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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 281 Documents
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The Influence of Discovery Learning on the Mathematical Problem-Solving Ability of Elementary School Students Yeni Dwi Kurino; Tatang Herman; Turmudi Turmudi; Mohamed Nor Azhari Azman Azhari
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.18340

Abstract

AbstractThis research aims to determine the influence of discovery learning on the mathematical problem-solving ability of elementary school students. The research used a quasi-experimental method with two classes, namely the experimental class and the control class. The population used in this research was 64 fifth-grade elementary school students. The sampling technique was random, while data collection was carried out using pretest and posttest instruments. The research results show that the influence of discovery learning in mathematics learning has a significant impact on improving students' problem-solving abilities. The discovery learning model with competitive and collaborative group learning concepts creates an interesting and motivating learning environment for students. By implementing discovery learning, students become more involved and enthusiastic in learning mathematics. They participate actively in group games that involve discussion, teamwork, and joint problem-solving.Keywords: discovery learning, problem solving abilities, elementary school students. AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh discovery learning terhadap kemampuan pemecahan masalah matematika siswa sekolah dasar. Penelitian ini menggunakan metode quasi eksperimen dengan dua kelas, yaitu kelas eksperimen dan kelas kontrol. Populasi yang digunakan pada penelitian ini adalah siswa kelas V sekolah dasar yang berjumlah 60 orang. Teknik pengambilan sampel secara acak, sedangkan pengumpulan data dilakukan dengan menggunakan instrumen pretest dan posttest. Hasil penelitian menunjukkan bahwa pengaruh discovery learning dalam pembelajaran matematika memberikan dampak yang signifikan terhadap peningkatan kemampuan pemecahan masalah siswa. Model discovery learning dengan konsep pembelajaran kelompok kompetitif dan kolaboratif menciptakan lingkungan belajar yang menarik dan memotivasi siswa. Dengan menerapkan discovery learning, siswa menjadi lebih terlibat dan antusias dalam pembelajaran matematika. Mereka berpartisipasi aktif dalam permainan kelompok yang melibatkan diskusi, kerja sama tim, dan pemecahan masalah bersama.Kata kunci: pembelajaran discovery, kemampuan pemecahan masalah, siswa sekolah dasar.
Enhancing Students Lower Mathematics Cognitive Ability Using Multi-Representation Discursive Model Assisted by Realistic Mathematics Education Approach in Elementary School Tri Yuliani; Shely Cathrin
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 2 (2024): October 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i2.18367

Abstract

AbstractThis research addresses the problem of low cognitive mathematics ability of grade 5 students, especially on the topic of geometry. The solution is done by implementing the Multi Representation Discourse model (MRD) assisted by the Realistic Mathematics Education approach (RME). This study used a quasi-experimental design using a pretest-posttest control group framework. The study population consisted of 107 students in the Klaten coordination area, with a random sample of 44 participants. A 7-item essay-based test was used as the research instrument to measure cognitive ability.  Hypothesis testing showed a significance value of 0.047 and a gain score of 62.01%, indicating the effectiveness of MRD with the RME approach in improving mathematics cognitive ability. In addition, the mean difference of 32.28 between the pretest and posttest scores indicated a substantial improvement in students' cognitive abilities after the MRD model with the RME approach was applied.Keywords: mathematic’s cognitive ability, multi-representant discursive model, rme approach.                                                              AbstrakPenelitian ini membahas masalah rendahnya kemampuan kognitif matematika pada siswa kelas 5 sekolah dasar, khususnya pada topik bangun ruang. Solusi yang dilakukan dengan mengimplementasikan model Multi Representasi Diskursi (MRD) berbantuan pendekatan matematika secara realistik (RME). Penelitian ini menggunakan desain kuasi-eksperimental dengan menggunakan kerangka kerja kelompok kontrol pretest-posttest. Populasi penelitian terdiri atas 107 siswa di wilayah Kabupaten Klaten, Jawa Tengah dengan sampel acak sebanyak 44 peserta. Tes berbasis esai sebanyak 7 soal digunakan sebagai instrumen penelitian untuk mengukur kemampuan kognitif.  Pengujian hipotesis menunjukkan nilai signifikansi sebesar 0,047 dan gain score sebesar 62,01%, yang mengindikasikan keefektifan MRD dengan pendekatan RME dalam meningkatkan kemampuan kognitif matematika. Selain itu, perbedaan rata-rata sebesar 32,28 antara nilai pretest dan posttest menunjukkan peningkatan yang substansial dalam kemampuan kognitif siswa setelah diberlakukan model MRD dengan pendekatan RME.Kata kunci: kemampuan kognitif matematika, model diskursif multi-representatif, RME.
Collaborative Efforts in Transitioning from Pre-School to Elementary School for Positive Educational Foundation Rahma Yulista Amanda; Reni Pawestuti Ambari Sumanto
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 2 (2024): October 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i2.18451

