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<![CDATA[Booklet Berbasis Augmented Reality melalui Pembelajaran PBL Materi Keseimbangan Ekosistem untuk Meningkatkan Literasi Sains Kelas V SDN Sumberingin 04 Blitar ]]>
<![CDATA[Sari, Putri Ana]]>;
<![CDATA[Fatih, Mohamad]]>;
<![CDATA[Alfi, Cindya]]>
<![CDATA[ MODELING: Jurnal Program Studi PGMI Vol. 11 No. 2 (2024): Juni ]]>
Publisher : <![CDATA[Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto ]]>
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DOI: 10.69896/modeling.v11i2.2453
<![CDATA[This study developed an augmented reality (AR)-based booklet media for ecosystem balance material in grade V elementary school. The media was validated by material, media, and language experts and deemed very suitable for use based on teacher assessments. The media trial on students showed a significant increase in science literacy skills, with an N-Gain value of 0.83 (high category). This result indicates that the AR-based booklet media integrated with the Problem Based Learning (PBL) learning model is effective in improving students' science literacy.]]>
<![CDATA[Random Cards Berbantuan Wordwall pada Materi transfer Energi Antar makhluk Hidup untuk Meningkatkan Literasi Sains dan Self-Responsibility Siswa Kelas V UPT SDN Satriyan 03 Kabupaten Blitar ]]>
<![CDATA[Lina, Karo]]>;
<![CDATA[Fatih, Mohamad]]>;
<![CDATA[Alfi, Cindya]]>
<![CDATA[ MODELING: Jurnal Program Studi PGMI Vol. 11 No. 3 (2024): September ]]>
Publisher : <![CDATA[Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto ]]>
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DOI: 10.69896/modeling.v11i3.2458
<![CDATA[This research aims to develop Random Cards assisted by Wordwall as a learning media on the material of energy transfer between living things to improve science literacy and self-responsibility of fifth-grade students at UPT SDN Satriyan 03, Blitar Regency. The research method used is Research and Development (R&D). The research stages include preliminary studies, product development, product validation, and product testing. The results show that the Random Cards assisted by Wordwall media is effective in improving science literacy and self-responsibility of students. The science literacy score increased from an average of 65.5 in the pretest to 82.3 in the posttest. The self-responsibility score also increased from an average of 73.4 in the pretest to 87.1 in the posttest. It can be concluded that the Random Cards assisted by Wordwall media is suitable for use as a learning media to improve science literacy and self-responsibility of fifth-grade students.]]>
<![CDATA[Implementasi Ice Breaking Berbantuan Lagu ”Di Sini Teman di Sana Teman” untuk Meningkatkan Minat Belajar bagi Siswa Kelas 2 SDN Jatingaleh 01 ]]>
<![CDATA[Kusumawardani, Erika Dwi]]>;
<![CDATA[Rasiman, Rasiman]]>;
<![CDATA[Supiyah, Supiyah]]>;
<![CDATA[Rachmawati, Rivanna Citraning]]>
<![CDATA[ MODELING: Jurnal Program Studi PGMI Vol. 11 No. 3 (2024): September ]]>
Publisher : <![CDATA[Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto ]]>
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DOI: 10.69896/modeling.v11i3.2459
<![CDATA[This research focuses on the implementation of ice breaking aided by the song "Disini Teman Disana Teman" to enhance learning interest among 2nd-grade students at SDN Jatingaleh 01. This study was conducted with the aim of implementing ice breaking using the song "Disini Teman Disana Teman" to enhance the learning interest of second-grade students at SD Negeri Jatingaleh 01. The research aimed to explore the implementation of ice breaking supported by the song "Disini Teman Disana Teman" to boost learning interest among second-grade students at SDN Jatingaleh 01. This qualitative research was carried out at one elementary school in Semarang, namely SD Negeri Jatingaleh 01. The subjects were second-grade students at SD Negeri Jatingaleh 01. Data collection techniques included observation, interviews, and documentation. The researcher analyzed the data using descriptive data analysis. The results indicate that the implementation of ice breaking has been conducted at SD Negeri Jatingaleh 01. Based on the research findings, it is evident that ice breaking has had a positive impact on children in their learning process. This is observed through several aspects: 1) Ice breaking helps build self-confidence, strengthens relationships among students, reduces awkwardness, and fosters a positive environment for further learning or collaboration. 2) Ice breaking alleviates boredom. 3) It engages the interest of second-grade students at SD Negeri Jatingaleh 01. 4) It enhances the effectiveness of learning. Ice breaking, facilitated by the song "Disini Teman Disana Teman," is conducted at the beginning of lessons to create an enjoyable learning atmosphere and foster camaraderie among students. The implementation of ice breaking has been perceived positively by the students.]]>
