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All Journal Hijri Jurnal Bintang Pendidikan Indonesia PANDU: Jurnal Pendidikan Anak dan Pendidikan Umum DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Mufidatul Khusna
Universitas Trunojoyo Madura
Religion Arts Education Languange, Linguistic, Communication & Media Social Sciences

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Identifikasi Keterampilan Berbicara Yang Diajarkan Guru Kelas VI Sekolah Dasar Mufidatul Khusna; Debby Rahmawati; Befa Damai Revolusi; Shofiatul Karimah; Gesti Kinasih Hardhini; Conny Dian Sumadi
Jurnal Bintang Pendidikan Indonesia Vol 1 No 3 (2023): Agustus : Jurnal Bintang Pendidikan Indonesia (JUBPI)
Publisher : Sekolah Tinggi Ilmu Ekonomi Trianandra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jubpi.v1i3.1541

Abstract

This study aims to find or identify speaking skills taught by grade VI elementary school teachers. This research is a qualitative type of research using descriptive methods. Data collection techniques used in the form of interviews and documentation studies. The subject of this study was a grade VI teacher at UPTD SD Negeri Banyuajuh 2. The results of interviews that have been conducted show that there are four speaking skills taught, which include interviews, role plays or drama, speeches, and group discussions. The four speaking skills are integrated in Indonesian language learning materials in grade VI elementary school.
Studi Pendahuluan Identifikasi Hasil Belajar Bahasa Indonesia Materi Cerita Fiksi Siswa Mufidatul Khusna; Tyasmiarni Citrawati
DIDAKTIS : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 1 No 1 (2023): DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : Fakultas Sastra Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/didaktis.v1i1.296

Abstract

The purpose of this preliminary study research is to identify the results of learning Indonesian fiction story material for grade VI UPTD students of SDN Banyuajuh 2. The method used in this study is descriptive qualitative. The instruments used include observation sheets, interview sheets, and test sheets. The analytical techniques used in this study are descriptive qualitative and descriptive quantitative. The time for data collection starts on February 25, 2023 until it is completed. The subjects in this preliminary study is a class VI teacher and 29 grade VI students at UPTD SDN Banyuajuh 2. The observation results show that the resitation or assignment method is often used by teachers in learning Indonesian, while students do not fully understand the concept of the subject matter, for example fictional story material. This is one of the causes of low student learning outcomes. From the test results, it shows that there are 2 students who get a score above KKM out of a total of 29 students in the class. The KKM that has been determined by the school is 65, but the data results show that there are 27 students who score below KKM. The conclusion of this preliminary study is that there are several factors that cause low student learning outcomes including the method of resitation or assignment too often applied in learning and lack of giving examples of fictional stories to students. ABSTRAK: Tujuan dari penelitian studi pendahuluan ini adalah untuk mengidentifikasi hasil belajar bahasa Indonesia materi cerita fiksi siswa kelas VI UPTD SDN Banyuajuh 2. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Instrumen yang digunakan meliputi lembar observasi, lembar wawancara, dan lembar tes. Teknik analisis yang digunakan dalam penelitian ini adalah deskriptif kualitatif dan deskriptif kuantitatif. Waktu pelaksanaan pengambilan data dimulai pada tanggal 25 Februari 2023 hingga selesai. Subjek dalam studi pendahuluan ini adalah guru kelas VI dan 29 siswa kelas VI di UPTD SDN Banyuajuh 2. Hasil observasi menunjukkan bahwa metode resitasi atau penugasan sering digunakan guru dalam pembelajaran bahasa Indonesia, sedangkan siswa belum sepenuhnya memahami konsep materi pelajaran, contohnya materi cerita fiksi. Hal ini menjadi salah satu penyebab hasil belajar siswa yang rendah. Dari hasil tes menunjukkan bahwa terdapat 2 siswa yang memperoleh nilai di atas KKM dari total siswa yaitu 29 di kelas tersebut. Adapun KKM yang sudah ditentukan sekolah yaitu 65, namun hasil data menunjukkan ada 27 siswa yang memperoleh nilai di bawah KKM. Kesimpulan dari studi pendahuluan ini adalah terdapat beberapa faktor yang menyebabkan rendahnya hasil belajar siswa diantaranya adalah metode resitasi atau penugasan terlalu sering diterapkan dalam pembelajaran dan kurangnya pemberian contoh-contoh cerita fiksi kepada siswa.
ANALISIS KEBUTUHAN PENGEMBANGAN E-MODUL BERBASIS FLIPPED CLASSROOM DI SEKOLAH DASAR Mufidatul Khusna; Priyono Tri Febrianto
Hijri Vol 12, No 2 (2023): HIJRI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/hijri.v12i2.17633