Abstract

AbstractThe teaching of calistung (reading, writing, and counting) using the drill method in early childhood schools and its use in the admission process for elementary schools present serious problems, affecting children's development and creating unhealthy competition. This study aims to describe the implementation of a fun early childhood schools to elementary schools transition movement as a solution, focusing on the roles of parents, schools, and the government, and addressing the misconception that children's success is only measured by calistung mastery. The research used qualitative methods, collecting data through interviews, observations, and documentation. Data analysis followed the Miles and Huberman model, including data reduction, presentation, and conclusion drawing. The findings reveal that the transition movement has been implemented at Semesta Bilingual School, Semarang City, Central Java despite some challenges, such as the continued use of written tests for evaluating students. Changes to the calistung test in new student admissions, a two-week period of introduction to the school environment program, and fun learning that builds six foundational skills have positively impacted students' gradual adaptation to the learning environment. Furthermore, collaboration between the government, schools, and parents through socialization, parent meetings, and active support in preparing students has been effective in enhancing student development during the transition period from early childhood schools to elementary schools, ensuring a smoother adjustment process.Keywords: transition from pre-school to elementary school, independent curriculum, positive educational foundation.                                                                 AbstrakPengajaran calistung dengan metode drill di PAUD serta tes calistung dalam penerimaan siswa baru di SD merupakan masalah serius yang berdampak pada perkembangan anak dan persaingan tidak sehat. Penelitian ini bertujuan untuk menggambarkan penerapan gerakan transisi PAUD ke SD yang menyenangkan sebagai solusinya, dengan menekankan pada peran orang tua, sekolah dan pemerintah serta menghilangkan miskonsepsi bahwa keberhasilan anak hanya diukur melalui penguasaan calistung. Penelitian menggunakan metode kualitatif dengan teknik wawancara, observasi dan dokumentasi. Analisis data menggunakan model Miles dan Huberman, meliputi reduksi data, penyajian data dan penarikan kesimpulan. Temuan menunjukkan bahwa gerakan transisi telah diimplementasikan di Sekolah Semesta Bilingual, Kota Semarang, Jawa Tengah meski masih terdapat hambatan seperti dilakukannya tes tertulis sebagai evaluasi hasil belajar siswa. Perubahan tes calistung pada penerimaan siswa baru, penerapan MPLS selama dua minggu serta penerapan pembelajaran menyenangkan yang membangun enam kemampuan fondasi, memberikan dampak positif dalam penyesuaian lingkungan dan proses belajar secara bertahap selama masa transisi. Selain itu, kolaborasi antara pemerintah, lembaga pendidikan, dan orang tua melalui sosialisasi, parent meetings, dan mendukung dengan mempersiapkan siswa juga berjalan semestinya dan dapat meningkatkan perkembangan siswa selama masa transisi.Kata kunci: transisi paud ke sd, kurikulum merdeka, pondasi pendidikan positif.
Empowering Student’s Creativity Through Pixton Integrated Project Based Learning in Elementary School Aynin Mashfufah; Candra Utama; Esti Untari; Novia Siska Puspita Sari; Moh. Alif Hidayatulloh
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 2 (2024): October 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i2.18530