<![CDATA[Implementasi Kurikulum Merdeka melalui Program Madrasah Ramah Anak untuk Meningkatkan Literasi Siswa pada Madrasah di Kabupaten Lombok Timur ]]>
<![CDATA[Hulaimi, Ahmad]]>
<![CDATA[ MODELING: Jurnal Program Studi PGMI Vol. 11 No. 1 (2024): Maret ]]>
Publisher : <![CDATA[Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto ]]>
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DOI: 10.69896/modeling.v11i1.2462
<![CDATA[Perubahan kurikulum di Indonesia sering dimaknai dengan perubahan kekuasaan melalui Kementerian pendidikan yang berbeda-beda yang berimplikasi membuat kebijakan yang berbeda-beda pula. Hal ini terjadi karena belum optimalnya satuan pendidikan melaksanakan kurikulum tertentu untuk dioperasionalkannya. Di satu sisi perubahan kurikulum merupakan suatu keniscayaan disebabkan perubahan dan tantangan zaman yang berbeda-beda. Oleh sebab itu kurikulum merupakan jawaban dari tantangan dan perubahan zaman tersebut, maka dari itu sangat wajar jika kurikulum memang harus selalu berubah sebagai suatu respon. Oleh sebab itu perubahan kurikulum tidak hanya pada aspek teoritis tetapi juga implementasi dan implikasi kurikulum tersebut harus mampu mengubah dan meningkatkan program-program dalam satuan pendidikan tersebut, salah satunya adalah program Madrasah Ramah Anak. Program ini sebagai bentuk implementasi kurikulum merdeka untuk meningkatkan literasi anak dengan cara membentuk iklim dan budaya madrasah yang menyebabkan anak senang dan betah berada di lingkungan madrasah. Dalam konteks pendidikan madrasah di kabupaten Lombok Timur, implementasi kurikulum merdeka melalui program Madrasah Ramah Anak akan memberikan pemahaman mendalam tentang sejauh mana kurikulum ini telah berhasil mencapai tujuan pendidikan literasi. Dengan demikian, hasil evaluasi dapat memberikan landasan untuk perbaikan lebih lanjut, memastikan bahwa pendidikan di madrasah dapat memberikan pendidikan berkualitas yang sesuai dengan visi kurikulum merdeka.]]>
<![CDATA[Konseling Kelompok Social Cognitive Career Therapy dalam Pengambilan Keputusan Karir ]]>
<![CDATA[Himsonadi, Himsonadi]]>;
<![CDATA[Majdi, M. Zuhdi Zainul]]>
<![CDATA[ MODELING: Jurnal Program Studi PGMI Vol. 11 No. 1 (2024): Maret ]]>
Publisher : <![CDATA[Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto ]]>
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DOI: 10.69896/modeling.v11i1.2465
<![CDATA[The purpose of this study was to determine the effectiveness of social cognitive career therapy group counseling in student career decision making. This study used a repetitive measure experimental design with pretest and multiple posttest designs. The subjects in this study were 6 students at the Hamzanwadi Pancor Islamic Institute. 3 male students and 3 female students were selected using a purposive sampling technique. Data collection used the career decision making self efficacy short form scale instrument. Data analysis using repeated measure ANAVA. The results of this study indicate that social cognitive career therapy group counseling is effective in improving student career decision making at the Hamzanwadi Pancor Islamic Institute. In addition, female students have a higher level of career decision making than male students. Abstrak Tujuan dari penelitian ini adalah untuk mengetahui kefektifan dari konseling kelompok social cognitive career therapy dalam pengambilan keputusan karir mahasiswa. Penelitian ini menggunakan rancangan eksperimen repetead measure dengan pretest and multiple posttest design. Subjek dalam penelitian ini sebanyak 6 orang mahasiswa di Institut Agama Islam Hamzanwadi Pancor. 3 mahasiswa laki-laki dan 3 mahasiswa perempuan yang diseleksi menggunakan teknik purposive sampling. Pengumpulan data menggunakan instrumen the career decision making self efficacy short form scale. Analisis data menggunakan repeated measure ANAVA. Hasil dari penelitian ini menunjukkan bahwa konseling kelompok social cognitive career therapy efektif di dalam meningkatkan pengambilan keputusan karir mahasiswa di Institut Agama Islam Hamzanwadi Pancor. Selain itu mahasiswa perempuan lebih tinggi tingkat pengambilan keputusan karirnya dibandingkan dengan mahasiswa laki-laki.]]>
