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At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Published by Universitas Islam Lamongan
ISSN : 25796259     EISSN : 2621895X     DOI : https://doi.org/10.30736/atl.v4i1.120
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
The focus and scope of At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah is: Curriculum Development in Elementary Education (MI/SD), Learning Mathematics, Science, Social Studies, Civics, English, Indonesian, Islamic Education, Art and Local content in Elementary Education (MI/SD), Media and Instructional Technologies in Elementary Education (MI/SD), Learning Strategies in Elementary Education (MI/SD), Teacher Competence in Elementary Education (MI/SD), Assessment in Elementary Education (MI/SD), Neuro Psycholinguistics for Children in Elementary Education (MI/SD).
Arjuna Subject : Umum - Umum
Articles 127 Documents
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Pengaruh Penggunaan Virtual Laboratory PhET Terhadap Hasil Belajar IPA Siswa SD pada Pokok Bahasan Rangkaian Listrik Riko Ariyanto; Tri Wardati Khusniyah; Sofyan Susanto
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 6, No 1 (2022): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v6i1.750

Abstract

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media virtual laboratory PhET pada pembelajaran IPA materi rangkaian listrik kelas VI SD. Penelitian ini adalah penelitian Kuantitatif Eskperimen Metode Quasi Eksperimen dengan desain Nonequivalent Control Group Design, dengan menggunakan 2 group Pretest-Posttest Control Group. Penelitian dilaksanakan di SDN Tambakromo 1. Subjek penelitian yaitu 50 siswa kelas VI-A dan VI-B (25 siswa dari tiap kelas). Teknik analisis data yang digunakan termasuk uji normalitas, uji homogenitas, serta uji paired sample t test dan independent sample t test untuk uji hipotesis. Hasil menunjukkan bahwa nilai rata-rata pretest kelas kontrol adalah 60.40 dan rata-rata nilai posttest kelas kontrol adalah 75. Dilihat dari hasil tersebut, terdapat kenaikan nilai. Sedangkan, nilai rata-rata pretest kelas percobaan adalah 61 dan rata-rata nilai posttest kelas percobaan adalah 83.20. Dari hasil tersebut, terdapat kenaikan nilai yang cukup signifikan untuk kelas percobaan. Selain itu, nilai sig. pada uji t kelas percobaan yakni 0.00 < 0.05 dan nilai thitung > ttabel adalah 9.132 > 1.676. Berdasarkan hasil penelitian dapat disimpulkan bahwa terdapat pengaruh yang signifikan dari penggunaan media virtual laboratory PhET terhadap hasil belajar siswa.Abstract: This study aims to determine the effect of using the virtual laboratory PhET on the sixth graders’ science learning outcomes regarding electrical circuits. This research was a quantitative study using a quasi-experimental method with a nonequivalent control group design with a pretest and posttest. The research was conducted at SDN Tambakromo 1. The research subjects were 50 students from class VI-A and VI-B (25 students from each class). The data analysis techniques included normality test, homogeneity test, as well as the paired sample test and independent sample t test for hypothesis testing. The results showed that the average pretest score for the control class is 60.40 and the average posttest score is 75. It can be seen that there is an increase. Meanwhile, the average pretest score of the experimental class is 61 and the average posttest score is 83.20. The results show a significant increase. Additionally, the sig. value of the t test in the experimental group is 0.00 < 0.05 and the value of tobserved > ttable is 9.132 > 1.676. Based on the results, it can be concluded that there is a significant effect of using virtual laboratory PhET media on the students’ science learning outcomes.
Efektivitas Metode Question Answer Relationships terhadap Kemampuan Membaca Pemahaman Peserta didik Kelas IV Dyah Afifah Andari
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 6, No 2 (2022): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v6i2.936

