in education quality. Conclusion: The quality of education in public elementary schools in Pandeglang Regency is influenced more indirectly through the enhancement of teacher job satisfaction than purely through structural-administrative measures. Therefore, quality improvement policies should be holistic, taking into account the psychological well-being of teachers. Limitations: This study is limited to teachers in A-accredited schools within a single regency using a cross-sectional design; thus, generalizations to other education levels or different regional contexts should be made with caution. Contribution: These findings enrich the literature on elementary education management by emphasizing teacher job satisfaction as a crucial bridge between managerial leadership, facility availability, and education quality. This study serves as a valuable reference for local education departments, school principals, and educational researchers.
Co-Authors Bambang Herawan Hayadi Eka Pidayasari ENCEP SAEFULLAH, ENCEP Hudaefah Inayatul Izzati Diana Yusuf Lailaturrohmah Aulia Ma’lumah Minarti Agustina Mustakim, Usep Saepul Rizal Fauzi Rohayati Sevti Noviyant Siti Aminatul Zahro Siti Nur Amaliah Vanessa Reva Amalia