Abstract

AbstractThe characteristics of students, especially elementary school student, are familiar with the use of gadgets and even digital applications. In addition, the integration of technology in learning is currently not uncommon as a result of the covid-19 pandemic. This research aims to empower students' creativity through project-based learning by integrating the Pixton application. The method used is pre-experimental with a single-subject design. The research sample involved 28 elementary school grade V students and was grouped into 7 groups. The data collection method uses a creativity assessment rubric with four creativity indicators. The data is analyzed in a quantitative descriptive manner and presented in the form of graphs to see trends across all indicators of creativity. The results of the study show that students' creativity collaboratively develops very well in the aspect of generating digital comic story ideas according to the topic of bullying. The implication of this study is that digital application-assisted learning provides an opportunity to provide engaging learning for students and real experiences.Keywords: project-based learning, creativity, pixton, digital comic.AbstrakKarakteristik peserta didik khususnya siswa sekolah dasar, sudah tidak asing lagi dengan penggunaan gawai bahkan aplikasi digital. Selain itu, integrasi teknologi dalam pembelajaran saat ini bukanlah hal asing akibat dari pandemi covid-19. Penelitian ini bertujuan untuk memberdayakan kreativitas peserta didik melalui pembelajaran berbasis proyek dengan mengintegrasikan aplikasi Pixton. Metode yang digunakan adalah pra-eksperimen dengan desain subjek tunggal. Sampel penelitian melibatkan 28 siswa kelas V sekolah dasar dan dikelompokkan menjadi 7 kelompok. Metode pengumpulan data menggunakan rubrik penilaian kreativitas dengan empat indikator kreativitas. Data dianalisis secara deskriptif kuantitatif dan disajikan ke dalam bentuk grafik untuk melihat kecenderungan pada seluruh indikator kreativitas. Hasil penelitian menunjukkan bahwa kreativitas siswa secara kolaboratif berkembang sangat baik pada aspek menghasilkan ide cerita komik digital sesuai dengan topik perundungan. Implikasi dari penelitian ini adalah pembelajaran berbantuan aplikasi digital memberikan kesempatan untuk memberikan pembelajaran yang menarik bagi siswa dan pengalaman nyata.Kata kunci: pembelajaran berbasis proyek, kreativitas, pixton, komik digital.
Development of Smart Apps Creator (SAC)-Based Android Application Learning Media to Improve Students' Understanding of Islamic Education Materials in Elementary Schools Ani Nur Aeni; Nurdinah Hanifah; Rahimah Rahimah; Ahmad Arifuddin
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 2 (2024): October 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i2.18531

Abstract

AbstractThis research is motivated by the importance of creating digital learning media, considering that the learning that is currently carried out is in the digital era. SAC is software to create applications without having to go through programming code. This research aims to create a SAC-based Android application learning media product to improve students' understanding of Islamic education materials in elementary schools. The research method used is R&D, with 4D design (define, design, development, and disseminate). The findings are: The learning media for the andorid application with SCA is called the SAHIH application, an abbreviation for “Sahabat Fikih” (Friends of Fiqh). The SAHIH application is a SAC-based android learning media made for materials to welcome puberty in grade IV of elementary school. The SAHIH application is made based on the analysis of needs and analysis of independent curriculum documents. This app has been validated by media experts and material experts with very decent grades. The SAHIH application has gone through a limited, extensive trial stage and has received a very good and very feasible assessment, it has also been tested for its effectiveness. Thus, it can be concluded that the SAHIH application can be applied to Islamic education.Keywords: smart apps creator, android application, learning media, islamic education, elementary school.AbstrakPenelitian ini dilatarbelakangi oleh pentingnya membuat media pembelajaran digital, mengingat pembelajaran yang dilakukan saat ini berada di era digital. SAC adalah perangkat lunak untuk membuat aplikasi tanpa harus melalui kode pemrograman. Penelitian ini bertujuan untuk menghasilkan produk media pembelajaran aplikasi android berbasis SAC untuk meningkatkan pemahaman siswa tentang materi PAI di sekolah dasar. Metode penelitian yang digunakan adalah R&D, dengan desain 4D (define, design, develop, dan diseminasikan). Temuannya adalah: Media pembelajaran untuk aplikasi andorid berbasis SCA ini diberi nama aplikasi SAHIH, singkatan dari "Sahabat Fikih". Aplikasi SAHIH merupakan media pembelajaran android berbasis SAC yang dibuat untuk materi menyambut pubertas di kelas IV SD. Aplikasi SAHIH dibuat berdasarkan analisis kebutuhan dan analisis dokumen kurikulum merdeka. Aplikasi ini telah divalidasi oleh pakar media dan ahli materi dengan nilai yang sangat layak. Aplikasi SAHIH telah melalui tahap uji coba terbatas dan luas, dan telah mendapatkan penilaian yang sangat baik dan sangat layak, aplikasi ini juga telah diuji efektivitasnya. Dengan demikian, dapat disimpulkan bahwa aplikasi SAHIH dapat diterapkan pada pembelajaran PAI.Kata kunci: smart apps creator, aplikasi andorid, media pembelajaran, PAI, sekolah dasar.
Pancasila-Based Children's Story App: Reading Material for Grade IV Elementary School Students Decenni Amelia; Isah Cahyani; Kama Abdul Hakam; Cepi Riyana
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.18620

