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Al Ibtida: Jurnal Pendidikan Guru MI
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 24425133     EISSN : 25277227     DOI : http://dx.doi.org/10.24235/al.ibtida.snj.v12i2
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Al Ibtida: Jurnal Pendidikan Guru MI is a high-quality peer-reviewed journal published by Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, UIN Siber Syekh Nurjati Cirebon, Indonesia in collaboration with Indonesian Islamic Elementary Education Lecturers Association (Perkumpulan Dosen PGMI Indonesia). Publishing twice a year, in June and October and already have a registration number p-ISSN: 2442-5133 and e-ISSN: 2527-7227. Al Ibtida: Jurnal Pendidikan Guru MI is the leading journal in Islamic educational institutions concerning Islamic elementary education. The journal promotes research and scholarly discussion concerning Islamic Elementary education in Academic disciplines and Institutions, focusing on the advancement of scholarship both formal and non-formal education. Topics might be about curriculum development, teaching and learning, learning methodologies, instructional technologies, teacher competences, and assessments.
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Articles 16 Documents
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Search results for , issue "vol. 9 no. 1 (2022): june 2022" : 16 Documents clear
The Analysis of Creativity and Misconceptions of Elementary School Student Teachers in Science Learning through the Mind Map in Virtual Classrooms Nur Inayah Syar
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 1 (2022): June 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i1.8010

Abstract

AbstractThis research aimed at assessing the student teachers’ creativity and detecting their misconceptions about the material of Organism Reproduction. This descriptive research involved a total of 28 students of MI/elementary school student teachers. The Mind Map was used as a tool to assess the students' creativity and misconceptions. The data were then analyzed descriptively with scoring techniques based on the Creative Mind Map Rubric. The creativity assessment was categorized into four aspects including fluency, flexibility, originality, and elaboration. Of these four aspects, the highest level of achievement was on the fluency aspect (60.72%). Meanwhile, the lowest level of achievement was on the originality aspect (3.57%). The category of students’ creativity was “Almost Not Creative” with the percentage of 39.29%. It means that on average each student only acquired one to two aspects of creativity. The students’ misconceptions were detected almost in each sub material of Organism Reproduction. However the highest number of misconceptions was found in the material of Animal Reproduction, 21 times on the generative reproduction of vertebrates and invertebraes animals. This study provided an evaluation of alternative instruments to measure the students’ creativity and misconceptions in science learning.Keywords: mind map, creativity, misconception, virtual classrooms. AbstrakPenelitian ini bertujuan untuk menilai kreativitas mahasiswa calon guru dan mendeteksi miskonsepsi mereka pada materi Perkembangbiakan Makhluk Hidup. Penelitian deskriptif ini melibatkan 28 orang mahasiswa calon guru MI/SD. Mind map digunakan sebagai alat untuk menilai kreativitas dan miskonsepsi mahasiswa. Data kemudian dianalisis secara deskriptif dengan teknik penskoran berdasarkan creative mind map rubric. Penilaian kreativitas dibagi menjadi empat aspek, yaitu fluency, flexibility, originality dan elaboration. Dari keempat aspek tersebut fluency memiliki tingkat ketercapaian yang paling tinggi (60,72%). Sementara itu, aspek terendah adalah originality (3,57%). Tingkat kreativitas mahasiswa berada pada kategori “almost not creative” dengan persentase 39,29%. Ini berarti bahwa rata-rata setiap mahasiswa hanya menguasai satu hingga dua aspek kreativitas. Miskonsepsi mahasiswa terdeteksi hampir di setiap sub materi Perkembangbiakan Makhluk Hidup. Namun demikian, jumlah miskonsepsi tertinggi ditemukan pada sub materi Perkembangbiakan Hewan, yaitu sebanyak 21 kali pada konsep perkembangbiakan generatif mengenai hewan vertebrata dan invertebrata. Penelitian ini memberikan alternatif instrumen evaluasi yang mampu mengukur kreativitas serta miskonspsi mahasiswa pada pembelajaran IPA.Kata kunci: mind map, kreativitas, miskonsepsi, kelas virtual.
Analysis of the Internship Program "Merdeka Belajar Kampus Merdeka" Perspectives of Primary School Teachers’ Teaching Readiness Muhamad Afandi; Sari Yustiana; Sri Wahyuningsih
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 1 (2022): June 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i1.8071