Abstract

Abstrak: Kemampuan membaca pemahaman merupakan kemampuan menemukan arti kata, makna tersurat dan makna tersirat serta membuat kesimpulan. Kesulitan dalam mengidentifikasi gagasan pokok dalam bacaan terutama dalam membuat simpulan dialami oleh siswa kelas IV. Keefektifan metode Question Answer Relationships (QAR) terhadap kemampuan membaca pemahaman siswa kelas IV di MI 6 Tahun Tambakboyo Blitar menjadi fokus pada penelitian yang menggunakan pendekatan kuantitatif dengan jenis true experiement. Teknik pengumpulan data menggunakan instrumen tes. Hasil penelitian ini menunjukkan bahwa nilai thitung lebih besar dari ttabel pada signifikansi 0,05 (th = 3,824 >ttb = 1,171). Sehingga disimpulkan metode QAR efektif untuk meningkatkan kemampuan membaca pemahaman dibandingkan metode diskusi pada kelas kontrol.Abstract: Reading comprehension is the ability to capture the meaning of words, the ability to capture the explicit and implied meanings and the ability to draw conclusions. Fourth grade students have difficulty in identifying the main ideas in the reading, and they have not been able to draw conclusions. The purpose of this study is to determine the level of understanding before and after implementing Question-Answer-Relationship method and to measure its effectiveness in improving the reading comprehension of fourth grade students at MI (Islamic Primary School) 6 Tambakboyo Blitar. This study employed a quantitative approach, using a true experimental method. The data were collected using test instruments. The results of this study demonstrate that the value of t-observed is greater than t-table at a significance level of 0.05 (to = 3.824 > tt = 1.171). Hence, it can be concluded that the QAR method is effective for improving reading comprehension skills compared to the discussion method in the control class.
Implementasi Teori Hierarki Kebutuhan Maslow dalam Pembelajaran Tatap Muka Terbatas di Madrasah Ibtidaiyah Ika Fitriyati; Maemonah Maemonah
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 6, No 2 (2022): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v6i2.1009

Abstract

Abstrak: Pengimplementasian hierarki kebutuhan Maslow dalam Pembelajaran Tatap Muka Terbatas (PTMT) penting untuk dianalisis. Pembelajaran Tatap Muka Terbatas memiliki keterbatasan-keterbatasan seperti keterbatasan fisik, aktivitas sosial, termasuk pembelajaran. Kondisi yang berbeda pada Pembelajaran Tatap Muka Terbatas membuat pengimplementasian hierarki kebutuhan Maslow menjadi berbeda, maka penelitian ini sangat penting. Metode penelitian ini adalah kualitatif. Informasi dikumpulkan dengan observasi, wawancara mendalam, dan dokumentasi. Dari penelitian diperoleh data bahwa untuk memenuhi kebutuhan fisik siswa, MI Ma’arif Ngliseng menerapkan aturan membawa bekal dari rumah. Sedangkan untuk memenuhi kebutuhan rasa aman sekolah menyiapkan fasilitas kesehatan sesuai protocol kesehatan dan menciptakan suasana kondusif untuk pembelajaran. Sikap peduli antar teman dibangun untuk memenuhi kebutuhan kasih sayang dan menumbuhkan sifat social siswa. Kebutuhan untuk dihargai dipenuhi dengan memberikan tanda penghargaan kepada siswa dan orang tua. Karena keterbatasan, hierarki kebutuhan selanjutnya yaitu aktualisasi diri tidak bisa dipenuhi oleh sekolah.Abstract: The implementation of Maslow's hierarchy of needs theory in Limited Face-to-face Learning (henceforth PTMT) is crucial to analyze because PTMT has limitations such as physical limitations and less social activities. Different conditions in PTMT make the implementation of Maslow's hierarchy of needs also different. The research approach was qualitative. The information was collected by doing an observation, conducting in-depth interviews, and doing a documentation. The results revealed that regarding the physical needs of the students, the school applied the rules of bringing lunch from home. Meanwhile, regarding the security needs, the school prepared health facilities according to health protocols and created a conducive atmosphere for learning. The caring attitudes between students were encouraged to meet the affection needs and to foster the social presence of the students. The need to be appreciated was fulfilled by providing various appreciation strategies to the students and parents. However, due to several limitations, the needs of self-actualization could not sufficiently be fulfilled by the school.
Penilaian Aspek Kognitif, Afektif dan Psikomotorik di Masa Pandemi Covid 19 Kelas V Sekolah Dasar Inpres Onekore 6 Kecamatan Ende Tengah Maria Purnama Nduru
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 6, No 2 (2022): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v6i2.1115