Abstract

AbstractThis research aims to develop reading materials story child loaded profile student Pancasila based on mobile application which is a literacy media to help improve interest read students and complement the availability of resources reading which contains the values of the Pancasila lesson profile in story child on the dimension of independence, reasoning critical and creativity as supporters of the independent curriculum. The purpose of this study is to determine the development process and feasibility of products developed using the method study Design & Development. This research was conducted at State Elementary School (SDN) Bahagia 06 Bekasi City, West Java. The subjects of this research were expert material validators, media experts, practitioners and 26 fourth grade students. The research data collection techniques used interviews, observations, and documentation. The instruments used were validator questionnaires and student response questionnaires. as well as teacher response . The developed product was evaluated very well with a percentage of material experts of 96 % in the very feasible category , media experts 94% in the very feasible category, practitioner experts 95% in the very feasible category and student responses were very good. So, from the data obtained, materialreading story child loaded profile student Pancasila based on mobile applications on the dimensions of independence, reasoning critical thinking and creativity are very worthy of being used to help improve interest read students and complement the availability of resources readingwhich contains the values of the Pancasila lesson profile as Supporter curriculum independent.Keywords: materials reading, children's stories, mobile applications.AbstrakPenelitian ini bertujuan untuk mengembangkan bahan bacaan cerita anak bermuatan profil pelajar Pancasila berbasis aplikasi mobile sebagai media literasi untuk membantu meningkatkan minat baca siswa dan melengkapi ketersediaan sumber bacaan yang mengandung nilai-nilai profil pelajar Pancasila dalam cerita anak pada dimensi kemandirian, penalaran kritis, dan kreativitas sebagai pendukung kurikulum merdeka. Tujuan dari penelitian ini adalah untuk mengetahui proses pengembangan dan kelayakan produk yang dikembangkan menggunakan metode penelitian Design & Development. Penelitian ini dilaksanakan di SDN Bahagia 06 Kota Bekasi, Jawa Barat. Subjek penelitian ini adalah validator ahli materi, ahli media, praktisi, dan 26 siswa kelas empat. Teknik pengumpulan data dalam penelitian ini menggunakan wawancara, observasi, dan dokumentasi. Instrumen yang digunakan adalah kuesioner validator serta kuesioner tanggapan siswa dan guru. Produk yang dikembangkan dievaluasi dengan sangat baik dengan persentase ahli materi sebesar 96% dalam kategori sangat layak, ahli media 94% dalam kategori sangat layak, ahli praktisi 95% dalam kategori sangat layak, dan tanggapan siswa sangat baik. Jadi, dari data yang diperoleh, bahan bacaan cerita anak bermuatan profil pelajar Pancasila berbasis aplikasi mobile pada dimensi kemandirian, penalaran kritis, dan kreativitas sangat layak digunakan untuk membantu meningkatkan minat baca siswa dan melengkapi ketersediaan sumber bacaan yang mengandung nilai-nilai profil pelajar Pancasila sebagai pendukung kurikulum merdeka.Kata kunci: bahan bacaan, cerita anak, aplikasi mobile.
Analysis of Student Errors in Solving Numeracy Literacy Problems of Graph Representation Model in Elementary School Intan Sari Rufiana; Slamet Arifin; Mohammad Yusuf Randy; Fierda Nursitasari Amaliya
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 2 (2024): October 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i2.18720