Abstract

AbstractThe purpose of this study is to analyze the “Merdeka Belajar Kampus Merdeka (MBKM)” program from the perspective of teachers’ teaching readiness. The study used a qualitative approach carried out at one elementary school in Wonosobo Regency, Central Java during the early days of learning activities from August to December 2021. Data were collected through observation, interviews, and questionnaires distributed to participants, which included teachers, students, and pre-service elementary school teachers of Universitas Islam Sultan Agung Semarang. Besides, the secondary data were obtained from books, journal articles, and other sources. The findings revealed that relating to teachers’ teaching readiness, there were 40% of educators mastered the concept of the MBKM program, while another 60% of them understood the term MBKM program from the existing information provided by media. In mastering Information and Communication Technology (ICT), 63% of educators stated that they had mastered ICT and were accustomed to using some social media for learning activities, while 37% of educators had not mastered ICT well but they only used ICT for certain purposes such as teaching the MBKM program although with a relatively low understanding.Keywords: merdeka belajar, internship program, teachers’ readiness, primary school. AbstrakTujuan dari penelitian ini adalah untuk menganalisis program merdeka belajar kampus merdeka (MBKM) dari perspektif kesiapan mengajar guru. Penelitian ini menggunakan pendekatan kualitatif yang dilaksanakan di salah satu sekolah dasar di Kabupaten Wonosobo, Jawa Tengah pada masa-masa awal kegiatan pembelajaran, yaitu Agustus-Desember 2021. Data diperoleh melalui observasi, wawancara, dan angket kepada partisipan yang meliputi guru, siswa, dan mahasiswa Universitas Islam Sultan Agung Semarang sebagai calon guru SD. Selain itu, data sekunder diperoleh dari buku, jurnal, dan sumber lainnya. Hasil temuan mengungkapkan bahwa terkait kesiapan guru dalam mengajar, terdapat 40% pendidik yang menguasai konsep program MBKM, sedangkan 60% lainnya hanya memahami istilah program MBKM dari media informasi yang ada. Dalam penguasaan Teknologi Informasi dan Komunikasi (TIK), 63% pendidik menyatakan telah menguasai TIK dan terbiasa menggunakan beberapa media sosial untuk kegiatan pembelajaran, sedangkan 37% pendidik belum menguasai TIK dengan baik, hanya menggunakan TIK untuk tujuan tertentu seperti mengajar dan berkomunikasi. Sehingga dapat disimpulkan bahwa para pendidik sudah siap mengajar dalam program MBKM meskipun dengan pemahaman yang relatif rendah.Kata kunci: merdeka belajar, program magang, kesiapan guru, sekolah dasar.
Developing Ancermat (Anthology of Mathematics Story) Digital Learning Media to Improve Students’ Problem-Solving Ability Nuhyal Ulia; Mohamad Hariyono; Imam Kusmaryono; Rida Fironika Kusumadewi
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 1 (2022): June 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i1.8072