Abstract

Abstrak: Pada masa pandemi covid 19, terjadi perubahan dalam proses dan penilaian pembelajaran. Tujuan penelitian ini adalah untuk mendeskripsikan penilaian aspek kognitif, afektif dan psikomotorik peserta didik, ketersediaan instrumen penilaian, bentuk instrumen dan kesulitan serta tantangan yang dihadapi guru dalam proses penilaian di kelas V SDI Onekore 6. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Metode pengumpulan data dilakukan dengan wawancara mendalam dan dokumentasi. Teknik analisis data menggunakan analisis Miles dan Huberman. Hasil penelitian menunjukkan bahwa penilaian aspek kognitif, afektif dan psikomotorik dilakukan setiap minggu setelah peserta didik mengumpulkan hasil pekerjaan yang diberikan oleh guru secara online (dalam jaringan) dan offline (luar jaringan). Instrumen penilaian tersedia untuk aspek kognitif, afektif dan psikomotor. Penilaian aspek kognitif dilakukan dengan instrumen tes (tes pilihan ganda dan uraian), penilaian aspek afektif dan psikomotorik dengan instrumen non tes (wawancara dan dokumentasi). Kesulitan yang dialami guru secara umum adalah keterlambatan dalam mengumpulkan tugas, terbatasnya pengamatan aspek afektif dan psikomotorik. Tantangan dalam proses penilaian pembelajaran adalah teknik penilaian aspek afektif dan psikomotorik dalam  pembelajaran  secara tidak langsung.Abstract: During the Covid-19 pandemic, the learning process and assessment changes. Hence, the purpose of this study is to describe the assessment of cognitive, affective and psychomotor aspects of students, the availability of assessment instruments, the form of the instruments, and the difficulties and challenges faced by teachers in the assessment process at class V Inpres Onekore 6 Elementary School. This study used a qualitative approach with a case study method. The data collection stage was carried out through in-depth interviews and documentation. The data analysis stage was conducted using a qualitative analysis technique. The results showed that the assessment of cognitive, affective and psychomotor aspects was carried out every week after assignments given by the teacher online and offline. The instruments were available for assessing those three aspects. The assessment of cognitive aspect was done using tests (multiple choice tests and descriptions). The assessment of affective and psychomotor aspects was carried out using interviews and documentation. The difficulties experienced by teachers in general were delayed assignment submission and limited observations of the affective and psychomotor aspects. The challenge during the assessment process was on the assessment of the affective and psychomotor aspects in an indirect learning.
Pelaksanaan Penilaian Autentik Pada Pembelajaran Tematik di Madrasah Ibtidaiyah Kuni Muntafiah Jamilah; Agus Zaenul Fitri
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 6, No 2 (2022): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v6i2.998