Abstract

AbstractThis study aims to describe the types of student errors in solving numeracy literacy problems of graph representation models. This study used a mixed methods research design with a sequential exploratory type. The data collection techniques used were tests and interviews. The participants in this study were 30 elementary school students tested and six students selected by purposive sampling to be interviewed. The results showed that students experienced conceptual errors and procedural errors. In conceptual errors, 40% of students make errors in reading data, 43% between data, and 60% of students make errors beyond data. Conceptual errors occur when students cannot understand the context of the problem, cannot read the data, do not master the basic concepts of statistics, and do not understand number patterns. In procedural errors, 63% of students make errors in reading data, 73% of students make errors in reading between data, and 80% of students make errors in reading beyond data. Procedural errors occur when students are wrong in choosing the solution procedure, calculating, and predicting. Therefore, educators need to design appropriate learning strategies to minimize errors made by students in numeracy literacy questions on graph representation models, such as applying contextual learning-based numeracy problems.Keywords: student errors, graphic literacy, numeracy literacy, elementary school. AbstrakPenelitian ini bertujuan untuk mendeskripsikan jenis-jenis kesalahan siswa dalam menyelesaikan soal literasi numerasi model representasi grafik. Penelitian ini menggunakan desain penelitian mixed methods dengan tipe eksploratori sekuensial. Teknik pengumpulan data yang digunakan adalah tes dan wawancara. Partisipan dalam penelitian ini adalah 30 siswa sekolah dasar yang dites dan enam siswa yang dipilih secara purposive sampling untuk diwawancarai. Hasil penelitian menunjukkan bahwa siswa mengalami kesalahan konseptual dan kesalahan prosedural. Pada kesalahan konseptual, 40% siswa melakukan kesalahan dalam membaca data, 43% di antara data, dan 60% siswa melakukan kesalahan di luar data. Kesalahan konseptual terjadi ketika siswa tidak dapat memahami konteks soal, tidak dapat membaca data, tidak menguasai konsep dasar statistika, dan tidak memahami pola bilangan. Pada kesalahan prosedural, 63% siswa melakukan kesalahan dalam membaca data, 73% siswa melakukan kesalahan dalam membaca antar data, dan 80% siswa melakukan kesalahan dalam membaca di luar data. Kesalahan prosedural terjadi ketika siswa salah dalam memilih prosedur penyelesaian, menghitung, dan memprediksi. Oleh karena itu, pendidik perlu merancang strategi pembelajaran yang tepat untuk meminimalisir kesalahan yang dilakukan siswa dalam soal literasi numerasi pada model representasi grafik, seperti menerapkan soal literasi numerasi berbasis pembelajaran kontekstual.Kata kunci: kesalahan siswa, literasi grafik, literasi numerasi, sekolah dasar.
Parents' Perceptions and Actions on Digital Safety of Elementary School Students Hamdan Husein Batubara; Ruruh Sarasati; Amalia Risfianti; Selfi Dewi Rahmawati
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 2 (2024): October 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i2.18796