Abstract

The purpose of this study is to describe the need for the development of flipped classroom-based e-modules in elementary schools. This type of research is descriptive qualitative research. The subjects in this study were grade IV teachers and 31 grade IV students for the 2023/2024 school year, UPTD SDN Keleyan 1, Socah District, Bangkalan Regency, East Java, consisting of 16 men and 15 women. Data collection techniques include observation, interviews, and questionnaires. The data analysis used is Miles and Huberman's qualitative data analysis which consists of data collection, data reduction, data presentation, and conclusions. Based on observations and interviews, it can be seen that teachers only use teaching materials in the form of Curriculum Merdeka textbooks provided by the school. In addition, the results of the student needs questionnaire stated that out of 31 students, 25 students (80.64%) were happy if they could learn using teaching materials other than the Curriculum Merdeka textbook, then out of 31 students, 25 students (80.65%) had never learned to use electronic modules. Furthermore, out of 31 students, 31 students (100%) said they were happy if they could study and do assignments with their friends in class. Based on the results of the study, it can be concluded that it is necessary to develop flipped classroom-based e-module teaching materials, with flipped classroom-based e-modules can make students independent, active, think critically, and collaboratively in learning.
PERSIAPAN, PELAKSANAAN, DAN PENYELESAIAN KEGIATAN OUTBOUND DI SEKOLAH DASAR Mufidatul Khusna; Debby Rahmawati; Mohammad Altof Nasrullah; Hesthi Putri Budi Rahayu; Conny Dian Sumadi
PANDU : Jurnal Pendidikan Anak dan Pendidikan Umum Vol. 1 No. 3 (2023): PANDU: Jurnal Pendidikan Anak dan Pendidikan Umum
Publisher : CV. Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/pandu.v1i3.213

Abstract

This study aims to describe the preparation, implementation, and completion of outbound activities in elementary schools. The method used in this study is a literature study with ten articles relevant to the topic of preparation, implementation, and completion of outbound activities in elementary schools. Data analysis techniques are carried out by data reduction, data presentation, and triangulation. Based on the results of the study, it was concluded that the preparation that must be done by a teacher before carrying out outbound activities includes: (1) determining the purpose of holding outbound, (2) determining the form of activities or materials to be carried out, of course, the material or activities must be adjusted to the objectives, (3) making plans, including the time of implementation, location, transportation, consumption, and budget as well as the formation of an implementing committee, (4) surveying the location to be used, (5) prepare equipment and equipment to be used, (6) explanation of outbound activities to be carried out to students and parents so that they can make preparations, and (7) risk evaluation. Furthermore, when arriving at the outbound location the teacher must do things that include: (1) explaining the procedures for outbound games and activities, (2) dividing students into groups, (3) guiding students in carrying out activities, (4) controlling and observing students in carrying out activities to be more orderly and in accordance with the planning and rules of the game, (5) coordinating with the committee or other teachers if things happen that are not desirable. As for after the outbound activities are completed, teachers must do several things including: (1) packing and returning all equipment that has been used, (2) cleaning locations that have been used for outbound activities, (3) reflection, evaluating all activities that have been carried out during outbound, (4) preparing accountability reports (LPJ).
Co-Authors Befa Damai Revolusi Citrawati, Tyasmiarni Debby Rahmawati Desyandri Desyandri Gesti Kinasih Hardhini Hesthi Putri Budi Rahayu Mohammad Altof Nasrullah Priyono Tri Febrianto Shofiatul Karimah