Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal Al-Mujahidah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-ATHFAL: Jurnal Pendidikan Anak AL-ATHFAL: Jurnal Pendidikan Anak Jurnal Ikhtibar Nusantara
Hilman
Institut Agama Islam Hamzanwadi NW Lombok Timur
Religion Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
EKPERIMENTASI PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP HASIL BELAJAR MATEMATIKA KELAS IV MI NW SURALAGA Abdul Aziz; Hilman
Al-mujahidah Vol 7 No 1 (2026): November-April
Publisher : Institut Agma Islam Hamzanwadi NW Lombok TImur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51806/al-mujahidah.v7i1.396

Abstract

Low student interest in learning and the dominance of teachers in the learning process, where information flows only one way without student feedback to the teacher, are the main factors causing poor student learning outcomes. A suitable learning model to facilitate students in the learning process in group settings is the Jigsaw cooperative learning model. The purpose of this study is to determine the effect of the Jigsaw type cooperative learning model on mathematics learning outcomes. The research method used was quasi-experimental with a one-group pretest-posttest design, involving two classes: an experimental class and a control class. Data analysis was conducted through tests for normality, homogeneity, and hypothesis testing using an independent sample t-test with the assistance of SPSS version 25. The results showed an increase in average pretest-posttest scores in both the experimental class (48.6 to 83.45) and the control class (47.76 to 71.38). The t-test result showed a significance value of 0.000 < 0.05, indicating a significant difference between the two groups. The conclusion of this study is that the implementation of the Jigsaw type cooperative learning model has a positive and significant effect on students' mathematics learning outcomes.
PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK KELAS V PADA PEMBELAJARAN IPA DI MI 01 NW BAGIK PAYUNG Hilman; Parhan; Alfandi
Jurnal Ikhtibar Nusantara Vol 5 No 3 (2026): Jurnal Ikhtibar Nusantara
Publisher : STAI Nusantara Kota Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62901/j-ikhsan.v5i3.697

Abstract

This study was motivated by the limited number of studies investigating the implementation of Problem-Based Learning (PBL) to improve elementary school students' critical thinking skills, particularly in science learning on the topic of Changes in the States of Matter in Islamic elementary schools (Madrasah Ibtidaiyah). Although critical thinking is recognized as one of the essential competencies required in the twenty-first century, many elementary school students still demonstrate insufficient critical thinking skills, highlighting the need for innovative and student-centered instructional approaches. Therefore, this study aimed to examine the effect of the Problem-Based Learning (PBL) model on the critical thinking skills of fifth-grade students at MI 01 NW Bagik Payung in science learning. This study employed a quantitative approach using a one-group pretest-posttest design. The participants consisted of 22 fifth-grade students, selected through a saturated sampling technique. Data were collected using a critical thinking skills test administered before (pre-test) and after (post-test) the implementation of the Problem-Based Learning model. The collected data were analyzed using a paired-samples t-test to determine the significance of the difference between the pre-test and post-test scores. The findings revealed that the implementation of the Problem-Based Learning model significantly improved students' critical thinking skills. This improvement was reflected in the increase in the mean score from 55.68 on the pre-test to 86.69 on the post-test. Furthermore, the hypothesis testing yielded a t-value of 12.376, which exceeded the critical t-value of 1.724, indicating a statistically significant effect of the Problem-Based Learning model on students' critical thinking skills. These findings support the study's objective and reinforce Piaget's constructivist theory, which emphasizes that knowledge is actively constructed through learners' engagement in problem-solving activities. In conclusion, the Problem-Based Learning model is effective in enhancing the critical thinking skills of fifth-grade students in science learning at MI 01 NW Bagik Payung. Theoretically, this study contributes to the growing body of literature on the effectiveness of Problem-Based Learning in fostering higher-order thinking skills. Practically, it provides recommendations for teachers to adopt the Problem-Based Learning model as an alternative instructional strategy for promoting student-centered science learning. In addition, this study offers directions for future research to investigate the effectiveness of Problem-Based Learning across different educational levels, subject areas, and other learning outcome variables
INOVASI EVALUASI PORTOFOLIO BERBASIS TEKNOLOGI TERHADAP HASIL BELAJAR SISWA KELAS VI: STUDI KASUS DI MADRASAH IBTIDIYYAH NW MONTONG LILIT DESA GRENENG KECAMATAN SAKRA TIMUR Hafizatus Sofa; Hilman; Helmi Najamudin
Al-ATHFAL: Jurnal Pendidikan Anak Vol. 7 No. 2 (2026): April
Publisher : LPPM IAD Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/phdved10

Abstract

Evaluation is an essential component of the learning process that functions to determine the extent to which learning objectives have been achieved. Along with the advancement of technology, evaluation techniques have shifted from conventional methods to digital systems, one of which is e-portfolio assessment. E-portfolio assessment is a technology-based evaluation method that involves the systematic collection of students' work in digital form. Based on the results of observations, Madrasah Ibtidaiyyah NW Montong Lilit still employs a conventional evaluation system. Therefore, this study aims to examine the potential for implementing e-portfolio assessment and to identify the steps involved in its implementation. This study employed a qualitative approach using a case study design. Data were collected through observation, interviews, and documentation. The findings indicate that e-portfolio assessment has strong potential to be implemented at Madrasah Ibtidaiyyah NW Montong Lilit. This potential is supported by the availability of technological devices owned by most students, teachers' basic technological competencies, and students' high interest in digital media. The implementation of e-portfolio assessment consists of the stages of planning, implementation, assessment, reflection, and feedback, utilizing platforms such as WhatsApp, YouTube, and TikTok. The challenges encountered include limited technological devices, inadequate internet access, teachers' and students' limited understanding of technology, and low adaptability to the new evaluation system. Nevertheless, these challenges can be addressed through teacher training, student mentoring, the utilization of simple technologies.
PERAN GURU PENDAMPING KHUSUS SISWA SLOW LEARNER DI KELAS III MI NW KARANG BARU Dina Juliani; Helmi Najamudin; Hilman
Al-ATHFAL: Jurnal Pendidikan Anak Vol. 7 No. 3 (2026): Juli
Publisher : LPPM IAD Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/jsp7sp60

Abstract

This study aims to describe the role of special assistant teachers in improving the reading skills of students with special needs categorized as slow learners in inclusive schools. This study employed a qualitative approach using a case study design conducted at MI NW Karang Baru. Data were collected through observation, interviews, and documentation. The findings revealed that special assistant teachers play important roles as facilitators, companions, motivators, and evaluators in the reading learning process of slow learner students. Regular and individualized assistance helps improve students’ reading abilities gradually. Despite several obstacles encountered during implementation, the presence of a special assistant teacher is essential for supporting the learning success of slow-learning students in an inclusive setting.
Co-Authors Abdul Aziz Alfandi Dina Juliani Hafizatus Sofa Helmi Najamudin Parhan