Abstract

Abstrak: Pendidikan di abad 21 mengalami perkembangan yang sangat pesat seiring perkembangan zaman yang semakin maju. Salah satunya terlihat dari sistem penilaian yang sebelumnya bersifat tradisional berubah menjadi penilaian yang autentik. Penilaian autentik bertujuan untuk mengetahui kemampuan peserta didik baik dari aspek afektif, kognitif, maupun psikomotorik. Pada pelaksanaannya masih banyak yang mengalami kendala. Tujuan penelitian ini adalah untuk mendeskripsikan pelaksanaan penilaian autentik pada pembelajaran tematik kelas IV MI Unggulan Al Falah. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Data dikumpulkan melalui teknik observasi, wawancara, dan dokumentasi. Analisis data menggunakan teknik analisis Miles dan Huberman. Hasil penelitian menyatakan bahwa pada pembelajaran tematik kelas IV MI unggulan Al Falah guru telah melaksanakan penilaian autentik. Penilaian autentik yang dilakukan dapat ditinjau dari 3 aspek, yaitu perencanaan penilaian, pelaksanaan penilaian, dan pengolahan hasil penilaian. Perencanaan dilakukan dengan menyusun RPP yang di dalamnya terlampir instrumen penilaian. Instrumen penilaian yang digunakan yaitu observasi, tes tulis, proyek, dan unjuk kerja. Pada tahap pelaksanan, sebagian penilaian belum sesuai dengan rancangan yang dibuat. Adapun pengolahan penilaian autentik dilakukan setiap akhir semester.Abstract: Education in the 21st-century has developed rapidly in this advanced era. One of them is the assessment system that was previously traditional, turning into an authentic assessment. Authentic assessment aims to determine the students’ ability from the affective, cognitive, and psychomotor aspects. However, there are still many obstacles in its implementation. This study aims to describe the implementation of authentic assessment in thematic learning of class IV, Islamic Elementary (MI) Superior Al Falah. This study used a qualitative approach with a case study method. The data were collected through observation, interviews, and documentation techniques. The data were analysed using Miles and Huberman’s analysis technique. The results showed that the teacher implemented an authentic assessment in the thematic learning. Such assessment could be viewed from three aspects, namely the planning, the implementation, and the processing of the assessment results. The planning stage was done by compiling the lesson plans with the assessment instruments. The assessment instruments included an observation sheet, a written test, a project, and performances. In the implementation stage, some of the assessments were not in accordance with the design made. The processing of the results of the authentic assessment was carried out at the end of each semester.
Validitas Bahan Ajar Berbasis Project Based Learning Tematik Kelas IV Sekolah Dasar Eva Rini Lestari; Siti Halidjah; Dyoty Auliya Vilda ghasya; Hery Kresnadi; Asmayani Salimi
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 6, No 2 (2022): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v6i2.1085

Abstract

Abstrak: Bahan ajar perlu dikembangkan untuk membantu guru dan siswa dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui tingkat validitas dari pengembangan bahan ajar tematik berbasis Project Based Learning (PjBL) untuk siswa kelas IV sekolah dasar. Jenis penelitian ini merupakan penelitian pengembangan (R&D) dengan menggunakan model ADDIE. Data kuantitatif diperoleh dari hasil penilaian produk oleh validator. Data kualitatif diperoleh dari saran, catatan oleh validator. Teknik Pengumpulan data menggunakan wawancara, angket, dan dokumentasi. Hasil dari penelitian ini berdasarkan tingkat validitas bahan ajar dengan hasil sebagai berikut: (1) validasi ahli desain bahan ajar memperoleh nilai rata-rata 4,77 dengan kriteria “sangat valid”, (2) validasi ahli pembelajaran bahan ajar memperoleh nilai rata-rata  4,62 dengan kriteria “sangat valid”, (3) validasi ahli kebahasaan bahan ajar memperoleh nilai rata-rata 4,85 dengan kriteria “sangat valid”. Sehingga dapat disimpulkan bahwa bahan ajar berbasis Project Based Learning (PjBL) pada pembelajaran tematik tema 6 subtema 3 kelas IV layak diuji coba kepada siswa dan guru.Abstract: Teaching materials need to be developed to assist teachers’ and students’ learning process. This study aims to measure the level of validity of the development of thematic teaching materials based on Project-based Learning (PjBL) for fourth grade elementary school students. A research and development design (R&D) was selected, using the ADDIE model. While quantitative data were obtained from the expert validation results, qualitative data were obtained from validators’ feedback. Interview protocols, questionnaires, and documentation were used to obtain the data. The results of this study regarding the level of validity of the teaching materials showed that (1) the expert validation of teaching materials design obtained an average value 4.77 with the criterion "very valid"; (2) the expert validation of teaching materials learning obtained an average value 4.62 with the criterion "very valid"; and (3) the linguistic expert validation of teaching materials obtained an average value 4.85 with the criterion "very valid". Hence, it can be concluded that the teaching materials based on Project-based Learning (PjBL) in thematic learning for fourth grade elementary school students could be piloted to the teachers and students.
Mengembangkan Soft Skill Mahasiswa Melalui Proses Pembelajaran Ratna Nulinnaja
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 6, No 2 (2022): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v6i2.970