Abstract

AbstractThe use of digital-based learning media is very necessary for teachers.  The existing limited media becomes the main reason why Ancermat (anthology of mathematical stories) learning media is developed and expected to be able to improve elementary school students’ problem solving skills. This study aims to describe the stages of the development of Ancermat learning media and find out whether it meets valid, practical criteria, and its effectiveness. The method used was the development research. The data analysis comprised of validity test analysis, practicality test analysis, and analysis of Ancermat media effectiveness using descriptive statistics and gain normalization test. The results showed that Ancermat learning media met the valid score of 4.53 with very high criteria and fulfilled the practicality test based on the students’ responses reaching an average score of 4.41 with very good criteria. Based on the gain test, it reached 0.580 with moderate criteria and met the minimum criteria of mastery learning with t count = 27.33> t table = 2.042, meaning that the average score of the problem-solving skill tests met the minimum criteria of mastery learning. So, it can be concluded that the Ancermat learning media meets the criteria of being valid, practical, and effective in improving the mathematical problem solving abilities of elementary school students.Keywords: ancermat, learning media digital, problem solving skills, elementary school students. AbstrakPenggunaan media pembelajaran berbasis digital sangat diperlukan bagi para guru. Keterbatasan media yang ada menjadi alasan utama dikembangkannya media pembelajaran Ancermat (antologi cerita matematika) dan diharapkan dapat meningkatkan kemampuan pemecahan masalah siswa sekolah dasar. Penelitian ini bertujuan untuk mendeskripsikan tahapan pengembangan media pembelajaran Ancermat dan mengetahui apakah memenuhi kriteria valid, praktis, dan efektif. Metode yang digunakan adalah penelitian pengembangan. Analisis data meliputi analisis uji validitas, analisis uji kepraktisan, dan analisis efektivitas media Ancermat menggunakan statistik deskriptif dan uji normalisasi Gain. Hasil penelitian menunjukkan bahwa media pembelajaran Ancermat memenuhi skor valid sebesar 4,53 dengan kriteria sangat tinggi dan memenuhi uji kepraktisan berdasarkan respon siswa mencapai skor rata-rata 4,41 dengan kriteria sangat baik. Berdasarkan hasil uji n-gain mencapai 0,580 dengan kriteria sedang dan memenuhi kriteria ketuntasan minimal dengan t hitung = 27,33 > t tabel = 2,042, artinya skor rata-rata tes keterampilan pemecahan masalah matematika siswa memenuhi kriteria ketuntasan minimal. Sehingga dapat disimpulkan bahwa media pembelajaran Ancermat memenuhi kriteria valid, praktis, dan efektif meningkatkan kemampuan pemecahan masalah matematika siswa sekolah dasar.Kata kunci: ancermat, media pembelajaran digital, keterampilan pemecahan masalah, siswa sekolah dasar.
Initial Ability in Online Learning Process of Elementary School Teachers; Case Studies in Riau Province Radeswandri Radeswandri; Rian Vebrianto; Mery Berlian; Musa Thahir; Cahyani Elvira
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 1 (2022): June 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i1.8901

