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JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Published by Sekolah Tinggi Ilmu Tarbiyah Al-hilal
ISSN : 23384174     EISSN : 28293584     DOI : https://doi.org/10.58645/eksperimental.v11i1.120
Core Subject : Education,
Education
Jurnal Eksperimental merupakan media ilmiah pendidikan bagi guru madrasah ibtidaiyah yang diterbitkan pada Program Studi Pendidikan Guru Madrasah Ibtidaiyah STI Tarbiyah Al-Hilal Sigli. Jurnal ini terbit dua kali setahun yaitu pada bulan Juli dan Desember. Selanjutnya, jurnal ini diterbitkan dalam dua versi, yaitu cetak dan online. Fokus jurnal ini memuat artikel-artikel penelitian tentang Pendidikan Guru Madrasah Ibtidaiyah/Pendidikan Guru SD/MI/SD, seperti analisis kompetensi, strategi pembelajaran, teori pembelajaran, pengembangan pembelajaran, profesionalisme pendidik, dan hasil penelitian. Reviewer akan meninjau setiap makalah yang dikirimkan ke redaksi jurnal eksperimental.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 124 Documents
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MEDIA AUDIO VISUAL UNTUK MENINGKATKAN HASIL BELAJAR SISWA DI MTsN 4 PIDIE Nasri Diana; Bukhari; Nazatur Rahmi
JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Vol. 12 No. 1 (2023): Juni
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli Aceh- Indonesia

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Abstract

The purpose of this study was to determine whether the use of audio-visual media could improve student learning outcomes at MTsN 4 Pidie. The study employed a descriptive qualitative approach, specifically a case study method. The research instrument used was a closed-ended questionnaire consisting of 15 multiple-choice questions. The study population comprised 276 Grade VIII students (121 boys and 155 girls) and two Islamic Cultural History (SKI) teachers at MTsN 4 Pidie. The sample consisted of the two SKI teachers and 55 Grade VIII students (representing 20% ​​of the total student body in that grade): 28 students from class VIII-1 (11 male, 17 female) and 27 students from class VIII-2 (10 male, 17 female). The results showed that 39 students (70.9%) provided responses indicating a satisfactory outcome. Thus, it can be concluded that the application of audio-visual media influences student learning outcomes at MTsN 4 Pidie.
PENGARUH MODEL NUMBERED HEAD TOGETHER TERHADAP HASIL BELAJAR SISWA KELAS IV SD NEGERI 1 SANGGEUE Junaidah; Rifkina Zuhra
JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Vol. 12 No. 1 (2023): Juni
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli Aceh- Indonesia

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Abstract

This study aims to determine the effect of the Number Head Together model on the learning outcomes of fourth grade students at SD Negeri 1 Sanggeue. This type of research is experimental research with a pre-Experimental One Group Pretest-Posttest research design, namely giving tests before and after being given treatment. The sample of this research was 20 students of 4th grade SD Negeri 1 Sanggeue. Data collection techniques used were tests and interviews. The results of the research at SD Negeri 1 Sanggeu obtained the calculation of the t test where the significant value was 0.000 <0.05 with the tcount = 6.097 greater than ttable = 2.093, so that it can be said that Ha is accepted and Ho is rejected. Thus, it can be concluded that there is an effect of applying the Numbered Head Together model to improve student learning outcomes in class IV SD Negeri 1 Sanggeue.
KOMPARASI HASIL BELAJAR SISWA KELAS IV ANTARA MODEL ROLE PLAYING DAN PICTURE AND PICTURE DI MIN 7 PIDIE Gusti Handayani; Zurrahmah
JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Vol. 12 No. 1 (2023): Juni
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli Aceh- Indonesia

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Abstract

This study aims to determine the differences in learning outcomes of students who learn by using the role-playing learning model and students who learn by using the picture and picture learning model on the material types of work at MIN 7 Pidie. The research was conducted at MIN 7 Pidie. This research is a Quasi-Experimental Research with Pre-Test – Post-Test Control Group Design. The samples in this study were two classes totaling 40 students, consisting of 1st experimental class with 20 students and 2nd experimental class with 20 students. The 1st experimental class was treated using the picture and picture learning model, while the 2nd experimental class was treated using the role-playing learning model. The instruments used are test questions and questionnaires. The results showed that there were differences in the learning outcomes of students who followed the role-playing learning model with students who followed the picture and picture learning model. This is indicated by the difference (t count (7.120) > t table (2.042) and the average value of the experimental 2nd class (81) > the average value of the experimental 1st class (61.25).
IMPLEMETASI KURIKULUM MERDEKA DI SEKOLAH DASAR (STUDI MULTIPERSPEKTIF) Nisaul Khaira
JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Vol. 12 No. 1 (2023): Juni
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli Aceh- Indonesia

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Abstract

This study aims to analyze the implementation of the merdeka curriculum in elementary schools from various perspectives, specifically regarding understanding, execution, challenges, and the efforts undertaken during the implementation process. The study employs a qualitative approach using a multi-perspective case study method. data were collected through interviews, observations, and documentation involving teachers, school principals, and other stakeholders involved in the curriculum's implementation. The data were analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that the implementation of merdeka curriculum provides teachers with greater flexibility to develop instruction tailored to the needs and characteristics of their students. however, implementation still faces several challenges, including uneven levels of teacher understanding, limited learning resources and supporting facilities, difficulties in preparing instructional materials, and challenges in applying assessments that align with the curriculum's principles. from various perspectives, successful implementation is heavily influenced by teacher competence, principal leadership, school support, the availability of facilities and infrastructure, and continuous professional development. consequently, strengthening teacher competence, providing ongoing guidance, and ensuring institutional support are essential for the optimal implementation of merdeka curriculum in elementary schools.

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