<![CDATA[Implementasi Model Pembelajaran Karakter Pada Mata Pelajaran Aqidah Akhlak (Analisis Model Pembelajaran Karakter Nasional) ]]>
<![CDATA[Hikmah, Suburiah Aan]]>;
<![CDATA[Asy'ari, Muhammad Hasanil]]>;
<![CDATA[Sanusi, Sanusi]]>
<![CDATA[ MODELING: Jurnal Program Studi PGMI Vol. 11 No. 1 (2024): Maret ]]>
Publisher : <![CDATA[Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto ]]>
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DOI: 10.69896/modeling.v11i1.2466
<![CDATA[Untuk mengetahui upaya-upaya pada pembentukan perilaku peserta didik pada mata pelajaran aqidah akhlak melalui pendidikan karakter model pembelajaran pembangunan nasional (MPN) pada siswa kelas VII di MTs NW Kumbung. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian eksperimen. Adapun teknik pengumpulan data dalam penelitian ini adalah observasi dan angket. Hasil analisis data dan pembahasan dapat disimpulkan bahwa: pembentukan karakter peserta didik pada mata pelajaran akidah ahklak melalui pendidikan karakter model pembelajaran pembanguna nasional ada pengaruh positif yang signifikan terhadap pembentukan karakter peserta didik pada mata pelajaran Aqidah Akhlak di kelas VII MTs NW Kumbung.]]>
<![CDATA[????? ??????? ??????? ???? ????? ?????? ??????? ??? ???? ???? ????? ??????? ??????? ?????? (????? ??????? ??????? ?????????) ]]>
<![CDATA[Harahap, Muhammad Sapii]]>;
<![CDATA[Afandi, Ahmad]]>;
<![CDATA[Hasibuan, Syahrial Parlindungan]]>;
<![CDATA[Rohman, Fatkhur]]>
<![CDATA[ MODELING: Jurnal Program Studi PGMI Vol. 10 No. 3 (2023): September ]]>
Publisher : <![CDATA[Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto ]]>
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DOI: 10.69896/modeling.v10i3.2469
<![CDATA[????? ??? ????? ?? (1) ????? ???? ????? ??? ???? ???? ????? ???????? ?????? ?????? ???????? ????????? ??????? ?? ????? ?????? ???????? (2) ????? ???? ?????? ??? ???? ????? ??? ?????? ?? ??????? ????????? ?????? ???????. ??????? ?????? ?? ??? ????? ???????? ????????? ?? ???????? ?????????. ????? ??????? ????????? ?? ??? ???????? ???? ?????? ???????? ??????? ???????. ??? ????? ????? ????????? ?? ??? ????? ??? ?????? ????????? ??????? ???????????? ??????? ???????? ???????? ?????????. ????? ??? ????? ?? 1) ???? ??? ????? ???? ?????? ?? ????? ?????? ???????? ??? ?? ???: (?) ?????? ?????? ??? ??????? ?? ????? ??????? (?) ?????? ?????? ??? ?????? ?????? ???????? ? 2) ???? ?? ???? ?????? ?????? ????? ?????? ??????? ??? ??????? ??? (?) ????? ?????? ??? ????? ??????? ??? ????? ?????? ??????? ???????? (?) ??? ???????? ??????? ?? ???? ?? ??????? ???????? ?? ?????? ??????? (?) ??? ????? ??? ????? "????? ???????" ?????? ?????? ??? ??????.]]>
<![CDATA[????? ????? ???????? ?? ????? ??? ????? ???????? (????? ??????? ??????? ?????????) ]]>
<![CDATA[Harahap, Muhammad Sapii]]>;
<![CDATA[Manik, Wagiman]]>;
<![CDATA[Zaky, Ahmad]]>;
<![CDATA[Manalu, Sri Rahmayani]]>;
<![CDATA[Isnawati, Isnawati]]>
<![CDATA[ MODELING: Jurnal Program Studi PGMI Vol. 10 No. 2 (2023): Juni ]]>
Publisher : <![CDATA[Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto ]]>
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DOI: 10.69896/modeling.v10i2.2473
<![CDATA[????? ?? ????? ?? (1) ?????? ????? ?????? ????? ????? ?? ????? ??? ????? ????????? (2) ?????? ????? ?????? ????? ??????? ?? ????? ??? ????? ????????. ??????? ?????? ?? ??? ????? ???????? ????????? ?? ???????? ?????????. ????? ??????? ????????? ?? ??? ???????? ???? ?????? ???????? ??????? ???????. ??? ????? ????? ????????? ?? ??? ????? ??? ?????? ????????? ??????? ???????????? ??????? ???????? ???????? ?????????. ???????? ?? ??? ????? ?? 1) ?? 74 ???? ?????? ????? ??? ??? ???? ??????? ?? ????? ????? ????? ??????? ???? ??? ????? ????? ?? ???? ???????. ?????? ???? ???? ???? ??????? ?? ???? ?? ?????? ?? ??????. 2) ?? 41 ???? ?????? ??????? ? ?? ??? ????? ????? ??????? ????????? ?? ?????? ???? ????. ???????? ?? ????? ?????? ????????? ?? ????? ?????? ?????????? ??????? ???????. ?????? ??????? ??? ?????? ????????? ?? ??????? ? ???????.]]>