Abstract

Abstrak: Keberhasilan dari mahasiswa pendidikan guru madrasah ibtidaiyah dapat dilihat dari kemampuan yang dimiliki oleh mahasiswa. Kemampuan dalam hal ini adalah ketrampilan atau skiil yang dimiliki oleh mahasiswa dari salah satu unsur yang terpenting yaitu melalui proses pembelajaran dalam perkuliahan. Penelitian ini bertujuan mengeksplorasi kemamapuan soft skill yang dimiliki oleh mahasiswa sehingga dapat menyempurnakan kemampuan hard skill yang dimiliki oleh mahasiswa. Metode kualitatif serta teknik pengumpulan data melalui observasi, wawancara, kemudian dokumentasi. Untuk menyempurnakan data yang dibutuhkan penelitian ini juga menggunakan survei yang dilakukan secara online melalui Google Form. Tercatat sebanyak 207 mahasiswa yang telah berperan menjadi responden penelitian ini. Berlangsung mulai 27 September sampai dengan 1 Oktober 2021. Pengembangan soft skill melalui pembelajaran dapat dilakukan dengan menggunakan metode dan strategi diantaranya Cooperative Learning, Collaborative Learning, Contextual Instruction, Project Based Learning, dan Problem Based Learning mampu dikembangkan diperkuliahan dengan memiliki banyak ide dalam menyelesaikan permasalahan, mampu menstimulus kreativitas dan inovasi, menumbuhkan kualitas dalam proses pengambilan keputusan bentuk dari keberhasilan pengembangan soft skill mahasiswa sehingga menghasilkan mahasiswa yang memiliki kemampuan berkomunikasi, jujur, mampu bekerjasama, dan memiliki etos kerja yang baik.Abstract: The success of students' learning can be seen from the abilities possessed by them. Those are the skills possessed, obtained from one of the most important elements, namely the learning process. This study aims to explore the soft skills possessed by the students so that they can improve the hard skills. A qualitative research method was used and data collection techniques comprised observation, interviews, and documentation. This research also used a survey technique to enrich the data, conducted online via a Google Form. As many as 207 students were involved as the research participants. The research was taken place from September 27 to October 1 2021. Soft skills development through learning could be done using methods and strategies, including Cooperative Learning, Collaborative Learning, Contextual Instruction, Project-Based Learning, and Problem-Based Learning. Its implementation could be developed by combining many ideas in solving problems so that the students are able to enhance creativity and innovation and foster their quality in the decision-making process. The successful students’ soft skills development also reinforces the ability to communicate, be honest, be able to work together, and have a good working ethics
Analisis Bibliometrik Tahun 2012-2021: Kajian Topik Menggambar dalam Pembelajaran Seni Rupa di Sekolah Dasar Riddo Imam Muttaqin; J Julia; Rana Gustian Nugraha
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 6, No 2 (2022): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v6i2.962