Abstract

AbstractThis study describes the initial ability of teachers in carrying out online learning activities. This research was conducted through survey research involving 154 elementary school teachers in Pelalawan and Rengat Regencies, Riau Provinces as the research samples were taken by purposive sampling. Research data were obtained through a survey using google forms and distributed via WhatsApp. Data analysis was carried out descriptively and inferentially using SPSS version 26. Based on the data analysis, it was identified that 97 teachers (63%) choose a combination learning model between offline and online as the most frequently learning model used during the covid-19 pandemic. In carrying out the learning process, 93 teachers (60.4%) chose schools as teaching locations. Regarding the quality of the internet in schools, 110 teachers (71.4%) assessed that the quality of the internet in schools was good and could support learning activities. Furthermore, teachers also apply various ways of teaching online learning, for example, 50 teachers (32.5%) choose to provide interactive material through online media and 45 teachers (29.2%) ask students to learn to use textbooks and give assignments to students in the form of assignments on worksheets, projects, books, etc. The main obstacle for teachers during online learning is that they find it difficult to observe student progress and have difficulty communicating with parents. The efforts made by teachers to adapt online learning is by providing materials/tasks and establishing basic competencies according to student needs.Keywords: teacher ability, online learning, covid-19 pandemic. AbstrakPenelitian ini mendeskripsikan kemampuan awal guru dalam melaksanakan kegiatan pembelajaran online. Penelitian ini dilakukan melalui penelitian survei yang melibatkan 154 guru SD di Kabupaten Pelalawan dan Rengat, Provinsi Riau sebagai sampel penelitian yang diambil secara purposive sampling. Data penelitian diperoleh melalui survei menggunakan google form dan disebarluaskan melalui WhatsApp. Analisis data dilakukan secara deskriptif dan inferensial menggunakan SPSS versi 26. Berdasarkan analisis data diketahui bahwa 97 guru (63%) memilih model pembelajaran kombinasi antara offline dan online sebagai model pembelajaran yang paling sering digunakan selama masa pandemi covid-19. Dalam melaksanakan proses pembelajaran, 93 guru (60,4%) memilih sekolah sebagai lokasi mengajar. Terkait dengan kualitas internet yang ada di sekolah, 110 guru (71,4%) menilai bahwa kualitas internet yang ada di sekolah sudah baik dan dapat mendukung kegiatan pembelajaran. Selanjutnya, guru juga menerapkan berbagai cara dalam mengajar pembelajaran online, misalnya 50 guru (32,5%) memilih memberikan materi interaktif melalui media online dan 45 guru (29,2%) meminta siswa belajar menggunakan buku teks dan memberikan tugas kepada siswa berupa tugas pada LKS, proyek, buku, dan lain-lain. Kendala utama guru selama pembelajaran online adalah mereka menemukan kesulitan dalam mengamati perkembangan siswa dan kesulitan dalam berkomunikasi dengan orang tua. Adapun upaya yang dilakukan guru untuk menyesuaikan pembelajaran online adalah dengan menyediakan materi/tugas dan menetapkan kompetensi dasar sesuai kebutuhan siswa.Kata kunci: kemampuan guru, pembelajaran online, pandemic covid-19.
The Geometry E-module Based on Numerical Literacy for the Fifth Grade of Elementary School Dyah Triwahyuningtyas; Wahyu Meganingrum; Arnelia Dwi Yasa; Nyamik Rahayu Sesanti
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 1 (2022): June 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i1.9351

Abstract

AbstractAs a learning innovation, it is necessary to have e-module that brings an interesting learning atmosphere and increase student interests in learning mathematics. This research aims to develop a valid and practical geometry e-module based on numerical literacy for the fifth grade of elementary school. The method in development research uses the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Data were collected using validation questionnaires and student questionnaires. Data were then analyzed using descriptive qualitative and quantitative techniques. The results showed that the validator's assessment obtained the valid criteria, with a percentage of 99% (media experts), 83% (material experts), and 87% (linguists). In the practicality test, the teacher got 96% (excellent) and the students got 94% (excellent). Based on the assessment results, the geometry e-module based on numerical literacy for the fifth grade of elementary school has met the eligibility and practicality criteria. Therefore, teachers can use this e-module as a companion book in distance learning.Keywords: geometry, e-module, numerical literacy. AbstrakSebagai inovasi pembelajaran, perlu adanya e-modul yang membawa suasana pembelajaran yang menarik dan meningkatkan minat siswa dalam belajar matematika. Penelitian ini bertujuan untuk mengembangkan e-modul bangun ruang berbasis literasi numerasi untuk kelas 5 sekolah dasar yang valid dan praktis. Metode dalam penelitian pengembangan menggunakan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Data dikumpulkan dengan menggunakan kuesioner validasi dan angket siswa. Data kemudian dianalisis menggunakan teknik deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa penilaian validator memperoleh kriteria valid dengan persentase 99% (ahli media), 83% (ahli materi), dan 87% (ahli bahasa). Pada uji kepraktisan, guru memperoleh 96% (sangat baik) dan peserta didik memperoleh 94% (sangat baik). Berdasarkan hasil penilaian tersebut, maka e-modul bangun ruang berbasis literasi numerasi untuk kelas 5 sekolah dasar dapat digunakan karena telah memenuhi kriteria kelayakan dan kepraktisan. Guru dapat menggunakan e-modul ini sebagai buku pendamping dalam pembelajaran jarak jauh.Kata kunci: bangun ruang, e-modul, literasi numerasi.
Developing Supplementary Book for Constructing Tests with Minimum Competency Assessment for Elementary Schools Teachers Sigit Priatmoko; Wiku Aji Sugiri; Agus Mukti Wibowo
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 1 (2022): June 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i1.9451