Abstract

AbstractThis study explores parents' perceptions and actions in ensuring the digital safety of elementary school children in Indonesia, where internet penetration is high. This study utilized a mixed methods approach using a convergent parallel design to collect data from 219 parents of elementary school students through closed and open-ended questions presented by Google Forms. Quantitative data was analyzed using mean score and Pearson correlation, whereas quantitative data was analyzed using content and descriptive analysis. The study found that parents generally perceive digital devices and the internet as beneficial tools for enhancing children's learning, creativity, and communication, though they also recognize risks such as exposure to harmful content and cyberbullying. To optimize the benefits and mitigate risks, parents employ strategies such as supervising device use, setting time limits, and educating children about online safety and digital etiquette. These findings highlight the importance of digital literacy for parents and children and the need for collaboration among families, educators, and policymakers to create a safe digital environment for children.Keywords: digital safety, digital literacy, children online risk, parental strategies, parental viewsAbstrakPenelitian ini mengeksplorasi persepsi dan tindakan orang tua dalam memastikan keamanan digital anak-anak sekolah dasar di Indonesia, yang memiliki penetrasi internet yang tinggi. Penelitian ini menggunakan pendekatan metode campuran dengan menggunakan desain paralel konvergen untuk mengumpulkan data dari 219 orang tua murid sekolah dasar melalui pertanyaan tertutup dan terbuka yang disajikan oleh Google Forms. Data kuantitatif dianalisis menggunakan nilai rata-rata dan korelasi Pearson, sedangkan data kuantitatif dianalisis menggunakan analisis isi dan deskriptif. Hasil penelitian ini menemukan bahwa orang tua umumnya menganggap perangkat digital dan internet sebagai alat yang bermanfaat untuk meningkatkan pembelajaran, kreativitas, dan komunikasi anak-anak, meskipun mereka juga menyadari adanya risiko seperti paparan terhadap konten berbahaya dan perundungan dunia maya. Untuk mengoptimalkan manfaat dan mengurangi risikonya, orang tua menerapkan strategi seperti mengawasi penggunaan perangkat, menetapkan batas waktu, dan mengedukasi anak-anak tentang keamanan online dan etika digital. Temuan ini menyoroti pentingnya literasi digital bagi orang tua dan anak serta perlunya kolaborasi di antara keluarga, pendidik, dan pembuat kebijakan untuk menciptakan lingkungan digital yang aman bagi anak-anak.Kata Kunci: keamanan digital, literasi digital, risiko daring anak, strategi orang tua, pandangan orang tua
Need Analysis of Digital Microlearning Materials with Scaffolding for Generation Z Pre-Service Teachers in Islamic Primary Education Rizki Amelia; Agus Mukti Wibowo; Sigit Priatmoko; Wiku Aji Sugiri; Galih Puji Mulyoto
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.18811

Abstract

AbstractThis study aims to analyze the need for digital teaching materials based on microlearning with scaffolding to support Generation Z pre-service elementary school teachers. The research method used was a quantitative descriptive survey, with data collected through an online questionnaire filled out by 216 Generation Z students, pre-service teachers in the Madrasah Ibtidaiyah Education Study Program (PGMI) at UIN Maulana Malik Ibrahim Malang, Indonesia. The study results indicate that most students have adequate access to digital devices and the internet and a strong preference for the blended learning method. Students also prefer short and interactive video-based teaching materials, which support flexibility in arranging time and place of study. These findings emphasize the importance of developing microlearning teaching materials for the characteristics of the digital native generation. Scaffolding is identified as a supportive approach in compiling microlearning-based teaching materials. Therefore, it can provide gradual guidance that helps students understand the material more deeply. All in all, this study provides insight into developing teaching materials that are adaptive, effective, and in line with learning needs in the digital era.Keywords: microlearning, scaffolding, Gen Z.AbstrakPenelitian ini bertujuan untuk menganalisis kebutuhan bahan ajar digital berbasis microlearning dengan scaffolding untuk mendukung calon guru SD Generasi Z. Metode penelitian yang digunakan adalah survei deskriptif kuantitatif, dengan data dikumpulkan melalui kuesioner daring yang diisi oleh 216 mahasiswa Generasi Z calon guru Program Studi Pendidikan Guru Madrasah Ibtidaiyah UIN Maulana Malik Ibrahim Malang, Indonesia. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa memiliki akses yang memadai terhadap perangkat digital dan internet serta preferensi yang kuat terhadap metode blended learning. Mahasiswa juga lebih menyukai bahan ajar berbasis video yang singkat dan interaktif, yang mendukung fleksibilitas dalam mengatur waktu dan tempat belajar. Temuan ini menekankan pentingnya pengembangan bahan ajar microlearning bagi karakteristik generasi digital native. Scaffolding diidentifikasi sebagai pendekatan yang suportif dalam menyusun bahan ajar berbasis microlearning. Dengan demikian, scaffolding dapat memberikan bimbingan bertahap yang membantu mahasiswa memahami materi lebih dalam. Secara keseluruhan, penelitian ini memberikan wawasan tentang pengembangan bahan ajar yang adaptif, efektif, dan sejalan dengan kebutuhan pembelajaran di era digital.Kata kunci: pembelajaran mikro, scaffolding, Gen Z.
Developing Self-Assessment with Mobile Learning-Based to Improve Learning Achievement of Indonesian Madrasah Competency Assessment at Madrasah Ibtidaiyah Dian Eka Aprilia Fitria Ningrum; Nur Hidayah Hanifah; Like Raskova Octaberlina; Silvia Ellyana
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 2 (2025): October 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i2.18860