<![CDATA[????? ?????? ?? ?????? ?????? (????? ??????? ??????? ?????????) ]]>
<![CDATA[Harahap, Muhammad Sapii]]>;
<![CDATA[Manik, Wagiman]]>;
<![CDATA[Dongoran, Irham]]>;
<![CDATA[Lubis, Hasan Hamzah]]>;
<![CDATA[Rambe, Fitri Adika Ramadona]]>;
<![CDATA[Sipahutar, Romat Efendi]]>
<![CDATA[ MODELING: Jurnal Program Studi PGMI Vol. 10 No. 4 (2023): Desember ]]>
Publisher : <![CDATA[Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto ]]>
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DOI: 10.69896/modeling.v10i4.2474
<![CDATA[??????? ??? ????? ??: 1) ?????? ??? ???? ?????? ?? ?????? ??????? 2) ?????? ?????? ? ????? ???? ???? ???? ???? ?????? ?? ?????? ??????, 3) ?????? ??????? ???? ?????. ??????? ?????? ?? ??? ????? ???????? ????????? ?? ???????? ?????????. ????? ??????? ????????? ?? ??? ???????? ???? ?????? ???????? ??????? ???????. ??? ????? ????? ????????? ?? ??? ????? ??? ?????? ????????? ??????? ???????????? ??????? ???????? ???????? ?????????. ????? ??? ????? ?? ????? ??????? ?????? ???????. ?????? ??? ????? ??: 1) ??? ???? ?????? ?? ?????? ?????? ???? 48 ???. 2) ????? ?? ???? ??????? ????? 31 ?40? ???? ??????? ????? 34 ?187? ???? ?????? ????? 117? ???? ????? 45 ?49? ???? ????? 107? ????? ????? 85? ????? ????? 61 ?77? ????? ????? 21 ?37? ???? ????? 75? ?? ????? 15? ???????? ????? 49? ???? ????? 1? 7 ? 55? ??????? ????? 11? ????? ????? 12? 14 ?55? ????? ????? 34? ??????? ????? 63? ??? ????? 3 ?30? ???? ????? 46 ?59? ???? ????? 47 ?50? ?????? ????? 17 ?18? ?????? ????? 61? 66 ?85? ??????? ????? 27 ?32? ??????? ????? 35? ???? ????? 18? ????? ????? 1 ?46? ???????? ????? 42. 3) ???? ?????? ???? ????? ????????? ????? "?????" ???? 8 ??? ?? ?????? ??????, ????? "???????" ???? 40 ??? ?? ?????? ??????.]]>
<![CDATA[Pengaruh Lingkungan Belajar Terhadap Kemandirian Siswa ]]>
<![CDATA[Alrosyid, Sunan]]>;
<![CDATA[Istikomah, Istikomah]]>
<![CDATA[ MODELING: Jurnal Program Studi PGMI Vol. 11 No. 1 (2024): Maret ]]>
Publisher : <![CDATA[Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto ]]>
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DOI: 10.69896/modeling.v11i1.2475
<![CDATA[The learning environment is one of the factors that influences a learning activity which will then have an impact on student independence. Student independence is considered important for every student, especially in the field of education. Student learning independence is influenced by several factors both from within the individual and from outside the individual. The learning environment is one of the external components that influences their level of learning independence. The aim of this research isato test and analyze the influence of the student learning environment on student learning independence. The research method used is quantitative research. To collect data about the implementation of the learning environment (X) and learning independence (Y) using a questionnaire. Data analysis techniques in quantitative research use statistical analysis. The research results show that learning environment variables have a positive and significant effect on student learning independence. Abstrak Lingkungan belajar merupakan salah satu faktor yang mempengaruhi suatu kegiatan pembelajaran yang kemudian akan berdampak pada kemandirian siswa. Kemandirian siswa dianggap sebagai hal yang penting bagi setiap siswa, terutama dalam bidang pendidikan. Kemandirian belajar siswa dipengaruhi oleh beberapa faktor baik dari dalam diri individunya atau dari luar diri individu. Lingkungan belajar adalah salah satu komponen dari luar yang mempengaruhi tingkat kemandirian belajar mereka. Adapun tujuan penelitian ini yakni untuk menguji dan menganalisis pengaruh lingkungan belajar siswa terhadap kemandirian belajar siswa. Metode Penelitian yang digunakan adalah penelitian kuantitatif. Untuk pengumpulan data tentang penerapan lingkungan belajar (X) dan kemandirian belajar (Y) menggunakan kuesioner (angket). Teknik analisis data dalam penelitian kuantitatif menggunakan analisis statistik. Hasil penelitian menunjukkan bahwa variabel lingkungan belajar berpengaruh positif dan signifikan terhadap kemandirian belajar siswa.]]>