Abstract

Abstrak: Menggambar pada pembelajaran seni rupa membantu perkembangan dan pertumbuhan peserta didik dalam aspek kognitif, afektif, dan psikomotor. Penelitian ini bertujuan untuk mengidentifikasi dan memberikan gambaran secara deskriptif topik menggambar dalam ruang lingkup pembelajaran seni rupa di sekolah dasar dari beberapa jurnal penelitian terindeks scopus pada tahun 2012-2021. Penelitian ini menggunakan metode pemetaan secara sistematik dalam 4 tahapan: (1) pencarian artikel ilmiah, (2) mengelompokkan artikel ilmiah, (3) memeriksa dan melengkapi metadata artikel ilmiah, dan (4) melaksanakan analisis bibliometrik. Terdapat tujuh temuan dari analisis ini, diantaranya: (1) perkembangan publikasi artikel ilmiah cenderung mengikuti pola yang tidak seragam; (2) perkembangan kutipan artikel ilmiah terbanyak terjadi pada tahun 2014; dan (3) kolaborasi penulis dengan tautan terkuat terbatas pada enam penulis melalui satu dokumen, tetapi ada kelangkaan kolaborasi antar kelompok. (4) "Drawing" menjadi frasa judul paling dominan dengan 35 tautan dari 9 peristiwa, (5) " Drawing " menjadi istilah kata kunci paling dominan dengan 30 tautan dari 9 peristiwa, dan (6) "Child" dan " Drawing " adalah kata yang paling dominan dalam abstrak dengan 22 dan 25 koneksi dari 48 dan 38 peristiwa, (7) Metodologi kualitatif dan kuantitatif mendominasi, dan studi kasus adalah desain studi kasus yang dominan dan sering digunakan pada artikel yang diteliti.Abstract: Drawing in learning arts assists the students’ cognitive, affective, and psychomotor development and growth. This study aims to identify and provide a descriptive portrait of the topic on drawing within the scopes of fine arts learning at elementary school from several Scopus indexed research articles published in 2012-2021. This study employed a systematic mapping method in four stages: (1) searching for scientific articles, (2) classifying scientific articles, (3) checking and completing metadata of the articles, and (4) carrying out a bibliometric analysis. The analysis resulted in seven main points. First, the development of relevant publications tended to follow a non-uniform pattern. Second, the most development of citations occurred in 2014. Third, the collaboration of authors with the strongest links was up to six authors in a single document, but there was a dearth of collaboration between groups. Fourth, "Drawing" became the most dominant title phrase with 35 links from 9 occurrences. Fifth, "Drawing" became the most dominant key word with 30 links from 9 occurrences. Six, "Child" and "Drawing" were the most dominant words in the abstract with 22 and 25 links from 48 and 38 occurrences, respectively. Seventh, among the domination of qualitative and quantitative methodologies, case studies were often used in the articles studied.
Pembelajaran Tematik Berbasis Multiple Intelligences dalam Mengembangkan Kreativitas Siswa di SD Plus Al-Kautsar Malang Dwi Saraswati; Wahidmurni Wahidmurni; Indah Aminatuz Zuhriyah
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 7, No 1 (2023): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v7i1.1147