Abstract

AbstractThe government through the Ministry of Education and Culture launched a new policy that was quite controversial, abolishing the National Examination and replacing it with a new assessment mechanism, namely the Minimum Competency Assessment (Asesmen Kompetensi Minimum, abbreviated as AKM). The implementation of AKM has elicited various responses from schools, teachers, and the community. One of the responses that emerged was confusion regarding the concepts, mechanisms, and forms of questions in the AKM. This study aims to answer these issues, by developing a supplementary book for preparing AKM-based questions. This study is developmental research by adapting the Borg and Gall model. There were four stages in this study, including planning, developing, try-out, and dissemination. Data collection technique used questionnaires, interviews, and observations. Quantitative data from the questionnaire were analysed using percentage analysis techniques. While the qualitative data used were descriptive analysis techniques.  Based on the results of the validation and try-out had been carried out, this supplementary book can be said to be valid and worthy of distribution. The validity test and try-out of prospective users showed that the product that had been developed provides benefits for teachers. The supplementary book for preparing AKM-based questions is a product that can provide information about technical steps for teachers in developing learning evaluation models. However, some improvements still need to be made following the suggestions obtained from the validators and potential users.Keywords: minimum competency assessment, supplementary book, teacher, elementary school. AbstrakPemerintah melalui Kementerian Pendidikan dan Kebudayaan meluncurkan kebijakan baru yang cukup kontroversial, yaitu meniadakan Ujian Nasional dan menggantinya dengan mekanisme penilaian baru, yaitu Asesmen Kompetensi Minimum (AKM). Implementasi AKM menuai berbagai tanggapan dari pihak sekolah, guru, dan masyarakat. Salah satu tanggapan yang muncul adalah kebingungan mengenai konsep, mekanisme, dan bentuk soal dalam AKM. Penelitian ini bertujuan untuk menjawab permasalahan tersebut, dengan mengembangkan buku pelengkap penyusunan soal berbasis AKM. Penelitian ini merupakan penelitian pengembangan dengan mengadaptasi model Borg and Gall. Ada empat tahapan dalam penelitian ini, yaitu perencanaan, pengembangan, uji coba, dan diseminasi. Pengumpulan data menggunakan angket, wawancara, dan observasi. Data kuantitatif dari kuesioner dianalisis dengan menggunakan teknik analisis persentase. Sedangkan data kualitatif dianalisis dengan menggunakan teknik analisis deskriptif. Berdasarkan hasil validasi dan uji coba yang telah dilakukan, maka buku pelengkap ini dapat dikatakan valid dan layak edar. Uji validitas dan uji coba calon pengguna menunjukkan bahwa produk yang dikembangkan memberikan manfaat bagi guru. Buku pelengkap penyusunan soal berbasis AKM merupakan produk yang dapat memberikan informasi tentang langkah-langkah teknis bagi guru dalam mengembangkan model evaluasi pembelajaran. Namun demikian, beberapa perbaikan masih perlu dilakukan mengikuti saran yang diperoleh dari validator dan calon pengguna.Kata kunci: asesmen kompetensi minimum, buku suplemen, guru, sekolah dasar.
Implementing an Environment-based Curriculum at Madrasah Ibtidaiyah During the Covid-19 Pandemic Nur Atikoh; Tati Nur Hayati; Ummi Nur Rokhmah
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 1 (2022): June 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i1.9463