Abstract

AbstractThe Minimum Competition Assessment (AKM) is a replacement for the existence of the National Examination. AKM is designed to achieve student learning outcomes through cognition, especially related to literacy and numeracy. However, there is still a problem that students experience difficulties in doing AKM or AKMI (Indonesian Madrasah Competency Assessment) questions at school. Therefore, this research provides a solution by developing learning media in the form of a mobile learning-based application using the ADDIE method. The subjects in this study are grade IV students of Madrasah Ibtidaiyah Nurul Jadid Blitar, East java, Indonesia. According to the study's findings, learning experts' validation results are 93%, media experts' validation results are 96%, and material experts' validation results are 98%. According to student learning outcomes, the SIASAT application can improve student learning outcomes; the average pretest score in the control class is 56, and the posttest average score is 79.2. Meanwhile, in the experimental class, the average pretest score was 56, and the posttest average score was 87.8. Meanwhile, based on the calculation of the T-test, a significant value of 0.042 > 0.05 was obtained. This indicates that students can enhance their learning outcomes by using mobile learning-based self-assessment media to deal with AKMI.Keywords: AKMI, madrasah ibtidaiyah students, mobile learning, self-assessment. AbstrakAsesmen Kompetensi Minimal (AKM) merupakan pengganti keberadaan Ujian Nasional. AKM dirancang untuk mencapai capaian pembelajaran siswa melalui kognisi, terutama terkait literasi dan numerasi. Namun, masih terdapat permasalahan yaitu siswa mengalami kesulitan dalam mengerjakan soal-soal AKM atau AKMI (Asesmen Kompetensi Madrasah Indonesia) di sekolah. Oleh karena itu, penelitian ini memberikan solusi dengan mengembangkan media pembelajaran berupa aplikasi berbasis mobile learning dengan metode ADDIE. Subjek dalam penelitian ini adalah siswa kelas IV Madrasah Ibtidaiyah Nurul Jadid Blitar, Jawa Timur, Indonesia. Berdasarkan hasil penelitian, hasil validasi ahli pembelajaran sebesar 93%, hasil validasi ahli media sebesar 96%, dan hasil validasi ahli materi sebesar 98%. Berdasarkan capaian pembelajaran siswa, aplikasi SIASAT dapat meningkatkan capaian pembelajaran siswa; rata-rata skor pretes pada kelas kontrol sebesar 56, dan rata-rata skor postes sebesar 79,2. Sementara itu, pada kelas eksperimen, rata-rata skor pretes adalah 56, dan rata-rata skor postes adalah 87,8. Berdasarkan perhitungan uji-T, diperoleh nilai signifikansi 0,042 > 0,05. Hal ini menunjukkan bahwa mahasiswa dapat meningkatkan hasil belajarnya dengan menggunakan media asesmen mandiri berbasis pembelajaran seluler untuk menghadapi AKMI.Kata kunci: AKMI, siswa madrasah ibtidaiyah, pembelajaran mobile, penilaian mandiri.

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