Abstract

Abstrak: Teori multiple intelligences (MI) pertama kali diperkenalkan oleh Howard Gardner dengan 9 kecerdasan. Penelitian ini berfokus pada kecerdasan visual-spasial pada siswa kelas 5 di Sekolah Dasar Plus Al-Kautsar Malang yang bertujuan untuk mendeskripsikan tiga aspek diantaranya: (1) strategi pembelajaran tematik berbasis MI dalam mengembangkan kreativitas siswa (meliputi perencanaan, pelaksanaan, dan evaluasi), (2) bentuk kreativitas Siswa visual-spasial, dan (3) implikasi pembelajaran tematik berbasis multiple intelligences (MI) dalam meningkatkan kreativitas siswa. Metode penelitian menggunakan penelitian kualitatif jenis penelitian studi kasus dengan teknik pengumpulan data melalui observasi, wawancara, dokumentasi. Analisis data mengacu pada Miles, Huberman and Saldaña antara lain kondensasi data, menyajikan data dan verifikasi penarikan kesimpulan, pengecekan keabsahan data menggunakan metode triangulasi. Hasil temuan penelitian (1) strategi pembelajaran tematik berbasis MI dalam mengembangkan kreativitas siswa, meliputi perencanaan berupa MIR, lesson plan, implementasi di antaranya pendahuluan (zona alfa, warmer, scene setting), kegiatan inti yaitu sumber belajar, teaching aids, prosedur aktivitas dan proyek, penutup. Evaluasi yaitu aspek sosial-spiritual, kognitif, psikomotorik. (2) kreativitas siswa menggambar, membuat karya dari balok, menyusun puzzle, membuat kincir angin, gambar batik, poster (3) implikasi antara lain penyediaan sarana prasarana dan pembelajaran individu. Abstract: The theory of multiple intelligences (MI) was first introduced by Howard Gardner covering nine intelligences. This research focuses on the visual-spatial intelligence among five graders at Primary School Plus Al-Kautsar Malang, aimed to describe three aspects: (1) the MI-based thematic learning strategies in developing student creativity (covering planning, implementation, and evaluation), (2) the forms of students’ visual-spatial creativity, and (3) the implications of such learning in increasing student creativity. The research method was qualitative case study using observation, interviews, documentation as the data collection techniques. The data analysis techniques covered reducing data, presenting data and drawing conclusions, checking the validity of the data using the triangulation method based on Miles and Huberman’s theory. The research findings demonstrated the MI-based thematic learning strategies in developing student creativity in the forms of MIR, lesson plans, introductory activities (alpha zone, warmer, scene setting), core activities using learning resources, teaching aids, activity procedures and project, and closing activities. The evaluation addressed the social-spiritual, cognitive, psychomotor aspects. The students' creativity was realized in the forms of drawing, making works of blocks, composing puzzles, making windmills, batik pictures, and posters. Then, the implications raised include the provision of infrastructure and individual learning.
Pengembangan Media Puzzle Huruf Abjad dalam Meningkatkan Kemampuan Membaca Siswa Siswa Sekolah Dasar Zumrotus Sa’diyah; Suttrisno Suttrisno; Firda Zakiyatur Rofi’ah; Muntiin Muntiin
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 7, No 1 (2023): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v7i1.1162

Abstract

Abstrak: Penelitian ini dilatarbelakangi temuan pada observasi yang telah dilakukan peneliti bahwa di kelas I Madrasah Ibtidaiyah Islamiyah Mojokampung Bojonegoro terdapat beberapa siswa belum mampu membaca dengan lancar, berdasarkan permasalahan tersebut peneliti tertarik mengembangan media Puzzle Huruf Abjad dalam meningkatkan kemampuan membaca. Penelitian ini bertujuan untuk mendeskripsikan pengembangan serta mengetahui kelayakan media puzzle huruf abjad dalam meningkatkan kemampuan membaca kelas I. Penelitian ini menggunakan model penelitian dan pengembangan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Berdasarkan uji validitas yang telah dilakukan oleh peneliti Uji validasi dari ahli materi memperoleh persentase 92%, validasi ahli media memperoleh persentase 84% yang berarti media yang dikembangkan sesuai dengan materi dan layak untuk digunakan. Selanjutnya uji coba media Puzzle Huruf Abjad di kelas I mendapatkan nilai rata-rata pre-test 54 dengan ketuntasan klasikal 20%, sedangkan post-test memperoleh rata-rata 75,5 dengan ketuntasan klasikal  80% hal ini menunjukkan bahwa pengembangan media puzzle huruf abjad layak dan bisa digunakan dalam pembelajaran membaca permulaan.Abstract: This research was motivated by the findings from observations done by the researchers that there were several students who were not able to read fluently at Madrasah Ibtidaiyah Islamiyah (Islamic Elementary School) Mojokampung Bojonegoro, Class One. Based on the problem, the researchers sought to develop Alphabets Puzzle media to improve students’ reading skills. This study aims to describe the development and determine the feasibility of alphabetic puzzle media in enhancing the first graders’ reading skills. This research employed the ADDIE research and development model (Analysis, Design, Development, Implementation, Evaluation). Based on the validity test that has been carried out, the material expert validation test results obtained a percentage of 92%, followed by the media expert validation test results as much as 84%. It means that the media developed is in accordance with the material and is suitable for use. Furthermore, the implementation results of the learning media at Class I showcased an average pretest score of 54 with 20% classical completeness, while the post-test obtained an average of 75.5 with 80% classical completeness. This indicates that the development of alphabets puzzle media is considered feasible and can be used in learning to read.

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