Abstract

AbstractThe environment-based curriculum has not been simultaneously conceptualized and has not been optimally integrated into learning activities in Madrasah Ibtidaiyah (Islamic elementary school). Furthermore, the Madrasah environment as a learning resource has not been fully utilized. Therefore, the purpose of this research was to find out how an environment-based curriculum was applied during the Covid-19 pandemic and to describe the strengthening of character values in Madrasah Ibtidaiyah. This research was conducted at Madrasah Ibtidaiyah Darul Ulum, Cirebon City, West Java. Observation, interviews, and documentation were employed to collect data. The collected data were then analyzed by data reduction, data presentation, and data verification. The data analysis was interactive and triangulation was used to ensure data validity. The results showed that the implementation of the environment-based curriculum at Madrasah Ibtidaiyah Darul Ulum during the Covid-19 pandemic was integrated into subjects through activities such as house-waste recycling, land management and tree planting at home, energy-saving habits, and plastic-use reduction at home. The results suggest that teachers instill environmental awareness from an early age and use the environment as a learning tool.Keywords: curriculum implementation, environment, Covid-19 pandemic. AbstrakKonseptualisasi kurikulum berbasis lingkungan hidup belum diketahui secara simultan dan belum terealisasikan secara optimal dalam kegiatan pembelajaran di Madrasah Ibtidaiyah. Lingkungan Madrasah sebagai sumber belajar juga belum dimanfaatkan secara maksimal. Oleh karena itu, tujuan dari penelitian ini adalah untuk mengetahui bagaimana kurikulum berbasis lingkungan hidup diterapkan selama masa pandemi Covid-19 dan mendeskripsikan penguatan nilai-nilai karakter di Madrasah Ibtidaiyah. Penelitian ini dilaksanakan di Madrasah Ibtidaiyah Darul Ulum Kota Cirebon, Jawa Barat. Observasi, wawancara, dan dokumentasi digunakan untuk mengumpulkan data. Data yang terkumpul kemudian dianalisis dengan reduksi data, penyajian data, dan verifikasi data. Analisis keabsahan data menggunakan triangulasi data. Hasil penelitian menunjukkan bahwa implementasi kurikulum berbasis lingkungan hidup di Madrasah Ibtidaiyah Darul Ulum selama masa pandemi Covid-19 diintegrasikan ke dalam mata pelajaran, kegiatan pemanfaatan sampah di rumah, pengelolaan lahan dan penanaman pohon di rumah, kebiasaan hemat energi dan mengurangi penggunaan plastik di rumah. Hasil penelitian menyarankan agar guru dapat menanamkan kepedulian lingkungan sejak dini dan memanfaatkan lingkungan sebagai sarana belajar.Kata kunci: implementasi kurikulum, lingkungan hidup, pandemi Covid-19.
Teacher Intervention for Coping with Students’ Learning Difficulties of Madrasah Ibtidaiyah in the Covid-19 Social Restrictions Enung Nugraha; Encep Syarifudin
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 1 (2022): June 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i1.9769

Abstract

AbstractDue to the Covid-19 pandemic, the government implemented a large-scale social restriction policy that impacted online learning. There are obstacles where not all students have supporting learning facilities and have learning difficulties requiring teacher intervention in the learning process. The study aimed to determine teacher intervention in the learning process for students with learning difficulties. The research method used descriptive qualitative at Madrasah Ibtidaiyah (Islamic Elementary School) Ats-Tsauroh Serang City, Banten Province. Data collection was limited to interviews with eight informants, including teachers, madrasa heads, and deputy madrasa heads, during the social restrictions period in February-April 2021. The results showed that teacher intervention in overcoming student learning difficulties was carried out directly, namely by understanding student conditions, understanding the typology of student learning difficulties, communicating with students' parents, observing students' family environmental conditions, conducting study visits to students' homes, and assessing student motivation. Teacher creativity is essential in making decisions for the benefit of student learning so that teachers provide the best service under challenging conditions. The implication of this research is that teacher intervention is effective in overcoming students' learning difficulties in the Covid-19 social restrictions.Keywords: teacher intervention, learning difficulty, home visits. AbstrakAkibat pandemi Covid-19, pemerintah menerapkan kebijakan pembatasan sosial berskala besar yang berdampak pada pembelajaran daring. Terdapat kendala di mana tidak semua siswa memiliki fasilitas belajar yang mendukung dan mengalami kesulitan belajar yang memerlukan campur tangan guru dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui intervensi guru dalam proses pembelajaran bagi siswa yang mengalami kesulitan belajar. Metode penelitian yang digunakan adalah deskriptif kualitatif di Madrasah Ibtidaiyah Ats-Tsauroh Kota Serang, Provinsi Banten. Pengumpulan data terbatas pada wawancara dengan delapan informan, termasuk guru, kepala madrasah, dan wakil kepala madrasah selama masa pembatasan sosial pada Februari-April 2021. Hasil penelitian menunjukkan bahwa intervensi guru dalam mengatasi kesulitan belajar siswa dilakukan secara langsung, yakni dengan memahami kondisi siswa, memahami tipologi kesulitan belajar siswa, berkomunikasi dengan orang tua siswa, mengamati kondisi lingkungan keluarga siswa, melakukan kunjungan belajar ke rumah siswa, dan menilai motivasi siswa. Kreativitas guru sangat penting dalam mengambil keputusan untuk kepentingan belajar siswa sehingga guru memberikan pelayanan terbaik dalam kondisi yang penuh tantangan. Implikasi dari penelitian ini adalah intervensi yang dilakukan guru efektif dalam mengatasi kesulitan belajar siswa di masa pembatasan sosial Covid-19.Kata kunci: intervensi guru, kesulitan belajar, kunjungan rumah.
Technical Assistance Program as A Media to Overcome the Problem of Children’s Dyslexia in Madrasah Ibtidaiyah Hasan Baharun; Nurhidayah Trisilia; Siti Maryam Munjiat; Bannaga Taha Al-Zubair Hussen
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 1 (2022): June 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i1.9804

Abstract

AbstractReading is an important activity in everyday life and must be mastered by children from an early age. However, many children still cannot read, especially in one of the madrasah ibtidaiyah in Probolinggo Regency, East Java which is the location of this research. This study aims to analyze the teacher's strategy in overcoming the reading problem of dyslexic children with technical guidance. This study used a phenomenological approach, where researchers try to understand the phenomena in the field through interviews, observations, and documentation. Data analysis was carried out in stages, including data collection, data reduction, data presentation, and conclusions. The results showed that the teacher's strategy in overcoming the reading problem of dyslexic children through Technical Guidance was carried out through preparation of technical assistance, implementation of technical assistance, and evaluation of technical assistance. This research has implications for the importance of the teacher's understanding of student learning characteristics from an early age so that teachers can find out the students’ various problems so that learning objectives can be achieved optimally.Keywords: technical assistance, children’s dyslexia, madrasah ibtidaiyah. AbstrakMembaca merupakan kegiatan penting dalam kehidupan sehari-hari dan harus dikuasai oleh anak-anak sejak dini, namun masih banyak anak-anak yang belum bisa membaca, terutama di salah satu madrasah ibtidaiyah di Kabupaten Probolinggo, Jawa Timur yang menjadi lokasi penelitian ini. Penelitian ini bertujuan untuk menganalisis tentang strategi guru dalam mengatasi masalah membaca anak disleksia dengan bimbingan teknis. Penelitian ini menggunakan pendekatan fenomenologis, di mana peneliti mencoba memahami fenomena yang terjadi di lapangan melalui wawancara, observasi, dan dokumentasi. Analisis data dilakukan secara bertahap, mulai dari pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi guru dalam mengatasi masalah membaca anak disleksia melalui Bimbingan Teknis yang dilakukan dengan penyusunan bantuan teknis, pelaksanaan bantuan teknis, dan evaluasi bantuan teknis. Penelitian ini berimplikasi pada pentingnya pemahaman guru terhadap karakteristik belajar siswa sejak dini, sehingga guru dapat mengetahui berbagai permasalahan yang akan dihadapi oleh siswa, sehingga tujuan pembelajaran dapat tercapai secara optimal.Kata Kunci: bimbingan teknis, anak-anak disleksia, madrasah ibtidaiyah.
The Development of Articulate Storyline-based Learning Media to Improve 5th Grade Students’ Mathematical Representation Ability Fery Muhamad Firdaus; Ika Nur Azizah; Sonia Pritin; Oktiana Damayanti; Fatika Chandra Annisa
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 1 (2022): June 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i1.9827

Abstract

AbstractThis study aims to produce Articulate Storyline-based learning media on cubes and blocks nets material for fifth-grade elementary school students. This is Research and Development study. This study uses the ADDIE development procedure (Analysis, Design, Development, Implementation, Evaluation). The sample of this study was 26 fifth-grade students in an elementary school in Gunung Kidul, Yogyakarta. Expert judgment or validation is carried out by 2 media experts and 2 material experts to assess and revise the product. The method of data collection is a representation test, observation and questionnaires. The data analysis technique used content analysis and narrative analysis techniques. The result is a product of Articulate Storyline-based learning media on cubes and blocks nets material for fifth-grade elementary school students. The overall result of the trial shows good results, namely obtaining a decent category with details: (1) the material expert test got 3.8 or 76% good results, (2) the media expert test got 4.8 or 80% good results, (3) the results of the calculation of the n-gain score of 0.3877 which indicates an increase in students' mathematical representation abilities using articulate storyline-based learning media with moderate categories. So, it can be concluded that the Articulate Storyline-based learning media is good to be used as learning media on cubes and blocks in improving the mathematical representation abilities of fifth-grade elementary school students.Keywords: learning media, articulate storyline, mathematical representation, elementary school students. AbstrakPenelitian ini bertujuan untuk menghasilkan media pembelajaran berbasis articulate storyline materi jaring-jaring kubus dan balok pada siswa kelas V sekolah dasar. Penelitian ini merupakan penelitian pengembangan. Tahapan penelitian ini menggunakan prosedur pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation). Sampel penelitian ini adalah 26 siswa kelas V di salah satu sekolah dasar di Gunung Kidul, Yogyakarta. Uji ahli atau validasi dilakukan oleh 2 orang ahli media dan 2 orang ahli materi untuk menilai produk awal serta merevisi produk awal sesuai saran ahli. Metode pengumpulan data penelitian ini dengan tes representasi, observasi, dan angket. Teknik analsis data menggunakan teknik analisis konten dan analisis naratif. Hasil penelitian ini berupa produk media pembelajaran berbasis articulate storyline pada materi jaring-jaring kubus dan balok kelas V sekolah dasar. Keseluruhan hasil uji coba menunjukkan hasil yang baik yaitu memperoleh kategori layak dengan rincian: (1) uji ahli materi mendapatkan hasil 3,8 atau 76 % layak, (2) uji ahli media mendapatkan hasil 4,8 atau 80 % layak, (3) hasil perhitungan skor n-gain sebesar 0,3877 yang menunjukkan terjadi peningkatan kemampuan representasi matematis siswa dengan menggunakan media pembelajaran berbasis articulate storyline dengan kategori sedang. Sehingga dapat disimpulkan bahwa media pembelajaran berbasis articulate storyline layak digunakan sebagai media pembelajaran materi jaring-jaring kubus dan balok dalam meningkatkan kemampuan representasi matematis siswa kelas V sekolah dasar..Kata kunci: media pembelajaran, articulate storyline, representasi matematis, siswa sekolah dasar.

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